Fourth Grade Quarter 3

Fourth Grade Quarter 3

Quarter 3 Common Core Standards Grade 4
Writing
W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
W.4.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.4.2.e Provide a concluding statement or section related to the information or explanation presented.
W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
W.4.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or day or two) for a range of discipline-specific tasks, purposes, and audiences. / Technology
4.IL.1.1 (Synthesis) Given a general topic predict what key details will be needed to refine a search in a database for a specific purpose
4.IL.2.1 (Evaluation) Evaluate the relevancy of the resource.
4.IL.1.1 (Synthesis) Given a general topic predict what key details will be needed to refine a search in a database for a specific purpose.
4.IL.2.1 (Evaluation) Evaluate the relevancy of the resource.
4.CT.1.3 (Application) Use input/output devices and other peripherals
4.IL.1.1 (Synthesis) Given a general topic predict what key details will be needed to refine a search in a database for a specific purpose.
4.IL.2.1 (Evaluation) Evaluate the relevancy of the resource. / Language
L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
e. Form and use prepositional phrases.
f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
g. Correctly use frequently confused words (e.g., to, too, two; there, their).
L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use correct capitalization.
b. Use commas and quotation marks to mark direct speech and quotations from a text.
c. Use a comma before a coordinating conjunction in a compound sentence.
d. Spell grade-appropriate words correctly, consulting references as needed.
L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases to convey ideas precisely.
b. Choose punctuation for effect.
c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
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.
a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
L.4.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
6 Traits of Writing
Ideas and Content
Voice
Word Choice
Organization
Sentence Fluency
Conventions
Speaking/Listening Standards
Comprehension and Collaboration
1 / 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.
a.  Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b.  Follow agreed-upon rules for discussions and carry out assigned roles.
c.  Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
d.  Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
2 / SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
3 / SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.
Presentation of Knowledge
4 / SL4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
5 / SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
6 / SL4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate to task and situation. (See grade 4 Language standards 1 for specific expectations.)
Standard:
W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
W.4.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.4.2.e Provide a concluding statement or section related to the information or explanation presented.
Content Objectives / Guiding Questions / Vocabulary / Resources
I can identify key points and supporting facts on a topic.
I can develop a topic with facts, definitions, details, quotations or other supporting information.
I can rewrite paragraphs by linking sentences.
I can write a concluding statement.
I can use specific vocabulary to explain the topic I am writing about. / What is the main idea?
What is this mostly about?
How can you explain/outline . . . ?
What are the advantages of. . . .?
What are the features/properties/functions of . . .?
How does . . . compare to . . . ?
How would you organize these ideas?
Are there some parts of this text that are more important than the others?
What examples/details can you give to explain your ideas? / audience
concluding statement/section
concrete detail
definition
dialogue
explain
inform
informational text
explanatory text
formatting
illustrations
multimedia
precise language
writer’s purpose / The Write Source Resources:
“Expository Writing” pages 139 – 193
Mentor Texts:
How I Became a Pirate by Melinda Long
The Dangerous Book for Boys by Conn & HalIggulden
Animal Dads by Sneed B. Collard
Are You A Snail? By Judy Allen
Dakota Dugout by Ann Turner
Fig Pudding by Ralph Fletcher
Mr. Putter and Tabby Pour the Tea by Cynthia Rylant
A Drop of Water by Walter Wick
It’s Disgusting and We Ate It!: True Food Facts from Around the World and Throughout History by James Solheim
Exploding Ants: Amazing Facts About How Animals Adapt by Joanne Settel
The Great Kapok Tree: A Tale of the Amazon Rain Forest by Lynne Cherry
Wolves by Seymour Simon
Math Curse by Jon Scieszka and Lane Smith
Treasures Resources:
Informational Text: Unit 1, pages 40 – 43
Explanatory paragraph: Unit 4, page 410S, 482J, 508J
Explanatory Writing: Unit 4, pages 442 – 443, 506 – 507B, 534 – 535B, 539A -539H
Write Directions: Unit 4, pages 468 – 469B
Other Resources:
Lucy Calkins Units of Study for Teaching Writing Grades 3 -5:
Launching the Writing Workshop (Book 1) by Lucy Calkins and Marjorie Martinelli
Breathing Life into Essays (Book 3) by Lucy Calkins and Cory Gillette
Online Resources:
http://writingfix.com/genres/informative.htm
http://www.stanford.edu/~arnetha/expowrite/info.html
http://www.mrsrenz.net/filecabinetlangarts.htm
http://www.internet4classrooms.com/lang_write.htm
http://writingfix.com/genres/expository_lessons/Dangerous_book_boys.htm
Online library: http://en.childrenslibrary.org/
http://www.nationalgeographic.com/xpeditions/
http://www.sciencenewsforkids.org/
http://www.gilderlehrman.org/collections
http://chroniclingamerica.loc.gov/
Writing Prompt Ideas:
Explain outdoor living to a person with an apartment in the city.
