READING WORKSHOP: COMPREHENSION AND CONTENT

6GRADE 4 Curriculum Map: Literacy & Integrated Content Jean Craighead George Interview Biography Jean Craighead George YouTubeAs you read the story to students, discuss the manyvisuals given, either in words or illustrations. Usepassages from the text to describe how the author usesimagery to help readers see how the river becomes richwith life.NEWSELA Southwest Region Climate Change Text SetThe following articles show the effects of climate changeon the American Southeast. As students read thesearticles, have them consider the followingComprehension Questions: "How is the AmericanSoutheast affected by climate change? How will thepeople living in the Southeast be affected?”Underline phrases and details in the articles that helpanswer the question above. When they are donereading, review all the evidence and have them respondto the Writing Prompt on "Climate Change in theAmerican Southeast.” Taken together, these articlesshow the effects of climate change in the AmericanSoutheast. Climate Change in the Southeast NEWSELA Pythons at the Top of the Food Change in theEverglades NEWSELA Climate Change May Have Made LouisianaFloods More Likely NEWSELA In Florida’s Everglades, Obama Warns AboutClimate Change NEWSELA Pythons Invade the Florida EvergladesReadWorksSocial StudiesUnit 3 Lesson 11D5 The Daily 5 HMH Houghton Mifflin Harcourt LLG HMH Language & Literacy VR Vocabulary Reader SUW Step Up to Writing EXT Teacher Support Booklet:Extending the Standards TE Teacher’s Edition SB Student BookLRSD Elementary Literacy and Social Studies DepartmentsGrade 4 Curriculum: Literacy & Integrated ContentRevised 2018

7GRADE 4 Curriculum Map: Literacy & Integrated ContentSTANDARDSG.8.4.2 Use thematic maps(e.g. climate, political,topographical) and other geographicrepresentations to compare physical andhuman characteristics of a region tothose of another region in the US andthe interactions that shape themD2.Geo.2.3-4G.8.4.3 Construct mapsand graphic representations of Arkansasand the United States, including physicaland human characteristics, title, legend,compass rose D2.Ge0.1.3-5G.9.4.1Analyze effects over time ofhuman generated changes in thephysical environment (e.g.,deforestation, dams, pollution)D2.Geo5.35G.9.4.2 Analyze ways culturalcharacteristics influence populationdistribution in regions of the unitedstates and the world D2 Geo.6.3-5G.9.4.3 Analyze ways environmentalcharacteristics affect populationdistribution in Arkansas, the UnitedStates, and the world D2.4.3-5G.11.4.2 Analyze ways communitiescooperate in providing relief effortsduring and after natural and humanmade disasters D2 12.3-5SOCIAL STUDIES FOCUSUNIT TITLE: SoutheastRegion/ArkansasEssential Question:What is unique about the SoutheastRegion?What factors shaped the culture of theSoutheast/Arkansas?Guiding Questions:How do geography, climate and naturalresources affect the way people live andwork in the Southeast Region/Arkansas?How is the American Southeast affectedby climate change? How will the peopleliving in the Southeast be affected?What difficulties did the early colonists inJamestown face?What is the significance of each of thesites that were included on the tour of theSoutheast region?ADDITIONAL CONTENT LESSONSTCI Presentation Guide-At each stop students will think of key facts andadjectives that describe the site they just visited. Youmay want to record these on chart paper for students torefer to during the letter writing assignment of the tour.Tour portion of Lesson 6 will take about three one-hoursessions to complete. Tour Sites 1-3 (One Session),Tour Sites 4-6 (One Session), and Tour Sites 7-9 (OneSession) Student Interactive Notebook— Students canrespond to assignments online or copies of the handoutscan be made for student responses. (Handouts can beaccessed from the Presentation Guide and InteractiveNotebook)TCI Presentation Guide--Interactive Notebook—BEFORE READING: TCI Presentation Guide--Use Slides 20-22 & the Introduction to Chapter 6 in thestudent text to introduce the textbook tour of Southeast.Tell students they will be reading several articles thatprovide additional content about the sites they will betouring. They will also be reading about the effects ofclimate change and effects of human over the physicalenvironment.DURING READING: Students will be touring Sites 1-3Everglades National Park, John F. Kennedy SpaceCenter at Cape Canaveral, Florida, and Jamestown,Virginia. At each site they will listen to their tour guide,read in their textbook, draw a symbol of the site’slocation on their map, and identify key facts andadjectives that describe each site. (Slides 23-29)AFTER READING: Students can play the SurvivalGame (Handout B) in groups (Slides 29-30).Use the articles below to provide additional contenton the three sites visited.ASSESSMENTSComplete the writingassignment. Imagine yourbrother John is planning tojoin you in Jamestown. OnHandout C, write a letter tohim about your experience.Do you think he shouldsettle in Jamestown or stayin England? Explain youropinion. (Slide 31 andHandout C)Student InteractiveNotebook—D5 The Daily 5 HMH Houghton Mifflin Harcourt LLG HMH Language & Literacy VR Vocabulary Reader SUW Step Up to Writing EXT Teacher Support Booklet:Extending the Standards TE Teacher’s Edition SB Student BookLRSD Elementary Literacy and Social Studies DepartmentsGrade 4 Curriculum: Literacy & Integrated ContentRevised 2018

