LAUSD ELA-ELD CURRICULUM MAP – Grades 3-5 – Integrating LANGUAGE – LITERACY – CONTENT The links in this document function best using Firefox or Chrome internet browsers. Draft Rev 8-3-15 CURRICULUM MAP – Grades 3-5 – LANGUAGE – LITERACY – CONTENT “The Common Core State Standards set requirements not only for English Language Arts (ELA) but also for literacy in History/Social Science, Science, and Technical subjects. Just as students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, so too must the Standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines.” – Introduction to the CCSS “Literacy and language are fundamental elements of every discipline and must be taught in ways that further students’ development of their skills, ability, and knowledge in literacy, language, and the specific area of study. Students who are ELs have the added task of navigating the path toward mastery of academic literacy and content knowledge while simultaneously developing full proficiency in English as an additional language” – CA ELA-ELD Framework, Ch. 1 DISTRICT EXPECTATIONS FOR INSTRUCTION K-5 The CCSS for ELA/Literacy and the new CA ELD Standards are integrated and interdisciplinary in nature and require new conceptions of planning curriculum, instruction, and assessment. Differentiation of instruction from the outset, using Universal Design for Learning (UDL) principles to promote engagement and ensure access and equity for the full continuum of learners including: lowand high-achieving students, students with disabilities, English Learners, Standard English Learners, and GATE students. Systematic Instruction of the Reading Foundational Skills K-5 Separate time block for Language Development (Designated ELD, MELD, ALD) as well as integrated throughout the day, connected to ELA and Content (Integrated ELD, MELD, ALD) Application of reading and writing in the context of content Utilization of assessments and progress monitoring in a MultiTiered System of Support to support a data based, problem-solving approach to instructional decision-making. Achievement of the SBAC Expectations (Claims & Targets) CURRICULUM MAP PURPOSE The overarching focus of the Curriculum Map is on building students’ content knowledge, language proficiency, and literacy skills & understandings in an integrated way. Taken as a whole, the Curriculum Map is designed to give teachers recommendations, resources, and concrete strategies (p.2-3) to effectively differentiate content and language instruction for all learners, as well as achieve the CCSS Key Shifts in English Language Arts: Regular practice with complex texts and their academic language Reading, writing, and speaking grounded in evidence from texts Building knowledge through content-rich nonfiction The Curriculum Map is a cross-curricular frame to: Differentiate instruction for the full continuum of learners Ensure multiple content areas are addressed Develop cross-curricular units of study Practice the 3 CCSS writing types in multiple content areas Teach the Foundational Skills Continuum K-5 Foster Language Development (ELD-MELD-ALD), creating authentic opportunities for developing language skills, including Speaking and Listening across the content areas CURRICULUM MAP ORGANIZATION 1. Each instructional block represents a 9-10 week frame to integrate content and language instruction, and includes standards, anchor texts, and formative assessments. There is also a problem-based integrated HSS/Science unit to culminate the year and apply the content and literacy knowledge acquired throughout the year. 2. Concrete strategies for differentiation are provided with links on page 2. Recommendations are provided to help teachers best match pedagogy to the learning needs of diverse students. 3. The anchor texts identified in the Curriculum Map represent complex grade-level texts addressing the critical thinking skills of the CCSS for Reading and the CA ELD Standards. 4. The Common Core Reading Foundational Skills run throughout K-5 instruction. Teacher practice must also include the systematic teaching of the reading skills continuum, and use of texts such as decodable texts and readers/resources at student’s individual and instructional level, that support student mastery of the mechanics of reading, to build fluency, vocabulary, and comprehension. The links in this document function best using Firefox or Chrome internet browsers. CURRICULUM MAP COMPONENTS Strategies for Differentiating Instruction Supports for core/universal Tier I instruction, as well as further differentiation of instruction, with the goal that all student receive highquality standards-aligned instruction, using culturally and linguistically responsive teaching that meets the full range of student needs. Year at a Glance Page – Timeline Three instructional cycles organized around the Universal Themes of RELATIONSHIPS, CAUSE & EFFECT, and CHANGE, plus a Culminating Integrated Unit. Assessments: Also includes periodic and SBAC assessment windows. Recommended Routines (on timeline): Helpful structures identified to implement in beginning the year, to develop 21st Century Skills. Cross-Disciplinary Connections: Seeing the interconnection between content area study, language development, and literacy skills /& understandings – with the goal of maximizing instructional efficiency by utilizing content reading as well as ELA sources. Grade Level Specific Pages Anchor Texts: These reading resources Include selections from Treasures and are growing to include texts from across all content areas. The texts have been connected to the Universal Themes of Relationships, Cause & Effect, and Change. Teams of LAUSD teachers have analyzed and vetted the selections to determine their qualitative and quantitative text complexity features. Close Reading Lessons: Teacher teams have developed sample multi-day Close Reading lessons using Evidence-Based Questions for the identified Anchor Texts. The lessons serve as a guide which teachers can refine to address the Reader/Task Considerations for the full continuum of learners. Assessment of Reading Foundational Skills: Benchmark and progress monitoring to ensure students are making progress toward reading with sufficient accuracy and fluency to support comprehension. District Interim Assessments: Formative assessments and rubrics can be used as a guide for backward mapping, to ensure students receive instruction and practice on the assessed Common Core standards for Reading, Speaking & Listening, Writing, and Language. 