Week of Aug. 20th - Aug. 24th
Aug. 20th - Aug. 24th, 2012 (Week: 1)
Indicator(s): 4-2.1, 4-2.2, 4-2.8, 4-4.2 / CCSS
4-2.1 Summarize evidencethatsupportsthe central ideaofa given informationaltext. / 4.RL.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.RI.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.
4.RI.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.
4-2.2 Analyze informational texts to draw conclusions and make inferences. / 4.RL.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4-2.8 Analyze informational textstoidentifycause-and-effect relationships. / 4.RI.3 Explainevents,procedures,ideas,orconceptsina historical, scientific,or technical text, including what happenedandwhy,basedonspecificinformationin thetext.
4-4.2 Use complete sentences (including compound sentences) in writing. / 4. L.1f. Produce complete sentences, recognizing and correcting rhetorically poor fragments and run-ons.*
Instructional Strategies
  1. Students will complete a graphic organizer (ex: Spider or Fishbone) plotting the central idea and details of an informational text. Quadrant B
  2. Students will read an informational text to determine the central idea. Quadrant B
  3. Students will read an informational text and complete a graphic organizer based on details and what they already know about the topic to determine a conclusion and to make an inference.Quadrant B
Details in Passage What you Already Know Conclusion or Inference

+ =
  1. + =
  1. The teacher will read a paragraph to the class about a character. Using information from the character’s actions, students will infer or draw a conclusion about the gender, age, and occupation of the character. Quadrant C
  2. Students will organize causes and effects using a T-chart using read-aloud passages from textbooks. Quad. B
  3. The teacher will put causes and effects from a chapter on index cards. The teacher will give each student an index card and give them 5 minutes to find their match. Quadrant B
  4. Use children’s literature to model the use of simple and compound sentences in writing. The teacher will model writing on the overhead or smart board. Students will edit the paper evaluating and revising the writing for sentence variety, precise vocabulary and effective phrasing. Quadrant B
  5. Students will evaluate their own writing for complete sentences using the SC Extended Response Writing Rubric. Quadrant C
  6. The students will write stories using simple and compound sentences and sentences with introductory phrases (complex sentences). Quadrant C

Resources
Daily Oral Language
Websites: www.internet4classrooms.com
www.pppst.com/languagearts.html
S3 Curriculum:
Other Resources: PASS Coach pages 56-59; 40-43; 44-47 & 120-123, “Quinn” Essential Reading Log, Graphic Organizers, Drops In the Bucket
Common Core:
Appendix A: Glossary of Key Terms
Appendix B: Text Exemplars & Sample Performance Tasks:
Appendix C: Samples of Student Writing
Assessment
Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st
Week of Aug. 27th –Aug 31st
Aug.27th –Aug 31st , 2012 (Week :2)
Indicator (s): 4-2.1; 4-2.2; 4-2.8; 4-4.2 / CCSS
4-2.1 Summarize evidencethatsupportsthe central ideaofa given informationaltext. / 4.RL.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.RI.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.
4.RI.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.
4-2.2 Analyze informational texts to draw conclusions and make inferences. / 4.RL.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4-2.8 Analyze informational textstoidentifycause-and-effect relationships. / 4.RI.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.
4-4.2 Use complete sentences (including compound sentences) in writing. / 4.L.1f. Produce complete sentences, recognizing and correcting rhetorically poor fragments and run-ons.*
Instructional Strategies
  1. Students will complete a graphic organizer (ex: Spider or Fishbone) plotting the central idea and details of an informational text. Quadrant B
  2. Students will read an informational text to determine the central idea. Quadrant B
  3. Students will read an informational text and complete a graphic organizer based on details and what they already
    know about the topic to determine a conclusion and to make an inference. Quadrant B
Details in Passage What you Already Know Conclusion or Inference

