Grade: Fourth
Unit 5: America on the Move
Supported Reading
Imagine It texts:
The Rise of Cities(expository)
The Golden Spike(expository)
John Henry Races the Steam Drill(tall tale)
Immigrant Children(expository)
The Dust Bowl (expository)
Pop’s Bridge(expository)
Low Bridge(poem)
Migrants(poem
Possible Resources:
Read aloud: If Your Name was Changed at Ellis Island by Ellen Levine
Read aloud: Dreaming of America: An Ellis Island Story
Discovery Education:
John Henry (19:11) Video
Literature for Children: Tall Tales (9:11) Video
Dear America: Dreams in the Golden Country: The Story of Zipporah Feldman,
A Jewish Immigrant Girl: New York City,1903 (29:11) Video
Westward Expansion for Students: Mountain Men and Gold Seekers
(27:02)Video
The Importance of Bridges (1:23) video segment
Time Warp Trio: Hey Kid Want to Buy a Bridge? (21:32) Video
Reading A-Z.com
Leveled Texts:
Atlantic Crossing-Level W Grade 4
The Story of Immigration-Level X Grade 5
Building Big Dreams(Bridges) Level S Grade 3
Seven Wonders You Can Visit(Bridges) Level U Grade 4
Social Studies Connection-Chapter 11 Lesson 1 Early Travel and Lesson 2
Automobiles and Airplanes
Month: April-May
Independent Reading
Mini Lessons from Growing Readers by Kathy Collins
Retelling page 157
Characteristics of Good Retelling
Uses Characters’ names (characters)
Tells where the story is taking place (setting)
Includes the important parts of the story (plot)
Is told in an interesting voice (fluency)
Is checked with book to see if anything was missed (text evidence)
Is checked with book to see if teller understood everything(comprehension)
1. Readers identify the setting when they retell.
2. Readers follow the events of the story when they retell.
3. Readers know how to balance the details when they retell.
4. Readers use time words when they retell.
5. Readers retell with expression.
6. Readers use text evidence to clarify, confirm, or revise the retelling.
7. Partners read together and retell.
8. One partner retells, then both partners read together to confirm.
9. Partners take turns retelling.
10. Partners help each other retell.
Possible Resources
Growing Readers by Kathy Collins
Novel:Lily and Miss Liberty by Carla Stevens
Read aloud:The Statue of Liberty by Natalie Miller
Read aloud:The Tall Tale of John Henry by David Neufeld
Read Aloud Plays :Tall Tales-John Henry Grades 3-5 by Carol Pugliano-Martin –
Scholastic
Read aloud:Pioneer Girl: Rachel’s Journal by Marissa Moss
2012-2013 Curriculum Guides Created by nominated teachers and Literacy Facilitators for the Humanities Department
Grade: Fourth
Unit 5: America on the Move
Writing
Calkins Units of Study
Literary Essays: Writing about Reading
Breathing Life into Essays
Teachers model writing an opinion piece which includes stating an opinion
about immigration in America and giving reasons/facts for that opinon.
Teachers model writing a research paper which emphasizes one effect
transportation has had on American society.
Possible Resources:
Lucy Calkins Writing Units of Study 3-5 Kit
Month: April-May
Word Study
Month by Month Phonics Grade 4
April
Goal One Polysllyabic Words pages 106-112
Goal Two Word Wall Words page 113
Goal Three Visual Checking System page 114
Goal Four Cross Checking page 114
May
Goal One Polysllyablic Words pages 116-122
Goal Two Word Wall Words page 123
Goal Three Visual Checking System page 123
Goal Four Cross Checking page 124
Possible Resources:
Month by Month Phonics Grade 4 by Amanda Arens,Karen L. Loman, Patricia M.
Cunningham-Carson-Dellosa Pub.
Imagine It Green Band
Imagine It esuites vocabulary/games
Possible Assessments:
Essential Questions:
Imagine It Assessments
What impact has immigration had on America?
Writing Common Tasks W1/W2
How did machines get America moving?
Reading A-Z.com-Comprehension Assessments- Atlantic Crossing, The Story of
Immigration, Building Big Dreams, Seven Wonders You Can Visit
Social Studies Chapter 11 Assessment
Common Core: Please refer to the CCSS document due to standards listed below have been paraphrased and do not reflect the complete standard expectation.