1 LAUSD ELA-ELD CURRICULUM MAP – Grades 3-5 – Integrating LANGUAGE – LITERACY – CONTENT Draft Rev 8-3-15 The links in this document function best using Firefox or Chrome internet browsers. DIFFERENTIATION FOR CULTURALLY RESPONSIVE TEACHING Differentiated instruction is an approach to teaching and learning for students with different abilities in the same classroom. The theory behind differentiated instruction is that teachers should vary and adapt their approaches to fit the vast diversity of students in the classroom. Teachers who differentiate instruction recognize that students differ in many ways, including prior knowledge and experiences, readiness, language, culture, learning preferences, and interests. They realize they must change the way they teach in order to reach all students. Through differentiated instruction, students will get to the same place, but take different paths. Universal Strategies for Differentiation CONTENT PROCESS PRODUCT Content can be differentiated by providing text sets that are varied in length and content as well as a variety of formats such as poetry, visuals, written text, media, etc. Varying the levels of complexity and abstractness when presenting content can differentiate lessons in all subject areas. Differentiation of content offers students the chance to start at different places in the curriculum and/or proceed at different paces. The integrated unit of study allows teachers to differentiate the content based on student need and preferences. Process can be differentiated by providing a variety of strategies that meet the needs of the gifted learner as a way of making meaning of the content. For example, exploring history by having some students construct dioramas and some drawing maps while others conduct internet research or live interviews would provide an array of opportunities for students to learn content through methods that are of interest to them while learning skills in that area of interest. (ie: learning centers, mixed ability grouping, etc…) Product differentiation means that students will have some choice in how they will demonstrate what they have learned to the teacher, class, or other audience. ● Utilize pre-tests to assess where individual students need to begin study of a given topic or unit. ● Provide access to a variety of materials that target different learning preferences and reading abilities. ● ● ● Encourage thinking at various levels of Bloom's taxonomy. Use a variety of instructional delivery methods to address different learning styles. Break assignments into smaller, more manageable parts that include structured directions for each part. ● ● ● Develop activities that target auditory, visual, and kinesthetic learners. ● Establish stations for inquiry-based, independent learning activities. ● Create activities that vary in level of complexity and degree of abstract thinking required. ● Use flexible grouping to group and regroup students based on factors including content, ability, and assessment results. Teachers may create skill based or interest based groups that may be heterogeneous or homogenous in readiness level. Thinking Maps: a set of graphic organizer techniques. There are eight diagram types, visual tools for learning intended to correspond with eight different fundamental cognitive processes. They provide a common visual language to information structure, often employed when students take notes. Teachers may apply Thinking Maps in all content areas and all grade levels. ● ● ● Choose broad instructional concepts and skills that lend themselves to understanding at various levels of complexity. ● The links in this document function best using Firefox or Chrome internet browsers. Use a variety of assessment strategies, including performancebased and open-ended assessment. Balance teacher-assigned and student-selected projects. Offer students a choice of projects that reflect a variety of learning styles and interests. Make assessment an ongoing, interactive process. 2 LAUSD ELA-ELD CURRICULUM MAP – Grades 3-5 – Integrating LANGUAGE – LITERACY – CONTENT The links in this document function best using Firefox or Chrome internet browsers. Draft Rev 8-3-15 Suggested Differentiated Instructional Strategies & Scaffolds These strategies are suggestions for various subgroups of students. Please note, many of these strategies may be used for different groups, provided they are used with intent of addressing the individual needs of the student or group. (For example, chunking texts may be used with ELs to access language, with High Achieving students to identify the theme of the text, with SWD to make content manageable, etc.) Multi-tiered Systems of Support Universal Design for Learning Culturally & Linguistically Responsive Teaching Specific Strategies for Differentiation by Identified Subgroup HIGH ACHIEVING STUDENTS & GATE LOW ACHIEVING ● ● ● ● ● ● ● ● Targeted Skills- Based Instruction on identified student need One-one instruction Peer Mentoring Structured Assignments Scaffolded homework Flexible Grouping Create small, manageable and achievable goals Use of manipulative and hands on materials ● ● ● ● ● ● ● ● ● ● Provide opportunities for gifted children to interact with other gifted children across grade levels and schools through competitions or collaborative projects. Compacting: Let the students move quickly through the required curriculum content and onto more advanced material. Allow for academic rigor. Costa’s Three Levels of Questions: Factual, Interpretive, Evaluative/Universal Learning Contracts Depth and Complexity Icons Address differences in the rate, depth, novelty, and pace of learning. Be flexible with the curriculum. Take advantage of real-life experiences that can be translated into problem-solving academics for all students. Independent projects based on student’s interests. Curriculum acceleration. Instruct them to work ahead to problems of skills that they do not know. Team teaching, collaboration, and consultation with other teachers. STUDENTS WITH DISABILITIES Teachers will consider modifications and adaptations for their students based on the IEP goals of each student. ● Preview, review, and summarize all new and previous lessons including vocabulary words and concepts. Relate new material to previous lessons and experiences. ● Provide pre-assigned readings and homework before introducing new material and/or topics. ● Provide a short preview, outline, list of new vocabulary, and key points for class discussion and as a