Explain how two people of different interests and backgrounds could become unlikely allies.
Describe a family celebration that has special meaning for you.
Tell about a world-class athlete. Explain why you include this person in that category.
Math is a required subject. Explain why it is so important.
Describe, in detail, a team sport that interests you.
Explain pollution to a visitor from another planet.
Explain the causes and effects of a poor diet.
Describe your favorite season and explain why it is your favorite season.
Assessment
This quarter your students should complete a minimum of three informative/explanatory pieces of writing. One piece should be a writing prompt determined collaboratively with your grade level. This will be your quarterly common writing assessment.
Standard:
W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.
Content Objectives / Guiding Questions / Vocabulary / Resources
I can follow an inquiry process.
I can explain a problem, develop questions, and improve a problem and/or question.
I can locate and evaluate resources.
I can use safe practices when online.
I can locate and select sources to meet the information need.
I can evaluate sources to meet the information need.
I can find data and/or information within a variety of sources.
I can summarize when taking notes from sources.
I can use a variety of formats to prepare findings/conclusions for sharing.
I can share findings and/or conclusions.
I can cite sources appropriately. / Why is it important to evaluate the resources you are using to gather information?
How do you know when an idea is original or borrowed?
Why is it important to summarize when taking notes from a source?
Where can you find resources that meet your needs as a researcher?
How will you share your findings or conclusion you’ve made from your research?
Why is it important to use a variety of resources when researching?
What format will you use to name the sources you used during your research? / Research
Investigation
Source
Paraphrase
Topic / The Write Source Resources:
“Research Writing: Research Report”, pages 337-362
“Research Writing: Summary Paragraph”, pages 333-336
Mentor Texts:
All About Frogs by Jim Arnosky
All About Sharks by Jim Arnosky
Crinkleroots Guide to Knowing Butterflies and Moths by Jim Arnosky
Crinkleroots Guide to Knowing Animal Habitats by Jim Arnosky
Books authored by Seymour Simon
Treasures Resources:
Expository: Newspaper Article & Writer’s Toolbox (Treasures Unit 1, pgs. 81A-B)
Expository Writing: Report & Writer’s Toolbox (Treasures Unit 2, pgs. 219A-B)
Expository: Brochure & Writer’s Toolbox (Treasures Unit 3, pgs. 341A-B)
Expository Writing: Research Report (Treasures Unit 6, pages 787A-E)
Other Resources:
Literary Essays: Writing About Reading (Book 5) by Lucy Calkins and Medea McEvoy
Science textbook
Journey Through Time by John E Miller (blue social studies history book)
Online Resources:
http://www.avon.k12.ct.us/enrichment/Enrich/quickgr4-0.htm
http://steveandcat.net/mrswalker/research_reports.htm
http://www.seymoursimon.com/
Scholastic News: http://teacher.scholastic.com/activities/scholasticnews/index.html
Time for Kids: http://www.timeforkids.com/
Online library: http://en.childrenslibrary.org/
http://www.nationalgeographic.com/xpeditions/
http://www.sciencenewsforkids.org/
http://www.gilderlehrman.org/collections
http://chroniclingamerica.loc.gov/
Writing Prompt Ideas:
Social Studies Connections:
Research the rights and responsibilities of US citizens.
Research a state comparing and contrasting it to South Dakota.
Research a specific region comparing and contrasting it to the Midwest region.
Research to go along with significant task of state parks listed on the district instructional resources wiki.
Research a famous South Dakotan and describe their impact on our state.
Research a Native American tribe.
Science Connections:
Research an invertebrate.
Research a vertebrate.
Research an ecosystem including animal populations and food chains.
Research a body system.
Research the invention of electricity.
Research a specific weather phenomena and its impact on Earth and humans.
Research how the movement of the sun affects seasons.
Research how the movement of the moon affects tides.
Research how the movement of the Earth, moon, and sun impact humans.
Research how the body responds to stress.
Research ways to manage stress.
Reading Connections:
Select an author to research.
Assessment
This quarter your students should complete a minimum of three research pieces of writing. One piece should be a writing prompt determined collaboratively with your grade level. This will be your quarterly common writing assessment.
Standard:
W.4.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
Content Objectives / Guiding Questions / Vocabulary / Resources
I can access prior knowledge (e.g., from science investigations, personal experiences, interactions with others, etc.).
I can find data and/or information within a variety of sources.
I can take purposeful notes in a variety of ways that meet the demands of the writing task and medium (e.g., differentiate between relevant and irrelevant or important and unimportant information based on the need).
I can summarize when taking notes from sources to avoid plagiarism.
I can evaluate and analyze the quality, accuracy, and effectiveness of notes.
I can sort evidence into specified categories.
I can generate a list of sources.
I can synthesize information within and across sources. / Why is it important to summarize when collecting information and taking notes?
How do you determine what is important and/or unimportant when collecting information?
Are there some parts of the information that are more important than the others?