English Language Arts - LPSSEnglish Language Arts Fourth Grade ... 3rd Quarter 24 Weeks (K)...

English Language Arts

Fourth Grade

Curriculum Map

2011-2012

Curriculum Map - 2011-2012- Grade 4 - 2 -

Word StudyPhonicsSpellingHigh Frequency WordsWord Parts

Writing WorkshopModeled WritingGrammarGuided WritingIndependent Writing

Reading WorkshopInteractive Read AloudShared ReadingGuided ReadingIndependent Reading


Year at a Glance – ELA Elementary Comprehensive Curriculum – LPSS 2011-2012

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Unit 3 - Rhythm and

Rhyme Time

08/15–09/15

Unit 1 – A World of Books

08/15 – 09/30

Unit 1 – Let’s Read

8/15 – 10/7

Unit 1 – Let’s Read

08/15-09/09 Assess 2 Know 09/15/11

Unit 1 – Read All About It

08/15-09/09 Assess 2 Know 09/15/11

Unit 1 – Folktales: Tall Tales and Legends

08/15-09/30 Assess 2 Know 10/07/11

Unit 5 - A Look into Books

09/19 – 10/21

Unit 2 – Put on Your Thinking Cap

10/03-10/28

Unit 3 – The Writing Process

10/10 – 11/10

Unit 3 – Write on Target

09/12 – 10/21 Assess 2 Know 10/28/11

Unit 2 – The Writing Process

9/12-10/21 Assess 2 Know 10/28/11

Unit 2 – Informational Articles/Reports

10/03 – 11/10 Assess 2 Know 11/18/11

Unit 1 – Learning About Me

10/24-11/18

Unit 3 – Let’s Read – Fairy Tales and Fables

10/31 – 12/20

Unit 6 – Reading and Writing Nonfiction

11/14-12/20

Unit 6 – Reading and Writing Nonfiction in Texts

10/24-11/18

Assess 2 Know 12/2/11

Unit 6 – Reading and Writing Nonfiction

10/24 – 11/18


Unit 3 – Biography and Autobiography

11/14-01/12


Unit 6 – The Author’s Chair

11/28-01/06

Unit 4 – Research Methods

01/04 –02/03

Unit 4 – Information Quest

01/04-02/03

Unit 4 – Resource Roundup

11/28-01/06 Assess 2 Know 01/12/12

Unit 4 – Research

11/28 – 01/06 Assess 2 Know 01/12/12

Unit 4 – Short Stories – Adventures

01/17-03/02


Unit 2 – Exploring Written Languages

01/09-02/03

Unit 6-Discovering is Exciting-Reading/Writing Nonfiction

02/06–03/08

Unit 2 – Use Your Thinking Cap

02/06-03/23

Unit 2 – Thinking Critically

01/09-02/03 Assess 2 Know 02/10/12

Unit 3 - Critical Thinking

01/09 – 02/03 Assess 2 Know 02/10/12

Unit 5 – Poetry

03/05-04/04

Unit 4 – The Wonder of Words – Poetry

02/06-03/08

Unit 7 – How to Learn About People-

Autobiographies/Biographies 03/12 – 04/13

Unit 7 – People-Autobiographies/Biographies

03/26-04/20

Unit 7 – Who’s Who-Autobiographies/Biographies

02/06 –03/02


Unit 7 – Autobiographies and Biographies

02/06 – 03/08


Unit 6 – Novels

04/23 –05/24

Unit 7 – Multicultural Literature

03/12-04/13

Unit 5 – Poetry: Fun with Words

04/16 –0 5/24

Unit 5 – Poetry Is Art in Words

04/23-05/24

Unit 5 – Use Your Senses Through Poetry

03/05 – 04/04

Unit 5 – Poetry

03/12 – 04/04

Unit 8 – Listen, Speak, Write

4/16– 5/24

Unit 8 – Author Study

4/23-5/24

Unit 8 –Recommended By - Author Study

4/23 – 5/24


Reading/Writing Assessment Schedule (2011-2012) Reading Assessment Requirements-Kindergarten - Fifth Grade

*** Use Benchmark Assessment Protocol established by district

Writing Portfolio Requirements -Kindergarten – Fifth Grade

NOTE: Rubrics can be found in the Louisiana Comprehensive Curriculum blackline masters. Third, fourth, and fifth grade teachers can use the iLEAP/LEAP rubrics.

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Beginning of Year DIBELS Next

DIBELS Next DRA-

Instructional Level SFA - Roots

DIBELS Next DRA-

Instructional Level SFA – McGraw-Hill

DIBELS Next Rigby READS

Form A SFA – 4Sight


Form A SFA – 4Sight

DIBELS Next/AIMSweb Rigby READS

Form A SFA – 4Ssight

1st Quarter 12 Weeks (K)

Rigby Reading Pre-Screener/

Screener SFA - Roots

Benchmark Level C*** SFA - Roots

Benchmark Level I***

SFA – McGraw-Hill

Instructional Level (Benchmark if necessary)

SFA – 4Sight


SFA – 4Sight


SFA – 4Sight

2nd Quarter DIBELS Next

DIBELS Next Benchmark Level E*** SFA - Roots

DIBELS Next Benchmark Level J***

SFA – McGraw-Hill


Form B SFA – 4-Sight


Form B SFA – 4Sight

DIBELS Next/AIMSweb Rigby READS

Form B SFA – 4Sight

3rd Quarter 24 Weeks (K)

Benchmark Level B***

Benchmark Level G*** SFA - Roots

Benchmark Level K***

SFA – McGraw-Hill


SFA – 4Sight


SFA - 4Sight


SFA – 4Sight

End of Year DIBELS Next DRA – Instructional

Level SFA – Roots

DIBELS Next Instructional Level

SFA - Roots

DIBELS Next Instructional Level SFA – McGraw-Hill


SFA – 4Sight


SFA – 4Sight

DIBELS Next/AIMSweb Instructional Level

SFA 4Sight

Beginning of Year Choose one writing sample during the first two weeks of school for each student. Use a rubric to rate each student’s writing.

1st Quarter 12 Weeks (K)

Choose at least one student writing of the teacher’s choice for each student. Use a rubric to rate each student’s writing.

2nd Quarter Choose at least one student writing of the teacher’s choice for each student. Use a rubric to rate each student’s writing.

3rd Quarter 24 Weeks (K)

Choose at least one student writing of the teacher’s choice for each student. Use a rubric to rate each student’s writing.

End of Year Choose at least one student writing of the teacher’s choice for each student. Use a rubric to rate each student’s writing.


# Prioritized Grade Level Expectations E- Essential I –Important C-Condensed E, I, C CC Units Notes

1 Use understanding of base words, roots, prefixes, and suffixes to decode more complex words (ELA-1-E1) I 6

2 Determine the meaning of unfamiliar words using knowledge of word origins and inflections (ELA-1-E1) C All

3 Determine word meanings, word choices, and pronunciations using a broad variety of reference aids such as

dictionaries, thesauruses, synonym finders, and reference software (ELA-1-E1)

E All

4 Adjust speed of reading to accomplish purpose based on text complexity (ELA-1-E3) C 1,3

5 Identify a variety of story elements, including: E

a. the impact of setting on character 1,8

b. multiple conflicts 1,8

c. first- and third-person points of view 1,8

d. development of theme (ELA-1-E4) 1,8

6 Identify literary devices, including metaphor and hyperbole (ELA-1-E4) E 5

7 Answer literal and inferential questions about ideas and information in grade-appropriate texts in oral and

written responses (ELA-1-E5)

E 1,3,5,6

8 Connect information in grade-appropriate texts to prior knowledge and real-life situations in oral and

written responses (ELA-1-E6)

E 1,2,3,5,6,7

9 Increase oral and silent reading fluency and accuracy with grade-appropriate texts (ELA-1-E7) C All

10 Demonstrate oral reading fluency of at least 140 words per minute in fourth-grade text with appropriate

pacing, intonation, and expression (ELA-1-E7)

C All

11 Compare and contrast stories/tales from different cultures and explain the influence of culture on each tale

in oral, written, and visual responses (ELA-6-E1)

I 1,5,8

12 Identify a variety of types of literature, including poetry and short stories, in oral and written responses

(ELA-6-E2)

E 1,5

13 Identify and explain the defining characteristics of various types of literature, including the myth and the

legend (ELA-6-E3)

E 1

14 Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, such as: E

a. sequencing events and steps in a process 4

b. explaining how the setting impacts other story elements, including the characters’ traits and

actions 1,8

c. using specific evidence from a story to describe a character's traits, actions, relationships,

and/or motivations 1,3,8

d. confirming or denying a prediction about information in a text 1,3,8

e. comparing and contrasting story elements or information within and across texts 1,2,6,7,8

f. identifying stated main ideas and supporting details 2,4

g. making simple inferences (ELA-7-E1) 3,7

15 Justify solutions to problems in texts by verifying, confirming, and supporting (ELA-7-E2) E 3

16 Distinguish an author’s purpose for writing, including entertaining, expressing an opinion, defending an

argument, or conveying information (ELA-7-E3)

I 2,3,5,6


17 Explain in oral or written responses how an author’s life and times are reflected in a text (ELA-7-E3) C 1,5,8

18 Explain how an author’s purpose influences organization of a text, word choice, and sentence structure

(ELA-7-E3)

I 1,2,5,6,7

19 Demonstrate understanding of information in grade-appropriate texts using a variety of strategies,

including:

E

a. supporting differences between fact and opinion with information from texts 3,6

b. skimming and scanning texts for various purposes (e.g., locating information, verifying

facts) 3,4,5,6

c. identifying cause-effect relationships in texts and real-life situations 3,6

d. generating questions to guide examination of topics in texts and real-life situations 1,3,4,7,8

e. explaining connection between information from texts and real-life experiences (ELA-7-E4) 1,3,5,6,7,8

20 Write compositions of at least three paragraphs organized with the following: E

a. a clearly stated central idea 2,6,7,8

b. an introduction and a conclusion 2,6,7,8

c. a middle developed with supporting details 2,3,6,7,8

d. a logical, sequential order 2,6,7,8

e. transitional words and phrases that unify points and ideas (ELA-2-E1) 1,2,4,5,6,

7,8

21 Organize individual paragraphs with topic sentences, relevant elaboration, and concluding sentences

(ELA-2-E1)

E All

22 Identify an audience for a specific writing assignment and select appropriate vocabulary, details, and

information to create a tone or set the mood and to affect or manipulate the intended audience (ELA-2-E2)

E All

23 Develop grade-appropriate compositions by identifying and applying writing processes, including the

following:

E

a. selecting topic and form 2,4,5,6,7

b. prewriting (e.g., brainstorming, researching, raising questions, generating graphic

organizers) 1,2,3,4,5,6,

7

c. drafting All

d. conferencing with peers and teachers 1,2,4,5,6,7

e. revising based on feedback and use of various tools (e.g., LEAP21 Writer’s Checklist,

rubrics) 1,2,4,5,6,

7,8

f. proofreading/editing 1,2,4,5,6,

7,8

g. publishing using available technology (ELA-2-E3) 2,4,5,6,7,8

24 Develop paragraphs and compositions of at least three paragraphs using the various modes (i.e., description,

narration, exposition, and persuasion), emphasizing narration and description (ELA-2-E4)

E All

25 Use a variety of literary devices, including hyperbole and metaphor, in compositions (ELA-2-E5) I 5

26 Write for various purposes, including: C

a. formal and informal letters that follow a specific letter format, include relevant information, 3,8


and use an appropriate closure

b. informational reports that include facts and examples and that present important details in

a logical order 1,4,7

c. book reports that include an opinion and/or a persuasive viewpoint (ELA-2-E6) 2,3,4,5,6,

7,8

27 Write legibly in standard cursive or printed form, indenting paragraphs appropriately, using standard

margins, and demonstrating fluency (ELA-3-E1)

C 2,7,8

28 Use standard English punctuation, including apostrophes in contractions and in the possessive case of

singular and plural nouns (ELA-3-E2)

I 2,7

29 Capitalize greetings, titles of respect, and titles of books, articles, chapters, movies, and songs (ELA-3-E2) I 2,6,7,8

30 Write using standard English structure and usage, including: E

a. using active and passive voices of verbs 2,3,6,8

b. avoiding writing with sentence fragments and run-on sentences (ELA-3-E3) 2,7,8

31 Apply knowledge of parts of speech in writing, including: E

a. selecting and using common interjections appropriately All

b. identifying and using transitive and intransitive verbs correctly All

c. identifying and using verb tenses correctly, including present perfect, past perfect, and

future perfect All

d. using grade-appropriate irregular verb tenses correctly (ELA-3-E4) All 32 Use knowledge of root words, affixes, and syllable constructions to spell words (ELA-3-E5) C 7,8

33 Alphabetize to the fourth and fifth letters (ELA-3-E5) C 4

34 Adjust pacing to suit purpose, audience, and setting when speaking (ELA-4-E1) C 1,3,4,5,6,7

35 Interpret, follow, and give multi-step directions (ELA-4-E2) C 4

36 Deliver presentations that include the following: C

a. information drawn from several sources and identification of the sources 3,4,6,7

b. effective introductions and conclusions 4,6

c. details, examples, anecdotes, or statistics that explain or clarify information 3,4,5,6,7

d. information selected to persuade or influence the audience (ELA-4-E4) 2,3,4,6

37 Demonstrate active listening strategies, including asking questions, responding to cues, and making eye

contact (ELA-4-E5)

C 1,2,4,5,6,7

38 Adjust speaking content according to the needs of the audience (ELA-4-E5) C 4,7

39 Listen to and critique messages such as advertising that are communicated in a variety of mediums,

including television and print (ELA-4-E6)

C 2,7

40 Identify the effectiveness and dynamics of group process and cooperative learning (ELA-4-E7) C

41 Locate information using organizational features of a variety of resources, including: E

a. electronic information such as keyword searches, passwords, and entry menu features 2,3,4,7,8

b. print materials such as indices, glossaries, table of contents, title pages, and map legends

(ELA-5-E1) 4


42 Locate information using a broad variety of reference sources, including almanacs, atlases, newspapers,

magazines, and brochures (ELA-5-E1)

I 3,7,8

43 Evaluate the usefulness of information selected from multiple sources, including: C

a. library and online databases 4,7,8

b. electronic reference works 4,7,8

c. Internet information 2,3,4,8

d. community and government data 3,4,7

e. interviews 3,4

f. experiments 4,7

g. surveys (ELA-5-E2) 3,4

44 Use keywords and phrases to take notes from oral, written, and electronic media sources (ELA-5-E3) C 3,4

45 Paraphrase or summarize information from a variety of sources (ELA-5-E3) I 3,4,7,8

46 Construct simple outlines with main topics and subtopics that reflect the information gathered (ELA-5-E3) E 4,7

47 Use electronic and print resources (e.g., spelling, grammar, and thesaurus checks) to revise and publish

book reviews and research reports (ELA-5-E4)

C 2,7

48 Create a list of sources (e.g., books, encyclopedias, online resources) following a specified format (ELA-5-E5) I 2,4,7,8

49 Define plagiarism (ELA-5-E5) C 4,7

50 Read and interpret timelines, charts, graphs, schedules, tables, diagrams, and maps generated from

grade-appropriate materials (ELA-5-E6)

E 3,6


English Language Arts: Grade 4

August 15th

– September 9th

– Weeks 1 - 4

Comprehensive Curriculum Unit 1: Read All About It

Unit Description

This unit focuses on reading and responding to a variety of texts, including classical, historical, and contemporary fiction and nonfiction. This unit also emphasizes vocabulary

development, grammar, and composition skills. Read- alouds and shared, guided, and independent reading experiences facilitate the teaching of story elements (setting, plot,

character, theme, and conflict), literary devices, and the characteristics of reading genre.

Student Understandings

Students demonstrate comprehension when they describe and discuss literary elements, identify literary devices, and compare and contrast texts. They respond to various reading

genres through oral discussion and writing projects.

Guiding Questions

1. Can students use graphic organizers to compare/contrast a variety of texts, including fiction and nonfiction?

2. Can students respond to texts by using prior knowledge and life experiences?

3. Can students identify the elements of a myth and a legend?

4. Can students describe a character‘s traits, actions, relationships, and motivation?

5. Can students use ―pre reading‖ and ―during reading‖ comprehension strategies as they read and respond to various genre?

6. Can students discuss texts with one another?

Sample Assessments

General Guidelines

Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the

student activities and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:

General Assessments

Students will keep a personal reading log of selections read by the teacher or independently, listing the book, author, title, a brief summary, and date completed. Students

will classify the book by genre. Students will maintain a Reader‘s Notebook containing teacher-provided information, vocabulary lists of words defined by the student,

and a reading-response journal.

Teachers schedule reading conferences periodically to check Reader‘s Notebooks and monitor the student‘s oral reading progress.

Students will be provided with graphic organizers to help them comprehend increasingly complex material and organize thoughts for writing extensions.

Teachers will observe student progress in choosing appropriate independent reading material (95% and above words known) for various purposes.