┼ + + = =
  1. The teacher will read a paragraph to the class about a character. Using information from the character’s actions,
    students will infer or draw a conclusion about the gender, age, and occupation of the character. Quadrant C
  2. Students will organize causes and effects using a T-chart using read-aloud passages from textbooks. Quadrant B
  3. The teacher will put causes and effects from a chapter on index cards. The teacher will give each student an index card and give them 5 minutes to find their match. Quadrant B
  4. Use children’s literature to model the use of simple and compound sentences in writing. The teacher will model
    writing on the overhead or smart board. Students will edit the paper evaluating and revising the writing for sentence variety, precise vocabulary and effective phrasing. Quadrant B
  5. Students will evaluate their own writing for complete sentences using the SC Extended Response Writing Rubric. Quadrant C
  6. The students will write stories using simple and compound sentences and sentences with introductory phrases (complex sentences). Quadrant C

Resources
Daily Oral Language
Websites: www.internet4classrooms.com
www.pppst.com/languagearts.html
S3 Curriculum:
Other Resources: PASS Coach pgs. 56-59; 40-43; 44-47 & 120-123, “Quinn” Essential Reading Log, Graphic Organizers, Drops In the Bucket
Common Core:
Appendix A: Glossary of Key Terms
Appendix B: Text Exemplars & Sample Performance Tasks:
Appendix C: Samples of Student Writing
Assessment
Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st
Week of Sept. 3rd - Sept. 7th, 2012
Sept. 3rd -Sept. 7th, 2012 (Week: 3)
Indicator(s): 4-1.1; 4-1.2; 4-4.1 / CCSS
Labor Day (Holiday) / Labor Day (Holiday)
Instructional Strategies
Labor Day (Holiday)
Resources
Labor Day (Holiday)
Assessment
Labor Day (Holiday)
Sept. 4th - Sept. 7th , 2012 (Week: 3)
Indicator(s): 4-1.1; 4-1.2; 4-4.1 / CCSS
4-1.1 Analyze the details thatsupportthe expression of the main ideain a given literarytext.
4-1.2 Analyze literarytextsto draw conclusions and makeinferences. / 4.RL.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawinginferencesfromthe text.
4-4.1 Generateand organize ideasforwritingusingprewritingtechniques (forexample,creatinglists,havingdiscussions, and examiningliterary models). / 4.W.4.Produceclearandcoherentwritinginwhichthe developmentandorganizationareappropriateto task, purpose, and audience.
Instructional Strategies
  1. After reading a story, students will create their own graphic organizer for the central idea and details. Quadrant D
  2. Underline details in a text that support the main idea. Quadrant C
  3. While reading a story, the teacher will stop at an appropriate place in the read aloud book and ask students to select a partner to share their conclusions or inferences. This will ensure that a high percentage of students are drawing conclusions and making inferences. Quadrant D
  4. After reading a picture book with a partner, the students will study the illustrations to find examples of inferences. Students will use a graphic organizer to record the page number, what they see, the clues from the book or their experience, and their inferences. See printable picture book detectives graphic organizer. Quadrant D (
  5. Students will use webbing, Venn diagrams, or T-charts to organize writing. Quadrant C
  6. Students will make a KWL chart on any new topic the class is going to study. Quadrant A

