AssessmentFORTSMITH SCHOOLS – GRADE 4 Curriculum: Literacy & Integrated Content WEEK 1
READING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STATE STANDARDS / OBJECTIVE / ESSENTIAL VOCABULARY / RESOURCES / LESSON FOCUS / MATERIALS, EXPLANATIONS & EXAMPLES / ASSESSMENTS
Comprehension / COMPREHENSION/FLUENCY
•Readto Self (on level texts)
•Retell a familiar text
•Setting up rituals &routines
CC.RI.4.1 Referto detailsand examplesin a textwhen explaining what thetext saysexplicitlyand when drawing inferencesfromthetext. /
- I will draw inferences from the text and refer to details and examples in a text when explaining my inferences.
Text
Details Examples / CT: Book 3, Lesson 8 p. 12
NRP: p. 78-86
STW2: p. 144, p.148-153 (T)
CT: Book 4, Lesson 11, p. 15
Vocabulary
CC.RF.4.3 Knowand applygrade-level phonicsand word analysis skills in decodingwords.
CC.RF.4.3aUsecombinedknowledgeofallletter-soundcorrespondences, syllabication patterns,morphology(e.g.,rootsaffixes)toreadaccuratelyunfamiliarmultisyllabicwords incontextoutofcontext. /
- I will use knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read unfamiliar words.
Syllabication patterns Morphology Unfamiliar / GRW: Chapters 20 and 22
WJ: Chapter 6-7
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS / 0BJECTIVE / ESSENTIAL VOCABULARY / RESOURCES / LESSON FOCUS / MATERIALS, EXPLANATIONS & EXAMPLES / ASSESSMENTS
CC.W.4.10Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision) shortertimeframes(asinglesittingoradayortwo)forarangeofdiscipline-specifictasks, purposes,audiences. /
- I will write for an appropriate time based on a specific time, purpose, and audience.
WP: Chapters 1 & 2
LC: Book 1
WBT / Teach Rituals and Routines for Writing Workshop
(These routines will continue throughout the year) / OPTIONAL Writing Pre-Prompt
Comprehensive Screening
Assessment
•p7-8
(Promptwill
bescoredusingAR WritingRubric)
p28-29areoptional.
SMALLGROUPSTANDARDS
ReadingStandards:FoundationalSkills
CC.RF.4.4Readwithsufficientaccuracyandfluencytosupportcomprehension.
CC.RF.4.4aRead on-leveltextwithpurposeandunderstanding.
CC.RF.4.4bReadon-levelproseandpoetryorallywithaccuracy,appropriaterate,andexpression on successive readings.
CC.RF.4.4cUsecontexttoconfirmorself-correctwordrecognitionandunderstanding,rereadingasnecessary.
CONTENTAREASTANDARDSLESSONS
SOCIAL STUIDES
SOCIAL STUIDES STANDARDS: / FOCUS / MATERIALS & LINKS TO LESSONS / NOTEBOOK PROMPTS
SCIENCESTANDARDS: / FOCUS/ESSENTIALQUESTIONS / MATERIALS / NOTEBOOKPROMPTS
August 19, 2012Quarter 1-1
Unit 1 Lesson 1FORTSMITH SCHOOLS – GRADE 4 Curriculum: Literacy & Integrated Content WEEK 2
READING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STATE STANDARDS / OBJECTIVE / ESSENTIAL VOCABULARY / RESOURCES / LESSON FOCUS / MATERIALS, EXAMPLES AND EXPLANATIONS / ASSESSMENTS
Comprehension / Comprehension/
Fluency
Skill:
Story Structure
Strategy: Summarize
Genre: Realistic Fiction/
Informational Text / Read Aloud
“Sideline Support”
T12-T13
- Target Skill: Story Structure
- CLLG: p. 41
- Target Vocabulary T13
“Because ofWinn-Dixie”
T20-T30
Genre: Realistic Fiction
- CLLG: p. 40
- Introduce: Story Structure; Summarize T18-T19
- Projectable 1.2 (Story Structure: Summarize)
- PB: p. 1
- Projectables 1.3a, 1.3b (Story Map: Story Structure)
- Stop & Think T23, T25,
- Deepen Comprehension:
T36-T37
- Projectable 1.4 (Story Map: Analyze Story Structure)
- PB: p. 2
resolution, infer
Connect To
“Because ofBookends”
T32-T35
Genre: Informational Text
- MC: T35
- CLLG: p. 41
1.4-1.5
CC.RL.4.1Refertodetailsexamplesinatextwhenexplainingwhatthetextsaysexplicitlywhendrawinginferencesfromthetext. /
- I will draw inferences from the text and refer to details and examples when explaining my inferences.
