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MOUNT HOLLY TOWNSHIP PUBLIC SCHOOL DISTRICT331 Levis DriveMount Holly, New Jersey 08060Course Title: Language ArtsGrade(s): Fourth Grade: Unit 1

District AdministrationMr. James DiDonatoSuperintendentMr. Robert MungoDirector of Curriculum and InstructionMrs. Eliza RawleyDirector of Special ServicesMrs. Carolyn McDonaldPrincipal 5-8Mrs. Amie DoughertyPrincipal 2-4Mr. Joseph ConveryPrincipal PreK-4Mr. Daniel FinnAssist Principal 5-8Mrs. Evon DiGangiSchool Business AdministratorMount Holly Township Board of EducationMrs. Janet DiFolcoBoard PresidentMr. William MonkBoard Vice-PresidentMs. Jennifer MushinskyBoard MemberMr. Jim LogueBoard MemberMr. Nick FuryBoard Member1

Unit: 1 / Marking Period 1Grade Level: 4Curriculum Area: English Language ArtsTime Frame: 9 weeksReading Genre(s): Fairy Tale, Fable, Realistic Fiction, ExpositoryPacing GuideText, Persuasive Article, Procedural Text, Fantasy, LegendWriting: Opinion EssayUnit OverviewBuilding excitement about reading among students and establishing routines for reading workshop is how this unit begins. Improving student’scomprehension skills and developing their love for reading is an essential foundation to jumpstart the year ahead. In this unit, students will beengaging in a variety of genres. Students will specifically learn reading skills such as sequencing, making, confirming, and revising predictions,various text structures, looking for patterns with a primary focus on main idea. Equipping students with these reading skills will improve theirreading comprehension as well as writing skills and vocabulary acquisition. Students will use strategies such as asking and answeringquestions, rereading, making predictions and close reading. Students will use these strategies and skills to understand more deeply narrativeand expository texts.Enduring Understandings Reading connects to everything in the world. Readers will build theories about characters through creatingan opinion. Effective writers use a repertoire of strategies that enablesthem to vary form and style, in order to write for differentpurposes, audiences, and contexts. Learners will understand proper structure of collaborativediscussionDistrict/School Required Texts and Media FormatsEssential Questions What do good readers do when they do not understandeverything in a text? How do writers develop well- written essays, articles, etc? What are the requirements for a collaborative discussion?District/School Supplementary Resources2

Wonders Reading Program Weekly Units - McGraw Hill Leveled Readers - Wonders Intervention Letter Cards IRLAWonderWorks- Wonders Intervention Program- McGraw HillIn addition to weekly units in Wonders Program:Wonders:Unit 1 Week 1:Whole Group Reading: “The Dragon Problem,” Reading/WritingWorkshop , pp 22-27 Making Connections - RL4.1“The Princess and the Pizza,” Literature Anthology , pp 10-26 Making Connections - RL.4.1 Character Analysis - RL.4.2Paired Text: “Tomas and His Sons,” Literature Anthology , pp 28-31 Making Connections - RL.4.1Leveled Readers “Clever Puss” - Approaching Level “Jack and the Extreme Stalk” - On Level “Charming Ella” - Beyond LevelUnit 1 Week 2 :Whole Group Reading: “The Talent Show,” Reading/WritingWorkshop , pp 36-39 Making Connections - RL.4.1Close Reading Strategies: “Experts, Incorporated,” LiteratureAnthology , pp 32-42 Making Connections - RL.4.1 Vocabulary - RL.4.4Supplementary Resources: I Can Statements Read Write Think ReadWorks Scholastic Teaching Skills with Children’s Literature as Mentor Text Core Standards: Appendix B Close Reading Passages by Standard Grammar Activities Editing Practice Reading Comprehension Passages by Skill Academic Vocabulary Passages Vocabulary Practice Weekly Skill Review Pages Center Activities by Standard Language Activities by Standard Reading Foundation Skills Activities Informational Text Passages Question Stems by Standard Literacy Games & Activities Exit Slips by StandardSuggested Pairings with Wonders: Differentiated Leveled Reader Worksheets Roll & Answer Reading Comprehension Activities Reading Comprehension Board Games RI.4.6 Spinner Center - Compare/Contrast RL.4.2 Story Analysis Spinner Center RL.4.6 POV Puzzle3

