Guided Language Acquisition Design

Project GLAD

(Guided Language Acquisition Design)

Willamette ESD Consortium

McMinnville, Amity, Dayton, Oregon School For the Deaf

Doug Miller

Cheryl Graham

Taffy Carlisle-Turner

Cori Chambers

Donna Bauer

Native Americans and Regions of Oregon

4th Grade

IDEA PAGES

I. UNIT THEME – There is a relationship between man and the physical environment.

· There are specific climatic conditions, physical features and landform characteristics that divide Oregon into regions

· Natural environments support and constrain human activities.

· All cultures have stories and legends that explain natural phenomenon; therefore cultures are impacted by regional characteristics.

II. FOCUS AND MOTIVATION

· Pretest

· Observation Charts

· Inquiry Charts

· Realia: cedar bark, clams and mussel shells, moss, digging sticks

· Big Book

III. CLOSURE Assessment of Learning Logs

· Unit Post Test

· Student made big books

· Expository report writing

· Found Poetry

· Personal Action Plans

IV. CONCEPTS

Social Science – Oregon Standards – Grade 4

· Identify and describe historic Indian groups that lived in the region that became Oregon at the time of early European exploration and settlement in the 17th century.

· Identify Native-American groups in Oregon and the Western Hemisphere before European exploration; describe the regions in which they lived; compare their way of life.

· Identify the early land and sea routes to, and European settlements in, Oregon with a focus on the exploration of the North Pacific, noting the importance of mountains, deserts, ocean currents, and wind patterns.

· Identify and compare the major early cultures that existed in the region that became Oregon prior to contact with Europeans.

· Identify and understand the groups living in the Western Hemisphere before European exploration, their ways of life, and the empires they developed.
Social Science – Standards – Grade 4 (continued)

· Understand the prehistoric migrations from Asia to North America, migrations from Europe and Africa to colonies in North America, westward migration to Oregon in the 19th century.

· Name and locate these features of Oregon: the Coast Range, the Cascade Range, Siskiyous, Wallowa and Blue Mountains, Columbia River, Snake River, Willamette River, Deschutes River, Rogue River, Willamette Valley, Columbia River Basin, Great Basin (high desert country).

· Explain the essential facts of earth/sun relationships and be able to relate these to the climate of Oregon.

· Understand ways the physical environment supports and constrains human activities throughout the world.

· Describe regions in the Western Hemisphere that resulted from human and physical influences; compare regions with other U.S. and world regions.

V. Vocabulary

anthropologist artifact support barter

climate constrain subsistence sustenance

lodges environment temperate weather

camas root cedar tree roots berries

sagebrush fish hunter/gatherer harvest

hazelnut meat migration seasonal

tribe nomadic whale antelope

antler beaver clam coyote

salmon crab deer elk

rabbit kangaroo rat muskrat mussel

rattlesnake porcupine quill raccoon

basin Cascade Range Deschutes River coast line

Pacific Ocean Coast Range Columbia River Basin

Columbia River Crater Lake Willamette River Snake River

Siskiyou Mts. Wallowa Mts. Blue Mts. Steen Mts.

Willamette Valley Rogue River Great Basin desert

regions forest glacier land form

plateau marsh mountains seashore

summit terrain valley volcano

Chinook Kalapuya Klamath Nez Perce

Tillamook Tualatin Cayuse Paiute

Umatilla Yamel adorn baskets

beadwork ceremonial cedar bark cloth headdress

leggings totem tradition tunic

woven mat hypothesis

VI. English Language Arts - Oregon Standards - Grade 4

Reading/Listening

· Listen to, read, and understand a wide variety of informational and narrative text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information.

· Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed.

· Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas.

· Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections.

· Distinguish and interpret words with multiple meanings (i.e., quarter) by using context clues.

· Determine meanings of words using contextual and structural clues.

· Ask thoughtful questions and respond orally to questions with appropriate discussion.

Writing/Speaking

· Use simple sentences and compound sentences in writing.

