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4th Grade » 4th Grade ELA Lesson Plans

4th Grade ELA Lesson Plans

Dates: January 21- February 1, 2019

ELA-4th Grade

 

Standards:

(RL)

RL 4.1-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RL4.2-Determine a theme of a story, drama, or poem from details in the text; summarize the text.

RL 4.3-Describe in depth a character, setting, or event in a story or drama; drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

(RF)

RF 4.3-Know and apply grade‐level phonics and word analysis skills in decoding words

RF 4.3a-Use combined knowledge of all letter‐sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

RF4.4-Read with sufficient accuracy and fluency to support comprehension.

RF4.4a-Read grade‐level text with purpose and understanding.

RF4.4b-Read grade‐level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

RF4.4c-Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.

(L)

L4.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

L4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

L4.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

L4.2d-Spell grade-appropriate words correctly, consulting references as needed.

L4.6- Acquire and use accurately grade‐appropriate general academic and domain‐ specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

(SL)

SL 4.4Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. )

(W)  (on the pacing guide for Weeks 19-20 Jan. 7-18)

W4.3- Write narratives to develop real or imagined experiences or events using effective technique, descriptive and clear event sequences.

W4.3a-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize and event sequence that unfolds naturally.

W4.3b- Use dialogue and description to develop experiences and events or show the responses of characters to situations.

W4.3c-Use a variety of transitional words and phrases to manage the sequence of events.

W4.3d-Use concrete words and phrases and sensory details to convey experiences and events precisely

W4.3e-Provide a conclusion that follows from the narrated experiences or events.

W4.4-Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in standards 1–3.)

W4.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1‐3 up to and including grade 4.)

W4.6-With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to --interact and collaborate with others; demonstrate sufficient command of keyboarding skills

W4.7-Conduct short research projects that build knowledge through investigation of different aspects of a topic.

W4.8-Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

W4.9-Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

W4.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences

 

*Lesson Plans are subject to change.

 

 

 

 

Monday

1/21/19

Tuesday

1/22/19

Wednesday

1/23/19

Thursday

1/24/19

Friday

1/25/19

 

 

 

 

School Holiday- MLK Day

Comprehension and Vocabulary

 

Interactive Notebook to review character traits and academic vocabulary

Drama, motivations, character traits, characters

 

 

Ready Lesson 7:  

Describing Characters in Plays

 

·         Introduction

p.106-107

·         Modeled and Guided Instruction

p. 108-113

·         Independent Practice p.114-119

 

Resources:  Ready workbook and interactive notebook  

 

 

 

Language

Vocabulary:

Fearful, competitive, conquered, and honor

 

*4 words from texts in Ready to directly teach:

 

*Directly teach 4 today, using the LETRS Explicit Instruction Steps (p.59 LETRS Module 4)

*Construct an anchor chart with these 4 words, their kid-friendly definition, and a sample sentence which results from the LETRS steps.

 

Grammar: 

Context Clues- Ready Language Handbook pages 476-477

 

 

Writing

Review narrative writing using interactive notebook.

Read passage and prompt and begin working on graphic organizer.

Comprehension and Vocabulary

 

Interactive Notebook to review setting and plot events and academic vocabulary for narratives

Setting, problems, solutions, details, events

 

Ready Lesson 8:  Describing Settings and Events in Stories

 

·         Introduction

p.120-121

·         Modeled and Guided Instruction

p. 122-127

 

Resources:  Ready workbook

 

Centers / Small Groups

 

20     minutes at each task

 

1.       Teacher-Led: Independent Practice p.128-133

2.       Classworks

 

Resources:  Ready workbook and Chromebooks 

 

Language

Vocabulary:

Blazingly, naturally, reputation, and extravagant

 

*4 words from texts in Ready to directly teach:

 

*Directly teach 4 today, using the LETRS Explicit Instruction Steps (p.59 LETRS Module 4)

*Construct an anchor chart with these 4 words, their kid-friendly definition, and a sample sentence which results from the LETRS steps.

 

Grammar: Greek and Latin affixes and roots

Ready Language Handbook pages 496-497

Writing

Complete graphic organizer and begin rough draft of writing.

