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4th

Grade Literacy Curriculum Guide Module 4

2014-2015

Unit Name: Howling Hurricanes

Module 4: – 1/05/14 to 2/06/14(19 days) TLI Reading Focus: Research Simulation

TLI Writing Focus:

Unit Overview:

In this unit, students will investigate hurricanes through the informational extended text, Howling Hurricanes and several short texts, articles and other media. They will learn what qualifies a storm as a hurricane, how they form, where they occur, and what happens during one. They will also examine the aftermath of a hurricane and how scientists study hurricanes. They will learn what organizations provide aid after a hurricane, how scientists attempt to predict them, and how people prepare for them. It includes three case studies of large hurricanes, including Hurricane Katrina and Hurricane Andrew. Student will investigate the physical aspects of hurricanes and also the effects of hurricanes on people’s lives through reading and writing about their findings. The unit will culminate in a research project.

Performance Task: Students will research a recent hurricane that was not featured in a case study in Howling Hurricanes and write their own scientific case study. They will follow the research process. Their final research submission will include maps, graphs, and photographs of their chosen hurricane. Students case studies should answer the following questions:

1. When was the hurricane and where did it hit land? 2. How much damage did the hurricane do? What aspect of the hurricane (winds,

rains, storm surge) caused the most damage? 3. How did people in the area respond? What kinds of aid efforts happened after

the hurricane? Ask students to research this issue in pairs and be prepared to share their findings in a class discussion or a formal presentation.

Essential Question:

What happens when nature is destructive? How does it affect our lives?

Building Background Knowledge Prior to Teaching:

Please refer to the North Carolina Unpacked Standards Explanations and Examples in this document reference the Arizona, Delaware, North

Carolina and Ohio Departments of Education

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PBSD- Grade 4- Common Core- Module 4

Reading Complex Texts RL/RI.4.10

Writing About Texts W.4.1-2, 4-6, 9-10

Research Project W.4.7-9

RL/RI.4.1-10

Narrative Writing W.4.3-6,10

5-9 Short Texts 1 Extended Text Routine Writing 3-4 Analyses 1 Research Project 2-3 Narratives Literature

Two Bobbies by Larson and

Nethery

Anatomy of A Hurricane by Terri

Dougherty Poem:

"Providence" by Natasha

Thretheway Reading Passage

Taming the Storm (1010L)

Literature

Howling Hurricanes By

Louise and Richard Spilsbury

Howling Hurricanes is an example of nonfiction. This book explains the scientific facts about what hurricanes are and how people respond to them. The text structure of Howling Hurricanes is question and answer. This book can be used for both research and reading for pleasure.

Develop and Convey Understanding

Short constructed responses to text-dependent questions providing demonstration of student understanding of vocabulary, text structure and content, and proficiency in analysis. Journaling: Students will respond to daily reading of extended text, read aloud short texts and

articles, videos and other media by writing

summaries in journals. Quick Writes : Students can answer from a samples of questions in the contents page and other questions in the Core Reading Guide as Quick Writes, prompts for Writer’s Workshops and possibly as bell ringers.

Focus on Inform and Explain

Textual Analysis: Students will write brief to multi-paragraph analyses to inform and explain their understanding of hurricanes and their effects in writers’ workshops. Students may compare and contrast the effects of different hurricanes; describe the life of a hurricane; form opinions on why the author selected the text structure, what text feature is most effective and why; how damaging hurricanes really are, e.g. The students will paraphrase, infer and integrate ideas from reading using evidence to support their opinions.

Integrate knowledge from sources when

composing One extended project that uses research to address a topic, problem, or issue. Research a hurricane not featured in Howling Hurricanes and conduct a scientific case study. Cite several different types of sources including interviews of people the student might know who witnessed or were victims of a hurricane.

Students will make a formal presentation of

their findings. Interpret the visuals that accompany the text. Explain how information found within ti contributes to an understanding of the text.

Convey Experiences

Writers’ Workshop: Students will develop

narratives describing real or imagined experiences

and characters involved in hurricanes. Students may

imitate various genres (short stories, poetry, and

drama)

Describe what happens to plants and animals when a hurricane comes. Using

details from the texts, explain what happens

before the hurricane hits, how they fare during the storm, and what happens

after the storm passes. (Paraphrase)

Science How Do Hurricanes

Form? NASA

Social Studies Collection of Oral

Histories from Katrina and Rita

Art Katrina Through

the Eyes of Children

PhotoExhibit

For Reading and Writing in Each Module Cite Evidence

RL/RI.4.1 Analyze Content

RL/RI.4.2-9, SL.4.2-3

Study and Apply Grammar

L.4.1-3, SL.4.6

Study and Apply Vocabulary

L.4.4-6

Conduct Discussions SL.4.1

Report Findings SL.4.4-6

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4th

Grade ELA Checklist for Module 4

Standards Date Taught Date Taught Date Reviewed Date Assessed Date Re-Assessed

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.4.2 Determine the main idea of a text and explain how it is supported by key details: summarize the text.

RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text..

RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text, relevant to a grade 4 topic or subject area.

RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. .

RI.4.6 Compare and contrast a firsthand or secondhand account of the same event or topic; describe the differences in focus and the information provided.

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Standards Date Taught Date Taught Date Reviewed Date Assessed Date Re-Assessed

RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.

RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why.)

b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses

c. Use modal auxillaries (e.g., can, may, must) to convey various conditions.

d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag.)

e. Form and use prepositional phrases.

f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

g. Correctly use frequently confused words (e.g., to, too, two, there, their.)*

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Standards Date Taught Date Taught Date Reviewed Date Assessed Date Re-Assessed

L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

b. Use commas and quotation marks to mark direct speech and quotations from a text.

L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Explain the meaning of simple similes and metaphors (e.g, as pretty as a picture) in context.

b. Recognize and explain the meaning of common idioms, adages, and proverbs.

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4th

Grade ELA Writing Standards – Embedded into All Modules Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when

useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

Production and Distribution of Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate

with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge through investigation of different aspects of a topic. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and

provide a list of sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 4 Reading standards to literature (e.g., “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].”).

b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range

of discipline-specific tasks, purposes, and audiences.

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Context for Instruction

Reading Workshop Block Schedule

Writing Workshop Block Schedule

Familiar or Independent Reading---15 minutes daily

Word Study—Whole Group---15-20 minutes daily

Book Talk—5 Minutes

Read Aloud—Whole Group---15 minutes

Vocabulary Instruction –5-10 minutes (Tied to Read

Aloud)

Strategy based reading mini-lesson—15 minutes

Reading Period

Language Standards (conventions)---Whole Group 10-15 minutes

daily

Write Aloud/Modeling ---Whole Group---20 Minutes

Strategy based writing mini-lesson using anchor text or

passages

Writing Period

Teachers should follow this guide to plan daily literacy instruction. Students must participate in daily reading and writing.

