4th+Grade+Curriculum+Map

Formative (F) Summative (S) || **Optional Resources ** || Mystery Non-Fiction Real. Fiction Poetry Short stories Biography Autobiography || Author's Point of View || Determine author's point of view using info. in the text
 * **Embedded Skill ** || **Genre ** || **Content ** || **Skills ** || **Modeled/Shared Activities ** || **Guided/Independent Activities ** || **Assessments **Diagnostic (D)
 * **Determine Author’s Point of View** || Fairy Tale

Determine author's point of view using inference || Teacher models using literature to introduce author's point of view Teacher models using a T-chart (pigs-vs-wolves point of view) from original __Three Little Pigs__ book || Teacher reads __The True Story of the Three Little Pigs__ Students complete T-chart (pigs-vs-wolves point of view) from __The True Story of the Three Little Pigs__ || write a narrative from the grandma's point of view, or write a new ending role playing skit ||  || Realistic Fiction, Folktales, Fantasy/Science Fiction, Biography, Historical Fiction || Author's Purpose || State different reasons why authors write
 * **Determine Author’s Purpose** || Poetry,

Analyze techniques that support each form of author's purpose

Determine author's purpose after listening to text read aloud

Determine author's purpose after reading text independently || Teacher introduces and shares examples of each **form of author's purpose:** create class anchor charts that describe characteristics of each form. (What makes it...) What makes it informational? What makes it entertaining? What makes it persuasive? What makes it an opinion?
 * Inform**- a piece of non-fiction text, news article
 * Entertain**- comic strips, Shel Silverstein poems
 * Persuade**- advertisements
 * Opinion**- editorial article || Teacher displays examples of each form on overhead, and students will read examples and identify author's purpose in each and explain why.

Class discussion || Students will rotate to various stations to analyze the author's purpose in each text (record on a chart). Students grouped according to author's purposes, then collaboratively write an example. [|Author's Purpose] ||  || Organize according to sequential order Communicate understanding of the steps Complete the steps required in correct order || Teacher models following a sequence of instructions using literature Teacher thinks aloud reading the text (Stone Soup, or how to books) Teacher discusses usage of transitional phrases (first, then, next, finally) Connects to Six + 1 Traits of Writing (organizational) || Students use a sequence graphic organizer to write steps in chronological order from a given text. Students can rearrange instructions written on sentence strips in the proper sequential order; place transitional words accordingly || Students create own how-to booklet on topic of interest [|Paul Bunyan Sequencing Lesson] ||  || Autobiography/Biography Folktales Poetry Mystery Short Stories || e-mail Presentation and publication software website links hyperlink icons (fonts, effects, graphics etc.) text boxes page layout Social networking Web 1.0 & 2.0 tools || Define function of electronic text features
 * **Follow a Sequence of Instructions** || Non-Fiction
 * Informational
 * Procedural || Sequence of Instructions || Identify steps
 * **Identify Features of Electronic Text** || Non-fiction

Select which tool or feature will meet student objective || Teacher introduces electronic vocabulary (fonts, effects, hyperlink, web page, web quest, cue words) Teacher demonstrates how to navigate electronic tools i.e. typing text and changing fonts || Students will experiment with various font/effects, copy/paste, other features Teacher creates a Powerpoint on a topic with student input || Students create own Powerpoint or Webquest

Students will send and recieve appropriate e-mail, text message communicatons ||  || Folktales Mystery Non-fiction Realistic Fiction Poetry Short Stories Science Fiction/Fantasy Historical Fiction Biography/Autography Memoirs Literary Nnfiction Myths & Legends || Inference​ || Activate schema
 * **Infer** || Fairy Tale

