Pearson Myworld Social Studies, Florida Edition 2013To The

Pearson myWorld Social Studies, Florida Edition ©2013to the

Language Arts Florida Standards, Grade 4

A Correlation of

to the

Language Arts Florida Standards

LAFS

Grade 4

Table of Contents

Strand: READING STANDARDS FOR LITERATURE

Strand: READING STANDARDS: FOUNDATIONAL SKILLS (K-5)

Strand: READING STANDARDS FOR INFORMATIONAL TEXT

Strand: WRITING STANDARDS

Strand: STANDARDS FOR SPEAKING AND LISTENING

Strand: LANGUAGE STANDARDS

LanguageArtsFloridaStandards
Grade 4 /
Florida myWorld Social Studies
Regions, Grade 4

Strand: READING STANDARDS FOR LITERATURE

Cluster 1: Key Ideas and Details
LAFS.4.RL.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts / Opportunities to address this standard may be found on pages:
SE:Reading Skills: FL 28; Identify Main Idea and Details: FL 20; Review and Assessment: 32, 295; Main Idea and Details, 8, 21, 24, 137; Evaluate News Sources, 130
OC:Leveled Readers, Florida’s Atlantic Coastal Plain, David McCampbell: Naval Ace, Florida’s Cultures and Traditions, Marjory Stoneman Douglas, Defender of Florida’s Environment
Digital Lessons, A Global Economy Digital Presentation, Florida’s Population Digital Presentation, Florida’s Regions Digital Presentation, Florida’s Resources Digital Presentation, From Territory to State Digital Presentation, Immigration Today Digital Presentation, The Space Program Digital Presentation, Tourism Digital Presentation, World War II Digital Presentation
LAFS.4.RL.1.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning / Opportunities to address this standard may be found on pages:
SE:Reading Skills: FL 28, FL 34; Identify Main Idea and Details: FL 20; Review and Assessment: 32, 239, 295; Main Idea and Details, 8, 21, 24, 137, Evaluate News Sources, 130; Summarize: 53, 135, 215, 223, 227, 231, 237, 255
OC:Leveled Readers,Florida’s Atlantic Coastal Plain, Florida’s Cultures and Traditions
Digital Lessons, Immigration Today Digital Presentation
LAFS.4.RL.1.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts / Opportunities to address this standard may be found on pages:
OC:Leveled Readers,Florida’s Atlantic Coastline, St. Augustine and the Spanish Empire, Osceola and the Seminole Wars, Mary McLeod Bethune Educator, Leader, Advisor, José Martí Fights For Cuban Independence, David McCampbell Naval Ace, Florida’s Culture and Traditions, The Mother of Miami Julia Tuttle Has a Dream, Marjory Stoneman Douglas Defender of Florida’s Environment
Cluster 2: Craft and Structure
LAFS.4.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts / Opportunities to address this standard may be found on pages:
SE: Vocabulary, 5, 13, 19, 23, 41, 49, 57, 61, 79, 85, 91, 97, 105, 123, 133, 149, 155, 161, 167, 181, 189, 195, 211, 219, 225, 233, 249, 253, 261, 275, 281, 289
LAFS.4.RL.2.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning / Opportunities to address this standard may be found on pages:
OC:Leveled Readers,Florida’s Atlantic Coastline, St. Augustine and the Spanish Empire, Osceola and the Seminole Wars, Mary McLeod Bethune Educator, Leader, Advisor, José Martí Fights for Cuban Independence, David McCampbell Naval Ace, Florida’s Culture and Traditions, The Mother of Miami Julia Tuttle Has a Dream, Marjory Stoneman Douglas Defender of Florida’s Environment
LAFS.4.RL.2.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning / Opportunities to address this standard may be found on pages:
SE:Compare Viewpoints, 102-103; Compare and Contrast: FL 31, 9, 16, 18, 27, 47, 124, 129, 133, 159, 289; Review and Assessment: 140, 202
OC:Leveled Readers,Mary McLeod Bethune: Educator, Leader, Advisor
Cluster 3: Integration of Knowledge and Ideas
LAFS.4.RL.3.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts / Opportunities to address this standard may be found on pages:
OC:Leveled Readers,Florida’s Atlantic Coastline, St. Augustine and the Spanish Empire, Osceola and the Seminole Wars, Mary McLeod Bethune Educator, Leader, Advisor, José Martí Fights for Cuban Independence, David McCampbell Naval Ace, Florida’s Culture and Traditions, The Mother of Miami Julia Tuttle Has a Dream, Marjory Stoneman Douglas Defender of Florida’s Environment
LAFS.4.RL.3.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning / Opportunities to address this standard may be found on pages:
OC:Leveled Readers,Mary McLeod Bethune: Educator, Leader, Advisor, Florida’s Cultures and Traditions
Digital Lessons, Cities and Counties Digital Presentation, Land and Water Digital Presentation
Cluster 4: Range of Reading and Level of Text Complexity
LAFS.4.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts / Opportunities to address this standard may be found on pages:
OC:Leveled Readers,Florida’s Atlantic Coastline, St. Augustine and the Spanish Empire, Osceola and the Seminole Wars, Mary McLeod Bethune Educator, Leader, Advisor, José Martí Fights for Cuban Independence, David McCampbell Naval Ace, Florida’s Culture and Traditions, The Mother of Miami Julia Tuttle Has a Dream, Marjory Stoneman Douglas Defender of Florida’s Environment

