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Recommended Instructional Timeline 4th Grade Elementary Language Arts 2nd Nine Weeks Weeks 3-4 TEKS and SEs are provided in detail in the 9 week bundle documents posted on the ARRC. The newly approved 19 §TAC 74.4 English Language Proficiency Standards (ELPS) present standards that outline the instruction school districts must provide to ELLs in order for them to have the full opportunity to learn English and to succeed academically. The rule also clarifies that the ELPS are to be implemented as an integral part of the instruction in each foundation and enrichment subject of the TEKS. Please review the standards at: http://www.tea.state.tx.us/curriculum/biling/elps.html Description This recommended instructional timeline is intended to assist the teacher with breaking the nine weeks of TEKS/SEs into smaller periods of time. This template is broken down into multiple sections · At-a-glance of the TEKS/SEs for a two week period of time · Detailed narrative of the TEKS/SEs for greater specificity · Best practice models for teaching reading and writing TEKS/SEs taught during this period (Refer to 9 week bundles for the detailed specifications for each TEKS/SE) Reading: Introduce/Focus:

4.6C Locate the meaning, pronunciation, and derivations of unfamiliar words using dictionaries, glossaries and other sources 4.9B Draw on experiences to bring meanings to words in context 4.10J Distinguish fact and opinion 4.12E Compare communication in different forms

Writing: Introduce/Focus:

4.17C Write to inform such as to explain, describe, report, and narrate 4.18A Use regular and irregular plurals correctly 4.18F Use conjunctions to connect ideas meaningfully 4.19D Revise drafts for coherence, progression, and logical support of ideas

Bold TEKS/SEs are assessed on TAKS

Ongoing:

4.7A Read regularly independent level text 4.7B Read regularly instructional level text 4.7C Read fluently 4.7F Read silently for longer periods 4.8A Read classic and contemporary works 4.10B Establish and adjust purposes for reading 4.10D Use the text's structure or progression of ideas 4.12B Recognize that authors organize information in specific ways 4.12H Analyze character traits, motivations, conflicts, point of view, relationships, and changes they undergo 4.13E Summarize and organize information from multiple sources by taking notes 4.29F (ESL) Use a combination of skills to decode words 4.29G (ESL) Read silently for longer periods

Ongoing:

4.19B Develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs 4.19C Revise selected drafts by adding, elaborating, deleting, combining, and rearranging 4.19G Refine selected pieces frequently to publish 4.19H Proofread his/her own writing and that of others 4.19I Select and use reference materials 4.20B Respond in constructive ways to others writing 4.21B Organize prior knowledge about a topic 4.30F (ESL) Construct correct sentences, including a variety of sentence types and styles 4.30G (ESL) Combine multiple sentences 4.30H (ESL) Develop drafts by categorizing ideas, organizing them into sentences and paragraphs, and blending paragraphs within larger text.

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© 2006 Round Rock I.S.D.

Recommended Instructional Timeline 4th Grade Elementary Language Arts 2nd Nine Weeks Weeks 3-4

4.29H (ESL) Use print from the environment 4.29K (ESL) Retell, role-play, and/or visually illustrate the order of events

Listening & Speaking: Introduce/Focus:

4.2C Distinguish between the speaker's opinion and verifiable fact 4.5E Give precise directions and instructions such as in games and tasks 4.5G Employ English content area vocabulary in context

Letter/Word Study:

4.6A Apply knowledge of letter/sound correspondences 4.6B, i, ii Use structural analysis to identify root words with prefixes and suffixes

Viewing /Representing

4.23B Interpret important events and ideas

Ongoing:

4.2D Monitor his/her own understanding of the spoken message and seek clarification 4.27D (ESL) Listen to and extract meaning from a variety of media 4.27E (ESL) Analyze and evaluate spoken discourse 4.28A (ESL) Identify people, places, objects, events, and basic concepts 4.28G (ESL) Share prior knowledge 4.28H (ESL) Describe the immediate surroundings

Tested TEKS/SEs on District Benchmarks and State Assessments

The following TEKS/SEs are tested on the fourth grade TAKS reading assessment: 4.9B, 4.10J, 4.12B, 4.12E and 4.12H The following TEKS/SEs are tested on the fourth grade TAKS writing assessment: 4.18A, 4.18F, 4.19C, 4.19D, and 4.19H

th According to our 4 grade reading district data, 4.12B and 4.12H are considered high stakes TEKS/SEs.

