suite implementation and pacing guide · 2018-07-13 · ... 978-1-62928-960-1 ... no part of this...

Program Overview . . . . . . . . . . . . . . . . . . . . . . ii

Addressing Key Features in ELA Learning . . . . . iv

Differentiating Learning . . . . . . . . . . . . . . . . . . vi

Florida Coach® Suite Correlation . . . . . . . . . . vii

Using the Pacing Guide . . . . . . . . . . . . . . . . . . 1

Pacing Guide . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Florida Coach® Suite Implementation and Pacing Guide, English Language Arts, Grade 4 564FL ISBN: 978-1-62928-960-1

Triumph Learning® 136 Madison Avenue, 7th Floor, New York, NY 10016

© 2015 Triumph Learning, LLC. All rights reserved. No part of this publication may be reproduced in whole or in part, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without written permission from the publisher.

Printed in the United States of America. 10 9 8 7 6 5 4 3 2 1

Implementation andPacing Guide

Florida Coach® Suite

English Language Arts Grade 4

Duplicating any part of this book is prohibited by law. © 2015 Triumph Learning, LLCii

Program OverviewWelcome to Triumph Learning’s Florida Coach Suite Implementation and Pacing Guide! You have received this guide because you are using one or more of our Coach products: Instruction Coach, Support Coach, or Performance Coach. This guide provides an organizational structure for implementing these products together.

Use Instruction Coach as your core instruction.

Instruction and Practice

Instruction Coach

Use Performance Coach to extend understanding for your on-level students and provide practice with a variety of item types.

Reinforcement and Test Preparation

Performance Coach

The Coach products are designed to provide a flexible instructional pathway that fits your classroom needs. Use the print and digital components of each product for the blended teaching and learning environment that best suits your teaching style.

The Instructional Pathway

Use Support Coach to fill gaps in student understanding with scaffolded instruction.

Targeted Instruction and Practice

Support Coach

Duplicating any part of this book is prohibited by law. © 2015 Triumph Learning, LLC iii

Teacher-driven Practice and Instructional Resources

Readiness is a digital resource library of proven Triumph Learning content. This online library enables teachers to choose among a variety of instructional approaches, guides interactive practice and discussion, assigns independent work that addresses the individual needs of students, and measures student progress with online assessments.

Readiness

Waggle is Triumph Learning’s new interactive learning system where practice meets differentiated learning. This adaptive platform helps teachers to understand student performance in real time, enabling students to be immediately remediated or accelerated to meet their needs. Waggle includes a digital version of the Triumph Learning Coach Suite print products.

Student-driven Adaptive Practice and Instruction

Waggle

Digital Options for Blended Learning

Duplicating any part of this book is prohibited by law. © 2015 Triumph Learning, LLCiv

Addressing Key Features in ELA LearningShare and Learn

Ray: The water was warm all year round. Lots of mammoths and other animals went into the pool to drink, but then they couldn’t get out. The sides were too steep. So the animals died, either because they drowned or because they couldn’t get food.

Liz: Where is the water now?

Ray: The pool slowly filled up with dirt. The bones of the trapped animals were protected under the mud for thousands and thousands of years. Now people are digging them out. There were about fifty mammoths trapped here, and lots of other animals, like wolves, and camels, and a giant bear.

Liz: The poor animals! I feel sorry for them, trapped like that. I wouldn’t want to be there!

Ray: I would. I’d give my right arm to see all those mammoths alive. I could use Mom’s cell phone to take a picture. Wow, my school report on mammoths would be awesome!

Liz: Yeah, you’d get an A as long as you didn’t get trapped in the pool.

Ray: Here—look at this! (Ray goes to a diagram that is hanging on a nearby wall. The diagram has a sign that says “Please do not touch.” Ray reads from it.) This diagram shows what happened to the mammoths through the years. (He points to the first part of the diagram. It has a label that says “26,000 years ago.”) That’s when the ground caved in and made the pool.

10

15

NONLITERAL LANGUAGE What does Ray mean when he says “I’d give my right arm” to see the mammoths alive?

SEQUENCE What events led to finding the mammoth bones at Hot Springs? List the sequence of events Ray describes in the dialogue.

CHARACTER TRAITS Liz says she feels sorry for the animals that were trapped in the sinkhole. What does this tell you about Liz’s character?

Lesson 6 • Reading Drama 113

CC12_ELA_G3_SE_L06.indd 113 5/11/12 10:27 AM

What was the world like thousands of years ago?

How do people today learn about the distant past?Consider

DIALOGUE Which character wanted to go to the museum? What was the character’s motivation for doing that?

ASK AND ANSWER QUESTIONS Ray says he wants to see a living mammoth. What question could you ask about what will happen in the play?

Share and Learn

Cast of CharactersLiz, a seven-year-old girl

Ray, her ten-year-old brother

Mother

Scene 1SETTING: Liz and Ray are at a museum in Hot Springs, South Dakota.

Ray: I knew this would be a great place to visit to write my report for school.

Liz: (looking up at a huge skeleton) Wow! It’s almost like the real thing.

Ray: That’s why I begged Mom to bring us here. It’s a real skeleton! But I wish I could see a living mammoth.

Liz: Too bad they’re extinct.

Ray: A very big pool of warm water used to be here.

Liz: Is that why it’s called Hot Springs?

Ray: Right. About 26,000 years ago, the spot where this museum now stands was just a grassy hill. But then an underground cave collapsed, and the ground sank. It made a deep sinkhole, and the sinkhole filled up with water from a warm spring.

Liz: How did the mammoths get here?

1

5

A AdventureMammoth

112 Lesson 6 • Reading Drama


1 Regular practice with complex texts and their academic languageAs students progress through the grades, they need to read increasingly complex literary and informational texts. Students must also expand their vocabularies through direct instruction, reading, and conversation in order to develop their literacy.

The Coach Suite provides a sequential organization to reading comprehension, exposing students to multiple genres of literature and nonfiction texts. Academic vocabulary is thoroughly covered across reading, writing, and listening strands.

Listen and LearnVocabularyUse the word map below to help you define and use one of the highlighted vocabulary words from the Share and Learn reading or another word your teacher assigns you.

mammoth extinct sinkhole tusk carnivore petrified

My word

SynonymsAntonyms

DefinitionOther forms

My sentence

Lesson 6 • Reading Drama 111CC12_ELA_G3_SE_L06.indd 111

5/11/12 10:27 AM

H

H

H

LL

L

L

H

H

H

West Virginia

Oklahoma

California

Arizona

LakeOntario

N

1033

1029

1032 1032

1028

1028

1024

1029

1025

1016

1024

1018

1009

1021

1020

1009

1017

1008

1006

1004987

1800

S

EW

West Virginia

New York

Canada

Montana

Oklahoma

Idaho

California

Arizona

LakeOntario1028

1009

1012

1009

1009

MAKE INFERENCES

Reread paragraph 3.

Do you think storms

occur in high-pressure or

low-pressure areas? What

information supports this

inference?

CITE EVIDENCE On the

day represented on this

map, was the air pressure

in the northwestern

United States mostly high

or mostly low? What

evidence can you cite

from the map to support

your answer?

What to Look for First

One of the first things you should look for when reading a

weather map is areas of high or low pressure. Each is marked

with a large “H” for high or “L” for low. If the map is in color,

the H symbols are normally in blue, and the L symbols are

in red. Where you see an H, the air pressure is high, and

weather in that area is usually clear and fair. Where you see

an L, the pressure is low. The weather in a low-pressure area

is more likely to have stronger winds, sometimes with rain or

snow.

The weather map below shows high-pressure areas in

western Canada, Montana, Idaho, West Virginia, and north

of New York state, near Lake Ontario. It shows low-pressure

areas near the coast of California and in Arizona, Oklahoma,

and eastern Canada.

Share and Learn

Weather Map of the United States

Lesson 6 • Reading Technical Texts 127

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Share and Learn

CONTEXT CLUES What

phrases in paragraph 2

help you understand

the meaning of the

word standardized?

Circle them.

CHRONOLOGICAL

ORDER What must

meteorologists do before

they create a weather

map? Which article in

this lesson describes

this first step that

meteorologists take?

PARAPHRASE Reread

paragraph 2. Paraphrase

the information about

how symbols are used on

weather maps.

Meteorologists use the information they gather to create

weather maps. Some weather maps show a small area, such

as a county or part of a state. Other weather maps show a

larger region of the United States, the whole country, or other

areas of the world. In any case, these maps show what the

weather is doing at that moment in the region shown on the

map. They can also tell you what kind of weather to expect in

the next few hours or days.

Getting Started

Like road maps, weather maps include a large amount

of information. They use symbols, or special markings, to

indicate atmospheric conditions such as temperature, air

pressure, the amount of cloud cover, precipitation, and

severe storms. If these symbols are unfamiliar to you, a

weather map may look complicated and confusing. It can

look like a jumble of squiggly lines and numbers. However,

it is not hard to learn what the symbols mean. And most

weather maps use standardized symbols, so once you

understand what the symbols mean, you will be able to read

almost any weather map. Knowing

how to read a weather map can also

help you better understand weather

forecasts. That’s a good thing. If you

want to go to the beach or spend

the day at the park, it’s helpful to

know as much as possible about

what the weather is likely to be.

1

The weather affects us in many

ways. Why is it helpful to know

what the weather is likely to be?

What information is shown on a weather map?

Why is understanding how to read a weather map important?Consider

Reading a Weather Map

126 Lesson 6 • Reading Technical Texts

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Listen and Learn

VocabularyUse the word map below to help you define and use one of the highlighted vocabulary words from the Share and Learn selection you are about to read or another word you choose.

precipitation standardized isobar

compressed gradient front

My word

Synonyms Antonyms

Definition Other forms

My sentence

Lesson 6 • Reading Technical Texts 125


Instruction Coach, Grade 5


v

3 Knowledge building through content-rich nonfictionStudents must be able to internalize information about the world if they are to be prepared for successful academic, career, and life experiences.

The Coach Suite presents students with challenging, yet engaging examples of informational texts across genres, including historical texts, literary nonfiction, scientific texts, technical texts, and persuasive nonfiction.

2 Reading, writing, and speaking grounded in evidence from textsStudents are expected to answer questions that depend on careful multiple readings of text, helping them develop skills, fluency, and deep comprehension necessary for literacy development and content area knowledge.

The Coach Suite provides multiple opportunities—across genres—for students to practice close reading with different strategies and skills in mind.

Duplicating any part of this book is prohibited by law. © 2015 Triumph Learning, LLC

All would have been well, but Arachne’s success caused her to be vain and boastful. She could speak of nothing but her success. She began to bore those around her. Her friends tried to warn her against her pride, but she seemed incapable of understanding. “Pride goes before a fall,” they said. Unfortunately, the proud girl never noticed, much less listened. She seemed to be under a spell of her own making.

Arachne even boasted that she could weave better than Athena, who was the goddess of the arts and a mighty warrior. Athena was also the favorite daughter of Zeus, the king of the gods. It was said that Athena, a beautiful and intelligent goddess, could spin and weave enchanting pictures that showed the beauty and kindness of people around her. They caused women who had never taken up the shuttle and loom to try their hands.

One day, Arachne became so bold that she said she wished she could challenge Athena to a contest. Arachne bragged that if a prize were given, she would surely win it.

4

5

6

What new character traits do you learn that Arachne has? Write your answers on the Character Traits Web.

Based on what you know about Athena, do you think Arachne’s challenge is a good idea? Why or why not?

Myths and Fables 9The Two Weavers 9

CC13_ELA_G3_SE_L01_005-032.indd 9 3/26/13 2:20 PM

How would you describe Arachne? Write your answer on the Character Traits Web.

Why is Arachne’s talent so important for her family? Underline the parts of the story that tell you.

In ancient Greece lived a young woman named Arachne (uh rak nee). Arachne lived in a small cottage with her parents. The family was poor and often had only bread for their supper. However, Arachne had a special gift. She could weave with amazing skill. Where she got this skill, no one knew. Her mother, a kind and gentle woman, had no such talent.

But oh, how Arachne could weave! She began making tapestries to give to the family’s friends and neighbors. News of her talent spread. Soon she was selling the glorious tapestries at the local market. Each piece of cloth was so beautiful that people came from far and wide to watch her skillful hands at work.

As for Arachne’s parents, they couldn’t be more proud. And they no longer had to worry about putting food on the table.

1

2

3

The Two Weaversa myth from ancient Greece

Purpose for ReadingRead along with your teacher. Each time, read for a different purpose.

First Read Focus on asking and answering questions about the story.

Second Read Focus on the characters and their traits.

Third Read Focus on evaluating the story critically.

8 Lesson 1 • Myths and Fables

CC13_ELA_G3_SE_L01_005-032.indd 8 3/26/13 2:20 PM

Support Coach, Grade 3


Performance Coach, Grade 5

3

Lesson 5: Writing Fictional Narratives . . . . . . . . . . . . . . . . . . . 67

1. Get Ready: Brainstorm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

2. Organize: Introduction, Plot/Problem, Climax, and Resolution . . . . 76

3. Draft: Using Dialogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

4. Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

5. Revise: Using Sensory Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

6. Edit: Pronoun Case and Intensifiers . . . . . . . . . . . . . . . . . . . . . . . . . . 86

7. Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

Lesson 6: Reading Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Listen and Learn Mission to Mars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Share and Learn The Legend of King Arthur . . . . . . . . . . . . . . . . . . . . . . . 98

Read On Your Own Things That Go Bump in the Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Handout

Lesson 7: Reading Scientific and Technical Texts . . . . . . . 105

Listen and Learn Journey to Earth’s Center . . . . . . . . . . . . . . . . . . . . . . . . 106

Share and Learn Geothermal Heating and Cooling . . . . . . . . . . . . . . . . . 112

Read On Your Own Arctic Survival . . . . . . . . . . . . . . . . . . . . . . . Handout

Lesson 8: Writing Informative Texts . . . . . . . . . . . . . . . . . . . . 117

1. Get Ready: Take Notes on Research . . . . . . . . . . . . . . . . . . . . . . . . . 123

2. Organize: Topic Sentence, Supporting Details, and Conclusion . . . 130

3. Draft: Transition Words and Phrases . . . . . . . . . . . . . . . . . . . . . . . . . 132

4. Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134

5. Revise: Style and Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

6. Edit: Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

7. Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144

W.6.3.a–e; W.6.4; W.6.5; W.6.6; W.6.10; SL.6.1.a–d; L.6.1.a, b; L.6.5.a

RL.6.1; RL.6.2; RL.6.3; RL.6.4; RL.6.5; RL.6.10; SL.6.1.a–d; L.6.4.d; L.6.5.a

RI.6.2; RI.6.4; RI.6.10; SL.6.1.a–d; L.6.4.a–d; L.6.6; RST.6-8.1; RST.6-8.2; RST.6-8.4; RST.6-8.5; RST.6-8.6; RST.6-8.7; RST.6-8.10

W.6.2.a–f; W.6.4; W.6.5; W.6.6; W.6.7; W.6.8; W.6.10; SL.6.1.a–d; L.6.2.b; L.6.3.b; L.6.4.a, c; L.6.6

Language Arts Florida Standards (LAFS)

2

ContentsLesson 1: Reading Literary Nonfiction . . . . . . . . . . . . . . . . . . . . 5

Listen and Learn The Greatest Show on Earth . . . . . . . . . . . . . . . . . . . . . . . 6

Share and Learn “Chapter IV: Old Grizzly Adams” in The Humbugs of the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Read On Your Own The Life and Adventures of Alexandre Dumas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Handout

Lesson 2: Writing Personal Narratives . . . . . . . . . . . . . . . . . . . 17


2. Organize: Introduction, Beginning, Middle, End, and Conclusion . 26

3. Draft: Using Transition Words and Phrases . . . . . . . . . . . . . . . . . . . . 28

4. Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

5. Revise: Using Precise Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

6. Edit: Pronouns: Avoiding Shifts in Number and Person . . . . . . . . . . 36

7. Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Lesson 3: Reading Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Listen and Learn “Chapter VII: A Woman’s Courage” from Journey to the Center of the Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Share and Learn I, Alexander . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Read On Your Own The Lucky Teakettle . . . . . . . . . . . . . . . . . . Handout

