Upload
hathuan
View
218
Download
1
Embed Size (px)
Citation preview
Midland ISD ELAR Scope and Sequence Grade 4
Unit 2-Understanding Literary Nonfiction and Drama 24 Days Unit Dates: 10/8/12 – 11/9/12 Unit Assessment: 11/5/12-11/9/12
R=Readiness Standard S=Supporting Standard
Revised 9/10/12
Whole Group Reading
Day 1 Day 2 Day 3 Day 4
Wh
ole
Gro
up
Read
ing
Gen
re Biography Fictional Story with Biographical
Information Biography/Autobiography Fictional Story with Biographical
Information
Fo
cu
s
Students identify similarities and differences between a biography and fictional work about the same person.
Establish purposes for reading selected texts based upon own or others desired outcome (Fig 19A)
Make inferences about text and use textual evidence to support thinking (Fig 19D)
Identify similarities and differences
between the events and characters’
experiences described in a fictional
work and the actual
events/experiences in an author’s
biography/autobiography (4.7A)
Write responses to literary or
expository texts and provide evidence
from the text to demonstrate
understanding (4.18C)
Students identify similarities and differences between a biography and fictional work about the same character.
Make inferences about text and use textual evidence to support thinking (Fig 19D)
Make connections(Fig 19F)
Identify similarities and differences between
the events and characters’ experiences
described in a fictional work and the actual
events/experiences in an author’s
biography/autobiography (4.7A)
Students identify similarities and differences between a biography and fictional work about the same character.
Make inferences about text and use textual evidence to support thinking (Fig 19D)
Make connections (Fig 19F)
Identify similarities and differences between the events and characters’ experiences described in a fictional work and the actual events/experiences in an author’s biography/autobiography (4.7A)
Focus: Students identify similarities and differences between a biography and fictional work about the same character. Make inferences about text and use textual
evidence to support thinking (Fig 19D)
Make Connections (Fig 19F)
Identify similarities and differences between the events and characters’ experiences described in a fictional work and the actual events/experiences in an author’s biography/autobiography (4.7A)
EL
PS
2D: Monitor understanding and seek clarification ; 4F: Use visual and textual supports to read text; 2I: Demonstrate listening comprehension; 4I: Show comprehension through basic reading skills; 2G: Understand general meaning, main points, and details; 4J: Show comprehension through inferential skills; 3B: Use new vocabulary in stories, descriptions, and classroom communication
Reso
urc
es
CS
CO
PE
Note: You will need to select a biography and a fictional story (to be used in Lesson 2) about the same person for the read aloud. The fictional story will be read aloud in Daily Lesson 2. Please see the last page of this document for resources.
Note: You will need to select a grade appropriate fictional story that corresponds with the biography used for modeling in Lesson 1. Please see the last page of this document for resources.
Note: You will need to select a grade
appropriate biography/autobiography with
literary elements and a fictional story (to be
used in Lesson 4) about the same person
for the read aloud. Please see the last
page of this document for resources.
Note: You will need to select a grade
appropriate fictional story that corresponds
with the biography used for modeling in
Lesson 3. Please see the last page of
this document for resources.
Unit 2, Exemplar Lesson 1 Shared Reading, Day 1 http://www.mycscope.us/module/content/search/~/item/671949/viewdetail.ashx
Unit 2, Exemplar Lesson 1 Shared Reading, Day 2 http://www.mycscope.us/module/content/search/~/item/671949/viewdetail.ashx
Unit 2, Exemplar Lesson 1 Shared Reading, Day 3 http://www.mycscope.us/module/content/search/~/item/671949/viewdetail.ashx
Unit 2, Exemplar Lesson 1 Shared Reading, Day 4 http://www.mycscope.us/module/content/search/~/item/671949/viewdetail.ashx
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 4 ELA –Unit 2-Understanding Literary Nonfiction and Drama
2 R=Readiness Standard S=Supporting Standard
Whole Group Word Study
Day 1 Day 2 Day 3 Day 4
Wo
rd S
tud
y
Fo
cu
s
Students determine the meaning of
words with Greek roots and affixes. Determine the meaning of grade-level
academic English words derived from
Latin, Greek, or other roots and affixes
(4.2A)
Use a dictionary or glossary to determine
the meanings, syllabication, and
pronunciation of unknown words (4.2E)
Students determine the meaning of words with Greek and Latin prefixes,
suffixes, and roots. Determine the meaning of grade-level
academic English words derived from Latin,
Greek, or other roots and affixes (4.2A)
Use a dictionary or glossary to determine
the meanings, syllabication, and
pronunciation of unknown words (4.2E)
Students determine the meaning of words with Greek and Latin prefixes,
suffixes, and roots. Determine the meaning of grade-level
academic English words derived from Latin,
Greek, or other roots and affixes (4.2A)
Use a dictionary or glossary to determine
the meanings, syllabication, and
pronunciation of unknown words (4.2E)
Students determine the meaning of words with Greek and Latin prefixes,
suffixes, and roots. Determine the meaning of grade-level
academic English words derived from Latin,
Greek, or other roots and affixes (4.2A)
Use a dictionary or glossary to determine
the meanings, syllabication, and
pronunciation of unknown words (4.2E)
EL
PS
ELPS 2B: Recognize English sound system in new vocabulary 3A: Practice using English sound system in new vocabulary 4A: Learn relationships between sounds and letters 5A: Learn relationships between sounds and letters when writing
Reso
urc
es
C
SC
OP
E Unit 2, Exemplar Lesson 1
Word Study, Day 1 http://www.mycscope.us/module/content/search/~/item/671949/viewdetail.ashx
Unit 2, Exemplar Lesson 1 Word Study, Day 1 http://www.mycscope.us/module/content/search/~/item/671949/viewdetail.ashx
Unit 2, Exemplar Lesson 1 Word Study, Day 2 http://www.mycscope.us/module/content/search/~/item/671949/viewdetail.ashx
Unit 2, Exemplar Lesson 1 Word Study, Day 2 http://www.mycscope.us/module/content/search/~/item/671949/viewdetail.ashx
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 4 ELA –Unit 2-Understanding Literary Nonfiction and Drama
3 R=Readiness Standard S=Supporting Standard
Whole Group Writing
Day 1 Day 2 Day 3 Day 4
Wri
tin
g
Fo
cu
s
Students plan their biographies by writing interview questions.