Paired Text, “Speaking out to Stop Bullying,” Literature Anthology,pp 44-47 Making Connections - RI.4.1Leveled Readers The Dream Team - Approaching Rosa's Garden - On Level Grasshopper - Beyond Level Rosa's Garden - ELL RL.4.2 Character Trait PuzzleUnit 1 Week 3:Whole Group Reading: “A World of Change,” Readers & WritersWorkshop Book , pp. 50-53 Making Connections - RI.4.1Close Reading Strategies: “Earthquakes,” Literature Anthology , pp48-59 Making Connections - RI.4.1 Compare and Contrast First and Secondhand Accounts RI.4.6Paired Text: “Tornados,” Literature Anthology , pp 60-61 Making Connections - RI.4.1Leveled Readers- Changing Landscapes Compare and Contrast First and Secondhand Accounts RI.4.6Unit 1 Week 5Whole Group Reading, “Dollars and Sense,” Readers & WritersWorkshop Book , pp 78-81 Making Connections - RI.4.1 Looking for Patterns - RI.4.2 Vocabulary - RI.4.4 Impact on Community - 9.1.4.F.24

Close Reading Strategies: “Kids in Business,” Literature Anthology ,pp 84 -87 Making Connections - RI.4.1 Looking for Patterns - RI.4.2 Vocabulary - RI.4.4Paired Text: “Starting a Successful Business,” LiteratureAnthology, pp 88-89 Looking for Patterns - RI.4.2 Vocabulary - RI.4.4Leveled Readers- Start Small, Think BigUnit 3 Week1:Whole Group Reading: “At the Library,” Readers & WritersWorkshop , pp 166-169 Narrator’s Point of View - RL.4.6Close Reading Strategies: “The Cricket in Time Square,” LiteratureAnthology , pp 178 - 194 Narrator’s Point of View - RL.4.6Paired Text: “The Girl and the Chenoo,” Literature Anthology , pp196 - 197 Narrator’s Point of View - RL.4.6Leveled Readers The Beckoning Cat - Approaching Kintaro, Friend of the Animals - On Level Robin Hood’s Great Friend - BeyondDistrict/ School Formative Assessment Plan Reading Wonders Bi-WeeklyAnecdotal RecordsWriting Portfolios (Opinion)i- Ready InstructionIRLADistrict/ School Summative Assessment Plan District BenchmarksWriting Assessment-(RST)i-Ready DiagnosticIRLA5

Instructional Best Practices Identifying Similarities and DifferencesSummarizing and Note TakingReinforcing Effort and Providing RecognitionHomework and PracticeModelingCooperative LearningSetting Objectives and Providing FeedbackCues, Questions, and Advance OrganizersGradual Release of Responsibility Managing response ratesChecks for UnderstandingDiagrams, Charts and GraphsCoachingReading PartnersVisualsCollaborative Problem SolvingActive Engagement StrategiesRequired Reading and Writing Artifacts (e.g. Word Wall,NJSLA Rubrics, Student Work display with rubric score,teacher feedback, student reflection, Reading Journal,(notebook), student portfolios, conference logs, data charts/logs,etc.)6

LEARNING PLANNJ Student Learning StandardsLesson Targets and Exemplar LessonsI can.RL.4.1. Refer to details and examples in atext and make relevant connections whenexplaining what the text says explicitly andwhen drawing inferences from the text.Rl.4.1A. Close Reading of Text to: Make personal and global connections Find evidence to answer questionsB. Text Connections4. Make personal connections to the text when relevant.6. Make global connections to the text when relevant.C. Evidence from the Text8. Refer to the text when answering directly stated questions.Unit 1 Week 2 Text ConnectionsUnit 1 Week 2 Text ConnectionsUnit3 Week1RL.4.2. Determine the key details toidentify theme in a story, drama, or poemand summarize the text.RL.4.2A. Story1. Analyze the actions of characters in a story looking for patterns.2. Analyze the thoughts of characters in a story looking for patterns.3. Analyze the speakers in a story, looking for patterns.7