According to our 4th grade writing district data, 4.18F and 4.19C are considered high stakes TEKS/SEs. Generalizations Reading · Readers develop knowledge and expertise of various topics by reading informational texts. · Interpreting graphic aids within a text leads to a deeper understanding of informational text. · Informational texts are put together using identifiable features such as headings, captions, and graphic aids. · Readers draw on their own experiences to bring meanings to words in context. · Readers review what they know about words and use context clues to make sure that their understanding makes sense. · Readers distinguish between fact and opinion. 2 © 2006 Round Rock I.S.D.

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Recommended Instructional Timeline 4th Grade Elementary Language Arts 2nd Nine Weeks Weeks 3-4 · Readers use facts and opinions to make meaning of text.

Writing · Good writers follow rules to communicate with their audiences. · Writers use conjunctions to vary the fluency of their composition. · Writers write to inform such as explain, describe, report, and narrate. · Good writers are aware of their audiences and use knowledge of their audience to help them to compose. · Good writers revise written drafts to see if it makes sense, progresses, and is supported. Essential Questions Reading · What does it mean to "respond to text?" · How do readers respond to informational texts? · How do informational and narrative texts differ? · How do graphic aids help the reader? · What are some features of informational text that help readers to identify and understand the author's purpose? · How do readers draw on experience when they read? · How do readers review what they know about a word's meaning to make sure it is correct? · How do readers distinguish between fact and opinion? Writing · Why do people write? · What rules should effective writers follow? · How do writers use conjunctions in writing to improve fluency? · How do writers demonstrate that they are aware of their audiences? · How do good writers make their writing better through the revision process? Reading Reading Focus: The teacher identifies the instructional focus, comprehension strategies, literary concepts, letter/word study, concepts about print. Texts should be culturally diverse narrative and expository texts from across various genres. Word Identification Students use guide words and knowledge of alphabetic principles to efficiently locate words and meanings from dictionaries, glossaries, and other sources. They are able to determine which definition presented is the most appropriate utilizing the context clues available from the text. Fluency Students read independent and instructional level text daily. The teacher may monitor the group as a whole, conduct individual reading conferences with students or use this to work with Guided Reading groups. Students are given time to read aloud individually at school and at home. They should be reading with expression and diction. Silent reading time should be incorporated within the language arts block and across the context areas. July 2008 3 © 2006 Round Rock I.S.D.

Recommended Instructional Timeline 4th Grade Elementary Language Arts 2nd Nine Weeks Weeks 3-4 Vocabulary Development Teachers provide explicit instruction and modeling on recognizing the meaning of figurative language. · Similes · Metaphors · Idioms Students are able to interpret multiple meaning words by substituting words or phrases or similar meaning to ensure the message is maintained. Comprehension Students consider the content and structure of the text when setting a purpose for reading such as to find out, to understand, to interpret, to enjoy, and to solve problems. Students are able to describe the mental images that text descriptions evoke. They are able to describe · Characters · Events · Setting and its impact upon the story · Mood and tone Students are able to distinguish fact and opinion in various texts. Fact statements (no value language) and opinion statements (have value language) speak to the form of the statement ­ not to its truth. It is not wise to teacher students "if you can prove it, it's a fact; if you can't prove it, it's an opinion." There are many opinions for which mountains of evidence could be assembled as proof. Text Structures/Literary Concepts Students are able to recognize that authors organize information in specific ways. They are able to identify is it is chronological order, description, compare/contrast, cause/effect, and problem/solution. Students are able to connect, compare and contrast ideas, characters, themes, and settings. Students character conflict such as man vs. man, man vs. society, and man vs. environment. They are able to analyze how conflict is addressed in the story and resolved. · Everybody wins · Flight/run away/avoid · Fight/resist · Death · Compromise · Someone wins; someone loses · Acceptance They are able to analyze character physical traits, personal traits, and emotional traits. July 2008 4 © 2006 Round Rock I.S.D.