8GRADE 4 Curriculum Map: Literacy & Integrated Content NASA Selects American Astronauts for Boeingand SpaceX Flights Kennedy Space Center Honors First BlackAstronaut Robert Lawrence Jr. NEWSELA Trump Approves Money for NASA Mission toMars NEWSELA Dragon Rocket Ship Does Test and Brings IceCream to Astronauts NEWSELA The New World: Jamestown and the “StarvingTime” NEWSELATour the Southeast Region: Sites 1-3Everglades—Florida TCI Slides 22-24John F. Kennedy Space Center at Cape Canaveral,Florida TCI Slides 25-26Jamestown, Virginia TCI Slides 27-32Survival Game TCI Slides 29-30Additional Resources:Southeast Region Landmark ActivityScavenger Hunt PowerPointJourney of Wayne Drop to the Everglades Teacher’sGuidePopulation Growth Everglades Environmental EducationTEWORD STUDYUnit 3 Lesson 11STANDARDSVOCABULARY4L4a Use context as a clue to themeaning of a word or phrase.4L4.a. Use context as a clue to themeaning of a word or phrase.4L4c. Consult reference materials bothprint and digital, to find the pronunciationand determine or clarify the precisemeaning of key words & phrases.FOCUSFOCUS: Suffixes –ful,-less,- ness,-mentACADEMIC: Fact, opinion, distinguishSOCIAL STUDIES: Natural resources,climate, Region, physical features,Wetland, piedmont, Everglades,peninsula, climate change, CapeCanaveral, JamestownCATEGORIES: machines, actions/motion, places/events, naturalenvironmentTASKS/RESOURCES/MATERIALSLLG pp. 138-139Introduce Vocabulary TE pp. T14-T15SB 316-317Vocabulary Strategies: TE pp. T40-T41Projectable 11.3Reader's Notebook p. 135ASSESSMENTSWeekly Assessment 11.211.3D5 The Daily 5 HMH Houghton Mifflin Harcourt LLG HMH Language & Literacy VR Vocabulary Reader SUW Step Up to Writing EXT Teacher Support Booklet:Extending the Standards TE Teacher’s Edition SB Student BookLRSD Elementary Literacy and Social Studies DepartmentsGrade 4 Curriculum: Literacy & Integrated ContentRevised 2018

