a correlation ofassets.pearsonschool.com/correlations/natl_readygen_2014...task: infographic...

A Correlation of

Scott Foresman Calle de la Lectura

Grade 4, ©2011

To

Grade 4, ©2014

A Correlation of Scott Foresman Calle de la Lectura, ©2011, Grade 4 to ReadyGEN ©2014, Grade 4

Calle de la Lectura Reference Key 4.6.2 Grade 1 Unit 6 Volume 2 2

Introduction This document demonstrates how Calle de la Lectura, ©2011 content aligns to ReadyGEN, ©2014. Correlation page references are to the Calle de la Lectura Teacher’s Edition and are cited by grade, unit and volume. Scott Foresman Calle de la Lectura is a comprehensive reading program for Kindergarten through Grade Six that is built on solid research and prioritizes instruction for the five core areas of reading instruction for every grade: Phonemic Awareness, Phonics, Fluency, Vocabulary and Text Comprehension. Student Material Libro del estudiante (Student Edition) The student edition features high-quality, authentic literature organized around units that develop grade-level science and history/social science concepts. Each unit focuses on concept development to connect learning. Students explore one aspect of the unit concept each week, building deep and transferable understanding. Each week paired selections strengthen understanding in science and social studies. They also focus on genre and on new literacies for 21st century skill development. Four reading selections per week at grades 2.2-6 emphasize comprehension, vocabulary, and writing skills and offer opportunities for cross-textual reading in content areas. Envision It! and Words! provide additional practice with target skills and strategies in a visual format. Teacher’s Materials Mi biblioteca para la enseñanza (My Teaching Library Package) The cohesive design of this teacher resource library helps teachers deliver instruction in five critical areas: phonemic awareness, phonics, vocabulary, comprehension, and fluency. Lessons support modeling, guided practice, and a teacher’s own teaching routine. The 13-volume set is stored in a convenient case that includes, the First Stop on Reading Street Teacher’s Edition, which explains the Calle de la Lectura research base, outlines the program’s scope and sequence, presents instruction routines for many skill strands, and provides helpful classroom management routines. A time-management aid and a built–in professional development feature are designed for teachers of all experience levels. All Teacher’s Resources are on DVD-ROM and online. ReadyGEN is a comprehensive, K-5 literacy curriculum of topically-related text sets and routines-based instruction. ReadyGEN is being created with the goal of equipping all teachers and students with the tools and practices necessary to meet the new expectations of the Common Core Standards and the Publisher’s Criteria. Lessons are designed on the principles of the gradual release of responsibility framework with the goal of building independent readers and writers. At the heart of ReadyGEN is a reciprocity between reading and writing to promote student thinking and understanding through citation of text-based evidence. Students are taught to carefully analyze and synthesize sources, write to sources, and defend claims.



Table of Contents

Unit 1 Becoming Researchers ................................................................................ 4 Unit 2 Interactions in Nature and Culture ........................................................... 10 Unit 3, Exploring Impact and Effect ...................................................................... 16 Unit 4 Creating Innovative Solutions ................................................................... 21



ReadyGEN, ©2014 Grade 4

Scott Foresman Calle de la Lectura, ©2011

Grade 4 Unit 1 Becoming Researchers MODULE A PBA Description Task: Biographical Spotlight Students will write a biography that clearly introduces the subject and develops a main idea about the subject with facts and concrete details. Students will clearly link ideas and use precise language and domain–specific vocabulary to document their subject’s experiences. Students will organize material logically and provide an effective concluding statement.

The following material will help students complete the Performance–Based Assessment: Expository composition about a moment in history, 4.1.1: 49e–49f, 61d–61e, 70–71, 71a–71c, 77d–77e, 77p–77q

Anchor and Supporting Texts Anchor Text (Trade Book): Informational Text The Tarantula Scientist by Sy Montgomery and Nic Bishop 890L Supporting Text (Trade Book): Informational Text The Boy Who Drew Birds: A Story of John James Audubon by Jacqueline Davies 790L Supporting Text (Text Collection): Informational Text “Fragile Frogs” from The Frog Scientist by Pamela S. Turner 950L Poetry “Spider” by Shel Silverstein “The Frog” by Hilaire Belloc “Go Southward, Birds!” by Elizabeth Coatsworth

These selections explore historical and scientific topics and demonstrate the power of searching for answers. Encantado: El delfín rosado del Amazonas (expository text about pink dolphins of the Amazon River) 4.4.1: 52a–81q Los habladores de código navajos (expository text about Navajo code talkers) 4.4.1: 82a–111q Buscador de conocimiento: El hombre que descifró los jeroglíficos egipcios (biography about the man who deciphered Egyptian hieroglyphs) 4.4.2: 112a–139q Hacer momias (expository text about searching for information on the Internet) 4.4.2: 134–137, 137a





Grade 4 Goals Readers will be able to identify and analyze the point of view, features, and text structure of narrative nonfiction texts. RI.4.2 Writers will be able to write a biography based on the experiences of a scientist. W.4.2 Learners will be able to discuss how researchers do their work.