Resources
Daily Oral Language
Websites: www.internet4classrooms.com
www.pppst.com/languagearts.html
S3 Curriculum:
Other Resources: PASS Coach Book ELA: pgs. 32-25, pgs. 40-43, pgs. 124-127, “Quinn” Essential Reading Log, Graphic Organizers, Drops In the Bucket
Common Core:
Appendix A: Glossary of Key Terms
Appendix B: Text Exemplars & Sample Performance Tasks:
Appendix C: Samples of Student Writing
Assessment
Week of Sept. 10th - Sept. 14th, 2012
Sept. 10th - Sept. 14th , 2012 (Week: 4)
Indicator(s): 4-1.1; 4-1.2; 4-4.1 / CCSS
4-1.1 Analyze the details thatsupportthe expression of the main ideain a given literarytext.
4-1.2 Analyze literarytextsto draw conclusions and makeinferences. / 4.RL.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawinginferencesfromthe text.
4-1.1 Analyze the details thatsupportthe expression of the main ideain a given literarytext. / 4.RL.2. Determine a theme of a story, drama, or poem
from details in the text; summarize the text.
4-4.1 Generateand organize ideasforwritingusingprewritingtechniques (forexample,creatinglists,havingdiscussions, and examiningliterary models). / 4.W.4. Produceclearandcoherentwritinginwhichthe developmentandorganizationareappropriateto task, purpose, and audience.
Instructional Strategies
  1. After reading a story, students will create their own graphic organizer for the central idea and details. Quadrant D
  2. Underline details in a text that support the main idea. Quadrant C
  3. While reading a story, the teacher will stop at an appropriate place in the read aloud book and ask students to select a partner to share their conclusions or inferences. This will ensure that a high percentage of students are drawing conclusions and making inferences. Quadrant D
  4. After reading a picture book with a partner, the students will study the illustrations to find examples of inferences. Students will use a graphic organizer to record the page number, what they see, the clues from the book or their experience, and their inferences. See printable picture book detectives graphic organizer. Quadrant D (
  5. Students will use webbing, Venn diagrams, or T-charts to organize writing. Quadrant C
  6. Students will make a KWL chart on any new topic the class is going to study. Quadrant A

Resources
Daily Oral Language
Websites: www.internet4classrooms.com
www.pppst.com/languagearts.html
S3 Curriculum:
Other Resources: PASS Coach Book ELA: pgs. 32-25, pgs. 40-43, pgs. 124-127, “Quinn” Essential Reading Log, Graphic Organizers, Drops In the Bucket
Common Core:
Appendix A: Glossary of Key Terms
Appendix B: Text Exemplars & Sample Performance Tasks:
Appendix C: Samples of Student Writing
Assessment
Week of Sept. 17th - Sept. 21th, 2012
Sept. 17th - Sept. 21st, 2012 (Week :5)
Indicator(s): 4-3.1; 4-3.2; 4-5.1 / CCSS
4-3.1 Generate the meaning of unfamiliar and multiple-meaning words by using context clues (for example, those that provide an example or a definition). / 4.RF.3. Knowandapplygrade-levelphonicsandword analysis skillsin decodingwords.
4.RF.3a. Usecombinedknowledgeofall letter-sound correspondences, syllabication patterns,and morphology (e.g., roots and affixes) to read accuratelyunfamiliarmulti-syllabicwordsincontext and outofcontext.
4.L.4a. Usecontextto confirm or self-correctword recognition and understanding, rereading as necessary.
4-3.2 Use base words and affixes to determine the meanings of words. / 4. RF.3a. Usecombinedknowledgeofall letter-sound correspondences, syllabication patterns,and morphology (e.g., roots and affixes) to read accuratelyunfamiliarmulti-syllabicwordsincontext and outofcontext.
4-5.1 Create informational pieces (for example, postcards, flyers, letters, and e-mails) that use language appropriate for the specific audience. / 4.W.4. Produceclearandcoherentwritinginwhichthe developmentandorganizationareappropriateto task, purpose, and audience.
Instructional Strategies
  1. The teacher will provide a copy of sections from the text and highlighters. Identify the “most important words” (key vocabulary). Have students circle the key vocabulary in the section, then highlight examples the text provides to help students understand the key vocabulary.
  2. The teacher will provide a copy of sections from text. Cover key vocabulary and have students use examples the text provides to guess the hidden words.
  3. Students will create and play a concentration game with affixes, matching their meanings. Quadrant B
  4. Students should develop list of word with affixes which they will keep in their journals as a means of extending their vocabularies. Quadrant B
  5. Students will analyze new words using vocabulary webs. Quadrant B
  6. Show students examples of informational pieces such as postcards, flyers, letters, and e-mails. Quadrant A
  7. Students create informational pieces modeling the example provided by the teacher.
  8. The teacher can create a class newsletter where students can publish informational pieces.