 

 

Comprehension and Vocabulary

Interactive Notebook to review themes of narrative  texts

Theme, infer

 

Ready Lesson 9:  Determining the theme of a story  

 

·         Introduction

p. 134-135

·         Modeled and Guided Instruction

p. 136-141

·         Independent Practice p. 142-147

 

Resources:  Ready workbook

 

Centers / Small Groups

 

20     minutes at each task

 

1.       Teacher-Led: Independent Practice p.142-147

2.       Vocabulary Center-

Context clues

 

Resources:  Ready workbook and context clues center items 

 

 

Language

Vocabulary:

Coward, ammunition, unperceived, and courtesy

 

*4 words from texts in Ready to directly teach:

 

 

*Directly teach 4 today, using the LETRS Explicit Instruction Steps (p.59 LETRS Module 4)

*Construct an anchor chart with these 4 words, their kid-friendly definition, and a sample sentence which results from the LETRS steps.

 

Grammar: Academic and domain- specific words and phrases

Ready Language Handbook pages 510-511

 

Writing

Edit writing to check for fragments and run-ons.

Begin final copy.

 

 

Comprehension and Vocabulary

Interactive Notebook to review themes of narrative  texts-poems

Theme, lyric poem

 

Ready Lesson 10:  Determining the theme of a poem

 

·         Introduction

p. 148-149

·         Modeled and Guided Instruction

p. 150-155

·         Independent Practice p. 156-161

 

Resources:  Ready workbook

 

Centers / Small Groups

 

20     minutes at each task

 

1.       Teacher-Led: Independent Practice p.142-147

2.       Vocabulary Center-

Context clues

 

Resources:  Ready workbook and context clues center items 

 

 

Language

Vocabulary:

Strife, cynic, ardor, and myriad

 

*4 words from texts in Ready to directly teach:

 

 

 

 

 

 

*Directly teach 4 today, using the LETRS Explicit Instruction Steps (p.59 LETRS Module 4)

*Construct an anchor chart with these 4 words, their kid-friendly definition, and a sample sentence which results from the LETRS steps.

 

Grammar:  Review complete sentences and fragments

 

Writing: 

Submit final copy of writing.

 

 

 

 

 

Monday

1/28/19

Tuesday

1/29/19

Wednesday

1/30/19

Thursday

1/31/19

Friday

2/1/19

Comprehension and Vocabulary

Interactive Notebook to review how to summarize literary texts

Summarize, plot, problem, solution

 

Ready Lesson 11:  Summarizing Literary Texts   

 

·         Introduction

p. 162-163

·         Modeled and Guided Instruction

p. 164-169

·         Independent Practice p. 170-175

 

Language

Vocabulary:

Dwelt, polite, native, and farewell

 

*4 words from texts in Ready to directly teach:

*Directly teach 4 today, using the LETRS Explicit Instruction Steps (p.59 LETRS Module 4)

*Construct an anchor chart with these 4 words, their kid-friendly definition, and a sample sentence which results from the LETRS steps.

 

 

Grammar:

Review run-on and fragments ‘ sentences

 

Writing

Review narrative writing using interactive notebook.

Read passage and prompt.

 

Comprehension and Vocabulary

Interactive Notebook to review inferences from literary texts 

Inference, details, evidence, examples

 

Ready Lesson 12:  Supporting inferences about literary texts 

 

·         Introduction

p. 176-177

·         Modeled and Guided Instruction

p. 178-183

·         Independent Practice p. 184-189

Language

Vocabulary:

Samples, obvious, fluorescent, and stranded

 

*4 words from texts in Ready to directly teach:

*Directly teach 4 today, using the LETRS Explicit Instruction Steps (p.59 LETRS Module 4)

*Construct an anchor chart with these 4 words, their kid-friendly definition, and a sample sentence which results from the LETRS steps

Grammar:

Review of complete sentences, fragments, and run-ons.

 

Writing

 

Review narrative writing and reread the passage and prompt.

 

Begin working on graphic organizer.

 

Comprehension and Vocabulary

 

Review for skills test

 

 

Centers / Small Groups

 

(20 minutes at each task)

 

1.)    Teacher-Led:

2.)    Classworks

3.)    Vocabulary Center-  domain specific words

Writing

Complete graphic organizer and begin rough draft of writing.

 

 

Comprehension and Vocabulary

Review for skills test

 

 

Centers / Small Groups

 

(20 minutes at each task)

 

1.)    Teacher-Led:

2.)    Classworks

4.)    Vocabulary Center-

FCRR: V.042

Words in context

Writing

Edit writing to check for fragments and run-ons.

Begin final copy.