guide for parents to help with homework and review for tests. ● Break learning into smaller steps ● Supply regular, quality feedback ● Total physical response ● Model instructional strategies that students can follow ● Use of visual aids/realia ● Simple recasting ● Changes in timing or scheduling ● Changes in setting/environment ● Changes in how the curriculum is presented ● Changes in how the student responds ● Co-teaching ENGLISH LEARNERS ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● Language Objectives: Align language objectives to new CA ELD standards as well as Unit and ELA goals Heterogeneous group work Chunking texts Providing viewing guides for video Frontloading essential understandings Processing grids Anticipatory sets Question Answer Relationship Use of sentence frames Student partnerships Word journals Wait time Hands-on learning Sentence frames Thinking maps Think-pair-share Modeling Frayer model GLAD Strategies Activate Prior Knowledge Inquiry Charts Pictorial Input Charts Semantic Clues The links in this document function best using Firefox or Chrome internet browsers. STANDARD ENGLISH LEARNERS ● ● ● ● ● ● ● ● ● ● ● ● Allow students maximal time for hearing and using language in low-risk cooperative and communal learning environments Collaborative student discussion will reflect appropriate use of academic vocabulary, as well as cultural sensitivity Introduce / utilize academic vocabulary consistently Model language both orally and in writing Activate Prior Knowledge Infuse the History and Culture of Students Understand / utilize students’ frames of reference Utilize Culturally Relevant Literature Use literature and samples of students’ oral and written language to engage them in contrastive analysis – linguistic, contextual, situational, elicited Use the revision phase of the Writing Process to edit for standard English structure Provide opportunities for students to compare and contrast poetry and songs written in standard and non-standard language Provide students opportunities to demonstrate their understanding of academic concepts in varied formats that reflect their preferred learning styles and strengths 3 LAUSD ELA-ELD CURRICULUM MAP – Grades 3-5 – Integrating LANGUAGE – LITERACY – CONTENT Draft Rev 8-3-15 The links in this document function best using Firefox or Chrome internet browsers. YEAR at a GLANCE – CURRICULUM MAP – Grades 3-5 – LANGUAGE – LITERACY – CONTENT Cycle (days) Approximate Dates Start Year (13 days) Aug 18 – 28 UNIVERSAL THEMES Recommended Routines Cycle 1 (~43 days) Sep 8 – Nov 6 PA 1 (~5 days) Nov 2-6 RELATIONSHIPS Cycle 2 (~48 days) Nov 9 – Feb 12 PA 2 (~5 days) Feb 8-12 Cycle 3 (~48 days) Feb 16 – May 6 CAUSE & EFFECT SBAC (~34 days) Mar 9 – Jun 10 CHANGE Integrated Unit (~20+ days) May 9 – Jun 10 Integrated Unit CROSS-DISCIPLINARY (CONTENT) CONNECTIONS - WHAT STUDENTS SHOULD KNOW, UNDERSTAND, AND DO ACROSS THE DISCIPLINES ACCESS & EQUITY Recommended Routines for Classroom Environment Community Structure Collaboration Practices Communication Protocols Content Supports Planning for and supporting full continuum of learners: Universal Design for Learning Multi-Tiered System of Supports Culturally & Linguistically Responsive Teaching DISCIPLINES/CONTENT LITERACY SKILLS & UNDERSTANDINGS SCIENCE FOSS Program Modules (ONE PER CYCLE): READING SHORT & EXTENDED TEXTS – Anchor texts from all disciplines PHYSICAL – LIFE – EARTH Read closely and analytically to comprehend a range of increasingly complex literary & informational texts. HISTORY - SOCIAL SCIENCE LANGUAGE – Development of Mainstream and Academic Language in Context ARTS DANCE – MUSIC – THEATER – VISUAL ARTS SPEAKING & LISTENING Understand the conventions of English and adapt spoken and written language to a variety of registers and purposes. HISTORICAL ANALYSIS SKILLS, LESSON RESOURCES Employ effective speaking & listening skills for a range of purposes and audiences. LANGUAGE DEVELOPMENT WRITING & REVISING BRIEF TEXTS – Narrative, Informative/Explanatory, Opinion DESIGNATED ENGLISH LANGUAGE DEVELOPMENT English Learners Protected time – Teachers focus on CA ELD Standards to build into and from content instruction, to develop the critical English language skills, knowledge, and abilities needed for content learning in English. Produce effective writing for a range of purposes and audiences. COMPOSING FULL TEXTS – Narrative, Informative/ Explanatory, Opinion Produce effective writing for a range of purposes and audiences. MAINSTREAM ENGLISH & ACADEMIC ENGLISH LANGUAGE DEVELOPMENT MELD (EO, IFEP) & AELD (EO, IFEP, RFEP) RESEARCH & INQUIRY Protected time – Teachers build into and from content instruction to develop students’ skills, knowledge, and abilities in the mainstream academic English language structures, vocabulary and registers needed for ELA and content learning. DIGITAL LITERACY Engage in research/inquiry to investigate topics, and to analyze, integrate, and present information. Use technology and digital media strategically & responsibly to enhance skills and understanding across disciplines. INTEGRATED UNIT HSS/SCIENCE Culminating Integrated Unit with Project-Based Learning Science texts & investigations HSS primary & secondary sources Oral Presentation Performance Task READING FOUNDATIONAL SKILLS (Reinforced across the disciplines) Students demonstrate increasing awareness and competence in print concepts, phonological awareness, phonics, word recognition, fluency. Lexile Ranges: Grade 2-3 (420-820) Grade 4-5 (740-1010) INTEGRATED ENGLISH LANGUAGE DEVELOPMENT (Reinforced across the disciplines) CA ELD and Common Core / Content Standards as Guidance In the context of learning content, students engage in meaningful collaborative, interpretive, and productive interactions with others and build awareness of how English works, based on discipline, topic, audience, task, and purpose. The links in this document function best using Firefox or Chrome internet browsers. 