Jordan School District
Dual Language Immersion Core Curriculum Map
Fourth Grade - FRENCH Program 2014-2015
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FRENCH Literacy
Back to School activities
Management
Sources:
 JSD Website
 French Website - USOE
 UEN
Utah Education Network
http://www.uen.org/core/
SCIENCE
Target Language
Back to School activities
Management
Science links and Resources
All Science links and resources you can use
herein are written in blue. You can access
this Scope and Sequence at JSD website
under World Languages Department then
click on Dual Language Immersion.
Textbooks:
Mille-feuilles CE2
Utah Science Core
Literacy Essentials:
Teacher Read Aloud
Shared Reading:
Whole Group Instructions:
 Oral Language – Listening
Comprehension
 Vocabulary Text-Based
Comprehension – Skills and
Strategies; Craft and Structure
 Research and Media Literacy
 Foundational Skills – Fluency
and Decoding
 Spelling
 Grammar
 Writing
STEM Learning Opportunities
Guided Reading – small group
instructions based on students’
(Standards and Objectives and support
materials)
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MATHEMATICS
English language
Back to School activities
Management; Pre Assessment
This is the recommended
instructional schedule. It was
designed so that content contained
in each Interim could be covered
prior to taking the benchmark.
Teachers can adjust the schedule to
meet the needs of their students.
However, be aware that the
benchmark due date is solid.
(Math Department)
Textbooks: HMH Math Expression
(An online database of learning
experiences for students)
UEN's eMedia
(Hundreds of Science related
instructional videos and resources for
teachers and students)
Science Interactives
(Most popular resource for students.
Collection of interactive science games
for grades 3-6)
Science Apps
(Apps4Edu has lots of Apps that support
Pre-Assessment due:
Tracks A, B, C – Aug. 15
Track D – Sept. 9
Traditional – Sept. 12
LANGUAGE ARTS
English Language
UTAH HISTORY
English Language
Back to School activities
Management; Pre Assessment
Textbooks to use are Principal and
school’s decision.
Textbooks: Journeys Common Core
by Houghton Mifflin
Harcourt - 2014 Edition
Back to School activities
Management
Source: JSD website, UEN, USOE,
Interconnections
Literacy Essentials:
Teacher Read Aloud
Shared Reading:
Whole Group Instructions:
 Oral Language – Listening
Comprehension
 Vocabulary Text-Based
Comprehension – Skills and
Strategies; Craft and Structure
 Research and Media Literacy
 Foundational Skills – Fluency
and Decoding
 Spelling
 Grammar
 Writing
Utah History
(The Utah State Historical Society
was founded in 1897. Preserving
and Sharing Utah's Past for the
Present and Future.)
Guided Reading – small group
instructions based on students’
reading levels, 4 times per week
Links:
Utah History to Go (Utah History to Go is your online
course for Utah history. Divided
into eight chapters of its major
themes, from prehistory to Utah
today, this site includes articles,
exhibits, and historic
photographs. A course objective
helps outline the information for
study).
Utah History for Kids
Pre-Assessment:
Guided Reading Level
Create GR Level Groups
(A web site to help kids learn
Utah history.)
1
reading levels, 4 times per week
2
Pre-Assessment:
Guided Reading Level
Create GR Level Groups
1-There are scripted lesson plans for
UNITÉS 1, 2, and 5 on the French
Immersion Website.
2-See detailed Scope and Sequence
for Unités 2-11.
3- See Lexique orthographique.
the Utah’s Science core)
STANDARD 1: Water Cycle
Students will understand that water
changes state as it moves through the
water cycle.
Benchmark
Matter on Earth cycles from one form to
another. The cycling of matter on Earth
requires energy. The cycling of water is
an example of this process. The sun is the
source of energy for the water cycle.
Water changes state as it cycles between
the atmosphere, land, and bodies of
water on Earth.
French Lesson Plans:
(double click on the link to access Lesson
Plans)
UNITÉ 1 -
WEEK 1
-Lecture p 6, 7: La rentrée des classes
-p 10, 11: Apprendre à lire une
consigne
-p 14, 16: J’écris un texte
-p 12 : Vocabulaire
Water Cycle 1 Reservoirs d’eau
Water Cycle 2 Evaporation
Water Cycle 3 Condensation
Water Cycle 4 Precipitation
The Water Cycle,
French http://ga.water.usgs.gov/edu/
watercyclefrenchhi.html
Vocabulary Words:
Vapor, precipitation, evaporation, clouds,
dew, condensation, temperature, water
cycle
Objective 1: Describe the relationship
between heat energy, evaporation, and
condensation of water on Earth.
2
Unit 1: Lessons 1 – 13
Place Value and Multi-digit Addition
and Subtraction
– Place Value to One Million;
Addition with Greater Numbers
Vocabulary Words:
place value drawings, dot arrays
Digit, standard for, word form,
expanded form;
greater than >, Less than<
groups, sum
digit, difference, inverse
operations, addend
Focus Lessons:
“I CAN’ STATEMENT
•Identify the place value of
numbers through thousands
•Read, write, and model numbers
to thousands
•Round and compare multi-digit
whole numbers by value of the
digits in each place
•Identify the place value of
numbers to one million
•Compare and round multi-digit
whole numbers
•Add four-digit numbers
•Add four-digit numbers
UNIT 1: Lesson 1
Oral Language: Read Aloud
“Sideline Support” T 10
Turn and Talk - pg. T32
Classroom Conversation T35-36
Speaking & Listening – T43
Anchor Text: (Realistic Fiction)
“ Because of Winn-Dixie”
“ Because of Bookends”
Informational Text
Text-Based Comprehension:
* Setting, character, plot, text
evidence
Target Strategy: Summarize
Target Skill: Story Structure
Weekly Tests 1.4 – 1.5
Vocabulary in Context: T14-15
Comfort, mention, mood, properly,
intends, consisted, positive, advanced,
peculiar, talent
Vocabulary Strategies: T40
 prefixes re_, un_.dis_
 affix
 root word
Weekly Tests 1.2 – 1.3
Fluency: pg. T46 Accuracy and selfcorrection
Cold Read student booklet p. 24
Decoding: pg. T45
 VCV Syllable Pattern
Weekly Tests 1.6 – 1.7
Spelling: Short a and Long a pg. T46
Grammar: What is a Sentence?
* Sentence, simple subject, simple
predicate, complete subject,
complete predicate T48
Utah History textbook
STANDARD I:
Students will understand the
relationship between the physical
geography in Utah and human life.
Benchmark:
Utah's physical geography has a
direct impact on the cultures of
the various peoples who have
inhabited it throughout time. By
learning about the physical
geography of Utah and how it has
changed over time, students will
be able to understand the
interrelationships between the
physical geography of Utah and
human cultural development.
Vocabulary Words:
Natural resources, landforms,
regions, erosions, seismic activity,
tourism, communication,
archaeology, artifacts,
excavations.
Objective 1: Classify major
physical geographic attributes of
Utah.
“I Can Statement…”
a. Identify Utah’s latitude,
longitude, hemisphere,
climate, natural resources,
landforms, and regions
using a variety of
geographic tools.
2
“I Can Statement…”
a.
3
UNITÉ 2 –
Des histoires de rencontres
Unit 2 : WEEK 1
Jour 1: Séance 1: Lecture p.18
Sacrée rencontre !
Séance 2: Grammaire (1)
La phrase p.147
b.
Jour 2: Séance 1: Lecture p.18
Sacrée rencontre!
Séance 2: Orthographe (1)
Quelles lettres pour les sons
[o] et [-]? p.199
c.
d.
Jour 3: Séance 1: Lecture p.18
Sacrée rencontre!
Séance 2: Grammaire (2)
La Phrase p. 148
Jour 4: Séance 1: Lecture p. 18
Sacrée rencontre!
Séance 2: Orthographe (2)
Quelles lettres pour les sons [o] et
[-] ? p.199
Jour 5: Orthographe (1)
Les consonnes finales muettes p.215
Identify the relative amount and
kind of water found in various
locations on Earth (e.g. oceans
have the most of the water,
glaciers and snowfields contain
most fresh water).
Identify the sun as the source of
energy that evaporates water
from the surface of Earth.
Compare the processes of
evaporation and condensation of
water.
Investigate and record
temperature data to show the
effects of heat energy on
changing the states of water.
•Add using estimation and mental
math
•Subtract multi-digit whole
numbers
3
•Relate subtraction to addition
•Use methods for ungrouping to
subtract any size numbers
•Add and subtract multi-digit
numbers
•Solve addition and subtraction
word problems with greater
numbers
Assessment:
•Quick Quiz 1-3
Review/Test Unit 1
Objective 2: Describe the Water Cycle.
“I Can Statement…”
a. Locate examples of evaporation
and condensation in the water
cycle (e.g., water evaporates when
heated and clouds or dew forms
when vapor is cooled).
b.
c.
Describe the process of
evaporation, condensation, and
precipitation as they relate to the
water cycle.
Identify locations that hold water
Math Core:
OA.3 NBT.1-4 MD.2
Weekly Tests 1.8 – 1.9
Narrative Writing: T52
* Focus Trait: Word Choice
descriptive paragraph, vivid detail,
sensory word, concrete word
UNIT 1: Lesson 2
Oral Language: Read Aloud
“The Troublemaker Who Healed a
Nation” T86
Turn and Talk - pg. T108
Classroom Conversation T111
Speaking & Listening – T112
Anchor Text: (Realistic Fiction)
“My Brother Martin” Biography
“Langston Hughes: A Poet and a
Dreamer” Poetry
Text-Based Comprehension:
Target Strategy: Monitor / Clarify
Target Skill: Author’s Purpose
Weekly Tests 1.4 – 1.5
Vocabulary in Context:
Injustice, numerous, segregation,
nourishing, captured, dream,
encounters, preferred, recall, example
T88
Vocabulary Strategies:
 Prefixes in_, im_, il_, ir_
 Affix, prefix, base word, root
Weekly Tests 1.2 – 1.3
Fluency: Phasing: Pauses T120
Cold Read student booklet p. 52
Decoding: pg. T121
 Open and Closed Syllables
Weekly Tests 1.6 – 1.7
Spelling: Short e and Long e T122
Grammar: Kinds of Sentences
b.
Examine the forces at work
in creating the physical
geography of Utah (e.g.,
erosion, seismic activity,
climate change).
Objective 2: Analyze how
physical geography affects human
life in Utah.
“I Can Statement…”
a. Identify population
concentration in the state
and infer causal
relationship between
population and physical
geography.
b.
Classify the distribution
and use of natural
resources.
c.
Compare the development
of industry and business in
Utah as it relates to its
physical geography (e.g.,
mining, oil, agriculture,
tourism).
d.
Make inferences about the
relationship between the
physical geography of Utah
and the state’s
communication and
transportation system,
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as it passes through the water cycle
(e.g., ocean, atmosphere, fresh
surface water, snow, ice, and
ground water).
d.
Construct a model or diagram to
show how water continuously
moves through the water cycle
over time.
e.
4
Unit 2 : WEEK 2
Jour 1: Séance 1: Pour mieux lire
Répondre à des questions en citant
un passage du texte p.22
Séance 2: Conjugaison (1)
Passé, présent, futur p.175
Jour 2: Séance 1: Faire le point
Les rencontres de personnages de
récit p.23
Séance 2: Vocabulaire (1)
Le dictionnaire p.235
Jour 3: Séance 1: Vocabulaire
thématique
Des mots pour décrire un
personnage pp.24, 25
Séance 2: Conjugaison (2)
Passé, présent, futur p.176
Jour 4: Séance 1: Vocabulaire
thématique
Des mots pour décrire un
personnage pp.24, 25 (suite)
Séance 2: Vocabulaire (2)
Le dictionnaire p.236
Jour 5: Orthographe (2)
Les consonnes finales muettes p.215




Describe how the water cycle
relates to the water supply in your
community.
Student Literacy:
Student Literacy (pdf)
Lesson Plans / Strategies:
 TRB 4:1 - Investigation 1 Where is Water Found?

TRB 4:1 - Investigation 2 Why Does a Puddle Shrink?

TRB 4:1 - Investigation 3 Condensation Chambers

TRB 4:1 - Investigation 4 Heat Energy and Water

TRB 4:1 - Investigation 5 The Water Cycle Model

TRB 4:1 - Investigation 6 -
MY NOTES:
Resources / Materials
4
statement/declarative sentence
question/interrogative sentence
command/imperative sentence
exclamation/exclamatory
sentence T124
Weekly Tests 1.8 – 1.9
Narrative Writing:
* Focus Trait: Word Choice T128
story, character, dialogue,
chronological order
telegraph, rail lines).
e.
Examine the interactions
between physical
geography and public
health and safety (e.g.,
inversions, earthquakes,
flooding, fire).
f.
Explain how archaeology
informs about the past
(e.g., artifacts, ruins,
excavations).
UNIT 1: Lesson 3
Oral Language: Read Aloud
“Bridging the Gap” T 62
Turn and Talk - pg. T184
Classroom Conversation T187
Speaking & Listening – T197
Anchor Text: (Realistic Fiction)
“My Librarian is a Camel”
Informational Text
“From Idea to Book” Informational
Text
Objective 3: Analyze how human
actions modify the physical
environment.