Guided Reading

• Small group meet with teacher

• Comprehension focus

Literature Discussion

• Student-led literature discussion

• Teacher set purpose for learning and facilitate discussion

Independent Reading

• Students Reading Independently

• Students respond to text in reading response log/notebook

Guided Writing

•Small Group meets with teacher

•Writing focus

Independent Writing

•Teacher sets purpose for writing

•Students write independently for a minimum of 30 minutes

Conferencing

•Teacher holds individual writing conferences for at least 3 students daily

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Main idea-supporting details Author’s purpose Facts that support opinions Making inferences Citing evidence from text Text features

This standard is a part of the fundamental skill set that occurs daily throughout the instructional day. Students should be able to explain what the text states explicitly and should be able to draw inferences from the text. Students should learn to draw evidence from a variety of complex texts to support their answers. Explicit explanation is referring directly to the text to explain comprehension. When students are asked to explain their thinking they can respond with either a direct quote from the text, make a connection within the text, or beyond the text. Inference is using information from the text to determine inferring that a stormy setting may lead to rain in the story. Students will provide references to details and examples in the text when explaining what the text says explicitly and when explaining inferences drawn from the text. Teacher and students will create anchor chart for making inferences.

Informational Text Graphic Organizer Use a T-Chart to note where a text states something explicitly and where inferences must be drawn. For the column headings, write Stated in the Text, and My Inferences. List details from the text and inferences from the text accordingly. CCSS Graphic Organizers- Laura Candler Graphic Organizers--It All Adds Up p.117 Graphic Organizers--T-Chart p.40 Post-its Write your own response to text on a sticky note, on a white board, or in your journal and share it with a partner before each section of the class chart is filled in. (RF.4.3, RL.4.1, RL.4.2, RL.4.5, L.4.4) Learn Zillion: Learn to cite evidence from text in your own words Target Fundamental Lesson RI.4.02

“Describe the Main Idea and Supporting Details” Close Reading Anchor Charts Fourth Grade Close Reading Lesson Resource for Teachers youtube Close Reading Guide for Teachers Teacher Resource: ASCD Close in on Close Reading Article Thinking Points for Close Reading youtube

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Teachers, you may use this page for notes.

Pinterest Anchor Chart Textual Evidence Sentence Starters

Pinterest Anchor Chart for Making Inferences

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RI.4.2 Determine the main idea of a text and explain how it is supported by key details: summarize the text.

The emphasis of this standard is employing strategies to analyze and apply knowledge of the structure and elements of informational text and literature. Students will use a variety of informational text sources (e.g., magazines, biography, articles) Teacher models summarizing from the text to support the main idea. The teacher will combine the key points in order to demonstrate generalized meaning. Students will practice strategies of inference. Inference is a guess or conclusion based on evidence, clues made by the author plus the reader’s own background knowledge. Students will summarize text from their notes.

Main Idea:

Detail Detail Detail

Evidence Evidence Evidence

Conclusion:

Teachers will instruct students on how to use text features, identifying author’s purpose and summarizing. Text features provide clues to help determine the main idea and key details. The title gives a general idea of what the text is about. It helps the brain begin to focus on the topic. Section headings and subheadings provide an “outline” of the text’s organization. This outline provides a structure for the details to come. Bold and words in italics are used by the author to help focus attention while reading. Tables, graphs and pictures give complicated information in a way easier to understand. Summarizing provides the reader with insights regarding what the text is about and what the author feels are the main points of the text.

Informational Text Graphic Organizer As a class, we will keep a chart of information learned about the hurricanes that have caused damage in recent years. As the chart is filled in, we will use the information to talk about what we learned from our texts.

Each hurricane

When and where did they hit and what kind of damage did they cause?

What are some interesting facts?

What are the words and phrases we should know? (e.g., meteorologist, atmosphere)

Graphic Organizers--Main Idea Neighborhood p.93 Post It Write your own response to reading on a sticky note, on a white board, or in your journal and share it with a partner before each section of the class chart is filled in. (RF.4.3, RI.4.1, RL.4.2, RL.4.4, RI.4.9, L.4.4) Main Idea – Supporting Details Sort Write the main idea and three to four supporting details from a selected text, each on its own note card. After students have read or heard the text read aloud, place them in small groups. Give each group a set of note cards. Allow small groups to discuss each note card and determine which of the cards has the main idea and which have supporting details. As students’ comfort level with this activity increases, they can become card developers for their classmates. Sample Questions: • What is the main idea/topic of _____ (text title)? What are the details in the story/drama/poem that help the reader determine this topic. • Summarize the text. What details from the text should be included in the summary?

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Teachers, you may use this space for notes.

Reading Strategy for finding the Main Idea in Informational Text. Teachers and students will create together.

Pinterest anchor chart for finding the main idea in informational text

Anchor Chart: Writing a Summary Target Fundamental Lesson MI009: Describe the Main Idea and Supporting Details

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Text structure Text features Key graphics

Students will explain events by referring back to the text and text graphics. Students will be able to paraphrase and quote directly from the text. Sample Questions:

What caused the levee to break? What information from the article supports your answers?

What is the effect of not getting enough sleep? What information from the article supports your answer?

Does the author think would happen to New Orleans if there is another hurricane as devastating as Katrina? What information from the article supports your answer?

Why were people not evacuated before the hurricane hit the city? What information from the text supports your answer?

By looking at the illustrations in the text, what can you learn about the effects of rebuilding after a hurricane? What information supports your answer?

Informational Text Graphic Organizer Create sequencing frames or a sequencing strip based on a series of historical events, the steps in a technical procedure, or a scientific concept as it was developed over time. Use the sequencing frames as a reference when explaining what happened and why based on specific information in the text. Graphic Organizers--News Hound Summary p.110 Text Response: Students will answer constructed response questions as Quick Write and in Writer’s Workshop as more extensive writing. Sample Questions: • What caused the hurricane to form? What information from the text supports your answer? What can be done to reduce damage from a hurricane? Paired Reading/Buddy Reading Provide a cooperative learning structure by giving each student a paired reading bookmark and model the skill. Students can refer to the book mark as they practice paired reading. Paired Reading Bookmark CCSS Graphic Organizers- Laura Candler Sequencing Frames Graphic Organizers—Sequencing Frames p.67 Folded Flapper Activity: To describe the events in a text create a folded flapper. On the top of each frame number events in order of sequence. Draw illustrations on the flaps that show how you visualize the events. Under each flap write details from the text that provide clues and information.

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Teachers, you may use this space for notes.

Quoting, Paraphrasing and Summarizing Anchor Chart

Cause and Effect Anchor Chart

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text, relevant to a grade 4 topic or subject area.