2012-2013 Curriculum Guides Created by nominated teachers and Literacy Facilitators for the Humanities Department
Grade: Fourth
Unit 5: America on the Move
Month: April-May
Reading Standards for Literature:
RL.4.1 Refer to details and examples in a text
RL.4.2 Summarize the text
RL.4.5 Explain major differences between poems, drama, and prose and refer to structural elements
RL.4.10 Rea d and comprehend literature at or above grade level
Reading Standards for Informational Text
RI.4.1 Reference text to make inferences
RI.4.2 Determine the main idea
RI.4.3 Text relationships
RI.4.5 Describe story structure
RI.4.6 Compare and contrast a first and second hand account of the same event
RI.4.7 Interpret information and explain how it enhances understanding
RI.4.8 Explain how an author uses reasons and evidence
RI.4.10 By the end of the year, summarize, interpret, synthesize, evaluate a variety of text
Reading Foundational Skills
RF.4.3 Know and apply grade level phonics, word analysis and decoding skills
RF.4.3a Use combined knowledge to read accurately multisyllabic words in and out of context
RF.4.4 Read fluently on grade level
RF.4.4a Read on level text with purpose and understanding
RF4.4b Read on level prose and poetry fluently and with expression
2012-2013 Curriculum Guides Created by nominated teachers and Literacy Facilitators for the Humanities Department
Grade: Fourth
Unit 5: America on the Move
Month: April-May
RF.4.4c Use context to confirm or self correct, word recognition and understanding
Writing
W.4.1 Write opinion piece
W.4.2 Write informative/explanatory texts
W.4.2a Introduce a topic clearly and group related information in paragraphs and sections
W.4.2b Use clear and coherent writing
W.4.2c Use transitional words
W.4.2d Use precise language and domain-specific vocabulary
W.4.2e Provide a concluding statement
W.4.4 Produce clear and coherent writing
W.4.5 Develop and strengthen writing by planning, revising and editing by demonstrating command of Language standards 1-3
W.4.6 Use technology
W.4.7 Conduct short research projects
W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources
W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research
W.4.9a Describe in depth a character, setting or event in a story or drama
W.4.9b Author’s purpose
W.4.10 Write routinely over extended time frames
Speaking and Listening
SL.4.1 Engage effectively in a range of collaborative discussions
2012-2013 Curriculum Guides Created by nominated teachers and Literacy Facilitators for the Humanities Department
Grade: Fourth
Unit 5: America on the Move
Month: April-May
SL.4.1a Come to discussions prepared
SL4.1b Follow agreed-upon rules
SL4.1c Pose and respond to specific questions to clarify
SL4.1d Review and explain the key elements
SL4.4 Report on a topic or text
SL4.5 Add audio recordings and visual displays to presentations
Language
L4.1 Demonstrate command of the conventions of standard English grammar and conventions
L4.1a Use relative pronouns
L4.1f Produce complete sentences
L4.2 Demonstrate command of the conventions
L4.2a Use correct capitalization
L4.2d Spell grade-appropriate words correctly
L4.3 Use knowledge of language and its conventions
L4.3a Choose words and phrases to convey ideas precisely
L4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases
L4.4a Use context
L4.4b Use domain,grade appropriate Greek and Latin affixes and roots
L4.4c Consult reference materials
L4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings
2012-2013 Curriculum Guides Created by nominated teachers and Literacy Facilitators for the Humanities Department
Grade: Fourth
Unit 5: America on the Move
Month: April-May
L4.5c Demonstrate understanding of words by relating them to antonyms and synonyms
L4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases
Language Progressive Skills
3.4 Ensure subject-verb and pronoun –antecedent agreement
Common Task
W1-Create an opinion piece that includes an introduction, a clearly stated opinion,
reasons to support the opinion, linking words, and a concluding statement or
section.
Students compose a text stating an opinion about how the completion of the railroads
affected the lives of people.
Students compose a text stating an opinion about the positive or negative effects of
immigration to America during the early 1900s.
Students compose a text stating an opinion about the positive or negative effects of
immigration to America during the current years.
Common Task:
W2-Write an informative/explanatory text to examine a topic and convey ideas and
information clearly.
Students create a presentation that explains transportation’s impact on America.
Students research different migrant populations in America and explain their impact
on American society.
Students research an important bridge in America or another country, explain the
impact of the bridge on the society. Give facts and details regarding the construction of
the bridge.
2012-2013 Curriculum Guides Created by nominated teachers and Literacy Facilitators for the Humanities Department