Lesson 4: Reading Historical Texts . . . . . . . . . . . . . . . . . . . . . . . 55

Listen and Learn How a Bill Becomes a Law . . . . . . . . . . . . . . . . . . . . . . . . 56

Share and Learn How to Become a United States Presidential Candidate 62

Read On Your Own The Impeachment Process . . . . . . . . . . . . . Handout

RI.6.1; RI.6.2; RI.6.3; RI.6.4; RI.6.9; RI.6.10; SL.6.1.a–d; L.6.4.a, c, d; L.6.5.a–c; RH.6-8.1; RH.6-8.2; RH.6-8.9; RH.6-8.10

W.6.3.a–e; W.6.4; W.6.5; W.6.6; W.6.10; SL.6.1.a–d; L.6.1.c; L.6.4.a, c, d; L.6.5.b, c

RL.6.1; RL.6.2; RL.6.3; RL.6.4; RL.6.6; RL.6.9; RL.6.10; SL.6.1.a–d; L.6.4.a, c, d; L.6.5.a–c

RI.6.2; RI.6.4; RI.6.10; SL.6.1.a–d; L.6.4.a–d; L.6.6; RH.6-8.1; RH.6-8.2; RH.6-8.3; RH.6-8.4; RH.6-8.5; RH.6-8.7; RH.6-8.10


3

Lesson 5: Writing Fictional Narratives . . . . . . . . . . . . . . . . . . . 67


2. Organize: Introduction, Plot/Problem, Climax, and Resolution . . . . 76

3. Draft: Using Dialogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

4. Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

5. Revise: Using Sensory Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

6. Edit: Pronoun Case and Intensifiers . . . . . . . . . . . . . . . . . . . . . . . . . . 86

7. Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

Lesson 6: Reading Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Listen and Learn Mission to Mars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Share and Learn The Legend of King Arthur . . . . . . . . . . . . . . . . . . . . . . . 98

Read On Your Own Things That Go Bump in the Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Online Handout

Lesson 7: Reading Scientific and Technical Texts . . . . . . . 105

Listen and Learn Journey to Earth’s Center . . . . . . . . . . . . . . . . . . . . . . . . 106

Share and Learn Geothermal Heating and Cooling . . . . . . . . . . . . . . . . . 112

Read On Your Own Arctic Survival . . . . . . . . . . . . . . Online Handout

Lesson 8: Writing Informative Texts . . . . . . . . . . . . . . . . . . . . 117

1. Get Ready: Take Notes on Research . . . . . . . . . . . . . . . . . . . . . . . . . 123

2. Organize: Topic Sentence, Supporting Details, and Conclusion . . . 130

3. Draft: Transition Words and Phrases . . . . . . . . . . . . . . . . . . . . . . . . . 132

4. Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134

5. Revise: Style and Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

6. Edit: Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

7. Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144

Common CoreState Standards

W.6.3.a–e; W.6.4; W.6.5; W.6.6; W.6.10; SL.6.1.a–d; L.6.1.a, b; L.6.5.a

RL.6.1; RL.6.2; RL.6.3; RL.6.4; RL.6.5; RL.6.10; SL.6.1.a–d; L.6.4.d; L.6.5.a

RI.6.2; RI.6.4; RI.6.10; SL.6.1.a–d; L.6.4.a–d; L.6.6; RST.6-8.1; RST.6-8.2; RST.6-8.4; RST.6-8.5; RST.6-8.6; RST.6-8.7; RST.6-8.10

W.6.2.a–f; W.6.4; W.6.5; W.6.6; W.6.7; W.6.8; W.6.10; SL.6.1.a–d; L.6.2.b; L.6.3.b; L.6.4.a, c; L.6.6

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LLC

GETTiNG ThE idEa

Text StructureWhen authors write articles, they keep their readers in mind . Their purpose is to inform readers about a topic, so they use formal language and present facts in an objective way . This means the author stays neutral and doesn’t express opinions .

To make information easier to understand, authors carefully organize how they present that information . How an author organizes a text is called structure . The structure helps you connect ideas in a text and better understand how parts of the text relate to the whole passage . Different structures present information in different ways .

Chronological order The author presents events in the order in which events happened, or in sequence . Authors often use chronological order, or time sequence, to organize their writing . Dates and time-order words, such as first, next, and last, signal when things happen . Read the following passage and circle the words that provide clues about sequence .

Pluto was once the ninth planet in our solar system. Then, in 2006, scientists defined a planet as an object with a clear orbit around a star. Since Pluto does not have a clear orbit, it was reclassified. Today it is classified as a dwarf planet.

Cause and effect The author shows the cause, or reason something happens, and its effect, or what happens as a result . Signal words, such as because, and therefore, can help you understand a cause and its effect . Read the following passage . Underline the cause and circle the effect .

Temperatures are very high beneath Earth’s crust. Because temperatures are so high, they melt rock. This melted rock is called magma.

problem and solution The author states a problem and then presents a solution, or how the problem can be solved . Read the following passage . Underline the problem and circle the solution .

Many pioneers who settled the Great Plains lived in sod houses built from thick-rooted prairie grasses. This was because the prairie lacked standard building materials, such as wood or stone.

Lesson 5: Articles 67

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GETTiNG ThE idEa1

nonfiction is writing about real people, places, events, or things . Because it gives readers information or facts, it is sometimes called informational text . There are many types of nonfiction .

Type of Nonfiction Purpose

biography to tell the true story of a person’s life

essay to share the author’s outlook or point of view

speech to present a topic that is shared orally

textbook to give factual information about a topic

One common type of nonfiction is an article . You can find articles in newspapers, magazines, and online . Every nonfiction article has a main idea that tells what the text is mostly about . Evidence is information that supports the main idea . Types of evidence include examples, facts, and quotes . Each paragraph also has a main idea and details that support the main idea of a passage . When you summarize a passage, you retell the main ideas in your own words . Read the following passage . Circle the main idea of each paragraph and underline the evidence used to support the main idea .

Riding a bicycle can be dangerous. More children ages five to fourteen are injured in cycling accidents than in any other sport. In fact, nearly three hundred thousand children are injured each year.

Be safe when you ride. Ride on the right side of the road with the flow of traffic. Obey all traffic signs and signals. Most importantly, wear a bike helmet.

When you read informational texts, you can use the available facts and details to make an inference . An inference is a decision based on text evidence and personal knowledge .

articles

LESSON 5

66 Chapter 2: Working with Informational Texts

LAFS: 5.RI.1.2, 5.RI.2.5, 5.L.3.4.b

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CONTENTS

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Letter to the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

Chapter 1: Working With Literature . . . . . . . . . . . 1

Lesson 1 Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 5.RL.1.2, 5.RL.1.3, 5.RL.2.4, 5.RL.2.6, 5.L.3.4.a

Lesson 2 Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 5.RL.1.2, 5.RL.2.4, 5.RL.2.5, 5.RL.2.6, 5.L.3.4.a, 5.L.3.5.a

Lesson 3 Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 5.RL.1.2, 5.RL.1.3, 5.RL.2.4, 5.RL.2.5, 5.L.3.4.a, 5.L.3.5.a, 5.L.3.5.b

Lesson 4 Analyze Literature . . . . . . . . . . . . . . . . . . . . . . . 42 5.RL.1.2, 5.RL.1.3, 5.RL.3.9, 5.L.3.4, 5.L.3.4.a

Chapter 1 review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Performance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Chapter 2: Working With informationaL texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Lesson 5 Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 5.RI.1.2, 5.RI.2.5, 5.L.3.4.b

Lesson 6 Persuasive Texts . . . . . . . . . . . . . . . . . . . . . . . . .78 5.RI.2.6, 5.RI.3.8, 5.RI.3.9, 5.L.3.5.a

Lesson 7 Historical Texts . . . . . . . . . . . . . . . . . . . . . . . . . .92 5.RI.2.4, 5.RI.2.5, 5.RI.2.6, 5.RI.3.7, 5.L.3.4.a, 5.L.3.6

Lesson 8 Scientific and Technical Texts . . . . . . . . . . . . . 108 5.RI.2.4, 5.RI.2.5, 5.RI.2.6, 5.RI.3.7, 5.L.3.4.a, 5.L.3.6

Lesson 9 Analyze Informational Texts . . . . . . . . . . . . . . 122 5.RI.1.2, 5.RI.1.3, 5.RI.2.4, 5.RI.2.5, 5.RI.2.6, 5.RI.3.7, 5.RI.3.9, 5.L.3.6

Lesson 10 Analyze Texts Across Genres . . . . . . . . . . . . . . 134 5.RI.3.9, 5.L.3.4.a, 5.L.3.5.c

Chapter 2 review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148

Performance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

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2




Read On Your Own The Life and Adventures of Alexandre Dumas . . . . . . . . . . . . . . . . . . . . . . . Online Handout





4. Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30



7. Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40




Read On Your Own The Lucky Teakettle . . . . . . . . . Online Handout




Read On Your Own The Impeachment Process . . . . Online Handout







2




Read On Your Own The Life and Adventures of Alexandre Dumas . . . . . . . . . . . . . . . . . . . . . . . Online Handout





4. Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30



7. Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40




Read On Your Own The Lucky Teakettle . . . . . . . . . Online Handout




Read On Your Own The Impeachment Process . . . . Online Handout







CONTENTS

Standards

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STRAND 1: WoRkiNg WiTh LiTeRATuRe . . . . . . . . . . . 1

Lesson 1 Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 RL.5.2, RL.5.3, RL.5.4, RL.5.6, L.5.4.a

Lesson 2 Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 RL.5.2, RL.5.4, RL.5.5, RL.5.6, L.5.4.a, L.5.5.a

Lesson 3 Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 RL.5.2, RL.5.3, RL.5.4, RL.5.5, L.5.4.a, L.5.5.a, L.5.5.b

Lesson 4 Analyze Literature . . . . . . . . . . . . . . . . . . . . . . 42 RL.5.2, RL.5.3, RL.5.9, L.5.4, L.5.4.a

Strand 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Performance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

STRAND 2: WoRkiNg WiTh iNfoRmATioNAL TexTS 65

Lesson 5 Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 RI.5.2, RI.5.5, L.5.4.b

Lesson 6 Persuasive Texts . . . . . . . . . . . . . . . . . . . . . . . . 78 RI.5.6, RI.5.8, RI.5.9, L.5.5.a

Lesson 7 Historical Texts . . . . . . . . . . . . . . . . . . . . . . . . . 92 RI.5.4, RI.5.5, RI.5.6, RI.5.7, L.5.4.a, L.5.6

Lesson 8 Scientific and Technical Texts . . . . . . . . . . . . 108 RI.5.4, RI.5.5, RI.5.6, RI.5.7, L.5.4.a, L.5.6

Lesson 9 Analyze Informational Texts . . . . . . . . . . . . . 122 RI.5.2, RI.5.3, RI.5.4, RI.5.5, RI.5.6, RI.5.7, RI.5.9, L.5.6

Lesson 10 Analyze Texts Across Genres . . . . . . . . . . . . . 134 RI.5.9, L.5.4.a, L.5.5.c

Strand 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148

Performance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

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Differentiating LearningOne way to differentiate learning in your classroom is to begin a lesson with the Florida Coach Suite materials. As you assess student needs, you can reach into the Suite for additional resources:

Use Waggle to provide adaptive practice that will individualize the pace at which students master the content.

Use Readiness to provide above level and below level support and to provide different formats for practice.

Use Support Coach to scaffold comprehension skills and strategies.

Use Performance Coach to reinforce skill development by introducing a variety of different examples and assessment formats.

Waggle

Readiness

Instruction CoachTM

Performance Coach™

Support Coach™

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Language Arts Florida Standards

Instruction Coach Lesson(s)

Support Coach Lesson(s)

Performance Coach Lesson(s)

Reading: Literature

4.RL.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

L2, L6, L7 L2 L1

4.RL.1.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. L1, L2, L6, L7 L1, L3, L4 L1, L4

4.RL.1.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

L2, L6 L1, L3 L1, L3, L4

4.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

L2, L7 L1 L1–L3

4.RL.2.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

L6, L7 L3, L4 L2, L3

4.RL.2.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

L2 L2 L1, L2

4.RL.3.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

L1 TM: L6 L1 L1 TE: L3, L4, L12

Grade 4

Florida Coach® Suite CorrelationThe chart below lists skills for the grade level and their correlations to coverage in the Triumph Learning Florida Coach Suite. If you find that students are struggling with a particular skill, look to the lessons indicated in these Coach programs for review and remediation.

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Language Arts Florida StandardsInstruction

Coach Lesson(s)Support Coach

Lesson(s)Performance

Coach Lesson(s)

4.RL.3.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

L1, L2 L1, L4 L4, L10

4.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

L1, L2, L6, L7 L1, L2, L3, L4 L1–L4, L10

Reading: Informational Texts

4.RI.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

L4, L9, L11 L8 L5

4.RI.1.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

L4, L9, L11 L5, L7 L5, L6, L9

4.RI.1.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

L4, L9, L11 L5 L7, L8

4.RI.2.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

L9, L11 L5, L6, L7 L7, L8, L10

4.RI.2.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

L4, L9, L11 L6, L7, L8 L5–L9

4.RI.2.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

L4 L5, L8 L6, L7 TE: L8

4.RI.3.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

L9, L11 L7, L8 L7, L8 TE: L9, L10

4.RI.3.8 Explain how an author uses reasons and evidence to support particular points in a text. L11 L6 L6

4.RI.3.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

L10, L11 L6 L9, L10

Grade 4

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Coach Lesson(s)

4.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

L4, L9, L11 L5, L6, L7, L8 L5–L10

Reading: Foundational Skills

4.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. TM: L1, L2, L4, L6, L7, L9, L11

TM: L1–L8

4.RF.3.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

TM: L1, L2, L4, L6, L7, L9, L11

L1, L2, L3 TM: L1–L8

4.RF.4.4 Read with sufficient accuracy and fluency to support comprehension. L1–L4, L6, L7, L9, L11

TM: L1–L8

4.RF.4.4.a Read grade-level text with purpose and understanding. L1, L2, L4, L6, L7, L9, L11

TM: L1–L8

4.RF.4.4.b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

L1, L2, L4, L6, L7, L9, L11

TM: L1–L8

4.RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

L3 L2, L3, L7, L8

Writing

4.W.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. L8, L12 L11, L12, L16

4.W.1.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

L8, L12 L11, L12, L16

4.W.1.1.b Provide reasons that are supported by facts and details. L8, L12 L11, L12, L16

Grade 4

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Coach Lesson(s)

4.W.1.1.c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). L8, L12 L11, L12, L16

4.W.1.1.d Provide a concluding statement or section related to the opinion presented. L8, L12 L11, L12, L16

4.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. L10 L11, L15

4.W.1.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

L10 L11, L15

4.W.1.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

L10 L11, L15

4.W.1.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

L10 L11, L15

4.W.1.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. L10 L15

4.W.1.2.e Provide a concluding statement or section related to the information or explanation presented. L10 L11, L15

4.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

L3, L5 L11, L13

4.W.1.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

L3, L5 L11, L13

4.W.1.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations.

L3 L13

4.W.1.3.c Use a variety of transitional words and phrases to manage the sequence of events. L5 L11, L13

4.W.1.3.d Use concrete words and phrases and sensory, details to convey experiences and events precisely.

L3 L13

4.W.1.3.e Provide a conclusion that follows from the narrated experiences or events. L3, L5 L11, L13

Grade 4

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Coach Lesson(s)

4.W.2.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

L3, L5, L8, L10, L12 L11

4.W.2.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3.)