 

Comprehension and Vocabulary

 

Bi-weekly Quiz with writing prompt

 

 

 

 

 

 

Dates: January 7-18, 2019                                                       

ELA-4th Grade

Standards:

RI.4.1 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.4.2 - Determine the main idea of a text and explain how it is supported by key details; summarize the text.

RI.4.4 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

 

L.4.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.4.1f - Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

L.4.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.4.2a - Use correct capitalization

L 4.2d Spell grade-appropriate words correctly, consulting references as needed.

L 4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

 

SL.4.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

SL.4.1a - Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

SL.4.1b - Follow agreed-upon rules for discussions and carry out assigned roles.

SL.4.1c - Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

SL.4.1d - Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

SL.4.2 - Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.4.3 - Identify the reasons and evidence a speaker provides to support particular points.

SL.4.4 - Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SL.4.5 - Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

SL.4.6 - Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 on pages 28 and 29 for specific expectations.)

 

RF.4.3 - Know and apply grade-level phonics and word analysis skills in decoding words.

RF 4.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

RF.4.4 - Read with sufficient accuracy and fluency to support comprehension.

RF 4.4a Read grade-level text with purpose and understanding.

RF 4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

 

W.4.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.4.2a - Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

W.4.2b - Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

W.4.2c - Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

W.4.2d - Use precise language and domain-specific vocabulary to inform about or explain the topic.

 

 

Monday

1/7/19

Tuesday

1/8/19

Wednesday

1/9/19

Thursday

1/10/19

Friday

1/11/19

Comprehension

Interactive Notebook to introduce/review main idea and academic vocabulary.

 

Ready Lesson 1:

Finding Main Ideas and Details

·         Introduction

·        Modeled and Guided Instruction

Resources:  Ready text pages 10-13

Language

Vocabulary:

*8 words from texts in Ready to directly teach:

Cooperated, declining, endangered, series, hinged, foreign, crate, barrier

 

*Directly teach 4 today, using the LETRS Explicit Instruction Steps (p.59 LETRS Module 4)

*Construct an anchor chart with these 4 words, their kid-friendly definition, and a sample sentence which results from the LETRS steps.

 

Grammar:

Lesson 6: Complete Sentences and Fragments

Ready Language Handbook pages 474-475.

 

Writing

 

Review Informative writing using interactive notebook.

Read passage and prompt.

 

Comprehension

 

Interactive Notebook to introduce academic vocabulary

 

 

Ready Lesson 13:  Unfamiliar Words

 

·         Introduction

·        Modeled and Guided Instruction

Resources:  Ready text pages 202-205

 

Language

Vocabulary:

*8 words from texts in Ready to directly teach:

Cooperated, declining, endangered, series, hinged, foreign, crate, barrier

 

*Directly teach 4 today, using the LETRS Explicit Instruction Steps (p.59 LETRS Module 4)

*Construct an anchor chart with these 4 words, their kid-friendly definition, and a sample sentence which results from the LETRS steps.

 

Grammar:  Lesson 7: Run-on Sentences

Ready Language Handbook pages 476-477

 

Writing

 

Review informative writing and reread the passage and prompt.

 

Begin working on graphic organizer.

Comprehension and Vocabulary

 

Centers / Small Groups

 

(25 minutes at each task)

 

1.)    Teacher-Led:

Ready Lesson p. 14 Guided Practice, “Lending an Ear.”

2.)    Classworks

3.)    Vocabulary Center-  academic vocabulary

(science words)

 

*Independent Practice pages 18-23 if needed.

Writing

Complete graphic organizer and begin rough draft of writing.

 

 

Comprehension and Vocabulary

 

Centers / Small Groups

 

(25 minutes at each task)

 

1.)    Teacher-Led:

Ready Lesson p. 206 Guided Practice, “Over Bridge, Under Tunnel.”

2.)    Classworks

3.)    Vocabulary Center- 

Figurative language: academic vocabulary (social studies words)

 

*Independent Practice pages 210-215 if needed.

Writing

Edit writing to check for fragments and run-ons.

Begin final copy.

 

 

Comprehension and Vocabulary

Interactive Notebook to introduce summarizing informational texts

 

Ready Lesson 5:  

Summarizing Informational Texts

·         Introduction

·        Modeled and Guided Instruction

Resources:  Ready text pages 66-69.