Recommended Instructional Timeline 4th Grade Elementary Language Arts 2nd Nine Weeks Weeks 3-4

Inquiry/Research Students are able to summarize and organize information from multiple sources by taking notes, outlining ideas, and making charts. ESL Second Language Acquisition/Reading ESL students use word analogies to compare an unknown word to a known word that looks similar or sounds similar to the unfamiliar one. They search for root words, prefixes, suffixes or other word chunks in longer words to decode the words. ESL students retell order of events in their own words as a comprehension check. They often visually illustrate the order of events in their own words as a comprehension check as well. Language of Instruction: Expository Text, Figurative Language, Genre, Idioms, Metaphors, Multiple Meaning Words, Narrative Text, Prefix, Root/Base Word, Suffix, Author's Purpose, Culture, Dramatization, Man vs. Environment, Man vs. Man, Man vs. Society, Setting, Cause, Effect, Character Traits, Chronological Order, Compare, Contrast, Fact, Opinion, Progression of Ideas, Summarize According to research on Best Practices in reading instruction (Fountas and Pinnell, 1996, 2001), students need daily opportunities to engage in the reading practices listed below. Teachers should use their discretion regarding which TEKS/SEs to teach in each of these components. Reading Aloud/ Read - To The teacher reads aloud to the whole class or small groups. A carefully selected body of children's literature is used; the collection contains a variety of genres and represents our diverse society. Favorite texts, selected for special features, are reread many times. Note: During a Read To the teacher shares thinking out loud with students. Shared Reading Using an enlarged text [overhead accompanied by student copies or enlarged text] that all children can see, the teacher involves children in reading together following a pointer. The process includes: · Rereading big books, poems, songs · Rereading retellings · Rereading alternative texts · Rereading the products of interactive writing Guided Reading The teacher works with a small group of children who have similar reading processes. The teacher selects and introduces new books and supports children reading the whole text to themselves, making teaching points during and after the reading. Sometimes the teacher engages the children in an extension to further their understanding in a minute or two of letter or word work. Independent Reading Children read on their own or with partners from a wide range of materials. Some reading is from a special collection at their reading level.

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Recommended Instructional Timeline 4th Grade Elementary Language Arts 2nd Nine Weeks Weeks 3-4

Word Work The teacher and students work with vocabulary and word parts as they relate to increasing comprehension and understanding of the relatedness among similar words.

Word Identification Students identify root/base words, prefixes, suffixes, and/or word chunks to decode the word. They use word analogies to compare an unknown word to a known word that looks or sounds similar. They are able to use context clues within the paragraph and sentence level to recognize words. Students recognize words using structural cues to analyze prefixes and suffixes in conjunction with the root/base word. Language of Instruction: Root/Base Word, Prefix, Suffix, Context Clue Writing

Writing Focus: The teacher identifies the purposes, processes, text structures (inquiry/research, letter, journal, story), and conventions of language (grammar, spelling, etc.) to be supported through modeled writing, shared writing, interactive writing, guided writing, and independent writing.

Writing Purposes Students write to persuade, taking a position when one or more positions is possible using the compare/contrast structure. Spelling Students use resources to find correct spellings. They use a dictionary efficiently and effectively to locate correct spellings, synonyms, and replacement words during shared writing and writing workshop. Grammar/Usage Students are able to differentiate between regular and irregular plurals to provide examples and non-examples of transforming singular irregular nouns to plurals. They demonstrate an understanding of irregular plurals in the context of writing. Students are able to analyze how adjectives are used in different ways. They use conjunctions to connect subjects, predicates, and sentences. Writing Processes Students create drafts that have a personal connection. They have a focused idea for a specific audience. They experiment with word choice and the organization of the piece. Students write to entertain, inform, persuade, and describe. Students maintain a focus on revision and experiment with a variety of text structures to determine the impact upon the message as well as the audience. They are able to combine short choppy sentences into longer more fluid sentences when appropriate. They delete extraneous information or information that has been repeated unnecessarily. They experiment with different chronological structures such as flashback, stories within a story, parallel plots, and/or sequential narratives. They check for smooth transitions between ideas and events. They monitor for significant jumps in the story events or missing details which might confuse the reader.

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Recommended Instructional Timeline 4th Grade Elementary Language Arts 2nd Nine Weeks Weeks 3-4