Blackline Masters of materials from Literacy by Design may be found online at www.olp.literacybydesign.com

First time users must register. The keycode is accelerate. If you registered previously and do not remember your password, the planner will offer prompts to assist you in the

retrieval of that password. You must look in the LESSONS tab then click onto RESOURCES to view all available material.

http://www.olp.literacybydesign.com/


Reading Workshop Writing Workshop Word Study LCC ACTIVITIES: Unit 1 – Read All About It

1: Daily Independent Reading (ONGOING) 09, 10

2: Vocabulary Activities (ONGOING) 02, 03

5: Genre …04, 12, 14e

6: Define Genres using Graphic Organizers 11, 13, 14d, 14e

7: Before Reading 05a, 05c, 05d, 11, 13, 14b, 14d, 14e, 18, 19d

8: During Reading 02, 03, 05a, 07, 08, 09, 14b, 14d, 14e, 19e

LCC ACTIVITIES: Unit 1 – Read All About It

3: Daily Language (ONGOING) 31a, 31b, 31c, 31d

4: Daily Writing Activities (ONGOING) 20e, 21, 22, 23b, 24, 26b 11: Reading Like a Writer 05a, 11, 13, 14b, 19d, 23b, 23c, 23d,

23e, 23f

Begin word wall activities. You

may refer to the list of onsets

and rimes provided by reading

facilitator for additional

suggestions.

Short Vowel Review

Initial Consonant Review

Consonant Blends sn & st

Word Families 32

Theme 1: American Dreams

COMPREHENSION STRATEGIES/SKILLS

Make Connections 19

text to text/self/world

compare/contrast

background knowledge

TARGET SKILLS

Interview 13, 18

Nonfiction Feature: Map 50

MODELED WRITING

Journal 26 (LCC)

Myth or Legend 26 (LCC)

Book Report 26

Narrative 24

Story 24 (LbD)

MINI-LESSONS

Writing Process Introduction 23

Writing Traits Introduction 22

Start Strong 22

Main Idea & Details 20

Simple & Compound Sentences 30

Simple & Compound Sentences/Subject & Predicates 30

Review Sentences Structure 30

Subject/Verb Agreement 31

Identify & Use Verb Tenses 31

Use Irregular Verb Tenses 31

Theme 2: A Place for Us


Determine Importance 14

main idea and details

purpose for reading

classify

TARGET SKILLS

Historical Fiction 13, 18

Story Structure 5 Identify Theme

CENTER IDEA

GLEs tested on Assess 2 Know Test 1- 5b, 5d, 13, 14b, 14c, 14d, 14e, 18, 19d, 19e, 31c, 31d


Reading Workshop Resources Writing Workshop Resources Word Study Resources

Use first weeks to introduce work boards, literacy stations and

routines that must be established before you begin to teach

guided reading. Rehearse all stations and procedures in a

variety of ways before guided reading begins. Begin guided

reading on or before September 6, 2011.

MODELED WRITING

Book Report

HME p. 435

Story

LbD Story Organizer – Transp.11, 12

Writing Bridge Card 4

MINI-LESSONS

Writing Process Introduction

LbD Writing Bridge Card 1 & Transparency 4

Writing Traits Introduction


Main Idea & Details

LbD Main Idea & Details Organizer – Transp. 5, 6

Writing Bridge Card 2

Start Strong

LbD Writing Resource Guide pp. 49-50

Simple & Compound Sentences

LbD Writing Resouce Guide p. 1

HME pp. 32-62

Simple & Compound Sentences/Subject & Predicates

LbD Writing Resource Guide p. 2

Subject/Verb Agreement


HME pp. 104-105, 128

Review Sentence Structure


www.primarilywriting.com

Houghton- Mifflin Spelling and

Vocabulary

Short Vowel Review

Unit 1- p. 18

Unit 2 - p. 24

Unit 3 - p. 30

Unit 4 – p. 36

Unit 7 – p. 54

Word Families

Unit 20 – p. 134

Unit 25 – p. 164

Theme 1: American Dreams

Comprehension Bridge Card: 1

Vocabulary Development: Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game

ambition, gleaming, flourished, ancestor, artifact, cautious,

youth, immigrant, prosper, settler

Connect to Novels: The Long Way Westward, Worlds Apart,

Dreaming of America

Theme 2: A Place for Us

Comprehension Bridge Cards: 1 & 2


permanent, relocation, origin, regulate, necessities, belief,

border, accompany, audience, nationality

Connect to Novels: Half and Half, Hannah’s Journal,

In The Year Of The Boar, Jackie Robinson

Leveled Readers End of 1st Quarter

ON: O, P, Q

ABOVE: R+

BELOW: N AND BELOW

See Word Wall Games on

ELA K-5 Blackboard http://bb.lpssonline.com/webapps/login

http://www.primarilywriting.com/

http://bb.lpssonline.com/webapps/login


Activity 1: Daily Independent Reading (Ongoing) (GLEs: 09, 10)

Materials List: a wide variety of trade books, non-fiction, classroom sets, and chapter books at various reading levels, student library books

Teachers should reserve a specific amount of time every day for daily independent reading. This reading time should supplement the standard reading program

by encouraging students to read independently. This time also provides an opportunity for students to read according to a variety of student interests and abilities.

This daily reading time should not take the place of regular guided reading instruction.

Activity 2: Vocabulary Activities (Ongoing) (GLEs: 02, 03)

Materials List: 3 x 5 or 5 x 7 index cards, pictures or video clips, index cards, colored pencils/markers/crayons, Vocabulary Self-Awareness Chart BLM

Students are involved with vocabulary activities to provide opportunities for them to apply context clues to demonstrate understanding of text and to determine

base word meanings. A variety of vocabulary-building activities will be used throughout the year. These strategies will be used to gain meaning from unfamiliar

texts through application of context clues and determination of base word meanings. These strategies will be repeated, built upon, and ongoing. Strategies may

also be used to teach alphabetizing up to the third letter and dictionary skills. Teachers can assess students understanding of vocabulary either formally (written

tests) or informally (writing stories, poems, or sentences using the vocabulary words, etc.)

Teachers can choose from these activities to reinforce weekly vocabulary comprehension. Teachers do not have to use every activity.

Vocabulary Cards Activity

Students create vocabulary cards (view literacy strategy descriptions) related to words in the stories they are reading. Each student receives an index card and a

word from the story. Students write the word (or a sentence using the word) on the front and the definition on the back (Teachers can have these ready before class

to save time). Each student should have one vocabulary card. The teacher will say, ―Stand up, hands up, and pair up.‖ Students will walk around the room and

find a partner. Students will hold up their cards, and the person they are paired with will state the definition. If they do not know it, the student may give hints or

use the word in a sentence. After two chances the student should show the definition. Then the other student turns to hold up his/her vocabulary card and asks for

the definition. When the two students are finished, they trade cards. The teacher will say,‖ Stand up, hands up, and pair up‖ again, and students will find a new

partner.

Illustrate the Word Activity

The teacher shows pictures or video clips that demonstrate the meaning of a word. Students receive a list of the vocabulary they will use to draw and label a

picture illustrating the meaning of the words from the story. This activity is not limited to concrete nouns – for example, a grim expression. The labels explain

how the word and drawing fit. Drawing skills are not important; stick figures with accurate labels can succinctly express an idea as much as a well-drawn picture.

The student should not replace an abstract idea with a concrete example of it. The teacher can also use the vocabulary cards above to illustrate the definition of the

words.

http://www.louisianaschools.net/lde/uploads/11056.doc


Vocabulary Self-Awareness Activity:

Distribute copies of Vocabulary Self-Awareness Chart BLM . Before reading a story, give students the list of vocabulary words and have them complete the

Vocabulary Self-Awareness Chart BLM to determine their knowledge of the words. Students do not receive definitions or examples at this stage. They rate their

understanding of each word with either a ―+‖ (understand well), a ―√‖ (limited understanding or unsure), or a ―—―(don‘t know). After reading the story and being

exposed to other information, students return to the chart and add new information to it. The goal is to replace all check marks and minus signs with a plus sign.

Students will be given many opportunities to revisit their vocabulary charts to revise their entries.

Vocabulary Self-Awareness Chart

Word + √ -- Example Definition

sprint + He sprinted across the field. To run at top speed

epidemic -- He has an epidemic. A video game

Activity 3: Daily Language (Ongoing) (GLEs: 31a, 31b, 31c, 31d)

Materials List: daily sentences that are to be edited, printed copy for each student, transparency copy for use as a class, overhead projector

The Every-Day Edits can be used in many ways. Here is one possible procedure that you might use:

Copy the day's daily edit activity onto a transparency. As students return from recess or lunch, hand them a copy of the day's passage. Immediately, they

settle into finding the ten errors of capitalization, punctuation, or grammar included in that passage.

Give students 5 minutes or so to find and mark ten errors in the day's passage.

Divide the class into two teams or more. The teams you establish in this way will be "permanent teams" (for at least a month).

Start with one team and ask a student on that team to identify an error in the passage. If the student correctly identifies one of the ten errors in that day's

passage, a point is awarded to the team. Then it is the other team's chance to identify an error. Go back and forth until all ten errors have been found in that

day's passage. (Students might even find additional errors in a daily passage. Give credit if they offer an idea that would improve the passage.)

Keep score over the course of a month and award a special treat (an ice pop, a homework-free-night coupon, or something else that students will value) to

members of the team that has the highest score at the end of the month. You might change the makeup of teams for the following month.


Activity 4: Daily Writing Activities (Ongoing) (GLEs: 20e, 21, 22, 23b, 24, 26b)

Materials List: journal, pencil

Students will keep a daily journal or writer‘s notebook. Daily writing activities can include, but are not limited to, the following list:

Daily journal prompts

Story summary

Daily news (Write about things that happened at school that day.)

Picture prompts (Use pictures to create a story.)

Word wall or spelling activities

Story starters

Comic strips (Fill in what the characters are saying.)

Pen pals (Write to another class.)

Story responses (Respond to reading story or trade book.)

Poetry

Round Robin Writing (Students create and add to stories as they are passed around.)

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Directions

Greeting cards

Biographies

Activity 5: Genre . . .Is French for Type or Kind? (GLEs: 04, 12, 14e)

Material List: books from different genres of literature, Reader‘s Notebook, Genre Characteristics BLM, My Reading Inventory BLM

The teacher begins fourth-grade literature studies and this unit by giving students a reading notebook to record information, experiences, and responses for guided

and independent reading activities. The teacher chooses a grade-appropriate book to read each day to present examples of each reading genre, and students begin a

reading list and Genre Chart BLM, identifying each category of literature with a list of characteristics. Students are given a My Reading Inventory BLM and asked

to keep a list of books read, noting title/author, date completed, and genre. The teacher uses daily mini-lessons to introduce models for reading and responding

during whole-class and independent reading activities. During these lessons, student volunteers share their personal reading, and the class decides the genre,

supporting its conclusions by relating the genre‘s identifying characteristics. When the genre charts are complete, students will search their homes, classroom,

and/or school libraries to fill in the name of a book under each genre heading.Examples of genre to be studied may include the following:

Nonfiction: Informational text, biography, autobiography

Fiction: Historical fiction, modern realistic fiction, science fiction, fantasy, poetry, and traditional literature (e.g., myths, legends, fables, folktales)


Activity 6: Define Genres Using Graphic Organizers (GLEs: 11, 13, 14d, 14e)

Materials List: books or Internet copies of various genres (myths, legends, folktales, etc.), copies of Comparison/Contrast Chart BLM, Sample Rubric for Student

Self-Assessment BLM, board/chart paper/overhead projector

This DRTA directed reading-thinking activity (view literacy strategy descriptions) will include fairy tales and fables. In this activity, students can work as a class,

in small groups, or as an individual. Website links that have a variety of samples are provided below. The teacher will also use stories that are part of the students‘

textbook anthologies or books from the library. For websites, see teacher‘s resources at the end of the unit.

The teacher begins the lesson with a discussion to find out what students may already know, including personal experiences and prior readings. Students record

their ideas on the board, chart paper, or overhead.

The teacher introduces the story to be read and asks students to make predictions about the story and write their predictions in their notebook. The teacher will

share one or two fables and/or fairy tales. Stories can be read aloud, independently, or in small groups. Students will stop at key points during their reading, will

think about their predictions, and change their predictions, if necessary, using evidence from the story; but they must tell why they are changing their predictions.

Once reading is completed, the teacher uses students‘ predictions to elicit discussions about their original predictions and why they revised them. Students will

write summaries about their predictions in their notebooks.

After students complete this process for at least two stories, the teacher uses the following questions to guide students to think about some of the elements that

were found in their readings:

Does the story tell about something real?

Could the story‘s events be real, or are they totally unbelievable (fiction)?

Are the characters human or animal?

If the characters are human, could they have been real people?

Are characters doing things that are typically human, or are they doing things that are superhuman?

Does the character face a problem that must be solved?

Does the story teach a lesson?

Can you tell when and where the story takes place, or could it be taking place at any time and anywhere?

Does the story take place long ago?

Are the people in the story ordinary/common people, or are they royalty?

Comparison/Contrast: Students can create a multiple-column comparison/contrast graphic organizer (view literacy strategy descriptions) as shown below.

Students should replace the column headings with the genres of literature they are studying. Under ―Attributes,‖ students should write the questions above (or

teacher-made questions). Students will answer the questions from the stories they have read. The information in the chart will help students understand the

definitions of the genres being studies.




Comparison/Contrast Chart

Activity 7: Before Reading (GLEs: 05a, 05c, 05d, 11, 13, 14b, 14d, 14e, 18, 19d)

Materials List: classic folktale, reading-response journal

Teachers model, coach, and apply what readers do before reading in order to comprehend a selection better. The teacher explains how good readers make

predictions about what they are going to read and how readers can base some pre-reading predictions on what they already know about the kind of story to be read

(genre, author‘s purpose) and their personal experiences with the particular topic or theme. The teacher reviews the characteristics of a genre (such as the folktale)

to set a purpose for what students might expect to hear in such a story:

having third-person point of view

telling about other cultures

sequencing in the texts

making predictions

defining cause and effect relationships

being passed down over time

having themes such as greed, jealousy, love, and courage

having a setting in different times and places

having problems solved by repetition of words, phrases, sentences, events, trickery, magic, or things happening in threes

having a single character dominating the action

having a calm beginning, action rising to a high point, and then resolution leading to ―happily ever after‖

As the teacher reads aloud a classic folktale, students listen for examples of these identifying characteristics. They record their observations and questions in a

reading-response journal. The class discusses which elements were present in the story. Students follow the same process independently to analyze characteristics

of another folktale. They make a list of what they expect to find in the story and check off each one as they read silently. They discuss their observations with a

reading partner.

The format for this activity may be adapted for use as a pre-reading strategy with other genres. As teachers model and coach, students become more adept in using

prior knowledge to read analytically. They begin to use these techniques independently in their personal reading.

NAME 1 NAME 1

Attribute 1

Attribute 1


Activity 8: During Reading (GLEs: 02, 03, 05a, 07, 08, 09, 14b, 14d, 14e, 19e)

Materials List: book to read aloud, reading-response journal

See Teacher Resources at the end of the unit for a list of possible introductory read-alouds. These books are excellent choices to capture students‘ interest and

practice comprehension strategies. Teachers model, coach, and apply the strategies, focusing on only one at a time. They use ―thinking aloud‖ to model for

students how to make predictions, read and verify, ask questions and read to confirm, activate prior knowledge, and make connections while reading. The teacher

uses the QtA (questioning the author) strategy (view literacy strategy descriptions) that involves talking frequently about their own thoughts about the story and

asking students to express their thoughts before, during, and after reading. Students point out examples of foreshadowing, where the author might give a clue that

hints at what might happen next. Teachers ask students if they have predictions:

―Oh, I think I know what is going to happen . . . . What do you think might happen next?‖

Reading on to confirm predictions….―Gee, how did you guess that correctly?‖

―I wouldn‘t do that if I were the character….What would you do?‖

―I‘m not sure what that word means. Do you know? Could you guess by rereading the rest of the paragraph, or do you think we should look that word

up in the dictionary?‖

―Things might not have worked out that way at my house…. What about yours?‖

―Has that ever happened to you before?‖

Students practice using the same strategies in their independent reading by writing a split-page notetaking entry journal (view literacy strategy descriptions).

Activity 11: Reading Like a Writer (GLEs: 05a, 11, 13, 14b, 19d, 23b, 23c, 23d, 23e, 23f)

Materials List: copies of myths and legends and 1 transparency for each group, overhead projector

The teacher will divide the class into literature groups and give each group a myth or legend to read. The teacher serves as ―consultant‖ while students read and

discuss. Students determine how setting and culture influence the characters and events of their stories. They review the characteristics of the genre and use a

story-event chart to track the action in the story. Then students work as a group to change the setting, characters, and plot line of the first tale to create an original

(but parallel) story. Students follow the steps in the writing process by working as a group to:

1. Make a list of the elements to be found in a myth or legend.

2. Make a story web to plan the setting, characters, story problem, and ending.

3. Make an outline or story map to plan the sequence of events/ rising action to resolution.

4. Use a collaborative group approach first to tell and then write an original story.

5. Read the story to the class and ask for feedback about what would make the story more interesting.

6. Revise the composition to reflect input from classmates.

7. Each group will make an overhead transparency of the story, and the class will edit according to grade-level conventions.




All Units – Vocabulary Self-Awareness Chart



All Units, LEAP Writing Rubric

For the Composing dimension and for the Style/Audience Awareness dimension, the

following descriptors apply to the score points:

Score Level Description of Score Level

4 The writer demonstrates consistent, though not necessarily perfect,

control of almost all of the dimension‘s features.

3 The writer demonstrates reasonable, but not consistent, control of most

of the dimension‘s features, indicating some weakness in the dimension.

2 The writer demonstrates enough inconsistent control of several features

to indicate significant weakness in the dimension.

1 The writer demonstrates little or no control of most of the dimension‘s

features.

