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BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015-2016 CURRICULUM FRAMEWORKS

5th SIX WEEKS

Subject: Language Arts Grade: 4th

1

Week #1 TEKS &

Reporting Categories

Spiral Content/ Fluency

ELPS CCRS Content

Additional Resources Vocabulary Lesson Spelling/Grammar/Writing Tier II/III

Monday Feb. 22,

2015

RC: 1,2 TEKS: 4.2E, 4.6A, Fig 19A,D, 4.5, Fig 19A, 4.22D, 4.15D,

Cold Read Fluency Passage #22

ELPS:1A-1H, 2A-2I, 3A-3J, 4A-4K, 5A-5G CCRS: E/LAS II Reading A-D E/LAS I Writing A

Academic: Use, Determine, Dictionary Glossary, Pronunciation, Syllabication, Meaning STAAR: Dictionary Entry, Definition, Paragraph Target: Use a Dictionary 4.2E T88 – T89

Unit: 5 Lesson: 22 T87 – T91 Comprehension Focus Skill: Cause & Effect 4.6A Infer / Predict (Fig. 19D) Genre: Stage Directions / Set A Purpose 4.5, Fig. 19A

Spelling: VCCV and VCV Patterns 4.22D T118 Grammar: Negative 4.15D T120 Writing: Cause & Effect Paragraph 4.15D T124

HMH Small Groups T131 – T145 FCRR Activities

Texas Write Source: The Forms of Writing Paragraph Writing Proofreader’s Guide NG Reach: Unit 5 Invaders T282 Social Studies Pearson Realize: Chapter 4 Cause & Effect Lesson 1 pg140 Lesson 2 pg. 150 Lesson 3 pg. 160 Lesson pg. 166 TEKS Practice pg. 172

Tuesday Feb. 23,

2015


Rapid Word Recognition Chart Fluency Passage #22








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2

Wednesday Feb. 24,

2015


Rapid Word Recognition Chart and Punctuation Fluency Passage #22







Thursday Feb. 25,

2015 Early

Dismissal


Rapid Word Recognition Chart and Phrasing Fluency Passage #22



Unit: 5 Lesson: 22 T106 – T117 Comprehension Focus Skill: Cause & Effect 4.6A Infer / Predict (Fig. 19D) Weekly Assessment Genre: Stage Directions / Set A Purpose 4.5, Fig. 19A

Spelling: VCCV and VCV Patterns 4.22D T119 Grammar: Negative 4.15D T122 – T123 Writing: Cause & Effect Paragraph 4.15D T126 Weekly Assessments



Friday Feb. 26,

2015

Charro Days


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3

Week # 2 TEKS &



ELPS CCRS

Content Additional Resources Vocabulary Lesson Spelling/Grammar/Writing Tier II/III

Monday Feb. 29,

2016

RC: 1,3 TEKS: 4.2A, 4.11D, Fig 19C, 4.4, 4.22A, 4.21C, 4.15A



Academic: Use, Locate, Multiple, Text Features, Guide Words, Topic, Concluding Sentence Overview, Information STAAR: Selection, Information, Patterns Target: Prefixes pre- inter- ex- 4.2A T160 – T161

Unit: 5 Lesson: 23 T159 – T163 Comprehension Focus Skill: Text and Graphic Features 4.11D Monitor / Clarify (Fig. 19 C) Genre: Poetry / Narrative Poetry 4.4

Spelling: Words with VCCV Pattern 4.22A T194 Grammar: Quotations 4.21C T196 Writing: Procedural Composition 4.15A – D T200


Texas Write Source: The Forms of Writing Descriptive Writing Proofreader’s Guide NG Reach: Unit 5 Invaders T282 Social Studies Pearson Realize: Text Structure, Text and Graphic Features Our Land and Regions pgs. 14 - 25

Tuesday March 1,

2016









Wednesday March 2,

2016










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Thursday March 3,

2016









Friday March 4,

2016


Final Read Fluency Passage #23



Unit: 5 Lesson: 23 T192 – T193 Comprehension Focus Skill: Text and Graphic Features 4.11D Monitor / Clarify (Fig. 19 C) Weekly Assessment Genre: Poetry / Narrative Poetry 4.4

Spelling: Words with VCCV Pattern 4.22A T195 Grammar: Quotations 4.21C T198 – T199 Writing: Procedural Composition 4.15A – D T202 Weekly Assessments