9GRADE 4 Curriculum Map: Literacy & Integrated Content4RF3a Use combined knowledge of allletter-sound correspondences,syllabication patterns, & morphology toread accurately unfamiliar multisyllabicwords in context & out of context.LLG pp. 76-77Weekly Plan TE pp. T46-T47Reader's Notebook pp. 13.6-13.8SPELLING/ENCODINGCompound WordsWeekly Assessment 11.611.7Assess Spelling TE p. T47WRITING WORKSHOPUnit 3 Lesson 11GRAMMAR4L3a Choose words and phrases toconvey ideas precisely.4L4a Use context as a clue to themeaning of a word or phrase.PROCESS WRITING4W1 Write opinion pieces on topics ortexts, supporting a point of view withreasons & information.4W1a Introduce a topic or text clearly,state an opinion, & create anorganizational structure in which relatedideas are grouped to support the writer’spurpose.4W1b Provide reasons that aresupported by facts & details4W1c Link opinion & reasons usingwords and phrases4W4 Produce clear & coherent writing inwhich the development & organizationare appropriate to TASKS, purpose, &audience.4W8 Recall relevant information fromexperiences or gather relevantinformation from print & digital sources;take notes & categorize information, &provide a list of sources.SKILLProper NounsWeekly Plan TE pp. T48-T49Practice p. 127-129 (choose as needed)Projectable 11.6,11.7, 11.8Weekly Assessment 11.811.9WRITING TYPEPersuasive Focus: OrganizationSUW LESSONS & TOOLSSUW9-1 Persuasive Writing5-5 Blocking out Essays & Reports5-6 Informal Outline for Essays & Reports5-14 Review Elaboration of Essays & ReportsSocial Studies Prompt:Write a persuasive essay onhow climate change isaffecting the AmericanSoutheast. Determine whoyour audience will be.Provide evidence that willhelp persuade youraudience.i.e. government officialD5 The Daily 5 HMH Houghton Mifflin Harcourt LLG HMH Language & Literacy VR Vocabulary Reader SUW Step Up to Writing EXT Teacher Support Booklet:Extending the Standards TE Teacher’s Edition SB Student BookLRSD Elementary Literacy and Social Studies DepartmentsGrade 4 Curriculum: Literacy & Integrated ContentRevised 2018

10GRADE 4 Curriculum Map: Literacy & Integrated ContentREADING WORKSHOP: COMPREHENSION AND CONTENT LEARNINGREVIEW SKILLS AND SSESSMENTSD5 The Daily 5 HMH Houghton Mifflin Harcourt LLG HMH Language & Literacy VR Vocabulary Reader SUW Step Up to Writing EXT Teacher Support Booklet:Extending the Standards TE Teacher’s Edition SB Student BookLRSD Elementary Literacy and Social Studies DepartmentsGrade 4 Curriculum: Literacy & Integrated ContentRevised 2018