Plan a first draft (4.15A)
Students interview a classmate to gather information for a biography.
Plan a first draft (4.15A)
Students use quotation marks when recording interview answers. Plan a first draft (4.15A)
Use quotation marks(4.21Cii)
Students develop drafts by categorizing ideas. Develop drafts by choosing an appropriate
organizational structure(4.15B)
EL
PS
ELPS 3A: Practice using English sound system in new vocabulary 3C: Speak using a variety of sentence structures 3G: Express opinions, ideas, and feelings 4A: Learn relationships between sounds and letters 5G: Narrate, describe, and explain in writing
Reso
urc
es
CS
CO
PE
Unit 2; Exemplar Lesson 1, Writing Day 1 http://www.mycscope.us/module/content/search/~/item/671949/viewdetail.ashx
Unit 2; Exemplar Lesson 1, Writing Day 2 http://www.mycscope.us/module/content/search/~/item/671949/viewdetail.ashx
Unit 2: Exemplar Lesson 1, Writing Day 3 http://www.mycscope.us/module/content/search/~/item/671949/viewdetail.ashx
Unit 2; Exemplar Lesson 1, Writing Day 4 http://www.mycscope.us/module/content/search/~/item/671949/viewdetail.ashx
As you get the Texas Write Source materials, you may supplement the CSCOPE Writing lessons with those resources. Be sure to use the TEKS and form of writing from the Scope and Sequence to select resources.
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 4 ELA –Unit 2-Understanding Literary Nonfiction and Drama
4 R=Readiness Standard S=Supporting Standard
Whole Group Reading
Day 5 Day 6 Day 7 Day 8
Wh
ole
Gro
up
Read
ing
Gen
re Biographical Media Biographical Media Fiction
Fo
cu
s
Students identify similarities and differences between a biography and fictional work about the same character.
Make inferences about text and use textual evidence to support thinking (Fig 19D)
Make Connections (Fig 19F)
Identify similarities and differences between the events and characters’ experiences described in a fictional work and the actual events/experiences in an author’s biography/autobiography (4.7A)
Students explain how design techniques in media influence the message Monitor and adjust comprehension (Fig
19C)
Explain how various design techniques used in media influence the message(4.14B)
Students explain how design techniques in media influence the message Monitor and adjust comprehension (Fig
19C)
Explain how various design techniques used in media influence the message(4.14B)
Students understand the structural elements of fictional text
Monitor/Adjust comprehension (Fig 19C)
Sequence and summarize the plot’s main events and explain their influence on future events (4.6A)
Describe the interaction of characters including their relationships and the changes they undergo (4.6B)
Identify whether the narrator or speaker of a story is first or third person (4.6C)
Summarize information in text, maintaining meaning and logical order(Fig 19E)
EL
PS
2D: Monitor understanding and seek clarification ; 4F: Use visual and textual supports to read text; 2I: Demonstrate listening comprehension; 4I: Show comprehension through basic reading skills; 2G: Understand general meaning, main points, and details; 4J: Show comprehension through inferential skills; 3B: Use new vocabulary in stories, descriptions, and classroom communication
Reso
urc
es
CS
CO
PE
Note: You will need to select a grade appropriate biographical piece of media. Please see the last page of this document for resources.
Note: You will need to select a grade appropriate biographical piece of media. Please see the last page of this document for resources.
Note: You will need to select a grade appropriate fiction story. This will also be used in Daily Lesson 9. Please see the last page of this document for resources.
Unit 2, Exemplar Lesson 1 Shared Reading, Day 5 http://www.mycscope.us/module/content/search/~/item/671949/viewdetail.ashx
Unit 2, Exemplar Lesson 1 Shared Reading, Day 6 http://www.mycscope.us/module/content/search/~/item/671949/viewdetail.ashx
Unit 2, Exemplar Lesson 1 Shared Reading, Day 7 http://www.mycscope.us/module/content/search/~/item/671949/viewdetail.ashx
Unit 2, Exemplar Lesson 2 Shared Reading, Day 8 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Teacher Notes
*Performance Indicator
MIDLAND ISD Scope & Sequence Grade 4 ELA –Unit 2-Understanding Literary Nonfiction and Drama
5 R=Readiness Standard S=Supporting Standard
Whole Group Word Study
Day 5 Day 6 Day 7 Day 8
Wo
rd S
tud
y
Fo
cu
s
Students determine the meaning of words with Greek and Latin prefixes, suffixes, and roots by playing a matching game.
Determine the meaning of grade-level
academic English words derived from
Latin, Greek, or other roots and affixes
(4.2A)
Use a dictionary or glossary to determine
the meanings, syllabication, and
pronunciation of unknown words (4.2E)
Students use guidewords in a dictionary to find definitions of unknown words.