Text
Details
Examples
Explain / TDC: p.18-19 (T)
TC: Book 4, Lesson 11, p. 14; Extend & Investigate, p. 106
RP: p. 81-90
SW-2: p. 141-142
CC.RL.4.2 Determinea themeofa story,drama,orpoem fromdetails in thetext;summarize thetext. /
- I will determine the theme of a story, drama, or poem using details in the text.
- I will summarize a story, drama, or poem.
Story
Drama
Poem
Details
Text / TDC: p. 19-22 (T)
GRW: p. 361-362 (T)
STW-2: p. 188-190
CT: Book 4, Lesson 15, p. 56
RP: p. 99-113 (T)
CT: Extend and Investigate, p. 120-124
CC.RL.4.3Describeindepthacharacter,setting,oreventinastoryordrama,drawingon specificdetailsin thetext(e.g.,acharacter’sthoughts,words,oractions). /
- I will use specific details from the story or drama to describe a character in depth.
- I will use specific details from the story or drama to describe a setting in depth.
- I will use specific details from the story or drama to describe an event in depth.
Story
Drama
Event / GRW: p. 441-446, appendices p. 17-23
TDC: p. 19-22 (T)
GRW: p. 395-396 (T)
BWL: Chapter 5, p. 72
TDC:p. 156
CC.RL.4.4 Determinethemeaning ofwordsand phrasesas they areused in a text,including thosethatalludeto significant charactersfound in mythology (e.g., Herculean). /
- I will determine the meaning of words and phrases as they are used in a text.
- I will determine the meaning of words and phrases that allude to mythological characters.
Text
Allude
Mythological characters / RM: p. 107-110
GRW: p. 376 (T)
CT: Book 4, Lesson 10, p. 2, Lesson 11, p. 14, Lesson 12, p. 26
CC.RL.4.10Bytheendoftheyearreadcomprehendliterature,includingstories,dramas,poetry,inthegrades4–5textcomplexitybandproficiently,withscaffoldingasneededatthe highendoftherange. /
- I will read and comprehend literature at the fourth-fifth grade level proficiently.
GRW: p. 225-227 (T)
CC.RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
CC.RF.4.4aReadon-leveltextwithpurposeunderstanding. /
- I will read fourth grade text with purpose and understanding.
Purpose /
FR
GRW: pg. 491 (T)
GRW: Chapter 20
CC.RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
CC.RF.4.4bReadon-levelprosepoetryorallywithaccuracy,appropriaterate,expressiononsuccessivereadings. /
- I will read fourth grade prose and poetry orally with accuracy, appropriate rate, and expression.
Poetry
Orally
Accuracy Appropriate rate
Expression /
FR
GRW: pg. 491 (T)
GRW: Chapter 20
CC.RF.4.4 Read with sufficientaccuracyand fluencyto support comprehension.
CC.RF.4.4cUsecontexttoconfirmorself-correctwordrecognitionunderstanding, rereadingasnecessary. /
- I will use context to confirm words or self-correct words.
Confirm
Self-correct /
FR
GRW: pg. 491 (T)
GRW: Chapter 20
Reading Standards for Informational Text
CC.RI.4.1 Referto detailsand examplesin a textwhen explaining what thetext saysexplicitlyand when drawing inferencesfromthetext. /
- I will draw inferences from the text and refer to details and examples in a text when explaining my inferences.
