FORTSMITH PUBLIC SCHOOLS – GRADE 4 Curriculum: Literacy & Integrated Content WEEK 19

The following standards are minimally addressed in 3rd Quarter. To ensure adequate coverage, incorporate these standards in whole group lessons, small group instruction or literacy work station activities when possible.
L.4.1b, L.4.1c, L.4.1d, L.4.1e, L.4.2c, L.4.3b, L.4.5b, L.4.5c
READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS / OBJECTIVE / ESSENTIAL VOCABULARY / RESOURCES / LESSON FOCUS / MATERIALS, EXPLANATIONS & EXAMPLES / ASSESSMENTS
Comprehension / FSPS
Comprehension/
Fluency
J – L 11
Skill:
Fact and Opinion
Strategy:
Infer/Predict
Genre:
Narrative Nonfiction
Essential Question:
How do animals influence your opinion of nature? / Read Aloud
J – L 11
“Frisky Whiskers”
T12-T13
  • Target Skill: Fact and Opinion
  • CLLG: p. 61
  • Target Vocabulary T13
Main Selection
“The ScreechOwlWhoLike Television”
T20-T33
Genre: Narrative Nonfiction
  • CCLG:p. 60
  • Introduce: Fact & Opinion;Infer /Predict T18-T19
  • Projectable: 11.2 (Fact & Opinion; Infer/Predict)
  • PB: p. 121
  • Projectables 11.3a, 11.3b
(T-Map: Fact & Opinion)
  • Stop & Think T25, T29, T31
  • Deepen Comprehension: Analyze Fact & Opinion T38-T39
  • Projectable: 11.4 (T-Map: Analyze Facts & Opinions)
  • PB: p. 122
AL: fact, opinion, distinguish
ConnectTo
“In the Wild”
T34-T37
Genre: Readers’ Theatre
  • MC: T37
  • CCLG: p. 61

Main CC Standards
CC.RL.4.1Refertodetailsandexamplesinatextwhenexplainingwhatthe textsaysexplicitlywhendrawinginferencesfromthetext.
(This standard is the Focus Wall target skill for the week.)
(This standard is the Focus Wall target strategy for the week.)
(Refer to FSPS Ongoing CCSS Grade 4) /
  • I will draw inferences from the text and refer to details and examples when explaining my inferences.
/ 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
Embedded CC Standards
CC.RL4.5Explainmajordifferencesbetweenpoems,drama,andprose,and refertothestructuralelementsofpoems(e.g.,verse,rhythm,meter)drama(e.g.,castsofcharacters,settings,descriptions,dialogue,stage directions)whenwritingorspeakingaboutatext. /
  • I will refer to structural elements to explain major differences among poems, drama, and prose.
/ Structural elements
Poems
Drama
Prose / GRW: p. 444 (T)
GRW: p. 410-422
WP: p. 35-36 (T)
CC.RI.4.4 Determinethemeaning ofgeneral academic and domain‐specific words orphrases in a textrelevant to a grade4topic orsubjectarea. /
  • I will determine the meaning of words or phrases in a grade 4 text.
/ Determine Phrases
Text / BWL: p. 39; Chapter 2- Tiered Vocabulary (T)
CT: Book 4, Lesson 10, p. 2
Common Core Appendix A (Tiered Vocabulary), p. 32-34
CC.RI.4.5 Describetheoverall structure (e.g.,chronology, comparison,cause/effect,problem/solution)of events, ideas,concepts,orinformation in a text orpart ofa text. /
  • I will describe the structure of events, ideas, concepts or information in a text or part of a text.
/ Describe Structure Informational text / GRW: p. 402-404 (T)
Vocabulary / Targeted Vocabulary & Strategies
J – L 11
STRATEGY:Suffixes–ful,-less,
-ness, -ment
WORDCARDS
Cards 101-110
TARGET VOCABULARY:
presence,disbelief, tempted, biological, endeared, arrangement,pounced, utter, hastened, incident / Weekly Plan T6-T7
J – L 11
Introduce Vocabulary
T14-T15
Develop Background
“Frisky Whiskers”
T12-T13
“Instincts & Learning”
T16-T17
Vocabulary Strategies
T42-T43
Suffixes –ful, -less, -ness,
-ment
  • Projectable11.5(Suffixes -ful, -less, -ness, -ment)
  • PB: p. 123
AL: suffix, base word, affix / (OPTIONAL)
T56 Weekly Test
Target Vocabulary
Suffixes –ful,
-less, -ness,
-ment
11.2-11.3
CC.L.4.5 Demonstrateunderstanding offigurativelanguage, word relationships,and nuances in word meanings.
CC.L.4.5a Explain themeaning ofsimplesimilesand metaphors (e.g.,as prettyasa picture)in context.
(The rigor of this standard is not addressed in this Journeys lesson.) /
  • I will explain the meaning of simple similes and metaphors.
/ Explain
Similes
Metaphors /