This chart shows the specific elements considered when scoring the Composing dimension:

Score Point Central Idea Elaboration Organization/Unity

4

Consistent

Control

• sharp focus

• clarity of purpose

• strategy

(preplanning and

foreshadowing)

• selected information

• thorough elaboration

• ideas are developed (examples)

• necessary information

• specific details

• wholeness throughout

• ideas related to central idea

• beginning, middle, end

• logical order

• transitions

• sense of completion

3

Reasonable

Control

• clear central idea

• clear focus

• ideas are developed


• relevant

• may have uneven development


• logical order

• simple transitions

• wholeness (may have a weak ending)

2

Inconsistent

Control

• vague central idea

• shifts in focus

• digressions

• listing

• information may be

superficial, incomplete,

and/or irrelevant

• idea clusters

• little or uneven development

• weak beginning, middle, end

• retreats and/or repetitions

• gaps

• random order

• no ending

1

Little or No Control

• unclear central idea

• confusion

• automatic writing without selection

• relevant information missed

• little or no development

• minimal information

• no beginning or end

• severe gaps

• random order

• too little to demonstrate


This chart shows the specific elements considered when scoring the Style/Audience

Awareness dimension.

Score Point Selected Vocabulary Selected Information Sentence Diversity Tone and Voice

4

Consistent

Control

• word choice is

appropriate, relevant

• vivid power verbs

• stylistic techniques

(imagery, similes)

• selected for relevance and/or

impact

• vivid examples or anecdotes

• appropriate to audience

• manipulates audience

(humor)

• some variety in structure

(beginnings, endings)

complexity, length

• consistent, clear, vibrant tone &

voice

• individual personality

• engages and/or manipulates

audience

3

Reasonable Control

• clear

• appropriate

• relevant

• some variety

• some selected

information

• some examples

• appropriate to

audience

• some variety in

structure and/or

complexity and/or

length\

• And, But beginnings

• consistent tone

• aware of audience

• clear voice

2

Inconsistent

Control

• generic

• overused

• some may be inappropriate

• wrong word

• contradictions

• bare bones

• lists information

• irrelevant

• superficial

• sentence patterns

• simple sentences

• overextended sentences


• vague

• weak awareness of audience

• inappropriate

• monotonous

• inconsistent tone

1

Little or

no Control

• functional

• inappropriate

• wrong word

• omission errors

• automatic writing

• too little information

• inappropriate abrupt

change from central

idea

• simple

• patterns

• on and on

• confusing

• absent

• no awareness of audience

• unengaged


All Units, LEAP Writer’s Checklist


Unit 1, Activity 5, Genre Characteristics Genre Characteristics

NON-FICTION

All of the information in a non-fiction book is based on the known true facts.

Biography A biography is the story of a real person's life, written or told by another person.

Auto-Biography An autobiography is the story of a real person's life, written or told by that person.

FICTION

Fictional stories all contain elements that are made-up or created by the author.

Realistic Fiction Made-up stories that take place in modern time. The characters are involved in events that could really

happen.

Mystery These stories are about mysterious events which are not explained or a crime that is not solved until the

end of the story to keep the reader in suspense.

Fantasy Fiction that contains elements that are NOT realistic, such as talking animals, magical powers, etc.

Science Fiction Stories which include futuristic technology; a blend of scientific fact and fictional elements.

Historical Fiction Stories which take place in a particular time period in the past. Often the basic setting is real, but the

characters are fictional.

Folk Tales Folk tales are stories with no known creator. They were originally passed down from one generation to

another by word of mouth.

Tall Tales Tall tales are generally folk tales in which the main character is bigger than life in some way.

Fairy Tales Fairy tales were often created to teach children behavior in an entertaining way.

Poetry Poetry is verse written to create a response of thought and feeling from the reader. It often uses rhythm

and rhyme to help convey its meaning


Unit 1, Activity 5, My Reading Inventory

MY READING INVENTORY

Title Author Date Completed Genre


Unit 1, Activity 6, Comparison/Contrast Chart

Attribute

Name 1 Name 2


Unit1, Sample Rubric for Student Self-Assessment

Sample Rubric for Student Self-Assessment

Reading Task

Yes No

I make predictions before reading a story or book.

I use prior knowledge and my own experience as I think about what I

read.

I use details from the text to support my ideas.

I explain my own thinking clearly.

I use imagery to remember the main events in the story.

I make inferences based on information gathered in the story.



September 12th

– October 21st – Weeks 5 - 10

Comprehensive Curriculum Unit 2: The Writing Process

Unit Description

This unit focuses on the writing process, writing applications, and writing conventions. Teachers instruct students about ―what good writers do‖ and provide them with rubrics,

prompts, and practice in producing a variety of written products related to classroom reading or real-life situations. Teachers continue reinforcing ongoing reading, vocabulary

development, and daily language skills


Students will improve their writing abilities by learning the steps that are a part of the writing process and by following them effectively to create original, organized, and well-

edited compositions. Students will gain skills necessary for competent writing by focusing on the mechanics of language, vocabulary development and directed reading and

writing. They will complete a variety of writing activities, including narrative, expository, persuasive, and descriptive writing that demonstrates organization and drafting

strategies.

Guiding Questions

1. Can students write expository, descriptive, narrative, and persuasive compositions?

2. Can students write formal and informal letters, book reports, and informational reports?

3. Can students write a multi-paragraph composition with an introduction and conclusion with supporting details in a logical order?

4. Can students use standard punctuation, capitalization, usage, mechanics, spelling when writing?

5. Can students effectively use the writing process (prewriting, drafting, revising, editing, and publishing)?

Sample Assessments

General Guidelines



General Assessments

Students will maintain a writing portfolio containing the edited final products of formal writing assignments. These files are used for parent conferences and to show

evidence of student progress during the school year. Students see how their work has become more complex and refined as they practice and acquire the desired writing

skills.

Students will confer with teachers during critical stages of the writing process to offer verbal feedback about the student‘s writing and work habits and to guide the

students into the next phase of the process.

Students will be provided with a chart listing the steps of the writing process so they can check off each step as completed and know the direction of subsequent work.

Students will use the LEAP 21 Writer’s Checklist to self-assess their progress and product.


Reading Workshop Writing Workshop Word Study

LCC ACTIVITIES: Unit 2 – The Writing Process



LCC ACTIVITIES: Unit 2 – The Writing Process


4: Daily Writing Activities (ONGOING) 20e, 21, 22, 23b, 24, 26b 5: Why Write? 08, 16, 18, 41a, 43c, 48

6: Gather From Your World 03, 23b

8: The Power of Words 18, 22, 23a, 23b, 23c, 23d, 37, 39

11: RAFT Writing 20a, 20b, 20c, 20d, 20e, 21

Continue Word Wall Activities

Long Vowels

Nouns 29

Proper Nouns 29

Synonyms & Antonyms

Multiple-Meaning Words

Theme 3: So Many Kinds of Animals


Infer 14

predict

draw conclusions

fact/opinion

TARGET SKILLS

Expository 13, 18 Nonfiction Text Feature: Bar Graph 50

MODELED WRITING

Descriptive 24(LCC)

Personal Narrative 24 (LCC)

Report 26 (LbD)

MINI-LESSONS

Prewriting 23

Drafting 23

Ideas 20

Sequence 20

Build Strong Paragraphs 20

Sentence Combining 30

Declarative/Interrogative Sentences 31

Imperative/Exclamatory Sentences 31

Incorporate Dialogue 22

Common and Proper Nouns 29

Singular and Plural Nouns 28

Contractions 28

Singular & Plural Possessive Nouns 28

Verb Tenses 31

Proofreading / Editing 23

Theme 4: Seeds, Fruits and Flowers


Create Images 14

use visuals

create images

revise

TARGET SKILLS

Realistic Fiction 13, 18 Understand Use of Dialogue 6 Understand Metaphor 6

Theme 5: One Country, Many Regions


Fix-Up Strategies 1, 2, 14

use pictures

read on

decode

word analysis

TARGET SKILLS

Personal Narrative 13, 18 Nonfiction Feature: Map 50

CENTER IDEA

GLEs tested on Assess 2 Know Test 2- 21, 22, 23f, 28, 30b, 31c, 32



Theme 3: So Many Kinds of Animals

Comprehension Bridge Cards: 2, 3

Vocabulary Development:

Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game

variety, species, researchers, abandon, definite, characteristic,

identify, categorize, invertebrate, vertebrate

Connect to Novels: The Jungle Book, Mowgli’s Story,

Whales On Stilts, Rabbit Hill

MODELED WRITING

Descriptive

HME pp. 12-27

Personal Narrative

HME pp. 275-293

LbD Personal Narrative Organizer – Transp. 29, 30

LbD Writing Bridge Card 10

Report 26

LbD Report Organizer – Transp. 17, 18


MINI-LESSONS

Prewriting


Drafting


Ideas


Sequence

LbD Sequence Organizer – Transp. 23, 24


Build Strong Paragraphs


Declarative/Interrogative Sentences


HME p. 36

Imperative/Exclamatory Sentences


HME p. 38

Sentence Combining


HME p. 48

Incorporate Dialogue

LbD Writing Resource Guide p. 53-54

Common and Proper Nouns


HME p. 66

Singular and Plural Nouns


HME p. 70


Houghton -Mifflin Spelling and

Vocabulary

Long Vowels

Unit 1- p. 18

Unit 2 - p. 24

Unit 3 - p. 30

Unit 4 – p. 36

Unit 7 – p. 54

Synonyms & Antonyms

Unit 7 – p. 56

Unit 11- p. 79

Unit 12 – p. 85

Unit 20 – p. 134

Unit 21 – p. 139

Unit 30 – p. 194

Unit 32 – p. 206

Multiple Meaning Words

Unit 19 – p. 128

Unit 27 – p. 176

Theme 4: Seeds, Fruits and Flowers

Comprehension Bridge Cards: 3,4



require, pollinate, equipment, reproduction, century, criteria,

conditions, germinate, cones, adapt

Connect to Novels: Seedfolks, Shelterwood, Lichee Tree

Theme 5: One Country, Many Regions



canyon, region, surround, solution, dense, aspect, impact, alter,

climate, plateau

Connect to Novels: The Seven Wonders of Sassafras Springs,

Grasshopper Summer, The Pepins and their Problems

Leveled Readers End of 1st Quarter

ON: O, P, Q

ABOVE: R+

BELOW: N AND BELOW


ELA K-5 Blackboard







Teachers should reserve a specific amount of time every day for daily independent reading. This reading time should supplement the standard reading program by

encouraging students to read independently. This time also provides an opportunity for students to read according to a variety of student interests and abilities.




Students are involved with vocabulary activities to allow opportunities for students to apply context clues to demonstrate understanding of text and to determine













partner.






words.




Before reading a story, students receive a list of vocabulary words and complete a vocabulary self-awareness chart (view literacy strategy descriptions) to

determine their knowledge of the words. Students do not receive definitions or examples at this stage. They rate their understanding of each word with either a

―+‖ (understand well), a ―√‖ (limited understanding or unsure), or a ―—―(don‘t know). After reading the story and being exposed to other information, students

return to the chart and add new information to it. The goal is to replace all check marks and minus signs with a plus sign. Students will be given many

opportunities to revisit their vocabulary charts to revise their entries.







The Everyday Edits can be used in many ways. Here is one possible procedure that may be used:




Divide the class into two teams or more. The teams established in this way will be "permanent teams" (for at least a month). Start with one team and ask a

student on that team to identify an error in the passage. If the student correctly identifies one of the ten errors in that day's passage, a point is awarded to the

team. Then it is the other team's chance to identify an error. Go back and forth until all ten errors have been found in that day's passage. (Students might

even find additional errors in a daily passage. Give credit if they offer an idea that would improve the passage.)


members of the team that has the highest score at the end of the month. The makeup of the teams may be changed for the following month.



Activity 4: Daily Writing Activities (Ongoing) (GLEs: 20e, 21, 22, 23b, 24, 26b)


Students will keep a daily journal or writer‘s notebook. Daily writing activities can include, but are not limited to the following list:


Story summary




Story starters




Poetry

Round Robin Writing (Students create and add to stories as they are passed around)

Want ads

Advertisements

Directions

Greeting cards

Biographies

Activity 5: Why Write? (GLEs: 08, 16, 18, 41a, 43c, 48)

Material List: examples of writings, writer‘s notebook, Internet access (optional)

Teachers create a culture of writers in their classrooms by initiating studies of writers, their lives, and how they became writers. Why write? Students will

brainstorm (view literacy strategy descriptions) a list of examples of writing (e.g. letters, comics, books, advertisements, newspaper articles, movie scripts,

reports, plays, poems, e-mails). The list is kept posted in the classroom and added to as students think of new purposes for writing. Students explain how the

author‘s purpose influences organization of text, word choice, and sentence structure.

The Internet has excellent websites to help students learn more about writers and see works published by peers from different cultures with differing points of

view. These resources make available literature from around the world. Students use keyword searches to locate multiple sites that pertain to authors and to

writing/composition and to compile a Best Websites List in their writer‘s notebooks. Students discuss the many ways written communication is important in the

world.



Activity 6: Gather from Your World (GLEs: 03, 23b)

Material List: writer‘s notebook, dictionary

Teachers and students collect ideas to keep in a writer‘s notebook. Daily entries of observations, experiences, events, feelings, and conflicts all serve as departure

points for future writing. New words encountered in content studies or independent reading can be looked up in a dictionary for:

word parts

context

definition

history

word structure

Word webs and other vocabulary lists may be generated. For example, notebook pages may be labeled:

Color Words

Words About Feelings

Action Words

A broad vocabulary enhances a student‘s ability to communicate ideas and information clearly. Writers‘ notebooks will contain vocabulary lists, word webs,

ongoing drafts, and research notes to select and use throughout the writing process. Students will enter the information into the vocabulary section of the writer‘s

notebook.

Activity 8: The Power of Words (GLEs: 18, 22, 23a, 23b, 23c, 23d, 37, 39)

Material List: various advertisements, writer‘s notebook, highlighters, board/chart paper/overhead projector

Students bring to class examples of writing used in advertising (newspapers, magazines, travel brochures, posters, etc.). The teacher discusses this purpose for

writing, and the class brainstorms (view literacy strategy descriptions) ideas about what makes an advertisement effective. Students are asked to read their writing

samples with an eye for the author‘s style, word choice, and ability to influence readers. They highlight specific words or phrases along with their personal

comments and share their passages and critiques with the class. The class decides on a product, event, or destination they want to ―sell,‖ and each student writes an

advertisement describing it. As students share their ads with classmates, students listen actively for words or phrases that are most persuasive, descriptive, or

convincing; and they record these examples in their Writer‘s Notebooks. The teacher uses this feedback to reinforce students‘ understandings of the power of

words and ―what good writers do.‖ This activity could be expanded to include television advertisements.



Activity 11: RAFT Writing (GLEs: 20a, 20b, 20c, 20d, 20e, 21)

Materials List: paper, pencil, RAFT BLM

RAFT (view literacy strategy descriptions) is a prewriting activity that helps the student focus on what to write. It helps to provide structure and assists students in

making decisions about purpose, form, audience, and tone.

R—Role of the writer (Who or what are you?)

A—Audience for the writer (To whom or what are you writing?)

F—Format of the writing (What form will your writing assume?)

T—Topic + a strong verb (What are you writing about?)

First, help students establish the topic by considering what important ideas or information they want to show that they can process through their writing. Next,

determine the role of the writer and the audience for whom the writing is intended. After determining the role of the writer and the audience, students should

decide what format will best allow the writer to communicate the information (letter, speech, advice column, diary, script, news article, speech, travel brochure,

thank you note, editorial, instructions, book review, obituary, etc.). And last, students should determine the structure/form of the writing by adding a strong verb to

the topic (persuade, explain, sequence, compare and contrast, describe, etc.).

Suggestions:

1. Consider tying a writing mini-lesson to your RAFT assignment.

2. Structure your assessment of the writing to show student knowledge of the topic being stressed.

3. The RAFT provides the outline of the assignment. Teachers should feel free to add any other guidelines to the assignment as needed (i.e., write three paragraphs,

define an ecosystem, begin with an introduction of yourself, include a drawing, etc.).



Unit 2, Activity 11, RAFT

RAFT: Role, Audience, Format, Topic

Name:

Content Area:

Role

Audience

Format

Topic

Writing Task



October 24th

– November 18th

– Weeks 11 - 14

Comprehensive Curriculum Unit 6: Reading and Writing Nonfiction

Unit Description

The goal of this unit is to teach students strategies for reading and writing informational texts. Teachers present instruction as an inquiry into an issue or a problem worth

investigating, allowing students to make real-life connections. Through explicit modeling, coaching, and application of instructional techniques, comprehension is developed at the

literal, interpretative, and evaluative levels of questioning.


Students examine a variety of informational texts to study the structure and organizational features used to present nonfiction information. They pose investigative questions on a

topic of interest and respond both orally and in writing to selected texts. Student-constructed rubrics are used to establish clear expectations and as a tool for reflection.

Guiding Questions

1. Can students identify informational texts?

2. Can students determine the purposes for reading informational texts?

3. Can students determine how informational text is organized?

4. Can students pose literal, interpretive, and evaluative questions?

5. Can students identify and use graphic aids, print features, and organizational aids found in informational texts?

6. Can students articulate their interests and pursue answers to their content questions by reading informational texts?

7. Can students write their own informational articles that include components studied in this unit?

Sample Assessments

General Guidelines



General Assessments

Students will record summaries or responses to daily nonfiction reading in a reader‘s notebook or journal. Teachers will read the entries periodically and write comments

or suggestions.