Use a dictionary or glossary to determine
the meanings, syllabication, and
pronunciation of unknown words (4.2E)
Students spell words using plural rules including adding –s and –es to words ending with “y”. Spell words using plural rules
(e.g. words ending in f as in leaf, leaves;
add-es)(4.22Ai)
Students spell words that are irregular when plural.
Spell irregular plurals (e.g. man/men,
foot/feet, child/children) (4.22Aii)
EL
PS
ELPS 2B: Recognize English sound system in new vocabulary 3A: Practice using English sound system in new vocabulary 4A: Learn relationships between sounds and letters 5A: Learn relationships between sounds and letters when writing
Reso
urc
e
s
CS
CO
PE
Unit 2, Exemplar Lesson 1 Word Study, Day 5 http://www.mycscope.us/module/content/search/~/item/671949/viewdetail.ashx
Unit 2, Exemplar Lesson 1 Word Study, Day 6 http://www.mycscope.us/module/content/search/~/item/671949/viewdetail.ashx
Unit 2, Exemplar Lesson 1 Word Study, Day 7 http://www.mycscope.us/module/content/search/~/item/671949/viewdetail.ashx
Unit 2, Exemplar Lesson 1 Word Study, Day 8 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Teacher Notes
*Performance Indicator
MIDLAND ISD Scope & Sequence Grade 4 ELA –Unit 2-Understanding Literary Nonfiction and Drama
6 R=Readiness Standard S=Supporting Standard
Whole Group Writing
Day 5 Day 6 Day 7 Day 8
Wri
tin
g
Fo
cu
s
Students develop drafts by organizing them into paragraphs.
Develop drafts by choosing an
appropriate organizational
structure(4.15B)
Students develop drafts by organizing them into paragraphs. Students write complete simple and compound sentences using subjects and predicates with proper commas if applicable Develop drafts by choosing an appropriate
organizational structure(4.15B)
Use the complete subject /predicate in the
complete sentence (4.20B)
Use complete simple and compound sentences
with correct subject-verb agreement (4.20C)
Recognize and use punctuation marks (4.21Ci)
Students develop and revise drafts by organizing them into paragraphs. Students use time-order transition words to create an introduction and conclusion to a biography Develop drafts by choosing an appropriate
organizational structure(4.15B)
Revise drafts for coherence, organization,
use of simple/compound sentences, and
audience(4.15C)
Use time order transition words and
transitions that indicate a
conclusion(4.20Aviii)
Students develop drafts and revise drafts by organizing them into paragraphs that include both simple and compound sentences. Develop drafts by choosing an appropriate
organizational structure(4.15B)
Revise drafts for coherence, organization,
use of simple/compound
Use complete simple and compound
sentences with correct subject-verb
agreement (4.20C)
Recognize and use punctuation marks
(4.21Ci)
EL
PS
ELPS 1G Use accessible language to learn new language 3C Speak using a variety of sentence structures 3G Express opinions, ideas, and feelings 5D Edit writing for standard grammar and usage 5E Employ complex grammatical structures 5G Narrate, describe, and explain in writing
Reso
urc
es
CS
CO
PE
Unit 2; Exemplar Lesson 1, Writing Day 5 http://www.mycscope.us/module/content/search/~/item/671949/viewdetail.ashx
Unit 2; Exemplar Lesson 1, Writing Day 6 http://www.mycscope.us/module/content/search/~/item/671949/viewdetail.ashx
Unit 2; Exemplar Lesson 1, Writing Day 7 http://www.mycscope.us/module/content/search/~/item/671949/viewdetail.ashx
Unit 2; Exemplar Lesson 1, Writing Day 8 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
As you get the Texas Write Source materials, you may supplement the CSCOPE Writing lessons with those resources. Be sure to use the TEKS and form of writing from the Scope and Sequence to select resources.
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 4 ELA –Unit 2-Understanding Literary Nonfiction and Drama
7 R=Readiness Standard S=Supporting Standard
Whole Group Reading
Day 9 Day 10 Day 11 Day 12
Wh
ole
Gro
up
Read
ing
Gen
re Fiction Fiction Fiction Drama/Play
Fo
cu
s
Students understand the structural elements of fictional text
Monitor/Adjust comprehension (Fig 19C)
Sequence and summarize the plot’s main events and explain their influence on future events (4.6A)
Describe the interaction of characters including their relationships and the changes they undergo (4.6B)
Identify whether the narrator or speaker of a story is first or third person (4.6C)
Summarize information in text, maintaining meaning and logical order(Fig 19E)
Students understand the structural elements of fictional text
Monitor/Adjust comprehension (Fig 19C)
Sequence and summarize the plot’s main events and explain their influence on future events (4.6A)
Describe the interaction of characters including their relationships and the changes they undergo (4.6B)
Identify whether the narrator or speaker of a story is first or third person (4.6C)
Summarize information in text, maintaining meaning and logical order(Fig 19E)
Students understand the structural elements of fictional text
Monitor/Adjust comprehension (Fig 19C)
Sequence and summarize the plot’s main events and explain their influence on future events (4.6A)
Describe the interaction of characters including their relationships and the changes they undergo (4.6B)
Identify whether the narrator or speaker of a story is first or third person (4.6C)
Summarize information in text, maintaining meaning and logical order(Fig 19E)
Students describe the structural
elements of dramatic literature.
