0 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: Really Good Stuff Writing Folders Student writing journals ePortfolios Google Docs Animoto Account TFK Social Studies Passwords Science Passwords	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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