Students proofread for grammatical errors in · Compound sentences · Subject/verb agreement · Regular comparative, superlative (short, shorter, shortest) · Irregular comparative, superlative (good, better, best) · Pronouns used in compound subjects (Jordan and I) · Nominative and subjective case pronouns Writing Evaluation Students share information about organization, interest, and development of central ideas with their peers with the aid of a checklist. They respond to peerediting with positive feedback and contribute appropriate comments intended to offer suggestions in a manner that is thoughtful and sensitive to the author. Students participate in peer-editing with positive feedback. They share information about the organization, interest, and development of a central idea. They provide feedback regarding the format/purpose of writing. They use rubrics designed to examine specific purposes for writing and their intended impact on the audience. Students should be able to transition from whole class use of rubrics to using the rubric individually. Students evaluate how writing meets the following purposes: · Entertain · Persuade · Describe · Writing to express/reflect Inquiry/Research Students use a variety of organizational tools to organize their prior knowledge of a topic such as T-charts, Venn diagrams, lists, charts, and webs. ESL Second Language Acquisition/Writing ESL students are able to connect compound sentences using a conjunction (and, but, or). They are able to recognize fragments and run-ons. Language of Instruction: Cause, Effect, Chronological Structure, Compound Sentences, Adjectives, Adverbs, Conjunctions, Irregular Plurals, Pronouns, Organizational Structure, Peer Conferencing, Proofread, Summarize, Root/Base Word According to research on Best Practices in writing instruction (Fountas and Pinnell, 1996, 2001), students need daily opportunities to engage in the writing practices listed below. Teachers should use their discretion regarding which TEKS/SEs to teach in each of these components. Modeling Writing/ Write-To The teacher models July 2008 Shared Writing The teacher and children work Interactive Writing As in shared 7 Guided Writing or Writing Workshop Children engage in Independent Writing Children write

© 2006 Round Rock I.S.D.

Recommended Instructional Timeline 4th Grade Elementary Language Arts 2nd Nine Weeks Weeks 3-4 writing and associated thinking processes for students. together to compose messages and stories; teacher supports process as scribe. writing, the teacher and children compose messages and stories that are written using a "shared pen" technique that involves children in the writing. writing a variety of texts. The teacher guides the process and provides instruction through mini-lessons and conferences. their own pieces, including (in addition to stories and informational pieces) retellings, labeling, speech balloons, lists, etc.

Listening/Speaking Embedded throughout reading and language arts components as well as other subject areas.

Listening/Speaking/Critical Listening Students are able to distinguish between the speaker's opinion and verifiable facts. Teachers model fact and opinion statement for student understanding. Students monitor for understanding of the spoken message and clarification. They ask question such as · Is the support fact or opinion? · Are there words I have heard before but do not understand? · Are there unfamiliar words I have never heard before? · How is this like what I already know/understand? · How is this different from what I already know/understand? · What question should I ask? Listening/Speaking/Appreciation Students are able to identify tone as the reflection in a work of the author's attitude toward his or her subject, characters, or readers. Tone in writing is comparable to tone of voice in speech and may be described as brusque, friendly, imperious, insinuation, teasing. Listening/Speaking/Audiences Students are able to give increasingly complex oral directions for tasks using precise word choice. They create word banks and dictionaries of their new vocabulary, concepts, and structures. ESL Second Language Acquisition/Listening Students are able to listen to media presentations and sketch discussion responses. Second Language Acquisition/Speaking ESL students participate in class interactive writing, shared reading, and word study to recognize and distinguish phonological elements. They are able to identify language patterns such as word families and verb conjugations. Language of Instruction: Fact, Opinion, Character, Tone, Author's Attitude, Precise Word Choice, Concept

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Recommended Instructional Timeline 4th Grade Elementary Language Arts 2nd Nine Weeks Weeks 3-4 Viewing & Representing The student understands and interprets visual images, messages, and meanings. Culture Exploring language, traditions, customs, and myths with an emphasis on Texas cultures. Representing/Analysis Students engage in oral and written interpretation of events/ideas gathered through analysis of various media.

Language of Instruction: Interpretation, Media Variety of Texts Students read a variety of culturally diverse narrative text, expository text, poetry, and on-line text. Language of Instruction: Narrative Text, Expository Text, Poetry, On-line Text, Culture, Diverse

Assessments (common, performance, etc) Curricular Connections (within, between, and among disciplines) Extensions Engaged Learning Options

Running Records Anecdotal Notes

In weeks three and four, students focus on word meaning and fact and opinion. Read-Tos should strategically focus on questions about word meaning through context and experience. Students should continue paraphrasing and summarizing as a response to their activities in the reading block (Read-To, Guided Reading, Independent Reading, or Book Clubs). Mini-lessons this period include: · Review of word attack skills for unknown words · Using context clues provided by the text to help find meaning of unknown words · Using personal experiences and connections to the text to help determine word meaning. · Determine fact and opinion · Determine author's purpose for using fact or opinion · Compare informational and narrative texts · Review connections (text to self, text to world, text to text) and practice in small group and independently · Review how to support reading responses, generalizations, conclusions with evidence from the text · How to compare and contrast text using graphic organizers Guided reading continues based on skill and student need. Below grade level meets 4-5 times a week and other groups meet 3 times a week.

