Scope And Sequence: Fourth Grade - Dcps
Scope and Sequence: Fourth GradeUnit 1: Solar System8/25-10/9, 33 DaysSuggested AssessmentWindow:9/29-10/07Unit FocusStudents will learn about theearth, sun, moon, stars, andplanets. In reading, studentswill learn comprehensionstrategies, as necessary, andfocus on identifying anddescribing various textsstructures and using textfeatures to draw conclusionsand make meaning. Studentswill also be able to explainhow the main idea issupported by specific details.In evidence based responsewriting, students will respondto text in a variety of ways.Anchor TextOur Solar System, Seymour Simon(1020L, ARC)Text Complexity RationaleOur Solar System is an informationaltext about the Solar System. Becausethe text builds connections betweenideas – how the Solar System wasborn, the elements of the SolarSystem and its characteristics, andhow the different parts work together– it is able to provide severalopportunities to revisit to uncoverevidence that supports the line ofinquiry.Line of InquiryA system is a group of related partsthat work together to form a complexwhole. What are the elements of theSolar System and how are theyconnected?Text Set (740L – 1010L)Literary TextsGeorge’s Secret Key to the Universe, Lucy andStephen Hawking(850L, ARC)Informational TextsPlanet Gods, Jacqueline Mitton (Lexile N/A, ARC)Our Solar System, Bruce D. Cooper (690-770L,Reading A-Z)Sun, Earth, Moon, David L. Dreier (801-860L,Reading A-Z)Jupiter’s Secrets Revealed, Alfred J. Smuskiewicz(770-800L, Reading A-Z)”Solar System 2.0,” Stephanie Warren (890L,EBSCO)Nontraditional TextsSpace School Video: The Sun (Science Channel)Unit Vocabularyappearance/appear, astronomy, comparison,diagram, effect/cause, elements, features,gravity, planets, revolution, rotation, system,uniqueAssessed123 Common CoreState StandardsReadingRI.4.1, RI.4.2, RI.4.4,RI.4.5, RI.4.7RL.4.1, RL.4.2Foundational SkillsRF.4.3 (a), RF.4.4 (a), (b)WritingW.4.2, W.4.4, W.4.5,W.4.7, W.4.9Speaking and ListeningSL.4.1, SL.4.2, SL.4.6LanguageL.4.1, L.4.4Summative AssessmentStudents will choose two objects in our Solar System and explain their unique features the relationship between these two objects and the rest of theSolar System. They will use two or more sources to include facts, definitions, details, quotations, and/or other information and examples about the topicyour explanation. The task can be completed in the form of an essay, a poster, a brochure, or a poem.1The Reading: Literature and Reading: Informational Texts standards listed here will be assessed in this unit cycle; however, other standards that naturally lend themselves to theselected texts will also be included in the learning plan(s).2Bolded standards indicate that this is the first time the standard(s) has been introduced3RL.1, RL.10, RI.1, and RI.10 apply to every Unit.Copyright 2014 District of Columbia GovernmentParts of this document were adapted from and used with permission of CommonCore.org1
Fourth Grade Scope and SequenceUnit 2: Early America10/14-12/12, 38.5 DaysSuggested Unit AssessmentWindow:11/19-12/02Unit FocusStudents will become familiarwith Pre-Columbian America,Exploration, and the earlysettlements of the UnitedStates. In writing andresearch, students will gatherinformation to explain howEuropean arrival altered theAmericas and why. Inevidence based responsewriting, students will compareand synthesize informationacross multiple texts; andcompare and contrast earlyAmerican settlements and thepeople who lived there. Theresearch experience willinclude opportunities forgathering information frommultiple resources, notetaking, and compiling a list ofsources.Anchor Text“The First Americans,” Scott Stuckey(700L, EBSCO)Text Complexity RationaleThe text The First Americans is aninformational text that discusses theindigenous peoples of North America. Theinformation in this article spans thousandsof years - from the ice age to PreColumbian America, to the arrival of theEuropeans – and covers a variety of topics.The information contained in the articleprovides ample opportunities to makeconnections to other texts and providesevidence to support the line of inquiry.The Lexile level of this text is 700L. Whilethe quantitative level of this article islower, the expanse of information