Students will keep word journals or records for easy reference. Students in guided reading groups (especially struggling readers) can have an individual word wall on a manila folder that they can add to and use during reading and writing. Students will complete vocabulary graphic organizers that include non-linguistic representations. (drawings) Students will apply knowledge of context clues to determine word or phrase meanings. Word Walls: New vocabulary needs to be added to the classroom word wall and referred to in daily lessons. Academic Vocabulary: Select words that are new to students and introduced in the read-aloud and in guided reading groups. (This should be less than 5 words for the day. Do not select vocabulary that students can determine themselves. If the text has more that 5-6 new vocabulary words, then the text is too difficult for your students and you need to select another text. If not possible, then break the reading down into smaller parts and introduce the new vocabulary in increments.) Use a six-step strategy to teach academic vocabulary. These steps include: Step 1: Give a description, explanation, or example of the new term (not a definition) Step 2: Students give a description, explanation, or example of the new term in their own words. Step 3: Students to draw a picture, model or symbol, or locate a graphic to represent the new term. Step 4: Students participate in activities that provide more knowledge of and contact with the

Graphic Organizers--Vocabulary Flapper p.112 Word Study As an individual and as a class, keep an index card file of new words learned in this unit .How does the context of the word help you understand its meaning? Keeping the words on index cards will allow you to use and sort the words by meaning and spelling features. (Note: This will be an ongoing activity all year long.) In addition, you may be asked to create an individual semantic map of related words in order to help you explore understanding of the interconnectedness of weather and story events. (L.4.4, RI.4.6) Sample Questions: • What does the word _____ mean in paragraph 2? • Which words help the reader understand the meaning of _____ in paragraph 5? Teachers model the use of context clues to determine the meaning of a word or phrase by:

Looking at the illustration or graph.

Using background knowledge regarding the subject.

Looking at the sentence before and after to help build meaning.

Using morphology, affixes, Greek & Latin roots to derive meaning

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words in their vocabulary notebooks. Step 5: Give students chance to discuss term with other students. Step 6: Students participate in games that reinforce the new term. (Adapted from Marzano’s Building Academic Vocabulary.) Teachers, please use this space for notes.

context clues anchor chart

Context Clues Anchor Chart

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

When conducting a simple scientific investigation, students may record data in T-charts, tables, lists, and logs. While conducting research for a history assignment students find and use chronological order as well as cause and effect information. Students will use different graphic organizers depending on the type of informational text (e.g., descriptive web, comparison T-chart, sequential flowchart).

Signal Words Have students brainstorm lists of words that signal an informational text’s organizational structure. A beginning structure can be provided as follows or they can develop the lists independently depending on the sophistication of the readers. If the text structure is comparison (Signal words: as well as, also) If the text structure is contrast (Signal words: but, also)

CCSS Graphic Organizers- Laura Candler Graphic Organizers--Informational Text Structures p. 89

Post Its Write your own response on a sticky note, white board, or in your journal and share it with a partner before each section of the class chart is filled in. (RF.4.4a, RF.4.4b, RL.4.1, RL.4.2, RL.4.3, RL.4.5, L.4.5a) Sample Questions for Discussion, Quick Writes and Bell-ringers: • What is the overall structure of this article? What is the most likely reason the author chose that structure? • What is the overall structure of paragraph 4? • Why is chronological order a good way to organize the information in this article? • Why is cause/effect a good way to organize the information in this article?

effect

cause

cause

event

leading events

leading events

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CCCS Focus Standards

Explanation of Standards Instructional Activities and Strategies

Teachers, you may use this page for notes

Informational Text Structures Anchor Chart

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RI.4.6 Compare and contrast a firsthand or secondhand account of the same event or topic; describe the differences in focus and the information provided.

Primary and Secondary Sources

Questions to Focus Learning How does the author's participation in an event shape the focus and information presented in an account? What is the value of reading both firsthand and secondhand accounts of the same event? Both firsthand and secondhand accounts offer readers unique details about a described event. A reader should consider the information from both types of descriptions in order to establish a more profound understanding of the described event. Student Friendly Objectives Knowledge Targets

told from the perspective of a participant in the described event.

is told from the perspective of someone who was not a participant in the described event.

secondhand) of an account affects the focus and information given in the account.

between firsthand and secondhand accounts of the same event.

Informational Text Graphic Organizer: When reading about an event, compare and contrast a firsthand and secondhand account of the same event or topic. Create a Venn diagram with two circles titled Firsthand Account and Secondhand Account; in each circle, list details that describe the differences in focus and the information provided. CCSS Graphic Organizers Laura Candler Graphic Organizers--Venn Diagram p.49 Quick Write or Writer’s Workshop Constructed Response: Read an account of a weather-related disaster that has occurred recently. Use at least one primary source (firsthand account) and secondary source (secondhand account). Write a response to the following questions. Sample Questions: • How is the story be different told in the firsthand account rather than the secondhand account? • Is telling the story from the firsthand account more effective? Why or why not? Use examples from the text to support your answer. • Compare and contrast the firsthand and secondhand accounts (primary and secondary source) from which ____ (text title) and ____ (text title) are told. Use examples from both texts in your comparison.

Within a small group of three, develop a skit in which a reporter interviews a participant and then a witness to an event. Present your skit to the class and have them determine which account is more effective. Students will make judgements based on

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Point of View | Anchor Charts | Pinterest

believability (credibility) of sources, presentation of facts. Digitalwish Lesson Plan: Primary and Secondary Sources

Point of View Anchor Chart Pinterest

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Teachers, please write notes in this space.

Primary and Secondary Sources GO

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Students will use 2-column notes, a Venn diagram, or other graphic organizer to compare notes from the text and notes from a visual or oral presentation to make a connection.

Readers who are able to Integrate their Knowledge and Ideas are:

making connections

making comparisons across texts

developing an understanding of themes and topics

The elements of a text, which are illustrations and modes of presentation, enhance the meaning of the text. Students must link the reading of the text to listening to and viewing the same story. They should make connections by comparing what they read to what they visualize and hear.

Text Feature Explanation

Electronic Menus and Icons

Provides direction and information to the reader

Graphs, Charts, and Diagrams

Information graphically displayed – few words

Maps Provide a visual representation of a location

Photos / Illustrations / Captions

Emphasizes key points, aids in comprehension and provides interest

Media and Text Graphic Organizer: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, videos, audio recordings and explain how the information helps the reader to understand the text s it appears. CCSS Graphic Organizers Laura Candler Graphic Organizers--Seeing is Believing p.120 Art Appreciation: Look at how Hurricanes are portrayed in the various art selections (see Katrina Through the Eyes of Children PhotoExhibit link and through oral histories and interviews. (see Collection of Oral Histories from Katrina and Rita link. Interpret the emotions of the children through their art work and the orators through their oral accounts. CCSS Graphic Organizers- Laura Candler Graphic Organizers T-Chart Create a T-Chart to compare a written text with a visual, dramatic, or oral version of the same text. Title one column Written Text and the other Presentation, and list details showing the connections between the two. Identify where each version reflects specific descriptions and directions in the text. Sample Questions: • How is reading _____ (a drama) the same and different from viewing the drama? Use examples from each version to support your answer. • How does watching a play help a reader understand stage directions? • How is reading ____ (text title) the same and different from viewing a filmed version? Use

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Teachers, please use this space for notes.

examples from each version to support your answer. • How is reading _____ (text title) the same and different from hearing an oral presentation of it? Use examples from each version to support your answer. Reciprocal Teaching The purpose of reciprocal teaching is to facilitate group effort between the teacher and students by creating dialogue around specific segments of text. The teacher or a student assumes the role of facilitator. The dialogue is structured around four strategies: summarizing, question generating, clarifying, and predicting. • Summarizing gives participants the opportunity to identify and integrate important information in the text. Text can be summarized across sentences, across paragraphs and/or across the passage. • Question generating requires participants to identify the kind of information significant enough to provide substance for a question. This information is presented in question form and is used to self-test. • Clarifying text understanding alerts readers to the fact there may be reasons why text is difficult to understand (e.g., new vocabulary, unclear reference words, and unfamiliar/difficult concepts). Readers should know the effects of such roadblocks to comprehension and take necessary measures to restore meaning (e.g., reread, ask for help). • Predicting occurs when students hypothesize what might occur next. In order to do this successfully, students must activate relevant background knowledge. The predicting strategy also facilitates use of text structure as students learn that headings, subheadings and questions imbedded in the text are useful means of anticipating what might occur next. Information adapted from www.ncrel.org.