Text-Based Comprehension:
* cause, effect, visuals, domainspecific vocabulary
Target Strategy: Visualize
Target Skill: Cause and Effect
Weekly Tests 3.8 – 3.9
“I Can Statement…”
a. Describe how and why
humans have changed the
physical environment of
Utah to meet their needs
(e.g., reservoirs, irrigation,
climate, cities).
Vocabulary in Context:
Isolated, virtual, access, devour,
impassable, remote, obtain, preserve,
extremes, avid T164
Vocabulary Strategies:
* Using context T194
Weekly Tests 3.6 – 3.7
Fluency: Accuracy T198
Cold Read student booklet p. 81
b.
Explain viewpoints
regarding environmental
issues (e.g., species
protection, land use,
pollution controls, mass,
transit, water rights,
trust).,
c.
Outline the development of
4
Water on the Move
Decoding: pg. T121
 The VCCV Syllable Pattern
Weekly Tests 3.10 – 3.11
Spelling: Shot I and Long I T200
Grammar: Quotations
* dialogue, direct speech, quotation,
quotation marks, split quotation
T202
Weekly Tests 3.12 – 3.13
Narrative Writing:
* Focus Trait: Voice T206
* dialogue, informal language,
gestures
Assessment:
Assessment (pdf)
5
Unit 2 : WEEK 3
Jour 1: Séance 1: Ecriture (1) :
premier jet
Le portrait pp.26, 27
Séance 2: Grammaire (3)
La phrase p.148
Jour 2: Séance 1: Ecriture (2) :
Retour sur 1er jet à l’aide des grilles
Le portrait pp.26, 27
Séance 2: Orthographe (3)
Quelles lettres pour les sons [o] et
[-] ? p.199
Jour 3: Séance 1: Ecriture (3) :
Révision et amélioration du 1er jet
Le portrait pp.26, 27
Séance 2: Conjugaison (3)
Passé, présent, futur p.176
Jour 4: Séance 1: Je Prends la parole
Décrire un portrait p.28
Séance 2: Vocabulaire (3)
Le dictionnaire p.236
5
Unit 2: Lessons 1 – 7
Multiplication with Whole Numbers
Multiplication with Tens and
Hundreds; Multiply by
One-Digit Numbers
Vocabulary Words:
array, area, area model, square
unit, factor, product
estimate, rounding
place value section, expanded
notation
distributive property, partial
products, Algebraic Notation
Method
Focus Lessons:
“I CAN’T STATEMENT:
*Use area models for
multiplication.
reaction in Utah since 1900
(e.g., sports, tourism, state,
and national parks).
d.
Make data-supported
predictions about the
future needs of Utahns and
the natural resources that
will be necessary to meet
those needs.
UNIT 1: Lesson 4
Oral Language: Read Aloud
“Bookmobile Rescue” T240
Turn and Talk - pg. T260
Classroom Conversation T263
Speaking & Listening – T271
Anchor Text:
“The Power of W.O.W.!” Play
“The Kid’s Guide to Money”
Informational Text
Text-Based Comprehension:
Target Strategy: Analyze / evaluate
Target Skill: Theme
Weekly Tests 14.4 – 4.5
Vocabulary in Context:
Assist, burglaries, innocent, scheme,
regretfully, misjudged, suspect, favor,
speculated, prior T242 T263
Vocabulary Strategies:
 Prefixes non_, mis_
Weekly Tests 4.2 – 2.3
Fluency: Intonation T272
Cold Read student booklet p. 116
5
Jour 5: Orthographe (3):
Les consonnes finales muettes p.215
*Use place value understanding to
multiply tens.
*Use patterns in multiplication
with ones, tens, and hundreds.
*Represent one-digit by two-digit
multiplication using area models.
*Use estimation and multiplication
with tens to check and solve real
world problems.
*Relate the area model of
multiplication to numerical
methods of multiplication.
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UNITÉ 3 –
Des histoires étranges
Unit 3 : WEEK 1
Jour 1: Séance 1: Lecture p.30-31
Le buveur d’encre
Séance 2: Grammaire (1) p. 155
Le verbe et son infinitif
Jour 2: Séance 1: Lecture p.30-31
Le buveur d’encre
Séance 2: Orthographe (1) p.200
Quelles lettres pour écrire le son [e]?
Jour 3: Séance 1: Lecture p.32-33
lI y a des histoires partout
Séance 2: Grammaire (2) p.156
Le verbe et son infinitif
Jour 4: Séance 1: Lecture p.32-33
Il y a des histoires partout
Séance 2: Orthographe (2) p.200
Quelles lettres pour écrire le son [e]?
STANDARD II: Weather
Students will understand that the
elements of weather can be observed,
measured, and recorded to make
predictions and determine simple weather
patterns.
Benchmark:
Weather describes conditions in the
atmosphere at a certain place and time.
Water, energy from the sun, and wind
create a cycle of changing weather. The
sun’s energy warms the oceans and lands
at Earth’s surface, creating changes in the
atmosphere that cause the weather. The
temperature and movement of air can be
observed and measured to determine the
effect on cloud formation and
precipitation. Recording weather
observations provides data that can be
used to predict future weather
conditions and establish patterns over
time. Weather affects many aspects of
6
*Relate the Distributive Property
to multiplication.
Math Core: OA.3 NBT.1-3, 5
MD.2
Decoding:
 VCV and VCCV Syllable Patterns
T272
Weekly Tests 4.7 – 4.7
Spelling: Words with Short o and
Long o T274
Grammar: Fragments and Run-On
Sentences
* sentence fragment, run-on
sentence, subject, predicate T276
Weekly Tests 4.8 – 4.9
Narrative Writing:
* Plan a Fictional Narrative T280
 Fictional narrative, plot, climax
UNIT 1: Lesson 5
Oral Language: Read Aloud
“Mighty Joe Magarac” T314
Turn and Talk - pg. T338
Classroom Conversation T342
Speaking & Listening – T349
STANDARD II:
Students will understand how
Utah’s history has been shaped by
many diverse people, events, and
ideas.
Anchor Text:
“Stormalong”” Tall Tale
“Hoderi the Fisherman”” Folktale
Vocabulary Words:
Immigrants, supply, demand,
producer, economy, consumer,
technology, globalization
Text-Based Comprehension:
* point of view, first-person point of
view, third-person point of view,
hyperbole
Target Strategy : Understanding
characters
Target Skill: Infer / Predict
Weekly Tests 5-5 – 5.6
Vocabulary in Context:
Seafaring
Tidal, foaming, outcast, yearning,
memorable, betrayed, condition,
shortage, horrified
T316
Benchmark:
The history of Utah has been
shaped by many diverse people,
events, challenges, and ideas.
People came to the land now
known as Utah for many reasons,
and from many different places
around the world. The story of
Utah includes American Indians,
the Dominguez- Escalante
exploration, explorers, trappers,
Latinos, Mormon pioneers,
Polynesians, Chinese, Japanese,
6
people’s lives.
Jour 5: Grammaire (3) p.156
Le verbe et son infinitif
French Lesson Plans:
1. Clouds
2. Observe Weather -Air
3. Observe Severe Weather – 1
MY NOTES:
Resources / Materials:
4. Observe Severe Weather – 2
5. Observe Severe Weather – 3
6. Observe Severe Weather – 4
7
Unit 3 : WEEK 2
Jour 1: Séance 1: Pour mieux lire
p.34
Répondre à des questions en utilisant
plusieurs passages du texte.
Séance 2: Conjugaison (1) p.177
Les personnes de la conjugaison
Jour 2: Séance 1: Faire le point p.35
Installer une atmosphére étrange
dans un récit
Séance 2: Vocabulaire (1) p.245
Pour comparer
Vocabulary Words:
Atmosphere, meteorologist, freezing,
cumulus, stratus, cirrus, air, pressure,
thermometer, air temperature, wind
speed, forecast, severe, phenomena,
precipitation, seasonal, accuracy,
barometer, rain gauge, components
7
UNIT 2: Lesson 6
Oral Language: Read Aloud
“The Tunguska Event” T12
Turn and Talk - pg. T32
Classroom Conversation T35
Speaking & Listening – T43
Objective 1: Observe, measure, and
record the basic elements of weather.
“I Can Statement…”
a.
Identify basic cloud types (i.e.
cumulus, cirrus, stratus clouds).
b.
Observe, measure, and record data
on the basic elements of weather
over a period of time (i.e.,
precipitation, air temperature,
wind speed and direction, and air
pressure).
Jour 3: Séance 1: Grammaire (1)
p.159
L’adjectif qualificatif
Séance 2: Conjugaison (2) p.178
Les personnes de la conjugaison
c.
Investigate evidence that air is a
Vocabulary Strategies:
Reference Materials
* reference materials, dictionary
entry
Weekly Tests 5.2 – 5.3
Fluency: Expression T350
Cold Read student booklet p. 144
Decoding: pg. 351
 Homophones
Weekly Tests 5.7 – 5.8
Spelling: Homophones T352
Grammar: Proper Nouns
 proper noun, capital letter
T354
Weekly Tests 5.9 – 5.10
Narrative Writing:
 Write a Fictional Narrative
T358
 Transitions, climax
Benchmark 1 due:
Tracks A, B – Sept. 9
Tracks C, D, - Oct. 3
Traditional – Oct. 3
Greeks, African-Americans,
Middle Easterners, and many
other groups seeking new homes,
work and refuge. As each culture
has come to Utah, Utah has
changed. These changes have had
and will continue to have
significant impacts on all the
people of Utah.
Objective 1: Describe the
historical and current impact of
various cultural groups on Utah.
“I Can Statement…”
a. Chart the routes that
diverse cultural groups
took from their places of
origin to Utah, using maps
and other resources.
b.
Explore points of view
about life in Utah from a
variety of cultural groups
using primary source
documents.
c.
Explore cultural influences
from various groups found
in Utah today (e.g., food,
music, religion, dress,
festivals).
d.
Identify and describe
leaders from various
Anchor Text:
“Invasion from Mars” Play
“The History of Radio”
Informational Text
Text-Based Comprehension:
* narrator, dialogue, stage
directions, formal language
Target Strategy: Infer / Predict
Target Skill: Story Structure
Weekly Tests 6.4 – 6.5
Vocabulary in Context:
7
Jour 4: Séance 1: Vocabulaire
thématique p.37
Des adjectifs pour évoquer
Séance 2: Vocabulaire (2) p.246
Pour comparer
substance (e.g., takes up space,
moves as wind, temperature can be
measured).
d.
Jour 5: Orthographe (1) : p.217
Des homonymes
Alarmed, reacted, convey, daring,
luminous, awe, indescribable,
extraordinary, fade, conferring T14
T35
Vocabulary Strategies:
 Suffixes _y, _ous T40
 Suffix, affix, base word
Weekly Tests 6.2 – 6.3
Fluency: Expression T44
Cold Read student booklet p. 177
Decoding: pg. T45
 Common Consonant Patterns:
Digraphs
Weekly Tests 6.6 – 6.7
Spelling: Vowel Sounds u/ yoo, and
oo T46
Grammar: Verbs
 verb, action verb, main verb,
helping verb, linking verb
Weekly Tests 6.8 – 6.9
Informative Writing:
* Focus Trait: Ideas T52
Compare the components of severe
weather phenomena to normal
weather conditions (e.g.,
thunderstorm with lightning and
high winds compared to rainstorm
with rain showers and breezes).
Objective 2: Interpret recorded weather
data for simple patterns.
“I Can Statement…”
a. Observe and record effects of air
temperature on precipitation (e.g.,
below freezing results in snow,
above freezing results in rain).
b.
8
Unit 3 : WEEK 3
Jour 1: Séance 1: Ecriture (1)
p.38-39 1er jet
Ecrire un récit
Séance 2: Grammaire (2) p.159
L’adjectif qualificatif
Jour 2: Séance 1: Ecriture (2) : p.40
Retour sur 1er jet à l’aide des grilles
proposées
J’améliore mon texte
Séance 2 : Vocabulaire (3) p.246
Pour comparer
Jour 3 : Séance 1 : Grammaire (3)
p.160
L’adjectif qualificatif
Séance 2: Conjugaison (3) p.178
Graph recorded data to show daily
and seasonal patterns in weather.
8
c.
Infer relationship between wind
and weather change (e.g., windy
days often precede changes in the
weather; south winds in Utah often
precede a cold front coming from
the north).
Objective 3: Evaluate weather
predictions based upon observational
data.
“I Can Statement…”
a. Identify and use the tools of a
Unit 2: Lessons 8 – 18
Multiply by One-Digit Numbers
continued;
Multiplication with Two-Digit
Numbers Multiplication with
Thousands
UNIT 2: Lesson 7
Oral Language: Read Aloud
“Steven Spielberg: A Filmaker’s
Journey” T86
Turn and Talk - pg. T106
Classroom Conversation T109
Speaking & Listening – T117
Vocabulary Words:
Short-cut method (Standard
Algorithm), and all multiplication
method
Anchor Text:
“Coming Distractions: Questioning
Movies” Informational Text
“How do they do that?”