· Write responses to literature: Demonstrate an understanding of the literary work and support interpretations through references to both the text and prior knowledge.

· Correctly use: regular verbs (live/lived, shout/shouted), irregular verbs (swim,/swam, ride/rode, hit/hit), adverbs (slowly, quickly, fast), prepositions (over, under, through, between), and coordinating conjunctions (and, or, but) in writing.

· Write personal narratives: include ideas, observations, or memories of an event or experience; provide a context to allow the reader to imagine the world of the vent or experience; use concrete sensory details; provide insight into why the selected event or experience is memorable.

· Use words that describe, explain, or provide additional details and connections.

· Use details, examples, anecdotes (stories of a specific event), or experiences to clarify information.

Oregon ELP Standards Grade 4

Decoding and Word Recognition

1. CCG (K-12): Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas (similar to 1996 “Recognize, pronounce…words in text by using phonics”).

Beginning

Early Intermediate

Intermediate

Early Advanced

Advanced

Proficient

Reads familiar English phonemes and simple words with graphic support.

Reads words in familiar texts aloud with intonation and expression.

Reads familiar and unfamiliar text aloud using acceptable pacing, intonation and expression.

Reads aloud narrative texts (near grade-level) with appropriate pacing, intonation and expression.

Reads aloud narrative text with effective pacing, intonation and expression.

/ Read aloud grade-level narrative text and informational text fluently and accurately with effective pacing, intonation, and expression; by the end of fourth grade, read aloud unpracticed grade-level text at a rate of 115-140 wcpm (words correct per minute).

Reads basic familiar words in text.

Reads complete sentences in basic unfamiliar text.

Demonstrates progress toward reading more complex or longer passages.

Demonstrates progress toward reading at an instructional reading level near grade-level.

Demonstrates progress toward reading at an independent reading level near grade-level.

Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level.

LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT

2. CCG (K-12): Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own,* applying comprehension strategies as needed.

Beginning

Early Intermediate

Intermediate

Early Advanced

Advanced

Proficient

Listens to simple stories.

Listens to, reads and retells simple stories. Demonstrates comprehension by using drawings, words, or phrases.

Listens to, reads and retells simple stories from a variety of informational and narrative text.

Listens to, reads and understands a variety of informational and narrative text, including literature, poetry, magazines, newspapers, reference materials, and online information with teacher support.

Listens to, reads, and understands text from a wide variety of informational and narrative text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information with teacher support.

/ Listen to, read, and understand a wide variety of informational and narrative text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information.

Listens to familiar text and makes personal connections.

/ Listens to and reads text and makes personal connections. /

Makes personal connections to text and compares to other texts.

Applies knowledge of essential concepts to make connections to text, and among texts across subject areas.

Makes connections to text, within text, and among texts across the subject areas with teacher support.

Make connections to text, within text, and among texts across the subject areas.

None available

Demonstrates listening comprehension of some familiar text across the subject areas.

/ Demonstrates listening comprehension of simple text through class and/or small group discussions across the subject areas. /

Demonstrates listening comprehension of near grade-level through teacher led small group interpretive discussions across the subject areas.

Demonstrates listening comprehension of near grade-level through class and/or small group interpretive discussions across the subject areas.

/ Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas.

None available

/ Matches reading for personal enjoyment (e.g., preview title, pictures, predict makes connections) with teacher support. /

Matches reading for full comprehension (e.g., preview heading, locates relevant information) with teacher support.

Matches reading to locate information (e.g., preview table of content/index, skim, look for bold print) with teacher support.

/ Matches reading to purpose—location of information, full comprehension, and personal enjoyment. / Match reading to purpose—location of information, full comprehension, and personal enjoyment.

Understands and draws upon a variety of comprehension strategies as needed—responding to simple questions, using drawings, words, or phrases.

Understands and draws upon a variety of comprehension strategies as needed— responding to questions.