Text
Details Examples / CT: Book 3, Lesson 8 p. 12
NRP:p. 78-86
STW-2: p. 144, p.148-153 (T)
CT: Book 4, Lesson 11, p. 15
CC.RI.4.10 Bythe end ofyear, read and comprehend informational texts,including history/social studies, science,and technical texts,in thegrades4–5text complexityband proficiently,with scaffoldingas needed at thehigh end ofthe range. /
- I will read and comprehend informational texts at the fourth-fifth grade level proficiently.
Informational text
Proficiently / Common Core Appendices A-B
GRW: p. 225-227 (T)
Speaking and Listening Standards
CC.SL.4.1 Engageeffectivelyin a rangeofcollaborative discussions(one-on-one,in groups,and teacher-led) with diversepartners on grade4topicsand texts, building on others’ideasand expressing theirown clearly.
CC.SL.4.1a Cometo discussions prepared,havingread orstudied required material; explicitlydrawon thatpreparation and otherinformation known about thetopic to exploreideas underdiscussion. /
- I will prepare for discussions.
- I will use my preparation and knowledge to explore ideas under discussion.
Preparation Explore / AVENUES Level E TE Page References: T18g, T76g, T117, T176g, T193, T272g, T277, T365, T380g, T450
CC.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
CC.SL.4.1b Followagreed‐upon rulesfordiscussionsand carryout assigned roles. /
- I will follow agreed-upon rules for discussions and carry out assigned roles.
CC.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
CC.SL.4.1c Poseand respond to specific questions to clarifyor followup on information,and makecomments that contributeto thediscussion and linkto the remarks of others. /
- I will ask and respond to questions to clarify information.
- I will make comments that contribute to the discussion.
Discussion / AVENUES Level E TE Page References: T53, T46e-T46f, T64a, T132e-T132f, T285a-T285b, T303a-T303b, T314e-
T314f, T329, T478a
CC.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, ingroups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
CC.SL.4.1d Reviewthekeyideasexpressed and explain theirown ideasand understanding in light ofthediscussion. /
- I will review the key ideas discussed.
- I will explain my ideas and understanding.
Key ideas Explain / AVENUES Level E TE Page References: T18g, T46e-T46f, T61b, T132e-T132f, T176g, T206e-T206f, T270e-T270f,
T290e-T290f, T314e-T314f, T338e-T338f, T365
CC.SL4.4Reportonatopicortext,tellastory,orrecountanexperienceinanorganized manner,usingappropriatefactsandrelevant,descriptivedetailstosupportmainideasor themes;speakclearlyatanunderstandable pace. /
- I will report on a topic or text, tell a story, or recount an experience in an organized manner.
- I will use appropriate facts and details to support main ideas or themes.
- I will speak clearly.
Text
Recount Experience Organized Appropriate Facts
Details
Main ideas Themes / AVENUES Level E TE Page References: T41a-T41b, T91a-T91b, T121a-T121b, T169a-T169b, T195a-T195b, T196a,
T235a-T235b, T259a-T259b, T303a-T303b, T334a, T360-361, T440-441, T455a-T455b, T456a
CC.SL.4.6 Differentiatebetween contexts that call forformal English (e.g.,presenting ideas)and situationswhere informal discourseisappropriate (e.g., small‐group discussion);useformal English when appropriateto task and situation. /
- I will differentiate between a project that calls for formal English and situations where informal discourse is appropriate.
- I will use formal English when appropriate to task and situation.
Formal English Informal discourse
Appropriate
Task
Situation / AVENUES Level E TE Page References: T28-29, T43a-T43b, T186, T296-297, T360-361
Vocabulary / Targeted Vocabulary & Strategies
STRATEGY: Prefixesre-, un-, dis-
WORD CARDS
Cards 1-10
TARGET VOCABULARY:
comfort, mention, mood, properly, intends, consisted, positive, advanced, peculiar, talent / Weekly Plan T6-T7
IntroduceVocabulary
T14-T15
Develop Background
“Sideline Support”
T12-T13
“What Makes a Good Friend?”