Students will be asked to bookmark interesting passages and share them orally with the class. This activity is a means to generate interest in nonfiction reading and to

monitor students‘ abilities to master new vocabulary and improve read-aloud fluency.

Teachers will observe students‘ capabilities in navigating nonfiction print materials. They will use anecdotal records to note students‘ ability to use materials

independently and participate in class activities.



LCC ACTIVITIES – Unit 6: Reading & Writing Nonfiction



5: Introducing Nonfiction 07, 16, 18, 19a

6: Elements of Nonfiction 07, 16, 18, 19a

7: Structures of Nonfiction Texts 08, 14e, 19b, 19c, 50

LCC ACTIVITIES Unit 6: Reading & Writing Nonfiction


4: Daily Writing Activities (ONGOING) 20e, 21, 22, 23b, 24, 26c 9: Learn About the Writing Process from Authors 14e, 16, 20a,

20b, 20c, 20d, 23a

10: The Writing Process 20e, 23a, 23b, 23c, 23d, 23e, 23f, 23g, 24,

29, 30a, 31a, 31b


Homonyms

Verbs 31

Helping Verbs 31

Suffixes 1, 32

-ed

-ing

-s

Theme 6: The Land Shapes People’s Lives


Synthesize 14

sequence

summarize

classify/categorize

retell

TARGET SKILLS

Realistic Fiction 13

Identify Plot 5

Identify Setting 5

MODELED WRITING

Informational Paragraph 26 (LCC)

News Article 26 (LCC)

Respond to Writing Prompt 23

MINI-LESSONS

Organization 21

Problem & Solution 24

Sequence 26

Voice 22

Keep Language Fresh 22

Possessive Nouns 30

Review Nouns 30

Action and Linking Verbs 31

Main and Helping Verbs 31

Capitalize greetings, titles of respect, books, articles,

chapters, movies, songs 29

Theme 7: Why Does Water Move?


Monitor Understanding 19

reread text

self-monitoring

reflection

strategic reading

TARGET SKILLS

Procedural Text 13

Nonfiction Text Feature: Flow Chart 50

Identify Analogies 19

CENTER IDEA

GLEs tested on Assess 2 Know Test 3- 7, 16, 19a, 19b, 19c, 19e, 23e, 23f, 29, 50



Theme 6: The Land Shapes People’s Lives




farmland, fertile, vast, horizon, reflection, access,

surroundings, recreation, port, altitude

Connect to Novel: Kumak’s Fish, Little House on the Prarie,

The Yearling

MODELED WRITING

Informational Paragraph

HME pp. 330-337

News Article

HME p. 396

Respond to Writing Prompt

―Preparing for the LEAP Writing Test‖ handout

MINI-LESSONS

Organization

L bD Writing Bridge Card 11 & Transparency 34

Problem & Solution

LbD Problem & Solution Organizer – Transp. 35, 36


Sequence

LbD Sequence Organizer – Transp. 41, 42

LbD Writing Bridge Card 14 Keep Language Fresh


Possessive Nouns


HME pp. 76-78

Review Nouns


HME p. 64-88

Action and Linking Verbs


HME p. 96

Voice


Main and Helping Verbs


HME p. 98


Houghton-Mifflin Spelling and

Vocabulary

Homonyms

Unit 5 – p. 42

Unit 19 – p. 128

Verbs

Unit 9 – p. 66

Unit 10 - p. 72

Suffixes

Unit 14 – p. 96-98

Unit 15 – p. 102-104

Houghton- Mifflin English

Helping Verbs

pp. 98 - 99

Theme 7: Why Does Water Move?




visible, tide, shore, chisel, wedge, swift, analyze, model,

current, coastline

Connect to Novels: 20,000 Leagues Under The Sea,

The Young Man And The Se, Kimo’s Escape

Leveled Readers End of 2nd

Quarter

ON: P, Q, R

ABOVE: S+

BELOW: O AND BELOW













Students are involved with vocabulary activities to allow opportunities for students to apply context clues to demonstrate understanding of texts and to determine

base word meanings. A variety of vocabulary building activities will be used throughout the year. These strategies will be used to gain meaning from unfamiliar

text through application of context clues and determination of base word meanings. These strategies will be repeated, built upon, and ongoing. Strategies may











partner.






words.











Nonfiction + Do you like to read

nonfiction?

books or writings of true

experiences or facts

Expository + Please write an expository

essay.

A mode of writing in which

the purpose of the author is

to inform, explain, describe,

or define his or her subject

to the reader.



The Everyday Edits can be used in many ways. Here is one possible procedure that might be used:












Activity 4: Daily Writing Activities (Ongoing) (GLEs: 20e, 21, 22, 23b, 24, 26c)




Story summary




Story starters




Poetry


Want ads

Advertisements

Directions

Greeting cards

Biographies

Activity 5: Introducing Nonfiction (GLEs: 07, 16, 18, 19a)

Materials list: science and/or social studies textbooks, other nonfiction books, Characteristics of Nonfiction Text BLM

Discuss what nonfiction is with students. Point out examples that are all around them: books about their favorite animals, lunch menus, maps, classroom

magazines, etc. (Be sure to define nonfiction for the students - it gives information, explains, informs, or persuades).

Next, present the information below about characteristics of nonfiction text and have students take split-page notes (view literacy strategy descriptions). Based on

the information, guide a discussion of the characteristics of nonfiction and how reading nonfiction is different from reading stories or novels. Use examples from

nonfiction books gathered from the library or a social studies or science textbook to illustrate some of these characteristics. Once notes are completed, demonstrate

for students how to use them for review by covering the right column and using the questions in the left column to recall the covered information. Also, allow

students to quiz each other over the content of their notes in preparation for tests and other class activity.


Characteristics of Nonfiction Text in Split-Page Note Format BLM

How does nonfiction text looks different from

fiction?

Chapter titles and section headers preview information.

Each page has words in a variety of fonts and type sizes.

Bold or italic fonts may be used to signal important words or phrases.

Diacritical marks may be used to guide pronunciation.

How are graphic aids used? Maps, charts, diagrams, photographs are usually included to illustrate or summarize information.

Captions or labels must be examined carefully for relevant information.

How is the vocabulary different? There may be more words that are unfamiliar. Look for multi-syllabic words like "photosynthesis"

that may be difficult to pronounce.

What do we know about nonfiction? A great deal of information is to be understood and remembered.

Explain to the students how these characteristics are ―clues‖ that will help them understand what they're reading.

Have students share experiences they've had with nonfiction using these prompts:

What books about real people, places, and events have you read?

Do you enjoy reading these types of books? Why or why not?

When you look at an article or a biography, do you look at the illustrations and read the captions?

What websites do you visit?

Have you ever had to read directions for a board game or ingredients in a cookbook?


Activity 6: Elements of Nonfiction (GLEs: 07, 16, 18, 19a)

Materials list: nonfiction material such as books, textbooks, magazines, etc.

The teacher will introduce explicit models of nonfiction for students, demonstrating how to examine elements of nonfiction texts in order to:

learn the author‘s sources

distinguish the author‘s purpose for writing and its influence on the organization of the text

distinguish fact from opinion

determine the accuracy of the information

determine how style and language make the work interesting

Students will then work in small groups to examine additional texts in the same manner.

The teacher will use the professor know-it-all strategy (view literacy strategy descriptions) to continue the lesson. The teacher will assign each small group a short

book, a chapter from a textbook, a magazine article, etc., based upon a particular subject that the students are covering in class. The students will have a short time

to examine the material. The students will be called upon to come to the front of the room to provide answers to questions from their peers about the content.

Also, the groups are asked to generate 3-5 questions about the content they might anticipate being asked and that they can ask other experts. The groups are called

one at a time to answer questions. The students asking the questions can either accept the answers or challenge the answer. After five minutes, a new group of

professor know-it-alls are called to the front of the class.

Activity 7: Structures of Nonfiction Texts (GLEs: 08, 14e, 19b, 19c, 50)

Materials list: several copies of nonfiction texts

The teacher uses a variety of instructional strategies to introduce and review the structures of nonfiction texts. As texts are read aloud or silently, teachers point out

the various ways authors present nonfiction information. Students practice skimming, scanning, and searching for key words that are characteristic of various

structures:

Description – adjectives that help readers visualize concepts

Temporal sequence – words that indicate the order of events (e.g., first, then, next)

Compare/contrast – words that tell how things are alike/unlike

Cause/effect – information on why things happen

Problem/solution – explanations about situations or problems, and possible remedies

Teachers facilitate lessons requiring students to point out and identify various print features, including italics, boldface print, headings/subheadings, and captions.

They plan activities that give students hands-on practice in using the table of contents, index, glossary, and appendix in nonfiction books. Students also gain

experience in interpreting timelines, charts, graphs, diagrams, and maps in the context of nonfiction reading.



Activity 9: Learn About the Writing Process from Authors (GLEs: 14e, 16, 20a, 20b, 20c, 20d, 23a)

Materials list: writer‘s notebook, LEAP 21 Writing Rubrics BLM, several books for examples of writing

Teachers explain to students that every time an author writes, he or she has a purpose in mind. Writers usually write to explain, persuade, or to entertain.

Understanding an author‘s purpose will help readers interpret the information. The author‘s point of view is often expressed through the purpose for writing.

Use the following chart to review with students how to identify the author‘s purpose and point of view.

Type of Writing Author‘s Purpose Point of View and Tone

Non-fiction

News articles

Textbooks

Biographies

Documentaries

Technical Manuals

Charts, graphs, tables

To inform, explain, give

directions, illustrate, or present

information.

The author‘s point of view and tone are primarily neutral.

Persuasive Pieces

Editorials

Advertisements

Campaign speeches

Bumper stickers

Billboards

Commercials

Some charts and

graphs

To persuade by expressing an

opinion to convince readers to

think/feel/act a certain way.

The point of view clearly reflects the author‘s attitude about a

subject. Sometimes the opinion is directly stated and other times it is implied.

The author may try to convince readers by using tone to appeal to their feelings

and/or values.

Fiction

Short story

Poetry

Novels

Drama

To illustrate a theme, event, or

story that conveys a mood.

Usually written to entertain.

The author may use characters or narrators to express attitudes in the story. The

tone might be light and humorous or serious and sad.


Teachers and students identify and discuss exemplary models of what an author has written (the elements), how the author chose to write (the structure), and why

the author chose that style of writing. Students practice these components by writing entries in their writers‘ notebooks, using self-selected topics focusing on a

main idea. They will choose one of their entries to expand into a composition of three or more paragraphs with appropriate main ideas and supporting details

written in sequential order. Students‘ compositions will be assessed using a writing rubric (see LEAP 21 Writing Rubrics BLM).

Activity 10: Writing Process (GLEs: 20e, 23a, 23b, 23c, 23d, 23e, 23f, 23g, 24, 29, 30a, 31a, 31b)

Materials list: LEAP 21 Writing Rubrics BLM

Assign students to write an expository essay. Remind students that expository writing seeks to inform, clarify, explain, define, or instruct. Expository writing

appears in and is not limited to letters, newsletters, definitions, instructions, guidebooks, catalogs, newspaper articles, magazine articles, manuals, pamphlets,

reports, and research papers. Some general characteristics of expository writing include:

focusing on the main topic

logical supporting facts

details, explanations, and examples

strong organization

clarity

unity and coherence

logical order

smooth transitions

Teachers may let the students choose their own topics or assign a specific topic. Some examples of expository writing topics are:

Write a story about a trip you are going to take and what friend you want to take with you. Explain why this friend would be the best person to go

with you.

Describe the cause and effects of pollution in the environment. Narrow your topic to one form of pollution, such as something that causes air,

water or land pollution.

Explain the process of baking a birthday cake.

Find an example of expository writing; explain the elements that make this a good example.

Students and teachers construct a scoring rubric (see LEAP 21 Writing Rubrics BLM), including posing questions, identifying research sources, and using grade-

appropriate conventions. Students begin to draft a composition of three or more paragraphs that includes a writing intent (expository) with a clear purpose, an

effective structure, a sense of audience, topic sentences, and appropriate transitional phrases. Students confer with peers and teacher to proofread, revise, edit, and

publish, using a variety of resources, including technology (such as PowerPoint® presentations), for presentation. When proofreading, they will concentrate on

capitalization, active voice, appropriate interjections, and transitive and intransitive verbs.


Unit 6, Activity 5, Characteristics of Nonfiction Text

Characteristics of Nonfiction Text in Split-Page Note Format

How does nonfiction text look different from fiction? Chapter titles and section headers preview information. Each page has words in a variety of fonts and type sizes. Bold or italic fonts may be used to signal important words or phrases. Diacritical marks may be used to guide pronunciation.

How are graphic aids used? Maps, charts, diagrams, photographs are usually included to illustrate or summarize information. Captions or labels must be examined carefully for relevant information.

How is the vocabulary different? There may be more words that are unfamiliar. Look for multi-syllabic words like "photosynthesis" that may be difficult to pronounce.

What do we know about nonfiction? A great deal of information is to be understood and remembered.













features.



4

Consistent

Control

• sharp focus


• strategy

(preplanning and

foreshadowing)









• logical order

• transitions


3

Reasonable

Control


• clear focus



• relevant



• logical order



2

Inconsistent

Control


• shifts in focus

• digressions

• listing



and/or irrelevant

• idea clusters




• gaps

• random order

• no ending

1



• confusion






• severe gaps

• random order






4

Consistent

Control

• word choice is




(imagery, similes)


impact




(humor)



complexity, length


voice



audience

3

Reasonable Control

• clear

• appropriate

• relevant

• some variety

• some selected

information

• some examples

• appropriate to

audience

• some variety in

structure and/or

complexity and/or

length\


• consistent tone


• clear voice

2

Inconsistent

Control

• generic

• overused


• wrong word

• contradictions

• bare bones


• irrelevant

• superficial





• vague


• inappropriate

• monotonous


1

Little or

no Control

• functional

• inappropriate

• wrong word

• omission errors




change from central

idea

• simple

• patterns

• on and on

• confusing

• absent


• unengaged


English Language Arts: Grade 4 November 28

th – January 6

th – Weeks 15 – 18

Comprehensive Curriculum Unit 4: Research

Unit Description

This unit focuses on locating, gathering, and interpreting information from a variety of sources. Teachers guide students in choosing a topic and appropriate resources to complete

a research project. They assist students in reading, interpreting, and organizing information from timelines, tables, graphs, charts, and maps. Through a series of mini-lessons,

teachers assist students in developing the necessary skills for each step of project development.


Students gather, interpret, and organize information from a variety of media, reference, and technological sources. They develop skill in evaluating information, taking notes, and

writing citations for references used. Students organize information and use available technology to publish and present their projects to the class.

Guiding Questions

1. Can students determine which resources are appropriate for a specific purpose?

2. Can students locate, read, and interpret information on timelines, charts, graphs, diagrams, schedules, tables, and maps?

3. Can students paraphrase information and take notes from multiple sources?

4. Can students produce a bibliography?

5. Can students use available technology to publish a variety of works?

Sample Assessments

General Guidelines



General Assessments

The teacher will monitor student progress during the research and writing process by providing time for writers‘ conferences during which the teacher gives students

feedback about their notes, drafts, and time management.

Students maintain research files to keep track of notes, references/bibliographical information, and rough drafts. The teacher checks files periodically to ensure that the

student is proceeding with research and note-taking in a timely manner.

Students keep a list of new vocabulary words encountered during reading. They define each word and share the list with the teacher during writing conferences.

The teacher provides graphic organizers (see example ISP Chart – Graphic Organizer BLM) that help students categorize notes and use guiding questions to formulate an

outline. Teachers use these charts to determine when students are ready to move to the next phase of research/report writing. Teachers observe students‘ skills in using the

organizational features of sources such as electronic information (keyword searches, passwords, entry-menu features, links) and encyclopedias and reference sets (e.g.,

table of contents, indices, map legends, etc.).



LCC ACTIVITIES – Unit 4: Research



5: Start with the End in Mind 14a, 41a, 41b, 43a

6: Begin with an Interest 14a, 19d, 23a, 23b, 35, 43a, 43b, 43c,

43d, 43e, 43f, 43g

7: Self-Selected Topics to Research 19d, 23a, 23b, 23d, 44, 48

LCC ACTIVITIES - Unit 4: Research


4: Daily Writing Activities (ONGOING) 20e, 21, 22, 23b, 24, 26c 8: Mini-Lessons Customized 19b, 41a, 41b, 43a, 43b, 43c, 48

9: Divide and Conquer 14f, 33, 41b, 43a, 44, 45, 46, 49


Adjectives 21, 31

Prefixes 1

un-

non-

in-

dis-

re-

pre-

Theme 8: What Makes Soil Different?


Ask Questions 19

meaning

author‘s purpose

use visuals

TARGET SKILLS

Fantasy 13 Distinguish Fantasy from Reality 13 Recognize Alliteration 6

MODELED WRITING

Outline 46 (LCC)

Report 26 (LCC)


Story 20 (LbD)

Biography 26 (LbD)

MINI-LESSONS

Revising 23

Editing 23

Establish Setting 22

Past Present and Future Verb Tense 31

Irregular Verbs 30

Review Verbs 31

Singular & Plural Pronouns 30

Theme 9: Native People of North America


Make Connections 19

text to text, self, world

compare/contrast

background knowledge

TARGET SKILLS

Biography 13 Nonfiction Feature: Time Line 50 Understand Symbolism 6

CENTER IDEA

GLEs tested on Assess 2 Know Test 4- 19b, 19d, 41b, 43a, 43c, 45, 48, 50



Theme 8: What Makes Soil Different?