Unit 1 Week 1 Leveled ReadersRL.4.4. Determine the meaning of wordsand phrases as they are used in a text,including those that allude to significantcharacters found in literature.RL.4.4A. Words in a Text1. Identify the meaning of words in a text.4. Identify the meaning of words as they are used academically.5. Identify the meaning of words as they are used in domain-specific text.B. Phrases in a Text6. Identify the meaning of phrases in a text8. Identify the meaning of phrases as they are used academically.9. Identify the meaning of phrases as they are used in domain-specific text.Unit 1 Week 2 Vocabulary StrategyUnit 1 Week 2 The Talent Show VocabRL.4.6. Compare and contrast the point ofview from which different stories arenarrated, including the difference betweenfirst- and third-person narration.RI.4.1. Refer to details and examples in atext and make relevant connections whenexplaining what the text says explicitly andwhen drawing inferences from the text.RL.4.6A. Point of View1. Identify the narrator’s point of view in a narration.Unit3 Week1 Comprehension Skill POVUnit 3 Week 1 The Cricket in Time Square Comprehension StrategyRI.4.1A. Close Reading of Text to: Make personal and global connections Find evidence to answer questions8

B. Text Connections4. Make personal connections to the text when relevant.6. Make global connections to the text when relevant.C. Evidence from the Text7. Identify quotes from a text when explaining what the text says explicitly.9. Identify references from a text when explaining what the text says explicitly12. Refer to the text when answering directly stated questionsUnit1 Week2 Text ConnectionsUnit1 Week2 Speaking Out to Stop BullyingUnit1 Week2 Leveled ReadersRI.4.2. Determine the main idea of a textand explain how it is supported by keydetails; summarize the text.RI.4.2A. Looking for Patterns1.2.3.4.Analyze the actions of characters in the text looking for patterns.Analyze the thoughts of characters in the text looking for patterns.Analyze the actions of speakers in the text looking for patterns.Analyze the thoughts of speakers in the text looking for patterns.Unit1 Week5RI.4.4. Determine the meaning of generalacademic and domain-specific words orRI.4.4A. Words in a Text1. Identify the meaning of words in a text.4. Identify the meaning of words as they are used academically.9

phrases in a text relevant to a grade 4 topicor subject area .5. Identify the meaning of words as they are used in domain-specific text.B. Phrases in a Text6. Identify the meaning of phrases in a text.8. Identify the meaning of phrases as they are used academically.9. Identify the meaning of phrases as they are used in domain-specific text.Unit1 Week5 Vocabulary StrategyRI.4.6. Compare and contrast a firsthandand secondhand account of the same eventor topic; describe the differences in focusand the information provided.9.1.4.F.2 Explain the roles ofphilanthropy, volunteer service, andcharitable contributions, and analyzetheir impact on communitydevelopment and quality of living.RF.4.3 . Know and apply grade-levelphonics and word analysis skills indecoding words.RI.4.6A. Compare & Contrast First & Second Hand Accounts1. Identify similarities between firsthand and secondhand accounts.2. Identify differences between firsthand and secondhand accounts.Unit1 Week39.1.4.F.21. Analyze the roles philanthropy, volunteer service, and charitable contributionshave on their community.2. Analyze the roles philanthropy, volunteer service, and charitable contributionshave on their quality of living.Unit 1 Week 5 WondersRF.4.3 .A. Phonics1. Use all letter-sound correspondences to read accurately unfamiliarmultisyllabic words in context.10