GRW: (figurative language)
WP: p. 45 (figurative language)
LC: Book 6, Lesson 13, p. 175
CC.L.4.6 Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,Includingthosethatsignalprecise actions,emotions,orstatesofbeing(e.g.,quizzed,whined,stammered)and that arebasictoaparticulartopic(e.g.,wildlife,conservation,andendangered whendiscussinganimalpreservation.) /
  • I can use words and phrases that I learn through listening and reading, especially words related to fourth grade topics.
/ Phrases / BWL
MI: p. 90
WTW: Chapters 7,8,9
Spelling / Decoding and Spelling
J – L 16
Sounds/Spelling Changes
Spelling:
Words with /k/ /ng/ /kw/ /
  • T187 Decoding
J – L 16
Detailed Spelling Plan
T44-T45
  • Day 1: Teach the Principle/Pretest
PB: p.1848
  • Day 2: Word Sort
PB: p. 185
  • Day 3: Word Families
  • Day 4: Connect to Writing
PB: p. 186
  • Day 5: Spelling Assessment
/ (OPTIONAL)
T203 Weekly Decoding Test
16.6-16.7
T45 Spelling Assessment
Refer to FSPS Ongoing CCSS Grade 4 for CC.RF.4.3a and CC.L.4.2d when teaching spelling.
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS / OBJECTIVE / ESSENTIAL VOCABULARY / RESOURCES / LESSON FOCUS / MATERIALS, EXPLANATIONS & EXAMPLES / ASSESSMENTS
Grammar / FSPS
Grammar Focus:
Correcting Fragments and Run-Ons / Teacher Selected Materials for Grammar Study
  • Teacher may differentiate activities according to the class needs in order to teach the weekly grammar components and standards.
Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.L.4.1f.
CC.L.4.1Demonstrate command of the conventions of standardEnglish grammar and usage when writing or speaking.
CC.L.4.1fProducecompletesentences,recognizingcorrectinginappropriatefragmentsrun-ons.
(This standard is the District’s Grammar Focus for the week.) /
  • I will produce complete sentences.
  • I will recognize and correct fragments and run-ons.
/ Produce Recognize Complete sentencesFragments
Run-ons /
MM2-3
MM4-5
MI
EE
Writing / TLI Writing Focus:
J – L 22
Informational
(Inform) / Detailed Writing Plan
T124-T126
J – L 22
  • Day 1: Introduce the Model
Projectable 22.9 (Writing Model Cause and Effect Paragraph)
  • Day 2: Introduce the Focus Trait: Sentence Fluency
PB: p. 264
  • Day 3 Teach Planning a Cause and Effect Paragraph
Projectable 22.10
  • Day 4: Begin a Draft
  • Day 5: Introduce the Student Model
Projectable 22.11 (Revising Joel’s Paragraph)
AL sentence fluency, transitions
  • Teacher may differentiate activities according to the class needs in order to teach the weekly writing components and standards.
  • Refer to FSPS Informational Writing Criteria C.
Teacher will need to review the English Language Arts Common core Standards Unpacking document to understand the specific criteria specified by CC.4.2, CC.4.2a, CC.4.2b, CC.4.2c, CC.4.2d, and CC.4.2e. Use these standards for Weeks 19-21 & 27,
CC.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CC.W.4.2.aIntroduceatopicclearlygrouprelatedinformationinparagraphssections;includeformatting(e.g.headings),illustrations,multimediawhenusefultoaidingcomprehension.
(Refer to FSPS Informational Writing Criteria C.) /
  • I will introduce a topic and group related information in paragraphs and sections.
  • I will use formatting, illustrations, and multimedia to aid comprehension.
/ Topic Paragraphs Sections Formatting
Illustrations Multimedia Comprehension / Is That a Fact?
NCL: p. 59, 60, 62, 76
NCL: Lesson p. 95, Appendix P (T)
CC.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CC.W.4.2.bDevelopthetopicwithfacts,definitions,concretedetails,quotations,orother informationexamplesrelatedtothetopic.
(Refer to FSPS Informational Writing Criteria C.) /
  • I will use facts, definitions, concrete details, quotations, or other information and examples to develop the topic.
/ Facts
Definitions Concrete details Quotations Topic / Is That a Fact?
NCL: p. 69, 91, 99, 101
CC.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CC.W.4.2c Link ideaswithin categories ofinformation usingwords and phrases(e.g., another,for example,also,because).
(Refer to FSPS Informational Writing Criteria C.) /
  • I will use words and phrases to link ideas within categories of information.
/ Phrases Categories / Is That a Fact?
NCL
CC.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CC.W.4.2.aIntroduceatopicclearlygrouprelatedinformationinparagraphssections;includeformatting(e.g.headings),illustrations,multimediawhenusefultoaidingcomprehension.
(Refer to FSPS Informational Writing Criteria C.) /
  • I will introduce a topic and group related information in paragraphs and sections.
  • I will use formatting, illustrations, and multimedia to aid comprehension.
/ Topic Paragraphs Sections Formatting
Illustrations Multimedia Comprehension / Is That a Fact?
NCL: p. 59, 60, 62, 76
NCL: Lesson p. 95, Appendix P (T)