Week # 3 TEKS &



ELPS CCRS


Monday March 7,

2016

RC: 1,3 TEKS: 4.2A, 4.11C, Fig 19B, 4.13B, 4.22D, 4.15D, 4.15A,



Academic: Describe, Explicit Implicit, Relationships Ideas, Organized Cause & Effect Sequence Comparison STAAR: Article Diagram Organizes Target: Suffixes -ed –ly 4.2A T236 – T237

Unit: 5 Lesson: 24 T235 – T239 Comprehension Focus Skill: Compare & Contrast 4.11C Analyze / Evaluate (Fig. 19B) Genre: Maps & Diagram 4.13B

Spelling: Words with VCCCV Pattern 4.22D T266 Grammar: More Commas 4.15D T268 Writing: Research Report 4.15A T272


Texas Write Source: The Forms of Writing Research Writing Proofreader’s Guide NG Reach: Unit 5 Invaders T282 Social Studies Pearson Realize: Chapter 3 Compare & Contrast Lesson 1 pg. 106 Lesson 2 pg. 112 Lesson 3 pg. 118 Lessons 4 pg. 126 TEKS Practice pg. 132


5th SIX WEEKS


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Tuesday March 8,

2016









Wednesday March 9,

2016









Thursday March 10,

2016




Academic: Describe, Explicit Implicit, Relationships Ideas, Organized Cause & Effect Sequence Comparison STAAR: Article Diagram, Organizes Target: Suffixes -ed –ly 4.2A T236 – T237






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Friday March 11,

2016





Unit: 5 Lesson: 24 T264 – T265 Comprehension Focus Skill: Compare & Contrast 4.11C Analyze / Evaluate (Fig. 19B) Weekly Assessment Genre: Maps & Diagram 4.13B 3 Week Assessment Texas Assessment Preparation Book

Spelling: Words with VCCCV Pattern 4.22D T267 Grammar: More Commas 4.15D T270 – T271 Writing: Research Report 4.15A T274 Weekly Assessments 3 Week Assessment Senderos



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5th SIX WEEKS


7

Week # TEKS &



ELPS CCRS

Content Additional Resources Vocabulary Lesson Spelling/Grammar/Writing

Monday March 14,

2016

Tuesday March 15,

2016

Wednesday March 16,

2016

Thursday March 17,

2016

Friday March 18,

2016


5th SIX WEEKS


8

Week # 4 TEKS &



ELPS CCRS


Monday March 21,

2016

RC: TEKS:

Cold Read Fluency Passage #

ELPS: CCRS:

Tuesday March 22,

2016

RC: TEKS:

Rapid Word Recognition Chart Fluency Passage #

ELPS: CCRS:

Wednesday March 23,

2016

RC: TEKS:

Rapid Word Recognition Chart and Punctuation Fluency Passage #

ELPS: CCRS:

Thursday March 24,

2016

RC: TEKS:

Rapid Word Recognition Chart and Phrasing Fluency Passage #

ELPS: CCRS:

Friday March 25,

2016

Easter

STAAR

Review Week


5th SIX WEEKS


9

Week # 5 TEKS &



ELPS CCRS

Content Additional Resources Vocabulary Lesson

Problem Solving

Tier II/III

Monday March 28,

2016

RC: TEKS:

Cold Read Fluency Passage #

ELPS: CCRS:

Academic: STAAR: Target:

Unit: Lesson: pg: Spelling: Grammar: Writing:

Tuesday March 29,

2016

RC: TEKS:

Rapid Word Recognition Chart Fluency Passage #

ELPS: CCRS:



Wednesday March 30,

2016

RC: TEKS:

Rapid Word Recognition Chart and Punctuation Fluency Passage #

ELPS: CCRS:



Thursday March 31,

2016

RC: TEKS:

Rapid Word Recognition Chart and Phrasing Fluency Passage #

ELPS: CCRS:



Friday April 1, 2016

RC: TEKS:

Final Read Fluency Passage #

ELPS: CCRS:



STAAR Assessments

Grade 5 Math

Grade 4 Writing –Day 1

STAAR Assessments

Grade 5 Reading

Grade 4 Writing –Day 2

STAAR Assessments

Make-Ups


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Week # 6 TEKS &



ELPS CCRS Content


Monday April 4, 2016

RC: 1, 2 TEKS: 4.2C, Fig 19C, 4.13B, 4.22D, 4.21B, 4.15B-4.15E



Academic: Determine, English Greek, Latin, Roots Affix, Linguistic STAAR: Paragraph Target: Greek and Latin Word Parts meter, therm, odd, fac 4.2C

Unit: 5 Lesson: 25 T307 – T311 Comprehension Focus Skill: Author’s Purpose 4.10 Question (Fig. 19C) Genre: Diagram 4.13B

