4th+Grade



4th Grade Curriculum Map

Embedded Skills Activities ** To understand the author's view or opinion based on information found "right there" in the text, or hidden in the text
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Author’s Point of View-R //**
 * Definition **

viewpoint, opinion, stance
 * Synonyms **

S  || * Teacher models using literature to introduce author's point of view Purpose-R //**
 * Scope and Sequence Level **
 * 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 ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Author’s
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || * Teacher introduces and shares examples of each form of author's purpose
 * Informational- a piece of non-fiction text, news article
 * Entertain- comic strips, Shel Silverstein poems
 * Persude- advertisements
 * Opinion- editorial article || * Teacher displays examples of each form on overhead, and students will read examples and identify author's purpose in each
 * 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] ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Follow a Sequence of Instructions-R //**
 * Definition **

** Synonyms **

** Scope and Sequence Level ** || * 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] ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Identify Features of Electronic Text-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** ||
 * 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 ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Infer-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || * 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 ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret character from Dialogue, Action, Thoughts-R //**
 * Definition **

** Synonyms **

** Scope and Sequence Level ** || * Teacher models using literature how to demonstrate locating character traits
 * 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 ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Data, Charts, and Graphs-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** ||
 * Teacher models using various graphs and charts including: bar graph, line graph, pie chart, and pictograph
 * 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 ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Graphic Organizers-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || * Teacher models using literature to create a Venn diagram (fiction or non-fiction)
 * 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. ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Literary Devices-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || [|Metaphors/Similes]
 * Teacher models using literature examples of metaphors/similes
 * 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] ||


 * 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 ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Poetry-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || * Teacher models how to interpret a poem by providing a think aloud:
 * 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 ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Vocabulary-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** ||
 * 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
 * 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 ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Locate Stated Information-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || * Teacher models locating information stated in non-fiction text
 * 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 ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recall Fact and Detail-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || * Teacher models recalling fact and detail using the 3-Column Recall Chart
 * [|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 ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recognize Cause and Effect-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || * Teacher models recognizing cause and effect, by using a passage, to identify the cause and effect relationships cause/effect match cause/effect fill in blank [|Cause/Effect activites] ||
 * 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 ||
 * Students write a cause/effect paragraph
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recognize Different Levels of Meaning in Text-R //**
 * Definition **


 * Synonyms **

|| * Teacher models recognizing different levels of meaning in text using literature (Scholastic News/National Geographic)
 * Scope and Sequence Level **
 * 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 ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Set Purpose for Reading-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || * Teacher models use of [|anticipation guide]to help students start thinking about a topic and activate their prior knowledge
 * 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 ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Understand Text as a Whole-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || * Teacher uses "Tool Bag" activity to introduce nonfiction text features
 * 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] ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Understand Text Structures-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || * Teacher will activate students' prior knowledge by rotating the students through genre stations
 * 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] ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Construct a Thesis and Support with Fact-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || * Teacher models creating a thesis statement with three supporting reasons
 * 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 ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Construct Fluent Sentences-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || * Activity: groups are given 2 paragraphs (one exemplar paragraph, and one paragraph lacking sentence fluency)
 * 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] ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Critique-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || * 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
 * Student practice writing a critique on a novel, poetry piece, or a movie || * Students share critiques ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Establish a Consistent Point of View in Writing-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || * Teachers explain meaning of term "point of view"
 * 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 ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Generate Ideas / Brainstorm-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || * Teacher displays a real photograph
 * 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 ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Make Effective Word Choices-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** ||
 * 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
 * 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 ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Note-Taking-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** ||
 * Teacher will model as a listening strategy by taking notes during a read aloud of a story
 * 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 ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Organize Writing-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || * Have several sentece strips placed on the front board
 * 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. ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recall Fact and Detail from Oral Text-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recognize Different Levels of Meaning in Oral Text-W //**
 * Definition **

** Scope and Sequence Level ** || || || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Set Purpose for Listening-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Conventions of English Language-W //**
 * Definition **

** Scope and Sequence Level ** || || || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Effective Writer’s Voice-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Graphic Organizers-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Sophisticated Vocabulary-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Compare and Contrast //**
 * // R & W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Importance //**
 * // R & W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Theme //**
 * // R & W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Distinguish Between Fact and Opinion //**
 * // R & W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Paraphrase //**
 * // R & W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Sequence //**
 * // R & W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Summarize //**
 * // R & W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Supporting Details //**
 * // R & W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || || ||

= Please use the space below to begin uploading lessons/activities. The embedded skills are listed below to help with organization. = = = = = Determine Author’s Point of View

Determine Author’s Purpose

Follow a Sequence of Instructions

Identify Features of Electronic Text

Infer

Interpret Character from Dialogue, Actions, Thoughts

Interpret Data, Charts, and Graphs

Interpret Graphic Organizers

Interpret Literary Devices

Interpret Poetry

Interpret Vocabulary

Locate Stated Information

Recall Fact and Detail

Recognize Cause and Effect

Recognize Different Levels of Meaning in Oral Text

Set Purpose for Reading

Understand Text as a Whole

Understand Text Structures

Construct a Thesis and Support with Fact

Construct Fluent Sentences

Critique

Establish a Consistent Point of View in Writing

Generate Ideas/Brainstorm

Make Effective Word Choices

Note-taking

Organize Writing

Recall Fact and Details from Oral Text

Recognize Different Levels of Meaning in Oral Text

Set Purpose for Listening

Use Conventions of English Language

Use Effective Writer’s Voice

Use Graphic Organizers

Use Sophisticated Vocabulary

Compare and Contrast

Determine Importance

Determine Theme

Distinguish Between Fact and Opinion

Paraphrase

Sequence

Summarize

Use Supporting Details