Grade 4
Essential Question, Concept or Theme: A. Students will read, understand, develop, and
appreciate a variety of literary genre in an effort to establish lifetime reading habits.
Approx. Time Allotment:
Standards: 1.1.5, A-H; 1.2.5, A-C; 1.3.5, A-F
Benchmark/Skills
READING
1. Students will acquire a reading vocabulary by
identifying and correctly using words.
a) Use knowledge of phonics and word analysis
(root words, prefixes, suffixes, and
syllabication)
b) Use a thesaurus appropriately.
c) Use a dictionary to find the meaning of words.
d) Use glossary and dictionary skills, such as:
guide words, alphabetizing, appropriate
meaning choice, and parts of speech.
e) Decode and understand new words during
reading, and use new words in writing and/or
speaking (e.g., daily work, conversations, book
talks, and oral reports).
f) Acquire a reading vocabulary by identifying
and correctly using words (e.g., synonyms,
homophones, and homographs), recognize
words related through roots, suffixes, and
prefixes (e.g., word families and word webs).
g) Recognize, understand the meaning of, and
correctly use key vocabulary from various
subject areas (e.g., projects and essay
questions).
h) Identify words from other languages that are
commonly used English words.
i) Identify language variations in written and oral
text and relate them to differences in
occupation or geographical location.
7/02
Assessment
Required: Benchmark
Assessments
Suggested:
 Harcourt Holistic Reading
Assessments
 RTM 4th Grade End Year
Assessment
 Running Records
 Grammar Quizzes
 Editing Quizzes
 Word Ring
 Harcourt Individual Reading
Inventory (TM )
 Harcourt Reading Checklist
 CTBS
Aligned Materials/
Resources/Technology


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Harcourt Anthology
( 2001 Edition: Collections)
Leveled Libraries (theme based)
Bright Voices Intervention
Reader
Take Home Books
Audiotapes
Practice Workbook
School library
Classroom library
Interactive bulletin boards
Listening centers
Teacher created materials
Practice Books (grammar and
spelling)
Harcourt Skill Transparencies
Activity Cards (TM “R” section:
Harcourt)
Novels:
Charlotte’s Web
Mr. Popper’s Penguins
Phoebe the Spy
Mouse and the Motorcycle
Optional Novels for School Year
2001-2002
Instructional Strategies


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


Dictionary scavenger
hunt
Word Games
Word wall
Student-created word
lists
Overheads
Text-based overheads
and worksheets
Grade 4
Essential Question, Concept or Theme: A. Students will read, understand, develop, and
Approx. Time Allotment:
appreciate a variety of literary genre in an effort to establish lifetime reading habits.
Standards: 1.1.5, A-H; 1.2.5, A-C; 1.3.5, A-F
Benchmark/Skills
Assessment
Aligned Materials/
Resources/Technology
READING
 Harcourt Anthology

2. Students will read and understand text Required: Benchmark
( 2001 Edition: Collections)

using self-monitoring comprehension
Assessments
 Leveled Libraries (theme

strategies.
based)

a) Utilize context clues.
Suggested:
 Intervention Reader (Bright

b) Set a purpose for reading and identify
 Harcourt Holistic Reading
Voices)

the type of text prior to reading.
Assessments
 Take Home Books

c) Read and understand text using self RTM 4th Grade End Year  Audiotapes

monitoring comprehension strategies
Assessment
 Harcourt Practice Workbook

such as predicting, rereading,
 Journaling
 Harcourt Practice Books

questioning, activating personal
 Written Comprehension
(grammar and spelling)

knowledge, and adjusting reading rate.
Response
 School library

d) Understand and interpret fiction and
 Reading/ Writing Prompt
 Classroom library

nonfiction text.
 Book Reports

Interactive
bulletin
boards

e) Clarify and summarize major ideas and
 Discussion Groups
 Listening centers

themes.
 Informal Observations
 Teacher created materials
f) Access prior knowledge and make

 Student Self-evaluation
 Skill Transparencies
connections while reading.

(Harcourt TM A25)
 Electronic References

 KWL Charts
 Activity Cards (TM “R”
g) Read and understand essential content

section: Harcourt)
of informational texts and documents in  Running Records

 Harcourt Individual Reading  Novels:
all academic areas.

