Course: ELA Grade 4 3 Nine Weeks ( 45 days) Instructional Guide
Unit/Theme: Unit 4/ Man’s Best Friend
Week 19 / Estimated Time: 3 days
3rd Nine Weeks/Week 1
GLE 0401.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.
GLE 0401.2.1 Continue to develop oral language skills necessary for communication.
GLE 0401.3.1 Write for a variety of purposes and to a variety of audiences.
GLE 0401.8.1 Use active comprehension strategies to derive meaning while reading and check for understanding after reading
GLE 0401.5.2 Use logic to make inferences and draw conclusions in a variety of oral and written contexts.
Prerequisite Skills
GLE 0301.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases
GLE 0301.2.1 Continue to develop basic listening skills necessary for communication.
GLE 0301.2.2 Continue to develop basic speaking skills necessary for communication
GLE 0301.3.1 Write for a variety of purposes and to a variety of audience
GLE 0301.5.2 Use learned logic skills to make inferences and draw conclusions in a variety of oral and written context
GLE 0301.8.1 Use active comprehension strategies before, during, and after reading
Unit Vocabulary: risks, desperate, obedience, appreciated, bluffing, neglected, endured, misunderstood
Tennessee Academic Vocabulary: predictions, draw conclusions
Checks for Understanding
State Performance Indicators / Assessments / Activities / Resources
ü  0401.2.8 Express reactions, personal experiences, and opinions orally.
ü  0401.2.2 Use established rules for attentive listening (e.g., do not interrupt, ask questions, and provide appropriate feedback).
SPI 0401.2.2 Given a list of interactive behaviors (i.e., taking turns, behaving courteously, not interrupting, listening, remaining on task), identify those that are appropriate (or inappropriate) for group activities. / http://www2.sandi.net/depts/literacy/rubrics/list_speak.pdf / Students discuss weekly theme during Morning Meeting. In order to connect to text, students discuss their answers to the question, “What qualities should a person have to show they are candidate for pet ownership?”
Responsive Classroom has shared ideas for the first full week back from winter break at http://www.originsonline.org/first-week-back-after-winter-break. / http://www.originsonline.org/first-week-back-after-winter-break
TE page 410 Oral Language
ü  0401.1.18 Use a variety of previously learned strategies (e.g., understanding of roots an affixes, context clues, reference sources) to determine the meaning of unfamiliar words.
SPI 0401.1.14 Use prefixes, suffixes, and root words as aids in determining meaning within context. / DEA Probes
On Level Practice Book pg. 117 / Instruct vocabulary strategies as researched and recommended by the Tennessee Department of Education Division of Teaching and Learning
http://www.tennessee.gov/education/ci/doc/VOCABULARY.pdf (See pages 5-13)
Antonyms (or Almost Opposites): If there is a word(s) that students are already familiar with that groups with the new word in some way point out the connection being explicit about the differences. Mentioning meanings of word parts (prefixes) helps with this process. / TE 443C-443F.
Transparency 31-32
Prefixes/Suffixes online game @ Scholastic: http://www.missmaggie.org/scholastic/shortcircuit_eng_launcher.html
ü  0401.8.2 Derive meaning while reading (e.g., express reactions and personal opinions to a selection, make inferences, draw conclusions based on evidence gained).
ü  0401.5.2 Make inferences and draw conclusions while reading, viewing, or listening to print and non-print media.
SPI 0401.8.4 Make appropriate predictions about text.
SPI 0401.5.1 Locate information to support opinions, predictions, and conclusions.
SPI 0401.5.5 Make inferences and draw appropriate conclusions from text. / Let’s Compare Notes
http://www.stemresources.com/static/tools/Assessments/Formative/CompareNotes/index.html / http://www.fcrr.org/curriculum/PDF/G4-5/45CPartThree.pdf
More Incredible Inferences-FCCR Activity C.028 Students play a game with game boards and clue cards to inference
Inference Innovations FCCR Activity C.029
Students chart what the text says, what they know , then write inference. / Guided Reading: see book room for appropriate leveled readers on topic.