4 LAUSD ELA-ELD CURRICULUM MAP – Grades 3-5 – Integrating LANGUAGE – LITERACY – CONTENT Draft Rev 8-3-15 The links in this document function best using Firefox or Chrome internet browsers. – Cycle 1: Sep 8 – Nov 6 RELATIONSHIPS Everything and/or everyone exists in relation to something or someone else. The factors within a relationship interact and develop differently depending on the context, and affect one another in ways that can be positive, negative or neutral. Nov 2-6 IA 1 WHAT STUDENTS SHOULD KNOW, UNDERSTAND, AND DO IN MULTIPLE DISCIPLINES (CONTENT AREAS) DISCIPLINES (CONTENT) LANGUAGE DEVELOPMENT Science Standards HSS Standards Arts Standards Teach 1 FOSS Program Module per Cycle Grade 3 Year’s Topic: Cycle 1: All FOSS modules address CONTINUITY & CHANGE Investigation & Experimentation: Set 5: 5a, 5b, 5c, 5d, 5e MATTER & ENERGY Physical Science: Set 1 – Energy & Matter: 1a, 1b, 1c, 1d, 1e, 1f, 1g, 1h, 1i Set 2 – Light: 2a, 2b, 2c, 2d STRUCTURES OF LIFE Life Science: Set 3: 3a, 3b, 3c, 3d, 3e SUN, MOON, & STARS Earth Science: Set 4: 4a, 4b, 4c, 4d, 4e MUSIC TBD DANCE Cycle 1: PHYSICAL & HUMAN GEOGRAPHY OF LOCAL REGION THEATER 3.1.1, 3.1.2 VISUAL ARTS NATIVE INDIAN NATIONS IN LOCAL REGIONS 3.2.1, 3.2.2, 3.2.3, 3.2.4 TBD TBD LITERACY SKILLS & UNDERSTANDINGS CA ELD Standards Common Core ELA Standards SBAC Claims & Targets Gr 3 LAUSD is phasing in the District’s transition to the new California English Language Development Standards and ELA-ELD Framework. Read and analyze increasingly complex texts from a variety of sources. READING SHORT & EXTENDED TEXTS Interim Assessment 1 Cycle 1 - L1, L2, L3, L4, L5, L6 LANGUAGE Question, discuss, retell, recount, paraphrase Learn technology tools and applications SPEAKING & LISTENING W3a, W3b, W3c, W3d L1d, L1e, L1i, L2a, L2b, L2c, L2d, L2f L3a, L6 CA ELD STANDARDS: Part I = Interacting in Meaningful Ways RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL8, RL9 RI1, RI2, RI3, RI4, RI5, RI6, RI7, RI8, RI9 LANGUAGE Scope & Sequence SL1, SL2, SL3, SL4, SL5, SL6, W8 Part II = How English Works TBD Part III = Using Foundational Skills Sample Arts Performance Tasks As this Curriculum map evolves, more specificity will be included regarding ELD instruction, both Integrated and Designated. NARRATIVE W3a-d, W4, W5, W8, W9 INFORMATIVE EXPLANATORY W2a-d, W3b, W4, W5, W8, W9 THEME INQUIRY & PRESENTATION RI1, RI6, RI7, RI9, W8, W1b, W6, W7, SL1, SL2, SL3, SL4 DIGITAL LITERACY ISTE Stds 1a-d, 2a-d, 3a-d, 4a-d, 5a-d, 6a-d WRITING & REVISING BRIEF TEXTS COMPOSING FULL TEXTS RESEARCH & INQUIRY DIGITAL LITERACY FOUNDATIONAL SKILLS Common Core Reading Foundational Skills Scope & Sequence Cycle 1 - FS1, FS2, FS3, FS4 California ELD Standards Part III = Using Foundational Skills NARRATIVE Performance Task Students draw information from one or more sources, use a graphic organizer to collect ideas and evidence for writing, then draft and edit a written narrative. DIBELS - TRC MOY – Dec. INTEGRATED ENGLISH LANGUAGE DEVELOPMENT – Reinforced Across the Disciplines – Using CA ELD Standards as Guidance In the context of learning content, students engage in meaningful collaborative, interpretive, and productive interactions with others and build awareness of how English works, based on discipline, topic, audience, task, and purpose. ANCHOR TEXTS and SAMPLE LESSONS: Cycle 1 The links in this document function best using Firefox or Chrome internet browsers. Lexile Ranges: Grade 2-3 (420-820) 5 LAUSD ELA-ELD CURRICULUM MAP – Grades 3-5 – Integrating LANGUAGE – LITERACY – CONTENT Draft Rev 8-3-15 The links in this document function best using Firefox or Chrome internet browsers. Grade 4 – Cycle 1: Sep 8 – Nov 6 RELATIONSHIPS Everything and/or everyone exists in relation to something or someone else. The factors within a relationship interact and develop differently depending on the context, and affect one another in ways that can be positive, negative or neutral. Nov 2-6 IA 1 WHAT STUDENTS SHOULD KNOW, UNDERSTAND, AND DO IN MULTIPLE DISCIPLINES (CONTENT AREAS) DISCIPLINES (CONTENT) LANGUAGE DEVELOPMENT Science Standards HSS Standards Arts Standards Teach 1 FOSS Program Module per Cycle Grade 4 Year’s Topic: Cycle 1: All FOSS modules address CALIFORNIA: A CHANGING STATE Investigation & Experimentation: Set 6: 6a, 6b, 6c, 6d, 6e, 6f MAGNETISM & ELECTRICITY Physical Science: Set 1: 1a, 1b, 1c, 1d, 1e, 1f, 1g Cycle 1: LAND & EARLY PEOPLE 4.1.1, 4.1.2, 4.1.3, 4.1.4, 4.1.5 ENVIRONMENTS Life Science: EARLY CALIFORNIA Set 2: 2a, 2b, 2c Set 3: 3a, 3v, 3c, 3d 4.2.1, 4.2.2, 4.2.3, 4.2.4, 4.2.5, 4.2.6, 4.2.7, 4.2.8 SOLID EARTH Earth Science: Set 4: 4a, 4b Set 5: 5a, 5b, 5c MUSIC TBD DANCE TBD THEATER TBD VISUAL ARTS TBD Sample Arts Performance Tasks LITERACY SKILLS & UNDERSTANDINGS CA ELD Standards Common Core ELA Standards SBAC Claims & Targets Gr 4 LAUSD is entering the transition year to the new California English Language Development Standards (CELDS). Read and analyze increasingly complex texts from a variety of sources. READING SHORT & EXTENDED TEXTS As this Curriculum map evolves, more specificity will be included regarding ELD instruction, both Integrated and Designated. RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL8, RL9 RI1, RI2, RI3, RI4, RI5, RI6, RI7, RI8, RI9 LANGUAGE Scope & Sequence Cycle 1 - L1, L2, L3, L4, L5, L6 LANGUAGE Question, discuss, retell, recount, paraphrase Learn technology tools and applications SPEAKING & LISTENING SL1, SL2, SL3, SL4, SL5, SL6, W8 NARRATIVE CELDS Part I = Interacting in Meaningful Ways W3a, W3b, W3c, W3d, L3a CELDS Part II = How English Works W3a-d, W4, W5, W8, W9 CELDS Part III = Using Foundational Skills NARRATIVE INFORMATIVE EXPLANATORY W2a, W2b, W2c, W2d, W9 WRITING & REVISING BRIEF TEXTS INFORMATIVE EXPLANATORY W2a-d, W3b, W4, W5, W8, W9 COMPOSING FULL TEXTS THEME INQUIRY & PRESENTATION RI1, RI6, RI7, RI9, W8, W1b, W6, W7, SL1, SL2, SL3, SL4 DIGITAL LITERACY ISTE Stds 1a-d, 2a-d, 3a-d, 4a-d, 5a-d, 6a-d RESEARCH & INQUIRY DIGITAL LITERACY FOUNDATIONAL SKILLS Common Core Reading Foundational Skills Scope & Sequence Cycle 1 - FS1, FS2, FS3, FS4 California ELD Standards Part III = Using Foundational Skills Interim Assessment 1 NARRATIVE Performance Task W3a, W3b, W3c, W3d, W3e, L1b, L1c, L1f, L1g, L2a, L2b, L2d, L2f (gr3), L3a, L3b, L6 Students draw information from one or more sources, use a graphic organizer to collect ideas and evidence for writing, then draft and edit a written narrative. DIBELS - TRC MOY – Dec. INTEGRATED ENGLISH LANGUAGE DEVELOPMENT – Reinforced Across the Disciplines – Using CA ELD Standards as Guidance In the context of learning content, students engage in meaningful collaborative, interpretive, and productive interactions with others and build awareness of how English works, based on discipline, topic, audience, task, and purpose. Grade 4 ANCHOR TEXTS and SAMPLE LESSONS: Cycle 1 The links in this document function best using Firefox or Chrome internet browsers. Lexile Ranges: Grade 4-5 (740-1010) 6 LAUSD ELA-ELD CURRICULUM MAP – Grades 3-5 – Integrating LANGUAGE – LITERACY – CONTENT