Thursday, August 15, 2013

ELA Scope and Sequence: A 2013-2014 Road Map for Language Arts

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Fourth Grade ELA/Social Studies Scope and Sequence: Devlin Notes
Month
Materials
Assessments
Reading/Standards

Writing/Standards

Social Studies, Special Events,

All
Year
Long


Materials/Tools:
Student writing journals
ePortfolios
Google Docs
Animoto Account
TFK

Reading Workshop, Read Aloud, Reading Across the Disciplines/Curriculum, Reading Responses: Reading letters, Journals, Specific response.


RL10: By the end of the year, read and comprehend literature and information texts at the high edn of the grades 3-4 text complexity band proficiently, with scaffolding as needed at the high end of the range


RL2: Determine a theme of a story, drama, or poem from details in the text; summarize the text


RI2: Determine the main idea of a text and explain how it supported by details


RL3: 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)


RL4: Determine the meaning of words and phrases as they are used in the text, including those that allude to significant characters in mythology


RL7: Make connections between the text in the story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text


RL2: Determine a theme of a story, drama, or poem from details in the text; summarize the text
Determining Importance


RIT4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area


RI5: Compare and contrast the overall structure (i.e. chronology comparison, cause/effect, problem/solution) of events, ideas, or information in two or more texts
(traditional tale comparisons? fiction/nonfiction about same topic?--employed with many units of study)





Writing Workshop, Writing Across the Disciplines/Curriculum, Portfolio Work


W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience


W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience


W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing
W6: With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as interact and collaborate with others  (possible examples: digital story, animoto poem, research presentation, photo booth essay)
Current Events with TFK, Other Resources


JLM


Open Circle/Responsive Classroom
Sept.


GRADE
Dibels
Daze?



Materials:
poetry folders
Assessment


Launching RW


Reading Strategies/Genre Review:
  • introducing genre/comp strategies through picture books/short response.


Read Aloud:
Gold Threaded Dress
Picture Books across Genre
Poetry
Quotes
Assessment:
  • A letter to the teacher - All About Me???
  • A story?
  • (something meaningful)


Launching WW


W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editingWhat is my Culture?


Scholars Project?
  • paragraph structure, explanatory text


W7: Conduct short research projects that build knowledge through investigation of different aspects of a topic


Digital Project:
  • Meet the Class movie (simple introductory drama script-using photobooth)


RL5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text
What’s My Culture
  • culture flags
  • history of skin
  • culture films from lib.


Native American Culture
  • compare/contrast NA cultures using easy-to-read informational books from the library.
  • Films used to introduce regions as well.


Field Studies:
Farm Days - Drumlin Farm

Oct.


Materials/Tools:
Presentation Boards
iMovie/Garage Band
Google Docs
Personal Narrative Picture Books/Chapter Books
Review Strategies:
  • Schema
  • Monitor for Meaning
  • Summarizing
  • Sensory Imagining


Read Aloud
Mentor texts, Personal Narratives
Immigration/Family History Stories (rea/fiction)

Opinion/Essay
  • shorts
  • essays
  • literary essay (?-see SL4)


Assessment?


W1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information


W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly


SL4: Report on a topic, or text, tell a story, or recount an experieicne in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes


RI9: Integrate information from two texts on the same topic in order to write and speak about the subject knowledgeably (compare two texts?)








Culture Project
  • Writing paragraphs about culture.
  • Creating culture posters
  • Culture Museum.


RI7: Interpret information presented visually, orally, or quantitatively (i.e. in charts, graphs, diagrams, time lines, animation, or interactive elements on web pages) and explain how the information contributes to an understanding of the text in which it appears


W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly


W7: Conduct short research projects that build knowledge through investigation of different aspects of a topic



Field Study/Event:
  • Farm Days: Drumlin Farm
  • Promised Lands?

Nov.
Introduce/Review Strategies:
  • Asking Questions
  • Informational Text
  • Realistic Fiction
  • Determining Importance
  • Focus on character


Read Aloud
Fictional Narratives - chapter books and picture books


RL3: 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)
Opinion/Essay
Culture Project (cont)
  • Writing paragraphs about culture.
  • Creating culture posters
  • Culture Museum.
  • Explanatory Text


Field Studies: Farm Days Drumlin Farm

Dec.
Reading Strategies:
  • Inferring
Poetry Writing
  • “Self Portrait Poetry Anthology”?”
  • “Gifts of Poetry”
  • I Am poems/Poems that Speak to Me (animoto)


Project:
  • Gifts of Story: Holiday Project (online or off)


Materials:
  • Story Folders or home-made books?


Special Event: Story teller, writer in residence?
Jan.-
Feb. Vacation
Reading Strategies:
  • Inferring
Assessments
  • Grade
  • Benchmarks


Read Aloud
Editorials
Essays

Personal Narrative


W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear even sequences


Personal Narrative:
  • Family History Stories (small moment, recent and/or long ago)
Fictional Narrative? (starts md-Nov)
Author in residence? Gonzalez? (WPSF grant?)
  • Focus on character development?


Digital Project:
  • Digital Stories
Project: (Jan/Feb)
  • Class Newspaper
  • Opinion Essay Oral Presentation: Speech/Debate?

Feb. Vacation - March
Reading Strategies:
  • Determining Importance


MCAS Prep
Mcas Examples across genre
Fictional Narrative (continues)
  • storybook recordings/hard copies as holiday gifts?


MCAS Prep for Writing
  • genre review each week
  • independent test trial
  • explanatory text
  • reading response
Field Study:
  • Something great to write about on MCAS - Aquarium? Adaptation related?

April
Reading Strategy:
  • Synthesizing
  • Determining Importance
Informational Text
  • Project/Research: ES
  • Drama/script as part of ES study/presentation
  • Explanatory Text


RI7: Interpret information presented visually, orally, or quantitatively (i.e. in charts, graphs, diagrams, time lines, animation, or interactive elements on web pages) and explain how the information contributes to an understanding of the text in which it appears


W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly


RI9: Integrate information from two texts on the same topic in order to write and speak about the subject knowledgeably


Endangered Species Projects



Field Study/Events:
  • zoo trip; Franlink Park
  • Multimedia ES presentations
  • ES Museum/Present
  • Wheelock Family Theater
    May
    Genre Study


    Assessments:
    • Benchmarks
    Explain it:
    • writing matched w/math, science study
    Plate Tectonics with Dr. Sheffels (6 lessons)
    June
    Genre Study:
    • review  genre through summer reading emphases.
    Genre Study:
    • Summer journal start w/genre writing -online or off.
    U.S. Regions
    Digital Project:
    • U.S. Regions/GoogleEarth?
    • Regions books?


    Field Study:
    • Wolf Hollow?


    Materials:
    • Summer Journals/Blogs
    • (online or off)

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