(Read Aloud, Shared or Independent Reading)
Possible Titles:
Read Aloud Anthology: pg. 411“ Hachiko: The True Story of a Loyal Dog”
“Puppy Trouble,” pg. 412-413
Dear Mrs. LaRue: Letters from Obedience School by Teague TE pgs. 414-436
“Dog Amazes Scientists by Christopher” (News Story)
Ranger Rick Article discussing the hunting practices of African Wild Dogs accessed through tntel.info
http://www.worldbookonline.com/student/magazine?id=/wb/EBSCOArticle?db=wph&ui=60313062&mt=ar070390
Other books:Hank the Cowdog series,Detective
LaRue: Letters from the Investigation, by
Teague, Pigsty by Teague, The Flying Dragon Room by Wood
Locate the following
e-books on
Capstone Interactive https://www.mycapstonelibrary.com/runtimelogin.aspx
(music/city) :
From Puppy to Dog: Following the Life Cycle by Slade (Lexile Level IG780L)
ü  0401.1.3 Capitalize correctly sentence beginnings, proper nouns and adjectives, titles, abbreviations, quotations, and parts of friendly and business letters.
ü  0401.1.5 Demonstrate the correct usage of commas (e.g., series, direct address, following introductory words, dates, addresses, quotations, letters, and compound sentences).
ü  0401.1.11 Write legibly in manuscript and cursive.
ü  0401.3.5 Write friendly and business letters.
ü  0401.1.1 Know and use appropriately the meaning, forms, and functions pronouns (including subject, object, and possessive; singular and plural; agreement with antecedents
SPI 0401.1.6 Identify the correct use of commas (i.e., series, dates, addresses, friendly letters, introductory words, compound sentences) within context.
SPI 0401.3.1 Identify the purpose for writing (i.e., to entertain, to inform, to share
experiences).
SPI 0401.3.6 Choose the supporting sentence that best fits the context and flow of ideas in a paragraph.
SPI 0401.1.1 Identify the correct use of nouns (i.e., common and proper, plurals, possessives) and pronouns (i.e., subject, object, and agreement) within context. / http://treasures.macmillanmh.com/tennessee/students/grade4/book1/unit4/dear-mrs-larue/border-collies/rubric / During Writer’s Workshop use Dear Mrs. LaRue as a mentor text. Also, model the use of pronouns in writing to integrate grammar throughout the writing process.
Using your readers’ response journals
respond to Ike’s letters as if you were Mrs.
LaRue.
Students research border collies. Then they use the information to write a letter to a letter to a person potentially adopting a border collie. / Six Traits Lesson from WritingFix
http://writingfix.com/Picture_Book_Prompts/DearLaRue3.htm
http://treasures.macmillanmh.com/tennessee/students/grade4/book1/unit4/dear-mrs-larue/border-collies
Letter Generator
http://www.readwritethink.org/classroom-resources/student-interactives/letter-generator-30005.html
ü0401.1.7 Spell correctly high-frequency and commonly misspelled words appropriate to
Grade level.
ü 0401.1.8 Form and spell correctly contractions, plurals, and possessives.
ü 0401.1.9 Abbreviate words correctly.
ü 0401.1.10 Spell correctly words commonly used in content specific vocabulary.
SPI 0401.1.8 Identify correctly or incorrectly spelled words in context. / Differentiated assessments based on students’ developmental spelling stage. / Spelling is taught through differentiated word study groups formed using data from the Developmental Spelling Analysis given at the beginning of the year.
This approach teaches students to look closely at words to discover vowel patterns, syllable structures, and spelling-meaning connections in English orthography.
For a more detailed look at word study in action, check out this article: http://www.scholastic.com/teachers/top_teaching/2010/10/my-november-top-ten-list-word-study-in-action / Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction by Donald Bear Marcia Invernizzi, Shane Templeton, and Francine Johnston
Word Journeys by Kathy Ganske
Spelling Showdown:
http://www.lauracandler.com/filecabinet/literacy/PDFRead/spellshow.pdf
Unit/Theme: Unit 4/ Creative Solutions
Week 20 / Estimated Time: 5 days
3rd Nine Weeks/Week 2
GLE 0401.2.1 Continue to develop oral language skills necessary for communication.