T16-T17
VocabularyStrategies
T40-T41
Prefixes re-, un-, dis-
- Projectable 1.5 (Prefixes: re-, un-, dis-)
- PB: p. 3
Target Vocabulary
Prefixes re-, un-, dis-
1.2-1.3
CC.L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
CC.L.4.4aUsecontext(e.g.,definitions,examples,orrestatementsintext)asacluetothe meaningofawordorphrase. /
- I will use context as a clue to the meaning of a word or phrase.
Clue
Phrase /
WTW: p.253 & 265
BWL
WJ: Chapter 7
CC.L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
CC.L.4.4bUsecommon,grade-appropriateGreekLatinaffixesrootsascluestothemeaning ofaword(e.g.telegraph,photograph,autograph). /
- I will use common Greek and Latin affixes and roots to determine the meaning of a word.
Roots /
WTW: p.253 & 265
BWL
WJ: Chapter 7
CC.L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
CC.L.4.4cConsultreferencematerials(e.g.,dictionaries,glossaries,thesauruses),bothprintdigital,tofindthepronunciationdetermineorclarifytheprecisemeaningofkeywordsphrases. /
- I will determine the meaning or pronunciation of a word by consulting reference materials.
WTW: p.253 & 265
BWL
WJ: Chapter 7
CC.L.4.6Acquire & use accurately grade-appropriate generalacademic & domain-specific words & phrases, includingthose that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) & that are basic to a particular topic. /
- I will use words and phrases that I learn through listening and reading, especially words related to fourth grade topics.
Phrases
Precise actions / BWL
MI: p. 90
WTW: Chapters 7,8,9
Spelling / Decoding and Spelling
The VCV Syllable Pattern
Spelling:
Short a and Long a
Spelling Words:
(Basic) blade, gray, past, afraid, magic, delay, amaze, drain, maybe, break, sale, hang, stain, glass, raft, jail, crayon, fact, stale, steak
(Review) skate, plan, chain, today, erase
(Challenge) fraction, trait, champion, activity, graceful /
- T39 Decoding
T44-T45
- Day 1: Teach the
PB: p. 4
- Day 2: Word Sort
- Day 3: Word Families
- Day 4: Connect to Writing
- Day 5: Spelling Assessment
1.6-1.7
T45 Spelling
Assessment
CC.RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CC.RF.4.3aUsecombinedknowledgeofallletter-soundcorrespondences, syllabication patterns,morphology(e.g.,rootsaffixes)toreadaccuratelyunfamiliarmultisyllabicwords incontextoutofcontext. /
- I will use knowledge of all letter-sound correspondence,syllabication patterns, and morphology to read unfamiliar words.
Syllabication patterns Morphology
Unfamiliar / GRW: Chapters 20 and 22
WJ: Chapter 6-7
CC.L.4.2 Demonstratecommandoftheconventions ofstandard English capitalization,punctuation,and spellingwhen writing.
CC.L.4.2dSpellgrade-appropriatewordscorrectly,consultingreferencesasneeded. /
- I will spell fourth grade words correctly and consult references as needed.
MI
TP
MM2-3
MM4-5
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS / OBJECTIVE / ESSENTIAL VOCABULARY / RESOURCES / LESSON FOCUS / MATERIALS, EXAMPLES AND EXPLANATIONS / ASSESSMENTS
Grammar / Grammar
Complete Sentences / Detailed Grammar Plan T46-T49
- Day 1: Teach Complete Sentences
PB: p. 7
- Day 2: Teach Sentence Fragments
PB: p. 8
- Day 3: Teach Writing Complete Sentences
PB: p. 9
- Day 4: Review Complete Sentences
Contractions
PB: p. 10
- Day 5: Connect to Writing (Sentence Fluency)
AL: simple subject,
simplepredicate,
sentence fragment,
complete sentence / T55 Weekly Tests
1.8-1.9
CC.L.4.1Demonstrate command of the conventions of standardEnglish grammar and usage when writing or speaking.
