Illinois Learning Standards for Social...

A Correlation of

©2016

To theIllinois Learning Standards

for Social ScienceGrade 4

A Correlation of ReadyGEN, © 2016 to theIllinois Learning Standards for Social Science

Introduction

This document demonstrates how ReadyGEN, ©2016 meets the Illinois Learning Standards for Social Science, Grade 4. Correlation page references are to the Unit Module Teacher’s Guides and are cited by grade, unit and page references.

ReadyGEN ©2016 is a K-6 comprehensive literacy curriculum that equips students and teachers with the tools to meet heightened literacy expectations Authentic, rigorous text sets actively engage students, and a complete array of print and digital resources provide teachers with the support and flexibility they need.Authentic Text at the Core of Instruction

The only elementary literacy program that puts a library of 12 authentic trade books in the hands of every child

Cohesive text sets that provide a springboard into the exploration of language, literacy, and collaboration

Digital access to every trade book to shift students’ behavior from passive to active learning

Supportive, Flexible, and Customizable

Foundational skills instruction and practice built into every lesson An Interactive Teacher’s Guide for point-of-use access to close reading support, note-

sharing, and modeling videos A variety of scaffolding strategies promoting instructional equity and access to

rigorous text for all students Meaningful Center Activities aligned to ReadyGEN texts, writing modes, and Enduring

Understandings Ability to rearrange content, add links and information, upload resources, and build

your own tests for a personalized experience Professional development for customization and instructional support

Assessment for Responsive Teaching

Various assessment opportunities for you to use with students to monitor their progress toward college and career readiness

Baseline Assessments Formative checkpoints throughout instruction Performance-Based Assessments at the end of every module Access to technology-enhanced items Summative, End-of-Unit assessments

Illinois Learning Standards forSocial Science-4th grade

ReadyGEN, Grade 4©2016

Inquiry Skills Developing Questions and Planning Inquiries Constructing Essential Questions

2 TG = Teacher’s Guide

http://mypearsontraining.com/products/readygen/2014/tutorials.asp

http://www.pearsonschool.com/index.cfm?locator=PS2pEl

http://www.pearsonschool.com/index.cfm?locator=PS2pEl

http://www.pearsonschool.com/index.cfm?locator=PS2oR9&PMDbProgramId=123661&PMDbSiteId=2781&PMDbSolutionId=6724&PMDbCategoryId=3289

http://www.pearsonschool.com/index.cfm?locator=PS2oR9&PMDbProgramId=123661&PMDbSiteId=2781&PMDbSolutionId=6724&PMDbCategoryId=3289




SS.IS.1.3-5: Develop essential questions and explain the importance of the questions to self and others.

(Continued)SS.IS.1.3-5: Develop essential questions and explain the importance of the questions to self and others.

TG: Unit 1: Mod A: Center Options: Research Center: 11; Informative/Explanatory Writing: Research and Write a Biography/Write a Short Biography: 38-40; Informative/Explanatory Writing: Research a topic and Take Notes/Write a Summary Paragraph: 108-110; Performance-Based Assessment: Narrative Task: Biographical Spotlight: 192-199; Mod B: Informative/Explanatory Writing: Research a Topic/Summarize and Illustrate a Researched Topic: 258-260; Performance-Based Assessment: Informative/Explanatory Task: 392-399; Unit 2: Mod A: Center Options: Research Center: 11; Mod B: Center Options: Research Center: 211; Opinion Writing: Independent Writing Practice: 220; Opinion Writing: Include Text Evidence/Write an Opinion Paragraph: 228-230; Opinion Writing: Independent Writing Practice:260; Performance-Based Assessment: Opinion Task: 392-399; Unit 3: Mod A: Center Options: Research Center: 11; Opinion Writing: Use Visuals to Support an Opinion/Write an Opinion Paragraph: 28-30; Opinion Writing: Produce Clear Opinions/Use Facts and Details to Support an Opinion: 38-40; Mod B: Center Options: Research Center: 211; Informative/Explanatory Writing: Summarize Information/Write Paragraphs to Summarize: 248-250; Informative/Explanatory Writing: Research/Write Research Questions for an Interview: 278-280; Informative/Explanatory Writing: Research a Topic/Write an Informative Paragraph: 318-320; Performance-Based Assessment: Informative/Explanatory Task: 392-399; Unit 4: Mod A: Center Options: Research Center: 11; Narrative Writing: Use Research in Narratives: 58-60; Mod B: Center Options: Research Center: 211;

(Continued)Opinion Writing: Support Reasons with Facts and Details: 258-260; Opinion Writing: Research and Draw Evidence/ Research and Write About a Topic: 278-280; Opinion Writing: Conduct Research to Support





Reasons/Research Facts and Information to Support an Opinion: 318-320

Constructing Supporting Questions SS.IS.2.3-5: Create supporting questions to help answer essential questions in an inquiry.