Informational Text
Focus Lessons:
“I CAN” STATEMENT
Text-Based Comprehension:
* facts, opinions, jargon
Target Strategy: Summarize
cultures who exemplify
outstanding character and
life skills.
e.
Explain the importance of
preserving cultural
prehistory and history,
including archaeological
sites and other historic
sites and artifacts.
Objective 2: Describe ways that
Utah has changed over time.
“I Can Statement…”
a. Identify key events and
trends in Utah history and
their significance (e.g.,
American Indian
settlement, European
exploration, Mormon
settlement westward,
expansion, American
Indian relocation,
statehood, development of
industry, World War I and
II)
b.
Compare the experiences
faced by today’s
immigrants with those
faced by immigrants in
Utah’s history.
8
Les personnes de la conjugaison
Jour 4: Séance 1: Ecriture (3) : p.40
Révision et améliore mon texte
Séance 2: Orthographe (3) p.200
Quelles lettres pour écrire le son [e]?
meteorologist (e.g., measure
rainfall using rain gauge, measure
air pressure using barometer,
measure temperature using a
thermometer).
*Use area models and numerical
methods of multiplication.
Target Skill: Fact and Opinion
Weekly Tests 7.4 -7.5
*Compare and analyze methods of
multiplication.
b.
Describe how weather and
forecasts affect people’s lives.
*Model one-digit by three-digit
multiplication.
c.
Predict weather and justify
prediction with observable
evidence.
Vocabulary in Context:
Entertaining, promote, focus,
advertise, jolts, critics, target,
thrilling, angles, generated T198
Vocabulary Strategies:
* Greek and Latin Word Parts phon,
photo, graph, auto, tele T114
Weekly Tests 7.2 – 7.3
Fluency: Phrasing: Punctuation
T118
Cold Read student booklet p. 177
Decoding: T119
 Common Consonant Patterns:
Clusters
Weekly Tests 7.6 – 7.7
Spelling: Vowel Sounds /ŏŏ/ōō
T120
Grammar: Verb tenses
 Present tense, past tense, future
tense, regular verb, irregular
verb, past participle T122
Weekly Tests 7.8 – 7.9
Informative Writing:
 Focus Trait: Word Choice T126
 Informational paragraph, facts
and details, precise language
Jour 5: Orthographe (2): p.218
Des homonymes
*Solve real world problems.
d.
e.
*Represent two-digit by two-digit
multiplication using area models.
Evaluate the accuracy of student
and professional weather forecasts.
*Illustrate and explain
multiplication by using equations,
rectangular arrays, and/or area
models.
Relate weather forecast accuracy to
evidence or tools used to make the
forecast (e.g., feels like rain vs.
barometer is dropping).
*Compare methods of
multiplication and estimate
products of two-digit numbers.
*Multiply two-digit by two-digit
multiplication.
9
UNITÉ 4 –
Des fiches sur les animaux
Unit 4 : WEEK 1
Jour 1: Séance 1: Lecture p.42-43
Connais-tu le koala ?
Séance 2: Grammaire (1) p.163
Le sujet
Jour 2: Séance 1: Lecture p.42-43
Student Literacy:
*Multiply with thousands.
Student Literacy (pdf)
*Multiply one-digit numbers by
four-digit numbers.
Lesson Plans / Strategies:
9
*Multiply a whole number of up to
four digits by a one-digit whole
number.
• TRB 4:2 - Investigation 1 - Clouds
• TRB 4:2 - Investigation 2 Thermometers
• TRB 4:2 - Investigation 3 - Wind
• TRB 4:2 - Investigation 4 - Air
Assessment:
•Quick Quiz 1-4
Review/Test Unit 2
UNIT 2: Lesson 8
Oral Language: Read Aloud
“Jazzy Jasmine” T160
Turn and Talk - pg. T182
Classroom Conversation T185
Speaking & Listening – T193
Anchor Text:
“Me and Uncle Romie” Realistic
Fiction
Objective 3: Investigate the
development of the economy in
Utah.
“I Can Statement…”
a. Explain the relationship
between supply and
demand.
b.
Describe the role of
producers and consumers.
c.
Identify examples of
producers and consumers
in the local community.
d.
Research the development
of Utah’s economy over
time.
e.
Identify the factors which
bring about economic
changes (e.g., natural
resource development,
new technologies, new
market development,
conflicts, education).
f.
Examine how economic
development affects
communities (e.g. drama,
sports, tourism, power
plants, mining).
9
Connais-tu le koala ?
Séance 2: Orthographe (1) p.225
L’accord sujet/verbe
Jour 3: Séance 1: Lecture p.44-45
Le plus petit carnivore d’Europe: la
belette Un autre carnivore: le furet
Séance 2: Grammaire (2) p.164
Le sujet
Jour 4: Séance 1: lecture p.44-45
Le plus petit carnivore d’Europe: la
belette Un autre carnivore: le furet
Séance 2: Orthographe (2) p.226
L’accord sujet/verbe
Jour 5: Orthographe (1): p.201
Quelles lettres pour écrire le son [-]?
10
Unit 4 : WEEK 2
Jour 1: Séance 1: Pour mieux lire
p.46
Savoir se renseigner
“Sidewalk Artists” Readers’ Theater
Pressure & Barometers
• TRB 4:2 - Investigation 5 - Severe
Weather
Math Core: OA.3, NBT.2, 3, 5
MD.2
• TRB 4:2 - Investigation 6 Collecting Weather Data
• TRB 4:2 - Investigation 7 Interpreting Weather Data
MY NOTES:
Resources / Materials
TRB 4:2 - Investigation 8 - Weather
Forecasts
Assessments:
Assessment (pdf)
10
Text-Based Comprehension:
*
Target Strategy: Visualize
Target Skill: Understanding
Characters
Weekly Tests 68.9 – 8.10
Vocabulary in Context:
Glorious, studio, model, concerned,
smeared, ruined, yanked, streak,
schedule, feast T162 T185
Vocabulary Strategies:
* Figurative Language T190
* idiom
Weekly Tests 8.7 – 8.8
Fluency: Stress T194
Cold Read student booklet p. 233
Decoding: T195
 Stressed and unstressed
syllables T195
Weekly Tests 8.11 – 8.12
Spelling: Vowel Sounds /ou/, /ô/
Grammar: Progressive Verb Tenses
T198
 Progressive verb tense, present
progressive verb tense, past
progressive verb tense, future
progressive verb tense T198
Weekly Tests 8.13 – 8.14
Informative Writing:
 Focus Trait: Organization
 Book report, summary,
conclusion T202
UNIT 2: Lesson 9
Oral Language: Read Aloud
“Is Sasquatch Out There?” T236
Turn and Talk – T256
STANDARD III
Students will understand the roles
of civic life, politics, and
government in the lives of Utah
10
Séance 2: Conjugaison (1) p.179
Le verbe, les groupes
Classroom Conversation T259
Speaking & Listening – T267
citizens.
Jour 2: Séance 1: Faire le point p.47
La fiche d’identification d’un animal
Séance 2: Vocabulaire (1) p.237
Comment sont formés les mots?
Anchor Text:
“Dear Mr. Winston” Realistic Fiction
“Field Guide to Snakes of the
Southwest” Informational Text
Vocabulary Words:
Citizen, civic organizations,
allegiance, representative, rights,
responsibilities, government
Jour 3: Séance 1: Vocabulaire
thématique p.48
Des mots pour donner des précisions
sur les animaux
Séance 2: Conjugaison (2) p.180
Le verbe, les groupes
Text-Based Comprehension:
* narrator, dialogue, stage
directions, formal language
Target Strategy: Infer / Predict
Target Skill: Story Structure
Weekly Tests 9.4 – 9.5
Jour 4: Séance 1: Ecriture (1) 1er jet
p.50-51
Ecrire une fiche d’identification
Séance 2: Vocabulaire (2) p.238
Comment sont formés les mots?
Vocabulary in Context:
Fault, borrow, reference, fainted,
genuine, local apologize, proof, slimy,
insisted T238 T259
Vocabulary Strategies:
 Antonyms T264
 Synonyms
Weekly Tests 9.2 – 9.3
Fluency: Accuracy T268
Cold Read student booklet p. 177
Decoding: pg. T269
 Common Beginning Syllables
Weekly Tests 9.6 – 9.7
Spelling: Vowel + r/sounds T270
Grammar: Compound and Complex
Sentences T272
* compound sentence, coordinating
conjunction, dependent clause,
subordinating conjunction, complex
sentence
Weekly Tests 9.8 – 9.9
Informative Writing:
 Plan an Explanatory Essay
T276
Jour 5: Orthographe (2): p.201
Quelles lettres pour écrire le son (-)?
Benchmark:
Representative government has
developed in Utah. People who
live in Utah have rights and
responsibilities associated with
representative government.
People have created systems of
power and authority within this
government.
Objective 1: Describe the
responsibilities and rights of
individuals in a representative
government as well as in the
school and community.
“I Can Statement…”
a. Identify rights of a citizen
(e.g., voting, peaceful
assembly, freedom of
religion).
b.
Identify responsibilities of
a citizen (e.g., jury duty,
obeying the law, paying
taxes).
c.
Determine how and why
11
11
Unit 4 : WEEK 3
Jour 1: Séance 1: Ecriture (2): retour
sur 1er jet à l’aide des grilles
proposées
p.52 J’améliore mon texte
Séance 2: Grammaire (3) p.164
Le sujet
Jour 2: Séance 1 : Ecriture (3):
révision et amélioration du 1er jet
p.52 J’amélioration mon texte
Séance 2: Orthographe (3) p.225
L’accord sujet/verbe
Jour 3: Séance 1: Je prends la parole
p.52
Poser des questions pour identifier
un animal.
Séance 2: Conjugaison (3) p.180
Le verbe, les groupes
Jour 4: Séance 1: A déterminer selon
les besoins.
Séance 2: Vocabulaire (3) p.238
Comment sont formés les mots ?
Jour 5: Orthographe (3): p.201
Quelles lettres pour écrire le son [-]?
11
UNIT 3: Lessons 1 – 4
Division with Whole Numbers
– Dividing Whole Numbers
Vocabulary Words:
divisor, quotient, dividend,
remainder
Focus Lessons:
“I CAN’T STATEMENT:
*Divide with remainders.
*Use multiplication patterns to
divide with zeros.
*Use multiplication methods to
divide.
*Divide with 2-digit and 4-digit
quotients.
*Use the Digit-by-Digit Method to
divide.
Math Core: OA.3, NBT.2, 3, 5, 6,
MD.2
UNIT 2: Lesson 10
Oral Language: Read Aloud
“Mexican Dove” T310
Turn and Talk - pg. T330
Classroom Conversation T333
Speaking & Listening – T341
Anchor Text:
“Jose! Born to Dance” Biography
“Dance to the Beat” Poetry
Text-Based Comprehension:
* biography, figurative language,
simile, metaphor
Target Strategy: Analyze / Evaluate
Target Skill: Author’s Purpose
Weekly Tests 10.2 – 10.3
Vocabulary in Context:
Debut, stubborn, permission, hauling,
mournful, towered, triumph,
discouraged, toured, border T315
T333
Vocabulary Strategies:
 Shades of meaning, synonyms,
thesaurus
Weekly Tests 10.4 – 10.5
Fluency: Intonation T342
Cold Read student booklet p. 288
Decoding: pg. T343
 Vowel + r in Multi-syllable
words
Weekly Tests 10.6 – 10.7
Spelling: More Vowel + /r/ Sounds
Grammar: Pronouns
* pronouns, reflexive pronoun,
demonstrative pronoun, antecedent
T346
Weekly Tests 10.8 – 10.9
Informative Writing:
 Write an Explanatory Essay
T350
the rights and
responsibilities of various
groups have varied over
time (e.g., Chinese railroad
workers, Greek miners,
women, children, Mormon,
Japanese-Americans at
Topaz, American Indians,
African-Americans).
d.
How the influence and
power of individuals is
affected when they
organize into groups.
e.
Describe and model ways
that citizens can
participate in civic
responsibilities (e.g.,
current issue analysis,
recycling, volunteering
with civic organizations,
letter writing).
f.
Contribute to and practice
classroom goals, rules and
responsibilities.
g.
Recognize and
demonstrate respect for
United States and Utah
symbols (e.g., Pledge of
Allegiance, flag etiquette).
Objective2: Analyze the different
ways people have organized
governments in Utah to meet
12
UNITÉ 5 –
Des documents sur I’environnement
12
Unit 5 : WEEK 1
Jour 1: Séance 1: Lecture p.54-55
Cycle de la matiére organique dans le
jardin de l’éco jardinier
Séance 2: Grammaire (1) p.149
La phrase affirmative, la phrase
négative
Jour 2: Séance 1: Lecture p.54-55
Cycle de la matiére organique dans le
jardin de l’éco jardinier
Séance 2: Orthographe (1) p.221
Le pluriel des noms et des adjectifs
Jour 3: Séance 1: Lecture p.56-57
Les différents types de pollution
maritime
Séance 2: Grammaire (2) p.150
La phrase affirmative, la phrase
négative
Jour 4: Séance 1: Lecture p.56-57
Les différents types de pollution
maritime
Séance 2: Orthographe (2) p.221
Le pluriel des noms et des adjectifs
Jour 5: Orthographe (1): p.202
Quelles lettres pour écrire les sons
[ø] et [œ]?