Readers Graphic sources/features (in a biography), 4.4.2: 113c, 120–121, 122–123, 126–127, 135a, 139h, 139l–139m; Author’s purpose, 4.5.1: 173c, 174–175, 180–181, 186c, 186–187, 187a, 191a, 193a, 210–211; Compare and contrast structure (in a biography), 4.5.1: 201c, 208–209, 212–213, 216–217, 219a Writers Expository composition about a moment in history, 4.1.1: 49e–49f, 61d–61e, 70–71, 71a–71c, 77d–77e, 77p–77q Learners Research and Inquiry: communicate research results, 4.3.1: 343n, 371n, 401n, 4.3.2: 429n, 459n, 4.4.1: 51n, 81n, 111n, 4.4.2: 139n, 165n, 4.5.1: 199n, 227n, 255n, 4.5.2: 287n, 315n, 4.6.1: 349n, 381n, 413n, 4.6.2: 443n, 473n

Big Idea Research Research Report, 4.6.2: DE11–DE20;

Navigate/Search, 4.1.1: 31b, 61b, 93b, 4.1.2: 123b, 151b, 4.2.1: 183b, 211b, 241b, 4.2.2: 267b, 297b, 4.3.1: 329b, 357b, 387b, 4.3.2: 415b, 443b, 4.4.1: 35b, 67b, 95b, 4.4.2: 125b, 151b, 4.5.1: 185b, 213b, 241b, 4.5.2: 269b, 301b, 4.6.1: 335b, 363b, 395b, 4.6.2: 427b, 459b





Grade 4 Enduring Understandings Readers compare and contrast point of view to understand and appreciate the experiences and lives of others. RI.4.2 Writers use experiences and events to create and depict a lifelike experience. W.4.2 Researchers adopt specific habits as readers and writers and observers to watch and reflect upon the worlds they are studying.

Readers Author’s purpose, 4.5.1: 173c, 174–175, 180–181, 186c, 186–187, 187a, 191a, 193a, 210–211; Compare and contrast structure (in a biography), 4.5.1: 201c, 208–209, 212–213, 216–217, 219a Writers Writing: realistic fiction, 4.1.1: 23e–23f, 31d–31e, 40–41, 41a–41c, 45d–45e, 45p–45q; Personal Narrative, 4.1.2: 141e–141f, 151d–151e, 158–159, 159a–159c, 165d–165e, 165p–165q, DE11–DE20, 4.5.2: 291e–291f, 301d–301e, 308–309, 309a–309c, 315d–315e, 315p–315q Researchers Research and Inquiry: identify questions, 4.1.1: 31b, 61b, 93b, 4.1.2: 123b, 151b, 4.2.1: 183b, 211b, 241b, 4.2.2: 267b, 297b, 4.5.1: 185b, 213b, 241b, 4.5.2: 269b, 301b, 4.6.1: 335b, 363b, 395b, 4.6.2: 427b, 459b





Grade 4 MODULE B PBA Description Task: Infographic Students will select an animal of their choice and conduct a short investigative project on it. Students will write a short introductory paragraph about the chosen animal, create an infographic that indicates key features of the animal, and write a brief conclusion about the key features.

The following material will help students complete the Performance–Based Assessment: Expository composition about an animal that has done something remarkable, 4.2.2: 259e–259f, 267d–267e, 276–277, 277a–277c, 283d–283e, 283p–283q, DE11–DE20

Anchor and Supporting Texts Anchor Text (Trade Book): Informational Text Skeletons Inside and Out by Claire Daniel 740L Supporting Text (Text Collection): Informational Text Movers and Shapers by Dr. Patricia Macnair 915L Supporting Text (Text Collection): Informational Text “King of the Parking Lot” by Gaby Triana 920L Poetry “The Jellyfish and The Clam” by Jeff Moss “To the Skeleton of a Dinosaur in the Museum” by Lilian Moore “Skeletons” by Valerie Worth

In the following texts individuals use science to explore the world. El pájero mosca (Expository text about habits of hummingbirds) 4.3.1: 316a–343q Mi diario de observaciones (Procedural text on how to observe) 4.3.1: 340c–341a Las ballenas de Adelina (Expository text about amazing bird nests) 4.3.1: 344a–371q Animales marinos in movimiento (Expository essay exploring marine animals) 4.3.1: 366c–369a





Grade 4 Goals Readers will be able to compare, gather, and synthesize ideas from multiple sources in informational texts. RI.4.7 Writers will be able to compose research based on questions about informational reading. W.4.2 Learners will be able to write using evidence to support main ideas.