CC.L.4.1fProducecompletesentences,recognizingcorrectinginappropriatefragmentsrun-ons. /
- I will produce complete sentences.
- I will recognize and correct fragments and run-ons.
Run-ons /
MM2-3
MM4-5
MI
EE
CC.L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CC.L.4.2aUsecorrectcapitalization. /
- I will use correct capitalization.
MI
TP
MM2-3
MM4-5
CC.L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
C.C.L.4.2 b Usecommasand quotation marks to mark direct speech and quotationsfrom a text. /
- I will use commas and quotation marks to mark direct speech and quotations from a text.
MI
TP
MM2-3
MM4-5
WP: p.52-53 (dialogue)
Writing / Writing
Write to Express:
Descriptive Paragraph
Focus Trait:
Ideas / Detailed Writing Plan
T50-T53
- Day 1: Introduce the Model: Descriptive Paragraph
Model: Descriptive
Paragraph)
- Day 2: Introduce the Focus Trait: Ideas
- Day 3: Teach Planning a Paragraph
(Prewriting: Planning a
Descriptive Paragraph)
- Day 4: Begin a Draft
- Day 5: Introduce the Student Model: Revise for Ideas
(Revising Vanessa’s
Draft)
AL: describe, vivid
detail, sensory word / Optional Daily Writing Prompts
T6-T7
Write a paragraph explaining the relationship between Opal and Miss Franny. Use evidence from the text.
(reference Journeys Open Response/Writing Rubric on Lesson 1 Overview [cardboard page before Focus Wall])
CC.W.4.3 Writenarratives to develop real orimagined experiences orevents usingeffectivetechnique, descriptivedetails,and clear event sequences.
CC.W.4.3aOrientthereaderbyestablishingasituationintroducinganarratorand/or characters;organizeaneventsequencethatunfoldsnaturally. /
- I will establish a situation, introduce a narrator and/or characters, and organize an event sequence.
Event Sequence / Raising the Quality of Narrative Writing (T)
Writing Fiction; Big Dreams, Tall Ambitions (T)
LC: Book 4, p. 59, 85,115
CL: p. 61,62, 63
LC: Raising the Quality of Narrative Writing, p. 69
CC.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CC.W.4.3.b Usedialogueand description to develop experiences and events orshowthe responses ofcharacters to situations. /
- I will use dialogue and description to develop events and characters.
Events Characters / Raising the Quality of Narrative Writing (T)
Writing Fiction; Big Dreams, Tall Ambitions (T)
LC: Writing Fiction, Big Dreams p. 27, 43, 73
CL: p. 48, 53, 55
CC.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CC.W.4.3dUseconcretewordsphrasessensorydetailstoconveyexperiencesevents precisely. /
- I will use concrete words and phrases and sensory details.
Sensory details / Raising the Quality of Narrative Writing (T)
Writing Fiction; Big Dreams, Tall Ambitions (T)
CL: p. 68, 69, 70, 71
CC.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CC.W.4.3eProvideaconclusionthatfollowsfromthenarratedexperiencesorevents. /
- I will provide a conclusion.
Writing Fiction; Big Dreams, Tall Ambitions (T)
LC: Book 4, p. 133
LC: Raising the Quality, Book 2, p. 137
CL: p. 70, 71, 103
CC.W.4.4Produceclearcoherentwritinginwhichthedevelopmentorganizationare appropriatetotask,purpose,audience. /
- I will produce pieces of writing that are appropriate for fourth grade tasks, purposes, and audiences.
Purposes Audiences / TQW: I -5
CC.W.4.5Withguidanceandsupportfrompeersandadults,developandstrengthenwritingas neededbyplanning,revising,editing. /
- I will use guidance from peers and adults to plan, revise and edit.
Peers
Revise
Edit / GRW: p. 63-66 (T); p. 77-80
WP: p. 19-20 (T)
LC: Book 1, p. 37-45; p. 169-173
CC.W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
CC.W.4.9a Applygrade4Reading standards to literature (e.g., “Describein depth a character,setting,or eventin a storyordrama,drawing on specific details in thetext [e.g.,a character’s thoughts,words,oractions].”). /
- I will apply grade 4 Reading standards to literature.