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.

Questions to Focus Learning Why is it essential for authors to support their ideas? How do reasons and evidence support an author's particular points in a text? Providing reasons and support brings validity to an author's particular points. Student Friendly Objectives Knowledge Targets

support particular points in a text.

information that support particular points within a text. Reasoning Targets

and evidence to support particular points within a text.

evidence given support the particular points posed by the author.

Informational Text Graphic Organizer To describe how reasons support specific points the author makes in a text, write the specific point on the outside of each flap and record supporting details under each flap. Graphic Organizers--Folded Flapper p. 58 Target Fundamental Lesson FO002: Differentiate Between Fact and Opinion Sample Questions: • How does the author support the idea that _____? Use examples from the article to support your answer. • Do the reasons and evidence provided in the article support the points the author is making? Why or why not? • Which reasons and evidence does the author use to support the points he/she makes about _____? How do these reasons and evidence help the reader understand the points the author makes? Is That A Fact? Lesson Plan from NY Times In this lesson, students investigate commonly-accepted scientific claims and gather evidence that supports or refutes them. They synthesize their learning by writing their own “Really?” columns modeled after those found in The New York Times’s weekly Science Times section.

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Teachers, please use this space for notes

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Questions to Focus Learning Why should more than one text be used when gathering information on a single topic? Integrating information from more than one text, on a single topic, allows the person to write or speak more knowledgeably about the topic. Student Friendly Objectives Knowledge Targets

combined to create a more complete understanding of a topic. Reasoning Targets

topic between two texts.

single topic. As readers refine their ability to compare and contrasts texts with similar themes, topics, and patterns that cross time and culture, they develop a broader understanding of themselves and the world around them.

Graphic Organizers--Research and Record p. 99 Graphic Organizers-Biographical Bits p. 95 Graphic Organizers-T-Chart p. 40 Informational Text Graphic Organizer Use a T-Chart to integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Select two texts that are on the same topic, write the titles as column headings, and take notes under each heading. Use the notes as the basis for a written or/oral report. Post It Write your response to reading on a Sticky note, on a white board, or in your journal and share it with a partner before each section of the class chart is filled in. CCSS Graphic Organizers – Laura Candler Graphic Organizer Students will complete graphic organizers to assist in comparing different structures or details. (RL.4.1, RL.4.2, RL.4.3, RL.4.5, RL.4.6, RL.4.9) Compare and Contrast Structure in Expository Texts: Readwritethink These Read Write Think lessons explain how students will work with their peers using Internet resources to find similarities and differences about the same subject matter. Connecting Across Texts Teachers Resources This PDF document, based upon the Texas TEKS assessment, offers strategies and mentor texts for helping students to make connections across texts. Themes are explored in both fiction and nonfiction texts.

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Teachers, Please use this space for notes

How to Take Notes Anchor Chart Pinterest

Text Structure Notes Anchor Chart Pinterest

27

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

L.4.1 (a, b, d, e, f, g) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom,

which, that) and relative adverbs (where, when, why).

b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

e. Form and use prepositional phrases.

f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

g. Correctly use frequently confused words (e.g., to, too, two; there, their).

Students need regular exposure to grammar and usage through direct instruction. The students will have a variety of opportunities to participate in grammar and usage activities which increase in complexity through the year. Teachers will demonstrate the use of the parts of speech through modeling, identifying use in literature, and providing opportunities for correcting samples. Teachers and students will be aware that grammatical errors such as shifts in verb tense may frequently occur in student writing. Students can practice editing pieces to ensure consistent usage. Students create grammar journals for easy resource. Teachers provide sentences, phrases or passages for students to identify and correct errors. Teachers provide sentence-stems for students to practice correct Standard English grammar orally and in writing. Teachers and students create anchor charts of common conventions for easy resource. Language conventions are most effective when taught as a part of the writing workshop. Specific mini-lessons may be taught for 10-15 minutes. One suggestion would be to plan a 10-15 minute language lesson prior to beginning writer’s workshop, then connecting to the context of writing during the writer’s workshop and reinforcing during editing mini-lessons or conferencing.

Class Discussion/Reflective Essay As a class, summarize what was learned in this unit as it relates to the essential question (“?”). Following the class discussion, write your response in your journal. Work with a partner to edit and strengthen your writing before sharing with your teacher. (W.4.9a,b, W.4.4, W.4.5, L.4.1a,b,c,d,e,f,g, L.4.2a,b,c,d) Convention Mini-Lessons Plan weekly mini-lesson during writer’s workshop on conventions by focusing on errors found in student-generated writing. Use these lessons to create an accumulated list of conventions and their corresponding uses. This posted list can be used as a prompt for writing (i.e., select one of the statements about ending punctuation and use that tool in your writing today). That skill should be the

focus of editing in that day’s writers’ workshop as

application.

Target Fundamental Lesson LC032: Use Adjectives and Adverbs Target Fundamental Lesson LC017: Identify the Principal parts of Grade-Level-Appropriate Regular and Irregular Verbs Target Fundamental Lesson LC023: Use Prepositional Phrases to Elaborate Written Ideas Target Strategy Lesson AR04R04020604: Sentence formation: Embed subordinating ideas in sentences (i.e., prepositional structures and infinitives, etc.) Using I or Me in Writing Ppt. Lesson Sharemylesson

28

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

Teachers, you may use this page for notes.

Prepositions Anchor Chart Pinterest

29

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

L.4.2.b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. b. Use commas and quotation marks to mark direct speech and quotations from a text.

Language conventions are most effective when taught as a part of the writing workshop. Specific mini-lessons may be taught for 10-15 minutes. One suggestion would be to plan a 10-15 minute language lesson prior to beginning writer’s workshop, then connecting to the context of writing during the writer’s workshop and reinforcing during editing mini-lessons or conferencing. Conventions would be applied during the editing phase of the writing process.