L3, L5, L8, L10, L12 L11, L17

4.W.2.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

L3, L5, L8, L10, L12 TE: L11

4.W.3.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

L8, L10 L14

4.W.3.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

L5, L8, L10 L14 TE: L10

4.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. L8, L10 L12

4.W.3.9.a Apply grade 4 reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

L8 L12

4.W.3.9.b Apply grade 4 reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

L10 L12

4.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

L3, L5, L8, L10, L12 L11–L17

Grade 4

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Coach Lesson(s)

Speaking and Listening

4.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

L1, L2, L4, L6, L7, L9, L11

TE: L6, L18, L19

4.SL.1.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

L1, L2, L4, L6, L7, L9, L11

TE: L6, L18, L19

4.SL.1.1.b Follow agreed-upon rules for discussions and carry out assigned roles. L1, L2, L4, L6, L7, L9, L11

TE: L6, L18, L19

4.SL.1.1.c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

L1, L2, L4, L6, L7, L9, L11

TE: L6, L18, L19

4.SL.1.1.d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

L1, L2, L4, L6, L7, L9, L11

TE: L6, L18, L19

4.SL.1.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

TM: L4 L18, L19 TE: L2, L4, L12, L15

4.SL.1.3 Identify the reasons and evidence a speaker provides to support particular points. TM: L4 L19

4.SL.2.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

TM: L1, L11 TE: L13, 15

4.SL.2.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

TM: L1, L11 TE: L2, L12, L13

4.SL.2.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

TM: L11 TE: L16

Grade 4

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Coach Lesson(s)

Language

4.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L3, L5, L8, L10, L12 L11, L15–L17

4.L.1.1.b Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). L12 L16, L17

4.L.1.1.c Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. L8 L11, L17

4.L.1.1.d Use modal auxiliaries (e.g., can, may, must) to convey various conditions. L8 L17

4.L.1.1.e Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

L10 L17

4.L.1.1.f Form and use prepositional phrases. L5 L17

4.L.1.1.g Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. L3 L15, L17

4.L.1.1.h Correctly use frequently confused words (e.g., to, too, two; there, their). L3 L17

4.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L3, L5, L10, L12 L12–L14, L17

4.L.1.2.a Use correct capitalization. L3, L12 L14, L17

4.L.1.2.b Use commas and quotation marks to mark direct speech and quotations from a text. L10 L13, L14, L17

4.L.1.2.c Use a comma before a coordinating conjunction in a compound sentence. L10 L12, L14, L17

Grade 4

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Coach Lesson(s)

4.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. L5, L8, L10, L12 L4, L6, L17, L19 TE: L3, L16

4.L.2.3.a Choose words and phrases to convey ideas precisely. L10, L12 L1, L4, L8 L6, L17

4.L.2.3.b Choose punctuation for effect. L5 L4, L17

4.L.2.3.c Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

L8 L17, L19 TE: L3, L16

4.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

L2–L4, L10, 12 L1, L3, L18 TE: L17

4.L.3.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

L2, L3 L2, L3, L7, L8 L1

4.L.3.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

L4, L10, L12 L1, L2, L3 L3

4.L.3.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

L3 L1, L5, L7 L18 TE: L17

4.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L5–L8 L2, L3, L5

4.L.3.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. L7, 8 L4 L2

4.L.3.5.b Recognize and explain the meaning of common idioms, adages, and proverbs. L8 L2 L3

4.L.3.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

L5, L6 L4, L6 L2, L5

4.L.3.6 Acquire and use accurately general academic and domain-specific words and phrases as found in grade level appropriate texts, including those that signal precise actions, emotions, or states of being (e.g., wildlife, conservation, and endangered when discussing animal preservation).

L9, L10 L5, L6, L7 L7, L8

Grade 4

Duplicating any part of this book is prohibited by law. © 2015 Triumph Learning, LLC 1

Using the Pacing GuideYou can use the Pacing Guide on the following pages to plan the delivery of your curriculum over the school year. There are several assumptions built into the organization of the Pacing Guide:

The Pacing Guide is designed for 32 weeks of instruction. If your instructional year is longer or shorter than 32 weeks, make adjustments for the difference.

Units that focus on Reading and Writing topics have been created using the lessons from Instruction Coach, Support Coach, and Performance Coach, as well as the additional support of Readiness and Waggle content. See the Contents at right. Typically, reading units last 3 weeks and writing units last 2 weeks.

Each day is planned around 90-120 minutes of instructional activities. However, the amount of time needed for the core lesson and the differentiation options will differ based on the needs of your class.

Skills and strategies are listed for each core lesson. Non-assessed skills are marked with a ✔, and assessed skills with a ✔.

Suggestions for review and assessments are at the end of each unit. You may use print- or digital-based Instruction Coach Benchmark Assessments and/or Support Coach for formative assessments.

The sequence of topics is designed to address the content of the LAFS, but you can re-sequence the content to align with the curriculum maps used in your district.

Optional Speaking and Listening Projects from Instruction Coach are suggested in some units. Alternative lessons from Instruction Coach and Support Coach are sometimes offered if you wish to focus on a different set of ELA skills/strategies and standards.

ContentsUnit/Title Weeks

1 Reading Myths . . . . . . . . . . . . . . . . . . . . . . 1–3

2 Reading Short Stories . . . . . . . . . . . . . . . . . 4–6

3 Writing Fictional Narratives . . . . . . . . . . . . . 7–8

4 Literary Nonfiction: Biography and Autobiography . . . . . . . . . . . . . . . . . . 9–11

5 Reading Historical Nonfiction. . . . . . . . . . 12–14

6 Writing Personal Narratives . . . . . . . . . . . 15–16

7 Reading Drama . . . . . . . . . . . . . . . . . . . . 17–19

8 Reading Poetry . . . . . . . . . . . . . . . . . . . . 20–22

9 Writing Informative/Explanatory Texts . . . 23–24

10 Reading Technical Texts . . . . . . . . . . . . . . 25–27

11 Reading Scientific Nonfiction . . . . . . . . . . 28–30

12 Writing Opinion Pieces . . . . . . . . . . . . . . 31–32

✔ Non–Assessed Skills/Strategies ✔ Assessed Skills/Strategies

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Unit: Reading Myths

LESSON FOCUSLAFS: 4 .RL .1 .2, 4 .SL .1 .1Instruction CoachLesson 1: Reading Myths● Student Edition pp. 5–9● Teacher’s Manual pp. 2–7

Skills✔ Recognize Myth ✔ Engage in Collaborative

Discussion

Listen and LearnFires of PeleIntroduce myths and discuss questions, TM p. 3, focusing on the Essential Question, How do myths help people understand the world around them? Then read Fires of Pele with students.

DIFFERENTIATION OPTIONS● Instruction Coach Teach

elements of a myth in Fires of Pele, noting and listing the myth elements, including the forces of nature.

● Instruction Coach Reread Fires of Pele, and have students identify vocabulary words that they do not understand. Teach the vocabulary words.

● Readiness

LESSON FOCUSLAFS: 4 .RL .1 .3, 4 .RL .3 .7, 4 .RL .3 .9, 4 .SL .1 .1Instruction CoachLesson 1: Reading Myths● Student Edition pp. 10–14● Teacher’s Manual pp. 8–12

Skills✔ Character✔ Plot✔ Compare and Contrast ✔ Engage in Collaborative

Discussion

Listen and LearnLike Fire and Water!Reread the passage with students using Think Alouds. Use compare plot Think Aloud to focus strategy instruction, TM p. 11. Then have students complete the Comprehension Check, SE p. 14.

DIFFERENTIATION OPTIONS● Instruction Coach Reread Like

Fire and Water!, SE pp. 10–13, noting how to compare plots. Complete the second outer circle of the Venn diagram.

● Instruction Coach Review the Think Aloud on comparing plot, SE p. 8.

● Instruction Coach Teach syllabications TM p. 8, to address pronunciation.

● Readiness

LESSON FOCUSLAFS: 4 .RL .1 .2, 4 .RL .1 .3, 4 .RF .4 .4 .a, 4 .RF .4 .4 .b, 4 .L .3 .6, 4 .SL .1 .1Instruction CoachLesson 1: Reading Myths● Student Edition pp. 15–20● Teacher’s Manual pp. 13–16

Skills✔ Theme✔ Character✔ Plot✔ Vocabulary✔ Engage in Collaborative

Discussion

Share and LearnBridge of FirePreview Vocabulary, SE p. 15. Then have students read and discuss the passage, SE pp. 16–20.


vocabulary and guide students through the vocabulary. Use highlighted words in Bridge of Fire to reinforce meanings.

● Performance Coach Have accelerating students read SE pp. 2–4 and identify theme and character in Fires of Pele and Like Fire and Water!

● Readiness

LESSON FOCUS LAFS: 4 .RL .1 .3, 4 .RL .3 .9, 4 .RF .4 .4 .c, 4 .L .3 .4 .a, 4 .SL .1 .1Instruction CoachLesson 1: Reading Myths● Student Edition pp. 16–22● Teacher’s Manual pp. 14–16

Skills✔ Character✔ Context Clues✔ Compare and Contrast Themes✔ Engage in Collaborative

Discussion

Share and LearnBridge of FireHave students continue to read and discuss the passage. Then have students respond to the Anchor Standard Discussion Questions and Comprehension Check, SE pp. 21–22.

DIFFERENTIATION OPTIONS● Instruction Coach Reread

Bridge of Fire, guiding students to note character. Create a list of words that describe each character.

● Instruction Coach Reread Bridge of Fire and guide students as they use context clues.

● Performance Coach Have accelerating students work in pairs to complete Coached Example, SE pp. 5–8.

● Readiness

LESSON FOCUS LAFS: 4 .RL .1 .2, 4 .RL .1 .3, 4 .RL .3 .9, 4 .W .1 .2, 4 .SL .1 .1Instruction CoachLesson 1: Reading Myths● Student Edition pp. 6–9, 16–22● Teacher’s Manual pp. 4–7,

14–16

Skills✔ Compare and Contrast✔ Write about Literature✔ Recognize Myth✔ Engage in Collaborative

Discussion

RereadFires of Pele and Bridge of FireHave students choose a passage and write a paragraph responding to the Essential Question, How do myths help people understand the world around them? Tell them to use two examples of text features to support their response.

DIFFERENTIATION OPTIONS● Instruction Coach Guide

students through Anchor Standard Discussion Questions, SE p. 21. Point out that the first question is about character; the second question is about connecting text and illustrations.

● Instruction Coach Have students work in pairs to complete the Comprehension Check, SE p. 22.

● Readiness

� Goals Literary Elements, Literary Structure, Literary Analysis


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Unit: Reading Myths

LESSON FOCUSLAFS: 4 .RL .1 .2, 4 .RL .1 .3, 4 .RL .3 .9, 4 .SL .1 .1Instruction CoachLesson 1: Reading Myths● Instruction Coach Independent

Leveled Practice Resource Book, pp. 12–20

Skills✔ Theme ✔ Compare and Contrast ✔ Plot✔ Character✔ Engage in Collaborative

Discussion

Read on Your OwnHow Night Came Have students read the passage at their levels and answer the questions independently. Then have them discuss the questions and their answers in small groups.

DIFFERENTIATION OPTIONS● Instruction Coach Independent

Leveled Practice Resource Book Teach challenging vocabulary. Then have students choose one word and write about its meaning in the text.

● Instruction Coach Independent Leveled Practice Resource Book Have students identify the relationship between the setting, events, and characters and explain them to each other.

● Readiness

LESSON FOCUSLAFS: 4 .RL .1 .2, 4 .RL .1 .3, 4 .RF .4 .4Support CoachLesson 1: Myths ● Student Edition pp. 5–6, 8–12,

223● Teacher’s Manual pp. 1–4, 6–11

Skills✔ Theme ✔ Recognize Myth

The Gift of FireDiscuss myths and the skills that will be reviewed, SE p. 5. Review Determine the Theme, SE p. 6. Read the passage (first read) . Have students complete the Close Reading Worksheet, SE p. 223.

DIFFERENTIATION OPTIONS● Support Coach Review Try It,

SE p. 6. Reread The Gift of Fire with the first read annotations, showing students that these focus on determining the theme. Guide students to complete the Close Reading Worksheet.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 4. Help students understand how to identify words related to the theme by rereading the last paragraph and asking them questions about it.

● Readiness

LESSON FOCUSLAFS: 4 .RL .1 .2, 4 .RL .1 .3, 4 .RF .3 .3 .a, 4 .SL .1 .1, 4 .L .3 .4 .bSupport CoachLesson 1: Myths ● Student Edition pp. 7–12, 224● Teacher’s Manual pp. 5–11

Skills✔ Character✔ Theme✔ Greek and Latin Roots✔ Close Reading

The Gift of FireReview Describe a Character, SE p. 7. Read the passage (second read) . Then have students complete the relevant questions on the Character Web, SE p. 224.

DIFFERENTIATION OPTIONS● Support Coach Review Try

It, SE p. 7. Reread The Gift of Fire with the second read annotations, showing students that these focus on describing a character. Guide students to complete the Character Web.

● Support Coach Focus on word meaning and pronunciation in The Gift of Fire using Word Study and Supporting ELLs, TM pp. 7, 9. Preview Vocabulary, SE p. 13.

● Readiness

LESSON FOCUS LAFS: 4 .RL .1 .2, 4 .RF .3 .3 .a, 4 .W .1 .2, 4 .L .3 .4 .bSupport CoachLesson 1: Myths● Student Edition pp. 8–13, 223● Teacher’s Manual pp. 6–11

Skills✔ Greek and Latin Roots✔ Close Reading✔ Write about Literature

The Gift of FireRead the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 223. Follow with Vocabulary, SE p. 13.

DIFFERENTIATION OPTIONS● Support Coach After discussing

the third read annotations, have students choose one of the questions in the annotations, write their answer, and discuss with the group.

● Performance Coach Guide students through the Coached Example, SE pp. 5–8.

● Performance Coach Use discussion questions, TE p. 2. Review how folktales are like and unlike other fiction. Have students write about the themes of some fictional passages they have read.

● Readiness

LESSON FOCUS LAFS: 4 .RL .1 .3, 4 .RL .3 .9Support CoachLesson 1: Myths● Student Edition pp. 14, 16–20,

225● Teacher’s Manual pp. 12, 14–19

Skills✔ Patterns across Cultures✔ Close Reading

How Coyote Brought Fire to the Animal PeopleReview Patterns across Cultures, SE p. 14. Read the passage (first read) . Have students complete the Close Reading Worksheet, SE p. 225.


SE p. 14. Reread How Coyote Brought Fire to the Animal People with the first read annotations, focusing on patterns across cultures. Guide students to complete the Close Reading Worksheet.

● Support Coach Use Supporting Struggling Learners, TM p. 14. Help students understand the similarities between The Gift of Fire and How Coyote Brought Fire to the Animal People by having them compare the basics of the two stories, including titles, characters, and each story’s beginning.

● Readiness

� Goal Literary Elements

� Goal Literary Analysis


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Unit: Reading Myths

LESSON FOCUSLAFS: 4 .RL .1 .3, 4 .L .3 .4 .cSupport CoachLesson 1: Myths● Student Edition pp. 15–21, 226● Teacher’s Manual pp. 14–19

Skills✔ Plot and Setting✔ Using Reference Materials✔ Close Reading

How Coyote Brought Fire to the Animal PeopleReview Plot and Setting, SE p. 15. Read the passage (second read) . Then have students complete the relevant questions on the Plot Chart, SE p. 226, and Vocabulary, SE p. 21.


SE p. 15. Reread How Coyote Brought Fire to the Animal People with the second read annotations, showing students that these focus on plot and setting. Guide students to complete the Plot Chart.

● Support Coach Use Supporting Struggling Learners note, TM p. 16, to reread and discuss the passage. Review Vocabulary, SE p. 21.

● Support Coach Have students keep track of words in the text that are unfamiliar to them. Have them work with a partner and use reference materials to help them find their meanings.

● Readiness

LESSON FOCUSLAFS: 4 .RL .3 .7, 4 .RL .3 .9, 4 .W .1 .2Support CoachLesson 1: Myths● Student Edition pp. 8–12, 16–20,

22, 24–28, 30–31, 225● Teacher’s Manual pp. 6–10,

14–19, 28–29

Skills✔ Compare and Contrast ✔ Close Reading✔ Write about Literature

Respond to Text How Coyote Brought Fire to the Animal PeopleRead the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 225. Follow with Respond to Text, SE p. 30.