Monitor and adjust comprehension (Fig19C)
Describe the structural elements particular
to dramatic literature (4.5A)
Write responses to literary or expository
texts and provide evidence from the text to
demonstrate understanding (4.18C)
EL
PS 2D: Monitor understanding and seek clarification ; 4F: Use visual and textual supports to read text; 2I: Demonstrate listening comprehension; 4I: Show comprehension through basic reading skills; 2G:
Understand general meaning, main points, and details; 4J: Show comprehension through inferential skills; 3B: Use new vocabulary in stories, descriptions, and classroom communication
Reso
urc
es
CS
CO
PE
Note: You will need to use the same grade-appropriate fiction story used in Daily Lesson 8. Please see the last page of this document for resources.
Note: Select a grade-appropriate fictional story. This text will also be used in Daily Lesson 11. Please see the last page of this document for resources.
Note: You will need to use the same grade-appropriate fiction story used in Daily Lesson 10. Please see the last page of this document for resources
Note: You will need to select a grade-appropriate drama/play. Please see the last page of this document for resources
Unit 2, Exemplar Lesson 2 Shared Reading, Day 9 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Unit 2, Exemplar Lesson 2 Shared Reading, Day 10 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Unit 2, Exemplar Lesson 2 Shared Reading, Day 11 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Unit 2, Exemplar Lesson 2 Shared Reading, Day 12 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 4 ELA –Unit 2-Understanding Literary Nonfiction and Drama
8 R=Readiness Standard S=Supporting Standard
Whole Group Word Study
Day 9 Day 10 Day 11 Day 12
Wo
rd S
tud
y
Fo
cu
s
Students spell words with double
consonants in the middle of words.
Spell words with double consonants in the middle of word (4.22Aiii)
Students spell words with other ways to
spell /sh/.
Other ways to spell sh(e.g. –sion, -tion, -cian)(4.22Aiv)
Students spell plural words ending in –f, -fe, and -ff correctly.
Plural rules (e.g. words ending in f and in
leaf, leaves; adding –es) (4.22Ai)
Students spell base words and suffixes
using other ways to spell /sh/.
Other ways to spell sh(e.g. –sion, -tion, -cian)(4.22Aiv)
Spell base words and roots with affixes(e.g. –ion, -ment, -ly, dis-, pre-) ( 4.22B)
EL
PS
ELPS 2B: Recognize English sound system in new vocabulary 5A: Learn relationships between sounds and letters when writing 3A: Practice using English sound system in new
vocabulary 4A: Learn relationships between sounds and letters
Reso
urc
e
s
CS
CO
PE
Unit 2, Exemplar Lesson 2 Word Study, Day 9 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Unit 2, Exemplar Lesson 2 Word Study, Day 10 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Unit 2, Exemplar Lesson 2 Word Study, Day 11 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Unit 2, Exemplar Lesson 2 Word Study, Day 12 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Teacher Notes
*Performance Indicator
MIDLAND ISD Scope & Sequence Grade 4 ELA –Unit 2-Understanding Literary Nonfiction and Drama
9 R=Readiness Standard S=Supporting Standard
Whole Group Writing
Day 9 Day 10 Day 11 Day 12
Wri
tin
g
Fo
cu
s
Students edit for punctuation, capitalization, spelling, and grammar using a teacher-created editing checklist. Edit drafts for grammar, mechanics, and
spelling using a teacher created rubric
(4.15D)
Capitalize historical events and
documents(4.21Bi)
Capitalize titles of books, stories, and
essays(4.21Bii)
Capitalize languages, races, and
nationalities (4.21Biii)
Use commas in compound sentences
(4.21Ci)
Use quotation marks(4.21Cii)
Spell words using plural rules (4.22Ai)
Spell words with irregular plurals
(4.22Aii)
Spell words with double consonants in
the middle(4.22Aiii)
Spell base words and roots with
affixes(4.22B)
Use spelling patterns and rules and print
and electronic resources to determine
and check correct spellings(4.22D)
Students publish their biographies using appropriate handwriting Revise final draft in response to feedback
from peers and teacher and publish written
work for a specific audience (4.15E)
Students generate ideas for writing through a range of strategies Plan a first draft (4.15A)
Develop drafts (4.15B)
Write about important personal experiences
(4.17A)
Students generate ideas for writing through a range of strategies Plan a first draft (4.15A)
Develop drafts (4.15B)
Write about important personal experiences
(4.17A)
EL
PS
3A: Practice using English sound system in new vocabulary 3C: Speak using a variety of sentence structures 3G: Express opinions, ideas, and feelings 4A: Learn relationships between sounds and letters 5G: Narrate, describe, and explain in writing
Reso
urc
es
CS
CO
PE
Unit 2; Exemplar Lesson 2, Writing Day 9 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Unit 2; Exemplar Lesson 2, Writing Day 10 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Unit 2; Exemplar Lesson 2, Writing Day 11 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Unit 2; Exemplar Lesson 2, Writing Day 12 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
As you get the Texas Write Source materials, you may supplement the CSCOPE Writing lessons with those resources. Be sure to use the TEKS and form of writing from the Scope and Sequence to select resources.
Teacher Notes
*Performance Indicator
MIDLAND ISD Scope & Sequence Grade 4 ELA –Unit 2-Understanding Literary Nonfiction and Drama
10 R=Readiness Standard S=Supporting Standard
Whole Group Reading
Day 13 Day 14 Day 15 Day 16
Wh
ole
Gro
up
Read
ing
Gen
re Drama/Play Drama/Play & Fiction Drama/Play Drama/Play
Fo
cu
s
Students describe the structural
elements of dramatic literature.