 

Language

Vocabulary:

*8 words from texts in Ready to directly teach:

Elaborate, rebellion, established, demonstrations, introduced, role, regulated, access

 

*Directly teach 4 today, using the LETRS Explicit Instruction Steps (p.59 LETRS Module 4)

*Construct an anchor chart with these 4 words, their kid-friendly definition, and a sample sentence which results from the LETRS steps.

 

Grammar:  Review complete sentences and fragments

 

Writing: 

Submit final copy of writing.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Monday

1/14/19

Tuesday

1/15/19

Wednesday

1/16/19

Thursday

1/17/19

Friday

1/18/19

Comprehension

Interactive Notebook review summarizing informational texts and supporting inferences about informational texts.

 

Ready Lesson 6:  

Summarizing Informational Texts

·         Introduction

·        Modeled and Guided Instruction

Resources:  Ready text pages 80-83.

 

Language

Vocabulary:

*8 words from texts in Ready to directly teach:

Elaborate, rebellion, established, demonstrations, introduced, role, regulated, access

 

*Directly teach 4 today, using the LETRS Explicit Instruction Steps (p.59 LETRS Module 4)

*Construct an anchor chart with these 4 words, their kid-friendly definition, and a sample sentence which results from the LETRS steps.

 

 

Grammar:

Review run-on sentences

 

Writing

Review Informative writing using interactive notebook.

Read passage and prompt.

 

Comprehension

 

Interactive Notebook review of main idea, academic vocab., summarizing, and inferencing.

 

Ready Lesson 6:  

Independent Practice pages 88-93.

 

 

Grammar:

Review of complete sentences, fragments, and run-ons.

 

Writing

 

Review informative writing and reread the passage and prompt.

 

Begin working on graphic organizer.

 

Comprehension and Vocabulary

 

 

 

Centers / Small Groups

 

(25 minutes at each task)

 

4.)    Teacher-Led:

Ready Lesson p. 70, Guided Practice,”Hair Today, Gone Tomorrow.”

5.)    Classworks

6.)    Vocabulary Center-  FCRR: V.029

Category Tag

 

Writing

Complete graphic organizer and begin rough draft of writing.

 

 

Comprehension and Vocabulary

Review for skills test

 

Centers / Small Groups

 

(25 minutes at each task)

 

4.)    Teacher-Led:

Ready Lesson p. 84: Guided Practice, “Fruit of the Bog.”

5.)    Classworks

7.)    Vocabulary Center-

FCRR: V.042

Words in context

Writing

Edit writing to check for fragments and run-ons.

Begin final copy.

 

Comprehension and Vocabulary

 

Bi-weekly Quiz with writing prompt

 

 

 

 

 

 

Example on how the standard will be assessed:

Part A

What is the main idea in Microbes: Friend or Foe?

  1. Cooking foods kills bacteria.
  2. Microbes are tiny, living things.
  3. There are four groups of microbes.
  4. Harmful microbes can make us sick.

 

Part B

               

Which two details from the text provide the best supporting evidence for the correct answer to Part A?

 

  1. Some microbes are good for us.
  2. We need a strong microscope to see them.
  3. The bacteria that cause food poisoning live on many uncooked foods.
  4. Many people imagined they were cursed, or being punished for something.
  5. If protozoa get into your body, they can cause vomiting, diarrhea, and mouth infections.

 

Standards:

**All 2nd 9 weeks standards will be reviewed.

Monday December 10 Tuesday December 11 Wednesday December 12 Thursday December 13 Friday December 14

 

Review 2nd 9 week’s

standards through whole

group instruction and

centers.

 

Writing:

Opinion Review 2nd 9 week’s standards through whole group instruction and centers. Writing: Opinion Review 2nd 9 week’s standards through whole group instruction and centers. Writing: Opinion Review 2nd 9 week’s standards through whole group instruction and centers. Writing: Opinion Review 2nd 9 week’s standards through whole group instruction and centers. Writing: Opinion

 

Monday December 17 Tuesday December 18 Wednesday December 19 Thursday December 20 Friday December 21

 

Work and go over study

guide. ELA 9 Weeks Test (multiple choice) ELA 9 Weeks Test (Writing) Make-Up Field Trip

 

Dates: November 26-December 7, 2018                                         

ELA-4th Grade

Standards:

RL.4.5 - Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

 

RL.4.7 - Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

L.4.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

 

L.4.5a - Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

 

L.4.5b - Recognize and explain the meaning of common idioms, adages, and proverbs.