(Continued)SS.IS.2.3-5: Create supporting questions to help answer essential questions in an inquiry.

TG: Unit 1: Mod A: Center Options: Research Center: 11; Informative/Explanatory Writing: Research and Write a Biography/Write a Short Biography: 38-40; Informative/Explanatory Writing: Research a Topic and Take Notes/Write a Summary Paragraph: 108-110; Mod B: Informative/Explanatory Writing: Research a Topic/Summarize and Illustrate a Researched Topic: 258-260; Performance-Based Assessment: Informative/Explanatory Task: 392-399; Unit 2: Mod A: Center Options: Research Center: 11; Mod B: Center Options: Research Center: 211; Opinion Writing: Independent Writing Practice: 220; Opinion Writing: Include Text Evidence/Write an Opinion Paragraph: 228-230; Opinion Writing: Independent Writing Practice:260; Performance-Based Assessment: Opinion Task: 392-399; Unit 3: Mod A: Center Options: Research Center: 11; Opinion Writing: Use Visuals to Support an Opinion/Write an Opinion Paragraph: 28-30; Opinion Writing: Produce Clear Opinions/Use Facts and Details to Support an Opinion: 38-40; Mod B: Center Options: Research Center: 211; Informative/Explanatory Writing: Summarize Information/Write Paragraphs to Summarize: 248-250; Informative/Explanatory Writing: Research/Write Research Questions for an Interview: 278-280; Informative/Explanatory Writing: Research a Topic/Write an Informative Paragraph: 318-320; Performance-Based Assessment: Informative/Explanatory Task: 392-399(Continued) Unit 4: Mod A: Center Options: Research Center: 11; Narrative Writing: Use Research in Narratives: 58-60; Mod B: Center Options: Research Center: 211; Opinion Writing: Support Reasons with Facts and Details: 258-260; Opinion Writing: Research and Draw Evidence/ Research and Write About a Topic: 278-280; Opinion Writing: Conduct Research to Support Reasons/Research





Facts and Information to Support an Opinion: 318-320

Determining Helpful Sources SS.IS.3.3-5: Determine sources representing multiple points of view that will assist in answering essential questions.

(Continued)SS.IS.3.3-5: Determine sources representing multiple points of view that will assist in answering essential questions.

TG: Unit 1: Mod A: Center Options: Research Center: 11; Informative/Explanatory Writing: Research and Write a Biography/Write a Short Biography: 38-40; Informative/Explanatory Writing: Research a Topic and Take Notes/Write a Summary Paragraph: 108-110; Mod B: Informative/Explanatory Writing: Research a Topic/Summarize and Illustrate a Researched Topic: 258-260; Performance-Based Assessment: Informative/Explanatory Task: 392-399; Unit 2: Mod A: Center Options: Research Center: 11; Mod B: Center Options: Research Center: 211; Opinion Writing: Independent Writing Practice: 220; Opinion Writing: Include Text Evidence/Write an Opinion Paragraph: 228-230; Opinion Writing: Independent Writing Practice:260; Performance-Based Assessment: Opinion Task: 392-399; Unit 3: Mod A: Center Options: Research Center: 11; Opinion Writing: Use Visuals to Support an Opinion/Write an Opinion Paragraph: 28-30; Opinion Writing: Produce Clear Opinions/Use Facts and Details to Support an Opinion: 38-40; Mod B: Center Options: Research Center: 211; Informative/Explanatory Writing: Summarize Information/Write Paragraphs to Summarize: 248-250; Informative/Explanatory Writing: Research/Write Research Questions for an Interview: 278-280;

(Continued)Informative/Explanatory Writing: Research a Topic/Write an Informative Paragraph: 318-320; Performance-Based Assessment: Informative/Explanatory Task: 392-399; Unit 4: Mod A: Center Options: Research Center: 11; Narrative Writing: Use Research in Narratives: 58-60; Mod B: Center Options: Research Center: 211; Opinion Writing: Support Reasons with Facts and Details: 258-260; Opinion Writing: Research and Draw Evidence/ Research and Write About a Topic: 278-280; Opinion Writing: Conduct





Research to Support Reasons/Research Facts and Information to Support an Opinion: 318-320

Evaluating Sources and Using Evidence Gathering and Evaluating Sources SS.IS.4.3-5.: Gather relevant information and distinguish among fact and opinion to determine credibility of multiple sources.