Readers Research and Inquiry: communicate research results, 4.1.1: 45n, 77n, 109n, 4.1.2: 137n, 165n, 4.2.1: 195n, 227n, 255n, 4.2.2: 283n, 309n, 4.4.1: 51n, 81n, 111n, 4.4.2: 139n, 165n, 4.6.1: 349n, 381n, 413n, 4.6.2: 443n, 473n Writers Research and Inquiry: identify questions, 4.1.1: 31b, 61b, 93b, 4.1.2: 123b, 151b, 4.2.1: 183b, 211b, 241b, 4.3.2: 415b, 443b, 4.4.1: 35b, 67b, 95b, 4.4.2: 125b, 151b, 4.6.1: 335b, 363b, 395b, 4.6.2: 427b, 459b Learners Research Report, 4.6.2: DE11–DE20 Cause and Effect Essay, 4.6.1: 325e–325f, 335d–335e, 344–345, 345a–345c, 349d–349e, 349p, 349q Compare and Contrast Essay, 4.3.2: DE11–DE20

Big Idea Research Research Report, 4.6.2: DE11–DE20;

Analyze Information, 4.1.2: 131d, 157d, 4.2.1: 189d, 221d, 249d, 4.3.2: 421d, 451d, 4.4.1: 43d, 73c1, 105d, 4.4.2: 131d, 157d, 4.5.1: 193d, 219d, 247d, 4.5.2: 279d, 307d





Grade 4 Enduring Understandings Readers use information presented in different ways and from different sources to demonstrate understanding of a topic. RI.4.7 Writers use organizational structures, specific word choice, and evidence when explaining a topic. W.4.2 Researchers use multiple sources to consider evidence and build an idea.

Readers Map, Globe, Atlas, 4.1.1: 39c, 66–67, 67a; Graphs, 4.2.2: 275c; Timelines, 4.2.2: 303c; Graphic Sources, 4.3.1: 334–335, 337a, 343h, 353a, 393c Writers Expository Composition, 4.2.2: 259e–259f, 267d–267e, 276–277, 277a–277c, 283d–283e, 283p–283q, DE11–DE20 Instructions, 4.4.1: 85e–85f, 95d–95e, 106–107, 107a–107c, 111d–111e, 111p–111q Researchers Research and Inquiry: synthesize information, 4.1.1: 45b, 77b, 109b, 4.1.2: 137b, 165b, 309b, 4.3.1: 343b, 371b, 401b, 4.3.2: 429b, 459b, 4.5.1: 199b, 227b, 255b, 4.5.2: 287b, 315b, 4.6.1: 349b, 381b, 413b, 4.6.2: 443b, 473b





Grade 4 Unit 2 Interactions in Nature and Culture MODULE A PBA Description Task: Writing a Legend Students will write a narrative legend that reflects the qualities of the genre, including elements of truth, culture, bigger–than– life characters and resolution of a problem that challenges ways of life, using real or imagined experiences or events from history. Students will develop theme, technique, and text structure to create an engaging example of a legend for their peers.

The following material will help students complete the Performance–Based Assessment: Write a Legend, 4.5.1: 203e–203f, 213d–213e, 220–221, 221a–221c, 227d–227e, 227p–227q Write a Myth, 4.3.1: 375e–375f, 387d–387e, 394–395, 395a–395c, 401d–401e, 401p–401q

Anchor and Supporting Texts Anchor Text (Trade Book): Literary Text Hiawatha by Henry Wadsworth Longfellow NP Supporting Text (Text Collection): Literary Text “How the Stars Fell into the Skies” by Jerrie Oughton 780L Supporting Text (Text Collection): Literary Text “Pecos Bill” and “John Henry” by Mary Pope Osborne 770L Poetry “John Henry” (traditional American folk song) “Back to Nature” by Marilyn Singer “Legends” by Avis Hardley

El príncipe sapo espinoso (Trickster Tale) 4.1.2: 110a–137q El zorro y el tigre (Fable) 4.1.2: 134–135, 135a De cómo la noche llegó del mar: Un cuento del Brasil (Myth) 4.3.1: 327a–401q La hormiga y el oso (Myth) 4.3.1: 396–399, 399a Paul Bunyan (Tall tale) 4.3.2: 430a–459q





Grade 4 Goals Readers will determine themes in poems and dramas. RL.4.2 Writers will write clearly and coherently, using dialogue and sensory language to enhance theme. W.4.3 Learners will explore content to understand the interconnectedness of culture and nature.