DIFFERENTIATION OPTIONS● Support Coach Guide students

through Respond to Text using support, TM pp. 28–29.

● Support Coach Have students read (first read) How Coyote Stole Fire from the Skookums, SE pp. 24–28.

● Performance Coach Use Language Spotlight, SE p. 4 and TE p. 4, to teach context clues. Have students choose a vocabulary word to write about.

● Readiness

LESSON FOCUSLAFS: 4 .RL .3 .7, 4 .RL .3 .9, 4 .L .2 .3, 4 .W .1 .2Support CoachLesson 1: Myths● Student Edition pp. 8–12, 16–20

23–31, 228● Teacher’s Manual pp. 22–26,

28–29

Skills✔ Allusions to Mythology ✔ Precise Language✔ Close Reading✔ Write about Literature

Respond to TextReview SE p. 30 and discuss the writing task on p. 31 before students draft and complete their writing.


through Respond to Text using support, TM pp. 28–29. Have them work with partners and write.

● Support Coach Have students read (second read) How Coyote Stole Fire from the Skookums, SE pp. 24–28. Then complete Vocabulary, SE p. 29.

● Support Coach Have students read (second read) How Coyote Stole Fire from the Skookums and do the Close Reading Worksheet, SE p. 228.

● Readiness

REVIEW LAFS: 4 .RL .1 .2, 4 .RL .1 .3, 4 .RL .3 .7, 4 .RL .3 .9, 4 .L .3 .4 .aInstruction CoachLesson 1: Reading Myths● Student Edition p. 5● Teacher’s Manual p. 3

Skills✔ Theme✔ Character✔ Plot✔ Compare and Contrast✔ Context Clues

Listen and LearnReview and discuss the Essential Question on TM p. 3: How do myths help people understand the world around them? Discuss the following focus skills:•determinethetheme•describecharacters•identifyplot•compareandcontrastthemeor

plot in myths

DIFFERENTIATION OPTIONS● Support Coach Have students

read (third read) How Coyote Stole Fire from the Skookums and complete the Close Reading Worksheet, SE p. 228.

● Performance Coach To review theme and characters, have students complete Lesson Practice, SE pp. 9–13.

● Readiness

REVIEW AND ASSESS OPTIONS:Support Coach Quiz 1 (also in Readiness)

Skills✔ Setting✔ Plot✔ Character✔ Theme✔ Compare and Contrast✔ Latin and Greek Roots✔ Reference Materials

Support Coach Lesson 1: Myths● Student Edition pp. 32–36● Teacher’s Manual p. 30

Read on Your OwnKing Midas and the Golden TouchReview Comprehension Check, SE pp. 35–36. Have students share answers and discuss the text, pointing out evidence that they find.

DIFFERENTIATION OPTIONS● Performance Coach Do shared

writing with students in Lesson Practice, SE pp. 9–13 (item 6).

● Support Coach Review answers to Quiz 1 with students.

● Readiness



Week 3


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Unit: Reading Short Stories

LESSON FOCUSLAFS: 4 .RL .1 .1, 4 .SL .1 .1Instruction CoachLesson 2: Reading Short Stories● Student Edition pp. 23–29● Teacher’s Manual pp. 20–27

Skills✔ Recognize Short Stories✔ Engage in Collaborative

Discussion

Listen and LearnSecrets of the Sea Introduce short stories and discuss questions, TM p. 21, focusing on the Essential Question, What can short stories teach us about the world we live in? Then read Secrets of the Sea with students.


short story features in Secrets of the Sea, noting and listing short story features, including character.

● Instruction Coach Reread Secrets of the Sea and have students identify vocabulary words that they do not understand. Teach the vocabulary words.

● Readiness

LESSON FOCUSLAFS: 4 .RL .1 .1, 4 .RL .1 .3, 4 .SL .1 .1Instruction CoachLesson 2: Reading Short Stories● Student Edition pp. 30–34● Teacher’s Manual pp. 28–32

Skills✔ Make Inferences✔ Character✔ Engage in Collaborative

Discussion

Listen and LearnA Monumental MysteryReread the passage with students using Think Alouds. Use make inferences Think Aloud to focus strategy instruction, TM p. 29. Then have students complete the Comprehension Check on problem and solution, SE p. 34.


A Monumental Mystery, SE pp. 30–33, noting characters and how they feel.

● Instruction Coach Preview and teach the vocabulary words, SE p. 35.

● Instruction Coach Teach Word Analysis, TM p. 22, to address root words and affixes.

● Performance Coach Have accelerating students listen to TE pp. 84–86 and identify point of view on SE pp. 289–291.

● Readiness

LESSON FOCUSLAFS: 4 .RL .1 .1, 4 .RL .2 .6, 4 .RF .4 .4 .c, 4 .SL .1 .1, 4 .L .3 .4 .aInstruction CoachLesson 2: Reading Short Stories● Student Edition pp. 36–42● Teacher’s Manual pp. 33–37

Skills✔ Point of View✔ Context Clues✔ Make Inferences✔ Engage in Collaborative

Discussion

Share and LearnMuscle VoyagePreview Vocabulary, SE p. 35. Then have students read and discuss the passage, SE pp. 36–42.


problem and solution in Muscle Voyage and guide students through Comprehension Check, SE p. 44.

● Instruction Coach Teach vocabulary and guide students through Vocabulary. Use highlighted words in Muscle Voyage to reinforce meanings.

● Performance Coach Guide students through the Coached Example, SE 289–291.

● Readiness

LESSON FOCUS LAFS: 4 .RL .2 .6, 4 .SL .1 .1, 4 .L .3 .5Instruction CoachLesson 2: Reading Short Stories● Student Edition pp. 36–44● Teacher’s Manual pp. 34–37

Skills✔ Point of View✔ Engage in Collaborative

Discussion

Share and LearnMuscle VoyageHave students continue to read and discuss the passage. Then have students respond to the Anchor Standard Discussion Questions and Comprehension Check, SE pp. 43–44.


Muscle Voyage, guiding students to note point of view.

● Instruction Coach Reread Muscle Voyage and guide students as they unpack the theme.

● Performance Coach Use discussion questions, TE p. 82. Review the elements of short stories in the passages they have been reading.

● Readiness

LESSON FOCUS LAFS: 4 .RL .1 .1, 4 .W .1 .2, 4 .SL .1 .1, 4 .SL .2 .4Instruction CoachLesson 2: Reading Short Stories● Student Edition pp. 24–29,

30–33● Teacher’s Manual pp. 22–27,

28–31

Skills✔ Recognize Short Stories✔ Write about Literature✔ Engage in Collaborative

Discussion

RereadSecrets of the Sea and A Monumental MysteryHave students choose a passage and write a paragraph responding to the question What can short stories teach us about the world we live in? Tell them to use two examples to support their response.


students through Anchor Standard Discussion Questions, SE p. 43. Point out that the first question is about point of view; the second question is about figurative language.


● Readiness


Week 4

6 ✔ Non–Assessed Skills/Strategies ✔ Assessed Skills/Strategies


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Week 5


LESSON FOCUSLAFS: 4 .RL .1 .1, 4 .RL .1 .3, 4 .RL .2 .6Instruction CoachLesson 2: Reading Short Stories● Instruction Coach Independent


Skills✔ Make Inferences✔ Character✔ Point of View

Read on Your OwnA Helping HoofHave students read the passage at their levels and answer the questions independently. Then have them discuss the questions and their answers in small groups.


Leveled Practice Resource Book Teach challenging vocabulary. Then students choose one word and write about its meaning in the text.

● Instruction Coach Independent Leveled Practice Resource Book Have students identify the point of view from which the story is told and make inferences about the plot and explain them to each other.

● Readiness

LESSON FOCUSLAFS: 4 .RL .1 .1, 4 .RF .4 .4, 4 .RF .4 .4 .c, 4 .L .3 .4 .aSupport CoachLesson 2: Short Stories● Student Edition pp. 37–38,


36–41

Skills✔ Make Inferences✔ Recognize Short Stories

Things That Go Thump in the NightDiscuss short stories and the skills that will be reviewed, SE p. 37. Review Draw Inferences, SE p. 38. Read the passage (first read) . Have students complete the Close Reading Worksheet, SE p. 229.


SE p. 38. Reread Things That Go Thump in the Night with the first read annotations, showing students that these focus on draw inferences. Guide students to complete the Close Reading Worksheet.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 34. Help students understand how to make an inference about Cara by having them draw a web on the board and record clues in the text about Cara.

● Readiness

LESSON FOCUSLAFS: 4 .RF .4 .4, 4 .RF .4 .4 .c, 4 .L .3 .4 .a, 4 .L .3 .5 .bSupport CoachLesson 2: Short Stories● Student Edition pp. 39–44, 230● Teacher’s Manual pp. 35–41

Skills✔ Context Clues✔ Idioms, Adages, and Proverbs✔ Close Reading

Things That Go Thump in the NightReview Idioms, Adages, and Proverbs, SE p. 39. Read the passage (second read) . Then have students complete the relevant questions on the Idioms, Adages, and Proverbs Chart, SE p. 230.


SE p. 39. Reread Things That Go Thump in the Night with the second read annotations, showing students that these focus on idioms, adages, and proverbs. Guide students to complete the Idioms, Adages, and Proverbs Chart.

● Support Coach Focus on silent consonants and identifying real-life connections in Things That Go Thump in the Night using Focus on Word Study and Supporting ELLs, TM pp. 37, 38. Preview Vocabulary, SE p. 45.

● Readiness

LESSON FOCUSLAFS: 4 .RL .1 .1, 4 .RF .4 .4, 4 .RF .4 .4 .c, 4 .W .1 .2, 4 .SL .1 .1, 4 .L .3 .4 .a, 4 .L .3 .4 .cSupport CoachLesson 2: Short Stories● Student Edition pp. 40–45, 229● Teacher’s Manual pp. 36–41

Skills✔ Context Clues✔ Make Inferences✔ Greek and Latin Prefixes and

Roots✔ Close Reading✔ Write about Literature

Things That Go Thump in the NightRead the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 229. Follow with Vocabulary, SE p. 45.



● Performance Coach Have accelerating students read SE pp. 42–44 and analyze comparing and contrasting elements of fiction.

● Readiness

LESSON FOCUSLAFS: 4 .RL .1 .1, 4 .RF .4 .4Support CoachLesson 2: Short Stories● Student Edition pp. 46, 48-–52,


Skills✔ Draw Conclusions✔ Close Reading

What Are Friends For?Review Draw Conclusions, SE p. 46. Read the passage (first read) . Have students complete the Draw Conclusions Chart, SE p. 231.


It, SE p. 46. Reread What Are Friends For? with the first read annotations, focusing on draw conclusions. Guide students to complete the Draw Conclusions Chart.

● Support Coach Use Supporting Struggling Learners, TM p. 44. Help students understand how to identify details that help them draw a conclusion about Tony.


● Readiness


✔ Non–Assessed Skills/Strategies ✔ Assessed Skills/Strategies 7


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Week 6


LESSON FOCUSLAFS: 4 .RL .2 .6, 4 .L .3 .4 .c Support CoachLesson 2: Short Stories● Student Edition pp. 47–52, 232● Teacher’s Manual pp. 43–49

Skills✔ Point of View✔ Latin and Greek Prefixes and

Roots✔ Close Reading

What Are Friends For?Review Point of View, SE p. 47. Read the passage (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 232, and Vocabulary, SE p. 53.


SE p. 47. Reread What Are Friends For? with the second read annotations, showing students that these focus on point of view. Guide students to complete the Close Reading Worksheet.


● Support Coach Have students write a postcard to Tony telling him why he is a good friend.

● Readiness

LESSON FOCUSLAFS: 4 .RL .2 .6, 4 .RF .3 .3 .a, 4 .W .1 .2, 4 .L .3 .4Support CoachLesson 2: Short Stories● Student Edition pp. 48–58, 54● Teacher’s Manual pp. 44–51

Skills✔ Point of View✔ Close Reading✔ Write about Literature

Respond to TextWhat Are Friends For?Read the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 232. Follow with Respond to Text, SE p. 54.



● Support Coach Have students read (first read) The Wolf Who Cried Boy, SE pp. 56–58.

● Performance Coach Use Language Spotlight, SE p. 44 and TE p. 16, to teach multiple-meaning words. Have students choose a vocabulary word to write about.

● Readiness

LESSON FOCUSLAFS: 4 .RL .2 .6, 4 .W .1 .2Support CoachLesson 2: Short Stories● Student Edition pp. 54–58 ● Teacher’s Manual pp. 44–51

Skills✔ Point of View✔ Close Reading✔ Write about Literature




● Support Coach Have students read (second read) The Wolf Who Cried Boy, SE pp. 56–58.

● Support Coach Have partners read and discuss the questions together and take a few notes about their ideas for the writing assignment.

● Readiness

REVIEWLAFS: 4 .RL .1 .1, 4 .RL .1 .3, 4 .RL .2 .6, 4 .L .3 .4 .aInstruction CoachLesson 2: Reading Short Stories● Student Edition p. 23● Teacher’s Manual p. 21

Skills✔ Make Inferences✔ Context Clues✔ Character✔ Point of View

Listen and LearnReview and discuss the Essential Question on SE p. 23: What can short stories teach us about the world we live in? Discuss the following focus skills:•identifyingshortstoriesand

their characteristics•makinginferences•usingcontextclues•identifyingcharactersandtheir

traits•identifyingthepointof view

from which the story is told


review the features of a short story on SE p. 226.

● Support Coach Have students read (third read) The Wolf Who Cried Boy and do Comprehension Check, SE pp. 59–60.

● Performance Coach To review theme and point of view, have students complete Lesson Practice, SE pp. 49–54.

● Readiness

REVIEW AND ASSESS OPTIONS:Support CoachQuiz 2 (also in Readiness)

Skills✔ Make Inferences✔ Point of View✔ Idioms, Adages, and Proverbs✔ Context Clues✔ Latin and Greek Roots and

Prefixes

Support Coach Lesson 2: Short Stories● Student Edition pp. 56–60● Teacher’s Manual p. 52

Read on Your OwnThe Wolf Who Cried BoyReview Comprehension Check, SE pp. 59–60. Have students share answers and discuss the text, pointing out evidence that they find.


writing with students in Lesson Practice, SE p. 55 (item 6).


● Readiness




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Week 7

Unit: Writing Fictional Narratives

LESSON FOCUSLAFS: 4 .W .1 .3, 4 .SL .1 .1Instruction CoachLesson 3: Writing Fictional Narratives● Student Edition pp. 36–42,


40–42

Skills✔ Write a Fictional Narrative✔ Engage in Collaborative

Discussion

Essential QuestionIntroduce writing fictional narratives and discuss questions, TM p. 41, focusing on the Essential Question, What makes a fictional narrative entertaining? Then read SE p. 46 with students.

DIFFERENTIATION OPTIONS● Instruction Coach Use notes,

TM p. 42, to introduce the purpose and elements of a fictional narrative.

● Instruction Coach Review Muscle Voyage on SE pp. 36–42 and identify and discuss the beginning, middle, and end of that text.

● Instruction Coach As an alternate lesson for this unit, use Lesson 8: Writing Responses to Literature, SE pp. 145–170.

● Readiness

LESSON FOCUSLAFS: 4 .W .1 .3, 4 .W .2 .4Instruction CoachLesson 3: Writing Fictional Narratives● Student Edition pp. 46–48● Teacher’s Manual pp. 42–44

Skills✔ Write a Fictional Narrative✔ Beginning, Middle, End✔ Character✔ Setting

Analyze a Mentor TextRead aloud the mentor text using the annotations. Help students analyze the text and mark up as noted.

DIFFERENTIATION OPTIONS● Instruction Coach Use the

graphic on SE p. 46 to help students understand the characteristics and structure of fictional narrative.

● Instruction Coach Have accelerating students identify the beginning, middle, and end of the mentor text.