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© 2006 Round Rock I.S.D.

Recommended Instructional Timeline 4th Grade Elementary Language Arts 2nd Nine Weeks Weeks 3-4

Book Group Titles for Fourth Graders: Although titles will vary by student need, preference, and ability, the following are titles that are appropriate and high interest for fourth graders. New titles to the list are bolded. Note that student groups may be reading any book from the list, depending on the criteria stated above. Titles added this nine weeks also address the school-wide and district-wide focus on school safety with characters and situations where discussions can be held about bullying: · Junebug by Alice Mead · There's a Boy in the Girl's Bathroom by Louis Sachar · Maniac Magee by Jerry Spinelli · Loser by Jerry Spinelli · How to Eat Fried Worms by · Number the Stars by Lois Lowry · Shiloh by Phyllis Reynolds Naylor · My Teacher is an Alien by Bruce Coville · Any Encyclopedia Jones title · The Landry News by Andrew Clements · A Week in the Woods by Andrew Clements · Sarah, Plain, and Tall by Patricia Maclachlan · The Mouse and the Motorcycle by Beverly Cleary · James and the Giant Peach by Ronald Dahl · Skinnybones by Barbara Park Over the course of a year, students may read more than one of these texts based on their needs, preferences, and abilities. Other books may be added, these are just examples of books that are widely available for ILL in Round Rock ISD. Book Club responses and roles include: · Purpose Finder · Word Sleuth · Connector (Text to Self, Text to Text, Text to World) · Graphic Guru · Discussion Leader/Questioner Independent reader responses should include: · Summary · Reading Response Letter (focusing on unknown words, fact and opinion, author's purpose) · Graphic Organizer comparing two or more texts · Unanswered questions · Word Wonderings Students continue narrative writing. They create compositions, through writer's workshop and are now fluently going through the writing process. Students should be able to complete the process from plan to final copy in 1 ½ to 2 weeks. Conversations and mini-lessons focus on: · Revise writing for parts that need clarity, more description, and sensory July 2008 10 © 2006 Round Rock I.S.D.

Recommended Instructional Timeline 4th Grade Elementary Language Arts 2nd Nine Weeks Weeks 3-4 · · · descriptors Revision techniques that help writers to add information that is important or delete information that is unnecessary Revising for a good lead ­ Does your writing have a good starting point? Does it hook you reader? What types of leads do good writers use (review)? Revising for a solid conclusion ­ Does your writing feel complete? What types of conclusions do good writers use (review)?

Instructional Resources

Professional Resources Guiding Readers and Writers Grades 3-6 by Fountas and Pinnell Reviser's Toolbox By Barry Lane After The End by Barry Lane Hooked on Meaning By Barry Lane Strategies that Work by Stephanie Harvey Nonfiction Matters by Stephanie Harvey In the Middle by Nancie Atwell Practice with Purpose by Debbie Diller Reading with Meaning by Debbie Miller Inside Writing by Donald Graves Units of Study Bundles by Lucy Calkins A Writer's Notebook by Ralph Fletcher Craft Lessons by Ralph Fletcher Nonfiction Craft Lessons by Ralph Fletcher Creating Writer's by Vicki Spandel Guided Reading Scholastic (Nonfiction text) National Geographic (Nonfiction text) Models for 6+1 Traits Ideas David's Father by Robert N. Muncsch Dogzilla by Dav Pilkey The Tin Forest by Helen Ward Ruby's Wish by Shirin Yim Bridges Organization Dear Mr. Blueberry by Simon James Dear Mrs. LaRue by Mark Teague If You Take a Mouse to School by Laura Numeroff The Important Book by Margaret Wise Brown In the Blink of an Eye by Dieter Wiesmuller Voice Hooray for Wodney Wat by Helen Lester Make Way for Ducklings by Robert McCloskey The Paper Bag Princess by Robert Munsch

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© 2006 Round Rock I.S.D.

Recommended Instructional Timeline 4th Grade Elementary Language Arts 2nd Nine Weeks Weeks 3-4 Teacher From the Black Lagoon by Mike Thaler Wolf by Beck Bloom Word Choice Beware of Storybook Wolves by Lauren Child I Love You the Purplest by Barbara M. Joosee Swimmy by Leo Lionni A Gift From the Sea by Kate Banks Fluency The Last Dance by Carmen Agra Deedy The Relatives Came by Cynthia Rylant The Remarkable Frakle McBride by John Lithgow

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© 2006 Round Rock I.S.D.

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