Precise language, conclusion
UNIT 3: Lesson 11
Oral Language: Read Aloud
“The Big Storm” T12
Turn and Talk - pg. T30
Classroom Conversation T33
Speaking & Listening – T43
12
MY NOTES:
Resources / Materials
Anchor Text:
“Hurricanes: Earth’s Mightiest
Storm” Informational Text
“Recovering from Katrina””
Newspaper Article
community needs.
“I Can Statement…”
a. Identify the forms of
governments address
community needs.
b.
Compare how these
governments addressed
community needs.
c.
Compare the roles and
responsibilities of state,
county, and local officials.
Text-Based Comprehension:
* text features, graphic features,
text structure
Target Strategy: Infer / Predict
Target Skill: Text and Graphic
Features
Weekly Tests 11.4 – 11.5
Vocabulary in Context:
Whirling, rapidly, condense, source,
rotating, rage, experience, ancient,
predict, registered T14 T33
Vocabulary Strategies:
 Suffixes _ful, _less, _ness, _ment
Weekly Tests 11.2 – 11.3
Fluency: Phrasing: Punctuation T44
Cold Read student booklet p. 322
Decoding: T45
 Compound Words
Weekly Tests 11.6 – 11.7
Spelling: Compound Words T46
Grammar: Frequently Confused
Words T48
Homophones
Weekly Tests 11.8 – 11.9
13
Opinion Writing:
* Focus Trait: Ideas T52
* persuade, opinion, order of
importance
13
Unit 5 : WEEK 2
Jour 1: Séance 1: Pour mieux lire
p.58
Apprendre à répondre aux questions
Séance 2: Conjugaison (1) p.181
Le présent de l’indicatif (1) verbes du
1er groupe
13
UNIT 3: Lesson 12
Oral Language: Read Aloud
“Safe from Harm” T86
Turn and Talk – T106
Classroom Conversation T109
Speaking & Listening – T117
Anchor Text:
“The Earth Dragon Awakes”
Historical Fiction
“Twisters”” Informational Text
Jour 2: Séance 1: Faire le point p.59
Les légendes d’une illustration
Séance 2: Grammaire (3) p.150
La phrase affirmative, la phrase
négative
Jour 3: Séance 1: Vocabulaire
thématique p.60
Des mots pour parler de
l’environnement
Séance 2: Conjugaison (2) p.182
Le présent de l’indicatif (1) verbes du
1er groupe
Jour 4: Séance 1: Ecriture (1) 1er jet
p.62-63
Ecrire des légendes
Séance 2: Grammaire (1) p.151
La phrase interrogative
Jour 5: Orthographe (2): p.202
Quelles lettres pour écrire les sons
[ø] et [œ]?
Benchmark 2 due:
Tracks A, B, C - Nov. 7
Track D – Dec. 5
Traditional – Nov. 25
Text-Based Comprehension:
* sequence of events, conclusion,
generalization, word choice
Target Strategy: Visualize
Target Skill: Sequence of Events
Weekly Tests 12.4 – 12.5
Vocabulary in Context:
Trembles, wreckage, slab, possessions,
tenement, crushing, rubble, debris,
timbers, constructed T88
Vocabulary Strategies:
 Synonyms T114
Weekly Tests 12.2 – 12.3
Fluency: Rate T118
Cold Read student booklet p. 351
Decoding: T1119
 Base words and endings
Weekly Tests 12.6 – 12.7
Spelling: Words with _ed or _ing
T120
Grammar: Possessive Nouns
* possessive noun, apostrophe
14
T122
Weekly Tests 12.8 – 12.9
Opinion Writing:
* Focus Trait: Ideas T126
* composition, problem, solution
14
Unit 5 : WEEK 3
Jour 1: Séance 1: Ecriture (2): retour
Sur 1er jet à l’aide des grilles
proposées p.64 Ecrire des légendes
Séance 2: Grammaire’ (2) p.151
La phrase interrogative
Jour 2: Séance 1: Ecriture (3) :
révision et amélioration du 1er jet
p.64 Ecrire des légendes
Séance 2: Orthographe (3) p.221
Le pluriel des noms et des adjectifs
Jour 3: Séance 1: Présenter une
résolution pour produire moins de
déchets
Séance 2: Conjugaison (3) p.182
Le présent de l’indicatif (1) verbes du
1er groupe
Jour 4: Séance 1: A déterminer selon
les besoins
Séance 2: Grammaire’ (3) p.151
La phrase interrogative
Jour 5: Orthographe (3): p.202
Quelles lettres pour écrire les sons
[ø] et [œ]?
14
Unit 3: Lessons 5 - 10
Dividing Whole Numbers continued;
Division Issues
and Word Problems
Vocabulary Words:
situation equation and solution
equation
Focus Lessons:
“I CAN” STATEMENT:
*Divide with 4-digit dividends.
*Illustrate and explain division by
using equations, rectangular
arrays, and/or area models.
*Find whole number quotients and
remainders with up to four-digit
dividends and one-digit divisors.
*Illustrate and explain division by
using equations, rectangular
arrays, and/or area models.
*Determine the correct-size
multiplier for a division quotient.
*Use rounding and estimation to
check quotients.
UNIT 3: Lesson 13
Oral Language: Read Aloud
“On My Way to Meet the Khan:
Excerpts from Marco Polo’s
Adventures” T160
Turn and Talk - pg. T180
Classroom Conversation T183
Speaking & Listening – T197
Anchor Text:
“Antarctic Journal” Narrative
Nonfiction
“Cold, cold, science”” Informational
Text
Text-Based Comprehension:
* domain-specific vocabulary
Target Strategy: summarize
Target Skill: sequence of events
Weekly Tests 13.8 – 13.9
Vocabulary in Context:
Display, alert, weariness, fractured,
standards, vision, huddle, graceful,
stranded, concluded
T162
Vocabulary Strategies:
 Suffixes _ful, _less, _ness, _ment
Weekly Tests 13.6 – 13.7
Fluency: Phrasing: Pauses T198
Cold Read student booklet p. 378
Decoding: T199
 Recognizing Common Word
Parts
Weekly Tests 13.10 – 13.11
STANDARD IV:
Students will Understand the
diverse ways people make a living
in Utah
Objective 1. Explore the
components of Utah’s economy.
“I Can Statement…”
a. Identify the multiple
components of Utah’s
Economy (e.g.,
government, agriculture,
mining, tourism, high tech
industry).
b.
Investigate Utah’s global
trade interdependence.
c.
Research important
segments of the local
economy.
d.
Assess factors that attract
people and businesses to
locate in Utah.
15
*Interpret remainders in division.
*Solve word problems with mixed
operations.
Assessment:
Spelling: More Words with _ed or
_ing T200
Grammar: Modal Auxiliaries T202
Weekly Tests 13.12 – 13.13
Opinion Writing:
* Focus Trait: Voice T206
* persuasive letter, parts of a letter,
voice
•Quick Quiz 1 and 2
15
UNITÉ 6 –
Des contes de toujours
15
Review/Test Unit 3
Unit 6 : WEEK 1
Jour 1: Séance 1: Lecture p.66-67
Dénichet (1)
Séance 2: Grammaire (1) p.169
Les compléments circonstanciels
Jour 2: Séance 1: Lecture p.66-67
Dénichet (1)
Séance 2: Orthographe (1) p.219
Le féminin des adjectifs
Jour 3: Séance 1 : Lecture p.68-69
Dénichet (2)
Séance 2: Grammaire (2) p.170
Les compléments circonstanciels
Jour 4: Séance 1: Lecture p.68-69
Dénichet (2)
Séance 2: Orthographe (2) p.220
Le féminin des adjectifs
Jour 5: Orthographe (1):
Quelles lettres pour écrire le son [ã]
UNIT 3: Lesson 14
Oral Language: Read Aloud
“Wicked Wind” T240
Turn and Talk - pg. T262
Classroom Conversation T265
Speaking & Listening – T273
Anchor Text:
“The Life and Times of an Ant”
Informational Text
“The Dove and the Ant”” Fable
My NOTES:
Resources /Materials
Text-Based Comprehension:
* text features, graphic features,
scientific concepts, author’s purpose
Target Strategy: Question
Target Skill: Text and Graphic
Features
Weekly Tests 14.4 – 14.5
Vocabulary in Context:
Social, exchanges, excess, reinforce,
storage, transport, chamber, scarce,
obstacles, transfers T242 T265
Vocabulary Strategies:
 Suffixes _able, _ible
Weekly Tests 14.2 – 14.3
Fluency: Stress T274
Cold Read student booklet p. 414
Decoding: T415
 Recognizing Suffixes
Objective 2: Investigate the past
and present role of agriculture in
Utah.
“I Can Statement....”
a.
Identify the importance of
farming and ranching to
Utah’s economy.
b.
Explain the impact of the
Great Depression on
farmers and agriculture.
c.
Investigate how agriculture
has diversified and
improved over time.
d.
Examine the cultural legacy
of agriculture in Utah.
Objective 3: Examine aspects
that have broadened Utah’s
economy.
“I Can Statement…”
a. Investigate the role of
mining in Utah.
b.
Examine the railroad’s
impact on Utah.
c.
Explain the impact of
military installations.
16
Weekly Tests 14.6 – 14.7
Spelling: The Final Long e T276
Grammar: Participles T278
* participle, present participle,
past participle, participial phrase
Weekly Tests 14.8 – 14.9
Opinion Writing:
* Plan a Persuasive Essay
16
Unit 6 : WEEK 2
Jour 1: Séance 1: Pour mieux lire
p.70
Repérer I’idée principale d’un
paragraphe
Séance 2: Conjugaison (1) p.183
Le présent des verbes du 2e groupe
Jour 2: Séance 1: Faire le point p.71
Les étapes du conte
Séance 2: Grammaire (1) p.161
Les adverbes
Jour 3: Séance 1: Vocabulaire
thématique p.72-73
Des mots pour dire quand se passe
les actions
Séance 2: Conjugaison (2) p.184
Le présent des verbes du 2e groupe
Jour 4: Séance 1: Ecriture (1) 1er jet
p.74-75
Ecrire un conte ou une partie de
conte
Séance 2: Grammaire (2) p.162
Les adverbes
Jour 5: Orthographe (2):
Quelles lettres pour écrire le son [ã]
Standard III: ROCKS and SOIL
Students will understand the basic
properties of rocks, the processes involved
in the formation of soils, and the needs of
plants provided by soil.
Benchmark:
Earth materials include rocks, coils,
water, and gases. Rock is composed of
minerals. Earth materials change over
time from one form to another. These
changes require energy. Erosion is the
movement of materials and weathering is
the breakage of bedrock and larger rocks
into smaller rocks and soil materials. Soil
is continually being formed from
weathered rock and plant remains. Soil
contains many living organisms. Plants
generally get water and minerals from
soil.
French Lesson Plans:
1 Rocks Vs. Minerals
2 Types of Rocks part 1-Igneous
3 Types of Rocks part 2- Sedimentary
4 Types of Rocks part 3- Metamorphic
5 Weathering and Erosion part 1
6 Weathering and Erosion part 2
16
UNIT 3: Lesson 15
Oral Language: Read Aloud
“Forests are Forever” T316
Turn and Talk - pg. T336
Classroom Conversation T339
Speaking & Listening – T340
Anchor Text:
“Ecology for Kids” Informational
Text
“Wonderful Weather”” Poetry
Text-Based Comprehension:
* text features, graphic features,
text structure
Target Strategy: Monitor / Clarify
Target Skill: Main Ideas and Details
Weekly Tests 15.4 – 15.4
d.
Assess the development of
heavy and high tech
industries.
Objective 4: Investigate the
current status of Utah’s economy.
a. Examine the role of
recreation and tourism in
Utah.
b.
Outline the role of labor
unions.
c.
Explain the effects of
private, state, and federal
land ownership on land
use. (e.g., parks, forest,
trust lands, etc.)
Vocabulary in Context:
Organisms, directly, affect, traces,
vast, habitats, variety, species,
banned, radiation T318 T339
Vocabulary Strategies: T344
 Using Context
 Multiple meaning words
Weekly Tests 15.2 – 15.3
Fluency: Expression T348
Cold Read student booklet p. 445
Decoding: T349
 Three-syllable words
17
7 Soil part 1
Weekly Tests 15.6 – 15.7
Spelling: Changing Final y to I T350
Grammar: Irregular Verbs T352
* irregular verbs, past tense,
present tense
Weekly Tests 15.8 – 15.9
Opinion Writing:
 Write a Persuasive Essay
 Facts and details
8 Soil part 2
9 Plants part 1
10 Plants part 2
17
Unit 6 : WEEK 3
Jour 1: Séance 1:
Ecriture (2): retour sur 1er jet à
l’aide des grilles proposées p.76
Ecrire un conte ou une partie de
conte
Jour 2: Séance 1:
Ecriture (3): révision et amélioration
du 1er jet
Jour 3: Séance 1: Je prends la parole
Raconter son histoire
Vocabulary Words:
Mineral, weathering, erosion,
sedimentary, igneous, metamorphic,
topsoil, subsoil, bedrock, organism,
freeze, thaw, profile, nonliving, structural
support, nutrients.