Strand: READING STANDARDS: FOUNDATIONAL SKILLS (K-5)

Cluster 3: Phonics and Word Recognition
LAFS.4.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context.
Cognitive Complexity: Level 1: Recall / Opportunities to address this standard may be found on pages:
OC:Leveled Readers, Florida’s Atlantic Coastline, St. Augustine and the Spanish Empire, Osceola and the Seminole Wars, Mary McLeod Bethune Educator, Leader, Advisor, José Martí Fights for Cuban Independence, David McCampbell Naval Ace, Florida’s Culture and Traditions, The Mother of Miami Julia Tuttle Has a Dream, Marjory Stoneman Douglas Defender of Florida’s Environment
Cluster 4: Fluency
LAFS.4.RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts / Opportunities to address this standard may be found on pages:
OC:Leveled Readers,Florida’s Atlantic Coastline, St. Augustine and the Spanish Empire, Osceola and the Seminole Wars, Mary McLeod Bethune Educator, Leader, Advisor, José Martí Fights for Cuban Independence, David McCampbell Naval Ace, Florida’s Culture and Traditions, The Mother of Miami Julia Tuttle Has a Dream, Marjory Stoneman Douglas Defender of Florida’s Environment

Strand: READING STANDARDS FOR INFORMATIONAL TEXT

Cluster 1: Key Ideas and Details
LAFS.4.RI.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts / SE: FL 20, FL 25, FL 27, FL 28, FL 35; Think About It, 3, 39, 77, 121, 146, 179, 209; Main Idea & Details, 8, 13, 21, 24, 32, 137, 161, 223, 247, 273; Draw Conclusions, 17, 251, 290, 285, 296; Evaluate News Sources, 131; Got it?, 11, 17, 21, 27, 47, 53, 59, 67, 83, 89, 95, 101, 111, 129, 137, 153, 159, 163, 169, 185, 193, 199, 215, 223, 231, 237, 251, 257, 263, 279, 285, 293; Review and Assessment, 31–32, 69–70, 113–114, 139–140, 171–172, 201–202, 239–240, 265–266, 295–296; Critical Thinking: Primary and Secondary Sources, 54–55, Compare Viewpoints, 102–103, Recognize Bias, 164–165
TG: Infer/ Make Inferences, SSH2, SSH4, SSH6, 3, 8, 9, 12, 19, 29, 34, 35, 39, 48, 49, 56, 60, 61, 68, 71, 73, 78, 90, 91, 92, 93, 97, 99, 113, 115, 117, 122, 130, 133, 135, 143, 144, 152, 157, 161, 167, 171, 182, 183, 185, 187, 199, 203, 207, 208, 214, 185, 187, 199, 203, 207, 208, 214
OC:Leveled Readers,
Digital Lessons, Civil War Digital Presentation, Florida Joins the United States Digital Presentation, The Civil Rights Movement Digital Presentation, The Seminole Digital Presentation, The Space Program Digital Presentation, Tourism Digital Presentation, Transportation Technology Digital
LAFS.4.RI.1.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts / SE: Main Idea and Details, 8, 13, 21, 24, 32, 137, 161, 223, FL 20, FL 23, FL 28;
Summarize, 19, 53, 215, 223, 227, 228, 231, 237, 239, 255
TG: Main Ideas and Details, 9, 11, 12, 15, 19, 20; Summarize, 155, 161, 162, 165, 170
OC:
Digital Lessons, Immigration Today Digital Presentation
LAFS.4.RI.1.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning / SE: Cause and Effect, 11, 21, 24, 59, 79, 83, 89, 90, 100, 101, 111, 114, 149, 153, 155, 163, 169, 181, 185, 201, 237, 240, 257, 293, FL 26, FL 32; Sequence, 95, 151, 157, 162, 163, 166, 169, 172, 279, FL21, FL 30, FL34; also see: Review and Assessment, 31–32, 69–70, 113–114, 139–140, 171–172, 201–202, 239–240, 265–266, 295–296
TG: Synthesize Information, SSH3, SSH4, SSH5, SSH6, 6, 8, 19, 60, 69, 73, 93, 110, 113, 117, 123, 130, 165, 171, 185, 199, 202, 203, 206, 212, 213; Recognize/Identify Cause and Effect, 3, 9, 11, 12, 20, 34, 35, 39, 43, 47, 49, 59, 63, 67, 71, 72, 77, 79, 91, 98, 106, 109, 110, 114, 118, 133, 134, 135, 139, 140, 143, 144, 152, 156, 161, 162, 163, 166, 167, 170, 171, 182, 192, 203, 212, 213, 214; also see Differentiated Instruction activities in every lesson that allow students to learn social studies knowledge and skills at their own level. Key:
L1: Special Needs
L2: Extra Support
L3: On-level
L4: Challenge
Use/create graphic organizer to compare/contrast, 33: L1-L4; Create outline, 44: L1-L4; Create/use cause-and-effect chart/organizer, 118: L3, 192: L1-L4; Analyze cause-and-effect, 162:L3
OC:Digital Lessons, Civil War Digital Presentation, The Spanish-American War Digital Presentation
Assessment, A Changing State Test Form A, A Growing State Test Form B, Challenging Times Test Form A, Civil War and Rebuilding Test Form B, Florida’s Economy Test Form A, Florida’s Geography Test Form B, Florida’s Government Test Form A, The Road to Statehood Test Form B
Cluster 2: Craft and Structure
LAFS.4.RI.2.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts / SE: Vocabulary, 5, 13, 19, 23, 41, 49, 57, 61, 79, 85, 91, 97, 105, 123, 133, 149, 155, 161, 167, 181, 189, 195, 211, 219, 225, 233, 249, 253, 261, 275, 281, 289
TG: Academic Vocabulary, SSH2, 6, 15, 29, 29, 32, 33, 37, 38, 46, 47, 48, 60, 71, 90, 115, 122, 130, 133, 134, 139, 140, 152, 161, 185, 199, 202, 203, 204, 206, 207, 208, 213, 214; Content and Language, 6, 11, 15, 18, 32, 37, 43, 46, 59, 63, 67, 71, 77, 90, 97, 109, 113, 117, 122, 133, 139, 143, 155, 161, 165, 170, 182, 185, 191, 202, 206
OC:Assessment, Challenging Times Test Form A, Florida’s Early History Test Form B, Florida’s Government Test Form B, The Road to Statehood Test Form A
LAFS.4.RI.2.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning / SE: Cause and Effect, 11, 21, 24, 59, 79, 83, 89, 90, 100, 101, 111, 114, 149, 153, 155, 163, 169, 181, 185, 201, 237, 240, 257, 293, FL 26, FL 32; Sequence, 95, 151, 157, 162, 163, 166, 169, 172, 279, FL34; Graph Skills: Analyze Timelines, 99, 186–187; also see: Compare and Contrast, 9, 16, 18, 27, 47, 124, 129, 133, 140, 159, 202, 289
TG:Make Comparisons, SSH3, SSH4, SSH5, SSH6, 11, 48, 56, 64, 65, 68, 72, 77, 78, 106, 109, 135, 155, 168, 170, 172, 179, 203, 207, 212, 214; Recognize/Identify Cause and Effect, 3, 9, 11, 12, 20, 34, 35, 39, 43, 47, 49, 59, 63, 67, 71, 72, 77, 79, 91, 98, 106, 109, 110, 114, 118, 133, 134, 135, 139, 140, 143, 144, 152, 156, 161, 162, 163, 166, 167, 170, 171, 182, 192, 203, 212, 213, 214; Sequence, 3, 16, 44, 107, 111, 114, 117, 123; Create/use cause-and-effect organizer, 118: L2-L4, 192: L1-L4
OC:Leveled Readers,Osceola and the Seminole Wars, Mary McLeod Bethune: Educator, Leader, Advisor, José Martí Fights for Cuban Independence
Digital Lessons, Civil War Digital Presentation, Great Britain, Spain and France Digital Presentation,
Land and Water Digital Presentation, Native Americans of Florida Digital Presentation, The Civil Rights Movement Digital Presentation, The Seminole Wars Digital Presentation, The Spanish-American Wars Digital Presentation, World War I and the 1920s Digital Presentation
Assessment, A Changing State Test Form A, A Changing State Test Form B, Civil War and Rebuilding Test Form A, Civil War and Rebuilding Test Form B
LAFS.4.RI.2.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning / SE:Critical Thinking: Compare Viewpoints, 102–103; also see: Analyze Primary Sources, FL25; Primary and Secondary Sources, 54–55
TG: Compare two viewpoints of same event, 41
Cluster 3: Integration of Knowledge and Ideas
LAFS.4.RI.3.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning / SE:myStory Video (illustrations), 1, 2, 3, 37, 38, 39, 75, 76, 77, 119, 120, 121, 145, 146, 147, 177, 178, 179, 207, 208, 209, 245, 246, 247, 271, 272, 273; Envision It!, 4–5, 12–13, 18–19, 22–23, 40–41, 48–49, 56–57, 60–61, 78–79, 84–85, 90–91, 96–97, 104–105, 122–123, 132–133, 148–149, 154–155, 160–161, 166–167, 180–181, 188–189, 194–195, 210–211, 218–219, 224–225, 232–233, 248–249, 252–253, 260–261, 274–275, 280–281, 288–289; Graph Skills: Analyze Timelines, 99, 186–187