Inventory (TM )
h) Differentiate fact from opinion.
Charlotte’s Web

 Reading Conferences
Mr. Popper’s Penguins

Phoebe the Spy
i) Make inferences.
 Harcourt Teacher Reading

j) Identify the author's purpose.
Mouse and the Motorcycle
Checklist (Harcourt A22)

k) Use and understand a variety of media
 Optional Novels for School
 Harcourt Selection

and evaluate the quality of the material
Year 2001-2202
Comprehension Tests

produced.

l) Demonstrate fluency in reading by

reading familiar materials aloud with

accuracy, self-correct mistakes, use

appropriate rhythm, and pronunciation.


7/02
Instructional Strategies
Think/Pair/Share
KWL Charts
Jigsaw
Activate prior knowledge
Listen, read, discuss
Cloze activity
Concept mapping
Literature Circle
Response Journals
Reader’s Theater
Drawing Illustrations
Summarize
Paraphrase
Comprehension Questions
Reading Workshop
Paired Reading
Story mapping
Story frames
Book talks
Reader’s Chair
Peer/Teacher Conferences
Guided Reading
Audio tapes
Reading Logs
Book buddies
Read aloud
Flexible grouping
Differentiated instruction
Sequencing
Cause-Effect organizer
Predictions
Choral reading
Cooperative learning groups
Grade 4
Essential Question, Concept or Theme: A. Students will read, understand,
develop, and appreciate a variety of literary genre in an effort to establish
lifetime reading habits.
Approx. Time Allotment:
Standards: 1.1.5, A-H; 1.2.5, A-C; 1.3.5, A-F
Benchmark/Skills
READING
3. Students will develop a lifelong reading habit.
a) Utilize sustained silent reading time in an effort to
establish good reading habits.
b) Read a variety of genres and types of text (e.g.,
informational text, poetry, biography, autobiography,
plays, historical fiction, fiction).
c) Utilize informal reading conferences to promote
appreciation of reading.
d) Read and understand a variety of literature.
7/02
Assessment





SSR Logs (Harcourt A26)
Book Talks
Reading Conferences
Literature Discussions
Sharing Various Genres
Aligned Materials/
Resources/Technology

Harcourt Anthology
( 2001 Edition: Collections)
 Leveled Libraries (theme
based)
 Intervention Reader (Bright
Voices)
 Take Home Books
 Audiotapes
 School library
 Classroom library
 Interactive bulletin boards
 Listening centers
 Teacher created materials
 Activity Cards (TM “R”
section: Harcourt)
 Novels:
Charlotte’s Web
Mr. Popper’s Penguins
Phoebe the Spy
Mouse and the Motorcycle
 Optional Novels for School
Year 2001-2002
Instructional Strategies
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
Role Play
Literature Circles
Read Aloud
Guide Students to
peruse books
Teacher Model reading
Pair/share reading with
peers
Book Talks
SSR
Literature Circles
Reading Logs
Reading Conferences
Grade 4
Essential Question, Concept or Theme: A. Students will read, understand, develop, and
appreciate a variety of literary genre in an effort to establish lifetime reading habits.
Approx. Time Allotment:
Standards: 1.1.5, A-H; 1.2.5, A-C; 1.3.5, A-F
Benchmark/Skills
READING
4. Students will explain the use of literary elements
within text including character, setting, plot, theme,
and point of view.
 Explain the use of literary elements within text
including character, setting, plot, theme, and point of
view.
 Investigate the use of literary devices in stories, such
as rhyme, rhythm, and figurative language.
 Identify and interpret the effects of sound and
structure in poetry (e.g., rhyme, alliteration, and
verses)
7/02
Assessment
Required: Benchmark
Assessments
Suggested:
 Harcourt Holistic
Reading
Assessments
 RTM 4th Grade
End Year
Assessment
 Journaling
 Literature
Discussions
 Unit Skills tests
(Harcourt)
 Selection
Comprehension Tests
Aligned Materials/
Resources/Technology

Harcourt Anthology
( 2001 Edition: Collections)
 Leveled Libraries (theme based)
 Intervention Reader (Bright
Voices)
 Take Home Books
 Audiotapes
 School library
 Classroom library
 Harcourt Skills Practice Books
 Harcourt Skill Transparencies
 Activity Cards (TM “R” section:
Harcourt)
 Novels:
Charlotte’s Web
Mr. Popper’s Penguins
Phoebe the Spy
Mouse and the Motorcycle
 Optional Novels for School Year
2001-2002
Instructional Strategies