Readers Theme, 4.5.1: 229c, 230–231, 237a, 240–241, 241a, 242c, 243a, 245a, 247a, 255h, 255l–255m; 4.5.2: 304–305, 305a, RI30–RI31, RI33, RI34–RI35 Writers Personal Narrative, 4.1.2: 113e–113f, 123d–123e, 132–133, 133a–133c, 137d–137e, 137p–137q; Adventure Story, 4.4.2: 143e–143f, 151d–151e, 158–159, 159a–159c, 165d–165e, 165p–165q; Fantasy, 4.5.1: 175e–175f, 185d–185e, 194–195, 195a–195c, 199d–199e, 199p–199q Learners Las ballenas de Adelina (Expository text about amazing bird nests), 4.3.1: 344a–371q De cómo la noche llegó del mar: Un cuento del Brasil (Myth exploring the origin of night), 4.3.1: 327a–401q

Big Idea Tradition Interactions Cultures

Lewis y Clark y yo: El cuento de un perro (Historical fiction about the Lewis and Clark expedition), 4.1.1: 46a–77q El príncipe sapo espinoso (Trickster Tale explaining characteristics of the southwest), 4.1.2: 110a–137q





Grade 4 Enduring Understandings Readers understand that the theme in poetry or drama can be interpreted from the details. RL.4.2 Writers understand that dialogue and description reveal how characters respond and react to situations. W.4.3 Learners will explore content to understand that cultures interact with and interpret nature in different ways

Readers Theme, 4.5.1: 229c, 230–231, 237a, 240–241, 241a, 242c, 243a, 245a, 247a, 255h, 255l–255m; 4.5.2: 304–305, 305a, RI30–RI31, RI33, RI34–RI35 Writers Realistic Fiction, 4.1.1: 23e–23f, 31d–31e, 40–41, 41a–41c, 45d–45e, 45p–45q; Narrative Poem, 4.3.1: 319e–319f, 329d–329e, 338–339, 339a–339c, 343d–343e, 343p–343q; Personal Narrative, 4.5.2: 291e–219f, 301d–301e, 308–309, 309a–309c, 315d–315e, 315p–315q Learners De cómo la noche llegó del mar: Un cuento del Brasil (Myth exploring the origin of night), 4.3.1: 327a–401q La ciudad perdida: El descubrimiento de Machu Picchu (The Lost City: The Discovery of Machu Picchu), 4.5.1: 200a–227q





Grade 4 MODULE B PBA Description Task: Compare–and–Contrast Essay Students will write an opinion piece that examines a topic and expresses an opinion clearly. Students will examine daily life in the cultures of the Ojibwa from The Birchbark House and the peoples of the Northwest Coast from “Northwest Coast Peoples” and explain which book did a better job of writing about Native American life.

The following material will help students complete the Performance–Based Assessment: La ciudad perdida: El descubrimiento de Machu Picchu (The Lost City: The Discovery of Machu Picchu), 4.5.1: 200a–227q Book Review, 4.6.1: 353e–353f, 363d–363e, 374–375, 375a–375c, 381d–381e, 381p–381q

Anchor and Supporting Texts Anchor Text (Trade Book): Literary Text The Birchbark House by Louise Erdrich 930L Supporting Text (Text Collection): Informational Text “Northwest Coast Peoples” from Kids Discover by Lois Markham 970L Supporting Text (Text Collection): Informational Text Midwest (Social Studies Explorer series) by Tamra B. Orr Poetry “A Birchbark Canoe” by Philemon Sturges “Ring Around the World” by Annette Wynne “Midwest” by Ruth De Long Peterson

La ciudad perdida: El descubrimiento de Machu Picchu (The Lost City: The Discovery of Machu Picchu) 4.5.1: 200a–227q En tren hasta Machu Picchu (Going by train to Machu Picchu) 4.5.1: 222–225, 225a Cartas a casa desde Yosemite (Expository text exploring the beauty of Yosemite) 4.2.1: 138a–165q Los bisontes de Caprock Canyons (Magazine article on bison) 4.2.1: 160–163, 163a Un maravilloso Gran Cañón (Expository Text) 4.3.2: 454–457, 457a





Grade 4 Goals Readers will compare and contrast texts to analyze ideas. RL.4.1, RI.4.1 Writers will use text–based evidence to write a compare–and–contrast essay. W.4.1 Learners will explore content to understand how interactions among communities impact the culture and ways of life of people.