TG: Analyze Images, 3, 11, 56, 60, 111, 168, 206, 213, Analyze Visuals, 7, 20, 29, 33, 34, 35, 43, 44, 48, 78, 130, 145, 199, Analyze Data in a Table, 16, Analyze Paintings, 35, Analyze Charts, 69, 111, 203, Analyze Diagrams, 77, 208, Analyze Graphs, 130, 134, 140, 204, Differentiated Instruction: Analyze images, 159: L1-L4; 167: L1-L4
OC:Digital Lessons, Cities and Counties Digital Presentation, Florida’s Climate Digital Presentation, Land and Water Digital Presentation
Assessment, A Changing State Test Form A, A Growing State Test Form B, Challenging Times Test Form A, Florida’s Early History Test Form B, Florida’s Economy Test Form A, Florida’s Geography Test Form B, Florida’s Government Test Form A, The Road to Statehood Test Form B
LAFS.4.RI.3.8 Explain how an author uses reasons and evidence to support particular points in a text.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning / SE: Identify Author’s Purpose, FL27; Critical Thinking: Compare Viewpoints, 102–103, Recognize Bias, 164–165; also see: Analyze Primary Sources, FL25; Fact and Opinion, FL 33, 249, 253, 261, 263, 265
TG: Main Ideas and Details, 9, 11, 12, 15, 19, 20; Distinguish Fact from Opinion, 29, 111, 135; Recognize Bias, 91, 97, 99, 117; also see: Differentiated Instruction: Compare viewpoints, 41: L1-L4; 75: L1-L4; Read newspaper articles, 95, Recognize bias, 120: L1-L4; Reliability of Web sites, 189, 210
OC:Leveled Readers, Mother of Miami Julia Tuttle Has a Dream
LAFS.4.RI.3.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning / SE:Critical Thinking: Primary and Secondary Sources, 54–55, Compare Viewpoints, 102–103, Recognize Bias, 164–165; Media and Technology: Evaluate News Sources, 130–131, Analyze Images, 216–217, Search for Information on the Internet, 258–259, Evaluate Web Sites, 286–286; also see: Analyze Primary Sources, FL25
TG: Differentiated Instruction: Research, 16: L2-L4, 22: L1-L4; 44: L1-L4; 49: L1-L4; 68: L2-L4, 110: L2-L4, 137: L2-L4, 141: L2-L4, 145: L2-L4, 167: L1-L4; 183: L1-L4; 208: L1-L4; Reliability of Web sites, 189: L2-L4, 210: L2-L4
Cluster 4: Range of Reading and Level of Text Complexity
LAFS.4.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts / SE: myStory Chapter Opener, 1–3, 37–39, 75–77, 76, 119–121, 119p, 145–147, 177–179, 207–209, 245–247, 247, 271–273; Reading Skills, FL20, FL21, FL22, 8, 9, 11, 13, 16, 17, 18, 19, 21, 24, 27, 32, 41, 47, 52, 53, 59, 61, 67, 70, 79, 83, 89, 90, 95, 100, 101, 111, 114, 124, 129, 133, 137, 140, 149, 151, 153, 155, 157, 159, 161, 162, 163, 166, 169, 169, 172, 181, 183, 185, 191, 193, 199, 201, 202, 215, 223, 227, 228, 231, 237, 239, 240, 249, 251, 253, 255, 257, 261, 263, 265, 279, 285, 289, 290, 293, 296; Critical Thinking, 54–55, 102–103, 164–165
TG: Check Comprehension, SSH2, SSH4, SSH5, SSH6, 29, 33, 34, 35, 37, 39, 43, 46, 47, 48, 49, 56, 59, 60, 61, 63, 65, 67, 68, 69, 73, 77, 78, 79, 80, 91, 92, 93, 97, 98, 99, 106, 109, 130, 133, 145, 152, 155, 162, 163, 165, 166, 167, 168, 170, 172, 185, 192, 213
OC:Leveled Readers,Florida’s Atlantic Coastline, St. Augustine and the Spanish Empire, Osceola and the Seminole Wars, Mary McLeod Bethune Educator, Leader, Advisor, José Martí Fights for Cuban Independence, David McCampbell Naval Ace, Florida’s Culture and Traditions, The Mother of Miami Julia Tuttle Has a Dream, Marjory Stoneman Douglas Defender of Florida’s Environment