● Instruction Coach As an option, introduce the Speaking and Listening Project, TM pp. 17–19.

● Readiness

LESSON FOCUSLAFS: 4 .W .1 .3, 4 .W .2 .4 Instruction CoachLesson 3: Writing Fictional Narratives● Student Edition p. 47–49● Teacher’s Manual pp. 43–46

Skills✔ Write a Fictional Narrative✔ Beginning, Middle, End

Analyze a Mentor TextVocabulary StudyDiscuss the Think About It Questions, TM p. 44. Focus on what makes this text a good model for study. Then read the Vocabulary Study and have students complete SE p. 49.


Glossary in the SE and show students how to use it. Help students find the entries for characters, fictional narrative, and setting. Have students explain how a glossary and dictionary are alike and different.

● Instruction Coach Review the Writing Process, SE p. 50, for students who need extra support.

● Readiness

LESSON FOCUS LAFS: 4 .W .1 .3, 4 .W .2 .4Instruction CoachLesson 3: Writing Fictional Narratives● Student Edition pp. 50–53● Teacher’s Manual pp. 46–47

Skills✔ Write a Fictional Narrative✔ Characters✔ Setting

Writing Process: Step 1After reviewing the steps in the writing process, read the Writing Assignment. Discuss the task along with the purpose and elements of a fictional narrative. Then guide students through SE pp. 51–53 using the annotations. Students complete SE p. 51.

DIFFERENTIATION OPTIONS● Instruction Coach Take a

deeper dive into SE pp. 51–53 with students who need extra support as they use the graphic organizer for brainstorming provided to complete Try It.

● Instruction Coach Have students work in pairs or small groups to generate questions about the Writing Assignment topic. Allow students time to research and find the answers to questions on SE p. 51 so they can add relevant information to their writing.

● Readiness

LESSON FOCUS LAFS: 4 .W .1 .3, 4 .W .2 .4Instruction CoachLesson 3: Writing Fictional Narratives● Student Edition pp. 54–57● Teacher’s Manual pp. 48–50

Skills✔ Write a Fictional Narrative✔ Beginning, Middle, End✔ Dialogue✔ Characters✔ Setting✔ Events and Problems

Writing Process: Steps 2, 3Read SE p. 54 with students to help them understand how the writer of the mentor text organized the beginning, middle, and end of the story. Then read and discuss drafting process before students begin to write.

DIFFERENTIATION OPTIONS● Instruction Coach Allow

time for students to draft independently or in pairs. Conference with students who need extra support.

● Performance Coach Review Discussion Questions, TE p. 58. Guide students to explain how the author of a narrative keeps the reader engaged and interested.

● Instruction Coach As an option, continue working with students on the Speaking and Listening Project, TM pp. 17–19.

● Readiness

� Goals Parts of Speech, Sentences, Paragraphs



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Week 8

Unit: Writing Fictional Narratives

LESSON FOCUSLAFS: 4 .W .1 .3, 4 .W .2 .4, 4 .W .2 .5Instruction CoachLesson 3: Writing Fictional Narratives● Student Edition pp. 56–61● Teacher’s Manual pp. 49–52

Skills✔ Write a Fictional Narrative✔ Using Dialogue

Writing Process: Steps 3, 4With students read the Writer’s Craft section, SE p. 56. Have students share their efforts to use dialogue. Then read SE pp. 56–60.

DIFFERENTIATION OPTIONS● Instruction Coach For students

who need extra support with SE pp. 60–61, spend less time on pp. 58–59. Model responses for Try It sections.

● Performance Coach Have students complete the Coached Example, SE pp. 198–201.

● Readiness


Skills✔ Revise a Fictional Narrative✔ Using Sensory Language

Writing Process: Steps 4, 5Allow time for students to complete their peer reviews and record their peer comments before they begin to revise. Read SE pp. 62–63.

DIFFERENTIATION OPTIONS● Instruction Coach Identify

sentences that students should revise in order to improve the beginning, middle, and end of their drafts. Provide students with support as they revise.

● Performance Coach Have students complete the Lesson Practice, SE pp. 202–209.

● Readiness


Skills✔ Edit a Fictional Narrative✔ Complete Sentences

Writing Process: Steps 5, 6Read SE pp. 64–65. Provide time for students to finish revising and begin editing.

DIFFERENTIATION OPTIONS● Instruction Coach Have

students read aloud portions of their writing. Model Think Alouds about beginning, middle, and end to demonstrate how to critique and improve writing.


● Readiness

LESSON FOCUS LAFS: 4 .W .1 .3, 4 .W .2 .4, 4 .W .2 .5, 4 .W .2 .6, 4 .W .4 .10 Instruction CoachLesson 3: Writing Fictional Narratives● Student Edition pp. 64–68● Teacher’s Manual pp. 54–55

Skills✔ Write a Fictional Narrative✔ Sensory Language

Writing Process: Steps 6, 7Read SE pp. 66–67. Students should finish editing and move on to publishing. Discuss the publishing ideas, SE p. 68.

DIFFERENTIATION OPTIONS● Instruction Coach Use SE pp.

50–60 as a springboard for students to discuss strategies for developing characters, setting, and plot in their writing.


● Readiness

PUBLISH AND ASSESS OPTIONS:Instruction CoachBenchmark Assessment 1 (also in Readiness)● Teacher’s Manual p. 55

Skills✔ Write a Fictional Narrative

Writing Process: Step 7This stage of the process should allow students to share their writing in a meaningful way. If possible, designate a time and/or space for reading aloud, posting or displaying writing, and sharing with family members and/or the school community.

DIFFERENTIATION OPTIONS● Instruction Coach Students

may use alternative media for their writing, especially if it includes images and text features.

● Performance Coach Do shared writing with students in Lesson Practice, SE pp. 202–209 (item 6).

● Instruction Coach Review answers to Benchmark Assessment 1 with students.

● Instruction Coach As an option, allow students to share their Speaking and Listening Project, TM pp. 17–19.

● Readiness

� Goal Parts of Speech



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Week 9

Unit: Literary Nonfiction: Biography and Autobiography

LESSON FOCUSLAFS: 4 .RI .1 .1, 4 .RF .4 .4, 4 .SL .1 .1Support CoachLesson 8: Biography and Autobiography● Student Edition pp. 191, 192,


174–179

Skills✔ Draw Inferences✔ Engage in Collaborative

Discussion

Abraham Lincoln: A BiographyDiscuss biography and autobiography and the skills that will be reviewed, SE p. 191. Review drawing inferences, SE p. 192. Read the passage (first read) . Have students complete the Inferences Chart, SE p. 255.


SE p. 192. Reread Abraham Lincoln: A Biography with the first read annotations, showing students that these focus on drawing inferences. Guide students to complete the Inferences Chart.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 172. Help students understand drawing an inference based on information in the text.

● Readiness

LESSON FOCUSLAFS: 4 .RI .3 .7, 4 .SL .1 .1Support CoachLesson 8: Biography and Autobiography● Student Edition pp. 193–198,

256● Teacher’s Manual pp. 173–179

Skills✔ Time Lines✔ Close Reading✔ Engage in Collaborative

Discussion

Abraham Lincoln: A BiographyReview Time Lines, SE p. 193. Read the passage (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 256.


SE p. 193. Reread Abraham Lincoln: A Biography with the second read annotations, showing students that these focus on time lines. Guide students to complete the Close Reading Worksheet.

● Support Coach Focus on context clues in Abraham Lincoln: A Biography using Vocabulary: Context Clues, TM p. 178. Preview Vocabulary, SE p. 199.

● Readiness

LESSON FOCUS LAFS: 4 .RF .3 .3 .a, 4 .L .3 .4 .aSupport CoachLesson 8: Biography and Autobiography● Student Edition pp. 194–199,


Skills✔ Context Clues ✔ Close Reading

Abraham Lincoln: A BiographyRead the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 256. Follow with Vocabulary, SE p. 199.



● Performance Coach Guide students to review Making Comparisons, TE p. 39. Have them describe different types of texts and retell some key features of each.

● Performance Coach Use Discussion Questions, TE p. 38. Review strategies to compare and contrast texts. Have students write about the major elements in the passage they have read.

● Readiness

LESSON FOCUSLAFS: 4 .RI .1 .1, 4 .RI .2 .6, 4 .RF .4 .4Support CoachLesson 8: Biography and Autobiography● Student Edition pp. 200,

202–206, 257● Teacher’s Manual pp. 180,

182–187

Skills✔ Biography vs. Autobiography

Rebecca Fire Fox: A Sculptor of WoodReview Biography vs. Autobiogra- phy, SE p. 200. Read the passage (first read) . Have students complete the Close Reading Worksheet, SE p. 257.


SE p. 200. Reread Rebecca Fire Fox: A Sculptor of Wood with the first read annotations, focusing on biography vs. autobiography. Guide students to complete the Close Reading Worksheet.

● Support Coach Use Supporting Struggling Learners, TM p. 180. Help students understand the organization of Rebecca Fire Fox: A Sculptor of Wood by having them identify the event that is described in the two texts.

● Readiness

LESSON FOCUSLAFS: 4 .RI .1 .3, 4 .RI .2 .5, 4 .SL .1 .1, 4 .L .2 .3 .aSupport CoachLesson 8: Biography and Autobiography● Student Edition pp. 201–207,


Skills✔ Choose Precise Words✔ Chronological Order

Rebecca Fire Fox: A Sculptor of WoodReview Text Structure, SE p. 201. Read the passage (second read) . Then have students complete the relevant questions on the Chronology Chart, SE p. 258, and Vocabulary, SE p. 207.


SE p. 201. Reread Rebecca Fire Fox: A Sculptor of Wood with the second read annotations, showing students that these focus on text structure. Guide students to complete the Close Reading Worksheet.


● Support Coach Have students use the words first, next, then, and last to describe the actions of Billy Smalls, SE p. 200.

● Readiness

� Goals Informational Text Elements, Informational Text Structure, Informational Text Style



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Week 10


LESSON FOCUS LAFS: 4 .RI .1 .3, 4 .RI .2 .5 4 .RF .3 .3 .a, 4 .L .2 .3 .a, 4 .L .3 .6Support CoachLesson 8: Biography and Autobiography● Student Edition pp. 202–206,


Skills✔ Chronological Order ✔ Close Reading✔ Choose Precise Words

Rebecca Fire Fox: A Sculptor of WoodRead the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 257.


through identifying words that signal chronological order using support, TM p. 181.

● Performance Coach Use Language Spotlight, SE p. 139 and TE p. 44, to teach general academic vocabulary. Have students choose a vocabulary word to write about.

● Readiness

LESSON FOCUSLAFS: 4 .RI .1 .1, 4 .L .3 .4 .aSupport CoachLesson 8: Biography and Autobiography● Student Edition pp. 208–209● Teacher’s Manual pp. 188–189

Skills✔ Draw Inferences✔ Context Clues

Respond to TextReread Abraham Lincoln: A Biography. Then discuss with students what qualities people have always admired about Abraham Lincoln. Follow with Respond to Text, SE p. 208.



● Performance Coach Guide students to complete the Coached Example, SE pp. 140–143.

● Readiness

LESSON FOCUSLAFS: 4 .RI .1 .1, 4 .RI .2 .5, 4 .W .1 .2, 4 .W .2 .4Support CoachLesson 8: Biography and Autobiography● Student Edition pp. 208–209● Teacher’s Manual pp. 188–189

Skills✔ Draw Inferences✔ Write about Nonfiction




● Performance Coach Guide students through the Lesson Practice, SE pp. 144–149.

● Readiness

LESSON FOCUS LAFS: 4 .RI .1 .2, 4 .RI .2 .5, 4 .RI .3 .9, 4 .L .3 .5Performance CoachLesson 9: Analyze Informational Texts● Student Edition p. 122● Teacher’s Manual p. 38

Skills✔ Summarize✔ Shades of Meaning

Lesson OverviewUse Discussion Questions, TE p. 38. Have students share their ideas about how to analyze texts about the same topic. Then read SE p. 122.

DIFFERENTIATION OPTIONS● Performance Coach Use

Language Spotlight, SE p. 124 and TE p. 40, to teach shades of meaning. Have students choose a vocabulary word to write about.

● Performance Coach Use Lesson Support, TE p. 38, to help struggling students integrate information.

● Readiness

LESSON FOCUS LAFS: 4 .RI .1 .2, 4 .RI .2 .5, 4 .RI .3 .9Performance CoachLesson 9: Analyze Informational Texts● Student Edition p. 122● Teacher’s Manual pp. 38–39

Skills✔ Summarize✔ Text Structure✔ Main Idea and Details

Getting the Idea: Analyze Informational Texts, Analyzing, SummarizingDiscuss with students the steps involved in summarizing a text. Then read SE p. 122.

DIFFERENTIATION OPTIONS● Performance Coach Guide

students through the steps for summarizing a text using TE p. 39.

● Performance Coach Emphasize for students that a summary is short and should be stated in their own words.

● Readiness

� Goals Informational Text Elements, Informational Text Structure, Informational Text Style, Write About Informational Text



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Week 11


LESSON FOCUSLAFS: 4 .RI .1 .2, 4 .RI .2 .5, 4 .RI .3 .9 Performance CoachLesson 9: Analyze Informational Texts● Student Edition pp. 123–124● Teacher’s Manual pp. 38–39

Skills✔ Make Comparisons✔ Make Connections✔ Main Idea and Details

Getting the Idea: Making Comparisons and Making ConnectionsDiscuss with students the key features of different types of texts and how they might be different.

DIFFERENTIATION OPTIONS● Performance Coach Guide

students through circling elements that are alike and underlining the elements that are different in the text in the purple boxes on SE pp. 123–124.

● Performance Coach Guide students through summarizing the text in the purple boxes on SE pp. 123–124.

● Readiness

LESSON FOCUSLAFS: 4 .RI .1 .2, 4 .RI .2 .5, 4 .RI .3 .9 Performance CoachLesson 9: Analyze Informational Texts● Student Edition pp. 125–128● Teacher’s Manual p. 40

Skills✔ Summarize✔ Main Idea and Details✔ Make Connections

Coached ExampleGuide students the complete the Coached Example, SE pp. 125–128.


read (first read) Gertrude Ederle: Queen of the Waves, SE pp. 210–214.

● Performance Coach Activate prior knowledge about food labels before beginning the Coached Example, SE pp. 125–128.

● Performance Coach Have pairs of accelerating students complete the Coached Example, SE pp. 125–128.

● Readiness

LESSON FOCUSLAFS: 4 .RI .1 .2, 4 .RI .2 .5, 4 .RI .3 .9, 4 .W .1 .2, 4 .L .2 .3 .aPerformance CoachLesson 9: Analyze Informational Texts● Student Edition pp. 129–135● Teacher’s Manual p. 41

Skills ✔ Main Idea and Details✔ Choose Precise Words✔ Make Connections✔ Write about Nonfiction

Lesson PracticeGuide students through the Lesson Practice, SE pp. 129–135.


read (second read) Gertrude Ederle: Queen of the Waves, SE pp. 210–214.

● Performance Coach Have pairs of accelerating students complete the Lesson Practice, SE pp. 129–135.

● Performance Coach Have accelerating students prepare an oral presentation on the importance of food labels, based on their response to Lesson Practice, SE p. 135.

● Readiness

REVIEW LAFS: 4 .RI .1 .2, 4 .RI .2 .5, 4 .RI .3 .9, 4 .L .3 .4 Performance CoachLesson 9: Analyze Informational Texts● Student Edition pp. 129–135● Teacher’s Manual p. 41

Skills✔ Context Clues✔ Summarize✔ Main Idea and Details

Review Lesson Practice


read (third read) Gertrude Ederle: Queen of the Waves and do Comprehension Check, SE pp. 215–216.

● Performance Coach Have pairs of accelerating students review the Lesson Practice, SE pp. 129–135.

● Performance Coach Have accelerating students present their oral presentations on the importance of food labels, based on their response to Lesson Practice, SE p. 135.