Readers Compare and Contrast, 4.4.1: 21c, 22–23, 30–31, 31a, 36c, 39a, 41a, 43a, 47a, 51h, 51l–51m, 53c, 62–63, 68c, 73a, 79a, 81h, 81l–81m, 103a, DL8–DL9 Writers Compare and Contrast Essay, 4.3.2: DE11–DE20 Learners Mi diario de aquí hasta allá (Realistic fiction concerning immigrants), 4.1.1: 20a–45q Lewis y Clark y yo: El cuento de un perro (Historical fiction about the Lewis and Clark expedition), 4.1.1: 46a–77q

Big Idea Tradition Interactions Cultures

A orillas del río Plum (Historical fiction about living on the Great Plains), 4.1.1: 78a–109q La ciudad perdida: El descubrimiento de Machu Picchu (The Lost City: The Discovery of Machu Picchu), 4.5.1: 200a–227q





Grade 4 Enduring Understandings Readers understand that comparing and contrasting texts builds knowledge. RL.4.2 Writers understand that they can draw evidence from literary text and informational text to support analysis, reflection and research. W.4.9 Learners will explore content to understand the impact of communities on one another.

Readers Compare and Contrast, 4.4.2: 124–125, 125a, 127a, 129a, 137a, 152–153, 153a, RI10–RI11, RI13, RI14–RI14; 4.5.1, 201c, 202–203, 208–209, 209a, 212–213, 213a, 214c, 217a, 219a, 223a, 227h, 227l–227m Writers Book Review, 4.6.1: 353e–353f, 363d–363e, 374–375, 375a–375c, 381d–381e, 381p–381q; Retelling, 4.4.1: 72–73, 104–105, 4.4.2: 156–157; 4.5.1: 192–193, 218–219, 246–247 Learners La ciudad perdida: El descubrimiento de Machu Picchu (The Lost City: The Discovery of Machu Picchu), 4.5.1: 200a–227q Una biblioteca para Juana: El mundo de Sor Juana Inés (Biography of Sor Juana Inés), 4.6.1: 350a–381q





Grade 4 Unit 3, Exploring Impact and Effect MODULE A PBA Description Task: Compare and Contrast Texts Students will compare and contrast two to three of the texts they have read, producing a clear and coherent opinion supporting their point of view on which texts most effectively teach about the impact of natural processes on human beings.

The following material will help students complete the Performance–Based Assessment: Compare and Contrast Essay, 4.3.2: DE11–DE20 Persuasive Essay, 4.2.2: 287e–287f; 297d–297e, 304–305, 305a–305c, 309d–309e, 309p–309q, 4.5.2: DE11–DE20

Anchor and Supporting Texts Anchor Text (Trade Book): Informational Text Earthquakes by Seymour Simon 1010L Supporting Text (Trade Book): Literary Text Quake! by Gail Langer Karwoski 770L Supporting Text (Text Collection): Literary Text “Earthshaker’s Bad Day” by Gaby Triana 750L Supporting Text (Text Collection): Literary Text “The Monster Beneath the Sea” by Stacia Deutsch 780L Poetry “Instructions for Earth’s Dishwasher” by Lisa Westberg Peters “Natural Disasters” by Marilyn Singer “Islands” by Marilyn Singer

El ojo de la tormenta, (Expository text examining major storms) 4.3.2: 402a–429q El caso de la basura jadeante (Realistic fiction involving science) 4.4.1: 20a–51q Encantado: El delfín rosado del Amazonas (Expository text about dolphins) 4.4.1: 52a–81q El hombre que fue a la cara oculta de la Luna: La historia del astronauta del Apollo 11, Michael Collins (Expository text about Apollo 11) 4.6.2: 444a–473q





Grade 4 Goals Readers will analyze characters, settings, events, and themes in a story, drama, myth, and/or legend. RL.4.3 Writers will describe characters in detail and will create a literary essay to analyze characters, settings, and events and their impact on each other. W.4.9 Learners will explore content to understand that the ways in which people explain natural phenomena change over time.

Readers Characters and Setting, 4.1.1: 31a, 35a, 37a, 50d, 55a, 67a, 79c, 80–81, 90–91, 91a, 94c, 95a, 96–97, 97a, 99a, 101a, 105a, 109h, 109l–109m; Plot, 4.4.2: 141c, 142–143, 148–149, 149a, 151a, 152c, 153a, 155a, 157a, 165h, 1651–165m, R150–R151, R154–R155, DL10–DL11; Theme, 4.5.1: 229c, 230–231, 237a, 240–241, 241a, 242c, 243a, 245a, 255h, 255l–255m Writers Book Review, 4.6.1: 353e–353f, 363d–363e, 374–375, 375a–375c, 381d–381e, 381p–381q; Retelling, 4.4.1: 72–73, 104–105, 4.4.2: 156–157 Learners Encantado: El delfín rosado del Amazonas (Students explore the pink dolphin of the Amazons), 4.4.1: 52a–81q