Explain, Restate, Show, Discuss, Reflect, Learning Game

consist, geology, property, layer, artificial, combine, separate,

texture, replace, particles

Connect to Novels: Thimble Summer, Prairie Summer,

Out of the Dust

MODELED WRITING

Outline

HME pp. H28-29

Report

LCC Activity 9

HME pp. 369-393



Story 20

LbD Story Organizer – Transparency 47, 48


Biography

LbD Biography Organizer - Transparency 53, 54


MINI-LESSONS

Revising


Editing 23


Establish Setting


Past Present and Future Verb Tense


Irregular Verbs


Review Verbs


Singular & Plural Pronouns




Vocabulary

Adjectives

Unit 17 – p. 116

Prefixes

Unit 21 – p. 138-140

Theme 9: Native People of North America



Explain, Restate, Show, Discuss, Reflect, Learning Game

coastal, waterway, plentiful, scarce, population, plain, survival,

surplus, vegetation, resource

Connect to Novels: Naya Nuki, Sing Down the Moon,

The Sign Of The Beaver

Leveled Readers End of 2nd

Quarter

ON: P, Q, R

ABOVE: S+

BELOW: O AND BELOW















texts through the application of context clues and determination of base word meanings. These strategies will be repeated, built upon, and ongoing. Strategies

may also be used to teach alphabetizing up to the third letter and dictionary skills. Teachers can assess students‘ understanding of vocabulary either formally

(written tests) or informally (writing stories, poems, or sentences using the vocabulary words, etc.)









partner.






words.











plagiarism + Do not plagiarize on your

research paper.

to use and pass off (the ideas

or writings of another) as

one's own

research -- We have to do a research

paper.

a close and careful study to

find out (new) facts or

information

Activity 3: Daily Language (Ongoing)(GLEs: 31a, 31b, 31c, 31d)

Materials List: daily sentences that are to be edited, printed copy for each students, transparency copy for use as a class, overhead projector

















Story summary




Story starters




Poetry


Want ads

Advertisements

Directions

Greeting cards

Biographies

Famous Quotes


Activity 5: Start with the End in Mind (GLEs: 14a, 41a, 41b, 43a)

Materials List: access to the Internet and printer, Sample Research Report Rubric BLM

Students examine models of reports and published works on sites such as http://www.webquest.org (exemplary web quests are listed, as well as criteria for

evaluating student reports). Students can examine research reports, book reports, or other published works. They also examine the structure of the assignment,

possible resources, and the assignment evaluation. Students print their favorite models and highlight features used in the model, such as these:

How does the author ―hook‖ the reader/viewer?

What sources are used in these projects (print and technology)?

What search engines are used?

How is the work organized, and what are its features?

How does the author use sources for information yet not plagiarize?

How does the author summarize important ideas and concepts?

How does the author sequence the information?

With teacher guidance, students construct a class research report rubric based on these observations and using the Sample Research Report Rubric BLM as a

model.

Activity 6: Begin with an Interest (GLEs: 14a, 19d, 23a, 23b, 35, 43a, 43b, 43c, 43d, 43e, 43f, 43g)

Materials List: blank wall chart, KWL Chart BLM

Teachers model how to conduct a research project with a focused topic. A chart is posted to track the stages of the project including:

Defining the task

Selecting resources

Recording information

Organizing information

Presenting information

Evaluating work

The teacher clarifies the scope of the project and suggests a timeline for each step. Students are given guidelines for topic selection, and they begin to investigate a

content area study, a real-world issue, or a topic of genuine interest. Students will brainstorm (view literacy strategy descriptions) questions and determine one or

two key questions worth investigating using the KWL Chart BLM. Then the teacher and students explore resources, such as the library and online databases, the

Internet, community and government data, interviews, experiments, surveys, reference books, etc. This exploratory phase helps students generate ideas and

pinpoint the focus of the project and also gives them a starting point for gathering information.

http://www.webquest.org/



Activity 7: Self-Selected Topics to Research (GLEs: 19d, 23a, 23b, 23d, 44, 48)

Materials list: ISP Chart - Graphic Organizer BLM

Having explored an area of interest with a variety of resources, students have the background knowledge necessary to define a research task. As students begin the

research process, the teacher models and coaches as students narrow their topics, generate a list of questions to investigate, and make a list of possible resources.

Students brainstorm (view literacy strategy descriptions) key words to use in print and technology sources. Students are coached on choosing the most effective

sources, beginning with broader sources and then more specific ones. Each student will conference with the teacher to make sure the pre-research steps have been

completed and to set goals for the use of time and resources. Students are given a research folder and a graphic organizer (view literacy strategy descriptions) such

as the ISP Chart – Graphic Organizer BLM for note taking, outlining, and preparing a bibliography. Before officially beginning the ―information stages‖ of the

project, students must present the teacher with the following:

1. A project title/topic

2. A list of related key words or phrases to research

3. A preliminary list of resources to be used

4. A list of five guiding questions to investigate

Activity 8: Mini-lessons Customized (GLEs: 19b, 41a, 41b, 43a, 43b, 43c, 48)

Materials List: research folder

In a series of mini-lessons, the teacher guides students through the research process by conducting daily whole-class lessons on topics including:

Using the computer as a research tool

Skimming and scanning for information

Evaluating resources

Organizing information

Preparing a bibliography

The teacher also works with students individually as questions requiring these skills arise. As the class begins the research process, teachers use the hands-on

experience to help students develop necessary skills, including using an index or glossary (including alphabetization skills), reading charts/graphs/tables/diagrams,

and selecting relevant information from a variety of sources. Students keep a research file with step-by-step instructions for completing each research task.

Teachers continue to monitor students‘ progress and confer with them as needed during each stage of the project.



Activity 9: Divide and Conquer (GLEs: 14f, 33, 41b, 43a, 44, 45, 46, 49)

Materials List: research folder, overhead projector, transparency with a sample encyclopedia page

Teachers have students choose one reference text to participate in a closed-book note-taking lesson. One possible strategy for note taking is the split-page

notetaking (view literacy strategy descriptions). Split-page notetaking helps organize important information gained from reading text selections. Students write a

topic on one-third of the page and take notes on the other two-thirds of the page. For example:

Topic: Dinosaurs

Notes about the topic

Ankylosauria

* was an "armored dinosaur"

*They are first known to have appeared in the early

Jurassic Period of China, and persisted until the end of the

Cretaceous Period.

Tyrannosaurus Rex

*the largest meat-eating dinosaur

*walked on two powerful legs

Also, demonstrate for students how split-page notetaking contributes to effective review by covering one column and using the information in the other to recall

the covered information.

After modeling notetaking, the teacher defines and discusses plagiarism (to use and pass off the ideas or writings of another as one's own), explaining to students

the importance of gleaning comprehensive and relevant information from texts while expressing that information in the student‘s own words. The student follows

the steps below to practice this process with the class:

1. Use a table of contents or index to locate information regarding the topic and demonstrate knowledge of alphabetical order.

2. Skim for key words and read the passage or ―chunk‖ of information.

3. Close the text and think about what was read.

4. Record the information, paraphrasing the main ideas.

5. Check the notes by comparing to the text.

The teacher will show students an overhead transparency with a sample page from an encyclopedia. Students can use the literacy strategy GISTing (view literacy

strategy descriptions) to read a paragraph (―chunking the information‖) silently and then paraphrase the information after the teacher turns off the projector.

Students read their notes aloud, and the teacher determines (with input from the class) if the students have summarized the passage in their own words. By

recording ―chunks‖ of information under headings based on the original investigatory questions, students will have a framework for a report outline with main

ideas and supporting details. Students continue GISTing from each source and draft a rough outline.


http://en.wikipedia.org/wiki/Ankylosauria

http://en.wikipedia.org/wiki/Jurassic_Period

http://en.wikipedia.org/wiki/People%27s_Republic_of_China

http://en.wikipedia.org/wiki/Cretaceous_Period




Unit 4, Activity 5, Sample Research Report Rubric Sample Research Rubric

CATEGORY 4 3 2 1

Paragraph

Construction

All paragraphs include

introductory sentence,

explanations or details, and

concluding sentence.

Most paragraphs include

introductory sentence,

explanations or details, and

concluding sentence.

Paragraphs included related

information but were

typically not constructed

well.

Paragraphing structure was not clear and

sentences were not typically related

within the paragraphs.

Organization Information is very organized with

well-constructed paragraphs and

subheadings.

Information is organized with

well-constructed paragraphs.

Information is organized,

but paragraphs are not well-

constructed.

The information appears to be

disorganized.

Mechanics No grammatical, spelling, or

punctuation errors.

Almost no grammatical,

spelling, or punctuation

errors

A few grammatical, spelling,

or punctuation errors.

Many grammatical, spelling, or

punctuation errors.

Sources All sources (information and

graphics) are accurately

documented in the desired

format.

All sources (information and


documented, but a few are

not in the desired format.

All sources (information and


documented, but many are

not in the desired format.

Some sources are not accurately

documented.

Speaks Clearly Speaks clearly and distinctly all

(100-95%) the time, and

mispronounces no words.

Speaks clearly and distinctly

all (100-95%) the time, but

mispronounces one word.

Speaks clearly and distinctly

most (94-85%) of the time,

and mis-pronounces no

more than one word.

Often mumbles or cannot be understood

OR mispronounces more than one word.

Content Shows a full understanding of the

topic.

Shows a good understanding

of the topic.

Shows a good understanding

of parts of the topic.

Does not seem to understand the topic

very well.


Unit 4, Activity 6, KWL Chart

Before you begin your research, list details in the first two columns. Fill in the last column after completing your research.

Topic:

What I Know What I Want to Know What I Learned


Unit 4, Activity 7, ISP Chart – Graphic Organizer

ISP Chart

Information Source Page



January 9th

– February 3rd

– Weeks 19 - 22

Comprehensive Curriculum Unit 3: Critical Thinking

Unit Description

Activities in this unit focus on using critical thinking skills to read and respond to literature. Teachers use questioning techniques, graphic organizers, and writing tasks that

challenge students to work at the application, analysis, synthesis, and evaluation levels of the cognitive taxonomy.


This unit asks students to think critically about texts. Students use higher order thought processes to analyze literature, discuss texts, and create original products.

Guiding Questions

1. Can students make and confirm predictions?

2. Can students support differences between fact and opinion?

3. Can students identify the author‘s viewpoint?

4. Can students determine and justify solutions to problems in texts?

5. Can students use skimming and scanning skills in complex reading selections?

6. Do students recognize the importance of higher-order thinking in the reading process? Do they consider prior knowledge and life experience as they reflect on what

they read?

Sample Assessments

General Guidelines



General Assessments

The teacher will provide students with appropriate graphic organizers (view literacy strategy descriptions) that encourage self-questioning and response during silent

reading. These may include the following:

Reciprocal Teaching BLM

Conflict/Resolution Charts

I Was Thinking Notes – Students are to write down their thoughts in Reading Response Journals:

Page No. I was thinking… Now I think…

KWL charts

Students will maintain a Reader‘s Notebook with a section devoted to new vocabulary encountered during independent reading or class discussions. Unit vocabulary and

word lists with definitions are checked periodically by the teacher.

Teachers will use rubrics to assess participation, oral presentation, and/or written products. Students are given rubrics as they begin each activity so that they can self-

monitor their work.




LCC ACTIVITIES - Unit 3: Critical Thinking



5: Questions in My Mind 08, 14d, 15, 19d, 19e

7: Depth of Reading 04, 07, 14a, 14g, 16, 19b, 19d

8: Points of View 08, 15, 19c, 41a, 42, 43c, 43d, 43e, 43g, 44, 45, 50

9: Take a Stance 15, 19e, 26a, 30a, 31c, 31d, 34, 36a, 36c, 36d

LCC ACTIVITIES - Unit 3: Critical Thinking


4: Daily Writing Activities (ONGOING) 20c, 21, 22, 23b, 24, 26c

8: Points of View 08, 15, 19c, 41a, 42, 43c, 43d, 43e, 43g, 44, 45, 50


Contractions 28

Abbreviations 29

Pronouns 31

Idioms 6, 25

Theme 10: Explorers Arrive


Determine Importance 14

main idea and details

purpose for reading

classify

TARGET SKILLS

Play 13

Identify Character 5

Identify Setting 5

MODELED WRITING

Persuasive 26 (LCC)


Descriptive 26

MINI-LESSONS

Word Choice 22

Problem & Solution 26

Adapt to Purpose and Audience 22

Sentence Fluency 21

Subject & Object Pronouns 31

Contractions 28

Adjectives: Comparative & Superlative 31

Articles 30


Avoid Run-on Sentences 30

Write in Complete Sentences 30

Capitalize greetings, titles of respect, books, articles, chapters,

movies, and songs 29

Verb Tenses 31

Theme 11: Life in a Rain Forest


Infer 14

predict

draw conclusions

fact/opinion

cause/effect

TARGET SKILLS

Persuasive Essay 13

Nonfiction Feature: Circle Graph 50

Recognize Onomatopoeia 6

CENTER IDEA

GLEs tested on Assess 2 Know Test 5- 14a, 14c, 14d, 14g, 16, 19a, 19c, 19e, 28, 29, 30b, 31c, 50



Theme 10: Explorers Arrive




claimed, injured, foreign, explorer, cargo, anniversary,

valuable, civilization, passage, historian

Connect to Novels: Pedro’s Journal, The Warrior,

The Talking Earth

MODELED WRITING

Persuasive

HME pp. 447-467

LbD Persuasive Essay Organizer – Transp. 65, 66




MINI-LESSONS

Word Choice


Problem & Solution

LbD Problem & Solution Organizer – Transp. 59, 60


Adapt to Purpose and Audience


Sentence Fluency


Subject & Object Pronouns


HME p. 22

Contractions


HME p. 116

Adjectives: Comparative & Superlative


HME pp. 142-146

Articles


HME pp. 141, 150, 151, 158, 161, 256



Vocabulary

Contractions

Unit 28 – p. 183

Unit 29 – p. 189

Unit 30 - p. 195

Abbreviations

Unit 16 – p. 111

Unit 17 – p. 117

Writer‘s Resource

p. 253 - 254

Idioms

Unit 16 – p. 110

Unit 31 – p. 200

Unit 34 – p. 218

Houghton- Mifflin English

Pronouns

pp. 204-205

Theme 11: Life in a Rain Forest

Comprehension Bridge Cards : 10, 11



zone, slither, suspended, organism, nutrients, complex, vital,

predator, thrive, prey

Connect to Novels: Morpha,

One Day in the Tropical Rain Forest, Attack of the Jaguar

Leveled Readers End of 3rd

Quarter

ON: Q, R, S

ABOVE: T+

BELOW: P AND BELOW








Teachers should reserve a specific amount of time every day for daily independent reading. This reading time should supplement the standard reading program

by encouraging students to read independently. This time also provides an opportunity for students to read according to a variety of student interests and abilities.







also be used to teach alphabetizing up to the third letter and dictionary skills. Teachers can assess students‘ understanding of vocabulary either formally (written










partner.






words.















The Everyday Edits can be used in many ways. Here is one possible procedure that you might use:

Copy the day's daily edit activity onto a transparency. As students return from recess or lunch, hand them a copy of the day's passage. Immediately they



Divide the class into two teams or more. The teams established in this way will be "permanent teams" (for at least a month).

Start with one team and ask a student on that team to identify an error in the passage. If the student correctly identifies one of the ten errors in that day's

passage, a point is awarded to the team. Then it is the other team's chance to identify an error. Go back and forth until all ten errors have been found in that

day's passage. (Students might even find additional errors in a daily passage. Give credit if they offer an idea that would improve the passage.)


members of the team that has the highest score at the end of the month. You might change the makeup of teams for the following month.



Activity 4: Daily Writing Activities (Ongoing) (GLEs: 20c, 21, 22, 23b, 24, 26c)




Story summary




Story starters




Poetry


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Directions

Greeting cards

Biographies


Activity 5: Questions in My Mind (GLEs: 08, 14d, 15, 19d, 19e)

Materials List: Student Prompts for Reciprocal Teaching BLM, transparency, fiction or nonfiction text

Reciprocal teaching (view literacy strategy descriptions) is a technique used to develop comprehension. The teacher and students take turns leading a dialogue

concerning sections of a text. Four activities are incorporated into this strategy: prediction, questioning, clarifying, and summarizing.

Prediction: The teacher begins by introducing the text and making predictions using the content from the title. All available knowledge is used, with the teacher

briefly outlining the reason behind the predictions including clues from text and prior knowledge. The teacher writes her predictions on a transparency. Students

are instructed to make their own predictions and write them on the Reciprocal Teaching BLM.