Resources
Daily Oral Language
Websites: www.internet4classrooms.com
www.pppst.com/languagearts.html
S3 Curriculum:
Other Resources: PASS Coach Book ELA: pgs.18-21, 14-17, 128-135, “Quinn” Essential Reading Log, Graphic Organizers, Drops In the Bucket
Common Core:
Appendix A: Glossary of Key Terms
Appendix B: Text Exemplars & Sample Performance Tasks:
Appendix C: Samples of Student Writing
Assessment
Week of Sept. 24th - Sept. 28th, 2012
Sept. 24th - Sept. 28th, 2012 (Week: 6)
Indicator(s): 4-1.4; 4-3.3; 4-4.5 / CCSS
4-1.4Distinguishamongdevicesoffigurativelanguage(includingsimile, metaphor,personification,andhyperbole)andsounddevices(including onomatopoeia andalliteration). / 4.L.5.Demonstrateunderstandingoffigurativelanguage,wordrelationships, andnuancesin word meanings.
4.L.5a.Explain the meaning of simplesimiles and metaphors(e.g.,as pretty as a picture)incontext.
4-3.3Interpret the meaningof idioms encounteredintexts. / 4.L.5b.Recognizeandexplainthemeaningofcommon idioms, adages,and proverbs.
4-4.5 Use revisionstrategies toimprove the organization and development ofcontentand the qualityofvoicein written works. / 4.W.5. Withguidanceandsupportfrompeersandadults, develop and strengthen writing as needed by planning, revising, and editing.
Instructional Strategies
  1. The teacher will read aloud multiple literary text providing examples of different devices of figurative language. (simile, metaphor, personification, hyperbole, onomatopoeia and alliteration)
  2. Students will complete a Frayer Model on figurative language.
  3. Create a class idiom list on chart paper. Have students choose their favorite idiom and draw or insert a picture of the literal meaning. Add to the list throughout the year.
  4. Create/illustrate new idioms in a flip book.
  5. The teacher will read aloud Francine Fribble, Proofreading Policewoman, Justin McCory Martin. The students will make corrections to a paper, using ideas from the read aloud.
  6. The teacher will model writing on the overhead. Students will revise the paper evaluating and revising the writing for sentence variety, precise vocabulary, and effective phrasing. Quadrant B

