Grade: Fourth
Unit:
3
Supported Reading
Imagine It Texts:
The U.S. Constitution and You(expository)
Benjamin Banneker:Pioneering Scientist(biography)
Striking It Rich: The Story of the California Gold Rush(expository)
A Covered Wagon Girl: The Diary of Sallie Hester,1849-1850(diary)
Abraham Lincoln:Sixteenth President(biography)
Possible Resources:
Read Aloud:We the Kids The Preamble to the Constitution of the United States
by David Catrow
Read Aloud:A Picture Book of Abraham Lincoln by David Adler
Discovery Education:
Creating a Classroom Constitution Video 6:37
Sssshhh: We’re Writing the Constitution Video 31:00
Benjamin Banneker Video 1:48
Benjamin Banneker Surveys Washington,D.C. Video 1:48
California Gold Rush Video 1:38
Westward Expansion for Students:Covered Wagons and Westward Expansion
Video 26:19
The Oregon Trail Video 16:00
American Heroes: Abraham Lincoln Video 17:36
American Hero Classics:President Abraham Lincoln Video 29:47
Reading A-Z.com-Leveled Texts
The Bill of Rights Level U Grade 4
A Nation Arises Level T Grade 3
The Lost Dutchman(gold rush) Level V Grade 4
Abraham Lincoln: from Log Cabin to the White House Level Z Grade 5
Month: December -January
Independent Reading
Mini lessons - Growing Readers by Kathy Collins
Staying Focused on Reading page 88
1.Strong readers read the pictures.
2. Strong readers read the story.
3. Strong readers act out the story.
4. Strong readers notice details or new things when they reread their books.
5. Strong readers are reminded of things when they read.
Readers Think and Talk About Books with Others page 90
1.Partners sit side by side and read with the book in the middle.
2. Partners plan ways to read together.
3. Partners take turns making decisions.
4. Partners talk about their books.
5. Partners solve their own problems.
Possible Resources:
Growing Readers by Kathy Collins
Biography: What Are you figuring out now?:A Story about Benjamin Banneker
by Jeri Ferris
Novel: Out of the Dust by Karen Hesse
Novel:True Stories About Abraham Lincloln by Ruth Belor Gross
Read Aloud:Abe Lincoln Remembers by Ann Turner
2012-2013 Curriculum Guides Created by nominated teachers and Literacy Facilitators for the Humanities Department
Grade: Fourth
Unit:
3
Month: December -January
Writing
Calkins Unit of StudyLiterary Essays: Writing about Reading
Memoir: The Art of Writing Well
Teachers model writing a daily journal entry.
Teachers model writing a journal from another person’s perspective
(example:Sally Hester from the Imagine It story)
Teachers model writing a paper in which the writer forms an opinion about a
person’s three great accomplishments. Include research/facts about the
individual (example: Benjamin Banneker from the Imagine It story or another
famous individual like Martin Luther King,Jr.)
Possible Resources:
Lucy Calkins Units of Study 3-5 Kit
Word Study
Month by Month Phonics and Vocabulary Grade 4
December
Goal One Polysyllabic Words pages 62-69
Goal Two Word Wall Words page 70
Goal Three Visual Checking System page 71
Goal Four Cross Checking page 71
January
Goal One Polysyllablic Words pages 72-79
Goal Two Word Wall Words page 80
Goal Three Visual Checking System page 81
Goal Four Cross Checking page 81
Possible Resources:
Month by Month Phonics and Vocabulary Grade 4 b y 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 types of things have caused changes in America since Colonial times?
W1/W2 Writing Assessments
What changes in America have you seen in your life?
Reading A-Z.com Leveled Text Comprehension Assessments- The Bill of Rights, A
Nation Arises, The Lost Dutchman, Abraham Lincoln: From Log Cabin to the White
House
How has America changed over time?
Common Core: Please refer to the CCSS document as the standards below are paraphrased and do not contain the complete expectation.