● Readiness


Skills✔ Chronological Order✔ Choose Words and Phrases to

Convey Ideas✔ Draw Inferences✔ Context Clues✔ Interpret Visual Information

Support Coach Lesson 8: Biography and Autobiography● Student Edition pp. 210–216● Teacher’s Manual p. 190

Read on Your OwnGertrude Ederle: Queen of the Waves Review Comprehension Check, SE pp. 215–216. Have students share answers and discuss the text, pointing out evidence that they find.




● Readiness




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Week 12

Unit: Reading Historical Nonfiction

LESSON FOCUSLAFS: 4 .RI .1 .1, 4 .SL .1 .1Instruction CoachLesson 4: Reading Historical Nonfiction● Student Edition pp. 69–73● Teacher’s Manual pp. 56–61

Skills✔ Historical Nonfiction✔ Engage in Collaborative

Discussion

Listen and LearnThis Time Was Different Introduce historical nonfiction and discuss questions, TM p. 61, focusing on the Essential Question, How does historical nonfiction help us understand the world today? Then read This Time Was Different with students.


cause and effect in This Time Was Different, noting and listing cause and effect in the selection.

● Instruction Coach Reread This Time Was Different, and have students identify vocabulary words that they do not understand. Teach the vocabulary words.

● Readiness

LESSON FOCUSLAFS: 4 .RI .1 .3, 4 .RI .2 .5, 4 .RI .2 .6, 4 .SL .1 .1, 4 .L .3 .4 .bInstruction CoachLesson 4: Reading Historical Nonfiction● Student Edition pp. 74–79● Teacher’s Manual pp. 62–66

Skills✔ Author’s Viewpoint✔ Cause and Effect✔ Roots and Affixes✔ Engage in Collaborative

Discussion

Listen and LearnPresident Roosevelt’s Fireside ChatReread the passage with students using Think Alouds. Use main idea and firsthand account Think Alouds to focus strategy instruction, TM p. 62. Then have students complete the Comprehension Check on cause and effect, SE p. 78.


President Roosevelt’s Fireside Chat, SE pp. 74–77, noting firsthand account. Emphasize that this selection is about President Roosevelt’s own experiences.


● Instruction Coach Teach Roots and Affixes, TM p. 63, to address using root words to determine the meaning of new words.

● Readiness

LESSON FOCUSLAFS: 4 .RI .1 .1, 4 .RF .4 .4 .c, 4 .SL .1 .1Instruction CoachLesson 4: Reading Historical Nonfiction● Student Edition pp. 79–84● Teacher’s Manual pp. 67–70

Skills✔ Make Inferences✔ Engage in Collaborative

Discussion

Share and LearnJim Lovell: Stranded in SpacePreview Vocabulary, SE p. 79. Then have students read and discuss the passage, SE pp. 80–84.


making inferences in Jim Lovell: Stranded in Space and guide students through Comprehension Check, SE p. 86.

● Instruction Coach Teach vocabulary and guide students through vocabulary. Use highlighted words in Jim Lovell: Stranded in Space to reinforce meanings.

● Performance Coach Have accelerating students read SE pp. 94–95 about firsthand and secondhand accounts, and have students answer the question at the bottom of p. 94.

● Readiness

LESSON FOCUS LAFS: 4 .RI .1 .1, 4 .RI .2 .5, 4 .SL .1 .1Instruction CoachLesson 4: Reading Historical Nonfiction● Student Edition pp. 79–86● Teacher’s Manual pp. 67–70

Skills✔ Make Inferences✔ Cause and Effect✔ Engage in Collaborative

Discussion

Share and LearnJim Lovell: Stranded in SpaceHave students continue to read and discuss the passage. Then have students respond to the Anchor Standard Discussion Questions and Comprehension Check, SE pp. 85–86.


Jim Lovell: Stranded in Space, guiding students to note use of making inferences. Discuss why the crew could not have made it home safely without Mission Control.

● Instruction Coach Reread Jim Lovell: Stranded in Space and guide students as they make inferences.


● Readiness

LESSON FOCUS LAFS: 4 .RI .1 .1, 4 .W .1 .2, 4 .SL .1 .1Instruction CoachLesson 4: Reading Historical Nonfiction● Student Edition pp. 70–73,


Skills✔ Historical Nonfiction✔ Write about Literature✔ Engage in Collaborative

Discussion

RereadThis Time Was Different or President Roosevelt’s Fireside ChatHave students choose a passage and write a paragraph responding to the Essential Question, How does historical nonfiction help us understand the world today? Tell them to use two examples from the text to support their response.


students through Anchor Standard Discussion Questions, SE p. 85. Point out that the first question is about drawing inferences; the second question is about main idea and details.


● Readiness




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Week 13


LESSON FOCUSLAFS: 4 .RI .1 .3, 4 .RI .2 .5, 4 .RI .2 .6Instruction CoachLesson 4: Reading Historical Nonfiction● Instruction Coach Independent


Skills✔ Author’s Viewpoint✔ Cause and Effect

Read on Your OwnA Meeting of MindsHave students read the passage at their levels and answer the questions independently. Then have them discuss the questions and their answers in small groups.



● Instruction Coach Independent Leveled Practice Resource Book Have students identify details that support that this is a secondhand account and explain them to each other.

● Readiness

LESSON FOCUSLAFS: 4 .RI .1 .2, 4 .RF .4 .4Support CoachLesson 5: Historical Nonfiction● Student Edition pp. 109–110,


100–105

Skills✔ Main Idea and Details

Letter from a Chinese Railroad WorkerDiscuss historical nonfiction and the skills that will be reviewed, SE p. 109. Review Main Idea and Details, SE p. 110. Read the passage (first read) . Have students complete the Main Idea and Details Chart, SE p. 241.


SE p. 110. Reread Letter from a Chinese Railroad Worker with the first read annotations, showing students that these focus on main idea and details. Guide students to complete the Main Idea and Details Chart, SE, p. 241.

● Support Coach Use Supporting Struggling Learners scaffolding, TM pp. 98, 100. Help students understand main idea and details in Letter from a Chinese Railroad Worker by modeling how to determine the main idea and a detail that supports it.

● Readiness

LESSON FOCUSLAFS: 4 .RI .2 .6, 4 .RF .4 .4 .c, 4 .L .3 .4 .aSupport CoachLesson 5: Historical Nonfiction● Student Edition pp. 111–116,


Skills✔ Firsthand Account✔ Close Reading

Letter from a Chinese Railroad WorkerReview Firsthand Account, SE p. 111. Read the passage (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 242.


SE p. 111. Reread Letter from a Chinese Railroad Worker with the second read annotations, showing students that these focus on firsthand account. Guide students to complete the Close Reading Worksheet.

● Support Coach Focus on history terms in Letter from a Chinese Railroad Worker using Vocabulary and Supporting ELLs, TM p. 104. Preview Vocabulary, SE p. 117.

● Readiness

LESSON FOCUSLAFS: 4 .RI .2 .4, 4 .RF .4 .4, 4 .W .1 .2, 4 .L .3 .4 .aSupport CoachLesson 5: Historical Nonfiction● Student Edition pp. 112–117,


Skills✔ History Terms✔ Write about Informational Text✔ Close Reading

Letter from a Chinese Railroad WorkerRead the passage (third read) . Then have students complete the Close Reading Worksheet. SE p. 242. Follow with Vocabulary, SE p. 117.



● Performance Coach Use Discussion Questions, TE p. 30. Review the key characteristics of historical texts in the passages they have read.

● Readiness

LESSON FOCUSLAFS: 4 .RI .1 .2, 4 .RI .2 .6, 4 .RF .4 .4Support CoachLesson 5: Historical Nonfiction● Student Edition pp. 118,


108–113

Skills✔ Firsthand Account✔ Summarize

Building the Transcontinental RailroadReview Summarize. Read the passage (first read) . Have students complete the Summary Chart, SE p. 243.


SE p. 118. Reread Building the Transcontinental Railroad with the first read annotations, focusing on summarizing. Guide students to complete the Summary Chart.

● Support Coach Use Supporting Struggling Learners, TM p. 106. Help students understand how to distinguish between major and minor details in Building the Transcontinental Railroad.

● Readiness




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Week 14


LESSON FOCUSLAFS: 4 .RI .1 .3, 4 .RF .4 .4, 4 .L .3 .4 .cSupport CoachLesson 5: Historical Nonfiction● Student Edition pp. 119–125,


Skills✔ Events and Ideas✔ Use a Dictionary✔ Secondhand Account✔ Close Reading

Building the Transcontinental RailroadReview Secondhand Account, SE p. 119. Read the passage (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 244, and Vocabulary, SE p. 125.


SE p. 119. Reread Building the Transcontinental Railroad with the second read annotations. Guide students to complete the Close Reading Worksheet.


● Support Coach Have students write words that have unfamiliar meanings. Have partners use a dictionary to look up meaning.

● Readiness

LESSON FOCUSLAFS: 4 .RI .1 .2, 4 .RI .1 .3, 4 .RF .4 .4, 4 .W .1 .2Support CoachLesson 5: Historical Nonfiction● Student Edition pp. 120–126,


Skills✔ Summarize✔ Events and Ideas✔ Secondhand Account✔ Write about Informational Text✔ Close Reading

Respond to TextBuilding the Transcontinental RailroadRead the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 244. Follow with Respond to Text, SE p. 126.


read (first read) The Vasa: A Mighty Ship Recovered, SE pp. 128–130.

● Support Coach Guide students through Respond to Text using support, TM pp. 114–115.

● Performance Coach Use Language Spotlight, SE p. 97 and TE p. 32, to teach domain-specific vocabulary. Have students choose a vocabulary word to write about.

● Readiness

LESSON FOCUSLAFS: 4 .RI .2 .5, 4 .RI .2 .6, 4 .RI .3 .9, 4 .W .1 .2, 4 .W .2 .4Support CoachLesson 5: Historical Nonfiction● Student Edition pp. 126–127● Teacher’s Manual pp. 114–115

Skills✔ Compare and Contrast✔ Write about Informational Text✔ Close Reading




● Support Coach Have partners read and discuss their My Comparison and Contrast of the Texts Charts on SE p. 127.

● Support Coach Have students read (second read) The Vasa: A Mighty Ship Recovered, SE pp. 128–130.

● Readiness

REVIEWLAFS: 4 .RI .1 .1, 4 .RI .1 .3, 4 .RI .2 .5, 4 .RI .2 .6, 4 .L .3 .4 .bInstruction CoachLesson 4: Reading Historical Nonfiction● Student Edition p. 69● Teacher’s Manual p. 57

Skills✔ Make Inferences ✔ Cause and Effect✔ Author’s Viewpoint✔ Roots and Affixes

Review and discuss the Essential Question on SE p. 69: How does historical nonfiction help us understand the world today? Discuss the following focus skills:•makeinferencesfromthetext•identifycauseandeffect•identifyauthor’sviewpoint•recognizecommonrootsand

affixes


read (third read) The Vasa: A Mighty Ship Recovered and do Comprehension Check, SE pp. 131–132.

● Performance Coach To review author’s viewpoint, have students complete Lesson Practice, SE pp. 102–107.

● Readiness


Skills✔ Main Idea and Details✔ Domain-Specific Vocabulary✔ Use a Dictionary✔ Explain Events and Ideas✔ Summarize✔ Compare and Contrast Primary

and Secondary Sources

Support Coach Lesson 5: Historical Nonfiction● Student Edition pp. 130–132● Teacher’s Manual p. 116

Read on Your OwnThe Vasa: A Mighty Ship RecoveredReview Comprehension Check, SE pp. 131–132. Have students share answers and discuss the text, pointing out evidence that they find.




● Readiness




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Week 15

Unit: Writing Personal Narratives

LESSON FOCUSLAFS: 4 .W .1 .3, 4 .SL .1 .1Instruction CoachLesson 5: Writing Personal Narratives● Student Edition p. 87–88● Teacher’s Manual pp. 75–76

Skills✔ Write a Personal Narrative✔ Engage in Collaborative

Discussion

Essential QuestionIntroduce Writing Personal Narratives and discuss questions, TM p. 75, focusing on the Essential Question, Why do people enjoy reading personal narratives? Then read SE p. 88 with students.


TM p. 76, to introduce the purpose and structure of a personal narrative.

● Support Coach Review Rebecca Fire Fox: A Sculptor of Wood, SE p. 202, and identify and discuss the beginning, middle, and ending.

● Instruction Coach Guide students through the Speaking and Listening Project, TM pp. 72–73.

● Readiness

LESSON FOCUSLAFS: 4 .W .1 .3, 4 .W .2 .4Instruction CoachLesson 5: Writing Personal Narratives● Student Edition pp. 88–90● Teacher’s Manual pp. 77–78

Skills✔ Write a Personal Narrative✔ Main Idea and Details✔ Text Structure



graphic on SE p. 88 to help students understand the characteristics and structure of personal narratives.

● Instruction Coach Have accelerating students identify the beginning, middle, and ending of the mentor text.


● Readiness

LESSON FOCUSLAFS: 4 .W .1 .3, 4 .W .2 .4Instruction CoachLesson 5: Writing Personal Narratives● Student Edition p. 89–92● Teacher’s Manual p. 77–80

Skills✔ Write a Personal Narrative✔ Main Idea and Details✔ Text Structure✔ Use a Dictionary

Analyze a Mentor TextDiscuss the Think About It questions, TM p. 78. Focus on what makes this text a good model for study. Then read the vocabulary study and have students complete SE p. 91.

DIFFERENTIATION OPTIONS● Instruction Coach Have pairs

of students write sentences for the word urge and its synonym and the word favorite and its antonym on SE p. 91.

● Instruction Coach Review Writing Process, SE p. 92, for students who need extra support.

● Readiness

LESSON FOCUS LAFS: 4 .W .1 .3, 4 .W .2 .4, 4 .W .2 .5Instruction CoachLesson 5: Writing Personal Narratives● Student Edition pp. 92–95● Teacher’s Manual pp. 80–81

Skills✔ Write a Personal Narrative✔ Characters

Writing Process: Step 1After reviewing the steps in the writing process, read the writing assignment. Discuss the task along with the purpose and audience. Then guide students through SE pp. 92–95 using the annotations. Students complete SE p. 95.

DIFFERENTIATION OPTIONS● Instruction Coach Take

a deeper dive into SE pp. 94–95 with students who need extra support as they use the brainstorming chart provided to complete the Try It.

● Instruction Coach Have students work in pairs or small groups to generate questions about the favorite activity topic. Allow students time to research and find the answers to these questions so they can add relevant information to their writing.

● Readiness

LESSON FOCUS LAFS: 4 .W .1 .3, 4 .W .2 .4, 4 .W .2 .5Instruction CoachLesson 5: Writing Personal Narratives● Student Edition pp. 96–99● Teacher’s Manual pp. 82–84

Skills✔ Write a Personal Narrative✔ Beginning, Middle, Ending

Writing Process: Steps 2, 3 Read SE p. 96 with students to help them understand how the writer of the mentor text organized the beginning, middle, and ending. Then read and discuss the drafting process before students begin to write.




● Readiness




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Week 16

Unit: Writing Personal Narratives

LESSON FOCUSLAFS: 4 .W .1 .3, 4 .W .2 .4, 4 .W .2 .5Instruction CoachLesson 5: Writing Personal Narratives● Student Edition pp. 98–103● Teacher’s Manual pp. 83–86

Skills✔ Write a Personal Narrative✔ Beginning, Middle, End✔ Transitional Words and

Phrases

Writing Process: Steps 3, 4With students, read the Writer’s Craft section, SE p. 98. Have students share their efforts to use transitional words and phrases. Then read SE pp. 98–103.



● Performance Coach Use the first discussion question, TE p. 74. Review what a first draft is.

● Readiness

LESSON FOCUSLAFS: 4 .W .1 .3, 4 .W .2 .4, 4 .W .2 .5Instruction CoachLesson 5: Writing Personal Narratives● Student Edition pp. 100–105● Teacher’s Manual pp. 85–87

Skills✔ Write a Personal Narrative✔ Punctuation

Writing Process: Steps 4, 5 Allow time for students to complete their peer reviews and record their peer comments before they begin to revise. Read SE pp. 104–105.


sentences that students should revise in order to improve the beginning, middle, and end, as well as use of transitions. Provide students with support as they revise.