Draft Rev 8-3-15 The links in this document function best using Firefox or Chrome internet browsers. – Cycle 1: Sep 8 – Nov 6 RELATIONSHIPS Everything and/or everyone exists in relation to something or someone else. The factors within a relationship interact and develop differently depending on the context, and affect one another in ways that can be positive, negative or neutral. Nov 2-6 IA 1 WHAT STUDENTS SHOULD KNOW, UNDERSTAND, AND DO IN MULTIPLE DISCIPLINES (CONTENT AREAS) DISCIPLINES (CONTENT) Science Standards HSS Standards Teach 1 FOSS Program Module per Cycle Grade 5 Year’s Topic: U.S. HISTORY & All FOSS modules address GEOGRAPHY: Investigation & MAKING OF A NEW Experimentation: NATION Set 6: 6a, 6b, 6c, 6d, 6e Set 1: 1a, 1b, 1c, 1d, 1e, 1f, 1g, 1h, 1i Set 2: 2a, 2b, 2c, 2d, 2e, 2f, 2g WATER PLANET Earth Science: Set 4: 4a, 4b, 4c, 4d, 4e Set 5: 5a, 5b, 5c Arts Standards Cycle 1: MUSIC DANCE Cycle 1: EXPLORATION, GEOGRAPHY 5.1.1, 5.1.2, 5.1.3 NATIVE AMERICANS 5.2.1, 5.2.2, 5.2.3, 5.2.4 5.3.1, 5.3.2, 5.3.3, 5.3.4, 5.3.5, 5.3.6 THEATER TBD VISUAL ARTS TBD Common Core ELA Standards SBAC Claims & Targets Gr 5 LAUSD is transitioning to the new California English Language Development Standards (CELDS). Read and analyze increasingly complex texts from a variety of sources. READING SHORT & EXTENDED TEXTS As this Curriculum map evolves, more specificity will be included regarding ELD instruction, both Integrated and Designated. CELDS Part I = Interacting in Meaningful Ways CELDS Part II = How English Works Sample Arts Performance Tasks LITERACY SKILLS & UNDERSTANDINGS CA ELD Standards RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL8, RL9 RI1, RI2, RI3, RI4, RI5, RI6, RI7, RI8, RI9 TBD TBD MIXTURES & SOLUTIONS Physical Science: LIVING SYSTEMS Life Science: LANGUAGE DEVELOPMENT LANGUAGE Scope & Sequence Cycle 1 - L1, L2, L3, L4, L5, L6 LANGUAGE Question, discuss, retell, recount, paraphrase Learn technology tools and applications SPEAKING & LISTENING SL1, SL2, SL3, SL4, SL5, SL6, W8 NARRATIVE INFORMATIVE EXPLANATORY W2a, W2b, W2c, W2d, W9 WRITING & REVISING BRIEF TEXTS INFORMATIVE EXPLANATORY W2a-d, W3b, W4, W5, W8, W9 COMPOSING FULL TEXTS W3a, W3b, W3c, W3d, L3a NARRATIVE W3a-d, W4, W5, W8, W9 THEME INQUIRY & PRESENTATION CELDS Part III = Using Foundational Skills RI1, RI6, RI7, RI9, W8, W1b, W6, W7, SL1, SL2, SL3, SL4 DIGITAL LITERACY ISTE Stds 1a-d, 2a-d, 3a-d, 4a-d, 5a-d, 6a-d RESEARCH & INQUIRY DIGITAL LITERACY FOUNDATIONAL SKILLS Common Core Reading Foundational Skills Scope & Sequence Cycle 1 - FS1, FS2, FS3, FS4 California ELD Standards Part III = Using Foundational Skills Interim Assessment 1 NARRATIVE Performance Task W3a, W3b, W3c, W3d, W3e, L1a, L1b, L1c L2b (gr4), L2c, L2f (gr3), L3a, L6 Students draw information from one or more sources, use a graphic organizer to collect ideas and evidence for writing, then draft and edit a written narrative. DIBELS - TRC MOY – Dec. INTEGRATED ENGLISH LANGUAGE DEVELOPMENT – Reinforced Across the Disciplines – Using CA ELD Standards as Guidance In the context of learning content, students engage in meaningful collaborative, interpretive, and productive interactions with others and build awareness of how English works, based on discipline, topic, audience, task, and purpose. ANCHOR TEXTS and SAMPLE LESSONS: Cycle 1 The links in this document function best using Firefox or Chrome internet browsers. Lexile Ranges: Grade 4-5 (740-1010) 7 LAUSD ELA-ELD CURRICULUM MAP – Grades 3-5 – Integrating LANGUAGE – LITERACY – CONTENT Draft Rev 8-3-15 The links in this document function best using Firefox or Chrome internet browsers. – Cycle 2: Nov 9 – Feb 12 CAUSE & EFFECT Feb 6-12 IA 2 Actions and events have causes and effects. Cause and effect relationships may be used to explain and interpret change. WHAT STUDENTS SHOULD KNOW, UNDERSTAND, AND DO IN MULTIPLE DISCIPLINES (CONTENT AREAS) DISCIPLINES (CONTENT) Science Standards Scientific knowledge assumes an order and consistency in natural systems. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships that can be tested across given contexts and used to predict and explain events in new contexts. Teach 1 FOSS Program Module per Cycle All FOSS modules address Investigation & Experimentation: Set 5: 5a, 5b, 5c, 5d, 5e MATTER & ENERGY Physical Science: Set 1 – Energy & Matter: 1a, 1b, 1c, 1d, 1e, 1f, 1g, 1h, 1i Set 2 – Light: 2a, 2b, 2c, 2d STRUCTURES OF LIFE Life Science: Set 3: 3a, 3b, 3c, 3d, 3e SUN, MOON, & STARS Earth Science: LANGUAGE DEVELOPMENT HSS Standards Arts Standards Grade 3 Year’s Topic: Cycle 2: CONTINUITY & CHANGE Students identify and interpret the multiple causes and effects of historical events. Arts Instructional Connections Gr 3 LITERACY SKILLS & UNDERSTANDINGS CA ELD Standards Common Core ELA Standards SBAC Claims & Targets Gr 3 Blueprint LAUSD is phasing in the District’s transition to the new California English Language Development Standards and ELA-ELD Framework. Read and analyze increasingly complex texts from a variety of sources. READING SHORT & EXTENDED TEXTS Periodic Assessment 2 CA ELD STANDARDS: Part I = Interacting in Meaningful Ways Cycle 2: Sample Arts OUR COMMUNITY Performance Tasks Part II = Gr 3 OVER TIME How English Works examples: Part III = Using Founding of Los Foundational Skills Angeles Change in Our As this Curriculum map Community evolves, more specificity 3.3, 3.3.1, 3.3.2, will be included regarding 3.3.3 ELD instruction, both Integrated and Designated. HSS Model Lessons RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 RI1, RI2, RI3, RI4, RI5, RI6, RI7, RI8, RI9 LANGUAGE Scope & Sequence Cycle 1 - L1, L2, L3, L4, L5, L6 LANGUAGE Question, discuss, retell, recount, paraphrase Learn technology tools and applications SPEAKING & LISTENING SL1, SL2, SL3, SL4, SL5, SL6, W8 OPINION W1a-b-c-d INFORMATIVE – EXPLANATORY W2a-b-c-d NARRATIVE W3a-b-c-d GENERAL WRITING STANDARDS W4, W5, W6, W7, W8, W10 THEME INQUIRY & PRESENTATION RI1, RI6, RI7, RI9, W8, W1b, W6, W7, SL1, SL2, SL3, SL4 DIGITAL LITERACY ISTE Stds 1a-d, 2a-d, 3a-d, 4a-d, 5a-d, 6a-d WRITING & REVISING BRIEF TEXTS COMPOSING FULL TEXTS RESEARCH & INQUIRY DIGITAL LITERACY INFORMATIVE Draw info from one or more PRIMARY SOURCE, TEXTUAL, VIDEO, and/or IMAGE sources; work collaboratively in to answer questions; annotate text/take notes; use graphic organizer to collect ideas and evidence; independently draft, edit, and proofread an informative/ explanatory text. W2a, W2b, W2c, W2d; W4; W8 L1d, L1e, L1i L2a, L2b/c(Gr13), L2e, L2f