Monitor and adjust comprehension
(Fig19C)
Describe the structural elements
particular to dramatic literature (4.5A)
Write responses to literary or
expository texts and provide evidence
from the text to demonstrate
understanding (4.18C)
Students describe the structural
elements of dramatic literature.
Students describe how dialogue
develops the characters in dramatic
literature.
Monitor and adjust comprehension (Fig19C)
Describe the structural elements particular
to dramatic literature (4.5A)
Describe the interaction of characters
including their relationships and the
changes they undergo (4.6B)
Write responses to literary or expository
texts and provide evidence from the text to
demonstrate understanding (4.18C)
Students describe the structural
elements of dramatic literature.
Students describe how setting is
presented in dramatic literature.
Monitor/Adjust comprehension (Fig 19C)
Describe the structural elements particular
to dramatic literature (4.5A)
Write responses to literary or expository
texts and provide evidence from the text to
demonstrate understanding (4.18C)
Students describe the structural elements of dramatic literature. Students describe how the plot is presented in dramatic literature
Monitor and adjust comprehension (Fig19C)
Describe the structural elements particular
to dramatic literature (4.5A)
Sequence and summarize the plot’s main
events and explain their influence on future
events (4.6A)
Write responses to literary or expository
texts and provide evidence from the text to
demonstrate understanding (4.18C)
EL
PS
2D: Monitor understanding and seek clarification ; 4F: Use visual and textual supports to read text; 2I: Demonstrate listening comprehension; 4I: Show comprehension through basic reading skills; 2G: Understand general meaning, main points, and details; 4J: Show comprehension through inferential skills; 3B: Use new vocabulary in stories, descriptions, and classroom communication
Reso
urc
es
CS
CO
PE
Note: Select a grade-appropriate drama/play. Please see the last page of this document for resources.
Note: Select a grade-appropriate drama/play and fiction text. Please see the last page of this document for resources.
Note: Select a grade-appropriate drama/play. May use the same one from daily lesson 14 or select a new one. Please see the last page of this document for resources.
Note: Select a grade-appropriate drama/play. May use the same one from daily lesson 15 or select a new one. Please see the last page of this document for resources.
Unit 2, Exemplar Lesson 2 Shared Reading, Day 13 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Unit 2, Exemplar Lesson 3 Shared Reading, Day 14 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Unit 2, Exemplar Lesson 2 Shared Reading, Day 15 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Unit 2, Exemplar Lesson 2 Shared Reading, Day 16 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 4 ELA –Unit 2-Understanding Literary Nonfiction and Drama
11 R=Readiness Standard S=Supporting Standard
Whole Group Word Study
Day 13 Day 14 Day 15 Day 16
Wo
rd S
tud
y
Fo
cu
s
Students use a dictionary to find the pronunciation and syllabication of unknown words. Use a dictionary or glossary to determine
the meanings, syllabication, and
pronunciation of unknown words (4.2E)
Students use dictionaries as a resource to spell and edit. Use a dictionary or glossary to determine
the meanings, syllabication, and
pronunciation of unknown words (4.2E)
Use spelling patterns and rules and print
and electronic resources to determine and
check correct spellings(4.22D)
Students use adjectives and adverbs to provide more detail in their writing Use adjectives (4.20Aiii)
Use adverbs (4.20Aiv)
Students spell commonly used homophones. Differentiate between commonly confused
terms (e.g. it’s , its; affect, effect) (4.22C)
EL
PS
ELPS 2B: Recognize English sound system in new vocabulary 4A: Learn relationships between sounds and letters 3A: Practice using English sound system in new vocabulary
5A: Learn relationships between sounds and letters when writing
Reso
urc
e
s
CS
CO
PE
Unit 2, Exemplar Lesson 2 Word Study, Day 13 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Unit 2, Exemplar Lesson 2 Word Study, Day 14 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Unit 2, Exemplar Lesson 2 Word Study, Day 15 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Unit 2, Exemplar Lesson 2 Word Study, Day 16 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 4 ELA –Unit 2-Understanding Literary Nonfiction and Drama
12 R=Readiness Standard S=Supporting Standard
Whole Group Writing
Day 13 Day 14 Day 15 Day 16
Wri
tin
g
Fo
cu
s
Students generate ideas and plan for a personal narrative. Plan a first draft (4.15A)
Write about important personal
experiences (4.17A)
Students develop and revise drafts including adding prepositions and prepositional phrases when applicable. Plan a first draft (4.15A)
Write about important personal experiences
(4.17A)
Use prepositions (4.20Av)
Students develop a personal narrative that has plot, characters, and setting while using quotation marks correctly. Develop drafts(4.15B)
Write about important personal experiences
(4.17A)
Use quotation marks(4.21Cii)
Students develop a personal narrative that has plot, characters, and setting. Develop drafts (4.15B)
Write about important personal experiences
(4.17A)
EL
PS
3A: Practice using English sound system in new vocabulary 3C: Speak using a variety of sentence structures 3G: Express opinions, ideas, and feelings 4A: Learn relationships between sounds and letters 5G: Narrate, describe, and explain in writing
Reso
urc
es
CS
CO
PE
Unit 2; Exemplar Lesson 2, Writing Day 13 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Unit 2; Exemplar Lesson 2, Writing Day 14 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Unit 2; Exemplar Lesson 2, Writing Day 15 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Unit 2; Exemplar Lesson 2, Writing Day 16 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
As you get the Texas Write Source materials, you may supplement the CSCOPE Writing lessons with those resources. Be sure to use the TEKS and form of writing from the Scope and Sequence to select resources.