Identify events, dialogue, character's emotions, actions,

Identify what happened and why || Teacher models using literature to introduce making inferences Explicitly teach that background knowledge + text clues = inference Literature examples: __Ruby Bridges,__ __Pink and Say__ Engage students in "Mystery Box/Bag" activity || Teacher provides guided practice utilizing inference graphic organizer to chart inferences that students make with fiction/nonfiction text [|Read/Write/Think] Riddles for students to solve Character trait webs (Students guess character from list of traits.) Science experiments Historical figures (come up with traits due to their actions) || Students create riddles, comic strips and/or wordless books Students create captions for photographs Students share written products with each other ||  || Think alouds and discussions Shared reading of a fiction text Complete a character analysis chart/map listing character, trait, evidence from text Example: __Tales of the Fourth Grade Nothing__ || Students read next chapter, or part of story with a partner/ small group Students complete a character analysis chart together Students create a play/skit that shows character's traits || [|Character Traits] Students create character trading cards Students perform character skits ||  || Teacher displays examples of each and provides think alouds on how to read, understand, and interpret the information || Survey class on a topic (i.e. "favorite t.v. show" Create some graphs/charts using the data Teacher discussion, guided practice composing questions related to the data || Cooperative learning groups will survey, create a graph, and compose questions Groups will rotate and answer the questions for each graph/chart ||  || Examples: frogs/toads, reptiles/mammals [|Reading A to Z] || Students research 2 animals of choice Students will chart similarities and differences on Venn diagram || Students will read a short nonfiction passage, use a highlighter to highlight similarities in one color, differences in another color, then complete a Venn diagram with information. ||   || Teacher reads aloud 3-5 poems that have great examples of metaphors/similes with enthusiasm Point out similes/metaphors and explain comparisons Discuss definitions of each, author's purpose for using them || Students will read a few poems and identify the metaphors and similes by highlighting Students are given a color photo of an environmental scene, write a descriptive paragraph with similes, and metaphors [|Metaphors/Similes] || [|Metaphors/Similes]
 * **Interpret Character from Dialogue, Actions, Thoughts** ||  || Character || Identify character traits based on what they say, do, or think about, using evidence of support || Teacher models using literature how to demonstrate locating character traits
 * **Interpret Data, Charts, Graphs** ||  || Data, Charts,Graphs || Interpret information based on data, charts, and graphs || Teacher models using various graphs and charts including: bar graph, line graph, pie chart, and pictograph
 * **Interpret Graphic Organizers** ||  || Graphic Organizers || Interpret graphic organizers and integrate additional information || Teacher models using literature to create a Venn diagram (fiction or non-fiction)
 * **Interpret Literary Devices** ||  || Literary Devices ||   || Teacher models using literature examples of metaphors/similes

Students identify metaphors and similes by reading sentences and deciding whether they contain a simile or metaphor Students list the literary device and what is being compared Students create a flip book showing definitions of literary devices with examples, pictures underneath ||  || Read poem aloud Look for rhyme and rhythm Rephase confusing parts Explain literary devices used in poem and what they mean Discuss meaning of poet's use of language Reread poem aloud with phrasing and flow || Group of students read a poem at each station, discuss meaning and theme, create illustration on a poster displaying poem's message || Students create their own poem including: theme/message, 2-3 literary devices Students work with a partner to read and interpret each other's poem ||  || Students work in cooperative groups to create vocabulary concept maps for each vocabulary word chosen from the text Student Roles: Dictionary Digger (locate dictionary definition), Sentence Searcher (locate sentence in story), Scribe (writes information on concept map overhead), Skit Director (organizes skit and makes sure all members learned information on map) || Students perform vocabulary skits Discuss word meanings Make personal connections to words ||  || Shared reading of nonfiction text Teacher reads aloud explicit questions related to the text Model how to look back, reread, and highlight answers || Students read nonfiction passages, practice looking back, highlighting, explicit information to answer questions || Allow students to participate in a nonfiction "Scavenger Hunt" to locate stated information ||  || [|3-Column Recall Chart] || Students practice recalling fact/detail with a 3-column recall chart, using nonfiction content passages SQ3R strategy survey, question, read, recite, review QAR- Question, Answer, Respond || retell, retell rubrics assess with 3-column chart teacher observation ||  || Read nonfiction passage Think aloud on identifying cause/effect key words in passage Chart causes/effects on graphic organizer || Students read a nonfiction passage related to theme of study, highlight cause/effect key words in passage, chart causes/effects on graphic organizer Give students "If" statements to create "Then" answers Accordian Activity: Student reads statement at top of paper, writes the effect underneath, folds over effect, repeat this step with 3 to 4 students, until accordian is formed, lastly read aloud chain of events || cause/effect match cause/effect fill in blank Students write a cause/effect paragraph
 * **Interpret Poetry** ||  || Poetry ||   || Teacher models how to interpret a poem by providing a think aloud:
 * **Interpret Vocabulary** ||  || Vocabulary ||   || Teacher models constructing a vocabulary concept map including: vocabulary word, number of syllables, definition, original sentence word was found in text, new sentence formed using word, synonym, antonym, illustrations || Vocabulary Word Club
 * **Locate Stated Information** ||  || Stated Information ||   || Teacher models locating information stated in non-fiction text
 * **Recall Fact and Detail** ||  || Fact and Detail ||   || Teacher models recalling fact and detail using the 3-Column Recall Chart
 * **Recognize Cause and Effect** ||  || Cause and Effect ||   || Teacher models recognizing cause and effect, by using a passage, to identify the cause and effect relationships