coveredmakes the text complex.Line of InquiryWhat were the Americas like before thearrival of the Europeans and how did theirarrival begin to alter that world?SY 2014-15Text SetLiterary TextsEncounter, Jane Yolen (680L, ARC)Informational Texts1621: A Look at Thanksgiving, Catherine Grace(1040L, ARC)Excerpts from the Harcourt Fourth Grade SocialStudies TextbookNontraditional TextsAmerican Indians of the Chesapeake Bay(Source)”The Virginia Company,” Song from Disney’sPocahontas (Song)Land Bridge Theory (Video)Where Do You Think You’re Going, ChristopherColumbus? By Jean Fritz (Bookflix via DC Library)Map of the 12 geographical and cultural regionsof North American Indians (Source)Primary Source: “From the Journal ofChristopher Columbus”, The Atlantic World(Source)Exploration through the Ages, By Mariner’sMuseum (Source)Assessed456 CommonCore State StandardsReadingRL.4.1, RL.4.2, RL.4.4,RL.4.5RL.4.7RI.4.1, RI.4.2, RI.4.3,RI.4.4 RI.4.7Foundational SkillsRF.4.4 (c)WritingW.4.5, W.4.7, W.4.8,W.4.9, W.4.10Unit Vocabularyalliance, diplomacy, document (n. and v.),empire, explorer/exploration, migrate/migration, native, navigation/navigate,providence, region, resistance, settler/settlement, treatySpeaking and ListeningSL4.1, SL.4.2, SL.4.3,SL.4.6LanguageL.4.1 (f), L.4.2 (a),(b),L.4.4, L.4.5Summative AssessmentStudents will complete a research project in response to the line of inquiry: “What were the Americas like before the arrival of the Europeans and how didtheir arrival begin to alter that world?” Students will use texts from the unit and additional sources to include facts, definitions, details, quotations, and/orother information and examples about the topic in their response.4The Reading: Literature and Reading: Informational Texts standards listed here will be assessed in this unit cycle; however, other standards that naturally lend themselves to theselected texts will also be included in the learning plan(s).5Bolded standards indicate that this is the first time the standard(s) has been introduced.6RL.1, RL.10, RI.1, and RI.10 apply to every Unit.District of Columbia Public Schools School Year 2014-15Page2of5
Fourth Grade Scope and SequenceUnit 3: Revolution andIndependence12/15-2/12, 32.5 DaysSuggested Unit AssessmentWindow:2/02-2/10Unit FocusStudents will learn about theAmerican Revolution and America’sresulting independence. In reading,students will study point of view andthe effect perspective can have onhow a story is told. Students willalso study how to compare andcontrast different accounts of thesame topic across different texts. Avariety of genres and text formats,including a video, a poem, andprimary documents will be read. Inevidence- based response writing,students will respond to text basedquestions that ask them to supporttheir answer using evidence fromthe text.SY 2014-15Anchor TextThe Declaration of Independence(1350L, Audio, Text)Text Complexity RationaleThe Declaration of Independence iscomplex for many reasons. Thepurpose/meaning of the text is highcomplexity because it has severallayers of meaning. The language isoverly academic and archaic.Additionally, the knowledgedemands are high as students needto have understanding of how thecolonists were being oppressed andwhy it was so important for them toseparate themselves from Britain.Line of InquiryHow did our country achieveindependence from Britain and doyou think the path to independencewas inevitable?Text SetLiterary TextsColonial Voices, Kay Winters (ARC) 640LPaul Revere’s Ride: The Landlord’s Tale,Long Fellow (Lexile N/A, Harcourt SocialStudies Book)Katie’s Trunk, Ann Turner (660L, ARC)Informational TextsLiberty! How the Revolutionary WarBegan, Lucille Recht Penner (780L, ARC)John Adams Speaks for Freedom,Deborah Hopkins (550L, ARC)“The Shot Heard Around the World,”Thomas Fleming(860L, EBSCO)Nontraditional Texts“Boston Massacre” (Video)Boston Massacre Photos (Source)London Chronicle Article (Source)“Account by Joshua Wyeth” (Source)“Account by John Andrews” (Source)“Massachusetts Gazette Account”(Source)Unit Vocabularyact, debt, document, independence,inevitable, liberty, parliament,perspective, revolution, taxesAssessed789 Common CoreState , RL.4.7RI.4.1, RI.4.2, RI.4.4, RI.4.6Foundational SkillsRF.4.4WritingW.4.1, W.4.2, W.4.8Speaking and