Role Play
Journaling
Story Webs
Character Sketches
Venn Diagram
Grade 4
Essential Question, Concept or Theme: A. Students will read, understand, develop, and
appreciate a variety of literary genre in an effort to establish lifetime reading habits.
Approx. Time Allotment:
Standards: 1.1.5, A-H; 1.2.5, A-C; 1.3.5, A-F
Adaptations/Inclusion
Techniques
READING
 Intervention Reader (Harcourt: Bright Voices)
 Take Home books
 Choral reading
 Audiotapes
 Additional practice
 Peer tutors
 Have peers deliver directions/explanations
 Read ahead
 Read aloud
 Rereading
 Leveled library
 Modeling
 Modify number of assigned pages in reading
 Assist student in constructing outline for main ideas
 Read test/quizzes aloud
 Use of window/border for reading
 Tape record directions
 Tape record test and quizzes
 Rewrite direction in student friendly language
 Provide students with the things as stated in the
student’s IEP
 Extended time
 Large print books
 Preferential seating
 Advanced graphic organizers
 Alternate Assignments
 Individual Aid
 Study Guide
Enrichment
Strategies
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
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




Acceleration
Tiered Assignments
Expansions
Learning Centers
Independent Study
Contracts
Mentorships
Extension activities
Harcourt “Managing the
Classroom” options
Junior Great Books
programs
Cross-grade pair/share
reading
Read aloud opportunities
Plays/storytelling
Mentor ships
School newscasts
Speaking at assemblies
Literature Circles
Background Research
Self-selected titles from
variety of literature
Poetry notebooks
Independent home reading
Book reviews
Author studies
Remediation
Strategies

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

7/02
Intervention Reader
(Harcourt: Bright Voices)
Take Home books
Summarization
Choral reading
Graphic Organizers
Hands-on activities
Audiotapes
Prereading
Additional practice
Extended time for
activities
Verbal cues
Peer tutors
Flash cards
Preferential seating
Modified assignments
Word rings
Visual aids
Leveled library
Word webs
KWL charts
Organizational chart
Rereading
Drawing mental pictures
SQ3R Chart
Modified questioning
Role play
Study Guide
Multicultural/
Interdisciplinary Connection




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
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





Reading about the Amish
people of Pennsylvania
Reading and writing about
Pennsylvania settlers from
other countries and
cultures
Instructional/interactive
magazines: Time for Kids
Reading folk tales from
various countries
Reading books with
multicultural themes
Teacher Read-Aloud
books with multicultural
themes
Reading about holiday
recognition
Global Connections
projects
Vocabulary from other
cultures/languages
Vocabulary related to
science and social studies
concepts
Harcourt “Cultural
Connections” sections in
stories
Guest speakers from other
cultures
Videotapes
Storytelling
Grade 4
Essential Question, Concept or Theme: B. Students will write in a variety of format
using appropriate language mechanics.
Approx. Time Allotment:
Standards: 1.4.5, A-C; 1.5.5, A-G
Benchmark/Skills
WRITING
1. Students will consistently use the steps in the
writing process.
a) Utilize prewriting strategies such as brainstorming,
mapping, listing, and discussing.
b) Regularly write using well-developed content
appropriate for the topic.
c) Revise writing to improve organization and word
choice, check the logic and order of ideas
d) Edit writing using the conventions of language
e) Present written work for publication when
appropriate
7/02
Assessment

RTM 4th Grade
Rubrics***See attachment
 Writing Portfolio
Requirements
1 student self selected
piece
3 teacher selected pieces:
1 narrative; 1
informational; 1 persuasive
(rubric scored)
1 optional teacher selected
piece: can be poetry or
literature response
 Prewriting Activities
 Informal Assessment
 Conferencing: Peer and
Teacher/Student
 Editing Checklists
Aligned Materials/
Resources/Technology











Daily Edit
Harcourt Transparencies
Graphic Organizers
Student Models
RTM 4th Grade Rubrics
for Reference***See
attachment
Self Assessment-Thinking About My
Writing
The Write Source Text
Word Pro
Type to Learn Computer
Program
Freelance Graphics
RTM Spelling
Lists***See attachment
Instructional Strategies










