Language Arts - Get as DOC by WhiONJZ

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									                                                     Reading
                                            District Curriculum Map
                                                     Grade 4
                                         September                                                October
      Themes           What role does Reader’s Workshop play in our classroom?
          &            How can I be a productive member of Reader’s Workshop?
 Essential Questions
                       Choosing a “Just Right Book”                          Identifying and Noticing Author’s Craft
  Standards-based      Identifying Story Elements                            Making Inferences
   Essential Skills    Making “Text to” connections                          Discussing Concepts of Print
                       Identifying appropriate workshop behavior/roles       Setting Whole Class Book and Behavior
                       Retelling the story                                   Expectations
                       Visualizing throughout the story                      Examining Characterization
                       Responding to Reading Journal                         Mapping Stories
                       Utilizing Reading Strategies to aid in                Summarizing stories
                       comprehension
                       Building Reading Stamina
                       Reading Independently
                       Making Predictions
                       Developmental Reading Assessment/Benchmark            Story Maps
Formative/Summative    Assessment                                            Teacher Observations
    Assessments        Teacher Observations                                  Reader’s Response Journals
                       Reader’s Response Journals                            Conferences
                       Conferences                                           Anecdotal Notes
                       Anecdotal Notes
 Content/ Materials    Read Aloud: Sounder by William Armstrong,             Whole class: Lily’s Crossing by Patricia Reilly Giff
                       See Attached List                                     See Attached List
NJ Core Curriculum     3.1.4 A1, 3.1.4 D2, 3.1.4. E2, 3.1.4 F4, 3.5.4. A2,   3.1.4 A2, 3.1.4. G3, 3.1.4. G6, 3.1.4. G9, 3.3.4.
 Content Standards     3.1.4. G13                                            A1,2 ,3, 3.3.4 B3, 5, 3.3.4 D6, 3.4.4 A1, 3.4.4 B1,
                                                                             3.5.4. A5, 3.5.4 B3
                                                      Reading
                                             District Curriculum Map
                                                      Grade 4
                                           November                                              December
      Themes           What strengths to readers have to offer their reading community?
          &            Why is team cooperation and learning helpful?
 Essential Questions
                       Practicing how to read in a group                    Identifying group responsibilities and behaviors
  Standards-based      Questioning the text                                 Identifying and practicing group roles
   Essential Skills    Comparing/Contrasting                                Conducting Book Talks
                       Identifying Characterization                         Conferencing with Peers
                       Identifying Theme
                       Utilizing Descriptive Language
                       Identifying Elements of Story
                       Writing Reader’s Responses
                       Student’s written response                           Student’s written responses
Formative/Summative    Rubric                                               Rubric
    Assessments        Conferencing                                         Conferencing
                       Class Discussion                                     Class Discussion
                       Anecdotal Notes                                      Anecdotal Notes
                       Teacher Observation                                  Teacher Observation
                                                                            Peer Conferences
 Content/ Materials                      See Attached List                                    See Attached List
                       3.1.4. D2, 3.1.4. E1, 3.1.4. G4, 3.1.4. G6, 3.2.4.   3.1.4. D2, 3.1.4. E1, 3.1.4. G4, 3.1.4. G6, 3.2.4. B3,
NJ Core Curriculum     B3, 3.2.4. B9, 3.2.4. C1, 10, 3.3.4.B 1, 3.3.4 D5,   3.2.4. B9, 3.2.4. C1, 10, 3.3.4.B 1, 3.3.4 D5, 3.4.4
 Content Standards     3.4.4 A1, 3.4.4. A3, 3.4.4. B 4, 3.5.4. B4           A1, 3.4.4. A3, 3.4.4. B 4, 3.5.4. B4
                                                      Reading
                                             District Curriculum Map
                                                      Grade 4
                                            January                                               February
      Themes           Poetry                                                  How do readers analyze and understand text?
          &            How does poetry express emotion?
 Essential Questions
                       Identifying Figurative Language                         Answering Multiple Choice Questions
  Standards-based      Recognizing Patterns in Poetry                          Answering Open Ended Questions
   Essential Skills    Identifying Forms of Poetry                             Reading for Meaning
                       Utilizing Visualization                                 Finding evidence in text
                       Inferring meaning                                       Making “Text to” connections
                       Reading for Fluency                                     Examining how to understand various genres
                       Oral/Choral Reading                                     Summarizing
                       Developmental Reading Assessment (DRA)                  Student’s written response
Formative/Summative    Teacher Observation                                     Rubric
    Assessments        Individual Conferences with Teacher                     Conferencing
                       Anecdotal Notes                                         Class Discussion
                       Reflections in Reading Journals                         Anecdotal Notes
                       Reading Logs/Retelling                                  Teacher Observation
                       Rubrics                                                 Peer Conferences
                       Poetry Cumulative Project                               Times Reading Comprehension Passages
 Content/ Materials    Read Aloud: Kensuke’s Kingdom by Michael                Text stories from New Jersey state assessment
                       Morpurgo                                                books
                       Suggested poetry: Poetry for Young People,              See Attached List
                       Hailstones and Halibut Bones by Mary O’Neill,
                       See Attached List
                       3.1.4. A1, 3.1.4. D1, 3.1.4.E1, 3.1.4. E2, 3.1.4. F1,   3.1.4. A3, 3.1.4. E1, 2, 3.1.4. G2,7,8, 3.2.4. B6,8,
NJ Core Curriculum     3.1.4. G11, 3.2.4. A2, 3.2.4. A4, 3.2.4. A6, 3.2.4.     3.2.4. C1,4,6, 3.3.4. A1,2, 3.3.4. B1,6, 3.3.4. C3,
 Content Standards     A7, 3.2.4. A9, 3.3.4. B4, 3.3.4. C2, 3, 3.3.4. D4,      3.4.4. B1, 2, 3.5.4. A2,5 3.5.4. B3
                       3.4.4. A1,2
                                                     Reading
                                            District Curriculum Map
                                                     Grade 4
                                           March                                                       April
      Themes           How do readers analyze and understand text?            Partnership Reading
          &                                                                   How does reading with a partner enhance and
 Essential Questions                                                          influence our understanding?