Objective 1: Identify basic properties of
minerals and rocks.
“I Can Statement…”
a. Describe the differences between
minerals and rocks.
b.
Jour 4: Séance 1:
A déterminer selon les besoins
Jour 5: Orthographe (3):
Quelles lettres pour écrire le son [ã]
c.
Observe rocks using a magnifying
glass and draw shapes and colors
of the minerals.
Sort rocks by appearance
according to the three basic types:
sedimentary, igneous, and
metamorphic (e.g., sedimentary –
rounded-appearing mineral and
rock particles that are cemented
together, often in layers; igneous –
with or without observable
crystals that are not in layers or
with or without air holes or
glasslike; metamorphic – crystals
/ minerals, often in layers).
17
Unit 4: Lessons 2 – 9
Equations and Word Problems
– Reasoning and Solving Problems;
Comparison Word Problems;
Problems with More Than One Step
Vocabulary Words:
Expression, equation, simplify,
term, evaluate
Distributive, Identity, Associative,
Commutative, and Order of
Operations
sum, difference, inverse operation,
break-apart drawing, situation
equation, solution equation
factor pair
compare, comparison bars
comparison situation, fewer
pictograph
Focus Lessons:
“I CAN” STATEMENT:
*Read, write and solve addition
and subtraction equations.
*Write equations to solve
UNIT 4: Lesson 16
Oral Language: Read Aloud
“Getting the Story” T12
Turn and Talk - pg. 32
Classroom Conversation T35
Speaking & Listening – T43
STANDARD V:
Students will understand the
diverse nature of Utah’s peoples
and cultures.
Anchor Text:
“Riding Freedom” Historical Fiction
“Spindletop” Informational Text
Text-Based Comprehension:
* metaphor, personification,
setting
Target Strategy: Monitor / Clarify
Target Skill: Compare and Contrast
Weekly Tests 116.4 – 16.5
Vocabulary in Context:
Escorted, swelled, relied, reputation,
worthy, churning, situation, deserve,
defended, satisfied T14
Vocabulary Strategies: T40
 Simile, metaphor, proverbs and
adages
Weekly Tests 15.2 – 16.3
Fluency: Rate T44
Cold Read student booklet p. 445
Decoding: T45
 Sound / Spelling Changes
Objective 1: Assess the cultural
diversity of Utah.
“I Can Statement…”
a. Recognize the unique
lifestyles of various
cultural or ethnic groups in
the local community.
b. Explain the role of
immigration in changing
Utah Society.
c.
Research the ways people
maintain and preserve
cultural identity (e.g.,
language, custom,
holidays).
18
d.
Classify common rocks found in
Utah as sedimentary (i.e.,
sandstone, conglomerate, shale).
Igneous (i.e., basalt, granite,
obsidian, pumice) and
metamorphic (i.e., marble, gneiss,
schist).
multiplication and division
problems.
*Write and solve multiplication
and division equations for
comparison problems.
*Write, solve, and compare
addition and multiplication
comparison problems.
18
UNITÉ 7 –
Des contes d’ailleurs
Unit 7 : WEEK 1
Jour 1: Séance 1: Lecture p.78-79
Les trois cognées
Séance 2: Orthographe (1) p.227
Quand écrire et?
Ne pas confondre et/est
Jour 2: Séance 1: Lecture p.78-79
Les trois cogneés
Séance 2: Orthographe (1) p.223
L’accord dans le groupe nominal
Objective 2: Explain how the process of
weathering and erosion change and
move materials that become soil.
“I Can Statement…”
a. Identify the processes of physical
weathering that break down rocks
at Earth’s surface (i.e., water
movement, freezing, plant growth,
wind).
b.
c.
d.
Jour 5: Orthographe (1): p.204
*Use equations to solve two-step
word problems.
*Use equations to solve two-step
word problems.
*Solve multi-step problems.
Math Core: OA.1-3 NBT.4-6
MD.2
Jour 3: Séance 1: Lecture p.80-81
La lune et les étoiles
Séance 2: Orthographe (2) p.228
Quand écrire et?
Ne pas confondre et/est
Jour 4: Séance 1: Lecture p.80-81
La lune et les étoiles
Séance 2: Orthographe (2) p.224
L’accord dans le groupe nominal
Distinguish between weathering
(i.e., wearing down and breaking
of rocks surfaces) and erosion (i.e.,
the movement of materials)
18
*Answer comparison questions
about a pictograph and a bar
graph.
Model erosion of Earth materials
and collection of these materials
as part of the process that leads to
soil (e.g., water moving sand in a
playground area and depositing
this sand in another are).
Investigate layers of soil in the
local area and predict the sources
of the sand and rocks in the soil.
Objective 3: Observe the basic
components of soil and relate the
Weekly Tests 16.6 – 16.7
Spelling: Words with /k/, /ng/, and
/kw/ T46
Grammar: Adjectives
* noun, affective T48
Weekly Tests 16.8 – 16.9
Opinion Writing:
 Focus Trait: Ideas
 Describe, vivid detail, topic
sentence, transitional words
UNIT 4: Lesson 17
Oral Language: Read Aloud
“Let me be Brave” T86
Turn and Talk - pg. T106
Classroom Collaboration T109
Speaking & Listening – T117
Anchor Text:
“The Right Dog for the Job”
Narrative Nonfiction
“Knowing Noses: Search and
Rescue Dogs”” Informational Text
Text-Based Comprehension:
* structure, main idea, detail,
domain-specific words
Target Strategy: Summarize
Target Skill: Sequence of Events
Weekly Tests 17.4 – 17.5
Vocabulary in Context:
Reward, graduate, symbol, foster,
disobey, confidence, patiently,
confesses, ceremony, performs T88
T109
Vocabulary Strategies: T344
 Suffixes _ion, _ation, _ition
 T114
Weekly Tests 17.2 – 17.3
d. Explain the issues
immigrant encounter in
adapting to life in Utah.
Objective 2: Investigate the
contribution of Utah’s religious
and ethnic groups, including
Native American Indians.
“I can Statement…”
a. Identify Utah’s religious
and ethnic groups.
b.
Explain the reasons Utah’s
religious and ethnic groups
settled in Utah.
c.
Explain the benefits each
ethnic groups adds to Utah
society.
d.
Investigate how Utah’s
religious and ethnic groups
adapt and interact.
Objective 3: Assess the diverse
cultural and recreational
opportunities available in Utah.
19
Quelles lettres pour écrire le son [-]?
components of plant growth.
“I Can Statement…”
a. Observe and list the components
of soil (i.e., minerals, rocks, air,
water, living and dead organisms)
and distinguish between the
living, non-living, and once living
components of soil.
19
Unit 7 : WEEK 2
Jour 1: Séance 1: Pour mieux lire
p.82
Repérer les mots qui désignent les
personnages
Séance 2: Conjugaison (1) p.185
Le présent de l’indicatif (3) verbes
être, avoir et aller
Jour 2: Séance 1: Faire le point p.83
Le rôle des personnages dans un
conte
Séance 2: Vocabulaire (1) p.239
Les familles de mots
Jour 3: Séance 1: Vocabulaire
thématique p.84-85
Des mots pour exprimer les actions
des personnages
Séance 2: Conjugaison (2) p.185
Le présent de l’indicatif (3) verbes
être, avoir et aller
b.
Diagram or model a soil profile
showing topsoil, subsoil, and
bedrock, and how the layers differ
in composition.
c.
Relate the components of soils to
the growth of plants in soil (e.g.,
mineral nutrients, water).
d.
Explain how plants may help
control the erosion of soil.
e.
Research and investigate ways to
provide mineral nutrients for
plants to grow without soil (e.g.,
grow plants in wet towels, grow
plants in wet gravel, grow plants
in water).
Videos:
Writing Project: Have students write a
paragraph to summarize the information
they will see in 3 video clips on rocks.
They can make a list of facts they want to
include in their paragraph. Use writing
skills – Topic Sentence, supporting
details).
MY NOTES:
Resources / Materials
19
Fluency: Intonation T118
Cold Read student booklet p. 503
Decoding: T119
 More Sound / Spelling Changes
Weekly Tests 117.6 – 17.7
Spelling: Words with final /j/ and
/s/ T120
Grammar: Adverbs T122
* Adverb, adverb of frequency,
adverb of intensity
Weekly Tests 17.8 – 17.9
Narrative Writing:
 Focus Trait: Voice
 Friendly letter, salutation,
closing
“I can Statement..”
a. Examine Utah arts
opportunities in the areas
of dance, music, theater,
and visual arts.
b.
Investigate recreation
opportunities in Utah.
UNIT 4: Lesson 18
Oral Language: Read Aloud
“Theseus and the Minotaur” T160
Turn and Talk - pg. T178
Classroom Collaboration T181
Speaking & Listening – T195
Anchor Text:
“Hercules’ Quest” Myth
“Zomo’s Friends”” Folktale
Text-Based Comprehension:
* Theme and allusion
Target Strategy: Question
Target Skill: Story Structure
Weekly Tests 18.9 – 18.10
Vocabulary in Context:
Acquire, unfortunate, coerce, boasted,
beamed, glared, ceased, declared,
devised, resourceful T162 T181
Vocabulary Strategies: T192
 Adages and proverbs
20
Jour 4: Séance 1: Ecriture (1) 1er jet
p.86-87
Ecrire un conte ou une partie de
conte
Séance 2: Vocabulaire (2) p.239
Les familles de mots
Jour 5: Orthographe (2): p.204
Quelles lettres pour écrire le son [-]?
Weekly Tests 18.7 – 18.8
Fluency: Accuracy and SelfCorrection T196
Cold Read student booklet p. 530
Decoding: T197
 Recognizing Prefixes re_, un_,
dis_
Weekly Tests 18.11 – 18-12
Spelling: Prefixes re_, un_, dis_
T198
Grammar: Preposition and
Prepositional Phrases T200
* preposition, prepositional phrase
Weekly Tests 18.13 – 18.14
Narrative Writing:
 Story, synonym, conclusion
 Focus Trait: Word Choice
Igneous
http://www.makemegenius.com/video_
play.php?id=105&type=0
Sedimentary
http://www.makemegenius.com/video_
play.php?id=106&type=0
Metamorphic
http://www.makemegenius.com/video_
play.php?id=107&type=0
Student Literacy:
Student Literacy (pdf)
20
Unit 7 : WEEK 3
Jour 1: Séance 1: Ecriture (2): retour
sur 1er jet à l’aide des grilles
proposées
Ecrire un conte ou une partie de
conte
Lesson Plans / Strategies:
Jour 2: Séance 1: Ecriture (3):
révision et amélioration du 1er jet
Ecrire un conte ou une partie de
conte
• TRB 4:3 - Investigation 3 Weathering
Jour 3: Séance 1: Je prends la parole
p.88
Faire trouver le titre d’un conte
• TRB 4:3 - Investigation 5 - What is
in Soil?
Jour 4: Séance 1: A déterminer selon
les besoins
Jour 5: Orthographe (3): p.204
Quelles lettres pour écrire le son [-]
• TRB 4:3 - Investigation 1 Minerals vs. Rocks
• TRB 4:3 - Investigation 2 Classifying Rocks
• TRB 4:3 - Investigation 4 - Erosion
• TRB 4:3 - Investigation 6 - Soil
Profile
TRB 4:3 - Investigation 7 - Plants in
Soil
20
Unit 4 Lessons 10 – 12 Analyzing
Patterns
Vocabulary Words:
prime number, composite number,
multiple
pattern, sequence, term
Focus Lessons:
*Practice with factors, multiples,
and prime and composite numbers.
*Generate number or shape
patterns.
Assessment:
•Quick Quiz 1-4
Review/Test Unit 4
UNIT 4: Lesson 19
Oral Language: Read Aloud
“Father of India” T238
Turn and Talk - pg. T258
Classroom Collaboration T261
Speaking & Listening – T269
Anchor Text:
“Harvesting Hope: The Story of
Cesar Chavez” Biography
“The Edible Schoolyard”
Informational Text
Text-Based Comprehension:
* Conclusion, idiom
Target Strategy: Infer / Predict
Target Skill: Conclusion and
Generalizations
Weekly Tests 19.4 – 19-5
Vocabulary in Context:
Overcome, association, capitol,
21
Assessment:
Assessment (pdf)
Unit 5:
Measurement
– Converting Measurements,
Perimeter and Area
Vocabulary Words:
millimeter, centimeter, decimeter,
meter, kilometer, prefixes, metric
system
liquid volume, liter, kiloliter,
milliliter, mass, gram, kilogram,
and milligram.
line plot
inch, foot, yard, mile
pound, ounce, ton, cup, fluid ounce,
quart, pint, gallon.
perimeter, length, width, formula,
area, square unit
21
UNITÉ 8 –
Des contes d’ailleurs
Unit 8 : WEEK 1
Jour 1: Séance 1: Lecture p.90-91
Le Petit Quotidien
Séance 2: Conjugaison (1) p.191
Le passé composé (1) formation
Jour 2: Séance 1: Lecture p.90-91
Le Petit Quotidien
Séance 2: Orthographe (1) p.205
Quelles lettres pour écrire le son [-]
STANDARD IV: FOSSILS
Students will understand how fossils are
formed, where they may be found in Utah,
and how they can be used to make
inferences.