Quarter 3-1

FORTSMITH PUBLIC SCHOOLS – GRADE 4 Curriculum: Literacy & Integrated Content WEEK 20

Quarter 3-1

FORTSMITH PUBLIC SCHOOLS – GRADE 4 Curriculum: Literacy & Integrated Content WEEK 20

READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS / OBJECTIVE / ESSENTIAL VOCABULARY / RESOURCES / LESSON FOCUS / MATERIALS, EXPLANATIONS & EXAMPLES / ASSESSMENTS
Comprehension / Comprehension/
Fluency
J – L 14
Skill:
Text and Graphic Features
Strategy:
Question
Genre:
Informational
Essential Question:
How do illustrations make a text interesting / Read Aloud
J – L 14
“Wicked Wind”
T230-T231
  • Target Skill: Text & GraphicFeatures
  • CLLG: p. 67
  • Target Vocabulary T231
Main Selection
“The Life &Times of the Ant”
T238-T251
Genre: Informational Text
  • CLLG: p.66
  • Introduce: Text & Graphic Features; Question T236-T237
  • Projectable 14.2 (Text and Graphic Features; Question)
  • PB: p. 157
  • Projectables 14.3a, 14.3b
(Column Chart: Text & Graphic Features)
  • Stop & Think T243, T245, T247
  • Deepen Comprehension: Text &Graphic Features T256-T257
  • Projectable 14.4 (Column Chart: Text & Graphic Features)
  • PB: p. 158
  • AL: text features, graphic features, boldface print
Connection To
“The Dove and the Ant” T252-T255
Genre: Fable
  • MC: T255
  • CLLG: p. 67
/ (OPTIONAL)
T274 WeeklyTests
14.4-14.5
Main CC Standards
CC.RI.4.3Explainevents,procedures,ideas,orconceptsinahistorical,scientific,or technicaltext,includingwhathappenedwhy,basedonspecificinformation inthetext.
(This standard is the Focus Walltarget skill for the week.) /
  • I will explain events, procedures, ideas or concepts in an informational text using specific information in the text.
/ Explain
Events Procedures Informational text
Specific / STW-2: p. 171-178; p. 210
CC.RI.4.5 Describetheoverall structure (e.g.,chronology, comparison,cause/effect, problem/solution)of events, ideas,concepts,orinformation in a text orpart ofa text.
(This standard is the Focus Walltarget strategy for the week.) /
  • I will describe the structure of events, ideas, concepts or information in a text or part of a text.
/ Describe
Structure Informational text / GRW: p. 402-404 (T)
Embedded CC Standards
CC.RI.4.2Determinethemainideaofatextexplainhowitissupportedbykeydetails;summarize thetext. /
  • I will determine the main idea of a text and explain how it is supported by key details.
  • I will summarize informational text.
/ Main Idea
Text
Explain
Key detailsSummarize Informational text / CT:Book 5,Lesson 21, p. 56, Book 6, Lesson 24, p. 24
STW: p. 166 (T)
NRP: p. 90-91
CC.RI.4.4 Determinethemeaning ofgeneral academic and domain‐specific words orphrases in a textrelevant to a grade4topic orsubjectarea. /
  • I will determine the meaning of words or phrases in a grade 4 text.
/ Determine
Phrases
Text / 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.4.7Interpretinformationpresentedvisually,orally,orquantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages)explainhowthe informationcontributestoanunderstandingofthetextinwhichitappears. /
  • I will interpret information presented visually, orally, or quantitatively.
  • I will explain how the information contributes to my understanding of the text.
/ Interpret
Visual information
Oral information Quantitative information
Text / GRW:p.403 (T)
STW-1:p. 117-121 (T)
CT: Book 2, Lesson 4, p. 2; Book 4, Lesson 13, p. 44
CC.RI.4.9 Integrateinformation from two texts on thesametopic in orderto writeorspeakabout thesubject knowledgeably. /
  • I will integrate information from two texts on the same topic to write or speak about the subject.