 

L 4.2d Spell grade-appropriate words correctly, consulting references as needed.

L 4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

RF 4.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

RF 4.4a Read grade-level text with purpose and understanding.

RF.4.4b - Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

 

RF 4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

W 4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

 

 

Monday

11/26/18

Tuesday

11/27/18

Wednesday

11/28/18

Thursday

11/29/18

Friday

11/30/18

Comprehension

Interactive Notebook to introduce poetry, prose, & dramas; similes & metaphors, idioms, adages and proverbs

 

Ready Lesson 19:  Elements of poetry

 

·         Introduction

·         Modeled and Guided Instruction

Resources:  Ready text pages 298-301

Language

Vocabulary:

*8 words from texts in Ready to directly teach:

Constant, innocent, interrupt, seize, obviously, serious, discipline, situation

 

*Directly teach 4 today, using the LETRS Explicit Instruction Steps (p.59 LETRS Module 4)

*Construct an anchor chart with these 4 words, their kid-friendly definition, and a sample sentence which results from the LETRS steps.

 

Grammar:

Similes and Metaphors-

Direct instruction using Ready Language Handbook

p. 500-501.

Writing

Review narrative writing. Read the Time for Kids article, “A Promising Start.”  LeBron James overcame obstacles in life and wants to help kids do the same.  Write about a time you overcame an obstacle. 

Discuss the prompt.

 

 

 

Comprehension

 

Interactive Notebook to introduce comparing poems, plays, and prose

 

 

Ready Lesson 20:  Elements of plays

 

·         Introduction

·         Modeled and Guided Instruction

Resources:  Ready text pages 312-315

 

Language

Vocabulary:

*8 words from texts in Ready to directly teach:

Constant, innocent, interrupt, seize, obviously, serious, discipline, situation

 

*Directly teach 4 today, using the LETRS Explicit Instruction Steps (p.59 LETRS Module 4)

*Construct an anchor chart with these 4 words, their kid-friendly definition, and a sample sentence which results from the LETRS steps.

 

Grammar:  Idioms

Direct instruction using Ready Language Handbook pages 502-503.

 

 

Writing

 

Discuss the prompt for the narrative writing from yesterday.  Complete a graphic organizer together.

 

Comprehension and Vocabulary

 

Centers / Small Groups

 

(25 minutes at each task)

 

1.)    Teacher-Led:

Ready Lesson p. 302: Guided Practice, “A Tragic Story.”

2.)    Classworks

3.)    Vocabulary Center-  figurative language: similes, metaphors, idioms practice

Writing

Continue working on the narrative writing from yesterday.

 

 

Comprehension and Vocabulary

 

Centers / Small Groups

 

(25 minutes at each task)

 

1.)    Teacher-Led:

Ready Lesson p. 316: Guided Practice, “The Lightning Tantrum.”

2.)    Classworks

3.)    Vocabulary Center- 

Figurative language: similes, metaphors, idioms, adages, proverbs practice

Writing

Continue the writing from yesterday and have students peer edit.

 

 

Comprehension and Vocabulary

Interactive Notebook to introduce connections between the text of a story or drama and a visual or oral representation of the text

 

Ready Lesson 21:  Elements of plays

 

·         Introduction

·         Modeled and Guided Instruction

Resources:  Ready text pages 326-329.

 

Language

Vocabulary:

*8 words from texts in Ready to directly teach:

Sage, tragic, elements, sorrow, cast, haste, certain, revenge

 

*Directly teach 4 today, using the LETRS Explicit Instruction Steps (p.59 LETRS Module 4)

*Construct an anchor chart with these 4 words, their kid-friendly definition, and a sample sentence which results from the LETRS steps.

 

Grammar:  Adages & Proverbs

Direct instruction using Ready Language Handbook pages 504-505.

 

Writing

 

Write final copy and turn in narrative.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Monday

12/3/18

Tuesday

12/4/18

Wednesday

12/5/18

Thursday

12/6/18

Friday

12/7/18

Comprehension

Interactive Notebook review of poetry, prose, & dramas; similes & metaphors, idioms, adages and proverbs

 

Ready Lesson 19:  

Independent Practice pages 306-311.

Language

Vocabulary:

*8 words from texts in Ready to directly teach:

Sage, tragic, elements, sorrow, cast, haste, certain, revenge

 

*Directly teach 4 today, using the LETRS Explicit Instruction Steps (p.59 LETRS Module 4)

*Construct an anchor chart with these 4 words, their kid-friendly definition, and a sample sentence which results from the LETRS steps.

