Alvarado Intermediate School 2015-2016
Teacher: Case
Week: November 16-2015
Grade: 4 Grade
Unit: 3 2-6
th
Content Area: Reading and Writing
Content TEKS Covered:
Spanish Schedule
22
Level 1
A- Spell words with more advanced orthographic patters and rules
Monday- Duolingo
i.
Tuesday- Read- “La Loteria”
Plural rules
23
Wednesday- Writing
A Generate research topics from personal interest.
Benchmark
24
Thursday- Conversation level –
I Students initiated surveys and interviews
Favorite food, desert, fruit.
26
Friday- Duo Lingo
A draw conclusions
28
Monday – Kamico Spanish test
A States an opinion
review.
29
Tuesday- Project- Spanish
A Participate in teacher- students lead discussion by posing and answering questions with
Wednesday- Benchamark
appropriate detail and by providing suggestions that build upon the ideas of others.
Thursday- Ortografia letra Q,G,
18
practica de las reglas.
Establish a central idea and supporting details
Friday- Revision de libro
Ii includes supporting details
“Destrezas”
Iii Contains a concluding statement.
15
B Develop drafts
C Revise drafts for Coherence.
D Edit drafts for grammar and mechanics.
E Revise final draft.
20 Oral and written conventionsA Use and understand the function of the parts of the speech.
I nouns
Ii Verbs
Iii Verbs
Vii Correlative conjunctions
C use compound sentences.
Essential /Guiding Question(s):
Academic Vocabulary:
What cause this eruption?
What is the difference?
What is the connection?
What is your opinion?
Demonstrate understanding
Can you recall what happened?
Illustrate using adjective
Tell me in your own words
Would you done the same as?
Distinguish the difference in the characters and they way they feel and acted.
Shish of this opinions expressed in this selection?
Which of the following is the best summary?
Look at the diagram, pf the volcano. Once the Magnma leaves the voclano’s vent, it
becomes.
Read this sentence from paragraph 2.
Study the story map.
Which belongs in the empty space?
Turnabout
Central idea
Supporting details
Conjunctions
Five of revising1.add
2-move
3-eliminate
4-replace
5-change
Topic sentence
Homophones
WICOR Components (highlight):
Writing
Learning
Objective
(s):
Engage
Inquiry
Explore
Collaboration
Explain
Organization
Elaborate
Reading
Evaluate
Closing
Task(s):
Monday
Spelling list-
We will
In a
Brain pop- “ Run- on-
write a
guided
Guided practice-
Free
practice
Students and teacher will
verse
teacher
discuss the strategies
using
and
used to solved a test.
figurative
students
Students
Students
Control vowels ar/or
will have
will be
Students will self-
time to
expose to
Quiz-
correct their words
finish re
a writing
We will discuss each
and use cards to
write the
question
question, and think
practice the missed
story of
on revising
words.
Martin
Students
Sentences”
language. will write
We will read the
about the use of clauses,
Poem
on the
questions in the practice
complete sentences and
Luther
will move
root-
white
test, and we will analyze
punctuation.
King as if
the
Word
board and
the type of question;
you were
sentence.-
unique.
expository
students will explain why
is White
use
compositio is editing or why is
friend.
manipulati
n.
revising and if revising
Revision
ves.
they will asked to identify
part.
wish of the five of
revising.
Tuesday
Plural
Review
nouns=
-
poetry
Irregular
with
Plurals
students
Card
and
poetry
Homophones review
Editing practice-
Students will work in
Conferenc
Brain pop
Guided practice- We will
the following
e time one
We will
-
Quiz
resolve one editing
expository
on one
read “The
-
Students create a
paragraph on the white
composition-
with the
wild
foldable.
board
Write about your
teacher to
ponies” In
game
Students will work by
goals and dreams.
revise the
and index
/Match the
pairs to solve the second Why are they
writings.
cart
vocabular irregular
paragraph.
important? How do
students
y-
Students will work in an
you plan to achieve
will create
We will
independent practice to
them?
a small
use
solve the third
diagram
“The
paragraph.
on cause
plural.
rhyme
and effect.
zone and
Mrs.
Warner’s
poetry”
Wednesd
ay
Writing
Review of
Benchmar
test skills
k
Writing Benchmark
Writing Benchmark
Writing Benchmark
and
Writing
Writing
Benchmar
Benchmar
k
k
motivatio
n.
Thursday
We will…
Compare and contrast-
Students will finish
Students
Sentence
Vocabular
Students will play the
Students will be working
playing the clue
will work
frame-
Plural
y-
dice game to fill up the
on connecting the dots
game.
in the
__________
game-
Students
six step of Marzano’s
using the following
advancem _ is
White
will use 5
process for building
characters
ent of
different or
board
of the
vocabulary.
-Thurgood Marshal
project.
similar
Identify
letters
-Dr. Martin Luther King
the plural.
from the
-Ruby Bridget
bilingual
- Mighty Jacky
alphabet,
and they
Inside of the square they
will plan to
will compare and
create a
contrast the characters
project in
using two paragraphs.
each. Each
project is
expected
to be
created by
students
ideas only.
Friday
Teacher
We will
Guided practice revision
Students will discuss
Students
Students
will read a
of questions of
with classmates the
will
read “
identify
small story
Kamico Reading #3
errors found on the
Project- Martin
present
Secret
the
and will
Kamico Reading #3
Luther king Speech-
work for
codes”
correct
askKamico
Students will make
projects.
Students
plural
Reading
an analysis using
will write in
form by
Test #3
sentences stems of
an index
Dr’s King speech.
card the
highlighti
ng it.
main idea.
Individual Customized Learning
Differentiated Academic
Bilingual/ESL Language Support:
Support:
Differentiated Academic
Support:
Bilingual/ESL Language Support:
I-
1,2,3,4,5,6,7
Visuals for classroom Vocabulary and academic concept.
200
Short simple sentences stems
Behavioral Support:
Oral testing if re testing is
need it.
Preferential sitting.
Modify spelling test.
Extended time for testing.
500
Class vocabulary
Extended time for testing
Oral testing if re- testing is
need it.
Use of manipulatives
Pre teaching social and academic Vocabulary
Peer interaction (Same language peer as need it)
Adapted writing tasks
Dictionary for projects and test
Extensive modeling
Graphic organizers
Use of cognates
Pronunciation of social/ academic language
Slower, simplified speech
Oral translation of words and phrases.
Bilingual dictionary/ glossary
Side by side materials
Manipulatives.
Reminders to stay on task
Check for understanding.
Dictionary
ll.11,12,13,14,15,16,17,18,19, 21
Visual for classroom vocabulary
Adapted grade level texts
Peer interaction
Adapted writing task
Gestures for memorization of academic concepts.
Modeling.
Graphic organizers.
Pronunciation of academic terms
Bilingual dictionary and Glossary
Side by side materials.
Manipulatives
lll.
31,32,33,34,36,37,38,39,41,42,44,45,46,47,48,49,50,51,52,53,55,
56,57,58.
Visuals for classroom and vocabulary
Grade level texts
Complex sentence stems
Pre teaching low frequency academic vocabulary
Grade level writing tasks
Gestures for memorization of academic concepts
Graphic organizers
Manipulatives
Use of Cognates
Pronunciation of academic terms
Linguistic simplification of complex or unfamiliar academic text.
Dictionary and Glossary during testing.