(Continued)SS.IS.4.3-5.: Gather relevant information and distinguish among fact and opinion to determine credibility of multiple sources.

TG: Unit 1: Mod A: Center Options: Research Center: 11; Informative/Explanatory Writing: Research and Write a Biography/Write a Short Biography: 38-40; Informative/Explanatory Writing: Research a Topic and Take Notes/Write a Summary Paragraph: 108-110; Performance-Based Assessment: Narrative Task: Biographical Spotlight: 192-199; Mod B: Informative/Explanatory Writing: Research a Topic/Summarize and Illustrate a Researched Topic: 258-260; Performance-Based Assessment: Informative/Explanatory Task: 392-399; Unit 2: Mod A: Center Options: Research Center: 11; Mod B: Center Options: Research Center: 211; Opinion Writing: Independent Writing Practice: 220; Opinion Writing: Include Text Evidence/Write an Opinion Paragraph: 228-230; Opinion Writing: Independent Writing Practice:260; Performance-Based Assessment: Opinion Task: 392-399; Unit 3: Mod A: Center Options: Research Center: 11; Opinion Writing: Use Visuals to Support an Opinion/Write an Opinion Paragraph: 28-30;

(Continued)Opinion Writing: Produce Clear Opinions/Use Facts and Details to Support an Opinion: 38-40; Mod B: Center Options: Research Center: 211; Informative/Explanatory Writing: Summarize Information/Write Paragraphs to Summarize: 248-250; Informative/Explanatory Writing: Research/Write Research Questions for an Interview: 278-280; Informative/Explanatory Writing: Research a Topic/Write an Informative Paragraph: 318-320; Performance-Based Assessment: Informative/Explanatory Task: 392-399; Unit 4: Mod A: Center Options: Research Center: 11; Narrative Writing: Use Research in Narratives: 58-60; Mod B: Center Options:





Research Center: 211; Opinion Writing: Support Reasons with Facts and Details: 258-260; Opinion Writing: Research and Draw Evidence/ Research and Write About a Topic: 278-280; Opinion Writing: Conduct Research to Support Reasons/Research Facts and Information to Support an Opinion: 318-320

Developing Claims and Using Evidence SS.IS.5.3-5: Develop claims using evidence from multiple sources to answer essential questions.

TG: Unit 1: Mod A: Center Options: Research Center: 11; Mod B: Center Options: Research Center: 211; Unit 2: Mod A: Center Options: Research Center: 11; Mod B: Center Options: Research Center: 211; Unit 3: Mod A: Center Options: Research Center: 11; Mod B: Center Options: Research Center: 211; Unit 4: Mod A: Center Options: Research Center: 11; Mod B: Center Options: Research Center: 211

Communicating Conclusions and Taking Informed Action Communicating Conclusions





SS.IS.6.3-5: Construct and critique arguments and explanations using reasoning, examples, and details from multiple sources.

TG: Unit 1: Mod B: Informative/Explanatory Writing: Establish a Purpose/Create an Infographic: 288-290; Performance-Based Assessment: Informative/Explanatory Task: 392-399; Unit 2: Mod B: Opinion Writing: Form, State, and Support an Opinion/Support an Opinion with Evidence: 218-220; Opinion Writing: Determine Valid Evidence/Determine Valid Evidence to Support an Opinion: 268-270; Performance-Based Assessment: Opinion Task: Write About Native American Cultures: 392-399; Unit 3: Mod A: Opinion Writing: Use Facts and Details to Support an Opinion: 38-40; Opinion Writing: Support an Opinion with Facts and Details: 68-70; Opinion Writing: Support an Opinion with Valid Evidence: 78-80; Unit 4: Mod B: Performance-Based Assessment: Informative/Explanatory Task: 392-399

Critiquing Conclusions SS.IS.7.3-5: Identify a range of local problems and some ways in which people are trying to address these problems.

TG: Unit 1: Mod A: Science Squad: Porpoises in Peril, “Fragile Frogs”; Unit 2: Mod B: Center Options: Research Center: 211; Unit 4: Mod B: Center Options: Research Center: 211; Sleuth Work, “Playing Sports and Giving Back”

Taking Informed Action SS.IS.8.3-5: Use listening, consensus building, and voting procedures to decide on and take action in their classroom and school.