CC.W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
CC.W.4.9b Applygrade4Reading standards to informational texts (e.g.,“Explain howan authorusesreasonsand evidenceto support particularpoints in a text”). /
- I will apply grade 4 Reading standards to informational texts.
CC.W.4.10Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision) shortertimeframes(asinglesittingoradayortwo)forarangeofdiscipline-specifictasks, purposes,audiences. /
- I will write for an appropriate time based on a specific time, purpose, and audience.
WP: Chapters 1 & 2
LC: Book 1
WBT
CC.L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CC.L.4.3a Choosewordsand phrases to conveyideas precisely. /
- I will choose words and phrases to convey ideas precisely.
Convey
Precisely /
TAW: p. 62-72 (revision) (T)
CL
NCL
MI
LC: Book 6, Lesson 13 & 14, p. 175 & 187
WP: p. 48-49 (voice)
LC: Book 2, Lesson 13, p. 147 (commas)
SMALLGROUPSTANDARDS
ReadingStandards:FoundationalSkills
CC.RF.4.4Readwithsufficientaccuracyandfluencytosupportcomprehension.
CC.RF.4.4aRead on-leveltextwithpurposeandunderstanding.
CC.RF.4.4bReadon-levelproseandpoetryorallywithaccuracy,appropriaterate,andexpression on successive readings.
CC.RF.4.4cUsecontexttoconfirmorself-correctwordrecognitionandunderstanding,rereadingasnecessary.
*CONTENTAREASTANDARDSLESSONS
Social Studies Strands / FOCUS / MATERIALS & LINKS TO LESSONS
STANDARDS / FOCUS / MATERIALS / NOTEBOOKPROMPTS
*The science and social studies columns will be correlated with the FSPS curriculum maps and added at a later date.
August 19, 2012Quarter 1-1
Unit 1: Lesson 2FORTSMITH SCHOOLS – GRADE 4 Curriculum: Literacy & Integrated Content WEEK 3
READING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STATE STANDARDS / OBJECTIVE / ESSENTIAL VOCABULARY / RESOURCES / LESSON FOCUS / MATERIALS, EXAMPLES AND EXPLANATIONS / ASSESSMENTS
Comprehension / Comprehension/
Fluency
Skill:Author’s Purpose
Strategy: Monitor/Clarify
Genre: Biography/Poetry / Read Aloud
“The Troublemaker Who Healed a Nation”
T84-T85
- Target Skill: Author’s Purpose
- CLLG: p. 43
- Target Vocabulary T85
“My BrotherMartin”
T92-T105
Genre: Biography
- CLLG: p. 42
- Introduce: Author’s
T90-T91
- Projectable 2.2 (Author’s
- PB: p. 13
- Projectables 2.3a, 2.3b
Purpose)
- Stop & Think T97, T101,
- Deepen Comprehension:
T110-T111
- Projectable 2.4 (Inference
Purpose)
- PB: p. 14
infer, author’s viewpoint
Connect To
“Langston Hughes: A
Poet& a Dreamer”
T106-T109
Genre: Poetry
- MC:T109
- CLLG: p. 43
2.4-2.5
CC.RL.4.1Refertodetailsexamplesinatextwhenexplainingwhatthetextsaysexplicitlywhendrawinginferencesfromthetext. /
- I will draw inferences from the text and refer to details and examples when explaining my inferences.
Text
Details Examples Explain / TDC: p.18-19 (T)
TC: Book 4, Lesson 11, p. 14; Extend & Investigate, p. 106
RP: p. 81-90
SW-2: p. 141-142
CC.RL.4.3Describeindepthacharacter,setting,oreventinastoryordrama,drawingonspecific detailsinthetext(e.g.,acharacter’sthoughts,words,oractions). /
- I will use specific details from the story or drama to describe a character in depth.
- I will use specific details from the story or drama to describe a setting in depth.
- I will use specific details from the story or drama to describe an event in depth.