Alvarado Intermediate School 2015-2016
Teacher: Case
Week: November 2- 6- 2015
Grade: 4 Grade
Unit: 2 5- 6 weeks
th
Content Area: Reading and Writing
Content TEKS Covered:
Spanish Schedule
ELPS
Level 1
C 5. F Write using a variety of grade appropriate sentence patterns accurately.
Monday- Duolingo
C 4. D Use graphic organizers
Tuesday- Read- “El patito feo”
C 4. J Employ inferential skills such predicting.
Wednesday- Conversation level –
C 5. G Describe with increasing specificity and detail.
Questions level 1 base on “El patito
C 2. B Recognize elements of the English sound system.
feo”
C. 5. F Write using a variety of sentence length and grade appropriate.
Thursday- Spanish pronouns- Verb
C 4. F Use visual and contextual support.
comer
C 5. B Write using new acquired basic vocabulary
Friday- Testing day
C 2.1 Demonstrate listening comprehension
C 2.5 Distinguish sounds and intonation
Monday – Kamico Spanish test
C 4. D use pre reading supports as pre taught subjects
review.
RC- 4 c Monitor and adjust comprehension
Tuesday- Quiz “Labienvenida”
C 4. K Employ analytical skills
Wednesday- Conversation level
H Develop and expand repertoire of learning strategies.
Thursday- Conjugate verb Ser
4.11 A Summarize the supporting details.
Friday- Test
4.15 A Plan a first draft by selecting appropriate genre and generating ideas.
4.11 A Summarize the main idea and supporting detail.
4.10 Explain the difference between a standard and implied purpose for the expository
text.
4.1 Read aloud stories with fluency and comprehension
4.11 D Use multiple text features to gain an overview of the text and to locate information.
4.24 D identify tittle publisher and publication year sources.
4.18 A ii Create brief compositions that include supporting sentences
4. 2 B Use the context of the sentence to determine and clarify the meaning of unfamiliar
words
4.4 explain how structural elements of poetry relate.
5.7 Identify the literary language in biographies and autobiographies
RC- 4 Make inferences and use textual
4.5 B Identify accomplishments of notable individuals. evidence to support
understanding.
Essential /Guiding Question(s):
How is that the stories and Nick Viciject are all connected?
What are the advantages and disadvantages of being with friends with someone who is
similar to you?
When you face challenges do you feel excited, nervous or both> Why?
Why are houses designed before they are built?
What are some things people receive to show they have achieved something?
Are similar and varied synonyms or antonyms? Explain.
What is one of the challenges that an athlete with physical disabilities might face?
What kind of equipment might be specially designed for an athlete in the Paralympics?
How have some of the people we have read about made a difference?
How might people who faced physical challenges make a difference and inspire others?
Which racer do you think will achieve a victory or a win? Why?
What special equipment, or gear, are these athletes using to help them?
What did Rudy achieve in 2006?
Why are Rudy’s artificial feet able to bend?
What is the article mainly about?
Academic Vocabulary:
Similar
Challenges
Designed
Achieved
Varied
Spanish
Similar
Desafios
Logros
Variado
Diseñado
Spelling
Three letter blends
Grammar
Plurals.
Use the text to support your answer,
What do athletes in “The Paralympics” and “Making a splash” have in common?
What are lyrics?
Do lyrics include rhymes?
What made Jackie Mighty?
Compare and contrast the reactions of the neighborhood kids, Jackie’ father, and Dazzy
Vance, to Jackie playing baseball.
Why does the author describes Gehrig’s time at bat more quickly than she described
Ruth’s time at the bath?
What message or lesson is the author trying to communicate?
Why did the author give so much information about Jckie’s childhood?
What is the author’s purpose building the suspense at this point, and how does the
author use language to create suspense?
What information could not actually have been seen or heard by anyone while Jackie
prepared to pitch?
How would you summarize the story so far?
What strategies have you used so far to understand the selection?
Why do you think the words “Strike one” are printed differently from the rest of the text?