Brainstorm ideas
Webbing
Checklists
Peer conferencing
Draw Illustration
Word Pro
Other resources
(dictionary, thesaurus)
Writing Workshop
Mini-Lessons
Rubrics
Grade 4
Essential Question, Concept or Theme: B. Students will write in a variety of format
using appropriate language mechanics.
Approx. Time Allotment:
Standards: 1.4.5, A-C; 1.5.5, A-G
Benchmark/Skills
WRITING
2. Students will produce one piece
of work for the following genres:
Narrative, Informational, and
Persuasive (3 paragraph format)
a) Write 3 narrative pieces
including detailed descriptions of
people, places, and things.
summary piece
comparison/contrasting piece
personal narrative (One of
these required)
b) Write a multi-paragraph
informational piece (Required)
c) Write a persuasive piece with a
clearly stated position or
opinion, supporting details,and a
clear conclusion. (Required)
d) Will be introduced to outline
writing (second half of the year)
e) Write Poetry
f) Write Friendly letter
Assessment


RTM 4th Grade Rubrics***See attachment
Writing Portfolio Requirements
1 student self selected piece
3 teacher selected pieces: 1 narrative; 1
informational; 1 persuasive (rubric scored)
1 optional teacher selected piece: can be
poetry or literature response
 Letter writing
 Descriptive Paragraph
 Outlining (2nd half of the year)
 Summarization
 Peer and self-evaluation
 Journals
Aligned Materials/
Resources/Technology
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


7/02
Harcourt teachers
manuals
Harcourt student books
The Write Source Text
Daily Edit
Harcourt Transparencies
Graphic Organizers
Student Models
RTM 4th Grade
Rubrics***See
attachment
Self Assessment-Thinking About My
Writing
student checklists for
organization and
accountability
multiple examples of
finished products
word lists for writing
enhancement
Word Pro
Type to Learn Computer
Program
Freelance Graphics
Student Models
Teacher Models
Instructional Strategies







Writing Workshop
Student Model
Transparencies (Harcourt
TM)
Graphic Organizers
Anchor Papers
Rubrics
Teacher Modeling
Author’s Chair
Grade 4
Essential Question, Concept or Theme: B. Students will write in a variety of format
using appropriate language mechanics.
Approx. Time Allotment:
Standards: 1.4.5, A-C; 1.5.5, A-G
Benchmark/Skills
WRITING
3. Students will accurately use proper mechanics and
conventions of writing.
a) Spell common, frequently-used words correctly
b) Demonstrate competency in using assigned words
i.e. district spelling lists
c) Use capital letters correctly
d) Punctuate correctly (periods, exclamation points,
question marks, quotation marks, and commas)
e) Use complete sentences (simple, compound,
declarative, interrogative, exclamatory, and
imperative).
f) Use nouns, verbs, adjectives, pronouns, and adverbs
properly at 4th grade level
(See RTM Scope and Sequence ***attachment)
7/02
Assessment






Rubrics
RTM Weekly Spelling
Tests (Required)***See
attachment
Daily Edits
Writing Checklist
(Harcourt TM: A24)
Punctuation Quizzes
Grammar Quizzes
Aligned Materials/
Resources/Technology





Daily Edit
Transparencies
Graphic Organizers
Student Models
Rubrics
Self Assessment-Thinking About My
Writing
The Write Source Text
Instructional Strategies








High Frequency Word list
Word Processing
programs
Peer conferencing
Mini-lessons
Teacher conferencing
Teacher modeling
Use of
dictionary/thesaurus
Anchor Papers
Grade 4
Essential Question, Concept or Theme: B. Students will write in a variety of format
using appropriate language mechanics.
Approx. Time Allotment:
Standards: 1.4.5, A-C; 1.5.5, A-G
Benchmark/Skills
WRITING
4. Students will continue to develop focus,
organization, and style in writing.
a) Write with a sharp distinct focus identifying topic,
task, and audience
b) Write with clear organization
*Sentence should sustain a logical order
*Include an identifiable introduction, body, and
conclusion
c) Write with a continued awareness of the various
styles in writing
*use different types and lengths of sentences
*use descriptive and precise language
*use specific details that convey the writer’s meaning
7/02
Assessment


RTM 4th Grade Rubrics
(Required)
Self assessment (Harcourt
Portfolio TM:
)
Aligned Materials/
Resources/Technology







Daily Edit
Harcourt Transparencies
RTM 4th Grade Rubrics
Self Assessment-Thinking About My
Writing
The Write Source Text
multiple examples of
finished products
student checklists for
organization and
accountability
Instructional Strategies