Big Idea Impact El caso de la basura jadeante (Realistic

fiction involving science), 4.4.1: 20a–51q Mi hermano Martin (Literary nonfiction biography of Martin Luther King, Jr.), 4.6.1: 322a–349q Pregunta de la semana: ¿Cómo puede afecta la vision del mundo de persona a los damos? (How can one person’s view of the work affect others?), 4.6.1: 382a, 382j, 382–383, 386a, 396a, 406a, 413f





Grade 4 Enduring Understandings Readers understand that recognizing story elements enables readers to think, talk, and deepen understanding of a text. RL.4.3 Writers understand that writers draw evidence from literary text to analyze ideas. W.4.9 Learners will explore content to understand that science is a newer method of explaining natural phenomena.

Readers Characters and Setting, 4.1.1: 31a, 35a, 37a, 50d, 55a, 67a, 79c, 80–81, 90–91, 91a, 94c, 95a, 96–97, 97a, 99a, 101a, 105a, 109h, 109l–109m; Plot, 4.4.2: 141c, 142–143, 148–149, 149a, 151a, 152c, 153a, 155a, 157a, 165h, 1651–165m, R150–R151, R154–R155, DL10–DL11 Writers Book Review, 4.6.1: 353e–353f, 363d–363e, 374–375, 375a–375c, 381d–381e, 381p–381q Learners Pregunta de la semana: ¿Qué explicaciones se han dado para el patron del día y la noche? (How have people explained the pattern of day and night?), 4.3.1: 372a, 372j, 372–373, 376a, 388a, 396a, 401f El caso de la basura jadeante (Realistic fiction involving science), 4.4.1: 20a–51q Encantado: El delfín rosado del Amazonas (Expository text about dolphins), 4.4.1: 52a–81q

MODULE B PBA Description Task: Informative/Explanatory News Report During this unit, students read Anatomy of a Volcanic Eruption and Erosion: How Land Forms, How It Changes. Students will write informative/explanatory news reports to examine the effects of change to Earth’s surface.

The following material will help students complete the Performance–Based Assessment: Newspaper Article, 4.2.1: 199e–199f, 211d–211e, 222–223, 223a–223c, 227d–227e, 227p–227q El ojo de la tormenta, (Expository text examining major storms), 4.3.2: 402a–429q





Grade 4 Anchor and Supporting Texts Anchor Text (Trade Book): Informational Text Anatomy of a Volcanic Eruption by Amie Jane Leavitt 890L Supporting Text (Trade Book): Informational Text Erosion: How Land Forms, How It Changes by Darlene R. Stille 110L Supporting Text (Text Collection): Literary Text Escape from Pompeii by Christina Balit 920L Poetry “Living with Lava” by Lisa Westberg Peters “Center of the Earth” by Marilyn Singer “Mount Saint Helens Washington” by Diane Siebert

Cartas a casa desde Yosemite (Expository text exploring the beauty of Yosemite) 4.2.1: 138a–165q Los bisontes de Caprock Canyons (Magazine article on bison) 4.2.1: 160–163, 163a El ojo de la tormenta, (Expository text examining major storms) 4.3.2: 402a–429q Seguridad en condiciones meteorológicas extremas (Web site and links concerning safety in extreme weather) 4.3.2: 424–427, 427a

Goals Readers will quote directly from the text when drawing inferences, synthesizing, and analyzing the text. RI.4.1 Writers will draw evidence from informational texts to support analysis, reflection, and research. W.4.9 Learners will explore content to understand the effects of change to Earth’s surface.

Readers Making Inferences, 4.2.2: 285c, 286–287, 296–297, 297a, 298a, 303a, 307a; 4.3.2: 419a, 425a, 427a, 431c, 432–433, 440–441, 441a, 444c, 448–449, 499a, 451a, 457a Writers Research Report, 4.6.2: DE11–DE20; Cause and Effect Essay, 4.6.1: 325e–325f, 335d–335e, 344–345, 345a–345c, 349d–349e, 349p, 349q; Retelling, 4.1.2: 156–157; 4.3.1: 420–421; 4.4.1: 72–73, 104–105; 4.4.2: 156–157 Learners Pregunta de la semana: ¿Cómo nos afectan los patrones climáticos? (How do weather patterns affect us?), 4.3.2: 402a, 402j, 402–403, 406a, 416a, 424a, 429f Pregunta de la semana: ¿Cuáles son las causas de los cambios en la naturaleza? (What causes changes in nature?), 4.3.2: 430a, 430j, 430–431, 434a, 444a, 454a, 459f