After the predictions are made, the teacher assigns a section of the text to be read silently. Predictions are checked against the text, with thoughts and opinions

being confirmed or modified at the end of the independent reading time. Teacher focus can include, but is not limited to:

hypothesizing what the author will discuss next in the story

linking new ideas to prior knowledge

confirming or modifying thoughts and opinions

monitoring understanding

Clarifying: Students are encouraged to seek clarification of words, phrases, or concepts in the text that are unclear. The teacher should model for the students how

to clarify any areas of uncertainty, any unfamiliar vocabulary, phrases or concepts in that section of text, or links to sections of text previously read. Ways of

clarifying the meaning of words or phrases through the use of content clues, known words, references (e.g., dictionaries or glossaries) and discussion are

demonstrated. Students should write concepts or words that they need to clarify on their Reciprocal Teaching BLM. This occurs at any time during the session to

provide the opportunity for all students to maintain their understanding of the text. The teacher‘s focus can include, but is not limited to:

focusing on the meaning of a text

being alert to unfamiliar vocabulary, phrases, and complicated concepts

restoring meaning through the use of context clues, known words, references, rereading, and asking for help

Questioning: Students should write at least one question they have about the story on their Reciprocal Teaching BLM. The teacher should model thought-

provoking questions regarding an aspect of the story. By modeling the strategy of asking and answering one‘s own questions, the teacher stimulates a discussion

through engaging the group with the text on a deeper level, bringing a critical eye to the text, and stimulating thinking at a critical level. These questions can be

used to stimulate further discussion. Possible teaching focuses can include, but are not limited to:

formulating and answering questions

demonstrating deeper engagement with the text

developing skills to think critically



Summarizing: The teacher models how to summarize the story or passage, highlighting the main ideas, purpose, and audience of the text. Other group members

are then encouraged to add to the teacher‘s summary or to review what they have read by writing their own summaries.

Possible teaching focuses:

organizing and integrating the information from the text

showing understanding of the main idea, information, and purpose of the text

reviewing what has been read

The procedure continues in a cyclical way with the teacher selecting a further segment or passage of text and modeling the procedure by predicting what the next

segment might contain.

Activity 7: Depth of Reading (GLEs: 04, 07, 14a, 14g, 16, 19b, 19d)

Materials List: Higher Order Thinking Skills (HOTS) Questions BLM (provides example question starters for each level of HOTS for the teacher and students to

use), Reading Response Journals

Teachers choose selections from fictional literature for students to analyze in depth. Students learn how to skim and scan a text for an overall sense of organization,

sequence, point of view, and author‘s purpose. Teachers then have students read the story analytically and design their own graphic organizers (view literacy

strategy descriptions) to illustrate specific components of the text, including major/minor characters, setting, and plot development (story problem, events, rising

and falling action, climax, solution/conclusion). Students should create their graphic organizers in their Reading Response Journal. Teachers instruct students on

the hierarchy of critical-thinking skills and explain how it applies to reading and responding in depth to literature. The revised version of Bloom‘s Taxonomy (see

below) or the HOTS Questions BLM may be used to create a matrix upon which objectives, activities, and assessments can be graphed and analyzed for alignment.

Since questions from the higher levels of Bloom‘s Taxonomy encourage critical thinking and evaluation, it is important to include questions that require students

to apply, analyze, synthesize, and evaluate what they have learned

Here are two example questions using the story ―The True Story of the Three Little Pigs.‖

Example 1: What material did the second little pig use when building his house?

Example 2: Create an advertisement for a new invention that will protect the three little pigs from the big, bad wolf.

The first example simply requires the student to recall facts. The second example requires students to synthesize what they have learned from the tale of "The

Three Little Pigs." The student must analyze the story and then think of a new and creative way to thwart the wolf.

Have students practice writing questions, one from each of the six levels of Bloom's Taxonomy. You might use your curriculum standards as your guide, since

they contain what you want your students to know and be able to do (compare and contrast, observe, hypothesize, etc.).




A Taxonomy for Learning, Teaching, and Assessing

(Anderson & Krathwohl, 2001)

Cognitive Domains – Remember, Understand, Apply, Analyze, Evaluate, Create

Types of Knowledge – Factual, Conceptual, Procedural, Metacognitive

Students are asked to refer to their graphic organizers to write three questions at the Remember or Understand levels, and three that require more complex levels of

thought. They trade questions and answers with a reading partner. The teacher leads a follow-up class discussion about critical thinking and reading.

Activity 8: Points of View (GLEs: 08, 15, 19c, 41a, 42, 43c, 43d, 43e, 43g, 44, 45, 50)

Materials List: newspaper articles, magazines, books, Internet access (optional), dictionaries

Students examine various authors and their perspectives on a topic or theme. Students can read and discuss an issue. Where access to the Internet is available,

students will make use of this valuable resource for researching current topics. Possible investigative activities may include the following:

Read current articles concerning the destruction of rainforests. Investigate this problem from the point of view of (1) loggers who make a living cutting

wood, (2) animal rights groups, and (3) environmentalists, etc.

Choose an issue of concern to students at the school (i.e., school lunches, dress and conduct issues, or grading/homework policies). Conduct opinion polls

and surveys, and chart data concerning views of students, teachers, parents, and/or administrators on these issues.

Students should also engage in word study using roots, suffixes, and prefixes, as well as studying a word‘s origins. Students use dictionaries to define new

vocabulary encountered during reading. This activity can be developed within the context of a social studies unit or current events lesson.


Activity 9: Take a Stance (GLEs: 15, 19e, 26a, 30a, 31c, 31d, 34, 36a, 36c, 36d)

Materials List: Sample Opinionnaire BLM, story or book

An opinionnaire (view literacy strategy descriptions) poses questions to students about different issues or ideas in the form of a survey. Students usually are asked

to rank how much they agree or disagree with a statement. Students can then respond to this statement by circling "Strongly Agree" "Agree" "No Opinion"

"Disagree" "Strongly Disagree." Students are forced to think about themes or issues in a book or story before being exposed to the text. Students respond to the

statements on an opinionnaire by thinking about their own life experiences.

As a culmination of studies or discussions on a particular topic or theme, students take a position by completing an opinionnaire created by the teacher (a sample

has been provided). After completing the opinionnaire, students will read the book or story assigned to them. When the students finish reading, they may revisit

their opinionnaires to make any changes. Next, they must cite evidence to persuade others to see the problem from their point of view. Students then write a

multi-paragraph persuasive letter, speech, or editorial with relevant details supporting their opinions or positions. They make reference to outside reading in

justifying the stance taken. Students apply their knowledge of standard English usage (e.g., verb tenses, active and passive voice, regular and irregular verbs) to

develop their compositions. They rehearse their presentations before presenting to the class. After listening to their classmates, students will re-think the issue and

discuss their opinions. They will have the opportunity to write a revised statement about their beliefs, reflecting any changes in viewpoints they may have

experienced because of the student presentations and class discussion.



Unit 3, Activity 5, Student Prompts for Reciprocal Teaching

Student Prompts for Reciprocal Teaching

Questioning

*One question I had about what I read was....

*What were you thinking about as you were reading?

*What question(s) can you ask about what you read?

*I‘m curious about...

Clarifying

*One of the words I wasn‘t sure about was...

*What other words do we know that we can use in place of...?

*What words or ideas need clarifying for you?

*This is confusing to me. I need to ________(strategy) to try to figure out this word.

Predicting

*I can look at the title and all the visual clues on the page. What do I think we will be reading about? *Thinking about what I have read and discussed, what do I think might happen next?

I wonder...

I predict...

Summarizing

*What does the author want me to remember or learn from this passage?

*What is the most important information in this passage?

*What kind of ―teacher‖ question can I ask about the main idea?

*In my own words, this is about...

*The main point was...


Unit 3, Activity 9, Sample Opinionnaire

Miss Rumphius

by Barbara Cooney

Directions: Before we read this story, please put a check next to those statements that you agree with in the BEFORE column. Compare your opinions with a

partner’s opinions and discuss your reasons for checking or not checking each statement. After we have read this book, please go back and check those

statements you now agree with under the AFTER column.

BEFORE AFTER

______ ______ Older people can’t do anything to help others because they need

help themselves.

______ ______ The more things you have the happier you are.

______ ______ People can make the world more beautiful by doing simple things

in nature.

______ ______ If you have a lot of money, you will be happy.

______ ______ We can learn many lessons from our elders.



February 6th

– March 8th

-- Weeks 23 - 26 Comprehensive Curriculum Unit 7: Autobiographies and Biographies

Unit Description

This unit focuses on reading and writing biography and autobiography. Through a series of mini-lessons, students are given the opportunity to read models of biographical works

to compare and contrast how authors handle subject matter effectively. The teacher facilitates discussions that help students learn writing strategies to collect and share information

about themselves and another person of interest.


Students read examples of biographical and autobiographical texts to learn how authors impart information about personalities, customs, and events of a particular time period.

They examine the author‘s style, accuracy of informational sources, visuals, other documents, and organization of the text structure to gain insight into what makes a biographical

piece meet criteria for good literature. Students try these techniques themselves as they write autobiographical sketches and research biographical information on a person of

interest.

Guiding Questions 1. Can students identify what makes a biography/an autobiography worth reading?

2. Can students determine how accurate a biography/an autobiography is?

3. Can students identify criteria for making a biography/an autobiography interesting?

4. Can students demonstrate how a biographer‘s/an autobiographer‘s writing style is used to ―hook‖ the reader?

Sample Assessments

General Guidelines



General Assessments

Teachers will observe student performance in locating and using references and will use anecdotal records to determine which students need individual assistance in this

process.

Teachers will meet with students individually to have them read passages aloud and will ask both literal and inferential questions in order to assess word recognition and

content reading skills.

Teachers will provide students with a checklist of required steps and timeframes for the biography project. As each step is completed, students bring their checklists to the

teacher to be initialed/ discussed.



LCC ACTIVITIES - Unit 7: Autobiographies and Biographies



5: Introduction to Biographies & Autobiographies 19d, 21, 22,

23a, 23b, 23g, 39, 41a, 42

6: About Me 19d, 20a, 20b, 20c, 20d, 20e

LCC ACTIVITIES - Unit 7: Autobiographies and Biographies


4: Daily Writing Activities (ONGOING) 20e, 21, 22, 23b, 24, 26c 9: Know Your Subject 08, 14g, 19e, 23b, 42, 43a, 43b, 43c, 43e,

45, 46, 48, 49

10: Final Publication 20a, 20b, 20c, 20d, 20e, 23c, 23d, 23e, 23f,

26b, 27, 28, 29, 30b, 31a, 31b, 31c, 31d, 32, 47


Suffixes 1

-able

- less

- ful

-ness

-ion

-tion

-ment

Theme 12: Affecting the Rain Forest


Create Images 14

use visuals

create images

revise

TARGET SKILLS

Letter 13 Understand Simile 6

Rhyme 6

MODELED WRITING

Biography or Autobiography 26 (LCC)

Letter 26 (LbD)

Narrative 24


MINI-LESSONS

Publishing 23

Cause & Effect 24

Prewriting 23

End Effectively 22

Adverbs 31

Adverbs: Comparison Forms 31

Prepositions 31

Prepositional Phrases 31

Capitalize greetings, titles of respect, books, articles,

chapters, movies, and songs 29

Avoid Run-on Sentences 30

Write in Complete Sentences 30

Verb Tenses 31

Contractions 28


Theme 13: Products and Profits


Fix-Up Strategies 1,2, 14

use pictures

read on

decode

word analysis

TARGET SKILLS

Journal 13

Nonfiction Text Feature: Bar Graph 50 Exaggeration & Hyperbole 6

CENTER IDEA

GLEs tested on Assess 2 Know Test 6- 14e, 14g, 18, 19c, 19d, 28, 29, 30b, 31c, 43c



Theme 12: Affecting the Rain Forest

Comprehension Bridge Cards:11, 12



beneficial, bewilderment, eventually, convince, sacrifice,

interaction, ecosystem, tropical, improvement, relationship

Connect to Novels: My Life with the Chimpanzees

The Shaman’s Apprentice, Jaguar

MODELED WRITING

Letter

LbD Letter Organizer – Transparency 71, 72




MINI-LESSONS

Publishing 23


Cause & Effect 24, 26

LbD Cause & Effect Organizer – Transparency 77, 78


Prewriting 23


End Effectively


Adverbs


HME pp. 234-248

Adverbs: Comparison Forms


HME pp. 238-239

Prepositions


HME pp. 224, 226

Prepositional Phrases


HME pp. 244-247, 249, 251, 258, 263, 314



Vocabulary

Suffixes

Unit 22 – p. 144-146

Unit 23 – p. 152

Theme 13: Products and Profits




fair, discouraged, product, shabby, material, negotiate,

inspiration, wealth, advertise, profit

Connect to Novels: Hannah’s Fancy Notions

Henry And The Paper Route, Lunch Money

Leveled Readers End of 3rd

Quarter

ON: Q, R, S

ABOVE: T+

BELOW: P AND BELOW


























partner.






words.











autobiography + I read an autobiography about

Dr. Suess.

biography + I wrote an autobiography.


Materials List: daily sentences that are to be edited, printed copy for each student, transparency copy for use as a class















Students will keep a daily journal or writer‘s notebook. Daily writing activities can include, but are not limited, to the following list:


Story summary




Story starters




Poetry


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Directions

Greeting cards

Biographies


Activity 5: Introduction to Biographies and Autobiographies (GLEs: 19d, 21, 22, 23a, 23b, 23g, 39, 41a, 42)

Materials List: variety of biographies and autobiographies, computer, publishing software, GISTing BLM, overhead projector, transparency

The teacher brings in a variety of biographies and autobiographies from the library for students to peruse. Teacher and students discuss what makes a biography/an

autobiography recommended reading, how accurate and interesting the biography/ autobiography is, and what writing style the biographer/autobiographer uses to

―hook‖ the reader. Students read aloud models of autobiographies and biographies from a variety of sources, including their own from previous grades, the media,

television network biography, and magazines such as Kids National Geographic, Sports Illustrated for Kids, Children’s Digest, and Teen magazines. The teacher

asks what makes these magazines attract large audiences. Students critique information presented for accuracy and discuss author‘s intent, noting that sometimes

accounts are sensationalized in order to attract more readers. Students discuss the impact of biographical reporting for a public with a high level of curiosity about

the rich and famous.

After this quick exploration, students are asked to identify one person in the field of sports, entertainment, or government about whom they are interested. Students

will make a list of five questions they would like to ask them. Generating a list of key words, they complete a mini-research exercise, finding information online

and using tools for periodical searches. Students will use the literacy strategy GISTing (view literacy strategy descriptions) (teachers can make copies of GISTing

BLM) to write a one-paragraph essay about the person of interest to them. This activity helps students to focus on the main ideas in a text or informational piece of

reading. Students summarize information and answer key questions about the reading. This activity helps students decide what is important and what is not

important in an article or book. It can also help them to use concise and precise sentences as well as help develop their vocabulary. It also helps students to learn

the content and main ideas in the readings, an important benefit. After the essays are complete, students use PC publishing software to compile their summaries

into a classroom version of a magazine or newspaper.

For example:

Using the GISTing BLM, the teacher selects 4-5 paragraphs from an article or text. Place the selection or article on an overhead. Read the textbook selection or

article aloud to the students. After the article is read, explain how to get the gist of the article. Next, have the students draw 20 blanks on their paper. Cover the

article so only the first paragraph is visible. Read the paragraph aloud. Point out the focus of the article or textbook selection. Students and teachers are to

summarize the first paragraph in exactly 20 words. The students are to decide what is or is not important to keep. Practice asking key questions to start examining

the information. Always begin the first sentence of the gist with who and/or what in the article or textbook selection. Note information that is repeated. Identify a

main idea. After the paragraph is ―gisted,‖ or summarized, the teacher reads the second paragraph, while students follow along. The students draw 20 more blanks

on their paper and summarize the first and second paragraphs. The same process is continued with the third and fourth paragraphs.



Activity 6: About Me (GLEs: 19d, 20a, 20b, 20c, 20d, 20e)

Materials List: LEAP 21 Writer‘s Checklist BLM, LEAP 21 Writing Rubrics BLM

Students follow a similar procedure to learn more about each other. The class brainstorms (view literacy strategy descriptions) a list of questions that would

provoke thought about a student‘s personality, life experience, and personal ambitions. Examples may include:

What is my best childhood memory?

Who are the people I most admire?

What was my most embarrassing experience?

What is my best/most unique attribute?

What makes me the happiest?

Where in the world would I most like to travel?

What are my future dreams?

Students use the list of guiding questions to write a ―bio‖ of three or more paragraphs that shares information classmates may not know about them. Give each

student a copy of the LEAP 21 Writer‘s Checklist BLM. Discuss with them what will be expected from their composition. The composition should be organized

to include a clever introductory paragraph, paragraphs with main ideas and supporting details generated by the guiding questions, and a concluding paragraph. The

autobiographical sketch should flow in a logical, sequential order, using transitional words and phrases that unify points and ideas. Students share their work with

the class. The teacher facilitates a discussion about the kinds of information that can be included to make a biography more interesting. Remind students that their

compositions will be scored using LEAP 21 Writing Rubrics BLM.

Activity 9: Know Your Subject (GLEs: 08, 14g, 19e, 23b, 42, 43a, 43b, 43c, 43e, 45, 46, 48, 49)

Materials List: GISTing BLM, Bibliography BLM

Students use available resources to learn important information about the subject. Teachers continue to model how to learn more about a subject using a variety of

resources, such as interviews, the Internet, books, etc. They also review information about GISTing (view literacy strategy descriptions) (see GISTing BLM) and

note taking, plagiarism, and citing references, as students independently research using multiple sources. After an in-depth investigation of their subject, students

make inferences about what is important to know and remember about this person and how this person made a difference for others. Students make an outline and

other organizers of the information to be included in their biography draft, listing main headings and supporting details. They complete a bibliography (see

Bibliography BLM) according to the specified format.




Activity 10: Final Publication (GLEs: 20a, 20b, 20c, 20d, 20e, 23c, 23d, 23e, 23f, 26b, 27, 28, 29, 30b, 31a, 31b, 31c, 31d, 32, 47)

Materials List: LEAP 21 Writer‘s Checklist BLM, LEAP 21 Writing Rubrics BLM

Students begin the actual draft of the biography of another person of interest. Students write a number of paragraphs encompassing many facets of this person‘s

life, such as what is important to know about this person, what relationships this person has in his or her life, who has influenced him or her and how, what

experiences have shaped his or her values and beliefs, etc.

