Fourth Grade ELA/Social Studies Scope and Sequence: Devlin Notes
Month
Materials
Assessments
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Reading/Standards
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Writing/Standards
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Social Studies, Special Events,
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All
Year
Long
Materials/Tools:
Student writing journals
ePortfolios
Google Docs
Animoto Account
TFK
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Reading Workshop, Read Aloud, Reading Across the Disciplines/Curriculum, Reading Responses: Reading letters, Journals, Specific response.
RL10: By the end of the year, read and comprehend literature and information texts at the high edn of the grades 3-4 text complexity band proficiently, with scaffolding as needed at the high end of the range
RL2: Determine a theme of a story, drama, or poem from details in the text; summarize the text
RI2: Determine the main idea of a text and explain how it supported by details
RL3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g. a character’s thoughts, words, or actions)
RL4: Determine the meaning of words and phrases as they are used in the text, including those that allude to significant characters in mythology
RL7: Make connections between the text in the story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text
RL2: Determine a theme of a story, drama, or poem from details in the text; summarize the text
Determining Importance
RIT4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area
RI5: Compare and contrast the overall structure (i.e. chronology comparison, cause/effect, problem/solution) of events, ideas, or information in two or more texts
(traditional tale comparisons? fiction/nonfiction about same topic?--employed with many units of study)
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Writing Workshop, Writing Across the Disciplines/Curriculum, Portfolio Work
W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience
W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience
W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing
W6: With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as interact and collaborate with others (possible examples: digital story, animoto poem, research presentation, photo booth essay)
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Current Events with TFK, Other Resources
JLM
Open Circle/Responsive Classroom
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Sept.
GRADE
Dibels
Daze?
Materials:
poetry folders
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Assessment
Launching RW
Reading Strategies/Genre Review:
Read Aloud:
Gold Threaded Dress
Picture Books across Genre
Poetry
Quotes
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Assessment:
Launching WW
W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editingWhat is my Culture?
Scholars Project?
W7: Conduct short research projects that build knowledge through investigation of different aspects of a topic
Digital Project:
RL5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text
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What’s My Culture
Native American Culture
Field Studies:
Farm Days - Drumlin Farm |
Oct.
Materials/Tools:
Presentation Boards
iMovie/Garage Band
Google Docs
Personal Narrative Picture Books/Chapter Books
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Review Strategies:
Read Aloud
Mentor texts, Personal Narratives
Immigration/Family History Stories (rea/fiction)
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Opinion/Essay
Assessment?
W1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information
W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly
SL4: Report on a topic, or text, tell a story, or recount an experieicne in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes
RI9: Integrate information from two texts on the same topic in order to write and speak about the subject knowledgeably (compare two texts?)
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Culture Project
RI7: Interpret information presented visually, orally, or quantitatively (i.e. in charts, graphs, diagrams, time lines, animation, or interactive elements on web pages) and explain how the information contributes to an understanding of the text in which it appears
W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly
W7: Conduct short research projects that build knowledge through investigation of different aspects of a topic
Field Study/Event:
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Nov.
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Introduce/Review Strategies:
Read Aloud
Fictional Narratives - chapter books and picture books
RL3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g. a character’s thoughts, words, or actions)
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Opinion/Essay
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Culture Project (cont)
Field Studies: Farm Days Drumlin Farm
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Dec.
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Reading Strategies:
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Poetry Writing
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Project:
Materials:
Special Event: Story teller, writer in residence?
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Jan.-
Feb. Vacation
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Reading Strategies:
Assessments
Read Aloud
Editorials
Essays
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Personal Narrative
W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear even sequences
Personal Narrative:
Fictional Narrative? (starts md-Nov)
Author in residence? Gonzalez? (WPSF grant?)
Digital Project:
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Project: (Jan/Feb)
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Feb. Vacation - March
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Reading Strategies:
MCAS Prep
Mcas Examples across genre
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Fictional Narrative (continues)
MCAS Prep for Writing
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Field Study:
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April
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Reading Strategy:
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Informational Text
RI7: Interpret information presented visually, orally, or quantitatively (i.e. in charts, graphs, diagrams, time lines, animation, or interactive elements on web pages) and explain how the information contributes to an understanding of the text in which it appears
W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly
RI9: Integrate information from two texts on the same topic in order to write and speak about the subject knowledgeably
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Endangered Species Projects
Field Study/Events:
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May
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Genre Study
Assessments:
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Explain it:
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Plate Tectonics with Dr. Sheffels (6 lessons)
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June
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Genre Study:
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Genre Study:
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U.S. Regions
Digital Project:
Field Study:
Materials:
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