RF.4.3.A. Use combined knowledgeof all letter-sound correspondences,syllabication patterns, andmorphology (e.g., roots and affixes)to read accurately unfamiliarmultisyllabic words in context andout of context.RF.4.4 Read with sufficient accuracy andfluency to support comprehension.RF.4.4.A. Read grade-level text withpurpose and understanding.RF.4.4.B. Read grade-level prose andpoetry orally with accuracy, appropriaterate, and expression on successivereadings.RF.4.4.C. Use context to confirm orself-correct word recognition andunderstanding, rereading as necessary.2. Use all letter-sound correspondences to read accurately unfamiliarmultisyllabic words out of context.Unit1 Week1Unit1 Week2Unit1 Week3Unit3 Week1RF.4.4A. Grade-Level Reading1. Read grade-level text with purpose.2. Read grade-level text with understanding.3. Read grade-level prose orally with accuracy.4. Read grade-level prose with appropriate rate.5. Read grade-level prose with expression.6. Read grade-level poetry orally with accuracy.7. Read grade-level poetry with appropriate rate.8. Read grade-level poetry with expression.9. Reread to confirm word recognition.10. Reread to self-correct word recognition.Unit1 Week1Unit1 Week2Unit1 Week3Unit3 Week1W.4.1 Introduce Components of Opinion Essay1. Identify facts from opinions.11

W.4.1. Write opinion pieces on topics ortexts, supporting a point of view withreasons and information.W.4.1.A. Introduce a topic or textclearly, state an opinion, and create anorganizational structure in which relatedideas are grouped to support the writer'spurpose.W.4.1.B . Provide reasons that aresupported by facts from texts and/orother sources.W.4.1.C. Link opinion and reasonsusing words and phrases (e.g., forinstance, in order to, in addition). W.4.1.D. Provide a conclusion relatedto the opinion presented.W.4.4. Produce clear and coherent writingin which the development and organizationare appropriate to task, purpose, andaudience. (Grade-specific expectations forwriting types are defined in standards 1-3above.)W.4.5. With guidance and support frompeers and adults, develop and strengthen2. Organize text by using a specific organizational structure. (i.e.: cause/effectchronological order, etc)3. Group supporting details to support the writer’s purpose.4. Introduce a topic or text clearly.5. State an opinion to be supported with evidence.6. Write a thesis statement to focus the writing.7. Logically order reasons that are supported by facts.8. Support the opinion with facts and details from texts or other sources.9. Use transitional words and phrases to connect opinions to reasons.10. Write a conclusion related to the opinion presented.Wonders Writing Opinion PiecesUnit1 Week1 GrammarW.4.4 Development and Organization of Opinion Essay1. Write clearly and understandably to the reader.2. Identify writing tasks (type of writing assignment)3. Identify writing purpose (the writer’s designated reason for writing)4. Use organization and development of a topic to reflect the task and purposeOpinion Writing ModelW.4.5. Strengthening an Opinion Essay1. Revise with teacher support2. Edit essay with guidance from the teachera. Editing lessons should include:12

writing as needed by planning, revising,and editing. (Editing for conventionsshould demonstrate command of Languagestandards 1-3 up to and including grade 4here .) Pronouns Adverbs Subject/Predicate Progressive verb tenses Simple/Compound Sentences Capitalization Spelling Punctuation Word Choice Conjunctions Prepositions Interjections Perfect Tense of Verbs Commas in a series Expansion of Sentences Combining Sentences Eliminating repetitive and off topic Sentences Using Dialect when appropriate3. Use a variety of graphic organizers (story frames, story mountains, story maps) toassist with developing a plan for writingUnit1 Week1 GrammarUnit1 Week1 PunctuationUnit1 Week1 SpellingUnit1 Week2 Writing Mini LessonUnit1 Week2 GrammarUnit1 Week2 SpellingUnit1 Week3 GrammarUnit1 Week3 SpellingUnit1 Week5 GrammarUnit1 Week5 Spelling13

W.4.6. With some guidance and supportfrom adults, use technology, including theInternet, to produce and publish writing aswell as to interact and collaborate withothers; demonstrate sufficient command ofkeyboarding skills to type a minimum ofone page in a single sitting.W.4.6. Technology1. Use digital tools2. Use technology for producing and publishing writing, and collaborating with others3. Demonstrate proficiency in keyboarding skills4. Type at least one page in a single settingW.4.7. Conduct short research projects thatbuild knowledge through investigation ofdifferent aspects of a topic.W.4.7. Research1. Research a topic through investigation of the topic2. Explore a topic in greater detail by developing a research question that helps bringfocus to the topic3. Gather information to support a topic4. Select relevant information from texts to support main ideas or claims5. Group like ideas to organize writingW.4.10. Write routinely over extended time W.4.10. Routine Writingframes (time for research, reflection,1. Produce numerous pieces of writing over various time framesmetacognition/self-correction and revision)2. Develop skills in research3. Reflect on and revise writingand shorter time frames (a single sitting or4. Develop a topic related to the content area they are writing about to reflect task,a day or two) for a range ofaudience, and purposediscipline-specific tasks, purposes, andUnit1 Week1audiences.Unit1 Week314