Reading Standards for Literature
2012-2013 Curriculum Guides Created by nominated teachers and Literacy Facilitators for the Humanities Department
Grade: Fourth
Unit:
3
4.1 Reference the text
4.4 Determine the meaning of words/phrases as they are used in a text (Greek mythology)
4.5 Explain major differences between poems, drama, and prose
4.10 Read and comprehend literature at or above grade level
Reading Standards for Informational Text
4.1 Refer to details/examples; inferencing
4.2 Determine the main idea
4.3 Text relationships
4.4 Determine the meaning of general academic and domain- specific words or phrases
4.5 Describe story structure
4.7 Visualization
4.8 Explain how an author uses reasons and evidence
4.9 Integrate information from two texts on the same topic
4.10 By the end of the year, summarize, interpret, synthesize, evaluate a variety of text
Reading Foundational Skills
4.3 Know and apply grade level phonics, word analysis and decoding skills
4.3a Use combined knowledge to read accurately multisyllabic words in a text
4.4 Read fluently on grade level
4.4a Read on level text with purpose and understanding
4.4b 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
Month: December -January
Grade: Fourth
Unit:
3
Writing
4.1 Write opinion pieces
4.1a Introduce a topic or text clearly state an opinion, and create an organizational structure
4.1b Provide reasons that are supported by facts and details
4.1c Link opinion and reasons using words and phrases
4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly
4.2a Introduce a topic clearly and group related information in paragraphs and sections
4.2b Use clear and coherent writing
4.2c Use transitional words
4.2d Use precise language and domain-specific vocabulary
4.4 Produce clear and coherent writing
4.5 Develop and strengthen writing by planning, revising and editing by demonstrating command of Language Standards 1-3
4.6 Use Technology
4.7 Conduct short research projects
4.8 Recall relevant information from experiences or gather relevant information from print and digital sources
4.9b Author’s purpose
4.10 Write routinely over extended time frames
Speaking and Listening
4.1 Engage effectively in a range of collaborative discussions
4.1a Come to discussions prepared
2012-2013 Curriculum Guides Created by nominated teachers and Literacy Facilitators for the Humanities Department
Month: December -January
Grade: Fourth
Unit:
3
4.1b Follow agreed-upon rules
4.1c Pose and respond to specific questions to clarify
4.1d Review and explain the key elements
4.2 Paraphrase portions of a text read aloud or information presented
4.3 Identify reasons and evidence a speaker provides
4.4 Report on a topic or text
4.5 Add audio recordings and visual displays to presentations
Language
4.1 Demonstrate command of the conventions of standard English grammar and usage
4.1a Use relative pronouns
4.1f Produce complete sentences
4.2 Demonstarte command of the conventions
4.2b Use commas and quotation marks
4.2d Spell grade-appropriate words correctly
4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases
4.4a Use Context
4.4b Use domain,grade appropriate Greek and Latin affixes and roots
4.4c Consult reference materials
4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings
4.5a Explain the meaning of simple similes and metaphors
2012-2013 Curriculum Guides Created by nominated teachers and Literacy Facilitators for the Humanities Department
Month: December -January
Grade: Fourth
Unit:
3
Month: December -January
4.5c Demonstrate understanding of words by relating them to antonyms and synonyms
4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases
Language Progressive Skills
3.4f Ensure subject-verb and pronoun-antecedent agreement
3.4.3a Choose words and phrases for effect
Common Taks:
W1-Create an opinion piece that includes an introduction, a clearly state
opinion,reasons to support the opinion,linking words,and a concluding statement or
section.
Using their opinion and facts to support the opinion.
Students choose three important accomplishments of Abraham Lincloln. Write and
explain why the three accomplishments were important for this President of the
United States and the country.
Common Task:
W2-Write an informative/explanatory text to examine a topic and convey ideas and
information clearly.
Students write a journal entry from the perspective of someone who participated in
the Gold Rush, co-wrote the Constitution, or was a inventor or scientist. Use factual
information from this time period in history to add to your journal entry.
2012-2013 Curriculum Guides Created by nominated teachers and Literacy Facilitators for the Humanities Department
Grade: Fourth
Unit:
3
2012-2013 Curriculum Guides Created by nominated teachers and Literacy Facilitators for the Humanities Department
Month: December -January