GLE 0401.6.1 Apply skills and strategies to comprehend informational texts (e.g., prereading strategies, comprehension strategies).
GLE 0401.8.1 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
GLE 0401.8.2 Experience various literary genres, including fiction/nonfiction, poetry, drama, short stories, folk tales, and myths.
GLE 0401.3.2 Write in a variety of modes and genres (e.g., narration, description, personal expression, imaginative writing, response to literature, response to subject matter content).
GLE 0401.3.3 Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating, and publishing.
Prerequisite Skills
GLE 0301.2.1 Continue to develop basic listening skills necessary for communication.
GLE 0301.2.2 Continue to develop basic speaking skills necessary for communication.
GLE 0301.6.1 Apply appropriate reading strategies to comprehend informational texts (e.g., prereading strategies, comprehension strategies)
GLE 0301.8.1 Use active comprehension strategies before, during, and after reading
GLE 0301.8.2 Experience various literary genres
GLE 0301.3.2 Write in a variety of modes and genres, including narration, literary response, personal experience, and subject matter content.
GLE 0301.3.3 Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating, and publishing
Unit Vocabulary: fade, cautiously, crisscrossed, jealousy, disguised, faint, wisdom
Tennessee Academic Vocabulary: predictions, draw conclusions
Checks for Understanding
State Performance Indicators / Assessments / Activities / Resources
ü  0401.6.8 Understand a variety of informational texts, which include primary sources (e.g., autobiographical sketches, letters, diaries, Internet sites).
ü  0401.6.2 Derive meaning while reading (e.g., express reactions and personal opinions to a selection, make inferences, draw conclusions based on evidence gained).
ü  0401.8.1 Use a variety of pre-reading strategies (e.g., organizes prior knowledge using a graphic organizer, explore significant words to be encountered, relate text to prior personal and historical experiences and current events).
ü  0401.8.2 Derive meaning while reading (e.g., express reactions and personal opinions to a selection, make inferences, draw conclusions based on evidence gained).
ü  0401.8.3 Check for understanding after reading (e.g., identifies the author’s purpose; locate information to support opinions, predictions, and conclusions).
ü  0401.8.4 Build vocabulary by listening to literature, participating in discussions, and reading self-selected and assigned texts.
ü  0401.8.16 Develop an awareness of literature as a reflection of its culture.
SPI 0401.6.1 Select questions used to focus and clarify thinking before, during, and after reading text.
SPI 0401.8.1 Recognize plot features of fairy tales, folk tales, fables, and myths.
SPI 0401.8.4 Make appropriate predictions about text.
SPI 0401.8.5 Identify the forms of text (e.g., poems, drama, fiction, nonfiction). / What’s Still Confusing to Me http://www.stemresources.com/static/tools/Assessments/Formative/Confusing/index.html
Weekly Assessment TE 138-143 / Brainstorm needs the students think they
have that could be solved by or life made
easier by an invention. Students design
on paper, computer, model, etc. their
invention. Refine these throughout the
year to be submitted to the a competition
SQ3R(Survey-Question-Read-Retell-Review) using form from Freeology.com
http://freeology.com/wp-content/files/sq3r.pdf
Context clues/Conclusion Chart for
drawing conclusions p. 449 in text
Research Africa, traditions, climate, etc,
to strengthen background knowledge
Narrative Text Structure FCRR Activity C.007
http://www.fcrr.org/curriculum/PDF/G4-5/45CPartOne.pdf
Use the story question cards to discuss a character in a narrative. / Shared reading w/basal: Blind Hunter p.444A-
469V
Guided reading: see book room for appropriate
leveled readers on topic
Paired reading w/basal’s leveled readers p. 444B
Other books:
The Hunter by D. Geraghty, Africa Calling by D.