Benchmark:
Fossils are evidence of living
organisms from the past and are usually
preserved in sedimentary rocks. A fossil
may be an impression left in sediments,
the preserved remains of an organism, or
a trace mark showing that an organism
once existed. Fossils are usually made
21
Focus Lessons:
*Explore the system of metric units
of length.
*Recognize and measure metric
units of liquid volume and mass.
*Solve problems involving
different units of time.
*Apply knowledge of customary
units of length.
drought, dedicate, publicity, violence,
conflicts, horizon, brilliant T240
T261
Vocabulary Strategies: T266
 Dictionary entry, pronunciation
key
Weekly Tests 19.2 – 19.3
Fluency: Stress
Cold Read student booklet p. 564
Decoding: T271
 More Common Suffixes
Weekly Tests 19.6 – 19.7
Spelling: Suffixes _ful, _less, _ness,
_ment T272
Grammar: Relative Pronouns and
Adverbs T274
* clause, independent clause,
dependent clause, relative pronoun,
relative adverb
Weekly Tests 19.8 – 19.9
Narrative Writing:
 Plan a Personal Narrative
 Event, organize, personal
narrative
UNIT 4: Lesson 20
Oral Language: Read Aloud
“Race against Death” T312
Turn and Talk - pg. T336
Classroom Collaboration T339
Speaking & Listening – T347
STANDARD V:
Students will understand the
diverse nature of Utah’s peoples
and cultures.
Anchor Text:
“Sacagawea” Biography
“Native American Nature Poetry”
Poetry
Objective 1: Assess the cultural
diversity of Utah.
Text-Based Comprehension:
* main idea, supporting details,
“I Can Statement…”
22
Jour 3: Séance 1: Lecture p.92-93
Le Petit Quotidien (suite)
Séance 2: Conjugaison (2) p.192
Le passé composé (1) formation
Jour 4: Séance 1: Lecture p.92-93
Le Petit Quotidien (suite)
Séance 2: Vocabulaire (1) p.241
Des mots de sens voisins : les
synonymes
Jour 5: Séance 2: Conjugaison (3)
p.192
Le passé composé (1) formation
from the hard parts of an organism
because soft parts decay quickly. Fossils
provide clues to Earth’s history. They
provide evidence that can be used to
make inferences about past
environments. Fossils can be compared
to one another, to living organisms, and
to organisms that lived long ago.
*Understand and use customary
units of weight and liquid volume.
*Apply the area and perimeter
formulas for rectangles in real
world and mathematical problems.
*Solve real world measurement
word problems.
French Lesson Plans:
Fossils 1
Assessment:
•Quick Quiz 1 and 2
Review/Test Unit 5
Fossils 2
Fossils 3
Fossils 4
Math Core: OA.1-5 NBT.4-6
MD.1-4
Fossils 5
http://www.cm2dolomieu.fr/dinosaures/in
dex.html
22
Unit 8 : WEEK 2
Jour 1: Séance 1: Pour mieux lire
p.94
Repérer les mots-clés d’un texte
Séance 2: Conjugaison (1) p.193
Le passé composé (2) verbes du 1er
groupe et verbes être et aller
Jour 2: Séance 1: Faire le point p.95
Le fait divers
Séance 2: Conjugaison (2) p.193 Le
passé composé (2) verbes du 1er
groupe et verbes être et aller
Vocabulary Words:
Infer, environments, climate, dinosaur,
preserved, extinct, extinction,
impression, fossil, prehistoric, mineral,
organism, replacement, trilobite,
sedimentary, tropical
Objective 1: Describe Utah fossils and
explain how they were formed.
“I Can Statement…”
a. Identify features of fossils that can
be used to compare them to living
organisms that are familiar (e.g.,
shape, size and structure of
skeleton, patterns of leaves).
22
Benchmark 3 due:
Tracks A, B, C, - Feb. 3
Track D – March 6
Traditional – February 20
text structure, onomatopoeia T334
Target Strategy: Visualize
Target Skill: Main Ideas and Details
Weekly Tests 20.4 – 20.5
e.
Recognize the unique
lifestyles of various
cultural or ethnic groups in
the local community.
Vocabulary in Context:
Territory, accompany, proposed,
interpreter, duty, supplies, route,
corps, clumsy, landmark T314 T339
Vocabulary Strategies: T344
 Shades of Meaning
Weekly Tests 20.2 – 20.3
Fluency: Phrasing: Punctuation
T348
Cold Read student booklet p. 592
Decoding: T349
 VCCV Pattern and Word Parts
Weekly Tests 20.6 – 20.7
Spelling: Words with VCCV Pattern
T350
Grammar: Abbreviations T352
* abbreviation
Weekly Tests 20.8 – 20.9
Narrative Writing: T356
 Write a Personal Narrative
 elaboration
f.
Explain the role of
immigration in changing
Utah Society.
g.
Research the ways people
maintain and preserve
cultural identity (e.g.,
language, custom,
holidays).
UNIT 5: Lesson 21
Oral Language: Read Aloud
“Fun and Games on the Range” T12
Turn and Talk - pg. T34
Classroom Collaboration T37
Speaking & Listening – T45
Anchor Text:
“The World According to
Humphrey” Fantasy
“Make the Switch”” Advertisement
Text-Based Comprehension:
h. Explain the issues
immigrant encounter in
adapting to life in Utah.
Objective 2: Investigate the
contribution of Utah’s religious
and ethnic groups, including
Native American Indians.
“I can Statement…”
e. Identify Utah’s religious
and ethnic groups.
f.
Explain the reasons Utah’s
religious and ethnic groups
settled in Utah.
g.
Explain the benefits each
ethnic groups adds to Utah
society.
23
b.
Jour 3: Séance 1: Vocabulaire
thématique p.96-97
Des mots pour mettre de l’ordre dans
les événements
Séance 2: Conjugaison (3) p.193
Le passé (2) verbes du 1er groupe et
verbes être et aller
Jour 4: Séance 1: Ecriture (1) 1er jet
p.98-99
Ecrire un fait divers
Séance 2: Vocabulaire (2) p.242
Des mots de sens voisins:
les synonymes
Jour 5: Orthographe (2): p.205
Quelles lettres pour écrire le son [-]
23
Unit 8 : WEEK 3
Jour 1: Séance 1: Ecriture (2): retour
sur 1er jet à l’aide des grilles
proposées p.100
Ecrire un fait divers
Séance 2: Orthographe (3) p.205
Quelles lettres pour écrire le son [-]?
Jour 2: Séance 1: Ecriture (3):
révision et amélioration du 1er jet
p.100
c.
Describe three ways fossils are
formed in sedimentary rock (i.e.,
preserved organisms, mineral
replacement of organisms,
impressions or tracks).
*
Target Strategy: Summarize
Target Skill: Theme
Weekly Tests 21.4 – 21.5
Vocabulary in Context:
Appreciate, blaring, combination,
promptly, introduce, nocturnal, feats,
effort, suggest, racket T14
Vocabulary Strategies: T42
 Context clues
 Multiple-meaning words
Weekly Tests 21.2 – 21.3
Fluency: Accuracy T46
Cold Read student booklet p. 626
Decoding: T47
 VCV Pattern and Word Parts
Weekly Tests 21.6 – 21.7
Spelling: Words with VCV Pattern
T48
Grammar: Comparative and
Superlative Adjectives and Adverbs
T50
* comparative, superlative
Weekly Tests 21.8 – 21.9
Informative Writing: T54
 Focus Trait: Ideas
 Summary, important details
Research locations where fossils
are found in Utah and construct a
simple fossil map.
Objective 2: Explain how fossils can be
used to make inferences about past life,
climate, geology, and environments.
“I Can Statement…”
a. Explain why fossils are usually
found in sedimentary rock.
b.
Based on the fossils found in
various locations, infer how Utah
environments have changed over
time (e.g., trilobite fossils indicate
that Millard County was once
covered by a large shallow ocean;
dinosaur fossils and coal indicate
that Emery and Uintah County
were once tropical and swampy).
c.
Research information on two
scientific explanations for the
extinction of dinosaurs and other
prehistoric organisms.
Formulate questions that can be
answered using information
gathered on the extinction of
dinosaurs.
d.
23
Unit 6: Lessons 1 – 9
Fractions Concepts and Operations
– Fractions with Like Denominators;
Mixed Numbers with Like
Denominators; Multiply Fractions
and Whole Numbers
UNIT 5: Lesson 22
Oral Language: Read Aloud
“Jane’s Big Idea” T88
Turn and Talk - pg. T108
Classroom Collaboration 111
Speaking & Listening – T121
Vocabulary Words:
Unit fraction, Fraction, Numerator,
Anchor Text:
“I Could do That!” Biography
“The Role of the Constitution””
h.
Investigate how Utah’s
religious and ethnic groups
adapt and interact.
Objective 3: Assess the diverse
cultural and recreational
opportunities available in Utah.
“I can Statement..”
c. Examine Utah arts
opportunities in the areas
of dance, music, theater,
and visual arts.
d.
Investigate recreation
opportunities in Utah.
24
Ecrire un fait divers
Séance 2: Orthographe (1) p.229
Quand écrire à ?
Ne pas confondre à/a
Denominator
Mixed number
Student Literacy:
Student Literacy (pdf)
Jour 3: Séance 1: Je prends la parole
p.100
Raconter une information
Séance 2: Orthographe (2) p.230
Quand écrire à ?
Ne pas confondre à
Jour 4: Séance 1: A déterminer selon
les besoins
Séance 2: Vocabulaire (3) p.242
Des mots de sens voisins:
Les synonymes
Jour 5: Orthographe (3): p.230
Quand écrire à ?
Ne pas confondre à/a
Focus Lessons:
*Understand fractions as sums of
unit fractions.
*Find pairs of fractions that add to
one.
Lesson Plans / Strategies:
• TRB 4:4 - Investigation 1 Identify & Compare Fossils
*Add and subtract fractions with
like denominators using models
and equations.
• TRB 4:4 - Investigation 2 Simulating Fossil
Formations
*Understand mixed numbers and
fractions greater than 1.
• TRB 4:4 - Investigation 3 Examining Your Fossil
*Understand addition and
subtraction with fractions greater
than 1 and mixed numbers using
models and equations.
• TRB 4:4 - Investigation 4 Dinosaurs Tracks
*Solve problems involving addition
and subtraction of fractions and
mixed numbers.
TRB 4:4 - Investigation 6 - Dinosaur
Extinction
*Understand multiplication of
fractions by whole numbers using
models and equations.
Assessment:
Assessment (pdf)
24
UNITÉ 9 –
Du Théâtre pour rire
Unit 9 : WEEK 1
Jour 1: Séance 1: Lecture p.102-103
Le jugement de Renart
Séance 2: Grammaire (1) p.157
24
*Multiply a fraction by a whole
number using models and
equations.
Informational Text
Text-Based Comprehension:
* signal words, generalization,
conclusion, domain
Target Strategy: Infer / Predict
Target Skill: Cause and Effect
Weekly Tests 22.4 – 22.5
Vocabulary in Context:
Politics, intelligent, disorderly,
approve, polls, legislature,
amendment, candidates, informed,
denied T90
Vocabulary Strategies: T118
 Adages and proverbs
Weekly Tests 22.2 – 22.3
Fluency: Phrasing: Pauses T122
Cold Read student booklet p. 662
Decoding: T123
 Syllable Patterns and Word
Parts
Weekly Tests 22.6 – 22.7
Spelling: VCCV and VCV Patterns
T124
Grammar: Negatives T126
* negative, double negative
Weekly Tests 22.8 – 22.9
Informative Writing: T130
 Focus Trait: Sentence Fluency
 Explanation, transition words
*Solve numerical and word
problems using fractions.