TG: Unit 1: Mod A: Science Squad: Porpoises in Peril, “Fragile Frogs”

Civics Standards Civic and Political Institutions SS.CV.1.4: Distinguish the responsibilities and powers of government officials at the local, state, and national levels.

For supporting content please see:TG: Unit 1: Mod A: Science Squad: Porpoises in Peril; Mod B: King of the Parking Lot

SS.CV.2.4: Explain how a democracy relies on people’s responsible participation, and draw implications for how individuals should participate.

For supporting content please see:TG: Unit 1: Mod A: Science Squad: Porpoises in Peril; Mod B: King of the Parking Lot

Participation and Deliberation: Applying Civic Virtues and Democratic Processes





SS.CV.3.4: Identify core civic virtues (such as honesty, mutual respect, cooperation, and attentiveness to multiple perspectives) and democratic principles (such as equality, freedom, liberty, and respect for individual rights) that guide our state and nation.

TG: Unit 1: Mod A: Mary Anning: The Girl Who Cracked Open the World; Unit 2: Mod B: The Longest Night; Unit 4: Mod A: Center Options: Research Center: 11; Mod B: Sleuth Work, “Playing Sports and Giving Back”

Processes, Rules and Laws SS.CV.4.4: Explain how rules and laws change society and how people change rules and laws in Illinois.

TG: Unit 2: Mod B: “Northwest Coast Peoples” from Kids Discover; Three Native Nations: Of the Woodlands, Plains, and Desert; “Midwest”

Geography Standards Geographic Representations Human Environment Interaction Population SS.G.1.4: Construct and interpret maps of Illinois and the United States using various media.

For supporting content please see:TG: Unit 3: Mod A: Earthquakes; “The Monster Beneath the Sea”; “Islands”

Human-Environment Interaction: Place, Regions and Culture SS.G.2.4: Analyze how the cultural and environmental characteristics of places in Illinois change over time.

For supporting content please see:TG: Unit 2: Mod B: “Northwest Coast Peoples” from Kids Discover; Three Native Nations: Of the Woodlands, Plains, and Desert; “Midwest”; Unit 3: Mod A: Earthquakes; Unit 4: Mod B: A Tale of Two Poggles

Human Population SS.G.3.4: Describe some of the current movements of goods, people, jobs, or information to, from, or within Illinois, and explain reasons for the movements.

For supporting content please see:TG: Unit 4: Mod A: Coyote School News

Economics and Financial Literacy Standards Economic Decision Making SS.EC.1.4: Explain how profits reward and influence sellers.

TG: Unit 4: Mod A: Max Malone Makes a Million; Mod B: The Boy Who Invented TV

Exchange and Markets SS.EC. 2.4: Describe how goods and services are produced using human, natural, and capital resources (e.g. tools and machines).

TG: Unit 4: Mod A: Coyote School News; Mod B: A Tale of Two Poggles; Mod B: The Boy Who Invented TV

Financial Literacy SS.EC.FL.3.4: Analyze how spending choices are influenced by price as well as many other factors (e.g. advertising, peer pressure, options).

TG: Unit 4: Mod A: Lunch Money; Max Malone Makes a Million; “Lunch Money”; Mod B: Using Money





SS.EC.FL. 4.4: Explain that income can be saved, spent on good and services, or used to pay taxes.

TG: Unit 4: Mod A: Lunch Money; Max Malone Makes a Million; “Lunch Money”; Mod B: Using Money

History Standards Perspectives SS.H.1.4: Explain connections among historical contexts and why individuals and groups differed in their perspectives during the same historical period.

TG: Unit 2: Mod B: “Northwest Coast Peoples”, “A Birchbark Canoe”, “Ring Around the World”, “Midwest”

Historical Sources and Evidence SS.H.2.4: Using artifacts and primary sources, investigate how individuals contributed to and the founding and development of Illinois.

For supporting content please see:TG: Unit 1: Mod A: Mary Anning: The Girl Who Cracked Open the World; Unit 2: Mod B: Three Native Nations: Of the Woodlands, Plains, and Desert; “Midwest”;

Causation and Argumentation SS.H.3.4: Explain probable causes and effects of events and developments in Illinois history.

For supporting content please see:TG: Unit 2: Mod B: Three Native Nations: Of the Woodlands, Plains, and Desert; “Midwest”; Unit 3: Mod A: Center Options: Research Center: 11; Earthquakes; Quake!; Mod B: Reading Analysis: Causes and Effects: 354, 356, 357; Performance-Based Assessment: Informative/Explanatory Task: Write a New Report: 392-399


Illinois Learning Standards for Social...

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