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 4 ELA –Unit 2-Understanding Literary Nonfiction and Drama
13 R=Readiness Standard S=Supporting Standard
Whole Group Reading
Day 17 Day 18 Day 19 Day 20
Wh
ole
Gro
up
Read
ing
Gen
re Drama/Play Drama/Play Drama/Play Drama/Play
Fo
cu
s
Students describe the structural elements of dramatic literature. Students describe the theme in dramatic literature. Monitor/Adjust comprehension (Fig
19C)
Describe the structural elements
particular to dramatic literature (4.5A)
Write responses to literary or
expository texts and provide evidence
from the text to demonstrate
understanding (4.18C)
Students describe the structural elements of dramatic literature. Students describe how characters and setting is presented in dramatic literature Monitor/Adjust comprehension (Fig 19C)
Describe the structural elements particular
to dramatic literature (4.5A)
Describe the interaction of characters
including their relationships and the
changes they undergo(4.6B)
Write responses to literary or expository
texts and provide evidence from the text to
demonstrate understanding (4.18C)
Students describe the structural
elements of dramatic literature.
Students describe the plot and theme in
dramatic literature.
Monitor and adjust comprehension (Fig19C)
Describe the structural elements particular
to dramatic literature (4.5A)
Write responses to literary or expository
texts and provide evidence from the text to
demonstrate understanding (4.18C)
Students describe the structural
elements of dramatic literature.
Monitor and adjust comprehension (Fig19C)
Describe the structural elements particular
to dramatic literature (4.5A)
Write responses to literary or expository
texts and provide evidence from the text to
demonstrate understanding (4.18C)
EL
PS 2D: Monitor understanding and seek clarification ; 4F: Use visual and textual supports to read text; 2I: Demonstrate listening comprehension; 4I: Show comprehension through basic reading skills; 2G:
Understand general meaning, main points, and details; 4J: Show comprehension through inferential skills; 3B: Use new vocabulary in stories, descriptions, and classroom communication
Reso
urc
es
CS
CO
PE
Note: Select a grade-appropriate drama/play. May use the same one from daily lesson 16 or select a new one. Please see the last page of this document for resources.
Note: Select a grade-appropriate drama/play. Please see the last page of this document for resources.
Note: Select a grade-appropriate drama/play. Please see the last page of this document for resources.
Note: Select a grade-appropriate drama/play for students to read independently. Please see the last page of this document for resources.
Unit 2, Exemplar Lesson 2 Shared Reading, Day 17 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Unit 2, Exemplar Lesson 2 Shared Reading, Day 18 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Unit 2, Exemplar Lesson 3 Shared Reading Day 19 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Unit 2, Exemplar Lesson 3 Shared Reading Day 20 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Teacher Notes
*Performance Indicator
MIDLAND ISD Scope & Sequence Grade 4 ELA –Unit 2-Understanding Literary Nonfiction and Drama
14 R=Readiness Standard S=Supporting Standard
Whole Group Word Study
Day 17 Day 18 Day 19 Day 20
Wo
rd S
tud
y
Fo
cu
s
Students spell commonly used homophones. Differentiate between commonly confused
terms (e.g. it’s , its; affect, effect) (4.22C)
Students spell commonly used homophones. Differentiate between commonly confused
terms (e.g. it’s , its; affect, effect) (4.22C)
Students edit for spelling using a teacher-created editing checklist, their Word Study Notebooks, and other print and electronic resources Use a dictionary or glossary to determine
the meanings, syllabication, and pronunciation of unknown words (4.2E)
Use plural rules to spell words (4.22Ai)
Spell irregular plurals (4.22Aii)
Spell words with double consonants in the middle of words(4.22Aiii)
Other ways to spell sh (e.g. sion, tion, cian) (4.22Aiv)
Spell base words and roots with affixes (e.g. –ment, -ly, dis-, pre-) (4.22B)
Differentiate between commonly confused terms (e.g. it’s , its; affect, effect) (4.22C)
Use spelling patterns and rules and print
and electronic resources to determine and
check correct spellings(4.22D)
Students use patterns and rules to spell and decode words
Use plural rules to spell words (4.22Ai)
Spell irregular plurals (4.22Aii)
Spell words with double consonants in the middle of words(4.22Aiii)
Other ways to spell sh (e.g. sion, tion, cian) (4.22Aiv)
Spell base words and roots with affixes (e.g. –ment, -ly, dis-, pre-) (4.22B)
Differentiate between commonly confused terms (e.g. it’s , its; affect, effect) (4.22C)
Use spelling patterns and rules and print and electronic resources to determine and check correct spellings(4.22D)
EL
PS
2B: Recognize English sound system in new vocabulary 3A: Practice using English sound system in new vocabulary 4A: Learn relationships between sounds and letters 5A: Learn relationships between sounds and letters when writing
Reso
urc
e
s
CS
CO
PE
Unit 2, Exemplar Lesson 2 Word Study, Day 17 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Unit 2, Exemplar Lesson 2 Word Study, Day 18 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Unit 2, Exemplar Lesson 2 Word Study, Day 19 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Unit 2, Exemplar Lesson 2 Word Study, Day 20 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Teacher Notes
*Performance Indicator
MIDLAND ISD Scope & Sequence Grade 4 ELA –Unit 2-Understanding Literary Nonfiction and Drama
15 R=Readiness Standard S=Supporting Standard
Whole Group Writing
Day 17 Day 18 Day 19 Day 20
Wri
tin
g
Fo
cu
s
Students revise drafts based on
feedback from peers.