Using the LEAP 21 Writer‘s Checklist BLM, students continue through the writing process – draft, revise, focusing on introductions and conclusions, supporting

details, sequential order, legibility, interjections, hyphenation and syllabication/spelling, and verb usage. Students will read their drafts aloud to a peer who listens

for transitional words and phrases that unify the writing and for interesting word choice. Peers will also proofread for run-on or fragmented sentences, standard

usage errors, capitalization, and punctuation errors. The writer will make revisions and edit the work with attention to conventions. Students will use spelling and

grammar checks before printing a final draft of their multi-paragraph essays. Students‘ essays will be graded using a rubric such as the LEAP 21 Writing Rubrics

BLM.


Unit 7, Activities 5 & 9 GISTing

GISTing

GISTing for :_______________________________________

Paragraph 1

_________ __________ __________ __________ _________

_________ __________ __________ __________ _________

_________ __________ __________ __________ _________

_________ __________ __________ __________ _________

Paragraph 1 & 2

_________ __________ __________ __________ _________

_________ __________ __________ __________ _________

_________ __________ __________ __________ _________

_________ __________ __________ __________ _________

Paragraph 1, 2, & 3

_________ __________ __________ __________ _________

_________ __________ __________ __________ _________

_________ __________ __________ __________ _________

_________ __________ __________ __________ _________


All Units, LEAP Writer’s Checklist













features.



4

Consistent

Control

• sharp focus


• strategy

(preplanning and

foreshadowing)









• logical order

• transitions


3

Reasonable

Control


• clear focus



• relevant



• logical order



2

Inconsistent

Control


• shifts in focus

• digressions

• listing



and/or irrelevant

• idea clusters




• gaps

• random order

• no ending

1



• confusion






• severe gaps

• random order






4

Consistent

Control

• word choice is




(imagery, similes)


impact




(humor)



complexity, length


voice



audience

3

Reasonable Control

• clear

• appropriate

• relevant

• some variety

• some selected

information

• some examples

• appropriate to

audience

• some variety in

structure and/or

complexity and/or

length\


• consistent tone


• clear voice

2

Inconsistent

Control

• generic

• overused


• wrong word

• contradictions

• bare bones


• irrelevant

• superficial





• vague


• inappropriate

• monotonous


1

Little or

no Control

• functional

• inappropriate

• wrong word

• omission errors




change from central

idea

• simple

• patterns

• on and on

• confusing

• absent


• unengaged


Unit 7, Activity 9, Bibliography

Bibliography

1. For each source listed, begin first line at margin and indent each line that follows.

2. Follow punctuation of the examples exactly.

3. If you cannot find some information, such as author or place of publication, just leave it out.

4. Arrange all sources in one list, alphabetically by first word, which will generally be either the author's last name or the first important word of the title.

Book with one author:

1. Author, last name first.

2. Title of book. (underlined)

3. City of publication:

4. Publisher, date of publication.

Encyclopedia and other familiar reference books:

1. Author of article (if available).

2. "Title of article." (in quotation marks)


4. Date of edition. (volume and page number not necessary if articles are arranged alphabetically).

Article in a periodical (magazines, newspapers)

1. Author (if available).


3. Periodical title (underlined) date: page.

Online Encyclopedia:

1. Author, if shown

2. "Title of the article."

3. Name of encyclopedia (underlined).

4. Date of your visit (day, month, year)

5. <first part of http address> (enclosed in angle brackets).

World Wide Web:

1. Author, if known


3. Title of complete work (underlined).




March 12th

– April 4th

-

Weeks 27 - 29

Comprehensive Curriculum Unit 5: Poetry

Unit Description

This unit focuses on exploring ways poets use special writing techniques to elicit feelings and create images. As students read, listen to, and analyze a variety of poetic forms, they

learn to recognize the literary devices used by poets to capture the imagination and emotions of readers. The desired outcome of this study is for students to appreciate poetry as

listeners and as a means of self-expression.


Students read a variety of poetic forms and collect, memorize, and write poetry. They recognize poetry as a form of artistic expression and analyze how poets‘ experiences in life

are reflected in their work. They listen for the cadence, rhythm, or rhyme distinctive to some poetic forms and practice reading or reciting poetry expressively. They identify

literary devices, such as analogical reasoning through simile, metaphor, and personification. Students borrow literary devices from the poets as they create original works.

Guiding Questions

1. Can students define what poetry is or give examples of types of poetry?

2. Can students explain why people read poetry?

3. Can students identify literary devices used by a poet?

4. Can students express how a poet helps them understand a concept, compare objects or ideas, or provide a new way to look at a subject?

5. Can students describe the mood or feeling created by the poem?

6. Can students use poetic language and form to express their own thoughts and feelings?

Sample Assessments

General Guidelines

Use a variety of performance assessments to determine students‘ understanding of content. Select assessments that are consistent with the type of product that results from the

student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:

General Assessments

Students will maintain a writers‘ notebooks with entries related to the unit, including vocabulary (poetic forms, literary devices), word webs, and idea lists serving as a

reference for writing activities. Information in the notebooks will be shared between teacher and students during writers‘ conferences, and the teacher will assess

notebooks for completeness and organization at the end of the unit.

Students will enter favorite poems, poets, and poetry reading responses in each Reader‘s Notebook. This notebook becomes a source of information for oral and written

assignments during the unit. The teacher will give students a checklist of items to be included in the notebook.

Teachers will monitor progress of individual or group work via periodic ―writers‘ conferences‖ during which students report on their progress and discuss any problems

they are encountering. The teacher uses this opportunity to point out ways to improve or edit work and to model ―how writers problem solve.‖

Teachers will provide written examples and graphic organizers for students to use as a guide in writing poetry. These forms may include cinquains, limericks, haiku, free

verse and diamante. In ―formula poems‖ students insert words into a teacher-established structure. Students demonstrate the ability to identify parts of speech and follow

semantic patterns in choosing appropriate words for each formula.



LCC ACTIVITIES - Unit 5: Poetry



6: Use My Senses 22, 23b, 25

7: Learn from Authors 07, 16, 18

8: Poetry Panel or Experts 09, 10, 17, 24, 34, 36c, 37

9: Literary Devices Workshop 06, 19b, 25

LCC ACTIVITIES - Unit 5: Poetry


4: Daily Writing Activities (ONGOING) 20e, 21, 22, 23b, 24, 26c 11: Collecting Seeds for Poetry 08, 19e, 23a, 23b

12: Poems for Publication 12, 22, 23a, 23c, 23e, 23f, 23g, 25, 34


Suffixes 1

- ly

- fully

Conjunctions 31

Theme 14: Buying Smart


Synthesize 14

sequence

summarize

classify/categorize

retell

TARGET SKILLS

Poem 13 Identify Repetition of Language 6 Understand Humor 6

MODELED WRITING

Poem 25 (LCC)

MINI-LESSONS

Conventions 23

Conjunctions: Coordinate 31

Conjunctions: Correlative 31

Irregular Verb Tenses 31

CENTER IDEA



Theme 14: Buying Smart




suggest, impress, brim, supply, demand, purchase, merchant,

bargain, compromise, recommend

Connect to Novels: Mom, Can You Buy Me This?

Double Fudge, Millions

MODELED WRITING

Poem

LbD Poem Organizer – Transparency 83, 84


HME p. 437

MINI-LESSONS

Conventions

Writing Bridge Card 27 & Transparency 82

Conjunctions: Coordinate


HME p. 211

Conjunctions: Correlative




Vocabulary

Suffixes

Unit 23 – p. 152

Leveled Readers End of 4th

Quarter

ON: Q, R, S

ABOVE: T+

BELOW: P AND BELOW


























partner.






words.











Alliteration + I listened for alliteration while

my teacher read a poem.

repetition of initial consonant

sounds

Consonance + Jack Frost‘s, Stopping by

Woods on a Snowy Evening, is

an example of a consonance

poem.

repetition of final consonant

sounds

Assonance Assonance differs from rhyme

in that rhyme is a similarity of

vowel and consonant.

repetition of vowel sounds

Onomatopoeia Onomatopoeia is a Greek

word meaning name-making.

use of words that imitate the

sound of what they denote


Materials List: daily sentences that are to be edited, printed copy for each students, transparency copy for use as a class, overhead projector

















Story summary




Story starters




Poetry


Want ads

Advertisements

Directions

Greeting cards

Biographies

Activity 6: Use My Senses (GLEs: 22, 23b, 25)

Materials list: travel magazines or brochures, writer‘s notebook, post cards, Carl Sandburg‘s poem ―Fog‖

The students learn about imagery, voice, and word choice, one skill at a time over a series of focus lessons. The teacher shows students a travel poster or appealing

scene from a travel magazine. Students are asked to brainstorm (view literacy strategy descriptions) a list of highly descriptive vocabulary to describe the picture,

utilizing all of the senses. The teacher models and coaches as students use the word list to write sentences describing the scene. They use expressions such as ―I

see,‖ ―I feel,‖ and ―I smell,‖ and experiment with metaphor and hyperbole to bring a poetic flair to their descriptions. Students are then given picture postcards to

inspire their own attempts at creating sensory descriptions of the visual. Students are asked to use their five senses and figurative language to describe their

postcards. Students compare their written language with the language found on the back of the postcard. A mini-lesson on expressive language includes

conventions and several parts of speech: nouns, strong verbs, adjectives, and adverbs.

Next, teachers give each student a copy of Carl Sandburg‘s poem Fog. The teacher should discuss with the students the poetic device exemplified, tell what

comparisons the poet is making, and discuss their interpretations of this classic poem. Students receive feedback about their responses as the teacher guides the

class in a discussion of how Sandburg paints a memorable word-picture through his choice of words.



Activity 7: Learn from Authors (GLEs: 07, 16, 18)

Materials list: writer‘s notebook, chart paper, copies of poems

The teacher should have copies of several poems of well-known works to distribute to the class groups. Students work in small groups to experience poetry and

see how it makes the reader feel. Then the groups ―switch‖ poems and give their interpretations and compare each group‘s responses. Using Questioning the

Author (QtA) (view literacy strategy descriptions), write the following questions on the board and then have the students reread and discuss as a class.

What is this poem about?

Did the author make you think about this in a new way? (The teacher asks literal and inferential questions.)

Does this piece compare one thing to another?

How are those two the same?

Why did the poet choose to write about the subject this way?

How did the author‘s words make you feel?

What do you think the author wanted you to realize or understand from reading this poem?

Students record their responses and display on chart paper for future reference (for example, Activity 8).

Activity 8: Poetry Panel of Experts (GLEs: 09, 10, 17, 24, 34, 36c, 37)

Materials list: writer‘s notebook, copies of poems, LEAP Writing Rubrics BLM, tape recorder

Students choose a favorite poem to interpret, practice reading orally, and share with classmates. Using the questions in the previous activity or others they

formulate, students work either individually or in pairs to recite their poems aloud, using appropriate intonation. Students become ―experts‖ by practicing reading

the poem expressively (if feasible, reciting from memory), researching information about the poet, and writing a composition of three or more paragraphs,

expressing what they like most about the poem and the author‗s literary style. They cite specific examples that support their observations about the poem and its

author. The student‘s composition of three or more paragraphs will be graded using the LEAP Writing Rubrics BLMs.

All students will share their compositions with the class. Classmates receive copies of the poem discussed and use active-listening skills, making notations while

the student volunteer presents information. Working from their notes, students participate in a whole-class discussion, sharing their thoughts regarding

interpretation of the poem and the poet‘s style, word choice, and effectiveness in creating images and in expressing feelings or emotions. Their observations are to

be supported by references to the text.

Next, students work with a reading partner to tape record readings of their favorite poems. After listening to the tape, they complete a self-assessment rubric

evaluating their oral reading performance. Students repeat this process until they are satisfied with their performance and feel confident about reading aloud to an

audience.



Activity 9: Literary Devices Workshop (GLEs: 06, 19b, 25)

Materials list: writer‘s notebook, Post-It® notes, poems from various sources (class books, school and public libraries, websites, etc.)

The teacher will present a mini-lesson on figurative language used by poets. Students will hear examples of similes, metaphors, personification, and hyperbole in

poetry and will be given practice in identifying each within the context of poems read aloud. Teachers model the use of metaphor, a word or phrase denoting one

kind of object or idea used in place of another to suggest comparison. They explain that a simile is a comparison using like or as. They show that in

personification, the poet gives human characteristics to objects or concepts. Hyperbole involves intentional exaggeration to make a point. Students indicate in their

writers‘ notebooks poets who link one thing with another in ways that help the reader compare those things.

Students are then divided into four groups and challenged to search for the best examples of the four literary devices studied. Students are encouraged to explore

their homes, school, and public libraries, as well as the many online sources of poetry. Post-It® notes can be used to mark favorites. Each group presents its top

three ―candidates,‖ and the class votes to choose winners in each category.

Activity 11: Collecting Seeds for Poetry (GLEs: 08, 19e, 23a, 23b)

Materials list: writer‘s notebook

Students keep daily entries of their everyday observations of topics, concepts, ideas (nature, animals, sports, special events), or themes (change, patterns, cycles,

structures, hope, faith, courage, etc.). Teachers encourage students, by modeling, to write daily entries in their writers‘ notebooks about what is important to them

or experiences that hold enduring meaning in their memories. These ideas are ―seeds‖ for future poetry: interesting pictures, words, thoughts, and others.


Activity 12: Poems for Publication (GLEs: 12, 22, 23a, 23c, 23e, 23f, 23g, 25, 34)

Materials list: writer‘s notebook, copies of various types of poetry, Types of Formula Poems BLMs, Sample Poetry Rubric BLM

Teachers model, coach, and apply various forms of poetry, such as free verse, narrative poems, limericks, diamante, cinquain, and haiku. Teachers will provide

written examples and graphic organizers using the Types of Formula Poems BLMs for students to use as a guide in writing poetry. In ―formula poems‖ students

insert words into a teacher-established structure. Students demonstrate the ability to identify parts of speech and follow semantic patterns in choosing appropriate

words for each formula.

As students become familiar with a form, teachers encourage them to experiment with that format to draft an original poem. After students complete several drafts

of poems in various forms, they select one to revise, edit, and publish. The teacher establishes rubrics (see Sample Poetry Rubric BLM) that assess word choice,

organization, and conventions.

Teachers supply students with a checklist containing guidelines for publication of poems, explaining the importance of word choice, editing, and format when

work is to be formally published. During writer‘s conferences, the teacher will encourage the student to revise or rewrite to meet these higher standards.

Students will proofread and publish their poem of choice and design a dramatic presentation. Teachers and students construct rubrics for publication, exemplary

speaking, and listening skills. Student work may be shared with a larger audience via several online publishing websites.

http://www.kidnews.com/

http://www.kidpub.com/

http://www.cyberkids.com/cw/

http://www.gigglepoetry.com/

http://www.kidnews.com/

http://www.kidpub.com/

http://www.cyberkids.com/cw/

http://www.gigglepoetry.com/


All Units, Writer’s Checklist













features.



4

Consistent

Control

• sharp focus


• strategy

(preplanning and

foreshadowing)









• logical order

• transitions


3

Reasonable

Control


• clear focus



• relevant



• logical order



2

Inconsistent

Control


• shifts in focus

• digressions

• listing



and/or irrelevant

• idea clusters




• gaps

• random order

• no ending

1



• confusion






• severe gaps

• random order






4

Consistent

Control

• word choice is




(imagery, similes)


impact




(humor)



complexity, length


voice



audience

3

Reasonable Control

• clear

• appropriate

• relevant

• some variety

• some selected

information

• some examples

• appropriate to

audience

• some variety in

structure and/or

complexity and/or

length\


• consistent tone


• clear voice

2

Inconsistent

Control

• generic

• overused


• wrong word

• contradictions

• bare bones


• irrelevant

• superficial





• vague


• inappropriate

• monotonous


1

Little or

no Control

• functional

• inappropriate

• wrong word

• omission errors




change from central

idea

• simple

• patterns

• on and on

• confusing

• absent


• unengaged


Unit 5, Activity 12, Types of Formula Poems

Cinquain Poem

__________________

One word- What you are talking about (noun)

____________, ____________

Two words-Describing it (adjectives)

_____________, _____________, _____________

Three words-Describing it (adjectives)

_____________, _____________, _____________, ______________

Four words-Describing it (adjectives)

________________

One word-What you are talking about (noun)


Limericks consist of five lines.

Lines 1, 2, and 5 of Limericks have seven to ten syllables and rhyme with one another.

Lines 3 and 4 of Limericks have five to seven syllables and also rhyme with each other.