The authors tells us how Babe Ruth felt about women playing baseball.
What is the purpose for including this information?
What information provides the author about Jackie’s state of mind?
What details does the author include to help you visualize the scene as Jackie prepares
to pitch once more to Babe Ruth?
WICOR Components (highlight):
Writing
Inquiry
Collaboration
Organization
Reading
Learning
Engage
Explore
Explain
Elaborate
Evaluate
Objective(
Closing
Task(s):
s):
Monday
Teacher
Students will choose Reading selection-
Students will write –
Students
We will…
will ask
three challenging
Continuation on “Jacke
Historical fiction “My
conferenc I will…
Read a
students
questions from the
Mighty”
friend Martin”
e with
In a guided
Lyric
to identify Kamico test and
Working focus-
teacher
practice
poem.
three test
they will discuss the
Narrative
on the
answer to a
vocabula
answers and test
Introduction.
introducti
sentence frame
ry words
procedures.
on of this
to make an
writing.
analysis and
base on
the
interpretation
frequenc
of the reading
y of these
selection.
words in
the test.
Spelling
Cut the
word by
syllables.
Tuesday
Guided
We will explore
Plurals- Students will work Writing time to finish
Students
We will…
practice-
expectations in
in sentences and plurals
the story
will work
I will…
Finger
We will
writing and ways to
and in a guided practice
“My friend Martin”
in editing-
Review poetry
prints
analyze
fulfill those
we will review the work.
Working
vocabulary
project-
the
expectations.
Adjectives
writing
using
and
rubric.
clauses
focus
compare
Narrative
and
and
- “Tell
punctuati
contrast
about a
on for
leader
complex
that has
sentence
impact
s.
you life”
Spelling
Sort the
words
and
explain
their
choices.
Wednesda
y
I will…
We will…
Reading
Read test
instruction
Reading Benchmark
Reading Benchmark
Reading Benchmark
Reading
See the picture
Benchma
Benchma
and fill up the
rk
rk
sentence frame
and review
in cause and
test
effect.
procedure
The cause of---
s.
----- is/ was
because-------
Spelling
Compete
the
sentence –
Using
spelling
wrods.
Thursday
We will…
Students will read
Run on Sentence
Students
I will…
practice.
will write
Read the
the main
paragraph and
Writing sources
Idea of
use the
book.
the
sentence frame
We will
Reading selection
independent “ Making a
Read a
continue
“ The Paralympics”
splash”
small story
playing
Guided practice –
to develop
the
Questions to
Students will watch a
main ideas
detective
develop Main Idea.
video of
readings.
to complete-
skills.
game
“Nick Visijic”
Students
Cause and
Guided
“Who
Students will discuss the
will write
Effect
practice
stole Ms.
two readings and Nick
conclusio
The effect of is/
Story-
Brenda’s
visijic.
ns about
was__________
“Golden
Birthday
the
Because______
Toads an
cake”
discussio
___
Tiny Frogs”
Students
n.
will use
Students
Spelling
the
will write
Correct the
reading
about
misspelled
skills
how
word.
learned
every one
to earn
of the
the clues
character
need it to
s are
solve the
special
case.
and
unique in
spite of
their
incapaciti
es and
how this
capacitie
s have
make
them very
special.
Friday
Students
Students will make
We will…
will make
a picture and will
an
talk about their own
Listen to
analysis
dreams about this
Picture
Martin
using the
world.
Synonym
Luther
Sentence
Antonym
2-Bilingual Alphabet
vocabulary
Kind
s frames
Meaning
wall.
word learned
Speech “I
to make
Analogy
have a
an
Act it out.
dream”
analysis
Vocabulary Game:
-
Centers-
Spelling
Rock and roll
1-
test
vocabulary.
Hunt a new
Formulate
Challenging word.
phrase starting
from a
in the
3Homophones
of the
speech.
I will…
5Spelling hunt
Individual Customized Learning
sentences.
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
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
Short simple sentences stems
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
Behavioral Support:
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.