Unit3 Week1SL.4.1. Engage effectively in a range ofcollaborative discussions (one-on-one, ingroups, and teacher-led) with diversepartners on grade 4 topics and texts ,building on others' ideas and expressingtheir own clearly.· SL.4.1.A. Explicitly draw onpreviously read text or material andother information known about thetopic to explore ideas underdiscussionSL.4.1.B. Follow agreed-upon rules fordiscussions and carry out assigned roles.SL.4.1.C. Pose and respond to specificquestions by making comments thatcontribute to the discussion andelaborate on the remarks of othersSL.4.1.D. Review the key ideas expressedand draw conclusions in light ofinformation and knowledge gained fromthe discussionsSL.4.1. Collaborative Discussions1. Use previous knowledge to expand discussions about a topic2. Engage in conversations about grade-appropriate topics and texts3. Participate in a variety of rich, structured conversations4. Engage as part of a whole class, in small groups, and with a partner, sharing the rolesof participant, leader, and observer5. Engage in collaborative conversations (such as book groups, literature circles, buddyreading), and develop skills in active (close) listening and group discussion (looking atthe speaker, turn taking, linking ideas to the speaker’s idea, sharing the floor, etc)Unit1 Week1Unit1 Week2Unit1 Week3Unit3 Week1SL.4.6. Speak for a variety of contexts/tasks15

SL.4.6. Adapt speech to a variety of1. Speak for a variety of purposes2. Distinguish between formal and informal discoursecontexts and tasks, demonstrating3. Adapt speech to a variety of contexts and taskscommand of formal English when indicatedor appropriate. (See grade 6 LanguageUnit1 Week1standards 1 and 3 for specific expectations.)L.4.1. Demonstrate command of theconventions of standard English grammarand usage when writing or speaking.L.4.1.A. Use relative pronouns ( who,whose, whom, which, that) a nd relativeadverbs ( where, when, why) .L.4.1.B. Form and use the progressive(e.g., I was walking; I will be walking) verbtenses.L.4.2. Demonstrate command of theconventions of standard Englishcapitalization, punctuation, and spellingwhen writing.L.4.2.A . Use correct capitalization.L.4.2.D. Spell grade-appropriate wordscorrectly, consulting references as needed.L.4.1. Grammar Usage when Writing/Speaking1. Use appropriate relative pronouns and relative adverbs when writing or speakingUnit1 Week1Unit3 Week1L.4.2. Capitalization/Punctuation/Spelling when Writing1. Apply capitalization rules consistently2. Use references as needed to aid in spellingUnit1 Week1Unit1 Week2Unit1 Week3Unit3 Week116

L.4.4. Determine or clarify the meaning ofunknown and multiple-meaning words andphrases based on grade 4 reading andcontent, choosing flexibly from a range ofstrategies.L.4.4.A. Use context (e.g., definitions,examples, or restatements in text) as a clueto the meaning of a word or phrase.L.4.4.C. Consult reference materials (e.g.,dictionaries, glossaries, thesauruses), bothprint and digital, to find the pronunciationand determine or clarify the precisemeaning of keywords and phrasesL.4.6. Acquire and use accuratelygrade-appropriate general academic anddomain-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 aparticular topic (e.g., wildlife, conservation,and endangered when discussing animalpreservation).Procedures: Independent ReadingL.4.4. Unknown and Multiple-Meaning Words/Phrases1. Use the definition of known prefixes and suffixes to define new words2. Use both print and digital glossaries and dictionaries to define and clarify wordsUnit1 Week1Unit1 Week3Unit3 Week1L.4.6. Grade-Appropriate Words/Phrases1. Use 4th grade vocabulary fluently when discussing academic or domain specific topics2. Use knowledge of synonyms and antonyms to broaden vocabularyUnit1 Week1Unit1 Week2Unit1 Week3Unit3 Week1Readers’ WorkshopRequired Resources: Wonders Reading / Writing Workshop - Textbook17