L3a; L6 Set 4: 4a, 4b, 4c, 4d, 4e FOUNDATIONAL SKILLS Common Core Reading Foundational Skills Scope & Sequence Cycle 1 - FS1, FS2, FS3, FS4 California ELD Standards Part III = Using Foundational Skills DIBELS - TRC MOY – Dec 19 INTEGRATED ENGLISH LANGUAGE DEVELOPMENT – Reinforced Across the Disciplines – Using CA ELD Standards as Guidance In the context of learning content, students engage in meaningful collaborative, interpretive, and productive interactions with others and build awareness of how English works, based on discipline, topic, audience, task, and purpose. ANCHOR TEXTS and SAMPLE LESSONS: Cycle 2 The links in this document function best using Firefox or Chrome internet browsers. Lexile Ranges: Grade 2-3 (420-820) 8 LAUSD ELA-ELD CURRICULUM MAP – Grades 3-5 – Integrating LANGUAGE – LITERACY – CONTENT Draft Rev 8-3-15 The links in this document function best using Firefox or Chrome internet browsers. Grade 4 – Cycle 2: Nov 9 – Feb 12 CAUSE & EFFECT Feb 6-12 IA 2 Actions and events have causes and effects. Cause and effect relationships may be used to explain and interpret change. WHAT STUDENTS SHOULD KNOW, UNDERSTAND, AND DO IN MULTIPLE DISCIPLINES (CONTENT AREAS) DISCIPLINES (CONTENT) Science Standards Scientific knowledge assumes an order and consistency in natural systems. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships that can be tested across given contexts and used to predict and explain events in new contexts. Teach 1 FOSS Program Module per Cycle All FOSS modules address Investigation & Experimentation: Set 6: 6a, 6b, 6c, 6d, 6e, 6f MAGNETISM & ELECTRICITY Physical Science: Set 1: 1a, 1b, 1c, 1d, 1e, 1f, 1g ENVIRONMENTS Life Science: Set 2: 2a, 2b, 2c Set 3: 3a, 3v, 3c, 3d SOLID EARTH Earth Science: Set 4: 4a, 4b Set 5: 5a, 5b, 5c LANGUAGE DEVELOPMENT HSS Standards Arts Standards Grade 4 Year’s Topic: Cycle 2: CALIFORNIA: A CHANGING STATE MUSIC Students identify and interpret the multiple causes and effects of historical events. Cycle 2: CALIFORNIA STATEHOOD examples: Gold Rush Transcontinental Railroad Immigration/ Migration 4.3, 4.4.1, 4.4.2, 4.4.3, 4.4.4 DANCE THEATER VISUAL ARTS Sample Arts Performance Tasks Gr 4 LITERACY SKILLS & UNDERSTANDINGS CA ELD Standards Common Core ELA Standards SBAC Claims & Targets Gr 4 Blueprint LAUSD is entering the transition year to the new California English Language Development Standards (CELDS). Read and analyze increasingly complex texts from a variety of sources. READING SHORT & EXTENDED TEXTS Periodic Assessment 2 As this Curriculum map evolves, more specificity will be included regarding ELD instruction, both Integrated and Designated. CELDS Part I = Interacting in Meaningful Ways RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 RI1, RI2, RI3, RI4, RI5, RI6, RI7, RI8, RI9 LANGUAGE Scope & Sequence Cycle 1 - L1, L2, L3, L4, L5, L6 LANGUAGE Question, discuss, retell, recount, paraphrase Learn technology tools and applications SPEAKING & LISTENING SL1, SL2, SL3, SL4, SL5, SL6, W8 OPINION W1a-b-c-d INFORMATIVE – EXPLANATORY W2a-b-c-d NARRATIVE W3a-b-c-d GENERAL WRITING STANDARDS W4, W5, W6, W7, W8, W9, W10 CELDS Part II = How English Works THEME INQUIRY & PRESENTATION RI1, RI6, RI7, RI9, W8, W1b, W6, W7, SL1, SL2, SL3, SL4 CELDS Part III = Using Foundational Skills WRITING & REVISING BRIEF TEXTS COMPOSING FULL TEXTS RESEARCH & INQUIRY DIGITAL LITERACY ISTE Stds 1a-d, 2a-d, 3a-d, 4a-d, 5a-d, 6a-d DIGITAL LITERACY FOUNDATIONAL SKILLS Common Core Reading Foundational Skills Scope & Sequence Cycle 1 - FS1, FS2, FS3, FS4 California ELD Standards Part III = Using Foundational Skills INFORMATIVE Draw info from one or more PRIMARY SOURCE, TEXTUAL, VIDEO, and/or IMAGE sources; work collaboratively in to answer questions; annotate text/take notes; use graphic organizer to collect ideas and evidence; independently draft, edit, and proofread an informative/ explanatory text. W2a, W2b, W2c, W2e; W4; W8 L1c, L1e, L1f, L1g L2a, L2b/c(Gr14), L2d L3a, L3b; L6 DIBELS - TRC MOY – Dec 19 INTEGRATED ENGLISH LANGUAGE DEVELOPMENT – Reinforced Across the Disciplines – Using CA ELD Standards as Guidance In the context of learning content, students engage in meaningful collaborative, interpretive, and productive interactions with others and build awareness of how English works, based on discipline, topic, audience, task, and purpose. Grade 4 ANCHOR TEXTS and SAMPLE LESSONS: Cycle 2 The links in this document function best using Firefox or Chrome internet browsers. Lexile Ranges: Grade 4-5 (740-1010) 9 LAUSD ELA-ELD CURRICULUM MAP – Grades 3-5 – Integrating LANGUAGE – LITERACY – CONTENT Draft Rev 8-3-15 The links in this document function best using Firefox or Chrome internet browsers. – Cycle 2: Nov 9 – Feb 12 CAUSE & EFFECT Feb 6-12 IA 2 Actions and events have causes and effects. Cause and effect relationships may be used to explain and interpret change. WHAT STUDENTS SHOULD KNOW, UNDERSTAND, AND DO IN MULTIPLE DISCIPLINES (CONTENT AREAS) DISCIPLINES (CONTENT) LANGUAGE DEVELOPMENT Science Standards HSS Standards Arts Standards Scientific knowledge assumes an order and consistency in natural systems. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships that can be tested across given contexts and used to predict and explain events in new contexts. Grade 5 Year’s Topic: U.S. HISTORY & GEOGRAPHY: MAKING OF A NEW NATION Cycle 2: Teach 1 FOSS Program Module per Cycle Students identify and interpret the multiple causes and effects of historical events. All FOSS modules address Investigation & Experimentation: Set 6: 6a, 6b, 6c, 6d, 6e MIXTURES & SOLUTIONS Physical Science: Set 1: 1a, 1b, 1c, 1d, 1e, 1f, 1g, 1h, 1i LIVING SYSTEMS Life Science: Set 2: 2a, 2b, 2c, 2d, 2e, 2f, 2g WATER PLANET Earth Science: Cycle 2: EARLY AMERICA examples: Colonial Period American Revolution 5.4, 5.5, 5.6 MUSIC DANCE THEATER VISUAL ARTS Sample Arts Performance Tasks Gr 5 LITERACY SKILLS & UNDERSTANDINGS CA ELD Standards Common Core ELA Standards SBAC Claims & Targets Gr 5 Blueprint LAUSD is transitioning to the new California English Language Development Standards (CELDS). Read and analyze increasingly complex texts from a variety of sources. READING SHORT & EXTENDED TEXTS Periodic Assessment 2 As this Curriculum map evolves, more specificity will be included regarding ELD instruction, both Integrated and Designated. CELDS Part I = Interacting in Meaningful Ways RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 RI1, RI2, RI3, RI4, RI5, RI6, RI7, RI8, RI9 LANGUAGE Scope & Sequence Cycle 1 - L1, L2, L3, L4, L5, L6 LANGUAGE Question, discuss, retell, recount, paraphrase Learn technology tools and applications SPEAKING & LISTENING SL1, SL2, SL3, SL4, SL5, SL6, W8 OPINION W1a-b-c-d NARRATIVE W3a-b-c-d GENERAL WRITING STANDARDS W4, W5, W6, W7, W8, W10 CELDS Part II = How English Works CELDS Part III = Using Foundational Skills INFORMATIVE – EXPLANATORY W2a-b-c-d THEME INQUIRY & PRESENTATION RI1, RI6, RI7, RI9, W8, W1b, W6, W7, SL1, SL2, SL3, SL4 WRITING & REVISING BRIEF TEXTS COMPOSING FULL TEXTS RESEARCH & INQUIRY DIGITAL LITERACY ISTE Stds 1a-d, 2a-d, 3a-d, 4a-d, 5a-d, 6a-d Set 4: 4a, 4b, 4c, 4d, 4e Set 5: 5a, 5b, 5c DIGITAL LITERACY FOUNDATIONAL SKILLS Common Core Reading Foundational Skills Scope & Sequence Cycle 1 - FS1, FS2, FS3, FS4 California ELD Standards Part III = Using Foundational Skills INFORMATIVE Draw info from one or more PRIMARY SOURCE, TEXTUAL, VIDEO, and/or IMAGE sources; work collaboratively in to answer questions; annotate text/take notes; use graphic organizer to collect ideas and evidence; independently draft, edit, and proofread an informative/ explanatory text. W2a, W2b, W2c, W2e; W4; W8 L1c(Gr4&5), L1d, L1f(Gr4), L1g(Gr4) L2a(Gr4), L2b(Gr4&5), L2d, L2e; L3a, L3b; L6 DIBELS - TRC MOY – Dec 19 INTEGRATED ENGLISH LANGUAGE DEVELOPMENT – Reinforced Across the Disciplines – Using CA ELD Standards as Guidance In the context of learning content, students engage in meaningful collaborative, interpretive, and productive interactions with others and build awareness of how English works, based on discipline, topic, audience, task, and purpose. ANCHOR TEXTS and SAMPLE LESSONS: Cycle 2 The links in this document function best using Firefox or Chrome internet browsers. Lexile Ranges: Grade 4-5 (740-1010) 10 LAUSD ELA-ELD CURRICULUM MAP – Grades 3-5 – Integrating LANGUAGE – LITERACY – CONTENT – Cycle 3: Feb 16 – May 6 Draft Rev 8-3-15 The links in this document function best using Firefox or Chrome internet browsers. CHANGE (SEE OPTIONS FOR APRIL 27–JUNE 4 IN FAR RIGHT COLUMN) Humans observe and study change in order to make sense of our world. WHAT STUDENTS SHOULD KNOW, UNDERSTAND, AND DO IN MULTIPLE DISCIPLINES (CONTENT AREAS) DISCIPLINES (CONTENT) Science Standards HSS Standards “Much of science…has to do with understanding how change occurs in nature and in social and technological systems…. Constancy, often in the midst of change, is also the subject of intense study in science.” Students explain how the present is connected to the past, identifying both similarities and differences between the two, and how some things change over time and some things stay the same. American Association for the Advancement of Science, (2009), Benchmarks for Science Literacy Teach 1 FOSS Program Module per Cycle All FOSS modules address Investigation & Experimentation: Set 5: 5a, 5b, 5c, 5d, 5e MATTER & ENERGY Physical Science: Set 1 – Energy & Matter: 1a, 1b, 1c, 1d, 1e, 1f, 1g, 1h, 1i Set 2 – Light: 2a, 2b, 2c, 2d STRUCTURES OF LIFE Life Science: Set 3: 3a, 3b, 3c, 3d, 3e SUN, MOON, & STARS Earth Science: Set 4: 4a, 4b, 4c, 4d, 4e LANGUAGE DEVELOPMENT Arts Standards Cycle 2: Arts Instructional Connections Gr 3 CA HSS Framework Year’s Topic: CONTINUITY & CHANGE Cycle 3: GOVT AND CIVIC RESPONSIBILITY 3.4 Rules & Laws Local & National Landmarks 3 Branches of Government American Heroes ECONOMICS OF LOCAL REGION 3.5 Sample Arts Performance Tasks Gr 3 LITERACY SKILLS & UNDERSTANDINGS CA ELD Standards Common Core ELA Standards SBAC Claims & Targets Gr 3 LAUSD is phasing in the District’s transition to the new California English Language Development Standards and ELA-ELD Framework. Read and analyze increasingly complex texts from a variety of sources. READING SHORT & EXTENDED TEXTS CA ELD STANDARDS: Part I = Interacting in Meaningful Ways Part II = How English Works RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 RI1, RI2, RI3, RI4, RI5, RI6, RI7, RI8, RI9 LANGUAGE Scope & Sequence Cycle 1 - L1, L2, L3, L4, L5, L6 LANGUAGE Question, discuss, retell, recount, paraphrase Learn technology tools and applications SPEAKING & LISTENING SL1, SL2, SL3, SL4, SL5, SL6, W8 OPINION W1a-b-c-d INFORMATIVE – EXPLANATORY W2a-b-c-d NARRATIVE W3a-b-c-d Part III = Using Foundational Skills GENERAL WRITING STANDARDS W4, W5, W6, W7, W8, W10 As this Curriculum map evolves, more specificity will be included regarding ELD instruction, both Integrated and Designated. THEME INQUIRY & PRESENTATION RI1, RI6, RI7, RI9, W8, W1b, W6, W7, SL1, SL2, SL3, SL4 WRITING & REVISING BRIEF TEXTS Gr 3 does integrated unit May 9 – Jun 10 GR 3 GR 3 UNIT TBD HSS/SCIENCE Culminating Integrated Unit with Project-Based Learning Science texts & investigations COMPOSING FULL TEXTS HSS primary & secondary sources RESEARCH & INQUIRY Oral Presentation Performance Task DIGITAL LITERACY ISTE Stds 1a-d, 2a-d, 3a-d, 4a-d, 5a-d, 6a-d DIGITAL LITERACY FOUNDATIONAL SKILLS Common Core Reading Foundational Skills Scope & Sequence Cycle 1 - FS1, FS2, FS3, FS4 Gr 3 takes SBAC Mar 9 – June 10 California ELD Standards Part III = Using Foundational Skills DIBEL-TRC EOY Jun 3 ** ELs by May 29 INTEGRATED ENGLISH LANGUAGE DEVELOPMENT – Reinforced Across the Disciplines – Using CA ELD Standards as Guidance In the context of learning content, students engage in meaningful collaborative, interpretive, and productive interactions with others and build awareness of how English works, based on discipline, topic, audience, task, and purpose. ANCHOR TEXTS and SAMPLE LESSONS: Cycle 3 The links in this document function best using Firefox or Chrome internet browsers. Lexile Ranges: Grade 2-3 (420-820) 11 LAUSD ELA-ELD CURRICULUM MAP – Grades 3-5 – Integrating LANGUAGE – LITERACY – CONTENT Draft Rev 8-3-15 The links in this document function best using Firefox or Chrome internet browsers. Grade 4 – Cycle 3: Feb 16 – May 6 CHANGE Gr 4 takes SBAC Mar 9 – June 10 Humans observe and study change in order to make sense of our world. WHAT STUDENTS SHOULD KNOW, UNDERSTAND, AND DO IN MULTIPLE DISCIPLINES (CONTENT AREAS) DISCIPLINES (CONTENT) LANGUAGE DEVELOPMENT Science Standards HSS Standards “Much of science…has to do with understanding how change occurs in nature and in social and technological systems…. Constancy, often in the midst of change, is also the subject of intense study in science.” Students explain how the present is connected to the past, identifying both similarities and differences between the two, and how some things change over time and some things stay the same. THEATER Year’s Topic: VISUAL ARTS American Association for the Advancement of Science, (2009) Teach 1 FOSS Program Module per Cycle All FOSS modules address Investigation & Experimentation: Set 6: 6a, 6b, 6c, 6d, 6e, 6f MAGNETISM & ELECTRICITY Physical Science: Arts Standards Cycle 2: MUSIC DANCE CA HSS Framework CALIFORNIA: A CHANGING STATE Cycle 3: CENTURY CALIFORNIA Set 1: 1a, 1b, 1c, 1d, 1e, 1f, 1g ex: Dust Bowl ENVIRONMENTS Effects of WWII Life Science: Industry Set 2: 2a, 2b, 2c Set 3: 3a, 3v, 3c, 3d 4.4.5, 4.4.6, 4.4.7, 4.4.8, 4.4.9 SOLID EARTH Earth Science: STATE & FEDERAL Set 4: 4a, 4b GOVERNMENT Set 5: 5a, 5b, 5c 4.5 20TH Sample Arts Performance Tasks Gr 4 LITERACY SKILLS & UNDERSTANDINGS Gr 4 does integrated unit May 9 – Jun 10 CA ELD Standards Common Core ELA Standards SBAC Claims & Targets Gr 4 LAUSD is entering the transition year to the new California English Language Development Standards (CELDS). Read and analyze increasingly complex texts from a variety of sources. READING SHORT & EXTENDED TEXTS MEDIANA CITY Cycle 1 - L1, L2, L3, L4, L5, L6 LANGUAGE Question, discuss, retell, recount, paraphrase Learn technology tools and applications HSS/SCIENCE Culminating Integrated Unit with SPEAKING & LISTENING As this Curriculum map evolves, more specificity will be included regarding ELD instruction, both Integrated and Designated. CELDS Part I = Interacting in Meaningful Ways CELDS Part II = How English Works RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 RI1, RI2, RI3, RI4, RI5, RI6, RI7, RI8, RI9 LANGUAGE Scope & Sequence SL1, SL2, SL3, SL4, SL5, SL6, W8 OPINION W1a-b-c-d INFORMATIVE – EXPLANATORY W2a-b-c-d NARRATIVE W3a-b-c-d GENERAL WRITING STANDARDS W4, W5, W6, W7, W8, W9, W10 THEME INQUIRY & PRESENTATION RI1, RI6, RI7, RI9, W8, W1b, W6, W7, SL1, SL2, SL3, SL4 CELDS Part III = Using Foundational Skills WRITING & REVISING BRIEF TEXTS COMPOSING FULL TEXTS RESEARCH & INQUIRY DIGITAL LITERACY ISTE Stds 1a-d, 2a-d, 3a-d, 4a-d, 5a-d, 6a-d Project-Based Learning Science texts & investigations HSS primary & secondary sources Oral Presentation Performance Task DIGITAL LITERACY FOUNDATIONAL SKILLS Common Core Reading Foundational Skills Scope & Sequence Cycle 1 - FS1, FS2, FS3, FS4 GR 4 California ELD Standards Part III = Using Foundational Skills DIBEL-TRC EOY Jun 3 ** ELs by May 29 INTEGRATED ENGLISH LANGUAGE DEVELOPMENT – Reinforced Across the Disciplines – Using CA ELD Standards as Guidance In the context of learning content, students engage in meaningful collaborative, interpretive, and productive interactions with others and build awareness of how English works, based on discipline, topic, audience, task, and purpose. Grade 4 ANCHOR TEXTS and SAMPLE LESSONS: Cycle 3 The links in this document function best using Firefox or Chrome internet browsers. Lexile Ranges: Grade 4-5 (740-1010) 12 LAUSD ELA-ELD CURRICULUM MAP – Grades 3-5 – Integrating LANGUAGE – LITERACY – CONTENT Draft Rev 8-3-15 The links in this document function best using Firefox or Chrome internet browsers. – Cycle 3: Feb 16 – May 6 CHANGE Gr 5 takes SBAC Mar 9 – June 10 Humans observe and study change in order to make sense of our world. WHAT STUDENTS SHOULD KNOW, UNDERSTAND, AND DO IN MULTIPLE DISCIPLINES (CONTENT AREAS) DISCIPLINES (CONTENT) Science Standards HSS Standards “Much of science…has to do with understanding how change occurs in nature and in social and technological systems…. Constancy, often in the midst of change, is also the subject of intense study in science.” Students explain how the present is connected to the past, identifying both similarities and differences between the two, and how some things change over time and some things stay the same. American Association for the Advancement of Science, (2009) Teach 1 FOSS Program Module per Cycle Arts Standards Cycle 2: MUSIC DANCE THEATER CA HSS Framework Year’s Topic: U.S. HISTORY & Investigation & Experimentation: GEOGRAPHY: Set 6: 6a, 6b, 6c, 6d, 6e MAKING OF A NEW MIXTURES & SOLUTIONS NATION Physical Science: Cycle 3: Set 1: 1a, 1b, 1c, 1d, 1e, 1f, 1g, CONSTITUTION & 1h, 1i GOVERNMENT LIVING SYSTEMS 5.7 Life Science: WESTWARD Set 2: 2a, 2b, 2c, 2d, 2e, 2f, 2g EXPANSION 5.8 WATER PLANET LOCATIONS OF Earth Science: STATES & NAMES Set 4: 4a, 4b, 4c, 4d, 4e OF CAPITOLS 5.9 Set 5: 5a, 5b, 5c All FOSS modules address LANGUAGE DEVELOPMENT VISUAL ARTS Sample Arts Performance Tasks Gr 5 LITERACY SKILLS & UNDERSTANDINGS Gr 5 does integrated unit Apr 27 – Jun 4 CA ELD Standards Common Core ELA Standards SBAC Claims & Targets Gr 5 LAUSD is transitioning to the new California English Language Development Standards (CELDS). Read and analyze increasingly complex texts from a variety of sources. READING SHORT & EXTENDED TEXTS SPACE COLONY Cycle 1 - L1, L2, L3, L4, L5, L6 LANGUAGE Question, discuss, retell, recount, paraphrase Learn technology tools and applications HSS/SCIENCE Culminating Integrated Unit with SPEAKING & LISTENING As this Curriculum map evolves, more specificity will be included regarding ELD instruction, both Integrated and Designated. CELDS Part I = Interacting in Meaningful Ways RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 RI1, RI2, RI3, RI4, RI5, RI6, RI7, RI8, RI9 LANGUAGE Scope & Sequence SL1, SL2, SL3, SL4, SL5, SL6, W8 OPINION W1a-b-c-d NARRATIVE W3a-b-c-d GENERAL WRITING STANDARDS W4, W5, W6, W7, W8, W10 CELDS Part II = How English Works CELDS Part III = Using Foundational Skills INFORMATIVE – EXPLANATORY W2a-b-c-d THEME INQUIRY & PRESENTATION RI1, RI6, RI7, RI9, W8, W1b, W6, W7, SL1, SL2, SL3, SL4 WRITING & REVISING BRIEF TEXTS COMPOSING FULL TEXTS RESEARCH & INQUIRY DIGITAL LITERACY ISTE Stds 1a-d, 2a-d, 3a-d, 4a-d, 5a-d, 6a-d Project-Based Learning Science texts & investigations HSS primary & secondary sources Oral Presentation Performance Task DIGITAL LITERACY FOUNDATIONAL SKILLS Common Core Reading Foundational Skills Scope & Sequence Cycle 1 - FS1, FS2, FS3, FS4 GR 5 California ELD Standards Part III = Using Foundational Skills DIBEL-TRC EOY Jun 3 ** ELs by May 29 INTEGRATED ENGLISH LANGUAGE DEVELOPMENT – Reinforced Across the Disciplines – Using CA ELD Standards as Guidance In the context of learning content, students engage in meaningful collaborative, interpretive, and productive interactions with others and build awareness of how English works, based on discipline, topic, audience, task, and purpose. ANCHOR TEXTS and SAMPLE LESSONS: Cycle 3 The links in this document function best using Firefox or Chrome internet browsers. Lexile Ranges: Grade 4-5 (740-1010) 13