Formal vs. Informal To help students distinguish between formal and informal language, create a T-Chart with a list of informal words and phrases on one side and their formal translations on the other. Emphasize that there is a place for both styles of language; the important thing is to understand when to use which. Examples of words/phrases that could be used:

Formal Informal

Hello. How are you? What’s up?

wound Boo - boo

Get into trouble. Get in hot water.

impressed Blown away

Class Discussion Begin a discussion on how important it is to use conventions correctly. Give students examples of how incorrect writing can lead to misunderstandings by the reader. (SL.4.1a, b, c, d, RL.4.9, L.4.3a, b, c)

Target Fundamental Lesson LC027: Apply Grade Level Punctuation Rules

Target Strategy Lesson AR04R04020616: Conventions: Apply knowledge of Standard English conventions in written work: Punctuation: use quotation marks and commas with dialogue.

Target Strategy Lesson AR04R04020618: Conventions: Apply knowledge of Standard English conventions in written work: Punctuation: Use a comma before a conjunction in a compound sentence

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

Teachers, you may use this page for notes.

Punctuation Anchor Chart Pinterest

How to Use Quotations: OWL (online writing lab)

31

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

L.4.5 (a, b) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and

metaphors (e.g., as pretty as a picture) in context.

b. Recognize and explain the meaning of common idioms, adages, and proverbs.

Links to be moved around

Poem "Providence" by Natasha Trethewey Oral Histories from Louisiana Hurricanes: Katrina 2 Collection of Oral Histories from Katrina and Rita Katrina Through the Eyes of Children Photo Exhibit Weather Wiz Kids: Hurricanes Katrina Through the Eyes of Children Video

This standard emphasizes the non-literal interpretations of language which are applied to derive meaning from text. Through read-aloud stories, teacher modeling, and active engagement, students will further develop their understanding of figurative language. Students will interpret words in many contexts. Students highlight and discuss figurative language as it is encountered in text. Students illustrate the literal and figurative meanings of figurative language (e.g., He lost his head, running on empty, frog in my throat). Students research the origins of selected idioms to reinforce their meanings.

Narrative Writing Write a descriptive narrative of a recent thunderstorm you were in. Use a series of figurative language in your writing. (W.4.1, W.4.4, W.4.5, W.4.6, W.4.8, SL.4.5, L.4.5, L.4.1, L.4.2) Proverbs, Idioms and Unusual Expressions Brainstorm the definitions of proverb and idiom. Write proverbs about natural elements on the leaves and petals of flower images. Post the images around the classroom. Ask students to pick a proverb to explain. Encourage students to listen for proverbs that can be added to their flower petals/leaves. For example: • As right as rain ............. Don’t beat around the bush • Out on a limb ............... The grass is always greener Target Fundamental Lesson VO007: Distinguish Between Literal and Nonliteral Language Target Strategy Lesson AR04R04031104: Vocabulary, Word Study, and Fluency: Meaning-based word recognition: Identify figurative language in reading. Poem "Providence" by Natasha Trethewey Figurative Language Lesson with Writing Activity: sharemylesson

32

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

Teachers, you may use this page for notes.

Figurative Language Anchor Chart Pinterest

33

Standards Extended Text: Howling Hurricanes

Mini-Lesson Language and Routine Writing in

“My Reading Journal”

Related Resources And

Vocabulary

RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text, relevant to grade 4 topic or subject area. RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. Other standards taught: W.4.3, W.4.4, W.4.8, W.4.10, SL.4.1, SL.4.3, SL.4.6

Module 4 Howling Hurricanes Introduction and Pre-Teaching the

Text, January 5-7, 2015 (3 days) When introducing the book, explain to students that Howling Hurricanes of an example of nonfiction. This book explains the scientific facts and true information about what hurricanes are and how people respond to them. Short Text/Articles Taming The Storm by Britt Norlander (1010 Lexile) Anatomy of A Hurricane by Terri Dougherty Poem "Providence" by Natasha Trethewey How Do Hurricanes Form? NASA Collection of Oral Histories from Katrina and Rita Mini-Lessons:

Text Structure

Summarizing

Textual Evidence

Determine Key Details

Main Idea

Author Study

Author’s Purpose

Eye of the Hurricane Lesson Plan The Science of Hurricanes Lesson Plan

Language Teachers will add key academic, literary and scientific vocabulary to classroom word wall and refer to it throughout this unit of instruction. Language Mini-lessons will be taught as part of the Writer’s Workshop. Routine Writing Students need to keep a reading journal and write as assigned from the “My Reading Journal” Checklist SAS in the Howling Hurricanes Core Reading Guide, p.8 and p. 26. Teachers may use all or a selection from the checklist for journal writing assignments. Refer to link in related resources column for creating reading journals. Students should also write a brief summary of the characters, events, problem and solution in their journal. They should write a summary daily if possible. Quick Writes Introduce the Essential Question: What happens when nature is destructive? Use the Quick Write in TLI Howling Hurricanes Core Reading Guide, p.8 to get students thinking about times when nature is dangerous.

Websites: Compass Learning (thelearningodyssey.com) Youtube Video: Laura Candler creating a reading journal youtube. interactive word walls overview TLI Core Reading Guide Howling Hurricanes Art Appreciation Students will view selected art from the “Katrina Through Children’s Eyes art exhibit and describe the emotions they believe the children are experiencing and portraying in their work. Katrina Through the Eyes of Children PhotoExhibit

Determine Author's Purpose Activity

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Standards Extended Text: Howling Hurricanes

Mini-Lesson Language and Routine Writing in

“My Reading Journal”

Related Resources And

Vocabulary

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text, relevant to grade 4 topic or subject area. RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. L.4.1 (a,b,d,f,g) Demonstrate command of the conventions of standard English grammar and usage when writing or

Section One: January 8-16, 2015 Pages 4-17 Howling Hurricanes Mini-lessons:

Point of View

Context Clues

Using Reference materials

Affixes and Root Words

Purpose for Reading

Questioning Techniques

Compare and Contrast

Relative pronouns and adverbs

Narrative

Making Inferences

Textual Evidence

Progressive Verb Tense

Adjective Order

Fragments and Run-ons

Similes and Metaphors

Idioms, Adages, and Proverbs

Predict/Confirm Mini-lesson: Text Features: Sidebars, Pull Quotes, and Case Studies RI.4.7 Explain that text features are elements that writers use to help readers better understand ideas presented in the text. Sidebars, pull quotes, and case studies are three kinds of text features. Sidebars provide additional information or background about something in the main text. Many of the sidebars in

Language Throughout the reading of the text students will encounter scientific vocabulary. Students will use a vocabulary journal to record vocabulary entries throughout the module. Students will keep a vocabulary list in their reading journals and enter words or phrases they are not familiar with. Teacher and students will add new vocabulary to the classroom interactive word wall. Teachers will add academic and literary vocabulary from all reading and writing lessons. Struggling students may need to keep an individual word wall for their guided reading and writing. Have them create a folder and write or paste their words in. They should bring these to their guided reading lessons and use in independent writing. Language mini-lesson will be included in the Writer’s Workshop with application of that skill or strategy during guided or independent writing. Quick Writes and Writer’s Workshops Sample Question: What does a reader learn from the

Academy Vocabulary

Text feature

Side bar

Pull quotes

Case studies

Text Vocabulary

affected

destruction

equipment

hover

imaginary

violent

surge

hemisphere TLI Core Reading Guide: Howling Hurricanes The Learning Odyssey/Compass Learning http://www.readwritethink.orgquick_write_draw.pdf Oral Histories from Louisiana Hurricanes: Katrina 2 Collection of Oral Histories from Katrina and Rita ShareMyLesson: Kitchen Science RI.4.5 Pinellas County Hurricane Videos

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speaking. a. Use relative pronouns (who,

whose, whom, which, that) and relative adverbs (where, when, why).

b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

e. Form and use prepositional phrases

f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

g. Correctly use frequently confused words (e.g., to, too, two; there, their).