ListeningSL.4.1,SL.4.2,SL.4.6LanguageL.4.1 (b), (e), L.4.2 (c), (d)L.4.3, L.4.4Summative AssessmentStudents will explain how America’s path to independence was inevitable. In their essay, they will use two or more sources to explain how Americancolonists achieved their independence from Britain.7The Reading: Literature and Reading: Informational Texts standards listed here will be assessed in this unit cycle; however, other standards that naturally lend themselves to theselected texts will also be included in the learning plan(s).8Bolded standards indicate that this is the first time the standard(s) has been introduced9RL.1, RL.10, RI.1, and RI.10 apply to every Unit.District of Columbia Public Schools School Year 2014-15Page3of5
Fourth Grade Scope and SequenceUnit 4: Heroic Adventures2/17-4/10, 36.5 DaysSuggested Unit AssessmentWindow (Optional):3/30-4/28Unit FocusStudents will explore thelegends of medieval times andthe heroes that emerged fromthis time period. In reading,students will analyze thetreatment of heroes in legendsand other cultural literature todetermine whether or not theyshould be revered. Studentswill compare and contrast howauthors use heroes to portraythe central message of a text.In evidence based responsewriting, students will write anopinion piece.SY 2014-15Anchor TextBeowulf for Kids ( 1120; pdf)Text Complexity RationaleBeowulf is an ancient English epicpoem. Though this version is inmodern English, it still hasunfamiliar vocabulary and acomplex poetic structure.Line of InquiryHow can heroes help us tounderstand a culture and its timeperiod?Text SetLiterary TextsAnchor textInformational TextsHow to Read Literature Like a Professor:For Kids, Thomas C. Foster (820L, TeacherResource Room)“Malala The Powerful,” Kristen Lewis(880L, EBSCO)The Life of Cesar Chavez, Terry Scott(890L, Reading A-Z)“A Class Act” (840L, EBSCO)Nontraditional TextsAnglo-Saxons Primary History, BBC(1120L, Source)Unit Vocabularycause / effect, character trait,chronological order, culture, hero,inference, quest, transcendAssessed101112 Common CoreState StandardsReadingRL.4.1, RL.4.2,RL.4.3, RL.4.6,RL.4.9RI.4.1, RI.4.2, RI.4.3, RI.4.4,RI.4.6, RI.4.8, RI.4.9Foundational SkillsRF.4.4WritingW.4.2, W.4.9Speaking and ListeningSL.4.1, SL.4.2, SL.4.4, SL.4.5SL.4.6LanguageL.4.1 (a) , L.4.4Summative AssessmentStudents will choose one modern or historical hero – either Beowulf, Malala Yousafzai, Ruby Bridges, or César Chávez – about which to write anopinion essay. They will read closely annotate texts to gather key details and information about their selected hero. In their opinion essay, they willinclude claims and evidence to describe the cultural values that their hero represents.10The Reading: Literature and Reading: Informational Texts standards listed here will be assessed in this unit cycle; however, other standards that naturally lend themselves to theselected texts will also be included in the learning plan(s).11Bolded standards indicate that this is the first time the standard(s) has been introduced12RL.1, RL.10, RI.1, and RI.10 apply to every Unit.District of Columbia Public Schools School Year 2014-15Page4of5
Fourth Grade Scope and SequenceSY 2014-15Unit 5: What's Your Story?Anchor TextText SetAssessed131415 Common4/20-6/17, 40.5 Days“Chapter 8: Memories,” ALiterary TextsCore State StandardsSuggested Unit AssessmentWriter’s Notebook by RalphHarlem by Walter Dean Myers (ARC, Lexile: N/A)ReadingWindow:Fletcher, pp. 86-91When I was Young in the Mountains by Cynthia Rylant RL.4.1, RL.4.2, RL.4.4,5/04-6/12(Schoolwide, 840L)(ARC, 980L)RL.4.5 RL.4.6Unit FocusThe House on Mango Street by Sandra CisnerosText Complexity RationaleRI.4.1, RI.4.2, RI.4.4,Students will learn about the The underlying theme of this My Name- The House on Mango Street by SandraRI.4.6, RI.4.8lives and accomplishments of text is that an author’sCisneros (ARC, 870L)Foundational Skillsdifferent people, and how“Reverend Abbott and those Bloodshot Eyes,”experience influences his orRF.4.4their heritage and lifeChristopher Myers ( Lexile N/A, in When I was Young,her creative work, a themeexperiences shape theirVol. 