[|Cause/Effect activites] ||  || Teacher explains [|QAR Question Prompts]and the meanings of the four different QAR levels: Right There, Think and Search, Author and Me, On My Own || Students will read article from Scholastic News or National Geographic, and use 4 square QAR graphic organizer to answer teacher generated questions [|QAR graphic organizer example] || Students will read article, and create questions for a 4 square QAR graphic organizer || //__Two Mrs. Gibson,__// (Toyomi Iqus, Daryl Wells) || Teacher presents students with statements related to a text Students read statements, decide if they agree or disagree Discuss reasons || Teacher provide students with opportunities to practice using anticipatory guide before reading texts || Students find evidence from text that support their opinions and list on guide Discuss findings ||  || Displaying various tools or gadgets, i.e. wrench, nutcracker Students guess what they are used for Discussion to connect how "tools make work easier" just like text features make comprehending nonfiction text easier || Discuss each nonfiction text feature displayed on projector (ELMO) Students will complete a 3-column chart identifying feature, and why it is an important tool Groups given a nonfiction text; students work together to complete a scavenger hunt of questions to answer, by using text features || Text features are written on index cards Students in small groups pick a card and create a poster using those features to present information on their topic of study [|Text Features] ||  || Students preview the genres (poetry, narrative, informational, electronic) at each station, and match the station to the genre type on recording sheet Teacher explains each genre and shows an example, and discusses specific features associated with each || Students work together in groups, given a specific genre Each group presents their genre in their form of choice (i.e. poster, Powerpoint, skit) Each group will be provided with a rubric listing genre features to be included in presentation || Each group presents genre to class Assessment by teacher with rubric Students engage in genre station/matching intro. activity (post evaluation) [|Text Structures] ||  || Brainstorm various thesis statement ideas || Students will create a thesis statement based on topic chosen Students will research topic and record facts/supporting details on a graphic organizer Students write first draft of 5 paragraph essay || Students complete final draft of essay and present their essay to the class ||  || Students read paragraphs and discuss each Whole group-Teacher reads aloud each paragraph and creates a T Chart, with students, listing characteristics of good sentence fluency and incorrect sentence fluency (varied length, varied beginnings, smooth sounding/flowing sentences) || With partners, the students will be given sentence strips with sentences of poor quality written on one side, then students will rewrite sentence on the flip side using good fluency Students will write 10 sentences that have a different beginning, pattern is located at this link [|Sentence Fluency] || Students write a paragraph with 4-6 sentences that demonstrate qualities of sentence fluency Students read aloud paragraphs to each other and use sentence [|fluency checklist] ||  || Student practice writing a critique on a novel, poetry piece, or a movie || Students share critiques ||  || Read example passages illustrating first, second, third point of view Teacher reads two versions of __The Three Little Pigs,__ and illustrates points of view p[|oint of View] || Create a Venn diagram about Thanksgiving showing both the students' point of view and the turkey's point of view Read aloud //Piggie Pie// by Margie Palatini and //Twas the Night Before Thanksgiving// by Dav Pilky Discuss how animals escape danger Students create a story from the turkey's point of view, on how he escapes being eaten on Thanksgiving || Students share turkey story written products ||  || Students are given five minutes to generate as many key words or ideas that describe the photograph || Repeat introductory activity, using separate photos for each student Students can rotate photos and add key words and ideas to each other's (photo is attached to paper) || Share key words and ideas from photos ||  || At each station, the students will be given a "boring" adjective (i.e. sad, mad, happy, tired), and compile a list of synonyms that are better word choices (i.e. brainstorm, thesaurus both can assist them) || Students will be given 10 sentences, with one "boring" word underlined in each sentence, then the students will replace the "boring" word with a better word choice Students will choose their own writing piece to revise for better word choice ||  || Take bulleted notes while a story is being read by including key details and ommitting minor details Mention to students that you should be able to retell the story in your own words using these notes || Using a selection from Arnold Lobel's //Fables//, students will practice taking bulleted notes that are in story sequence Students turn to a partner and retell the fable in his/her own words using only their bluueted notes || Students should be able to answer a series of questions about the story Students may only "look back" at their notes to answer these questions ||  || One sentence should be placed on each strip, and include a few transition words with some of these sentences. Place these sentences on the front board out of proper sequence As a whole group, place these sentences in correct sequence using the text clues, including the transition/sequence words Mention to students that it's important to organize our writing, and one way of doing so is through the use of things like transitional words || Give a series of cards to a group of students and have them put them in the correct sequence. Each card should have a separate panel from a comic strip placed on it Be sure to point out that students will want to look for clues such as time of day, transitional words, and cause and effect to sequence the cards. || Students use a series of pictures to compose an original paragraph that describes the activity. Utilize proper transitional words. ||  || Sentence structure Punctuation ||  ||   ||   ||   ||   || Narrative Autobiography/biography/memoir Literary nonfiction Informational text, friendly letters || Fact and Opinion || Use facts to support or defend students' interpretation of presented materials or details as fact or opinion || Interactive read-aloud: //__Children of the Dust Bowl__//, (Stanley) || Use graphic organizers to compare/contrast literature with historical facts
 * ** Recognize Different Levels of Meaning in Text ** ||  || Different Levels of Meaning ||   || Teacher models recognizing different levels of meaning in text using literature (Scholastic News/National Geographic)
 * **Set a Purpose for Reading** ||  || Purpose for Reading ||   || Teacher models use of [|anticipation guide]to help students start thinking about a topic and activate their prior knowledge
 * **Understand Text as a Whole** ||  || Text as a Whole ||   || Teacher uses "Tool Bag" activity to introduce nonfiction text features
 * **Understand Text Structures** ||  || Text Structures ||   || Teacher will activate students' prior knowledge by rotating the students through genre stations
 * **Construct a Thesis and Support with Fact** ||  || Thesis ||   || Teacher models creating a thesis statement with three supporting reasons
 * **Construct Fluent Sentences** ||  || Sentence Fluency ||   || Activity: groups are given 2 paragraphs (one exemplar paragraph, and one paragraph lacking sentence fluency)
 * **Critique** ||  || Critique ||   || Teacher models writing a critique of a novel, using an introductory statement, body of the critique, and conclusion (each part of the essay have specific topics to consider, and points to address- [|Critique link] || Teacher provides guided practice writing a critique with students, using a different novel
 * **Establish Consistent Point of View in Writing** ||  || Consistent Point of View in Writing ||   || Teachers explain meaning of term "point of view"
 * **Generate Ideas/Brainstorm** ||  || Ideas ||   || Teacher displays a real photograph
 * **Make Effective Word Choices** ||  || Word Choice ||   || Teacher models how to brainstorm, and use resources (i.e. thesaurus), to compile a list of synonyms for "boring" adjectives || Students will rotate to four different stations
 * **Note-taking** ||  || Note-taking ||   || Teacher will model as a listening strategy by taking notes during a read aloud of a story
 * **Organize Writing** ||  || Organization ||   || Have several sentece strips placed on the front board
 * **Recall Fact and Detail From Oral Text** ||  || Fact and Detail from Oral Text ||   ||   ||   ||   ||   ||
 * **Recognize Different Levels of Meaning in Oral Text** ||  || Different Levels of Meaning in Oral Text ||   ||   ||   ||   ||   ||
 * **Set Purpose for Listening** ||  || Purpose for Listening ||   ||   ||   ||   ||   ||
 * **Use Conventions of English Language** ||  || Spelling
 * **Using Effective Writer’s Voice** ||  || Voice ||   ||   ||   ||   ||   ||
 * **Use Graphic Organizers** ||  || Graphic Organizers ||   ||   ||   ||   ||   ||
 * **Use Sophisticated Vocabulary** ||  || Vocabulary ||   ||   ||   ||   ||   ||
 * **Compare and Contrast** ||  || Compare and Contrast ||   ||   ||   ||   ||   ||
 * **Determine Importance** ||  || Determine Importance ||   ||   ||   ||   ||   ||
 * **Determine Theme** ||  || Theme ||   ||   ||   ||   ||   ||
 * **Distinguish between Fact and Opinion** || Historical fiction

Journal activities || (D) Quick quiz define fact/opinion sticky-note activity; have students discriminate between facts and opinions

(F) Think/Pair/Share student activities Discussion during guided reading activites Written responses in graphic organizers

(S) End-of-unit assessment Diorama with oral presentation Sorting activity (fact or opinion) || __//Children of the Dust Bowl//__ (Stanley)

//__The Chimpanzees I Love__// (Goodall) ||
 * ** Paraphrase ** ||  || Paraphrase ||   ||   ||   ||   ||   ||
 * **Sequence** ||  || Sequence ||   ||   ||   ||   ||   ||
 * **Summarize** ||  || Summarize ||   ||   ||   ||   ||   ||
 * **Use Supporting Details** ||  || Supporting Details ||   ||   ||   ||   ||   ||