 

Grammar:

Review of Similes and Metaphors-

 

 

 

 

Writing

Review narrative writing. Read the passage, “Front-Page News.”  Read and discuss the prompt.  Write a story about what happens when the knitting club has its first meeting.  Use details and characters from the play.  Make sure your story has a beginning, middle, and end, and includes descriptions and dialogue.

 

Comprehension

 

Interactive Notebook review of comparing poems, plays, and prose and making connections between the text of a story or drama and a visual or oral representation of the text.

 

Ready Lesson 20:  

Independent Practice pages 320-325.

 

Ready Handbook pages 410-411.

 

Grammar:

Review of  Idioms, adages and proverbs

 

 

 

Writing

 

Discuss the prompt from yesterday and create a graphic organizer.

 

 

Comprehension and Vocabulary

 

 

 

Centers / Small Groups

 

(25 minutes at each task)

 

4.)    Teacher-Led:

Ready Lesson p. 330 Guided Practice, “The Sound of Money.” (drama and folktale)

5.)    Classworks

6.)    Vocabulary Center-  FCRR V.037 Words in context: choice meanings

 

Writing

Continue working on the narrative writing from yesterday.

 

 

 

Comprehension and Vocabulary

Review for skills test

 

Centers / Small Groups

 

(25 minutes at each task)

 

4.)    Teacher-Led:

Ready Lesson p. 316: Guided Practice, “The Lightning Tantrum.”

5.)    Classworks

6.)    Vocabulary Center-

7.)     FCRR V.037 Words in context: choice meanings

 

 

Writing

Continue the writing from yesterday and have students peer edit.

 

Comprehension and Vocabulary

 

Bi-weekly Quiz with writing prompt

 

 

 

 

 

 

Dates: November 12-16, 2018                                                           

ELA-4th Grade

Standards:

RI 4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

RI 4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

RI 4.8 Explain how an author uses reasons and evidence to support particular points in a text.

L 4.1 a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

L 4.1 b Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

L 4.2d Spell grade-appropriate words correctly, consulting references as needed.

L 4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

RF 4.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

RF 4.4a Read grade-level text with purpose and understanding.

RF 4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

W 4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

 

 

 

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Comprehension

Interactive Notebook to introduce scientific text as containing information.  (Information;  Scientific text  ; Cause and Effect)

 

Ready Lesson 4-Understanding Scientific Texts

 

·         Introduction

·         Modeled and Guided Instruction

 

Resources:  Ready text pages 42-59

Language

Vocabulary:

*8 words from texts in Ready to directly teach:

Dissolved, particle, immune, supplements, function, encounter, relay, resources

 

*Directly teach 4 today, using the LETRS Explicit Instruction Steps (p.59 LETRS Module 4)

*Construct an anchor chart with these 4 words, their kid-friendly definition, and a sample sentence which results from the LETRS steps.

Grammar:

Relative pronouns-

Direct instruction using Ready Language Handbook

p. 464

Writing

Return students’ opinion writings from last week and go over key components of one that received good scores on the rubric using the document camera. 

 

Comprehension

Interactive Notebook to introduce author’s reasons and evidences.

 

Ready Lesson 23- Explaining an Author’s Reasons and Evidence

·         Introduction

·         Modeled and Guided Instruction

Resources:  Ready text  pages 368-375

 

Language

Vocabulary:

*8 words from texts in Ready to directly teach:

Dissolved, particle, immune, supplements, function, encounter, relay, resources

 

*Directly teach 4 today, using the LETRS Explicit Instruction Steps (p.59 LETRS Module 4)

*Construct an anchor chart with these 4 words, their kid-friendly definition, and a sample sentence which results from the LETRS steps.

 

Review grammar skills and precise language.

 

 

Writing

Introduce Narrative Writing using the Lesson from “Writing to Texts” book.  Complete a class graphic organizer as guided in this lesson. 

 

 

Comprehension and Vocabulary

 

Centers / Small Groups

 

(25 minutes at each task)

 

1.)    Teacher-Led:

Review of reading skills for test

2.)    Independent practice of reading skills for the test

3.)    Vocabulary Center-  FCRR V.036 “Words in Context”      Precise alternatives to overused words in context

Writing

Continue the Narrative Writing from yesterday.  The class will complete a shared writing today as guided in this lesson.