Harcourt Graphic
Organizers
RTM 4th Grade Rubric
Writing Prompts
Modeling
Outlining
Organizational charts
Anchor Papers
Checklists
Portfolio Assessment
Teacher’s Guide student
self-assessment p. 21
Portfolio Assessment
Teacher’s Guide-checklist p. 25
Grade 4
Essential Question, Concept or Theme: B. Students will write in a variety of format
using appropriate language mechanics.
Approx. Time Allotment:
Standards: 1.4.5, A-C; 1.5.5, A-G
Adaptations/Inclusion
Techniques
WRITING
 Provide accommodations things as stated in student’s
IEP
 Extended time
 Advance graphic organizer
 Peer helper
 Individual assistance
 Modified assignment
 Provide quiet work area
 Student checklists for organization and
accountability
Enrichment
Strategies











7/02
Response Activities
Independent Research
Reports
Independent Writing
Projects
Word Processing
Teacher Conferences
Tiered Assignment
Expansions
Harcourt “Managing the
Classroom” options
Learning Centers
Mentorships
Junior Great Books
Program
Remediation
Strategies









See reteaching lessons
from Harcourt’s Teacher
Manual
Individual Instruction
before/after school help
graphic organizers
visual aids
use of computer for word
processing
student checklists for
organization and
accountability
multiple examples of
finished products
word lists for writing
enhancement
Multicultural/
Interdisciplinary Connection









math journal writing
science journal writing
social studies journal
writing
writing multicultural
folktales
assemblies/guest speakers
pen pal correspondence
Harcourt “Cultural
Connections” sections in
stories
Global Connections
Community
paartnerships/mentorships
Grade 4
Essential Question, Concept or Theme: C. Students will demonstrate effective listening
and speaking skills in all curricular areas.
Approx. Time Allotment:
Standards: 1.6.5, A-F
Benchmark/Skills
SPEAKING AND LISTENING
1. Students will contribute to discussions.
a) Express choices, plans, experiences, ideas, feeling,
and points of view
b) Respond with pertinent information or opinions to
ideas spoken and questions asked
c) Plan and participate in group presentations
d) Give reasons for opinions
Assessment







7/02
Harcourt Teacher checklist
for Listening, Speaking, and
Viewing (Harcourt TM )
Informal Teacher
Observations
Conferencing with teacher
Retelling
Paraphrasing
Teacher Directed Questions
Presentation checklist
(teacher made)
Aligned Materials/
Resources/Technology




Harcourt checklist (TM
A20)
Harcourt Managing the
Classroom Extension
Activities listed in manual
Audiotape
Cassettes
Instructional Strategies









Prompts
Modeling
Conferencing
Literature Circles
Reader’s theater
Assemblies/guest speakers
Book talks/reviews
Choral Reading
Paired reading within and
among ability/grade levels
Grade 4
Essential Question, Concept or Theme: C. Students will demonstrate effective listening
and speaking skills in all curricular areas.
Approx. Time Allotment:
Standards: 1.6.5, A-F
Benchmark/Skills
LISTENING
2. Students will demonstrate ability to critically listen
to others.
a) Listen to and acknowledge the contributions of
others
b) Ask pertinent questions
c) Take notes when prompted
7/02
Assessment









Harcourt Teacher checklist
for Listening, Speaking, and
Viewing (Harcourt TM )
Informal Teacher
Observations
Conferencing with teacher
Retelling
Peer evaluation
Paraphrasing
Teacher Directed Questions
Presentation checklist
(teacher made)
Aligned Materials/
Resources/Technology







Harcourt Teacher
checklist for Listening,
Speaking, and
Viewing (TM A20)
Harcourt “Managing the
Classroom” Extension
Activities listed in manual
Audiotape
Read Alouds
Tape/CD players
Graphic Organizers
Instructional Strategies