/ Integrate
Texts
Topic
Subject / CT: Book 6, Lesson 22, p. 2
GRW: Appendix 34
Vocabulary / Targeted Vocabulary & Strategies
J – L 14
STRATEGY:Suffixes–able
,-ible
WORDCARDS
Cards 131-140
TARGET VOCABULARY
social,exchanges, excess, reinforce,storage,transport,
chamber,scarce,obstacles,transfers / Introduce Vocabulary
T232-T233
J – L 14
Develop Background
“Wicked Wind”
T230-T231
“The Amazing Ant”
T234-T235
Vocabulary Strategies
T260-T261
Suffixes –able, -ible
  • Projectable 14.5
  • PB: p. 159
AL: suffix / (OPTIONAL)
T274 WeeklyTests
14.2-14.3
CC.L.4.3 Useknowledgeoflanguageand its conventionswhen writing,speaking, reading,orlistening.
CC.L.4.3a Choosewordsand phrases to conveyideas precisely.
(Refer to FSPS Vocabulary Instruction Guidelines K-6.) /
  • I will choose words and phrases to convey ideas precisely.
/ Phrases
Convey
Precisely /
TAW: p. 62-72 (revision) (T)
CL
NCL
MI
CC.L.4.6Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain- specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstates ofbeing(e.g.,quizzed,whined,stammered)andthatarebasictoaparticulartopic(e.g., wildlife,conservation,andendangeredwhendiscussinganimalpreservation.)
(Refer to FSPS Vocabulary Instruction Guidelines K-6.) /
  • I will use words and phrases that I learn through listening and reading, especially words related to fourth grade topics.
/ Phrases / BWL
MI: p. 90
WTW: Chapters 7,8,9
Spelling / Decoding and Spelling
J – L 17
More Sound/Spelling Changes
Spelling:
Final /j/ and /s/ /
  • T111 Decoding
J – L 17
Detailed Spelling Plan
T116-T117
  • Day 1: Teach the Principle (Pretest)
PB: p.196
  • Day 2: Word Sort
PB: p. 197
  • Day 3: Word Families
  • Day 4: Connect to Writing
PB: p. 198
  • Day 5: Spelling Assessment
/ T275 (OPTIONAL)Weekly Decoding Test
17.6-17.7
T117Spelling Assessment
Refer to FSPS Ongoing CCSS Grade 4 for CC.RF.4.3a and CC.L.4.2d when teaching spelling.
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS / OBJECTIVE / ESSENTIAL VOCABULARY / RESOURCES / LESSON FOCUS / MATERIALS, EXPLANATIONS & EXAMPLES / ASSESSMENTS
Grammar / FSPS Grammar Focus:
Commas with Coordinating Conjunctions / Teacher Selected Materials for Grammar Study
  • Teacher may differentiate activities according to the class needs in order to teach the weekly grammar components and standards.
Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.L.4.2b
CC.L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
C.C.L.4.2b Usecommasand quotation marks to mark direct speech and quotationsfrom a text.
(This standard is the District’s Grammar Focus for the week.) /
  • I will use commas and quotation marks to mark direct speech and quotations from a text.
/ Direct speech Quotations /
MI
TP
MM2-3
MM4-5
WP: p.52-53 (dialogue)
Writing / TLI Writing Focus:
J – L 24
Informational
(inform) / Detailed Writing Plan
T272-T274
J – L 24
  • Day 1: Introduce the Model
Projectable 24.9 (Writing Model: Research Report)
  • Day 2: Introduce the Focus Trait: Ideas
PB: p. 273
  • Day 3: Teach Exploring a Topic
  • Day 4: Teach Planning a Research Report
  • Projectable 24.10 (Prewriting Planning a Research Report)
  • Day 5: Teach Planning a Research Report
SB: p.631
AL outline, research, source
  • Teacher may differentiate activities according to the class needs in order to teach the weekly writing components and standards.
  • Refer to FSPS Informational Writing Criteria C.
Teacher will need to review the English Language Arts Common core Standards Unpacking document to understand the specific criteria specified by CC.4.2, CC.4.2a, CC.4.2b, CC.4.2c, CC.4.2d, and CC.4.2e. Refer to Week 19.