 

 

Comprehension and Vocabulary

 

Bi- weekly quiz with a writing prompt

 

 

 

Comprehension and Vocabulary

 

Centers-

1.       Thanksgiving reading comprehension passage

2.       Thanksgiving craft

3.       Readworks.org

4.       Classworks

5.       Thanksgiving narrative writing

 

 

Dates: November 5-9                                                           

ELA-4th Grade

Standards:

RI 4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

RI 4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

RI 4.8 Explain how an author uses reasons and evidence to support particular points in a text.

L 4.1 a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

L 4.1 b Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

L 4.2d Spell grade-appropriate words correctly, consulting references as needed.

L 4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

RF 4.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

RF 4.4a Read grade-level text with purpose and understanding.

RF 4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

W 4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

 

 

 

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Comprehension

Interactive Notebook to introduce historical texts as containing information including what happened and why.  (Information; Historical Text; Cause and Effect)

 

Language

Vocabulary:

*8 words from texts in Ready to directly teach:

Historical; Convinced; Folly; Revolutionize; Vessel; Produce; Consequently; Primitive

 

 

*Directly teach 4 today, using the LETRS Explicit Instruction Steps (p.59 LETRS Module 4)

*Construct an anchor chart with these 4 words, their kid-friendly definition, and a sample sentence which results from the LETRS steps.

 

Vocabulary Acquisition:

Precise Words for Actions and Feelings using Ready Language Handbook Lesson 24 

*Remember to use question stems to formulate additional practice items for students.

Writing

Return students’ opinion writings from last week and go over key components of one that received good scores on the rubric using the document camera. 

 

Comprehension

 

Ready Lesson 2:  Understanding Historical Texts

 

·         Introduction

·         Modeled and Guided Instruction

*Remember to use question stems to formulate additional practice items for students.

 

 

Resources:  Ready text TE pages 24-27

Student text pages 24-27

Language

Vocabulary:

*8 words from texts in Ready to directly teach:

Historical; Convinced; Folly; Revolutionize; Vessel; Produce; Consequently; Primitive

*Directly teach 4 today, using the LETRS Explicit Instruction Steps (p.59 LETRS Module 4)

*Construct an anchor chart with these 4 words, their kid-friendly definition, and a sample sentence which results from the LETRS steps.

 

Grammar:

Progressive Verb Tenses

Direct instruction using Ready Language Handbook Lesson 2

Writing

Introduce Narrative Writing using the Lesson from “Writing to Texts” book.  Compete a class graphic organizer as guided in this lesson. 

 

 

Comprehension and Vocabulary

 

Centers / Small Groups

 

(25 minutes at each task)

 

1.)    Teacher-Led:

Ready Lesson 2 Guided Practice “The Bicycle’s First Century”

*Remember to use question stems to formulate additional practice items for students.

 

2.)    Classworks

3.)    Vocabulary Center-  FCRR V.036 “Words in Context”      Precise alternatives to overused words in context

Writing

Continue the Narrative Writing from yesterday.  The class will complete a shared writing today as guided in this lesson.

 

 

Comprehension and Vocabulary

 

Centers / Small Groups

 

(25   minutes at each task)

 

1.)    Teacher-Led:

Writing to yesterday’s text in teacher led center (“The Bicycle’s First Century”)

Use a graphic organizer to plan and then begin the  actual writing.

Prompt: You have read the article “The Bicycle’s First Century” by J. Soo that describes the bicycle changed across the first century after its invention.   Pretend you were an avid bicyclist during that time.  Write a story from the perspective of a rider who purchased a new bicycle each time it was remodeled.  Describe your thoughts and feelings each time you rode your new and improved bicycles.  Be sure to use some of the details from the article to write your story.

2.)    Classworks

Ready Lesson 2 Independent Practice “From Fulton’s Success”

 

Writing  (addressed in teacher-led center)

 

 

 

Comprehension and Vocabulary

Interactive Notebook to introduce scientific texts as containing information including what happened and why.  (Information; Scientific Text; Cause and Effect)

Language

Vocabulary:

*8 words from texts in Ready to directly teach:

Coal, generators, turbines, solutions, ordinary, pollution, engineers, chemicals

Writing  

Complete the writing that was planned in teacher-led center yesterday.  Allow peers to read to each other. Submit for teacher feedback.  Apply the rubric to inform next week’s instructional grouping for writing.            (30 minutes)