Revise Drafts(4.15C)
Revise final draft in response to
feedback from peers and publish written
work(4.15E)
Students edit for punctuation using a teacher-created editing checklist Edit drafts for grammar, mechanics and
spelling using a teacher-developed rubric
(4.15D)
Recognize and use commas in compound
sentences(4.21Ci)
Use quotation marks(4.21Cii)
Students edit for capitalization using a teacher-created editing checklist. Revise final drafts in response to feedback
from peers and teacher and publish written
work for a specific audience (4.15E)
Use capitalization for historical events and
documents (4.21Bi)
Use capitalization for titles of books, stories,
and essays(4.21Bii)
Use capitalization for languages, races, and
nationalities (4.21Biii)
Students share their personal narratives with an audience.
Revise final drafts in response to feedback from peers and teacher and publish written work for a specific audience (4.15E)
EL
PS
3A: Practice using English sound system in new vocabulary 3C: Speak using a variety of sentence structures 3G: Express opinions, ideas, and feelings 4A: Learn relationships between sounds and letters 5G: Narrate, describe, and explain in writing
Reso
urc
es
CS
CO
PE
Unit 2; Exemplar Lesson 2, Writing Day 17 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Unit 2; Exemplar Lesson 2, Writing Day 18 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Unit 2; Exemplar Lesson 2, Writing Day 19 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
Unit 2; Exemplar Lesson 2, Writing Day 20 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx
As you get the Texas Write Source materials, you may supplement the CSCOPE Writing lessons with those resources. Be sure to use the TEKS and form of writing from the Scope and Sequence to select resources.
Teacher Notes
*Performance Indicator
MIDLAND ISD Scope & Sequence Grade 4 ELA –Unit 2-Understanding Literary Nonfiction and Drama
16 R=Readiness Standard S=Supporting Standard
Whole Group Reading
Day 21 Day 22 Day 23 Day 24
Wh
ole
Gro
up
Read
ing
Gen
re
Fo
cu
s
These blank days may be placed anywhere within the unit, as needed
These blank days may be placed anywhere
within the unit, as needed
These blank days may be placed anywhere
within the unit, as needed. Unit Assessment
EL
PS
2D: Monitor understanding and seek clarification ; 4F: Use visual and textual supports to read text; 2I: Demonstrate listening comprehension; 4I: Show comprehension through basic reading skills; 2G: Understand general meaning, main points, and details; 4J: Show comprehension through inferential skills; 3B: Use new vocabulary in stories, descriptions, and classroom communication
Reso
urc
es
CS
CO
PE
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 4 ELA –Unit 2-Understanding Literary Nonfiction and Drama
17 R=Readiness Standard S=Supporting Standard
Whole Group Word Study
Day 21 Day 22 Day 23 Day 24
Wo
rd S
tud
y
Fo
cu
s
These blank days may be placed anywhere within the unit, as needed.
These blank days may be placed anywhere
within the unit, as needed. These blank days may be placed anywhere
within the unit, as needed. Unit Assessment
EL
PS
2B: Recognize English sound system in new vocabulary 3A: Practice using English sound system in new vocabulary 4A: Learn relationships between sounds and letters 5A: Learn relationships between sounds and letters when writing
Reso
ur
ces
C
SC
OP
E
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 4 ELA –Unit 2-Understanding Literary Nonfiction and Drama
18 R=Readiness Standard S=Supporting Standard
Whole Group Writing
Day 21 Day 22 Day 23 Day 24
Wri
tin
g
Fo
cu
s
These blank days may be placed anywhere within the unit, as needed
These blank days may be placed anywhere
within the unit, as needed
These blank days may be placed anywhere
within the unit, as needed.
Unit Assessment
EL
PS
3A: Practice using English sound system in new vocabulary 3C: Speak using a variety of sentence structures 3G: Express opinions, ideas, and feelings 4A: Learn relationships between sounds and letters 5G: Narrate, describe, and explain in writing
Reso
urc
es
CS
CO
PE
As you get the Texas Write Source materials, you may supplement the CSCOPE Writing lessons with those resources. Be sure to use the TEKS and form of writing from the Scope and Sequence to select resources.
Teacher Notes
MIDLAND ISD Scope & Sequence Grade 4 ELA –Unit 2-Understanding Literary Nonfiction and Drama
19 R=Readiness Standard S=Supporting Standard
Ongoing TEKS for Reading: 4.1A, 4.9A, 4.27A, 4.28A, 4.29A Ongoing TEKS for Word Study: Ongoing TEKS for Writing: 4.20A, 4.20Ai, 4.20Aii, 4.21A
Sm
all
Gro
up
Small group lessons are the individualized sessions in which you help children develop as readers based on their needs, challenges, and sometimes their
preferences. Select text according to your children’s instructional level. You may use the books suggested in the teacher’s guide, select from the Leveled Readers Database (pages 112-123 of the CLLG), or your campus’ guided reading library.
Ind
ep
en
de
nt
Read
ing
Independent Reading: Independent literacy work includes meaningful and productive activities for children to do while you work with small groups. This is an
opportunity for your students to build mileage as readers, to develop good independent work skills, to collaborate with others, and to work at their own pace. The Suggested Weekly Focus for each lesson provides options for independent work that expand on the week’s instruction. (Fountas, CLLG p6) Read independently for a sustained period of time and summarize or paraphrase what the reading was about, maintaining meaning and logical order. (4.9A) See Independent Reading in CSCOPE Exemplar Daily Lessons for additional ideas. http://midland.nerdeveloper.net/index.cfm
MIDLAND ISD Scope & Sequence Grade 4 ELA –Unit 2-Understanding Literary Nonfiction and Drama
20 R=Readiness Standard S=Supporting Standard
Text Resources: You may use these resources to select texts, or use additional campus resources / texts.