Quarter 3-1

FORTSMITH PUBLIC SCHOOLS – GRADE 4 Curriculum: Literacy & Integrated Content WEEK 21

READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS / OBJECTIVE / ESSENTIAL VOCABULARY / RESOURCES / LESSON FOCUS / MATERIALS,
EXPLANATIONS & EXAMPLES / ASSESSMENTS
Comprehension / Comprehension/
Fluency
J – L 15
Skill:
Main Ideas/Details
Strategy:
Monitor/Clarify
Genre:
Informational
Essential Question:
How do details help you understand the main idea? / Read Aloud
J – L 15
“Forests Are Forever”
T304-T305
  • Target Skill: Main Ideas & Details
  • CLLG: p. 69
  • Target Vocabulary T305
Main Selection
“Ecology for Kids”
T312-T323
Genre: Informational Text
  • CLLG: p.68
  • Introduce: Main Ideas & Details;Monitor/Clarify T310-T311
  • Projectable 15.2 (Main Idea & Details; Monitor/Clarify)
  • PB: p. 169
  • Projectables 15.3a, 15.3b (Web: Main Idea & Details)
  • Stop & Think T315, T317, T319
  • Deepen Comprehension: Infer Main Ideas & Details T328-T329
  • Projectable 15.4 (Web: Main Idea and Details)
  • PB:p. 170
AL: main idea, supporting details, infer
Connect To
“Wonderful Weather” T324-T327
Genre: Poetry
  • MC: T327
  • CLLG: p. 69
/ T346 (OPTIONAL) Weekly Test
15.4-15.5
Main CC Standards
CC.RI.4.2Determinethemainideaofatextandexplainhowitissupportedbykeydetails; summarizethetext.
(This standard is the Focus Walltarget skill# 2 for the week.) /
  • I will determine the main idea of a text and explain how it is supported by key details.
  • I will summarize informational text.
/ Main idea
Text
Explain
Key details Summarize
Informational text / CT:Book 5,Lesson 21, p. 56, Book 6, Lesson 24, p. 24
STW: p. 166 (T)
NRP: p. 90-91
CC.RI.4.7 Makeconnections between thetext ofa storyor drama and a visual ororal presentation ofthetext, identifyingwhere each version reflects specific descriptionsand directions in thetext.
(This standard is the Focus Walltarget strategy for the week.) /
  • I will make connections between the text of a story or drama and a visual or oral presentation of the text.
/ Connections
Text
Story
Drama
Visual presentation
Oral presentation /