Spelling: Words with VV Pattern 4.22D T336 Grammar: Proper Mechanics 4.21B T338 Writing: Research Report 4.15B – 4.15E T342


Texas Write Source: The Forms of Writing Research Writing Proofreader’s Guide NG Reach: Unit 5 Invaders T282 Social Studies Pearson Realize: Chapter 10 Draw Conclusions Lesson 1 pg. 348 Lesson 2 pg. 358 Lesson 3 pg. 368 TEKS Practice pg. 372

Tuesday April 5, 2016










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Wednesday April 6, 2016









Thursday April 7, 2016









Friday April 8, 2016





Unit: 5 Lesson: 25 T334 – T335 Comprehension Focus Skill: Author’s Purpose 4.10 Question (Fig. 19C) Weekly Assessment Genre: Diagram 4.13B HMH – Unit 5 End of Unit Assessment Senderos – Unit 5 End of Unit Assessment

Spelling: Words with VV Pattern 4.22D T337 Grammar: Proper Mechanics 4.21B T340 – T341 Writing: Research Report 4.15B – 4.15E T344 Weekly Assessments



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5th SIX WEEKS


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Week # 7 TEKS &



ELPS CCRS Content


Monday April 11,

2016

RC: 1,2 TEKS: 4.2B, 4.6A, 4.6B, 4.11D, 4.13B, 4.4, 4.22D, 4.20, 4.15A-4.15C



Academic: Sequence, Summarize Explain, Plot, Main Event, Influence Future Event STAAR: Paragraph, Mainly About, Effect, Problem, Important Target: Greek and Latin Roots and Affixes 4.2B T10 – T11

Unit: 6 Lesson: 26 T9 – T13 Comprehension Focus Skill: Story Structure 4.6A Visualize 4.6B Genre: Informational Text 4.11D, 4.13B Poetry 4.4

Spelling: Final Schwa and /r/ sounds 4.22D T38 Grammar: Making Comparisons 4.20 T40 Writing: Persuasion Opinion Paragraph 4.15A – C T40

HMH Small Groups Trait Books Grab & Go Tool Kit FCRR Activities

Texas Write Source: The Forms of Writing Persuasive Writing Proofreader’s Guide NG Reach: Unit 5 Invaders T282 Social Studies Pearson Realize: Review Chapter 10 Draw Conclusions

Tuesday April 12,

2016

RC: 1,2 TEKS: 4.2B, 4.6A, 4.6B, 4.11D, 4.13B, 4.4, 4.22D, 4.20, 4.15A-4.15C





Spelling: Final Schwa and /r/ sounds 4.22D T38 Grammar: Making Comparisons 4.20 T40 Writing: Persuasion Opinion Paragraph 4.15A–C T41



Wednesday April 13,

2016

RC: 1,2 TEKS: 4.2B, 4.6A, 4.6B, 4.11D, 4.13B, 4.4, 4.22D, 4.20, 4.15A-4.15C









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Thursday April 14,

2016

RC: 1,2 TEKS: 4.2B, 4.6A, 4.6B, 4.11D, 4.13B, 4.4, 4.22D, 4.20, 4.15A-4.15C








Friday April 15,

2016 End of the 5th 6 wks.

RC: 1,2 TEKS: 4.2B, 4.6A, 4.6B, 4.11D, 4.13B, 4.4, 4.22D, 4.20, 4.15A-4.15C




Unit: 6 Lesson: 26 T28 – T34 Comprehension Focus Skill: Story Structure 4.6A Visualize 4.6B Weekly Assessment Genre: Informational Text 4.11D, 4.13B Poetry 4.4

Spelling: Final Schwa and /r/ sounds 4.22D T39 Grammar: Making Comparisons 4.20 T41 Writing: Persuasion Opinion Paragraph 4.15A – C T42 Weekly Assessments




5th SIX WEEKS


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Components Seen Fifth Six Weeks

Reporting Category

TEKS ELPS

English Language Proficiency Standards

CCRS College and Career Readiness Standards

☒1 –

Understanding and Analysis Across Genres

☒2 –

Understanding and Analysis of Literary Text

☒3 –

Understanding and Analysis of Informational Text.