L.4.2b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. b. Use commas and quotation marks to mark direct speech and quotations from a text. Other standards taught: RF.4.3, RF.4.4, RI.4.10, W.4.2-4.5, W.4.8, W.4.10, L.4.4, L.4.6, SL.4.1, SL.4.2, SL.4.4

Howling Hurricanes are black with white text. Pull quotes in Howling Hurricanes are displayed in large type because they express a key idea in the text. They are often used to show an opinion of someone other than the author. A case study is a detailed analysis of a particular event that often is used to make a broader generalization about an issue. Provide an example of a familiar text that includes sidebars or pull quotes, such as a magazine. Discuss how the sidebars and pull quotes complement or extend information in the text, Ask students to suggest different kinds of sidebars, pull quotes, or case studies they have encountered. Distribute the Section 1: Text Features SAS and direct students to complete it as they read this section. Set a Purpose for Reading: Assign students to read section 1 with the following purpose in mind: Read to discover what a hurricane is, how it forms, and what damage it can do.

sidebars in Section 1? How does this information expand on the running text? Where do hurricanes occur? How do they move, and how is that movement different in different hemispheres? Textual Analysis: Describe the life of a hurricane-from how it begins to how it dies to the damage it leaves behind. Use specific details from the book to support your answer.

Create-a-Hurricane Aim a Hurricane Links to Hurricane Websites Tracking a Hurricane Links to Bell Ringers Lesson Plans Mensa for Kids Hurricane Lesson Plan Hurricane Winds Lesson Plan Diagrams and Pictures Diagram 1- Wind Currents Diagram 2- Eye of the Hurricane Diagram 3- Anatomy of a Hurricane Image 1 Image 2 Image 3 Image 4 Image 5 Image 6

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Standards Extended Text: Howling Hurricanes

Mini-Lesson Language and Routine Writing in

“My Reading Journal”

Related Resources And

Vocabulary

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text, relevant to grade 4 topic or subject area. RI.4.6 Compare and contrast a firsthand or secondhand account of the same event or topic; describe the differences in focus and the information provided. RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

L.4.1 (a,b,d,f,g) Demonstrate command of the conventions of standard English

Section Two: January 20-29, 2015 Pages 18-31 Howling Hurricanes Mini-lesson: Text Feature, Images and Captions Remind students that text features are elements that writers used to help readers better understand the ideas presented in the text. Images and captions are one type of text feature. Images, including photographs, maps, and graphs, are used to illustrate ideas in the text and help readers understand the power of hurricanes. Captions explain what the images show. Provide an example of a familiar nonfiction book that includes images and captions, such as a social studies textbook. Discuss how the photographs and captions complement or extend information in the text. Distribute the Section 2: Text Features SAS and direct students to complete it as they read this section. Use the link to the structural elements of informational text to teach these to the students. Discuss the different elements. Create an anchor chart of these structural elements with the students. Mini-lesson: Text Feature: End Matter End matter is another common type of text feature. Howling Hurricanes include four different pieces in the

Language: Refer to new vocabulary added to classroom word wall. Teach vocabulary lessons based on word wall. Teacher students how to make and use a vocabulary flapper graphic organizer. Use the link in the related resources column to access an example and template. Writing Have students write a poem using some of the newly added vocabulary. Use “Providence” as a mentor text. Use the link in the related resources to access the poem. Select four words from the interactive word wall and have students write a poem using those words. This may be an independent or cooperative group activity. Quick Writes: Compare the photographs in the case studies about Hurricane Katrina (page 13) and Hurricane Andrew (page 19). What do the images show readers about the types of damage caused by the two storms? Which looks worse? Literary Analysis: How do the book’s photographs help the reader understand that “Hurricanes are the

Academic Vocabulary

Images

Captions

End matter

Glossary

Index

Resources page Vocabulary

Advance

Chaos

Examine

Massive

Moored

Suffering

Vocabulary Flapper Laura Candler Poem "Providence" by Natasha Trethewey The Learning Odyssey/Compass Learning TLI Core Reading Guide: Howling Hurricanes Bell Ringers: Hurricane Acrostic Poem Weather Song Weather: Adjectives Worksheet Hurricane and Tornadoes Cryptogram Worksheet Hurricane and Tornadoes Word Chop Worksheet

37

grammar and usage when writing or speaking. a. Use relative pronouns (who,

whose, whom, which, that) and relative adverbs (where, when, why).

b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

e. Form and use prepositional phrases

f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

g. Correctly use frequently confused words (e.g., to, too, two; there, their).

L.4.2b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. b. Use commas and quotation marks to mark direct speech and quotations from a text.

end matter, including a hurricane time line, a glossary, a resources page, and an index. Some of the pieces, such as the time line, directly support the information in the text. Others, such as the resources section, help readers know where to look for additional information on a topic. Provide an example of a familiar nonfiction text that includes similar end matter, such as a textbook. Discuss how a reader can use end matter to clarify information in the text and to further his or her knowledge of the topic. Distribute the Section 2: Text Feature SAS and direct students to complete it as they read this section. Set a purpose for reading: Assign students to read Section 2 with this purpose in mind: Read to learn what happens after a hurricane and how people predict when hurricanes will happen.

most powerful storms on earth?” Cite at least two images in your answer. Textual Analysis: Imagine that your family lives in an area that might get hit with a hurricane. Write an emergency hurricane plan for your family. What should you do to prepare your home? What should you do before, during and after the storm? Use specific details from the book to support your answer. Literary Analysis: The Essential Question Prompt: Recall the essential question: What happens when nature is destructive? Describe what happens when hurricanes become destructive. What kinds of damage do hurricanes cause, and why do they cause so much damage? Cite specific examples throughout the text to support your ideas. Text Analysis Prompt: In Howling Hurricanes, how do the authors use photographs, sidebars, and case studies to support the information in the text? Cite specific examples throughout the text to support your ideas?