Limerick Poem

Line 1__________________________________________________________________

Line 2__________________________________________________________________

Line 3__________________________________________________________________

Line 4 __________________________________________________________________

Line 5__________________________________________________________________


Haiku Poem

First line – 5 syllables

Second line – 7 syllables

Third line – 5 syllables


DIAMANTE POEM

1. Noun (beginning topic)

2. Adjective, Adjective (about beginning topic)

3. Gerund, Gerund, Gerund (–ing words about beginning topic)

4. Four nouns -OR- a short phrase (about both beginning and ending topics)

5. Gerund, Gerund, Gerund (–ing words about ending topic)

6. Adjective, Adjective (about ending topic)

7. Noun (ending topic)


Unit 5, Activity 12, Sample Poetry Rubric

Poetry 1 point 2 points 3 points 4 points Score

Ability to captivate

the reader

Unfocused; author seems

unsure of direction

Some focus, but lacks

continuity

Well focused and interests reader

throughout

Captivates and involves reader

deeply

Sensory Images

Difficult to visualize

image or emotion

Some use of image, idea,

or emotion

Clear use of sensory images to

portray ideas or emotions

Vivid, detailed images and

intensely felt emotion

Use of Language

Imprecise or

inappropriate choice of

words

Expresses thoughts

marginally

Appropriate choice of language

Uses rich and imaginative

language

Punctuation

Arbitrary punctuation

Some meaningful

punctuation

Punctuation meaningful

throughout

Punctuation enhances

conveyance of thoughts and

images



April 23rd

– May 24th

- Weeks 32 - 36

Comprehensive Curriculum Unit 8: Author Study

Unit Description

The goal of this unit is to reinforce the learning of previous units. It is designed for student-selected author studies, with activities that include researching, reading, and responding

to literature. As students become experts about a particular author, they are given opportunities to share their analyses, critiques, and recommendations orally and in writing.


Students choose a favorite author and analyze literary works to identify the author‘s subject, techniques, and motivation. They write a description of the author and become literary

critics by writing persuasive pieces and a book review, telling why this author‘s works are recommended. They use student-constructed rubrics for clear expectations and as a

reflection tool.

Guiding Questions

1. Can students reflect on their literature experiences during the school year to choose a favorite author to research?

2. Can students analyze and articulate what is unique about the author‘s writing technique or body of work?

3. Can students explain how the author‘s life experience is reflected in his/her work?

4. Can students distinguish elements of the author‘s style that are appealing or effective?

5. Can students offer persuasive reasons why this author‘s work should be read?

6. Can students demonstrate how their writing has changed after learning about this author?

Sample Assessments

General Guidelines


student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:

General Assessments

The teacher will monitor student progress during the research and writing process by providing time for writers‘ conferences during which the student shares notes or

drafts and receives feedback from the teacher about current status and next steps.

Students keep reading logs and reference lists that evidence the ongoing work involved in the unit.

Writing portfolios containing revised final products are a source for publishing student work and provide documentation for parent-teacher conferences. They form a

permanent record of students‘ work and progress during fourth grade.

Teachers provide students with copies of the LEAP 21 Writer‘s Checklist BLM for self- and peer-assessment. Teachers use LEAP 21 Writing Rubrics BLM for

writing lessons to provide additional practice and to assess progress toward achieving benchmarks.



LCC ACTIVITIES - Unit 8: Author Study



5: Explore Authors 17, 19d, 19e, 41a, 42, 43a, 43b, 43c, 48

6: About the Author 17, 22, 45

LCC ACTIVITIES Unit 8: Author Study


4: Daily Writing Activities (ONGOING) 20e, 21, 22, 23b, 24, 26c 7: Chart Your Author(s) 05a, 05b, 05c, 05d, 10, 11, 14b, 14c, 14e

8: Why Do You Recommend This Author? 14b, 14c, 14d, 14e,

26a, 27, 29, 31b, 31c, 31d

9: Writing Book Reviews 20a, 20b, 20c, 20d, 20e, 21, 23d, 23e,

23f, 23g, 24, 26c, 30a, 30b, 31b, 31c, 31d, 32


Interjections 31

Compound Words 32

Consonant Doubling 32

Irregular Verbs 31

Theme 15: Earth Long Ago


Monitor Understanding 19

reread text

self-monitoring

reflection

strategic reading

TARGET SKILLS

Newspaper Articles 13 Nonfiction Text Feature: Diagram 50 Personification 6

MODELED WRITING

Book Review 26 (LCC)

Newspaper article 26 (LbD)

MINI-LESSONS

Presentation 23

Compare & Contrast 26

Use Nonfiction Features 50

Editing 23

Conjunctions: Subordinate 31

Independent and Dependent Clauses 31

Homophones 3

Theme 16: Wearing Away

COMPREHENSION STRATEGIES/ SKILLS

Ask Questions 19

meaning

author‘s purpose

use visuals

TARGET SKILLS

Diary 13 Photo Essay 13 Foreshadowing and Flashback 6, 25

CENTER IDEA



Theme 15: Earth Long Ago




evidence, fossil, vanish, examine, scrape, extinction, recognize,

method, prehistoric, threat

Connect to Novels: Dinosaurs Before Dark,

Boy of The Painted Cave, Dinosaur Detectives

MODELED WRITING

Newspaper article

LbD Article Organizer – Transparency 89, 90


MINI-LESSONS

Presentation 23


Compare & Contrast

LbD Compare & Contrast Organizer – Transp. 95, 96


Use Nonfiction Features


Editing 23


Conjunctions: Subordinate


HME p. 211

Independent and Dependent Clauses


Homophones


HME p. 218



Vocabulary

Compound Words

Unit 13

Consonant Doubling

Unit 14

Houghton -Mifflin English

Irregular Verbs

p. 112-113

Theme 16: Wearing Away




ancient, splendor, significant, erosion, composition, prevent,

previous, survey, glacier, weathering

Connect to Novels: Mary Kate and Ashley In Action

Brighty of the Grand Canyon, Shadows of Disaster

Leveled Readers End of 4th

Quarter

ON: Q, R, S

ABOVE: T+

BELOW: P AND BELOW
























use the word in a sentence. After two chances, the student should show the definition. Then the other student turns to hold up his/her vocabulary card and asks for

the definition. When the two students are finished, they trade cards. The teacher will say, ―Stand up, hands up, and pair up‖ again, and students will find a new

partner.






words.











author + Who is the author of that

book?

The writer of a book, article,

or other text.

paraphrase + Please paraphrase the article. A restatement of a text or

passage in another form or

other words, often to clarify

meaning.


Materials List: daily sentences that are to be edited, printed copy for each students, transparency copy for use as a class

















Story summary




Story starters




Poetry


Want ads

Advertisements

Directions

Greeting cards

Biographies


Activity 5: Explore Authors (GLEs: 17, 19d, 19e, 41a, 42, 43a, 43b, 43c, 48)

Materials List: Author Study Checklist BLM, Bibliography Format BLM, Internet access

By the end of the school year, students have each compiled a reader‘s notebook/log filled with book lists, reflections, and information about the year‘s literature

experiences. Students will refer to their personal records and a variety of classroom resources (Internet, magazine/newspaper reviews and articles, materials

provided by the school librarian) to determine criteria for choosing an author to research. They use the literacy strategy Questioning the Author (QtA) (view

literacy strategy descriptions) to generate a list of questions (see Author Study Checklist BLM) to investigate about the author himself and use a variety of

sources to learn more about the author‘s life, motivation for writing, and the creative process involved in being an author. Students use key-word searches to

access interviews and databases and explore useful links to additional electronic information. They gain experience and recognize the value of using the Internet

as an informational source for author studies. Students maintain a working list of these references in their writers‘ notebooks, using a teacher-specified format.

(See Bibliography Format BLM) Through their research, students gain insights about how the author‘s work is influenced by his/her life experience. Teachers

and guest speakers model how to share this information by giving ―writer talks‖ to the class.

http://teacher.scholastic.com/read/all-about-authors.htm

http://webtech.kennesaw.edu/jcheek3/authors.htm

http://www.bloomington.k12.mn.us/indschool/HC/Genre/genauthor.html

Questioning the Author

Goal Query

Initiate discussion. What is the author trying to say?

What is the author‘s message?

What is the author talking about?

Focus on author‘s message. That‘s what the author says, but what does it mean?

Why did the author choose this word?

Link information. How does that connect with what the author already told us?

What information has the author added here that connects or

fits in with ___________?

Identify difficulties with the way

they author has presented

information or ideas.

Does that make sense?

Did the author state or explain that clearly? Why or why not?

What do we need to figure out or find out?

Encourage students to refer to the

text because they have

misinterpreted, or to help them

recognize that they have made and

inference.

Did the author tell us that?

Did the author give us the answer to that?



http://teacher.scholastic.com/read/all-about-authors.htm

http://webtech.kennesaw.edu/jcheek3/authors.htm

http://www.bloomington.k12.mn.us/indschool/HC/Genre/genauthor.html


Activity 6: About the Author (GLEs: 17, 22, 45)

Materials List: LEAP 21 Writer‘s Checklist BLM, LEAP 21 Writing Rubrics BLM, variety of biographies

Students read examples of author biographical information found on book jackets, covers, biographies or other sources. The class constructs a rubric for writing a

concise, but informative, biographical sketch that combines facts about the author‘s life along with information designed to capture the interest of potential readers.

Students use information researched from multiple sources to write a biographical sketch for their author. (Teachers can use LEAP 21 Writer‘s Checklist BLM

and LEAP 21 Writing Rubrics BLM and to help create a rubric).

Activity 7: Chart Your Author(s) (GLEs: 05a, 05b, 05c, 05d, 10, 11, 14b, 14c, 14e)

Materials List: chart paper, Literature Circle BLMs, books by the same author (see resource list at end of unit)

Teachers will divide class into groups of approximately four students each and provide at least two books by the same author for each group. The teacher will also

give each student a copy of the Literature Circle BLM. Ask students to look at the books, read them, and discuss their impressions of the author. Exchange books

among groups and continue this process until each group has had an opportunity to review several of the selected titles. The students should fill in the Literature

Circle BLM.

As a class, discuss and record students' impressions of the author on chart paper. Questions to guide this discussion include:

What do you think this author‘s interests are? What makes you think this?

Where do you think he/she gets ideas and inspiration? What makes you think this?

Does his/her work remind you of anything else you have seen or read? What and how?

Where do you think this author comes from? Why?

Review the recorded impressions and talk about which things are accurate and which aren't. Ask students what kinds of information about an author/illustrator they

can discover just by reading his or her books. Explain that when they identify this kind of information, it is called making inferences. For example, the teacher

shows the students several books by Judy Blume, then asks the students, based upon the titles, cover and back cover of the book what they think the author‘s

interests are. They may say chocolate if the teacher shows the book Fudge-a-Mania or Double Fudge. Keep asking the above questions and discuss with each

student why they made the inference they made.

Next, teachers use a graphic organizer (view literacy strategy descriptions) such as a Venn Diagram, to model how to chart story elements and literary devices,

and compare/contrast stories. Students read carefully to analyze one or more works by their author to identify and chart the defining characteristics of the author‘s

work. Students note cultural influences and connecting themes as they compare and contrast texts. They examine setting, point of view, character development,

conflict, and the author‘s style. Charting this information helps organize and clarify student understandings. Students share their observations in literature circles or

discussion groups. They demonstrate oral reading fluency as they read passages that support their observations to the group. Students will share the information

they have gathered with the class.



Activity 8: Why Do You Recommend This Author? (GLEs: 14b, 14c, 14d, 14e, 26a, 27, 29, 31b, 31c, 31d)

Materials List: paper, pencil

Students analyze a particular work or works, using the chart details from Activity 7 to cite examples of the author‘s effective use of characters, literary devices,

plot development, and language to engage readers. The student makes a list of the reasons this book is worth reading. Questions to consider may include:

Is it humorous?

Is it compelling?

Will it keep you on the edge of your seat?

Is it like watching a movie in your mind?

Using these observations as supporting details, students write a letter recommending the book to a classmate. Letters should be legible and follow the prescribed

format. Finished products should be edited for grade-appropriate conventions, including capitalization, punctuation, spelling, and word usage.


Activity 9: Writing Book Reviews (GLEs: 20a, 20b, 20c, 20d, 20e, 21, 23d, 23e, 23f, 23g, 24, 26c, 30a, 30b, 31b, 31c, 31d, 32)

Materials List: LEAP 21 Writer‘s Checklist BLM, LEAP 21 Writing Rubrics BLM, Internet access

Teachers give students the opportunity to read children‘s book reviews published in newspapers, magazines, and online. Internet sources of book reviews include:

www.ala.org/booklist

www.amazon.com

www.carolhurst.com

In a teacher-guided class discussion, students list the features of a good book review. These may include:

A summary of the book‘s story problem/plot/theme, minus the conclusion/ending

Quotes from the book that hint at interesting characters, humor, or elements of suspense

Suggestions about who might enjoy the book

Information about the author, including any awards received

A clever concluding paragraph that tells why a book is recommended

Students draft a book review of three or more paragraphs for a favorite selection by the author, based on the research conducted in Activities 5-8. At least one

paragraph should be devoted to commentary on the author‘s style. Paragraphs should be organized to include a topic sentence, relevant elaboration, and concluding

sentences.

Students meet with the teacher to receive feedback on how to make reviews more informative and interesting. They determine whether the content and

organization meet rubric goals. Students make necessary revisions. Their revised compositions should evidence attention to the following:

clearly stated main ideas

an introduction and conclusion

a middle developed with supporting details

transitional words and phrases that unify points and details

a logical, sequential order

Using the LEAP 21 Writer‘s Checklist and the LEAP 21 Writing Rubrics, complete the writing process by editing for grade-appropriate conventions, such as

capitalization, active and passive voice, sentence formation, verb usage, spelling and syllabication. Final drafts should be typed on a computer, using spelling and

grammar checks to perfect products. Where multiple computers or writing labs are available, students should use computers for the entire writing process. Reviews

may be posted on a website featuring student-created book reviews.

http://teach.fcps.net/literaryclub/old/student.htm

http://www.yellow-springs.k12.oh.us/ys-mls/book%20reviews.htm

http://www.ala.org/booklist

http://www.amazon.com/

http://www.carolhurst.com/

http://teach.fcps.net/literaryclub/old/student.htm

http://www.yellow-springs.k12.oh.us/ys-mls/book%20reviews.htm


Unit 8, Activity 5, Author Study Checklist

Author Study Checklist

This is a biography of ________________________________

Birth Date _________________________________________

Place of birth ______________________________________

Three questions I would like to research.

1.___________________________________________________________

2.___________________________________________________________

3.___________________________________________________________

Notes: Write keywords and facts.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Write the sources of your information.

1.______________________________________________________________

2.______________________________________________________________

3.______________________________________________________________


Unit 8, Activity 5, Bibliography Format Bibliography

1. For each source listed, begin first line at margin and indent each line that follows.

2. Follow punctuation of the examples exactly.

3. If you cannot find some information, such as author or place of publication, just leave it out.

4. Arrange all sources in one list, alphabetically by first word, which will generally be either the author's last name or the first important word of the title.

Book with one author:

1. Author, last name first.


3. City of publication:

4. Publisher, date of publication.

Encyclopedia and other familiar reference books:

1. Author of article (if available).



4. Date of edition. (volume and page number not necessary if articles are arranged alphabetically).

Article in a periodical (magazines, newspapers)

1. Author (if available).


3. Periodical title (underlined) date: page.

Online Encyclopedia:

1. Author, if shown


3. Name of encyclopedia (underlined).


5. <first part of http address> (enclosed in angle brackets).

World Wide Web:

1. Author, if known


3. Title of complete work (underlined).



All Units, Writer’s Checklist













features.



4

Consistent

Control

• sharp focus


• strategy

(preplanning and

foreshadowing)









• logical order

• transitions


3

Reasonable

Control


• clear focus



• relevant



• logical order



2

Inconsistent

Control


• shifts in focus

• digressions

• listing



and/or irrelevant

• idea clusters




• gaps

• random order

• no ending

1



• confusion






• severe gaps

• random order






4

Consistent

Control

• word choice is




(imagery, similes)


impact




(humor)



complexity, length


voice



audience

3

Reasonable Control

• clear

• appropriate

• relevant

• some variety

• some selected

information

• some examples

• appropriate to

audience

• some variety in

structure and/or

complexity and/or

length\


• consistent tone


• clear voice

2

Inconsistent

Control

• generic

• overused


• wrong word

• contradictions

• bare bones


• irrelevant

• superficial





• vague


• inappropriate

• monotonous


1

Little or

no Control

• functional

• inappropriate

• wrong word

• omission errors




change from central

idea

• simple

• patterns

• on and on

• confusing

• absent


• unengaged


Unit 8, Activity 7, Literature Circle

Literature Circle Planner

A literature circle is a group of students who are reading the same book. When they meet, they discuss the parts of the book they have read and plan

for the next session. Often, Literature Circles are enhanced with extra ―assignments‖ – making time lines to help understand the book better, or

writing a chapter from a different character‘s point of view, or researching a historical element of the text, illustrating a scene*… or whatever the

students feel would increase their appreciation of the book. They may choose to do these assignments individually, in pairs, or as a whole group. Use

this form to help you plan your Literature Circle.

Literature Circle for the book

____________________________by ___________________

Names of Literature Circle students:

1. _______________________ 4. _______________________

2. _______________________ 5. _______________________

3. _______________________ 6. _______________________

What are some assignments that will help you understand and appreciate what you read?

• ______________________________________________________

• ______________________________________________________

• ______________________________________________________

• ______________________________________________________

• ______________________________________________________



Literature Circle Task List

Assign tasks to each student for the next meeting.

Name of Student Task



Literature Circle Notes

Literature Circle Group ________________________________________

Date __________________

As you read sections of this book, write down any vocabulary words you

would like to understand better. Also, be sure to make notes about

questions you would like to ask the group, and important points that you’ve

noticed that you’d like to share with the group. Write the page number or

key words to help you remember what inspired your thought.

Today’s section: _____________________________________

Vocabulary words:

_________________________ _________________________

_________________________ _________________________

_________________________ _________________________

Questions:

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

English Language Arts - LPSSEnglish Language Arts Fourth Grade ... 3rd Quarter 24 Weeks (K)...

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