Grade 4 Big Idea Effect Pregunta de la semana: ¿Qué patrones

naturales guían la vida de los animals? (What patterns in nature guide the lives of animals?) 4.3.1: 344a, 344j, 344–345, 348b, 358b, 366b, 371f Pregunta de la semana: ¿Cómo podemos prepararnos para las emergencias? (How can we prepare for emergencies?), 4.5.1: 172a, 172j, 172–173, 176a, 186a, 196a, 199f

Enduring Understandings Readers understand that they use specific strategies to help them understand what they read. RI.4.1 Writers understand how to use research to convey information clearly. W.4.7 Learners will explore content to understand the impact and effect of nature on the environment and humankind.

Readers Using Strategies to Answer Questions, 4.3.1: 317c, 318–319, 324–325, 325a, 327a, 330c, 331a, 332–333, 333a, 337a; 4.4.1: 83c, 84–85, 92–93, 93a, 96c, 102–103, 103a, 105a; 4.5.1: 173c, 174–175, 180–181, 186c, 186–187, 187a, 191a, 193a Writers Research Report, 4.6.2: DE11–DE20; Research and Inquiry: communicate research results, 4.1.1: 45n, 77n, 109n, 283n, 309n; 4.3.1: 343n, 371n, 401n; 4.4.1: 51n, 81n, 111n; 4.4.2: 139n, 165n; 4.5.2: 287n, 315n; 4.6.1: 349n, 381n, 413n Learners El ojo de la tormenta, (Expository text examining major storms), 4.3.2: 402a–429q Seguridad en condiciones meteorológicas extremas (Web site and links concerning safety in extreme weather), 4.3.2: 424–427, 427a





Grade 4 Unit 4 Creating Innovative Solutions MODULE A PBA Description Task: Innovative Solution Short Story Students will write narratives (short stories) about a character who has a problem or a challenge and solves it with an innovative solution (real or imagined).

The following material will help students complete the Performance–Based Assessment: Detective Story, 4.4.1: 23e–23f, 35d–35e, 44–45, 45a–45c, 51d–51e, 51p–51q Problem-Solution Essay, 4.4.2: 115e–115f, 125d–125e, 132–133, 133a–133c, 139d–139e, 139p–139q

Anchor and Supporting Texts Anchor Text (Trade Book): Literary Text Lunch Money by Andrew Clements 840L Supporting Text (Text Collection): Literary Text Coyote School News by Joan Sandin 730L Supporting Text (Text Collection): Literary Text Max Malone Makes a Million by Charlotte Herman 810L Poetry “Lunch Money” by Carol Diggory Shields “Gold” by Pat Mora “Bronze Cowboys” by Carol Boston Weathford

El cine no fue siempre así (Students explore movie pioneers) 4.2.1: 172a–195q El periódico de la Escuela Coyote (Students explore school newspaper) 196a–227q Escena dos (Drama illustrating the importance of working together) 4.2.1: 228a–255q





Grade 4 Goals Readers will analyze the elements of stories: characters, setting, problem, events leading up to solution, and theme. RL.4.3 Writers will use narrative elements to write a story that is real or imagined. W.4.3 Learners will explore content to understand how creativity, cooperation, and innovation can make a difference in people’s lives.

Readers Literary Elements, 4.1.1: 79c, 80–81, 90–91, 91a, 94c, 95a, 96–97, 97a, 99a, 101a, 105a, 109h, 109l–109m, 120–121, 121a, 127a, 128–129, 135a; 4.5.1: 214–215, 215a, 229c, 230–231, 237a, 240–241, 241a, 242c, 243a, 245a, 247a, 255h, 255l–255m; 4.5.2: 299a, 303a, 304–305, 305a, 339 Writers Legend, 4.5.1: 203e–203f, 213d–213e, 220–221, 221a–221c, 227d–227e, 227p–227q; Detective Story, 4.4.1: 23e–23f, 35d–35e, 44–45, 45a–45c, 51d–51e, 51p–51q Learners Pregunta de la semana: ¿Cómo colaboran las personas entre sí para hacer una película? (How do people work together to make a movie?), 4.2.1: 172a, 172j, 172–173, 176a, 184a, 192a, 195f

Big Idea Innovative Solutions Escena dos (Drama illustrating the

importance of working together) 4.2.1: 228a–255q Pregunta de la semana: ¿Por qué son necesarios los códigos secretos? (Why are secret codes necessary?), 4.4.1: 82a, 82j, 82–83, 86a, 96a, 108a, 111f





Grade 4 Enduring Understandings Readers understand the elements of narrative texts and how to use them to determine the theme of the story. RL.4.3 Writers understand that they can draw evidence from literary texts to analyze, research, and reflect. W.4.9 Learners will explore content to understand that collaboration often leads to creative solutions.