                       Answering Multiple Choice Questions                    Setting Partnership Behaviors and Expectations
  Standards-based      Answering Open Ended Questions                         Conducting Partnership discussions
   Essential Skills    Reading for Meaning                                    Utilizing Post-its to record thinking
                       Finding evidence in text                               Questioning the text
                       Making “Text to” connections                           Making Connections
                       Examining how to understand various genres             Summarizing
                       Summarizing                                            Retelling
                                                                              Inferring Meaning
                       Student’s written response                             Student’s written response
Formative/Summative    Rubric                                                 Rubric
    Assessments        Conferencing                                           Conferencing
                       Class Discussion                                       Class Discussion
                       Anecdotal Notes                                        Anecdotal Notes
                       Teacher Observation                                    Teacher Observation
                       Peer Conferences                                       Peer Conferences
                       Timed Reading Comprehension Passages                   Timed Reading Comprehension Passages
 Content/ Materials    Text/stories from New Jersey state assessment          Read Aloud: Holes by Louis Sachar,
                       books, See Attached List                               See Attached List
                       3.1.4. A3, 3.1.4. E1, 2, 3.1.4. G2,7,8, 3.2.4. B6,8,   3.1.4. D2, 3.1.4. E1, 3.1.4. G4, 3.1.4. G6, 3.2.4. B3,
NJ Core Curriculum     3.2.4. C1,4,6, 3.3.4. A1,2, 3.3.4. B1,6, 3.3.4. C3,    3.2.4. B9, 3.2.4. C1, 10, 3.3.4.B 1, 3.3.4 D5, 3.4.4
 Content Standards     3.4.4. B1, 2, 3.5.4. A2,5 3.5.4. B3                    A1, 3.4.4. A3, 3.4.4. B 4, 3.5.4. B4
                                                       Reading
                                              District Curriculum Map
                                                       Grade 4
                                              May                                                 June
      Themes           Author’s Study                                        How do we continue to grow as readers over the
          &            How do an author’s life experiences influence         summer?
 Essential Questions   their writing?
                       Conducting Research                                   Identifying structures in texts that they have
  Standards-based      Making Connections                                    enjoyed
   Essential Skills    Comparing/Contrasting                                 Reading Independently
                       Identifying Themes                                    Recording thinking in a book
                       Identifying Main Ideas                                Compiling a list of authors/genres/series/non-
                       Summarizing                                           fiction that they have enjoyed and hope to read.
                       Inferring                                             Assessing personal growth thus far
                       Drawing Conclusions                                   Setting goals for future learning
                       Responding to a text in writing
                       DRA                                                   Teacher Observation
Formative/Summative    Student’s written response                            Individual Conferences with Teacher
    Assessments        Rubric                                                Anecdotal Notes
                       Conferencing                                          Written and Verbal Responses
                       Class Discussion                                      Classroom Discussions
                       Anecdotal Notes
                       Teacher Observation
                       Peer Conferences
 Content/ Materials    Author Study: ANDREW CLEMENTS: No                     Read Aloud
                       Talking, The Report Card, A Week in the Woods,        See Attached List
                       The Jacket, The School Story, The Janitor’s Boy,
                       The Landry News, Frindle, Lunch Money, The
                       Last Holiday Concert, See Attached List
                       3.1.4 E3, 3.1.4. G1,2,3,4,6,9,10,13, 3.1.4. H2,       3.1.4 A1, 3.1.4 D2, 3.1.4. E2, 3.1.4 F4, 3.5.4. A2,
NJ Core Curriculum     3.2.4. B3,9,11, 3.2.4 C1, 3.3.4. A1,2,3, 3.3.4.       3.1.4. G13, 3.1.4. C2, 3.2.4. A2,3
 Content Standards     B1,2,6, 3.3.4. D6,7, 3.4.4 A1,3, 3.4.4 B3,5, 3.5.4.
                       A2,3, 3.5.4. B4

								
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