Readiness Standards 4.2A-determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes, 4.2B-use context (e.g., in sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words. 4.2E-use dictionary, glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and pats of speech of words. 4.6A-sequence and summarize the plot’s main events and explain their influence on future events. 4.6B-describe the interaction of characters including their relationships and the changes they undergo 4.11A-summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order. 4.11C-describe explicit and implicit relationships among ideas in texts organized by cause and effect, sequence, or comparison 4.11D-use multiple text features to gain an overview of the contents of texts and to locate information Fig. 19D-make inferences about text and use textual evidence to support understanding Fig. 19E-summarize and paraphrase text in ways that maintain meaning and logical order; within a text and across texts. Supporting Standards- 4.3A – summarize and explain the lesson or message of a work of fiction 4.3B – compare and contrast the adventures or exploits of characters in traditional and classical literature 4.4A-explain how the structural elements of poetry such as rhyme, meter, stanzas, line breaks relate to form lyrical, poetry, free verse 4.5A – describe the structural elements particular to dramatic literature 4.6C-identify whether the narrator or speaker

Learning Strategies – 1A – prior knowledge 1B – self-corrective techniques 1C – memorizing/reviewing, concept mapping/drawing, comparing/contrasting 1D – requesting assistance, synonyms/circumlocution 1E – concept attainment with new words, language attainment with new words 1F – using accessible language 1G – formal and informal English

1H – deductive reasoning, inductive reasoning, patterns

in language

Listening 2A – recognizes: correct pronunciation 2B – recognizes: sounds in words (phonemic awareness) 2C – recognize: words/phrases in discussion 2D – understand or seek help 2E – use technology to learn / review 2F – gist, main points, details 2H – implied info

2I – listening comprehension

Speaking 3A – correct pronunciation of words ____ 3B – use new vocabulary about topic 3C – use variety of sentence stems 3D – speak using newly taught vocab _____ 3E – share in cooperative groups about ____ 3F – ask / give info using words ____ 3G – give opinions about ___ using words, phrases 3H – narrate, describe, explain 3I – use in/formal English to say____

3J – oral response to variety of media about____

Reading 4A – letter-sounds & phonics 4B – directionality

Reading: A. Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of varying lengths. 1. Use effective reading strategies to determine a written work’s purpose and intended audience. 2. Use text features and graphics to form an overview of informational texts and to determine where to locate information. 3. Identify explicit and implicit textual information including main ideas and author’s purpose. 4. Draw and support complex inferences from text to summarize, draw conclusion, and distinguish facts from simple assertions and opinions. 5. Analyze the presentation of information and the strength and quality of evidence used by the author, and judge the coherence and logic of the presentation and the credibility of the argument. 6. Analyze imagery in literary texts. 7. Evaluate the use of both literal and figurative language to inform and shape the perceptions of readers. 8. Compare and analyze how generic features are used across texts. 9. Identify and analyze the audience, purpose, and message of an informational or persuasive text. 10. Identify and analyze how an author’s use of language appeals to the senses, creates imagery, and suggests mood. 11. Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme. B. Understand new vocabulary and concepts and use them accurately in reading, speaking, writing. 1. Identify new words and concepts acquired through study of their relationships to other words and


5th SIX WEEKS


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of a story is first or third person. 4.7A-identify similarities and differences between the events and characters’ experiences in a fictional work and the actual events and experiences described in an author’s biography or autobiography. 4.8A – identify the author’s use of similes and metaphors to produce imagery 4.11B-distinguish fact from opinion in a text and explain how to verify what a fact 4.13A is-determine the sequence of activities needed to carry out a procedure. 4.13B- explain factual information presented graphically such as charts, diagrams, graphs, and illustrations. 4.14-Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact writing.

4C – sight vocabulary 4D – BEFORE reading support 4E – simplify text (to access content) 4F – pictures / semantics to support reading

(predictable text) 4G – show comprehension individually or in groups 4H – demonstrate comprehension of text read silently 4I – develop basic reading skills that build

comprehension 4J – make inferences about text & graphics

4K – analyze text

Writing 5A – use letter-sounds, phonics 5B – use new vocabulary 5C – spell correctly 5D – Edit writing 5E – simple & complex sentences 5F – use sentence frames & selected vocabulary

5G –narrate, describe, and explain in writing

concepts. 2. Apply knowledge of roots and affixes to infer the meanings of new words. 3. Use reference guides to confirm the meanings of new words or concepts. C. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods. 1. Read a wide variety of texts from American, European, and world literatures. 2. Analyze themes, structure, and elements of myths, traditional narratives, and classical and contemporary literature. 3 Analyze works of literature for what they suggest about the historical period and cultural contexts in which they were written. 4. Analyze and compare the use of language in literary works from a variety of world cultures. D. Explain how literary and other texts evoke personal experience and reveal character in particular historical circumstances. 1. Describe insights gained about oneself, others, or the world from reading specific texts. 2. Analyze the influence of myths, folktales, fables, and classical literature from a variety of world cultures on later literature and film.

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