Embedded CC Standards
CC.RI.4.3Explainevents,procedures,ideas,orconceptsinahistorical,scientific,or technicaltext,includingwhathappenedandwhy,basedonspecificinformationinthetext. /
  • I willexplain events, procedures, ideas or concepts in an informational text and using specific information in the text.
/ Explain
Events
Procedures
Informational text
Specific / STW-2: p. 171-178; p. 210
CC.RI.4.4 Determinethemeaning ofgeneral academic and domain‐specific words orphrases in a textrelevant to a grade4topic orsubjectarea. /
  • I will determine the meaning of words or phrases in a grade 4 text.
/ Determine
Phrases
Text / BWL: p. 39; Chapter 2- Tiered Vocabulary (T)
CT: Book 4, Lesson 10, p. 2
Common Core Appendix A (Tiered Vocabulary), p. 32-34
CC.RI.4.6 Compareand contrasta firsthand and secondhand account ofthesame event ortopic;describethe differences in focusand theinformation provided.
(This standard is not addressed in Journeys Lesson 15. It must be addressed using Journeys and/or supplemental materials sometime during the 9 weeks.) /
  • I will describe the differences in focus and the information provided when comparing and contrasting a firsthand and secondhand account of the same event or topic.
/ Describe
Focus
Compare
Contrast
Firsthand account Secondhand / CC.RI.4.6 Compareand contrasta firsthand and secondhand account ofthesame event ortopic;describethe differences in focusand theinformation provided.
(This standard is not addressed in Journeys Lesson 15. It must be addressed using Journeys and/or supplemental materials sometime during the 9 weeks.)
CC.RI.4.8Explain howan authorusesreasonsand evidenceto support particularpoints in a text.
(The rigor of this standard is not addressed in this Journeys lesson.) /
  • I will explain how an author uses reasons and evidence to support particular points in a text.
/ Explain
Reasons
Evidence / STW-2: p.166-169
Vocabulary / Targeted Vocabulary & Strategies
J – L 15
STRATEGY:
Multiple-Meaning
Words
WORD CARDS
Cards 141-150
TARGET VOCABULARY
organisms, directly, affect, traces, vast, habitats, variety, species, banned, radiation / Weekly Plan T298-T299
J – L 15
Introduce Vocabulary
T306-T307
Develop Background
“Forests Are Forever”
T304-T305
“How Do Our Actions
Affect the Earth?”
T308-T309
Vocabulary Strategies T332-T333
Multiple-Meaning Words
  • Projectable 15.5 (Multiple-Meaning Words)
  • PB: p. 171
AL: multiple-meaning words, context / T346(OPTIONAL)
WeeklyTests
15.2 – 15.3
CC.L.4.6 Acquireand useaccuratelygrade‐appropriategeneral academic and domain‐specific wordsand phrases, including thosethatsignal preciseactions, emotions,or states ofbeing(e.g.,quizzed,whined,stammered)and thatarebasic to a particulartopic (e.g., wildlife, conservation,and endangered when discussinganimal preservation).
(The entire standard is not addressed in this Journeyslesson.) /
  • I can use words and phrases that I learn through listening and reading, especially words related to fourth grade topics.
/ Domain-specific Phrases
Precise actions / BWL
MI: p. 90
WTW: Chapters 7,8,9
Spelling / Decoding and Spelling
J – L 18
Recognizing Prefixes re-, un-, dis-
Spelling:
Prefixes re-, un-, dis- /
  • T183 Decoding
J – L 18
Detailed Spelling Plan
T188-T189
  • Day 1: Teach the Principle (Pretest)
PB: p. 208
  • Day 2: Word Sort
PB: p. 209
  • Day 3: Word Families
  • Day 4: Connect to Writing
PB: p. 210
  • Day 5: Spelling Assessment
/ T199 (OPTIONAL)
Weekly Decoding Test
18.11-18.12
T189 Spelling Assessment
Refer to FSPS Ongoing CCSS Grade 4 for CC.RF.4.3a and CC. L.4.2d when teaching spelling.
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS / OBJECTIVE / ESSENTIAL VOCABULARY / RESOURCES / LESSON FOCUS / MATERIALS,
EXPLANATIONS & EXAMPLES / ASSESSMENTS
Grammar / FSPS
Grammar Focus:
Progressive Verb Tenses / Teacher Selected Materials for Grammar Study
  • Teacher may differentiate activities according to the class needs in order to teach the weekly grammar components and standards.
Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.L.4.1b.
CC.L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CC.L.4.1bForm and use progressive verb tenses (e.g. I was walking; I am walking; I will be walking)
(This is the District’s Grammar Focus for the week.) /
  • I will form and use progressive verb tenses.
/ Form Progressive verb tenses /
MM2-3
MM4-5
MI
EE
Writing Standards / TLI Writing Focus:
Informational
(Inform)
J – L 25 / Detailed Writing Plan
J – L 25
T342-T344
  • Day 1: Teach Drafting
SB: 652
  • Day 2: Introduce the Focus Trait: Word Choice
PB: p. 300
  • Day 3: Teach Exploring a Topic
SB: 630
  • Day 4 Introduce the Student Model
SB: 641, 653
  • Day 5: Teach the Model
Projectable 25.9
AL research report, introductory paragraph
  • Teacher may differentiate activities according to the class needs in order to teach the weekly writing components and standards.
  • Refer to FSPS Informational Writing Criteria C.
Teacher will need to review the English Language Arts Common core Standards Unpacking document to understand the specific criteria specified by CC.4.2, CC.4.2a, CC.4.2b, CC.4.2c, CC.4.2d, and CC.4.2e. Use these standards for Weeks 19-21

Quarter 3-1