UNIT 5: Lesson 23
Oral Language: Read Aloud
“Deserts on the Move” T164
Turn and Talk - pg. T188
Classroom Collaboration T191
Speaking & Listening – T199
Assessment:
Anchor Text:
25
Les articles et les déterminants
possessifs
•Quick Quiz 1- 3
Review/Test Unit 6
“The Ever-Living Tree”
Informational Text
“Towering Trees” Poetry
Math Core: NF.2-4 MD.2, 4
Text-Based Comprehension:
*
Target Strategy: Monitor / Clarify
Target Skill: Text and Graphic
Features
Weekly Tests 23.8 – 23.9
MY NOTES:
Resources / Materials
Jour 5: Orthographe (1): p.206
Ecrire le son [j]
Vocabulary in Context:
Resources, dense, evaporate, moisture,
civilized, continent, opportunities,
customs, independent T166 T191
Vocabulary Strategies: T42
 Context clues
 Multiple-meaning words
Weekly Tests 23.6 – 23.5
Fluency: Stress T200
Cold Read student booklet p. 686
Decoding: T47
 Difficult VCCV Patterns
Weekly Tests 23.10 – 23.11
Spelling: Words with the VCCV
Pattern T202
Grammar: Punctuation T204
* punctuation, quotation marks
Weekly Tests 23.12 – 23.13
Informative Writing: T208
 Focus Trait: Organization
 Procedure, supporting details,
process transitions
Unit 9 : WEEK 2
Jour 1: Séance 1: Pour mieux lire
p.108
Différencier le texte à dire du texte à
lire
Séance 2: Conjugaison (1) p.187
UNIT 5: Lesson 24
Oral Language: Read Aloud
“New Friends in the Newsroom”
T242
Turn and Talk - pg. T262
Classroom Collaboration T265
Jour 2: Séance 1: Lecture p.102-103
Le jugement de Renart
Séance 2: Orthographe (1) p.231
Quand écrire on?
Ne pas confondre on/ont
Jour 3: Séance 1: Lecture p.104-107
Un sacré carrosse
Séance 2: Grammaire (2) p.158
Les articles et les déterminants
possessifs
Jour 4: Séance 1: Lecture p.104-107
Un sacré carrosse
Séance 2: Orthographe (2) p.232
Quand écrire on?
Ne pas confondre on/ont
25
25
STANDARD VI:
Students will understand the
impact of major contemporary
events that concern the land and
people of Utah.
26
Le présent de l’indicatif (4) verbes du
3e groupe
Speaking & Listening – T273
Anchor Text:
“Owen and Mzee” Narrative
Nonfiction
“Sea Sanctuary”” Informational
Text
Jour 2: Séance 1: Faire le point p.109
Le texte de théâtre
Séance 2: Vocabulaire (1) p.243
Des mots de sens contraire
Text-Based Comprehension:
*
Target Strategy: Analyze / Evaluate
Target Skill: Compare and Contrast
Weekly Tests 24.4 – 24.5
Jour 3: Séance 1: Vocabulaire
thématique p.110-111
Des mots pour dire les émotions
Séance 2: Conjugaison (2) p.188
Le présent de l’indicatif (4) verbes du
3e groupe
Vocabulary in Context:
Bond, suffered, intruder, companion,
enclosure, inseparable, charged, chief,
exhausted, affection T244
Vocabulary Strategies: T270
 suffix
Weekly Tests 24.2 – 24.3
Fluency: Intonation T274
Cold Read student booklet p. 722
Decoding: T275
 VCCCV Pattern
Weekly Tests 24.6 – 24.7
Spelling: Words with VCCCV Pattern
T276
Grammar: Commas T278
*
Weekly Tests 24.8 – 24.9
Informative Writing: T282
 Plan a Research Report
 Research, sources, outline
Jour 4: Séance 1: Ecriture (1) 1er jet
p.112-113
Ecrire une saynète
Séance 2: Vocabulaire (2) p.243
Des mots de sens contraire
Jour 5: Orthographe (2): p.206
Ecrire le son [j]
26
Unit 9 : WEEK 3
Jour 1: Séance 1: Ecriture (2): retour
sur 1er jet à l’aide des grilles
proposées p.112-113
Ecrire une saynète
STANDARD V: ENVIRONMENT
Utah Ecosystems
Students will understand the physical
characteristics of Utah’s wetlands, forests,
and deserts and identify common
26
Unit 7: Lessons 1 - 12
Fractions and Decimals
– Comparing
Fractions; Equivalent Fractions;
Understanding Decimals
UNIT 5: Lesson 25
Oral Language: Read Aloud
“The Future of Flight” T316
Turn and Talk - pg. T334
Classroom Collaboration T337
Objective 1: Identify and
investigate major contemporary
events that affect individuals,
institutions, and society.
“I Can Statement…”
a. Examine different points
of view on important
events. (e.g., land,
politics)
b. Identify the impact each
point of view may have
on the state.
c.
Investigate the avenues
available for individual or
community involvement.
STANDARD V:
Students will understand the
diverse nature of Utah’s peoples
and cultures.
27
Séance 2: Grammaire (3) p.158
Les articles et les déterminants
possessifs
Jour 2: Séance 1: Ecriture (3):
révision et amélioration du 1er jet
p.112-113
Ecrire une saynète
Séance 2: Orthographe (3) p.232
Quand écrire on?
Ne pas confondre on/ont
Jour 3: Séance 1: Je prends la parole
p.114
Jouer une saynète
Séance 2: Conjugaison (3) p.188
Le présent de l’indicatif (4) verbes du
3e groupe
Jour 4: Séance 1: A déterminer selon
les besoins
Séance 2: Vocabulaire (3) p.243
Des mots de sens contraire
Jour 5: Orthographe (3): p.206
Ecrire le son [j]
organisms for each environment.
Benchmark:
Utah has diverse plant and animal life
that is adapted to and interacts in areas
that can be described as wetlands,
forests, and deserts. The characteristics
of the wetlands, forests, and deserts
influence which plants and animals
survive best there. Living and nonliving
things in these areas are classified based
on physical features.
French Lesson Plans:
1. Introduction
2. Physical Characteristics
3. Wetlands and Migration
4. Forests and Deserts
5. Plant Survival
6. Animal Survival
7. Web of Life
8. Endangered
9. Classification of Animals
10. Utah Birds
11. Fish
Speaking & Listening – T347
Vocabulary Words:
Equivalent fractions
Simplify
Common denominator
Tenths, Hundredths, Decimal
number
Focus Lessons:
*Compare non-unit fractions.
*Compare fractions using visual
fraction models.
*Use the number line model for
fractions.
*Understand that the size of a
fraction depends on the size of the
whole.
*Find equivalent fractions using
multiplication.
*Find equivalent fractions using
division.
*Compare fractions with unlike
denominators.
*Make and use line plots with
fractions.
12. Amphibians and Reptiles
*Model related fractions, decimals,
and mixed numbers.
Vocabulary Words:
*Recognize equivalent tenths and
hundredths and model decimal
numbers in tenths and hundredths.
Anchor Text:
“The Fun They Had” Science
Fiction
“Toys!”” Informational Text
Text-Based Comprehension:
*
Target Strategy: Question
Target Skill: Author’s Purpose
Weekly Tests 25.2 – 25.3
Vocabulary in Context:
Progress, calculated, dispute,
centuries, superior, insert, waste,
inspector, mechanical, average
T318
Vocabulary Strategies: T344
 Greek and Latin Word Parts:
meter, therm, aud, fac
 Word parts
Weekly Tests 25.4 – 25.5
Fluency: Adjust Rate to Purpose
T348
Cold Read student booklet p. 749
Decoding: T349
 VV Pattern
Weekly Tests 25.6 – 25.7
Spelling: Words with VV Pattern
T350
Grammar: Proper mechanic T352
* mechanics, capitalization,
punctuation, coordinating
conjunction
Weekly Tests 25.8 – 25.10
Informative Writing: T356
 Write a Research Report
 Introductory paragraph
Objective 1: Assess the cultural
diversity of Utah.
“I Can Statement…”
i. Recognize the unique
lifestyles of various
cultural or ethnic groups in
the local community.
j.
Explain the role of
immigration in changing
Utah Society.
k. Research the ways people
maintain and preserve
cultural identity (e.g.,
language, custom,
holidays).
l.
Explain the issues
immigrant encounter in
adapting to life in Utah.
Objective 2: Investigate the
contribution of Utah’s religious
and ethnic groups, including
Native American Indians.
“I can Statement…”
28
UNITÉ 10 –
Des animaux en bandes dessinées
Unit 10 : WEEK 1
Jour 1: Séance 1: Lecture p.116-117
L’ours Barnabé : Une invention
Séance 2: Grammaire (1) p.171
L’adjectif qualificatif dans le groupe
nominal
Jour 2: Séance 1: Lecture p.116-117
L’ours Barnabé: Une invention
Séance 2: Orthographe (1) p.213
Les accents sur la lettre e
Jour 3: Séance 1: Lecture p.118-119
Hercule : En plein Brouillard
Séance 2: Grammaire (2) p.171
L’adjectif qualificatif dans le groupe
nominal
Jour 4: Séance 1: Lecture p.118-119
Hercule : En plein Brouillard
Séance 2: Orthographe (2) p.214
Les accents sur la lettre e
Jour 5: Orthographe (1): p.207
Quelles lettres pour écrire le son [s]?
Wetlands, forest, desert, adaptation,
deciduous, coniferous, invertebrate,
vertebrate, bird, amphibian, reptile, fish,
mammal, insect, hibernation, migration.
27
*Write an compare decimals in
tenths and hundredths.
French Vocabulary Cards – Standard V
*Read, write, and model decimals
greater than 1.
English Vocabulary Cards – Standard V
*Compare decimal numbers.
Common Plants:
Sagebrush, pinyon, pine, Utah juniper,
spruce, fir, oak brush, quaking aspen,
cottonwood, cattail, bulrush, prickly pear
cactus.
Assessment:
Quick Quiz 1 – 3
Unit 7 Test
Common animals:
Jackrabbit, cottontail rabbit, red fox,
coyote, mule deer, elk, moose, cougar,
bobcat, deer mouse, kangaroo rat,
muskrat, beaver, gopher, snake,
rattlesnake, lizard, , tortoise, frog,
salamander, re-tailed hawk, barn owl,
lark, robin, pinyon jay, magpie, crow,
trout, catfish, carp, grasshopper, ant,
moth, butterfly, housefly, bee, wasp, pill
bug, millipede.
Objective 1: Describe the physical
characteristics of Utah’s wetlands,
forests, and deserts.
“I Can Statement…”
a. Compare the physical
characteristics (e.g., precipitation,
temperature, and surface terrain)
of Utah’s wetlands, forests, and
deserts.
Math Core: NF.1-2, 5-7
MD.2-4
MY NOTES:
Resources / Materials
UNIT 6: Lesson 26
Oral Language: Read Aloud
“Justin and the Best Biscuits in the
World” T238
Read the Trade Book T243
Dig Deeper T248
i.
Identify Utah’s religious
and ethnic groups.
j.
Explain the reasons Utah’s
religious and ethnic groups
settled in Utah.
Anchor Text:
“The Girl Who Loved Spiders”
Realistic Fiction
“Web Wise”” Informational Text
“Spider” “Spider Ropes” Poetry
k.
Explain the benefits each
ethnic groups adds to Utah
society.
l.
Investigate how Utah’s
religious and ethnic groups
adapt and interact.
Text-Based Comprehension:
* story elements, setting,
characters, plot, problem, conflict,
resolution, visualize
Target Strategy: Visualize
Target Skill: Story Structure
Weekly Tests 21.4 – 21.5
Review Vocabulary:
Peculiar, obtain, intends, assist,
captured, favor, nourishing, condition,
isolated, memorable T12
Vocabulary Strategies: T32
 root
Weekly Tests 21.2 – 21.3
Fluency: Expression
Cold Read student Magazine T36
Decoding: T37
 Common Final Syllables
Weekly Tests 21.6 – 21.7
Spelling: The Final Schwa + /r/
Sounds
Grammar: Making Comparisons
* adjectives, compare
Weekly Tests 121.8 – 21.9
Opinion Writing: T42
 Focus Trait: Word Choice
 Response to fiction, examples
Objective 3: Assess the diverse
cultural and recreational
opportunities available in Utah.
“I can Statement..”
e. Examine Utah arts
opportunities in the areas
of dance, music, theater,
and visual arts.
f.
Investigate recreation
opportunities in Utah.
29
and details, precise language
b.
28
Unit 10 : WEEK 2
Jour 1 : Séance 1: Pour mieux lire
p.120
L’ordre des événements dans une
bande dessinée
Séance 2: Conjugaison (1) p.189
Le futur de l’indicatif
Jour 2: Séance 1: Faire le point p.121
Les différents éléments d’une bande
dessinée
Séance 2: Vocabulaire (1) p.249
Un mot, plusieurs sens
c.
Describe Utah’s Wetlands (e.g.
river, lake, stream, and marsh
areas where water is a major
feature of the environment)
Forests (e.g., oak, pine, aspen,
juniper areas where trees are a
major feature of the environment),
and Deserts (e.g., areas where the
lack of water provided an
environment where plants
needing little water are a major
feature of the environment).
Locate examples of areas that
have characteristics of wetlands,
forests, or deserts in Utah.
Jour 3: Séance 1: Vocabulaire
thématique p.122-123
Les onomatopées
Séance 2: Conjugaison (2) p.190
Le futur de l’indicatif
d.
Based upon information gathered,
classify areas of Utah that are
generally identified as wetlands,
forests, or deserts.
Jour 4: Séance 1: Ecriture (1) 1er jet
p.124-125
Ecrire une BD
Séance 2: Vocabulaire (2) p.250
Un mot, plusieurs sens
e.
Create models of wetlands,
forests, and deserts.
Jour 5: Orthographe (2) : p.207
Quelles lettres pour écrire le son [s]?