● Readiness

LESSON FOCUSLAFS: 4 .W .1 .3, 4 .W .2 .4, 4 .W .2 .5, 4 .L .1 .1 .b–g, 4 .L .2 .3Instruction CoachLesson 5: Writing Personal Narratives● Student Edition pp. 104–109● Teacher’s Manual pp. 87–88

Skills✔ Write a Personal Narrative✔ Prepositional Phrases

Writing Process: Steps 5, 6 Read SE pp. 106–107. Provide time for students to finish revising and begin editing.


students read aloud portions of their writing. Model Think Alouds about beginning, middle, and end to demonstrate how to talk about the use of prepositional phrases.


● Readiness

LESSON FOCUS LAFS: 4 .W .1 .3, 4 .W .2 .4, 4 .W .2 .5, 4 .W .2 .6, 4 .W .4 .10, 4 .L .2 .3Instruction CoachLesson 5: Writing Personal Narratives● Student Edition pp. 106–110 ● Teacher’s Manual pp. 88–89

Skills✔ Write a Personal Narrative✔ Complete Sentences

Writing Process: Steps 6, 7 Read SE pp. 108–109. Students should finish editing and move on to publishing. Discuss the publishing ideas, SE p. 110.


98–108 as a springboard for students to discuss strategies for improving prepositional phrases in their writing.


● Readiness


Skills✔ Write a Personal Narrative

Writing Process: Step 7 This stage of the process should allow students to share their writing in a meaningful way. If possible, designate a time and/or space for reading aloud, posting or displaying writing, and sharing with family members and/or the school community.



● Performance Coach Have accelerating students complete the Lesson Practice, SE pp. 264–273.



● Readiness




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Week 17

Unit: Reading Drama

LESSON FOCUSLAFS: 4 .RL .1 .3, 4 .RL .2 .5, 4 .RL .3 .7, 4 .SL .1 .1 Instruction CoachLesson 6: Reading Drama● Student Edition pp. 111–115● Teacher’s Manual pp. 90–95

Skills✔ Elements of Drama✔ Engage in Collaborative

Discussion

Listen and LearnThe Hare and the HedgehogIntroduce drama and discuss questions, TM p. 91, focusing on the Essential Question, How is a play a special way of telling a story? Discuss how the experience of watching a drama onstage differs from that of reading a story in a book. Then read The Hare and the Hedgehog with students.


The Hare and the Hedgehog, TM pp. 92–95, introducing elements such as cast of characters, setting, and dialogue.

● Instruction Coach Reread The Hare and the Hedgehog, and have students identify vocabulary words that they do not understand. Teach the vocabulary words.

● Readiness

LESSON FOCUSLAFS: 4 .RL .1 .3, 4 .RL .2 .5, 4 .RL .3 .7, 4 .RF .4 .4, 4 .SL .1 .1, 4 .L .3 .5 .cInstruction CoachLesson 6: Reading Drama ● Student Edition pp. 116–121● Teacher’s Manual pp. 96–100

Skills✔ Elements of Drama✔ Synonyms and Antonyms✔ Drama: Dialogue✔ Engage in Collaborative

Discussion

Listen and LearnThe Tale of Mr. Jeremy FisherReread the drama with students using Think Alouds. Use Characters Think Aloud to focus strategy instruction, TM p. 97. Then have students complete the Comprehension Check on setting, character, dialogue, and plot, SE p. 120.

DIFFERENTIATION OPTIONS● Instruction Coach Reread The

Tale of Mr. Jeremy Fisher, SE pp. 116–119, noting characters. Complete the list of text features used.

● Instruction Coach Preview and teach the Vocabulary, SE p. 121.

● Instruction Coach Teach Synonyms and Antonyms, TM p. 97 to address synonyms and antonyms.

● Readiness

LESSON FOCUSLAFS: 4 .RL .1 .3, 4 .RL .3 .7, 4 .RF .4 .4, 4 .SL .1 .1Instruction CoachLesson 6: Reading Drama● Student Edition pp. 121–128● Teacher’s Manual pp. 101–104

Skills✔ Drama: Characters✔ Engage in Collaborative

Discussion

Share and LearnThe Pot of GoldPreview Vocabulary, SE p. 121. Then have students read and discuss the drama, SE pp. 122–126.


characters in The Pot of Gold and guide students through Comprehension Check, SE p. 128.

● Instruction Coach Guide students through the vocabulary. Use highlighted words in The Pot of Gold to reinforce meanings.

● Performance Coach Have accelerating students read SE pp. 28–29 and compare the elements of drama also used in The Tale of Mr. Jeremy Fisher.

● Readiness

LESSON FOCUS LAFS: 4 .RL .1 .3, 4 .RL .2 .5, 4 .RL .3 .7, 4 .RF .4 .4, 4 .SL .1 .1Instruction CoachLesson 6: Reading Drama● Student Edition pp. 121–128● Teacher’s Manual pp. 101–104

Skills✔ Dramatic Structure✔ Engage in Collaborative

Discussion

Share and LearnThe Pot of GoldHave students continue to read and discuss the drama. Then have students respond to the Anchor Standard Discussion Question and Comprehension Check, SE pp. 127–128.


Pot of Gold, guiding students to discuss the Make Inferences Think Aloud.

● Instruction Coach Reread The Pot of Gold and guide students as they think about how setting, character, dialogue, and plot are presented.

● Performance Coach Have accelerating students work in pairs to complete the Coached Example, SE pp. 31–34.

● Readiness

LESSON FOCUS LAFS: 4 .RL .1 .3, 4 .RL .2 .5, 4 .RL .3 .7, 4 .RL .4 .10, 4 .RF .4 .4, 4 .W .1 .2, 4 .SL .1 .1Instruction CoachLesson 6: Reading Drama● Student Edition pp. 112–115,


101–104

Skills✔ Elements of Drama✔ Write about Literature✔ Engage in Collaborative

Discussion

RereadThe Hare and the Hedgehog or The Tale of Mr. Jeremy FisherHave students choose a drama and write a paragraph responding to the question How is a play a special way of telling a story? Tell them to use two examples of text features to support their response.


students through Anchor Standard Discussion Question, SE p. 127. Point out that the question is about the structure of a story compared with a drama.


● Readiness





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Week 18

Unit: Reading Drama

LESSON FOCUSLAFS: 4 .RL .1 .2, 4 .RL .2 .5Instruction CoachLesson 6: Reading Drama● Instruction Coach Independent


Skills✔ Elements of Drama✔ Summarize

Read on Your OwnTaking ActionHave students read the drama at their levels and answer the questions independently. Then have them discuss the questions and their answers in small groups.


Leveled Practice Resource Book Teach challenging vocabulary. Then students choose one word and write about its meaning in the passage.

● Instruction Coach Independent Leveled Practice Resource Book Have students identify elements of drama in the passage and explain them to each other.

● Readiness

LESSON FOCUSLAFS: 4 .RF .4 .4Support CoachLesson 3: Drama● Student Edition pp. 61–62,


58–63

Skills✔ Make Predictions

The Case of the Missing RingDiscuss making predictions and the skills that will be reviewed, SE p. 61. Review make predictions, SE p. 62. Read the drama (first read) . Have students complete the Make Predictions Chart, SE p. 233.


SE p. 62. Reread The Case of the Missing Ring with the first read annotations, showing students that these focus on making predictions. Guide students to complete the Make Predictions Chart.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 58. Help students understand making predictions in The Case of the Missing Ring by guiding them through using text evidence to make a prediction.

● Readiness

LESSON FOCUSLAFS: 4 .RL .2 .5, 4 .RF .4 .4Support CoachLesson 3: Drama● Student Edition pp. 63–68, 234● Teacher’s Manual pp. 57–63

Skills✔ Dramatic Structure✔ Close Reading

The Case of the Missing RingReview elements of drama, SE p. 63. Read the drama (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 234.


SE p. 63. Reread The Case of the Missing Ring with the second read annotations, showing students that these focus on elements of drama, including acts and scenes, dialogue, and stage directions. Guide students to complete the Close Reading Worksheet.

● Support Coach Focus on multiple-meaning words and concepts in The Case of the Missing Ring using Vocabulary and Supporting ELLs, TM p. 62. Preview Vocabulary, SE p. 69.

● Readiness

LESSON FOCUS LAFS: 4 .RF .3 .3, 4 .W .1 .2, 4 .L .3 .4Support CoachLesson 3: Drama● Student Edition pp. 64–69, 234● Teacher’s Manual pp. 58–63

Skills✔ Multiple-Meaning Words✔ Write about Literature✔ Close Reading

The Case of the Missing RingRead the drama (third read) . Then have students complete the Close Reading Worksheet. SE p. 234. Follow with Vocabulary, SE p. 69.



● Performance Coach Guide students to complete Coached Example, SE pp. 31–34.

● Performance Coach Use discussion questions, TE p. 10. Review the elements of drama. Have students write about specific characteristics in the passages they have read.

● Readiness

LESSON FOCUS LAFS: 4 .RL .1 .2Support CoachLesson 3: Drama● Student Edition pp. 70, 72–76,


Skills✔ Summarize✔ Close Reading

The Money Goes MissingReview Summarize, SE p. 70. Read the drama (first read) . Have students complete the Close Reading Worksheet, SE p. 235.


SE p. 70. Reread The Money Goes Missing with the first read annotations, focusing on summarizing. Guide students to complete the Close Reading Worksheet.

● Support Coach Use Supporting Struggling Learners, TM p. 64. Help students understand how to differentiate between important and unimportant details in The Money Goes Missing by asking them probing questions about the text.

● Readiness





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Week 19

Unit: Reading Drama

LESSON FOCUSLAFS: 4 .RL .1 .3, 4 .L .3 .4 .bSupport CoachLesson 3: Drama● Student Edition pp. 71–77, 236● Teacher’s Manual pp. 65–71

Skills✔ Character Motivation✔ Greek and Latin Suffixes and

Roots

The Money Goes MissingReview Character Motivation, SE p. 71. Read the drama (second read) . Then have students complete the relevant questions on the Character Motivation Chart, SE p. 236, and Vocabulary, SE p. 77.


SE p. 71. Reread The Money Goes Missing with the second read annotations, showing students that these focus on character motivation. Guide students to complete the Close Reading Worksheet.

● Support Coach Use Supporting Struggling Learners note, TM p. 65, to guide students through Try It, SE p. 71. Review Vocabulary, SE p. 77.

● Support Coach Have students write a list of words with the root aud.

● Readiness

LESSON FOCUSLAFS: 4 .RL .2 .5, 4 .W .1 .2Support CoachLesson 3: Drama● Student Edition pp. 71–78, 235● Teacher’s Manual pp. 65–71

Skills✔ Dramatic Structure✔ Write a Response to Literature✔ Close Reading

Respond to TextThe Money Goes MissingRead the drama (third read) . Then have students complete the Close Reading Worksheet, SE p. 235. Follow with Respond to Text, SE p. 78.


read (first read) Eloisa's Best Friend, SE pp. 80–84.


● Performance Coach Use Language Spotlight, SE p. 30 and TE p. 12, to teach affixes. Have students choose a vocabulary word to write about.

● Readiness

LESSON FOCUSLAFS: 4 .RL .2 .5, 4 .W .1 .2Support CoachLesson 3: Drama● Student Edition pp. 72–79● Teacher’s Manual pp. 66–73

Skills✔ Dramatic Structure✔ Write a Response to Literature



read (second read) Eloisa's Best Friend, SE pp. 80–84.

● Support Coach Guide students through Respond to Text using support, TM pp. 72–73. Have them work with partners and write.

● Support Coach Have accelerating students read and discuss the questions in the Try It, SE p. 78.

● Readiness

REVIEW LAFS: 4 .RL .1 .3, 4 .RL .2 .5, 4 .RL .3 .7, 4 .RL .4 .10Instruction CoachLesson 6: Reading Drama● Student Edition p. 111● Teacher’s Manual p. 91

Skills✔ Elements of Drama✔ Summarize✔ Synonyms and Antonyms

Listen and LearnReview and discuss the Essential Question and the following focus skills:•identifyelementsof drama•summarize•usesynonymsandantonymsto

determine word meaning


read (third read) Eloisa's Best Friend and do Comprehension Check, SE pp. 85–86.

● Performance Coach To review elements of drama, have students complete Lesson Practice, SE pp. 35–41.

● Performance Coach Have students reread The First Labor of Hercules, SE pp. 31–32, and Snake on a Bus: A One-Act Play, SE pp. 35–37. Then have pairs of accelerating students read and review their responses (item 6) for Lesson Practice, SE p. 41.

● Readiness


Skills✔ Summarize ✔ Dramatic Structure✔ Character Motivation✔ Multiple-Meaning Words✔ Greek and Latin Suffixes and

Roots

Support Coach Lesson 4: Drama● Student Edition pp. 80–86● Teacher’s Manual p. 74

Read on Your OwnEloisa’s Best FriendReview Comprehension Check, SE pp. 85–86. Have students share answers and discuss the text, pointing out evidence that they find.




● Readiness





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Week 20

Unit: Reading Poetry

LESSON FOCUSLAFS: 4 .RL .2 .5, 4 .RF .4 .4 .b, 4 .SL .1 .1Instruction CoachLesson 7: Reading Poetry● Student Edition pp. 129–133● Teacher’s Manual pp. 108–113

Skills✔ Elements of Poetry✔ Engage in Collaborative

Discussion

Listen and LearnWindy Nights/WindIntroduce elements of poetry and discuss questions, TM p. 109, focusing on the Essential Question, How does poetry help us communicate ideas and feelings about the world? Then read Windy Nights/Wind with students.


elements of poetry featured in Windy Nights/Wind, noting and listing elements such as stanzas, rhyme, and rhythm.

● Instruction Coach Reread Windy Nights/Wind, and have students identify vocabulary words that they do not understand. Teach the vocabulary words.

● Readiness

LESSON FOCUSLAFS: 4 .RL .2 .4, 4 .RL .2 .5, 4 .L .3 .5 .aInstruction CoachLesson 7: Reading Poetry● Student Edition pp. 134–138● Teacher’s Manual pp. 114–118

Skills✔ Figurative Language✔ Rhyme✔ Rhythm✔ Engage in Collaborative

Discussion

Listen and LearnThe Hen/The Arrow and the SongReread the poem with students using Think Alouds. Use Figurative Language Think Aloud to focus strategy instruction, TM p. 114. Then have students complete the Comprehension Check on figurative language, SE p. 138.


Hen/The Arrow and the Song, SE pp. 134–137, noting figurative language. Complete the list of text features used.


● Instruction Coach Teach Metaphor, TM p. 117, to address how two unlike things are compared.

● Readiness

LESSON FOCUSLAFS: 4 .RL .1 .1, 4 .RF .4 .4 .cInstruction CoachLesson 7: Reading Poetry● Student Edition pp. 139–141● Teacher’s Manual pp. 119–122

Skills✔ Make Inferences✔ Engage in Collaborative

Discussion

Share and LearnA Narrow Fellow in the GrassPreview Vocabulary, SE p. 139. Then have students read and discuss the poem, SE pp. 140–141.

DIFFERENTIATION OPTIONS● Instruction Coach Teach simile

in A Narrow Fellow in the Grass and guide students through Comprehension Check, SE p. 144.

● Instruction Coach Teach vocabulary and guide students through vocabulary. Use highlighted words in A Narrow Fellow in the Grass to reinforce meanings.

● Performance Coach Have accelerating students read SE p. 18 and identify the figurative language also used in A Narrow Fellow in the Grass.

● Readiness

LESSON FOCUS LAFS: 4 .RL .2 .5, 4 .RF .4 .4 .c, 4 .SL .1 .1Instruction CoachLesson 7: Reading Poetry● Student Edition pp. 142–144● Teacher’s Manual pp. 119–123

Skills✔ Elements of Poetry✔ Mood✔ Engage in Collaborative

Discussion

Share and LearnI’m Nobody! Who Are You?Have students continue to read and discuss the poem. Then have students respond to the Anchor Standard Discussion Questions and Comprehension Check, SE pp. 143–144.