Modeling
Role Play
Conferencing
Group Discussions
Paired Reading
Guided Reading
Oral Retelling
Book talks/reviews
Literature Circles
Assemblies/Guest
speakers
Grade 4
Essential Question, Concept or Theme: C. Students will demonstrate effective listening
and speaking skills in all curricular areas.
Approx. Time Allotment:
Standards: 1.6.5, A-F
Adaptations/Inclusion
Techniques
SPEAKING AND LISTENING
 Paired reading within and among grade levels
 Books on tape
 Extended time
 Graphic Organizers
 Modification of test material
 Peer tutoring
 Teaching to student strengths
 Preferential seating
 Individual Assistance
 Wait time
 Modification of classwork and homework
assignments
 Provide a quiet work area
 Break instruction into meaningful chunks
 Prereading of assignments
 As stated in student’s IEP
7/02
Enrichment
Strategies
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Independent
activities/projects
Harcourt “Managing the
Classroom” options
tiered assignments
Expansions
Learning centers
Contracts
Mentorships
Multi-level sections
Junior Great Books program
Remediation
Strategies
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See Reteaching lessons
from Harcourts’ Teacher
Manual
Graphic Organizers
Peer assistance
students checklists for
organization and
accountability
Volunteer tutors
Frequent teacher
conferencing/checkpoints
Multicultural/
Interdisciplinary Connection
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Harcourt “Cultural
Connections” sections in
stories
Storytelling
Teacher Read-Aloud
books with multicultural
themes
Art Goes to School
Assemblies/guest speakers
Global Connections
Community partnerships
Pen pal correspondence
Multicultural connections
in content areas
Grade 4
Essential Question, Concept or Theme: D. Students, as researchers, will determine
information needs, develop a plan for information seeking, access print and
electronic sources, think and apply the information, and evaluate the process and
product.
Approx. Time Allotment:
Standards: 1.8.5 A-C
Benchmark/Skills
RESEARCH
1. Students will locate and evaluate information using
appropriate sources and strategies:
a) Locate and survey sources for a particular task
(newspapers, dictionaries, encyclopedias, nonfiction
trade books, interviews, observations, and electronic
media.)
b) Use OPAC and the call number to locate information
through a title, author, subject, or keyword search
c) Begin to take notes from sources using a structured
format.
d) Students will begin to evaluate the usefulness and
qualities of the sources.
Assessment
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7/02
Harcourt Anthology-writing strand-research
Teacher Observation
Written
Bibliographies
Rubrics
Teacher Generated
Guided Activity
sheets
Research report
multimedia
presentations
Internet Searches
Aligned Materials/
Resources/Technology
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Freelance Graphics
Text: The Write Source
Internet Research
www.askjeeves.com
www.google.com
www.yahooligans.com
School Library
Instructional Strategies
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Modeling
Library Orientation
Electronic References
World Book Encyclopedia
New Book of Knowledge, Grolier
Grolier Multimedia Encyclopedia
Junior Reference Collection
Electric Library
Access PA Power Library
Scavenger Hunts
Cooperative (group) activities
Grade 4
Essential Question, Concept or Theme: D. Students, as researchers, will determine
information needs, develop a plan for information seeking, access print and
electronic sources, think and apply the information, and evaluate the process and
product.
Approx. Time Allotment:
Standards: 1.8.5 A-C
Benchmark/Skills
RESEARCH
2. Students will organize and present main ideas
from research.
a) Design and implement a plan for presenting
their information (e.g. outline, storyboard,
Freelance Graphics presentation)
b) Present the topic using relevant information
c) Credit sources using a structured format (e.g.
author, title)
Assessment
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7/02
Harcourt Anthology-writing strand-research
Teacher Observation
Written Bibliographies
Rubrics
Teacher Generated
Guided Activity sheets
Research report
multimedia
presentations
Internet Searches
Aligned Materials/
Resources/Technology




Freelance Graphics
Text: The Write Source
Internet Research
www.askjeeves.com
www.google.com
www.yahooligans.com
School Library
Instructional Strategies





Modeling
Library Orientation
Electronic References
World Book Encyclopedia
New Book of Knowledge, Grolier
Grolier Multimedia Encyclopedia
Junior Reference Collection
Electric Library
Access PA Power Library
Scavenger Hunts
Cooperative (group) activities
Grade 4
Essential Question, Concept or Theme: D. Students, as researchers, will determine
information needs, develop a plan for information seeking, access print and
electronic sources, think and apply the information, and evaluate the process and
product.
Approx. Time Allotment:
Standards: 1.8.5 A-C
Adaptations/Inclusion
Techniques
RESEARCH
 Partner Work
 Modified Assignment
 Highlighted or simplified directions
 Provide quiet work area
Enrichment
Strategies
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
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
Learning Centers
Independent Research Reports
Independent Writing Projects
Tiered assignments
Harcourt “Managing the
Classroom” options
Expansions
Remediation
Strategies
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7/02
Peer Assistance
various sources on
different reading level
small group skill
instruction
contracts
visual aids
learning centers
various books on same
topic
Multicultural/ Interdisciplinary
Connection
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research topics in various
interdisciplinary subjects
research multicultural themes
assemblies/guest speakers
storytelling
Harcourt “Cultural Connections”
sections in stories
pen pal correspondence
intergenerational reading buddies
Global Connections
community partnerships
Grade 4
7/02