Objective 2: Describe the common
plants and animals found in Utah
environments and how these organisms
have adapted to the environment in
which they live.
“I Can Statement…”
a. Identify common plants and
animals that inhabit Utah’s forest,
wetlands, and deserts.
b.
Cite examples of physical features
that allows particular plants and
28
UNIT 6: Lesson 27
Oral Language: Read Aloud
“Nowhere Else on Earth” T58
Terms About Literature T68
Vocabulary Strategies T75
Anchor Text:
“Amphibian Alert” Informational
Text
“The Frog in the Milk Pail”” Fable
“Toad by the Road” Poetry “The
Poison-Dart Frogs” Poetry
Text-Based Comprehension:
* topic, main ideas, supporting
detail, question
Target Strategy: Question
Target Skill: Main Ideas and Details
Weekly Tests 27.4 – 27.5
Review Vocabulary:
Shortage, focus, betrayed, convey,
species, alert, continent, introduce,
scarce, opportunities T60
Vocabulary Strategies: T78
 analogy
Weekly Tests 27.2 – 27.3
Fluency: Phrasing: Punctuation
T82
Cold Read student Magazine T22
Decoding: T83
 More Final Syllables
Weekly Tests 27.6 – 27.7
Spelling: The Final Schwa + /l/
Sounds
Grammar: more Comparisons
* adverb, negatives T86
Weekly Tests 27.8 – 27.9
30
animals to live in specific
environments (e.g., duck has
webbed feet, cactus has waxy
coating).
29
Unit 10 : WEEK 3
Jour 1: Séance 1: Ecriture (2): retour
sur 1er jet à l’aide des grilles
proposées p.126
Ecrire une BD
Séance 2: Grammaire (3) p.171
L’adjectif qualificatif dans le groupe
nominal
Jour 2: Séance 1: Ecriture (3):
révision et amélioration du 1er jet
p.126
Ecrire une BD
Séance 2: Orthographe (3) p.214
Les accents sur la lettre e
Jour 3: Séance 1: Je prends la parole
p.126
Raconter une histoire en BD du point
de vue d’un personnage
Jour 4: Séance 1: A déterminer selon
les besoins
Séance 2: Vocabulaire (3) p.250
Un mot, plusieurs sens
Jour 5: Orthographe (3): p.207
Quelles lettres pour écrire le son [s]?
c.
Describe some of the interactions
between animals and plants of a
given environment (e.g.,
woodpecker eats insects that live
on trees of a forest, brine shrimp
of the Great Salt Lake eat algae
and birds feed on brine shrimps.).
d.
Identify the effect elevation has on
types of plants and animals that
live in a specific wetland, forest, or
desert.
e.
Find examples of endangered Utah
plants and animals and describe
steps being taken to protect them.
Objective 3: Use a simple scheme to
classify Utah plants and animals.
“I Can Statement…”
a. Explain how scientists use
classification schemes.
b.
Use a simple classification system
to classify unfamiliar Utah plants
or animals (e.g.,
fish/amphibians/reptile/bird/ma
mmals, invertebrate/vertebrate,
tree/shrub/grass,
deciduous/conifers)
Opinion Writing: T88
 Focus Trait: Voice
 Journal entry
29
Unit 8: Lessons 1 – 8
Geometry
– Measuring and Drawing Angles;
Triangles and Angle;
Measurements; Analyzing
Quadrilaterals; Analyzing Polygons
Vocabulary Words:
Degree, Right angle, Straight angle,
Protractor
Circle, Reflex angle
Triangle, Right triangle, Obtuse
triangle, Acute triangle, Congruent,
Equilateral triangle, Isosceles
triangle, Scalene triangle
Adjacent angles, Compose,
Decompose
Parallel, Perpendicular
Quadrilateral, Adjacent, Opposite,
Trapezoid, Parallelogram,
Rhombus, Rectangle, Square
Focus Lessons:
•Draw and describe points, rays,
angles, and other simple geometric
figures.
*Draw and measure angles.
*Identify, measure, and draw
angles in a circle.
*Draw and classify triangles by
UNIT 6: Lesson 28
Oral Language: Read Aloud
“Digging Up the Past” T104
Terms About Literature T114
Listening T118
Anchor Text:
“Museums: Worlds of Wonder”
Expository Nonfiction
“Making the Most of Trash”” Photo
Essay
“Dinosaur Bone,” “Museum
Farewell Poetry
Text-Based Comprehension:
* fact, opinion, distinguish analyze
Target Strategy: Monitor / clarify
Target Skill: Fact and Opinion
Weekly Tests 28.3 – 28.5, 28.8 – 28.9
Review Vocabulary:
Apologize, display, genuine,
concluded, triumph, obstacles, source,
affect, registered, vast T106
Vocabulary Strategies: T124
* prefix
Weekly Tests 28.2 28.6 – 28.7
Fluency: Rate T128
Cold Read student Magazine T34
Decoding: T129
 Stress in Multi-syllable Words
Weekly Tests 28.10- 28.11
Spelling: Three Syllable Words
Grammar: Possessive Pronouns
T132
* possessive pronoun, quotation
31
their angles and sides.
Objective 4: Observe and record the
behavior of Utah animals.
30
UNITÉ 11 –
Des poèmes sur l’enfance
Unit 11 : WEEK 1
Jour 1: Séance 1: Lecture p.128-129
Poèmes : Ma parole, L’enfant, Poème
pour un enfant lointain
Séance 2: Grammaire (1) p.173
Le complément du nom
“I Can Statement…”
a. Observe and record the behavior
of birds (e.g., caring for young,
obtaining food, surviving winter).
b.
c.
Jour 2: Séance 1: Lecture p.128-129
Poèmes pour un enfant lointain
Séance 2: Orthographe (1) p.233
Quand écrire son?
Ne pas confondre son/sont
d.
Jour 3: Séance 1: Lecture p.130-131
Poèmes: L’enfant qui battait la
campagne, L’enfant qui est dans la
lune, Les corridors où dort Anne
Séance 2: Grammaire (2) p.174
Le complément du nom
Jour 4: Séance 1: Lecture p.130-131
Poèmes: L’enfant qui battait la
campagne, L’enfant qui est dans la
lune, Les corridors où dort Anne
Séance 2: Orthographe (2) p.234
Quand écrire son?
Ne pas confondre son/sont
Jour 5: Orthographe (1 : p.208
*Find unknown angle measures.
e.
Describe how the behavior and
adaptations of Utah mammals help
them survive winter (e.g.,
obtaining food, building homes,
hibernation, migration).
Research and report on the
behavior of a species of Utah fish
(e.g., feeding on the bottom or
surface, time of year and
movement of fish to spawn, types
of food and how it is obtained).
Compare the structure and
behavior of Utah amphibians and
reptiles.
Use simple classification schemes
to sort Utah’s common insects and
spiders.
Student Literacy:
Student Literacy (pdf)
*Add and subtract angle measures
in real world situations.
30
*Understand parallel and
perpendicular lines and figures.
*Name and classify quadrilaterals
based on sided and angles.
Assessment:
•Quick Quiz 1-4
Review/Test Unit 8
Math Core: OA.5 MD.5-7
G.1-3
Unit 8: Lessons 9 - 12
- Decompose Quadrilaterals and
triangles
- Classify Polygons
- Line Symmetry
Focus on Mathematical Practices
Vocabulary Words
Diagonal, Congruent, Vertex
Polygon
Line symmetry, Line of symmetry
Focus Lessons:
*Decompose quadrilaterals and
Weekly Tests 28.12 – 28.13
Opinion Writing: T134
 Focus Trait: Organization
 Public service announcement
 Call to action
UNIT 6: Lesson 29
Oral Language: Read Aloud
“Creatures of the Bog” T150
Terms About Literature T162
Listening T166
Anchor Text:
“Save Timber Woods” Readers’
Theater
“Following Muir: A Persuasive
Essay”” Persuasive Essay
“The Comb of Trees” “Enjoy the
Earth” Poetry
Text-Based Comprehension:
* characters, behavior, traits, infer,
predict
Target Strategy: Infer / Predict
Target Skill: Understanding
Characters
Weekly Tests 29.4 – 29.5
Review Vocabulary:
Defended, resourceful, satisfied,
brilliant, confidence, publicity, symbol,
territory, boasted, proposed T152
Vocabulary Strategies: T172
 Word Origins
Weekly Tests 29.2 – 29.3
Fluency: Phrasing: Pauses T176
Cold Read student Magazine T48
Decoding: T177
Words with Silent Consonants
Weekly Tests 29.6 – 29.7
Spelling: Words with Silent
32
Quelles lettres pour écrire le son [k]?
Lesson Plans / Strategies:
triangles into other figures.
• TRB 4:5 - Investigation 1 Wetlands, Forests & Deserts
*Sort triangles and quadrilaterals
by a number of different rules.
• TRB 4:5 - Investigation 2 Elevation, Plants & Animals
*Recognize and draw lines of
symmetry and determine when
figures have line symmetry.
• TRB 4:5 - Investigation 3 - Web of
Life
31
Unit 11 : WEEK 2
Jour 1: Séance 1: Pour mieux lire
p.132
Pour respecter la musique du poème
Séance 2: Conjugaison (1) p.197
L’imparfait de l’indicatif
Jour 2: Séance 1: Séance 1: Faire le
point p.133
Le poème
Comprendre le sens d’un mot
Jour 3: Séance 1: Vocabulaire
Thématique p.134-135
Pour créer une image
Séance 2: Conjugaison (2) p.198
L’imparfait de l’indicatif
3233
Jour 4: Séance 1: Ecriture (1) 1er jet
p.136-137
Ecrire un poème
Séance 2: Vocabulaire (2) p.251
Comprendre le sens d’un mot
Jour 5: Orthographe (2): p.208
Quelles lettres pour écrire le son [k]?
• TRB 4:5 - Investigation 4 Wetland Adaptation
• TRB 4:5 - Investigation 5 - Desert
Dynamics
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Assessment:
Quick Quiz 1-4
Unit 8 Test
• TRB 4:5 - Investigation 6 Endangered Species of Utah
• TRB 4:5 - Investigation 7 Classification Schemes
• TRB 4:5 - Investigation 8 - Classify
UT Plants & Animals
Benchmark 4 due:
Tracks A, B, C – May 15
Track D – May 29
Traditional – April 24
• TRB 4:5 - Investigation 9 - Bird
Study
• TRB 4:5 - Investigation 10 Mammal Oral Reports
• TRB 4:5 - Investigation 11 - Utah
Fish
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• TRB 4:5 - Investigation 12 Amphibians & Reptiles
TRB 4:5 - Investigation 13 - What's
Bugging You?
Review and Prepare for End of
Level Tests
Reteach, Review, and Enrich
SAGE TESTING
Consonants T178
Grammar: Correct Pronouns
* subject pronoun, object pronoun
T180
Weekly Tests 29.8 – 29.9
Opinion Writing: T182
 Focus Trait: Ideas
 Opinion essay, reasons, facts,
and examples
UNIT 6: Lesson 30
Oral Language: Read Aloud
“Saving Sea Turtle” T200
Terms About Literature T210
Listening T214
Anchor Text:
“Mystery at Reed’s Pond” Mystery
“A Big Python Problem””
Informational Text
“Naming the Turtle” “Greater
Flamingo” Poetry
Text-Based Comprehension:
* conclusion and generalization;
summarize
Target Strategy: Conclusion and
Generalization
Target Skill: summarize
Weekly Tests 30.2 – 30.3
Review Vocabulary:
Appreciate, resources, effort, average,
denied, suffered, informed, shallow,
inspector, progress T200
Vocabulary Strategies: T32
 Suffixes _r, _or, _ist
Weekly Tests 30.4 – 30.5
Fluency: Accuracy and SelfCorrection
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Unit 11 : WEEK 3
Jour 1: Séance 1: Ecriture (2): retour
sur 1er jet à l’aide des grilles
proposées p.138
Ecrire un poème
Séance 2: Grammaire (3) p.173
Le complément du nom
Jour 2: Séance 1: Ecriture (3):
révision et amélioration du 1er jet
p.138
Ecrire un poème
Séance 2: Orthographe (3) p.234
Quand écrire son?
Ne pas confondre son/sont
Assessment:
Assessment (pdf)
Post-Assessment due:
Track A – June 10
Tracks B, C, D – June 26
Traditional – May 29
Cold Read student Magazine T224
Decoding: T225
 Unusual Spellings
Weekly Tests 30.6 – 30.7
Spelling: Unusual Spellings T226
Grammar: Pronoun Contractions
T228
* contraction, homophones
Weekly Tests 30.8 – 30.9
Opinion Writing: T42
 Focus Trait: Sentence Fluency
 Opinion essay, reasons, facts,
and examples
Jour 3: Séance 1: Je prends la parole
p.138
Dire un poème
Séance 2: Conjugaison (3) p.198
L’imparfait de l’indicatif
Jour 4: Séance 1: A déterminer selon
les besoins
Séance 2: Vocabulaire (3) p.251
Comprendre le sens d’un mot
Jour 5: Orthographe (3): p.208
Quelles lettres pour écrire le son [k]?
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