Strand: WRITING STANDARDS

Cluster 1: Text Types and Purposes
LAFS.4.W.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
d. Provide a concluding statement or section related to the opinion presented.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning / SE:myStory Book: 141, 241, 297; also see: Writing process, FL36; Florida Writing Coach, 142-143, 204-205, 242-243, 298-299
TG: Write an editorial, 98: L4
LAFS.4.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
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.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts / SE:Writing process, FL36; myStory Spark, 1, 74, 118, 206, 244, 270; myStory Ideas, 27, 74, 83, 89, 95, 101, 111, 129, 137, 144, 163, 176, 237, 251, 263, 279, 297; myStory Book: 33, 241, 267; also see: Identify Expository Writing, FL24; Florida Writing Coach pp. 34-35, 116-117, 142-143, 174-175, 204-205, 242-243, 268-269, 298-299
TG: Differentiated Instruction: Write a biography, 38: L1-L4; Write a newspaper article, 92: L1-L4; 95, Write a plan of action, 162
OC:Leveled Readers,Florida’s Atlantic Coastal Plain, St. Augustine and the Spanish Empire, Osceola and the Seminole Wars, Mary McLeod Bethune: Educator, Leader, Advisor, José Martí Fights for Cuban Independence, David McCampbell: Naval Ace, Florida’s Cultures and Traditions, The Mother of Miami: Julia Tuttle Has a Dream, Marjory Stoneman Douglas, Defender of Florida’s Environment
Digital Lessons, A Global Economy Digital Presentation, French Colonization Digital Presentation, From Territory to State Digital Presentation, Governing Florida Digital Presentation
Assessment, A Growing State Test Form B, Challenging Times Test Form A, Civil War and Rebuilding Test Form B, Florida’s Early History Test Form A, Florida’s Economy Test Form B, Florida’s Geography Test Form A
LAFS.4.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning / SE:Writing process, FL36;myStory Spark, 1, 118, 176; myStory Ideas, 11, 17, 21, 27, 47, 59, 67, 111, 153, 159, 185, 193, 199, 215, 223, 231, 251, 257; myStory Book, 71, 115, 173, 285; also see: Identify Narrative Writing, FL26, Florida Writing Coach, 72-73,
TG: Differentiated Instruction: Write a story, 38: L1-L4; Write alternative versions of story, 57: L1-L4; Write a legend, 61, Write fictional autobiography, 145
Cluster 2: Production and Distribution of Writing
LAFS.4.W.2.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)