Readers Literary Elements, 4.1.1: 79c, 80–81, 90–91, 91a, 94c, 95a, 96–97, 97a, 99a, 101a, 105a, 109h, 109l–109m, 120–121, 121a, 127a, 128–129, 135a; 4.4.2: 141c, 142–143, 148–149, 149a, 151a, 152c, 155a, 157a, 165h, 165l–165m Writers Book Review, 4.6.1: 353e–353f, 363d–363e, 374–375, 375a–375c, 381d–381e, 381p–381q Learners Pregunta de la semana: ¿Cómo podemos trabajar juntos para alcanzar una meta? (How can we work together to achieve a goal?), 4.4.1: 196a, 196j, 196–197, 100a, 212a, 224a, 227f

MODULE B PBA Description Task: Innovation Project Proposal Students will create a project proposal for their own innovative idea to become successful financially. Students will write an opinion piece about their proposal.

The following material will help students complete the Performance–Based Assessment: Persuasive Essay, 4.2.2: 287e–287f; 297d–297e, 304–305, 305a–305c, 309d–309e, 309p–309q, 4.5.2: DE11–DE20

Anchor and Supporting Texts Anchor Text (Trade Book): Informational Text Using Money by Gail Fay 920L Supporting Text (Trade Book): Informational Text The Stock Market by Max Winter 900L Supporting Text (Text Collection): Informational Text The Boy Who Invented TV by Kathleen Krull 860L Poetry “Smart” by Shel Silverstein “A Last Word About Inventions” by Charise Mericle Harper “Homework” by Russell Hoban

The following selections illustrate individuals taking risks: Francisco Sarabia: Conquistador del cielo (Biography of Francisco Sarabia) 4.5.1: 228a–255q El hombre que fue a la cara oculta de la Luna: La historia del astronauta del Apollo 11, Michael Collins (Expository text about Apollo 11) 6.2.2: 444a–473q





Grade 4 Goals Readers will draw conclusions from evidence from the text. RI.4.1 Writers will conduct research to build knowledge. W.4.7 Learners will explore content to understand how innovative ideas spark economic growth.

Readers Draw Conclusions, 4.2.1: 181a, 185a, 187a, 197c, 198–199, 204–205, 205a, 207a, 209a, 211a, 212c, 212–213, 213a, 215a, 219a, 221a, 225a, 227h, 227l–227m, 229c, 230–231, 238–239, 239a, DL10–DL11 Writers Research Report, 4.6.2: DE11–DE20; Navigate/Search, 4.1.2: 123b, 151b; 4.2.1: 183b, 211b, 241b; 4.2.2: 267b, 297b; 4.4.1: 35b, 67b, 95b; 4.4.2: 125b, 151b; 4.6.1: 335b, 363b, 395b; 4.6.2: 427b, 459b Learners Pregunta de la semana: ¿Cómo podemos trabajar juntos para alcanzar una meta? (How can we work together to achieve a goal?), 4.4.1: 196a, 196j, 196–197, 100a, 212a, 224a, 227f

Big Idea Innovative Solutions El caso de la basura jadeante (Realistic

fiction involving solving a scientific mystery), 4.4.1: 20a–51q Los habladores de código navajos (Examines the contributions of the Navajo codetalkers during World War II), 4.4.1: 82a–111q





Grade 4 Enduring Understandings Readers understand that authors use reasons and evidence to support particular points in the text. RI.4.8 Writers understand that research builds knowledge through investigation of different aspects of a topic. W.4.7 Learners will explore content to understand that innovation is important for sustained economic growth.

Readers Sequence and Important Ideas, 4.4.1: 83c, 84–85, 92–93, 93a, 96c, 102–103, 103a, 105a; Author’s Purpose and Important Ideas, 4.5.1: 173c, 174–175, 180–181, 186c, 186–187, 187a, 191a, 193a Writers Analyze Information, 4.2.2: 275d, 303d; 4.3.1: 337d, 363d, 393d; 4.4.1: 43d, 73c1, 105d, 4.4.2: 131d, 157d; 4.5.1: 193d, 219d, 247d; 4.5.2: 279d, 307d, 4.6.1: 343d, 373d, 405d; 4.6.2: 437d, 465d Learners Pregunta de la semana: ¿Cómo podemos trabajar juntos para alcanzar una meta? (How can we work together to achieve a goal?), 4.4.1: 196a, 196j, 196–197, 100a, 212a, 224a, 227f

a correlation ofassets.pearsonschool.com/correlations/natl_readygen_2014...task: infographic...

Documents