Grade 4 ELA Unit 5

Grade 4 ELA Unit 5

4th Grade ELA Unit 5

Established Goals:
Standards
Reading: Literature
RL. 4.7, RL.4.10, RI 4.10
Reading: Informational Text
RI.4.8, RI.4.9
Reading: Foundational Skills
RF.4.3.a, RF.4.4.a
Writing
W.4.2.a, W.4.2.b, W.4.2.c, W.4.2.d
W.4.2.e, W.4.6, W.4.6, W.4.7
W.4.8, W.4.9.b, W.4.10, W.4.10
Speaking & Listening
SL.4.3, SL.4.4, SL.4.4, SL.4.5
SL.4.6
Language
L.4.3.c , L.4.2.a, L.4.2.d, L.4.3.a
L.4.3.b, L.4.4.c, L.4.6
Reading Street 4.5
Benchmark and Weekly Tests (optional)
NJ Model Curriculum Unit 5 / Objectives
Students will be able to:
●Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
●Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
●Determine the central idea of a text and provide a summary.
Meaning
ENDURING UNDERSTANDING / ESSENTIAL QUESTIONS
●Recognizing evidence in text connects the theme of the passage.
●Reading to cite textual evidence is important to support what the text says as well as what is inferred.
●In order to produce clear and coherent writing that is appropriate to task and purpose, one must read different details from an informational text and be able to compare and contrast this information. / ●How does an author use reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which points?
●How would I best summarize the text?
●What is the author saying?
Acquisition
KNOWLEDGE / SKILLS
Students will know how to… / Students will be skilled at…
●How to refer to a text using direct quotes to explain what the text says explicitly and when drawing inferences using precise vocabulary in multiple, complex sentences.
●How to produce coherent writing that is appropriate to the task
●How to draw an inference by accurately quoting details from a text. / ●Read a variety of texts with understanding and proficiency.
●Use evidence to support specific points of view.
●Be able to produce a response to informational text by using comparing and contrasting.
Vocabulary / Instruction and Pacing (suggested order to teach)
paragraph, narrative, informational, transitional words, headings, illustrations, multiple sources, topic sentence, concluding sentence, facts, examples / Similarities/Differences
Central Idea
Textual Evidence
Summarize
Inference
Coherent Writing / 5 weeks
Unit Review and/or Unit Benchmark (optional) / 1 week
Common Misconceptions / Proper Conceptions
Students often confuse the main idea with the theme of the story.
Oftentimes they chose a main idea that is too broad or too narrow.
Students cannot analyze a character’s point of view on a specific story event. / The main idea of a paragraph is the point of the passage, minus all the details. It's the big picture - the Solar System vs. the planets.
A theme is the central idea or ideas explored by a literary work.
Resources
New Jersey Model Curriculum, Journeys (Lessons 21-25) , ThinkCentral, Achieve3000, Imagine Learning, BrainPop, Learning Farm, Readworks.org
ELL Resources:

See 4th grade ELL Pacing Guide for additional lesson specific resources
Differentiation and Accommodations
Provide graphic organizers
Provide additional examples and opportunities for additional problems for repetition
Provide tutoring opportunities
Provide retesting opportunities after remediation (up to teacher and district discretion)
Teach for mastery not test
Teaching concepts in different modalities
Adjust pace and homework assignments
Extra time, ELL charts/worksheets for vocabulary, modified quizzes, translation worksheet, step by step instructions, Word wall
Provide graphic organizers
Provide additional examples and opportunities for additional problems for repetition
Provide tutoring opportunities
Provide retesting opportunities after remediation (up to teacher and district discretion)
Teaching concepts in different modalities
Adjust pace and homework assignments
Offer performance tasks of varied levels
Include more scaffolding questions and tasks
ELL Differentiation and Accommodations (all of the above in addition to the following) :
Modify assessments (reduce multiple choice answers, simplify directions, read directions, stories, and questions aloud, provide word bank)
Allow use of picture/bilingual dictionaries, notes, text books for testing
Introduce test format prior to assessment
Modify homework assignments and study guides based on proficiency of the student
Use:
●Hands-on manipulatives and realia – connects abstract concepts with concrete experiences and student’s own life
●Pictures, Photos, Visuals – provide support for harder concepts
●Multimedia – film clips, songs and chants, posters, computer games, etc… - related to concept solidify concepts into the students’ deep memory
●Demonstrations – model step-by-step completion of tasks or model language to use with presentations – scaffolds and enhances learning
●Related materials – leveled books both fiction and nonfiction that supplement the theme of what is being taught
●Gestures, point directly to objects, or draw pictures.
●Total Physical Response
Assess background knowledge, teach pre-requisite skills
Focus on Vocabulary with:
●personal dictionaries
●content word wall
●cloze sentences
●word sorts
●visual vocabulary
●vocabulary through songs
When introducing new concepts (grammar, writing genre, reading strategies etc.) use an anchor chart.
21st Century Skills / Critical Thinking, Creative Thinking, Collaborating, Communicating, Technology / Media Literacy and Global Awareness
Instructional Strategies / Fairfield Township School recognizes the importance of the varying methodologies that may be successfully employed by teachers within the classroom and, as a result, identifies a wide variety of possible instructional strategies that may be used effectively to support student achievement. These may include, but not be limited to, strategies that fall into categories identified by the Framework for Teaching by Charlotte Danielson:
●Communicating with students
●Using questioning and discussion techniques
●Engaging students in learning
●Using assessment in instruction
●Demonstrating Flexibility and Responsiveness
Interdisciplinary Connections / ELA, Math, Social Studies, Science, and Technology
Unit 5 Performance Task (Optional)
What authentic performance task(s) will students demonstrate desired understanding(s)?
Create a travel brochure using at least two sources find information and write 2 or more informational paragraphs about the topic including headings, illustrations and cite sources. Using this information, create a brochure using ReadWriteThink.org.
Rubric
3- Student independently creates a travel brochure, used at least 2 different sources, wrote 2 or more informational paragraphs included headings, illustrations and cited sources.
2-Students create a travel brochure with minimal assistance, used 1 source, wrote 1 informational paragraph, include one of the following: heading, illustrations or cited sources.
1-Students partially create the brochure, used 1 source, minimal paragraph structure.
0-Students fail to create brochure or brochure is off topic.

Assessments

Formative Assessment
Daily independent practice
Peer Discussions
Student Portfolio
Reading/Writing Conferences
Self-Evaluations
Anecdotal Notes
Open-Ended Responses
Journal Entries
Reading Logs
Exit Tickets / Summative Assessment
Weekly Tests
Technology Task (1)
Mandatory Unit 5 Benchmark Assessment