11GRADE 4 Curriculum Map: Literacy & Integrated ContentCOMPREHENSION/FLUENCY:Skill: Text and Graphic FeaturesStrategy: Infer/PredictAuthor’s Craft: SimileGenre: Informational Text/NewspaperArticleIn Social Studies you will continue your tour of theSoutheast. One of your stops will be a coal mine in theAppalachia. Read the articles from NEWSELA toexamine the pros and cons of coal mining.Together these articles show some of the effects of coalmining. Gather evidence as you read to answer thefollowing questions:What effects has mining had on the people andenvironment in the United States? In the articlesunderline details that show the effects of mining onpeople and the environment.What challenges does mining face today? In the articlescircle details that show challenges mining faces today.Coal Mining Gets Jobs and Money for Navajos but NotGood for the EnvironmentIssue Overview: Confronting Coal—Share this articleand the graph of coal consumption to examine pros andcons of coal consumption.Create a chart as you read the articles together listingpros/cons.Social StudiesSTANDARDSG.8.4.1Use geographic representationsto examine the spatial organization ofArkansas citing relative and absolutelocation D2.Geo.2.3-5G.8.4.2 Use thematic maps (e.g. climate,political, topographical) & othergeographic representations to comparephysical & human characteristics of aregion to those of another region in theUS and the interactions that shape themD2.Geo.2.3-4UNIT TITLE: Southeast Region/ArkansasEssential Question:What is unique about the SoutheastRegion?What factors shaped the culture of theSoutheast/Arkansas?Guiding Questions:How do geography, climate and naturalresources affect the way people live andwork in the Southeast Region/Arkansas?TCI Presentation Guide-At each stop students will think of key facts andadjectives that describe the site they just visited. Youmay want to record these on chart paper for students torefer to during the letter writing assignment of the tour.Tour portion of Lesson 6 will take about three one-hourssessions to complete. Tour Sites 1-3 (One Session),Tour Sites 4-6 (One Session), and Tour Sites 7-9 (OneSession) Student Interactive Notebook— Students canrespond to assignments online or copies of the handoutscan be made for student responses.D5 The Daily 5 HMH Houghton Mifflin Harcourt LLG HMH Language & Literacy VR Vocabulary Reader SUW Step Up to Writing EXT Teacher Support Booklet:Extending the Standards TE Teacher’s Edition SB Student BookLRSD Elementary Literacy and Social Studies DepartmentsGrade 4 Curriculum: Literacy & Integrated ContentRevised 2018

12GRADE 4 Curriculum Map: Literacy & Integrated ContentG.8.4.3 Construct maps and graphicrepresentations of AR & the US,including physical & humancharacteristics, title, legend, compassrose D2.Ge0.1.3-5G.9.4.1Analyze effects over time ofhuman generated changes in thephysical environment (e.g.,deforestation,dams, pollution) D2.Geo5.35G.9.4.2 Analyze ways culturalcharacteristics influence populationdistribution in regions of the unitedstates and the world D2 Geo.6.3-5G.9.4.3 Analyze ways environmentalcharacteristics affect populationdistribution in Arkansas, the UnitedStates, and the world D2.4.3-5G.11.4.2 Analyze ways communitiescooperate in providing relief effortsduring and after natural and humanmade disasters D2 12.3-5What is the significance of each of thesites that were included on the tour of theSoutheast region?How would you describe the fourSoutheast musical styles?What effects has mining had on thepeople and environment? Whatchallenges does mining face today?BEFORE READING: SITES 4-6 Coal Mine inAppalachia, Memphis, Tennessee, French Quarters,New OrleansDURING READING: Students will be touring Sites 4-6Coal Mine in Appalachia, Memphis, Tennessee, and theFrench Quarter in New Orleans, Louisiana. At each sitethey will list to their tour guide, read in their textbook,draw a symbol of the site’s location on their map, andidentify key facts and adjectives that describe each site.(Slides 33-37)AFTER READING: Activity (Slides 38-45 and HandoutD). Students will read about and listen to four types ofmusic in the SoutheastTour the Southeast Region:Coal Mine in Appalachia TCI Slides 23-24Memphis, Tennessee TCI Slides 25-26New Orleans, Louisiana TCI Slides 27-28Writing for Understanding: Southeast Musical StylesTCI Slides 28-36WORD STUDYREVIEW SKILLS AND STRATEGIESSTANDARDSREVIEWFOCUSSOCIAL STUDIES: Natural resources,coal mine, strip mine, minerals, bluegrass,Delta, Memphis Blues, Gulf of Mexico,Mississippi River, French Quarters, jazz,Hurricane Katrina, Bayou State, bayou,Cajuns, global warming, carbon dioxide,power IEWWRITING WORKSHOPREVIEW SKILLS AND STRATEGIESGRAMMARSKILLAdjectivesREVIEWREVIEWD5 The Daily 5 HMH Houghton Mifflin Harcourt LLG HMH Language & Literacy VR Vocabulary Reader SUW Step Up to Writing EXT Teacher Support Booklet:Extending the Standards TE Teacher’s Edition SB Student BookLRSD Elementary Literacy and Social Studies DepartmentsGrade 4 Curriculum: Literacy & Integrated ContentRevised 2018