Mini-LessonsRead-AloudShared ReadingInteractive Read-AloudGuided Reading and Literacy Stations Use Before/During/After Reading Strategies Before KWL Chart Metacognitive Questioning Gallery Walk Vocabulary During Use of context clues for unfamiliar vocabulary Story Board Reader’s Log or Response Log Dialectical Journal Graphic Organizers (Compare and Contrast,Venn Diagram, Sequencing, Problem-Solution,Story Map) Reciprocal Teaching Process: Each studenttakes a different role (e.g. Read, Predict,Visualize, Clarify, Question, Summarize) Literature Circles After Summarizing Paraphrasing Bridging Text to Make Connections Compare and Contrast texts Exit Ticket Lesson Closure Wonders - Anthology Wonders -Leveled texts18

Reading Comprehension Skills and StrategiesRequired Reading StrategiesUnit 1 Reading Skills Making Connections Close Reading Ask and Answer Questions (Monitoring & Clarifying) Make Personal Connections, Connections to Other Text, and Analyzing Author’s CraftGlobal Connections when relevant. Retelling (Summarizing) Refer to text to craft questions Rereading (Monitoring & Clarifying) Analyze details Determining Importance Predictions (Inferring) Central Message/ Theme Drawing Conclusions (Inferring) Identify patterns in details Context Clues (Inferring) Main Idea and Key Details in a text Identify details to support the main idea Analyze details to support/reveal the central idea Determine meaning of words and phrases used in a text Differentiate literal and nonliteral language Establish the Point of View of the text Compare readers Point of View with the Author’s Point of View Affixes and Root Words Common Prefixes and SuffixesSuggested Resources: Character Traits Fact and Opinion Point of View Teaching Text Features Reading Comprehension19

Procedures: Mini-Lessons Independent Writing Conferencing Group Share Guided Writing and Writing Stations Lesson ClosureWriters’ WorkshopResources:Wonders Writer’s Workspace Wonders Writer's Workspace: Opinion Letter Click on file 3 Wonders Writer's Workspace: Book Review Click on file 4Suggested Resources Brainstorm before Writing Mini Writing Lessons Keys to Content Writing and Keys to Argumentative Writing Writing Genres Writing ProcessPrimary FocusPortfolio Pieces: Writing: Opinion Essay*Teachers will choose prompt: Writing Prompt Writing PromptWriting TasksSecondary Focus (Grammar and Vocabulary) Use relative pronouns, nouns,pronouns, verbs, adjectives, andadverbs in writing Use regular and irregular plural nouns Use abstract nouns Use prepositional phrases Use capitalization, punctuation, andspelling when writing Use quotation marks Order adjectives according toconventional pattern Capitalize appropriate words in titles Routine WritingReading LogsExit Ticket / DOLDo NowGraphic OrganizerBook ReviewNote Taking20

Spell frequently confused words (to,too, two, their, they're, there) Incorporate academic/domain specificvocabulary words in writingContent VocabularyWeekly unit vocabulary - Wonders Readers’ Workshop byMcGraw-HillSpellingTeachers’ Guide - Wonders - McGraw HillRequired Speaking and Listening Whole group discussion Pair-Share Small group discussions Teacher directed discussions Student-led presentations Follow agreed upon rules for discussion Questioning techniques Active Listening Strategies Oral PresentationsSuggested Speaking and Listening Create audio recordingsClass debatesReaders’ TheaterOral ReportLiterature Circle Partner talkAccountable talkLiteracy TA-Speaking and Listening ActivitiesLearn Zillion-Crafting a Persuasive SpeechLiteracy Design Collaborative ModulesLiteracy in Science-Animal AdaptationsCollaboration Kit Oral Reading Oral response to questions Book talk21