Understands and draws upon a variety of comprehension strategies as needed— self-correcting, summarizing, class discussions, responding to questions, making logical predictions with teacher support.

/ Understands and draws upon a variety of comprehension strategies as needed—re-reading, self-correcting, summarizing, class discussions, responding to essential questions, making predictions, and comparing information provided by teacher. / Understands and draws upon a variety of comprehension strategies as needed—re-reading, self-correcting, summarizing, class and group guided discussions, responding to essential questions, making predictions, and comparing information from several sources with teacher support. / Understand and draw upon a variety of comprehension strategies as needed—re-reading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources.

Matches difficult words to visuals with teacher support.

/ Identifies difficult words or phrases. / Identifies different words or phrases and asks for assistance. / Identifies difficult words or phrases and uses external sources to demonstrate comprehension (e.g., using a dictionary or thesaurus). / Identifies difficult words or phrases and uses strategies to demonstrate comprehension with teacher support. / Clearly identify specific words or wordings that are causing comprehension difficulties and use strategies to correct.

VOCABULARY

3. CCG (K-12): Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas (similar to 1996 “…know the meaning of words in text by using...language structure, contextual clues, and visual clues”).

Beginning

Early Intermediate

Intermediate

Early Advanced

Advanced

Proficient

Repeats new vocabulary from simple text and graphics.

Understands pre-taught vocabulary from simple literary text.

Understands and uses pre-taught vocabulary from simple literary and content-related text.

Understands and uses pre-taught vocabulary through literary and informational text.

Understands, learns and uses new vocabulary from informational text, literary text and instruction across the subject areas with teacher support.

/ Understand, learn, and use new vocabulary that is introduced and taught directly through informational text, literary text, and instruction across the subject areas.

Develops survival vocabulary.

Develops simple vocabulary by listening to familiar selections read aloud with significant graphic support.

/ Develops vocabulary by listening to familiar and conceptually simple selections read aloud across the subject areas. /

Develops vocabulary by listening and discussing both familiar and conceptually simple selections read aloud across subject areas.

Develops vocabulary by listening and discussing both familiar and conceptually challenging selections read aloud across the subject areas, with teacher and graphic support.

/ Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud across the subject areas.

Determines meaning of words by using graphic clues.

Determines meaning of words from familiar situations read aloud from simple sentences and graphic clues.

Determines meaning of familiar words using simple contextual and graphic clues.

Determines meaning of words using simple contextual clues.

Determines meaning of words using contextual and structural clues, with graphic and/or teacher support.

/ Determine meanings of words using contextual and structural clues.

None available

Demonstrates meaning of multiple meanings of familiar words using gestures and graphics.

Compares multiple meanings of words in simple text by using context clues with teacher support.

Interprets words with multiple meanings in literature and text across subject areas with teacher support.

Distinguishes and interprets words with multiple meanings (i.e., watch, mean, plant) by using context clues with teacher support.

/ Distinguish and interpret words with multiple meanings (i.e., quarter) by using context clues.

Recognizes basic antonyms.

Recognizes familiar synonyms and antonyms.

Recognizes words that have synonyms, antonyms, and homographs.

Recognizes words that have synonyms, antonyms, and homographs in literature texts and content areas.

Understands and explains frequently used synonyms, antonyms, and homographs in literature texts and content areas.

/ Apply knowledge of synonyms, antonyms, homographs, and idioms to determine the meaning of words and phrases.

Identifies root words used in various nouns and verbs (i.e. walk, walking, girl, girls).

Uses knowledge of root words to change common words (i.e. happy to unhappy, happier).

Recognizes and uses root words of familiar common words to determine meaning with teacher support.

Recognizes and uses root words of common words to determine meaning with teacher support.

Uses root words to determine meaning of unknown words with teacher support.

/ Use knowledge of root words to determine the meaning of unknown words within a passage (nation, national, nationality).

VOCABULARY (cont.)

Beginning

Early Intermediate

Intermediate

Early Advanced

Advanced