13GRADE 4 Curriculum Map: Literacy & Integrated ContentPROCESS WRITING4W1 Write opinion pieces on topics ortexts, supporting a point of view withreasons & information.4W1a Introduce a topic or text clearly,state an opinion, & create anorganizational structure in which relatedideas are grouped to support the writer’spurpose.4W1b Provide reasons that aresupported by facts & details4W1c Link opinion & reasons usingwords and phrases4W4 Produce clear & coherent writing inwhich the development & organizationare appropriate to TASKS, purpose, &audience.4W5 With guidance & support frompeers & adults, develop & strengthenwriting as needed by planning, revising,& editing4W8 Recall relevant information fromexperiences or gather relevantinformation from print & digital sources;take notes & categorize information, &provide a list of sources.WRITING TYPEPersuasive Focus: OrganizationSUW LESSONS& TOOLS9-1 Persuasive Writing5-5 Blocking out Essays & Reports5-6 Informal Outline for Essays & Reports5-14 Review Elaboration of Essays & ReportsSocial Studies Prompt:Based on Geography,where would you prefer tolive in the Southeast? Statean opinion & give 2-3 facts& cite evidence to supportyour opinion.READING WORKSHOP: COMPREHENSION AND CONTENT LEARNINGUnit 3 Lesson TSD5 The Daily 5 HMH Houghton Mifflin Harcourt LLG HMH Language & Literacy VR Vocabulary Reader SUW Step Up to Writing EXT Teacher Support Booklet:Extending the Standards TE Teacher’s Edition SB Student BookLRSD Elementary Literacy and Social Studies DepartmentsGrade 4 Curriculum: Literacy & Integrated ContentRevised 2018

14GRADE 4 Curriculum Map: Literacy & Integrated Content4RL1/4RI1 Refer to details & examplesin a text when explaining what the textsays explicitly & when drawinginferences from the text.4RL3 Describe in depth a character,setting, or event in a story or drama,drawing on specific details in the text4RL6 Compare & contrast the point ofview from which different stories arenarrated, including the differencebetween first-& third-person narrations.4RL7 Make connections between thetext of a story or drama & a visual or oralpresentation of the text, identifyingwhere each version reflects specificdescriptions & directions in the text.4RI5 Describe overall structure ofevents, ideas, concepts, or informationin a textCOMPREHENSION/FLUENCYSkill: Sequence of EventsStrategy: VisualizeAuthor’s Craft: Point of View, Firsthand& Secondhand AccountsGenre: Historical Fiction & InformationalTextAnchor Lesson - LLG p. 108 Sequence of EventsThe Earth Dragon AwakesTE pp. T92-T113, SB 348-361Safe from Harm, LLG p. 209, TE pp. T86-T87Weekly Assessment 12.412.5If I Were Ruby Bridges .Use the readings about Ruby Bridges, the Little RockNine and the Selma to Montgomery March to discussevents that occurred during the Civil Rights movement inthe Southeast region. Students will begin a timeline tosequence the events that happened in the Southeastduring this period of history. Timelines are a tool forsequencing events in history.EXT Unit 3 pp. “Firsthand & Secondhand Accounts”The readings below provide both first hand andsecondhand accounts of the events that tell the story ofRuby Bridges and Selma to Montgomery March.Walking Tall—Ruby Bridges/Little Rock NineReadWorks---Use article t

COMPREHENSION/FLUENCY Skill: Author’s Purpose Strategy: Analyze/Evaluate Author’s Craft: Metaphor Genre: Biography/Poetry Anchor Lesson: LLG Author's Purpose p. 204 Jose! Born to Dance, TE pp. T314-T329, SB pp. 286-301 Mexican Dove LLG p. 205 EXT U1 pp. C14-C15 Use “Compare Structural Elements” to compare Jose! Born to Dance & Dance to