Performance Task Options/Interdisciplinary ConnectionsSocial Studies: Students role play a character who is seeking toimmigrate to the New World during colonial times. Students willeach create a decision-making model determining which colony theywould like to settle in the New World. They will also write a letter toa friend trying to convince him or her to move to the colony thestudent has chosen for settlement.Professional ResourcesCritical Thinking Suggested Resources: Academic VocabularyReading Literature StandardsRL.4.1 - relevant, connections, inferences, read, make, use, inferRL.4.4 - determine, characters, literature, demonstrate, identifyRL.4.6 - identify, compare, contrast, point of view, narrated, firstperson (hand), third person (hand), similarities, differences, explainReading Informational StandardsRI.4.1 -connections, inferencesRI.4.2 -main idea, key details, summarizeRI.4.4- determine, academicRI.4.6- compare, contrast, firsthand, secondhand, describeRF4.4- fluency, sufficient, accuracy, purpose, prose, poetry,expression, self-correct, recognition, rereadingWriting StandardsW.4.1 - opinion, support, point of view, reasons, information,introduction, organizational structure, purposeW.4.4 - produce, coherent, appropriate, purpose, audienceW.4.5 - guidance, support, develop, strengthen, planning, revising,editingW.4.6 -guidance, support, produce, publish, interact, collaborate,demonstrateW.4.7 - conduct, build, investigationW.4.10 -research, reflection, metacognition, self correction, revision,purpose, audienceLanguage StandardsL.4.1 -demonstrate, conventions, pronoun, relative verbs, adjectives,Speaking & Listening Standardsprepositional phrases, produce, recognize, correct, fragments, run onsSL.4.1- engage, effectively, collaborative, discussion, explicitly, draw, L.4.2- demonstrate, conventions, capitalization, punctuation, commas,pose, respond, contribute, review, express, explainquotation marks, quotationsSL.4.6- differentiate, contexts, appropriateL.4.4 -determine, clarify, multiple-meaning, context, Greek and Latinaffixes, roots, consult, dictionary, glossary, thesaurus, pronunciation,clarifyL.4.6 -acquire, domain-specific, emotions22

NJ CCCS 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information inorder to solve problems individually and collaborate and to create and communicate knowledge.Students will:Understand and use technology systemsINDICATOR:8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.Students will:Select and use applications effectively and productively.INDICATORS:8.1.5.A.2 Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures.8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.8.1.5.A.4 Graph data using a spreadsheet analyze and produce a report that explains the analysis of the data.8.1.5.A.5 Create and use a database to answer basic questions.8.1.5.A.6 Export data from a database into a spreadsheet; analyze and produce a report that explains the analysis of the data.21st Century Themes and Skills21st Century Themes Global Awareness Environmental Literacy Health Literacy Civic Literacy Financial, Economic, Business, andEntrepreneurial Literacy 21st Century Skills(E Encouraged; T Taught; A Assessed)Creativity and Innovation E, TCritical Thinking and Problem Solving E, T, ACommunication E, TCollaboration E, T, A 23

21 st Century Life and Careers StandardsCareer Ready Practices: CRP1: Act as a responsible and contributing citizen and employee. CRP2: Apply appropriate academic and technical skills. CRP3: Attend to personal health and financial well-being. CRP4: Communicate clearly and effectively and with reason. CRP5: Consider the environmental, social and economic impacts of decisions. CRP6: Demonstrate creativity and innovation. CRP7: Employ valid and reliable research strategies. CRP8: Utilize critical thinking to make sense of problems and persevere in solving them. CRP9: Model integrity, ethical leadership and effective management. CRP10: Plan education and career paths aligned to personal goals. CRP11: Use technology to enhance productivity. CRP12: Work productively in teams while using global competence.9.1 Career Awareness, Exploration, And Preparation - Career Awareness9.1.4.F.2Explain the roles of philanthropy, volunteer service, and charitable contributions, and analyze their impact on community development andquality of living.Modifications/Accommodations for Special Education StudentsModifications / Accommodations for At-Risk Students Modify activities/assignments/projects Breakdown activiti

May 05, 2020 · A. Words in a Text 1. Identify the meaning of words in a text. 4. Identify the meaning of words as they are used academically. 5. Identify the meaning of words as they are used in domain-specific text. B. Phrases in a Text 6. Identify the meaning of phrases in a text 8. Identify the meaning of phrases as they are used academically. 9.

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