1: Original Stories about Growing Up, pp. 64-76;that weaves throughout thisWritingbeliefs. Students will readalso here)unit. The structure of thisW.4.2, W.4.3, W.4.4,various accounts of a writer's text is complex in that itW.4.5, W.4.8life and samples examples of switches betweenInformational Textshis or her creative work.Walter Dean Myers Bio/Press Release (Link1 or Link2)informational and narrativeSpeaking and ListeningStudents will use textmodes of non-fiction writing. “Exodus,” by Isabel Wilkerson (EBSCO, 1000L)SL.4.1,SL.4.2, SL.4.4,structure and integrate“Shifting Terrains” under Historian Studies Impact ofIt requires that studentsSL.4.5, SL.4.6information from differentMexican Immigrants in Chicago (Source)know what a memoir is andLanguagetexts to illustrate how aprovides a great context and “Mexicans” in Encyclopedia of Chicago, (Source)L.4.4, L.4.6person's geography, life“Cynthia Rylant” in Speaking of Poets 2 (EBSCO)nuanced understanding forexperience, and heritage“Biography of Sandra Cisneros (1954-)” (Source)this unit vocabulary word.impact writing subject andstyle. In evidence basedNon-Traditional Textsresponse writing, students“Heart of Appalachia” (Video)will use multiple texts toexplain intersectionsLine of InquiryUnit Vocabularybetween a writer's heritageHow does the heritage anddescriptive language, dialogue, heritage,and themes within his or her life experience of an authorimmigration/emigration, memoir, narrative, themework.impact his or her work?Summative AssessmentStudents will use the literary works of two authors of study found in this unit to write an essay analyzing how these authors’ writing reflects theirheritage and life experiences.13The Reading: Literature and Reading: Informational Texts standards listed here will be assessed in this unit cycle; however, other standards that naturally lend themselves to theselected texts will also be included in the learning plan(s).14Bolded standards indicate that this is the first time the standard(s) has been introduced15RL.1, RL.10, RI.1, and RI.10 apply to every Unit.District of Columbia Public Schools School Year 2014-15Page5of5
Encounter, Jane Yolen (680L, ARC) Informational Texts 1621: A Look at Thanksgiving, Catherine Grace (1040L, ARC) Excerpts from the Harcourt Fourth Grade Social Studies Textbook Nontraditional Texts American Indians of the Chesapeake BayThe text (Source) informational text that ”The Virginia ompany,” Song from Disney’s Pocahontas (Song)
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Introduction to PYP social studies scope and sequence 2 Social studies scope and sequence Developing a school's social studies scope and sequence Unless a school has adopted the PYP sample programme of inquiry, the social studies content in its own scope and sequence will be different from the sample provided here. Some schools may need to .
Master Syllabi for Grade 6 Courses 1 Grade 6 Math: TX Fundamentals of Geometry and Algebra Scope & Sequence: Scope & Sequence documents describe what is covered in a course (the scope) and also the order in which topics are covered (the sequence). These documents list instructional objectives and skills to be mastered. K¹² Scope & Sequence
7 Grade 1 13 Grade 2 18 Grade 3 23 Grade 4 28 Grade 5 33 Grade 6 38 Elementary Spanish. 29 Secondary. 39 Grade 7 43 Grade 8 46 Grade 9 49 Grade 10 53 Grade 11 57 Grade 12 62 Electives. Contents. Textbook used with Online Textbook used with DVD. Teacher Edition & Student Books. Color Key
Math Course Progression 7th Grade Math 6th Grade Math 5th Grade Math 8th Grade Math Algebra I ELEMENTARY 6th Grade Year 7th Grade Year 8th Grade Year Algebra I 9 th Grade Year Honors 7th Grade Adv. Math 6th Grade Adv. Math 5th Grade Math 6th Grade Year 7th Grade Year 8th Grade Year th Grade Year ELEMENTARY Geome
Four kids are each in a different grade. Figure out which grade they are in. The Clues 1. Joseph is not in sixth grade and is also not in fourth grade. 2. Megan is not in fourth grade and is also not in second grade. 3. Taylor is not in second grade and is also not in fifth grade. 4. William is not in second grade and is also not in sixth grade. 5.
Chapter 5 Project Scope Management Chapter 5 Project Scope Management 5.1 Plan Scope Management 5.1 Colect Requirements 5.2 Collect Requirements 5.2 Define Scope 5.3 Define Scope 5.3 Create WBS 5.4 Create WBS 5.4 Verify Scope 5.5 Validate Scope 5.5 Control Scope 5.6 Control Scope PMBOK 5th Edition