Resources
Daily Oral Language
Websites: www.internet4classrooms.com
www.pppst.com/languagearts.html,
S3 Curriculum:
Other Resources: PASS Coach Book ELA: pgs. 22-25, pgs. 82-85, pgs. 136-139, “Quinn” Essential Reading Log, Graphic Organizers, Drops In the Bucket
Common Core:
Appendix A: Glossary of Key Terms
Appendix B: Text Exemplars & Sample Performance Tasks:
Appendix C: Samples of Student Writing
Assessment
Week of Oct. 1st - Oct. 5th, 2012
Oct. 1st - Oct. 5th, 2012 (Week: 7)
Indicator(s): 4-1.4; 4-6.7 / CCSS
4-1.4Distinguishamongdevicesoffigurativelanguage(includingsimile, metaphor,personification,andhyperbole)andsounddevices(including onomatopoeia andalliteration). / 4.L.5.Demonstrateunderstandingoffigurativelanguage, word relationships, and nuancesin word meanings.
4.L.5a.Explain the meaning of simple similes and metaphors(e.g.,as pretty as a picture)incontext.
4-6.7 Usevocabulary(includingStandard American English)thatis appropriate forthe particularaudienceorpurpose. / 4.L.3. Uselanguage toenhance meaning and achieve particulareffects when writingorspeaking.
4.L.3a. Choose words and phrases to conveyideas precisely.*
Instructional Strategies
1. The teacher will read aloud multiple literary text providing examples of different devices of figurative language. (simile, metaphor, personification, hyperbole, onomatopoeia and alliteration)
2. Students will complete a Frayer Model on figurative language.
3. Students will record speeches or reports and self-evaluate using the following checklist as they listen to the tape.
SELF-EVALUATION ORAL REPORT
EXCELLENT / GOOD / POOR
LEVEL OF VOLUME
APPROPRIATE VOCABULARY
GRAMMAR (SAE)
FLOW OF SPEECH
(Examples: “and uh” and “you know.”)
4. As students give oral reports, classmates (and the teacher) will evaluate each other using the above rubric. Share results with students.
Resources
Daily Oral Language
Websites:
S3 Curriculum:
Other Resources: PASS Coach Book ELA: pgs. 82-85, pgs. 146-49, “Quinn” Essential Reading Log,
Common Core:
Appendix A: Glossary of Key Terms
Appendix B: Text Exemplars & Sample Performance Tasks:
Appendix C: Samples of Student Writing
Assessment
Week of Oct. 8th - Oct. 12th, 2012
Oct. 8th - Oct. 12th, 2012 (Week: 8)
Indicator(s): 4-1.8; 4-1.9 / CCSS
4-1.8 Classifyworks offiction (includingfables,talltales,andfolktales) andworks ofnonfiction(includingbiographiesand personalessays)by characteristics.
4-1.9 Recognize the characteristicsofpoetry(includingstanza,rhyme scheme, and repetition). / 4.RL.5. Explainmajordifferencesbetweenpoems,drama, andprose,andrefertothecorestructuralelementsof poems(e.g.,stanza,verse,rhythm,meter)anddrama(e.g., casts of characters, setting descriptions, dialogue,acts,scenes,stagedirections)whenwriting orspeakingabouta text.
Instructional Strategies
1.The students will use graphic organizers to identify characteristics of various genres read aloud and silently. Quadrant C
Fiction / Poetry / Drama / Informational Text
2.The student will keep a reading log current as they silent read. Each reading log will provide room for classification.
3. The teacher will read poems, and students will identify rhyme, scheme, refrain, and stanza. Quadrant B
4. The teacher will read poems orally or have students read poems using either approximate, end, or internal rhyme. 5. Students will name the type of rhyme and the rhyme scheme. Quadrant B
Resources
Daily Oral Language
Websites:
S3 Curriculum:
Other Resources: PASS Coach Book ELA: pgs. 70-73, 86-89. “Quinn” Essential Reading Log
Common Core:
Appendix A: Glossary of Key Terms
Appendix B: Text Exemplars & Sample Performance Tasks:
Appendix C: Samples of Student Writing
Assessment
Week of Oct. 15th - Oct. 19th, 2012
Oct. 15th - Oct. 19th, 2012 (Week: 9)
Indicator(s): 4-1.3; 4-1.5 / CCSS
4-1.3 Distinguishbetween first-person and third-personpoints ofview. / 4.RL.6. Compare and contrast the point of view from which different stories are narrated, including the difference betweenfirst-and third-person narrations.
4-1.5 Analyze the impactofcharacterizationand conflicton plot. / 4.RI.9. Integrateinformationgainedfromillustrationsand other visual elements in a text with the words to demonstrate understanding of how the characters, setting, andplotinteractand develop.
Instructional Strategies
  1. The teacher will read a classic tale from a popular version and then read a tale from another viewpoint. Students will discuss and ask questions as to how the viewpoint changed.
  2. Students will analyze essays to determine the author’s perspective or point of view. Quadrant C
  3. After reading any book, students will work in cooperative groups to complete a class story map. Quadrant C
  1. Setting
/
  1. Characters
/
  1. Problem
/
  1. Turning Point
/
  1. Solution

  1. Choose two stories. Compare and contrast setting, characters, events, and ideas in a variety of texts. Quad C