Reading Passages Watch Out! Hurricanes Ahead! Activities: Guided Reading Task Cards Hurricane Sandy damages Long Beach Island Teacher Resource: ASCD Close in on Close Reading Article youtube Hurricane Katrina Storm Surge CCSS Graphic Organizers- Laura Candler

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Standards Short Texts:

Mini-Lessons

Routine Writing Related Resources and

Vocabulary RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.2 Determine the main idea of a text and explain how it is supported by key details: summarize the text. RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text, relevant to grade 4 topic or subject area. RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Background Resources: Before Reading Howling Hurricanes Set a Purpose for Reading: Students will read assigned passages with the following purposes in mind and respond in their Reading Journals: Resource 1: Reading Passage The Hurricane Read to find out how hurricanes are formed and weaken. Read to find out how people can prepare for hurricanes. Resource 2: Reading Passage The Monster Storm Read to find out how weather conditions change to form hurricanes. Mini-lessons:

Making inferences

QAR

Summarize

Main idea

Key detail

Interesting vs. important details

Cause and effect

Problem and solution

Text feature

Text structure

Context clues

Journals: On a daily basis students will use their Reading Journals to record their purpose for reading and take notes on what they discover, predict, confirm, learn, etc., as they read. (RI. 4.10, W.4.8. W.4.10) Quick Writes: Answer the following questions as quick writes: Resource 1: Have you ever been in a hurricane? If you have write about your experience. If you haven’t, write about the last time you heard about a hurricane on the news. Where was it? What was its’ name? Resource 2: Why are hurricanes called the “monster storms” of our planet. Add new vocabulary to classroom word wall. Refer to vocabulary for reading and writing workshops. (RI.4.4)

Bellringers: Bank on It! Hurricane and Tornadoes Vocabulary List and Definitions Hurricane Wind Speeds Hurricanes 1: The Science of Hurricanes Naming Hurricanes Websites: The Learning Odyssey/Compass Learning TLI Core Reading Guide: Howling Hurricanes CCSS Graphic Organizers- Laura Candler Reading Passages: The Hurricane The Monster Storm The Monster Storm #2 The Monster Storm Answer Key Vocabulary:

Sustained

Meteorologist

Tropical depressions

Typhoon

Cyclone

Deceptive

Eyewall

Torrential

Spiral bands

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Standards Short Texts: Mini-Lessons

Routine Writing Related Resources and Vocabulary

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.2 Determine the main idea of a text and explain how it is supported by key details: summarize the text. RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text, relevant to grade 4 topic or subject area. RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Other standards taught: RF 4.3, L.4.4-4.6, RL.4.10, RL. 4.10, W.4.8-10

Supporting Resources: During Reading Howling Hurricanes: Section One Short Texts Taming The Storm by Britt Norlander (1010L0) Anatomy of A Hurricane by Terri Dougherty (880L) Set a Purpose for Reading: Teachers will determine purpose for reading for short texts. Students will read assigned reading passages with the following purposes in mind and respond in their Reading Journals:

Resource 1: Reading Passage Inside the Hurricane Read to find out how wind and temperature determine the formation and life of a hurricane. Resource 2: Reading Passage Hurricanes Read to find out when hurricane season starts, how hurricanes are named, and how hurricanes are tracked.

Journals: On a daily basis students will use their Reading Journals to record their purpose for reading and take notes on what they discover, predict, confirm, learn, etc., as they read. (RI. 4.10, W.4.8. W.4.10) Quick Writes: Answer comprehension questions for reading passages as quick writes. Resource 1: Why do scientists refer to hurricanes as heat engines? Resource 2: How could knowing the category of a hurricane and its possible path help people prepare?

Bellringers: Reading Comprehension Worksheet: Hurricane and Tornadoes Inside the Hurricane #2 Inside the Hurricane #3-Syllables Inside the Hurricane Answer Key Websites: youtube Hurricane Katrina Storm Surge Reading Passage Taming the Storm (1010L) The Learning Odyssey/Compass Learning CCSS Graphic Organizers- Laura Candler Reading Passage: Inside the Hurricane Reading Passage: Hurricanes Vocabulary:

Conditions

Tropical

Coriolis effect

Evaporate

Condenses

Cumulonimbus

Buoyant

Storm surge

torrential

Flash floods

Debris

Typhoon

Coastal beach erosion

generic

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Standards Short Texts:

Mini-Lessons

Routine Writing Related Resources and

Vocabulary RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.2 Determine the main idea of a text and explain how it is supported by key details: summarize the text. RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text, relevant to grade 4 topic or subject area. RI.4.6 Compare and contrast a firsthand or secondhand account of the same event or topic; describe the differences in focus and the information provided. RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Supporting Resources: During Reading Howling Hurricanes: Section Two Short Texts: Two Bobbies: A True Story of Hurricane Katrina, Friendship and Survival by Kirby Larson and Mary Nethery Poem: "Providence" by Natasha Thretheway

Set a Purpose for Reading: Teachers will determine the purpose for reading for each assigned short text. Students will record the purpose for reading in their reading journals.

Mini-lessons:

Note-taking

Primary and Secondary Sources

Showing not Telling

Determining Importance

Summarizing

Author’s Purpose

Compare and Contrast

Problem and Solution

Journaling: On a daily basis students will use their Reading Journals to record their purpose for reading and take notes on what they discover, predict, confirm, learn, etc., as they read. (RI. 4.10, W.4.8. W.4.10) Quick Writes: Answer comprehension questions for each short text or reading passage as quick writes. After reading and discussing “Providence” by Natasha Thretheway, students will write their own poem about a hurricane as seen through the eyes of a participant. After reading Two Bobbies, students will write about the experiences of an animal during a hurricane. This should be a small group project, with time for development of topic, ideas and organization, as well as peer sharing. Students may present their story as a skit, powerpoint presentation, drama or reader’s theater. Students will take notes as they listen to oral histories and review videos and pictures.

Websites: The Learning Odyssey/Compass Learning CCSS Graphic Organizers- Laura Candler Flooding on FDR Drive after Hurricane Sandy Hurricane Sandy damages Long Beach Island Collection of Oral Histories from Katrina and Rita Oral Histories from Louisiana Hurricanes: Katrina 2 Vocabulary:

Levees

Ruckus

Arcade

Veterinarian

Oily

Whimpered

Gulf

Cooper

Foundation

Footage

fronds

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L.4.5 (a,b) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

b. Recognize and explain the meaning of common idioms, adages, and proverbs.

Other standards taught: W.4.1, W.4.2, W.4.8-4.10, RF.4.3, RF.4.4, RI.4.1, RI.4.2, RI.4.4, RI.4.7-10, L.4.4-4.6

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Writer’s Workshop: Performance Task/Research Project (7-10 days)

PERFORMANCE TASK

PLANNING DRAFTING REVISING/EDITING

TLI Core Reading Guide, Extension, Activity, p. 24: Students will research a recent hurricane that was not featured in a case study in Howling Hurricanes. Students will research this hurricane and write their own scientific case study. Students will include maps, graphs, and photographs of their selected hurricane. Students’ case studies should answer the following questions:

1. When was the hurricane and where did it hit land?

2. How much damage did the hurricane do? What aspect of the hurricane (winds, rains, storm surge) caused the most damage?

3. How did people in the area respond? What kinds of aid efforts happened after the hurricane?

Students will research this issue in pairs and be prepared to share their findings in a class discussion or formal presentation. The research project should include conducting research, taking notes, and providing a Bibliography, a final paper and a presentation.