Adlerman, Stars Come Out Within by J. Little,
Helen Keller & the Big Storm, P. Aladdin
Article from Boy's Quest, Oct-Nov 2008 v14 i3 p34(2) “Summits conquered: the Erik Weihenmayer story”
http://galenet.galegroup.com/servlet/KidsInfoBits?locID=tel_s_tsla&adn=A186921536&srchtp=advanced&c=1&ste=49&tab=2&tbst=asrch&docNum=A186921536&bConts=2
Locate the following e-books on
Capstone Interactive https://www.mycapstonelibrary.com/runtimelogin.aspx
(music/city) :
Jonas Salk and the Polio Vaccine by Krohn (Lexile Level 760)
Helen Keller:
Courageous Advocate by Welvaert (Lexile Level 580L)
ü  0401.2.8 Express reactions, personal experiences, and opinions orally.
ü  0401.2.2 Use established rules for attentive listening (e.g., do not interrupt, ask questions, provide appropriate feedback).
ü 
SPI 0401.2.2 Given a list of interactive behaviors (i.e., taking turns, behaving courteously,
not interrupting, listening, remaining on task), identify those that are appropriate (or
inappropriate) for group activities. / Self-Assessment using Thinking About Thinking PDF from “ReadWriteThink”
http://www.readwritethink.org/files/resources/lesson_images/lesson913/checklist.pdf
http://www.readwritethink.org/files/resources/lesson_images/lesson913/worksheet.pdf / Use “ReadWriteThink” Lesson Talking about Books to Improve Comprehension by Griffin
http://www.readwritethink.org/classroom-resources/lesson-plans/talking-about-books-improve-913.html?tab=3#tabs / TE page 444 Oral Language
ü  0401.3.8 Use all steps in the writing process: brainstorm and organize ideas, create a first draft, revise and proofread draft, share completed work.
ü  0401.3.9 Arrange ideas by using graphic organizers (e.g., listing, clustering, story maps, and webs).
ü  0401.3.10 Select and refine a topic.
ü  0401.3.11 Develop a topic sentence with supporting details and a concluding sentence to form a paragraph.
ü  0401.3.12 Construct varied sentences (i.e., syntactic variety) to add interest.
ü  0401.3.13 Arrange multi-paragraph work in a logical and coherent order.
ü  0401.3.14 Use appropriate time-order or transitional words.
SPI 0401.3.1 Identify the purpose for writing (i.e., to entertain, to inform, to share experiences).
SPI 0401.3.8 Select appropriate time-order or transitional words to enhance the flow of a writing sample. / TCAP Rubric
http://www.scsk12.org/SCS/departments/Testing/assets/Writing%20Rubric.pdf
DEA Probes / During Writing Workshop, model how to write directions explaining how do to something that you do well. Demonstrate each step of the writing process through this genre. / ThinkQuest
How to Write Directions
http://library.thinkquest.org/J001156/forms%20of%20writing/sl_howto.htm
TE 468-469B
ü0401.1.7 Spell correctly high-frequency and commonly misspelled words appropriate to
Grade level.
ü 0401.1.8 Form and spell correctly contractions, plurals, and possessives.
ü 0401.1.9 Abbreviate words correctly.
ü 0401.1.10 Spell correctly words commonly used in content specific vocabulary.
SPI 0401.1.8 Identify correctly or incorrectly spelled words in context. / Differentiated assessments based on students’ developmental spelling stage. / Spelling is taught through differentiated word study groups formed using data from the Developmental Spelling Analysis given at the beginning of the year.
This approach teaches students to look closely at words to discover vowel patterns, syllable structures, and spelling-meaning connections in English orthography.
For a more detailed look at word study in action, check out this article: http://www.scholastic.com/teachers/top_teaching/2010/10/my-november-top-ten-list-word-study-in-action / Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction by Donald Bear Marcia Invernizzi, Shane Templeton, and Francine Johnston
Word Journeys by Kathy Ganske
Spelling Showdown:
http://www.lauracandler.com/filecabinet/literacy/PDFRead/spellshow.pdf
Unit/Theme: Unit 4/ Energy Power Sources
Week 21 / Estimated Time: 4 days
3rd Nine Weeks/Week 3
GLE 0401.2.1 Continue to develop oral language skills necessary for communication.
GLE 0401.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling.
GLE 0401.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.