Grade-appropriate biographies and autobiographies Through My Eyes, by Ruby Bridges Snowflake Man: A Biography of Wilson A. Bentley, by Dunca C. Blanchard Amelia Bloomer: A Photo-Illustrated Biography, by Mary J. Lickteig Cesar Chavez: A Biography, by Roger A. Bruns The Unboxing of Henry Brown, by Jeffrey Ruggles Young Abe Lincoln: The Frontier Days:1809-1837, by Cheryl Harness Rosa Parks: My Story, by Rosa Parks Grade-appropriate fictional stories with biographical information Snowflake Bently, by Jacqueline Briggs Martinn You Forgot Your Skirt, Amelia Bloomer, by Shana Corey Harvesting Hope: The Story of Cesar Chavez, by Kathleen Krull Squanto’s Journey, by Joseph Bruchac Henry’s Freedom Box, by Ellen Levine Abe Lincoln Crosses a Creek, by Deborah Hopkinson If a Bus Could Talk, by Faith Ringgold Moses, by Carole Boston Weatherford Lewis and Clark and Me, by Laurie Myers = In Your CSCOPE Book Collection
You may use any of these texts with the CSCOPE lessons or other texts of your choice. Daily Lesson 1&2: You will need to select a biography and a fictional story (to be used in Lesson 2) about the same person for the read aloud. The fictional story will be read aloud in Daily Lesson 2 Use the biography about Cesar Chavez from this link http://chavez.cde.ca.gov/ModelCurriculum/Teachers/Lessons/Resources/Biographies/K-2_Bio.aspx Harvesting Hope: The Story of Cesar Chavez, Unit 4, Lesson 19 or Harvesting Hope: The Story of Cesar Chavez, by Kathleen Krull or another biography of your choice that has a corresponding fictional book Daily Lesson 3&4: You will need to select a grade appropriate biography/autobiography with literary elements and a fictional story (to be used in Lesson 4) about the same person for the read aloud. Use the biography about Esther Hobart Morris from one of the following links http://www.spiritus-temporis.com/esther-hobart-morris/ or http://madeinwyoming.net/profiles/morris.php I Could Do That! Esther Morris Gets Women the Vote, Unit 5, Lesson 22 or another book of your choice that corresponds with a biography Daily Lesson 5: No Text Required Daily Lesson 6: You will need to select a grade appropriate biographical piece of media Use a biography clip from one the following website with the CSCOPE lesson http://www.biography.com http://www.biography.com/bio4kids/bio4kids_defining-video.jsp http://www.neok12.com/Biographies.htm http://www.5min.com/Video/Helen-Keller-Biography-119821650 http://www.biography.com/articles/Martin-Luther-King-Jr.-9365086 http://kids.learnoutloud.com/Kids-Catalog/Biography
Daily Lesson 7: You will need to select a grade appropriate biographical piece of media Use a biography clip from one the above websites with the CSCOPE lesson
MIDLAND ISD Scope & Sequence Grade 4 ELA –Unit 2-Understanding Literary Nonfiction and Drama
21 R=Readiness Standard S=Supporting Standard
Online resources for dramas/plays http://www.readinglady.com/index.php?module=documents&JAS_DocumentManager_op=viewDocument&JAS_Document_id=9&MMN_position=34:34 http://www.timelessteacherstuff.com/ http://pbskids.org/zoom/activities/playhouse/ http://www.teachingheart.net/readerstheater.htm Grade-appropriate dramas/plays Putting on a Play: Drama Activities for Kids by Paul DuBois Jacobs Hamlet for Kids by Lois Burdett Macbeth for Kids by Lois Burdett Roald Dahl’s the BFG: A Set of Plays adapted by David Wood You may use any of these texts with the CSCOPE lessons or other texts of your choice. Daily Lesson 8&9: You will need to select a grade appropriate fiction story. This will also be used in Daily Lesson 9.
HMH: Riding Freedom Unit 4, Lesson 16 Daily Lesson 10&11: Select a grade-appropriate fictional story. This text will also be used in Daily Lesson 11.
HMH: The World According to Humphrey Unit 5, Lesson 21 Daily Lesson 12: You will need to select a grade-appropriate drama/play.
HMH: Sidewalk Artists Unit 2, Lesson 8 Daily Lesson 13: Select a grade-appropriate drama/play.
HMH: In the Wild Unit 3, Lesson 11 Daily Lesson 14: Select a grade-appropriate drama/play and fiction text. HMH: Save Timber Woods Unit 6, LESSON 29 Daily Lesson 15: Select a grade-appropriate drama/play. May use the same one from daily lesson 14 or select a new one. HMH: The Power of WOW Unit 1, LESSON 4 Daily Lesson 16: Select a grade-appropriate drama/play. May use the same one from daily lesson 15 or select a new one. HMH: The Power of WOW Unit 1, LESSON 4 Daily Lesson 17: Select a grade-appropriate drama/play. May use the same one from daily lesson 16 or select a new one. HMH: The Power of WOW Unit 1, LESSON 4 Daily Lesson 18: Select a grade-appropriate drama/play.
HMH: Working for the Vote Unit 5, LESSON 22 Daily Lesson 19: Select a grade-appropriate drama/play.
HMH: Working for the Vote Unit 5, LESSON 22 Daily Lesson 20: Select a grade-appropriate drama/play for students to read independently. http://pbskids.org/zoom/activities/playhouse/thecaseofthemissings.html