With a partner, conduct a case study on a Hurricane that was not

Explore topics ( 1 Day) Put students in pairs and assign one of the recent hurricanes for their case study. Gather information/take notes in computer lab/library (1-2 Days) Students will gather information from reliable sources. Suggest that students use reputable websites, such as an .edu, .gov, or .org site. They can also use books and magazine articles. Information for the research project can come from various media, including websites, books, newspapers or magazine articles.

Focus the Central Idea for the Research Report

Once each group will conduct a case study of a hurricane not yet studied by the class. Each group will decide how they want to present their case

study, such as a play or puppet show, powerpoint presentation, video,

webpage, poem, or poster.

Take Notes (1-2 Days) Have students take notes as they read. Remind them to paraphrase the information and record it on note cards. The should include several important quotations and be sure to use quotation amrks correctly.

Write a Rough Draft (1 Day) After students have recorded their information, have them organize the information in a logical structure. Write the draft of the presentation. Encourage students to be creative with their presentation. They may use powerpoint presentations, skits and posters, etc. Be sure to review the TLI Scoring Rubric with students.

Edit and Revise/Peer-Teacher Review ( 1-2 days)

Have students read their first drafts. Does the case study include all the information needed to tell the story? Students might also benefit from a peer review session.

Proofread After students have completed their paper, have them proofread their writing. They should look for and correct any errors in spelling, capitalization, punctuation, and grammar.

Make a Clean Copy After students have finished revising and proofreading, have them make a clean copy. If possible, students should create the final copy using a keyboard.

Display or Present (1-2 Days) Students may present the information to their classmates in one of the forms listed previously.

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in the text,” Howling Hurricanes”. Make an oral presentation of your findings to your class as well as preparing a written case study. Teachers will need to coordinate time for library research, access to school computers, and home computers.

Source information should include basic bibliographic information, such as author, title, city of publication, the publisher, the year of publication, and page numbers for specific pieces of information. Source information for a web site should include the title; the author and sponsor, if given, the home page; and the date accessed.

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WRITING WORKSHOP (Management, Conventions, Process

Mini Lesson Ideas) CCCS

NARRATIVE WRITING MINI LESSON IDEAS

OPINION WRITING MINI LESSONS

RELATED RESOURCES

Establish a writing routine: For guidelines, refer to “Guiding Readers and Writers: Chapter 5: Developing Accomplished Writers” by Irene Fountas and Gay Su Pinnell The writer’s workshop: For guidelines, refer to “Guiding Readers and Writers: Chapter 5: Developing Accomplished Writers” by Irene Fountas and Gay Su Pinnell Writing an introduction Discuss the purpose of an introduction. Have a student introduce himself to the class. What kinds of things would an introduction include? Read an exciting opening paragraph from a novel or short story. What about this paragraph makes you want to continue to read? Introduce the term “hook” and its purpose of hooking the reader’s interest so that they want to read more. Review the term “key words” in a prompt. Give several techniques by using the Techniques That Will Hook your Readers worksheet: o dialogue o a question o a vivid description o an interesting fact o sound effect Use the overhead to show examples of

Writing an ending for narrative Tells students, “I’m going to read you an example of an imaginative narrative. It is called Ghost Hour’s, Spook’s Hour.” Read the story to the climax (”‘Help!’, the blob yelled”). Stop reading, close the book, and silently walk to the board and write THE END. Once the students begin to complain and ask to hear the ending, tell them, “This is how I feel when I read your wonderful stories, and then they just suddenly stop! After I finish reading this book, you will write a strong ending to one of your stories.” Finish reading Ghost Hour’s, Spook’s Hour. Narrowing your topic Display the top portion of the transparency. For each numbered choice, let students select which choice would be the best one for a story with one main event. Students may indicate their choices with a thumbs-up or thumbs-down signal as the teacher reads each choice. Correct responses include:

1. The Scary Roller Coaster Ride 2. Getting Lost at the Fair 3. Winning the Sack Race 4. A Surprise Bike for Christmas.

Discuss the reasons for the selections Use link in the related resources column for complete lesson.

Fact and Opinion Define fact and opinion. Facts can be all or some of the following: can be proven, real for all people and places, can be duplicated, can be observed, historical, or 100 percent true. Opinions refer to a particular person’s (or group’s) feeling, thought, judgment, belief, estimate, and/or anything that is not 100 percent true and can’t be proven. Have students distinguish between facts and opinions:

o All people must breathe to live.

o All people love basketball.

o Blue is the best color. o He is stupid. o Abraham Lincoln was a

United States president.

o North Carolina is a southern state.

o I don’t like broccoli. o Fire needs oxygen to

burn. o Pizza tastes great. o Most people have two

arms and legs. Ask students to identify books where facts can be found (encyclopedia, dictionary, almanac, atlas, text books, Guinness Book of World Records, etc.). Ask students to identify books where opinions can be found. (Autobiographies, self-help books, novels, journals, etc.)

ending a narrative writing Learnnc: facts and opinions Identify What a Writing Prompt is Asking-sharemylesson Learnnc: narrowing your topic

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children’s level 4 writing. Have the students try to locate the hook and identify the technique that was used. Display a narrative prompt. Have the students identify key words in the prompt. Students should choose a technique for hooking their readers and write only the introduction for a narrative based on the given prompt. Have them underline the hook and circle any key words used in the introduction using the Techniques worksheet. In small groups have the students read their introductions aloud. Have the group members try to identify the hook and the technique that was used (there may be more than one technique used in the paragraph). Use more than one prompt and have students vary the techniques used for writing their hook. Introductions are kept in the writing folder as works in progress to be completed as further steps in the writing process are taught.

Students should distinguish which parts of a newspaper are factual and which are opinion. Ask them to identify the following:

o letters to the editor o restaurant reviews o sports scores o weather prediction o birth announcements o rainfall measurements o advice columns o astrology reports o obituaries o calendar of events o wedding

announcements o movie reviews

Cut out newspaper and magazine advertisements and separate facts and opinions. Students will be amazed to recognize that 99 percent of ads are opinions. Have students write a list of their opinion about various topics. Tell them they will keep this in their writing journal and will use later for ideas for writing. For complete lesson refer to link in related resources column.

Format of an Essay Point of View Determing Importance and Organization from sharemylesson

Writing a closing Personal Narrative Writing Constructing a Cause and Effect Response-sharemylesson

Transition Words and Openers for Writing-sharemylesson

Using the word wall Invent a Character-sharemylesson Dear Mrs. LaRue Close Reading with Persuasive Writing-sharemylesson

Using a journal to get ideas Writing a Letter of Complaint- Opinion Writing- sharemylesson

Graphic organizers

Using simple, compound and complex

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sentences

Using quotations

Changing Simple Sentences into Compound Sentences- sharemylesson

Writing on demand

Text forms

Reference materials

Using indentations to signal paragraphs

Develop writing stamina

Turn and talk- sharing with peers and receiving feedback

Workshop Expectations

Peer Sharing