DIFFERENTIATION OPTIONS● Instruction Coach Reread I’m

Nobody! Who Are You? guiding students to note elements of poetry. Create an elements of poetry chart.

● Instruction Coach Reread I’m Nobody! Who Are You? and guide students as they unpack the elements of poetry and figurative language. Have students identify lines that illustrate the concepts.

● Performance Coach Have accelerating students work in pairs to complete Coached Example, SE pp 18–21.

● Readiness

LESSON FOCUS LAFS: 4 .RL .2 .5, 4 .W .1 .2, 4 .SL .1 .1Instruction CoachLesson 7: Reading Poetry● Student Edition pp. 130–133● Teacher’s Manual pp. 109–113

Skills✔ Elements of Poetry✔ Write a Response to Literature✔ Engage in Collaborative

Discussion

RereadWindy Nights/WindHave students choose a poem and write a paragraph responding to the question How does poetry help us communicate ideas and feelings about the world? Tell them to use two examples from their chosen poem to support their response.


students through Anchor Standard Discussion Questions, SE p. 143. Point out that the first question is about mood; the second question is about main idea and details.


● Readiness





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Week 21


LESSON FOCUSLAFS: 4 .RL .2 .5, 4 .RF .4 .4Instruction CoachLesson 7: Reading Poetry● Instruction Coach Independent


Skills✔ Elements of Poetry✔ Rhyme✔ Mood

Read on Your OwnWhat Is Pink?/Brown and Furry/Some OneHave students read the poems at their levels and answer the questions independently. Then have them discuss the questions and their answers in small groups.


Leveled Practice Resource Book Teach challenging vocabulary. Then students choose one word and write about its meaning in the poem.

● Instruction Coach Independent Leveled Practice Resource Book Have students identify elements of poetry in the poems and explain them to each other.

● Readiness

LESSON FOCUSLAFS: 4 .RF .4 .4Support CoachLesson 4: Poetry● Student Edition pp. 87–88,


80–85

Skills✔ Visualize✔ Close Reading

The Wind and the MoonDiscuss elements of poetry and the skills that will be reviewed, SE p. 87. Review Visualize, SE p. 88. Read the poem (first read) . Have students complete the Visualize Chart, SE p. 237.


SE p. 88. Reread The Wind and the Moon with the first read annotations, showing students that these focus on visualizing. Guide students to complete the Visualize Chart.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 78. Help students understand how to visualize The Wind and the Moon by having them look through books and magazines that show autumn.

● Readiness

LESSON FOCUSLAFS: 4 .RL .2 .5Support CoachLesson 4: Poetry● Student Edition pp. 89–95, 238● Teacher’s Manual pp. 79–85

Skills✔ Elements of Poetry✔ Close Reading

The Wind and the MoonReview Elements of Poetry, SE p. 89. Read the poem (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 238.


SE p. 89. Reread The Wind and the Moon with the second read annotations, showing students that these focus on elements of poetry. Guide students to complete the Close Reading Worksheet.

● Support Coach Focus on synonyms in The Wind and the Moon using Vocabulary and Supporting ELLs, TM p. 84. Preview Vocabulary, SE p. 95.

● Readiness

LESSON FOCUSLAFS: 4 .RL .2 .4, 4 .RF .4 .4, 4 .W .1 .2Support CoachLesson 4: Poetry● Student Edition pp. 90–95, 238● Teacher’s Manual pp. 80–85

Skills✔ Synonyms✔ Write a Response to Literature✔ Close Reading

The Wind and the MoonRead the poem (third read) . Then have students complete the Close Reading Worksheet. SE p. 238. Follow with Vocabulary, SE p. 95.




● Performance Coach Use discussion questions, TE p. 6. Review the elements of poetry, figurative language, and mood in the poems they have read.

● Readiness

LESSON FOCUSLAFS: 4 .RL .1 .2Support CoachLesson 4: Poetry● Student Edition pp. 96, 98–100,


Skills✔ Determine the Theme✔ Close Reading

The Wind Tapped Like a Tired Man/WinterReview Determine the Theme, SE p. 96. Read the poem (first read) . Have students complete the Close Reading Worksheet, SE p. 239.


It, SE p. 96. Reread The Wind Tapped Like a Tired Man/Winter with the first read annotations, focusing on determining the theme. Guide students to complete the Close Reading Worksheet.

● Support Coach Use Supporting Struggling Learners, TM p. 86. Help students understand the theme of The Wind Tapped Like a Tired Man/Winter by asking them questions about the theme of the poems.

● Readiness





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Week 22


LESSON FOCUSLAFS: 4 .L .2 .3 .a, 4 .L .3 .5 Support CoachLesson 4: Poetry● Student Edition pp. 97–101, 240● Teacher’s Manual pp. 87–91

Skills✔ Figurative Language✔ Choose Words to Convey Ideas

Precisely✔ Close Reading

The Wind Tapped Like a Tired Man/WinterReview Figurative Language, SE p. 97, explaining the difference between simile and metaphor. Read the poem (second read) . Then have students complete the relevant questions on the Figurative Language Chart, SE p. 240, and Vocabulary, SE p.101.


It, SE p. 97. Reread The Wind Tapped Like a Tired Man/Winter with the second read annotations, showing students that these focus on figurative language. Guide students to complete the Figurative Language Chart.

● Support Coach Use Supporting Struggling Learners note, TM p. 87, as you reread and discuss the poems. Review Vocabulary, SE p. 101.

● Readiness

LESSON FOCUSLAFS: 4 .RL .3 .9, 4 .L .2 .3, 4 .L .3 .5Support CoachLesson 4: Poetry● Student Edition pp. 98–102, 239● Teacher’s Manual pp. 92–93

Skills✔ Compare and Contrast✔ Write a Response to Literature✔ Close Reading

Respond to TextThe Wind Tapped Like a Tired Man/WinterRead the poem (third read) . Then have students complete the Close Reading Worksheet, SE p. 239. Follow with Respond to Text, SE p. 102.


read (first read) A Bird Came Down the Walk, SE pp. 104–106.


● Performance Coach Use Language Spotlight, SE p. 17 and TE p. 8, to teach Greek and Latin roots. Have students choose a vocabulary word to write about.

● Support Coach Have students write about how a journey is different than a trip and why they think the word journey is used in line 7 of Winter.

● Readiness

LESSON FOCUSLAFS: 4 .RL .3 .9, 4 .W .1 .2Support CoachLesson 4: Poetry● Student Edition pp. 102–103● Teacher’s Manual pp. 92–93

Skills✔ Compare and Contrast✔ Write a Response to Literature✔ Close Reading



read (second read) A Bird Came Down the Walk, SE pp. 104–106.

● Support Coach Guide students through Respond to Text using support, TM pp. 92–93. Have them work with partners and write together.

● Support Coach Have accelerating students read and discuss the questions in the Try It, SE p. 102, and take notes together.

● Readiness

REVIEWLAFS: 4 .RL .2 .4, 4 .RL .2 .5, 4 .L .3 .5 .aInstruction CoachLesson 7: Poetry● Student Edition p. 129● Teacher’s Manual p. 109

Skills✔ Elements of Poetry✔ Figurative Language

Listen and LearnReview and discuss the Essential Question and the following focus skills: •howtoidentifyelementsof

poetry•theuseof figurativelanguage


read (third read) A Bird Came Down the Walk and do Comprehension Check, SE pp. 107–108.

● Performance Coach To review elements of poetry, have students complete Lesson Practice, SE pp. 22–27.

● Performance Coach Have pairs of accelerating students read and review their responses (item 6) for Lesson Practice, SE p. 27.

● Readiness

REVIEW AND ASSESS OPTIONS:Instruction CoachBenchmark Assessment 3 (also in Readiness)Support CoachQuiz 4 (also in Readiness)

Skills✔ Figurative Language✔ Elements of Poetry✔ Synonyms✔ Theme✔ Compare and Contrast Texts✔ Choose Words and Phrases to

Convey Ideas

Support Coach Lesson 4: Poetry● Student Edition pp. 104–108● Teacher’s Manual p. 94

Read on Your OwnA Bird Came Down the WalkReview Comprehension Check, SE p. 107–108. Have students share answers and discuss the text, pointing out evidence that they find.





● Readiness





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Week 23

Unit: Writing Informative/Explanatory Texts

LESSON FOCUSLAFS: 4 .W .1 .2, 4 .SL .1 .1Instruction CoachLesson 10: Writing Informative/Explanatory Texts● Student Edition pp. 120–125,

189–190● Teacher’s Manual pp. 156–158

Skills✔ Informative/Explanatory Texts✔ Engage in Collaborative

Discussion

Essential QuestionIntroduce writing informative/ explanatory texts and discuss questions, TM p. 157, focusing on the question, How does an informative/explanatory text give information? Then read SE p. 190 with students.


TM p. 158 to introduce the purpose and audience for an informative/explanatory text.

● Instruction Coach Review Building the Transcontinental Railroad and identify and discuss the introduction, body, and conclusion of that text.

● Instruction Coach Guide students through the Speaking and Listening Project, Multigenre Research Project, TM pp. 184–185.

● Readiness

LESSON FOCUSLAFS: 4 .W .1 .2, 4 .W .3 .9Instruction CoachLesson 10: Writing Informative/Explanatory Texts● Student Edition pp. 190–192● Teacher’s Manual pp. 159–160

Skills✔ Informative/Explanatory Texts✔ Topic/Important Idea ✔ Conclusion



graphic on SE p. 190 to help students understand the characteristics and structure of informative/explanatory text.

● Instruction Coach Have accelerating students identify the introduction, body, and conclusion of the mentor text.


● Readiness

LESSON FOCUSLAFS: 4 .W .1 .2, 4 .W .3 .9, 4 .L .3 .4 .bInstruction CoachLesson 10: Writing Informative/Explanatory Texts● Student Edition pp. 191–193● Teacher’s Manual pp. 159–161

Skills✔ Informative/Explanatory Texts✔ Topic/Important Idea ✔ Conclusion✔ Greek and Latin Roots

Analyze a Mentor TextVocabulary StudyDiscuss the Think About It Questions, TM p. 160. Focus on what makes this text a good model for study. Then read the Vocabulary Study and have students complete SE p. 193.

DIFFERENTIATION OPTIONS● Instruction Coach Use

the mentor text in the SE, pp. 191–192, and guide students to find two words with Greek or Latin roots. Help students use a dictionary to check each word’s meaning.

● Instruction Coach Review the Writing Process, SE p. 194, for students who need extra support.

● Readiness

LESSON FOCUS LAFS: 4 .W .1 .2, 4 .W .3 .7, 4 .W .3 .8, 4 .W .3 .9Instruction CoachLesson 10: Writing Informative/Explanatory Texts● Student Edition pp. 194–199● Teacher’s Manual pp. 163–164

Skills✔ Informative/Explanatory Texts ✔ Research and Sources

Writing Process: Step 1After reviewing the steps in the writing process, read the Writing Assignment. Discuss the task along with the purpose and audience. Then guide students through SE pp. 195–197 using the annotations. Students complete SE p. 197.

DIFFERENTIATION OPTIONS● Instruction Coach Take a

deeper dive into SE pp. 195–197 with students who need extra support as they use the research provided to complete the Try It.

● Instruction Coach Have students work in pairs or small groups to generate questions about the invention of the safety pin. Allow students time to research and find the answers to these questions so they can add relevant information to their writing.

● Readiness

LESSON FOCUS LAFS: 4 .W .1 .2, 4 .W .3 .7, 4 .W .3 .8, 4 .W .3 .9Instruction CoachLesson 10: Writing Informative/Explanatory Texts● Student Edition pp. 200–203● Teacher’s Manual pp. 165–166

Skills✔ Informative/Explanatory Texts ✔ Supporting Details and

Paragraphs✔ Introduction✔ Conclusion

Writing Process: Steps 2, 3Read SE p. 200 with students to help them understand how the writer of the mentor text organized the introduction (introducing the topic), the supporting paragraphs (containing the main ideas and details), and the conclusion. Then read and discuss drafting process before students begin to write.




● Readiness




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Week 24

Unit: Writing Informative/Explanatory Texts

LESSON FOCUSLAFS: 4 .W .1 .2, 4 .W .3 .7, 4 .W .3 .8, 4 .W .3 .9Instruction CoachLesson 10: Writing Informative/Explanatory Texts● Student Edition pp. 202–207● Teacher’s Manual pp. 166–168

Skills✔ Informative/Explanatory Texts ✔ Use Linking Words and

Phrases

Writing Process: Steps 3, 4With students, read the Writer’s Craft section, SE p. 202. Have students share their efforts to use linking words. Then read SE p. 203.




● Readiness

LESSON FOCUSLAFS: 4 .W .1 .2, 4 .W .3 .7, 4 .W .3 .8, 4 .W .3 .9Instruction CoachLesson 10: Writing Informative/Explanatory Texts● Student Edition pp. 204–209● Teacher’s Manual pp. 167–169

Skills✔ Revise Informative/Explanatory

Texts✔ Use Linking Words and

Phrases

Writing Process: Steps 4, 5Allow time for students to complete their Peer Reviews and record their peer comments before they begin to revise. Read SE pp. 208–209.


sentences that students should revise in order to improve the introduction, the body, and/or the conclusion. Provide students with support as they revise.


● Readiness

LESSON FOCUSLAFS: 4 .W .1 .2, 4 .W .3 .7, 4 .W .3 .8, 4 .W .3 .9, 4 .L .1 .2Instruction CoachLesson 10: Writing Informative/Explanatory Texts● Student Edition pp. 208–213● Teacher’s Manual pp. 169–170

Skills✔ Edit Informative/Explanatory

Texts✔ Use Linking Words and

Phrases✔ Punctuation



students read aloud portions of their writing. Model Think Alouds about the introduction, the body, and/or the conclusion, to demonstrate how to talk about writing.


● Readiness

LESSON FOCUS LAFS: 4 .W .1 .2, 4 .L .3 .6Instruction CoachLesson 10: Writing Informative/Explanatory Texts● Student Edition pp. 210–214● Teacher’s Manual pp. 170–171

Skills✔ Informative/Explanatory Texts✔ Using Precise and Domain-

Specific Language



202–212 as a springboard for students to discuss strategies for improving precise and domain-specific language in their writing.


● Readiness

PUBLISH AND ASSESS OPTIONS:Instruction Coach● Teacher’s Manual p. 171

Skills✔ Informative/Explanatory Texts





● Instruction Coach As an option, have students share their Speaking and Listening Project, TM pp. 184–185.

● Readiness




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Week 25

Unit: Reading Technical Texts

LESSON FOCUSLAFS: 4 .RI .1 .3, 4 .RI .2 .5, 4 .RF .4 .4, 4 .SL .1 .1Instruction CoachLesson 9: Reading Technical Texts● Student Edition pp. 171–177● Teacher’s Manual pp. 142–149

Skills✔ Technical Texts✔ Engage in Collaborative

Discussion

Listen and LearnTalking UnderwaterIntroduce technical texts and discuss questions, TM p. 143, focusing on the Essential Question, How do technical texts help us understand new technologies? Then read Talking Underwater with students.


technical texts features in Talking Underwater, noting and listing features such as diagrams.

● Instruction Coach Reread Talking Underwater, and have students identify vocabulary words that they do not understand. Teach the vocabulary words.

● Readiness

LESSON FOCUSLAFS: 4 .RI .1 .3, 4 .RI .2 .4, 4 .RI .2 .5, 4 .RF .4 .4, 4 .SL .1 .1, 4 .L .3 .4 .bInstruction CoachLesson 9: Reading Technical Texts● Student Edition pp. 172–178● Teacher’s Manual pp. 144–150

Skills✔ Technical Texts✔ Root Words and Affixes✔ Engage in Collaborative

Discussion

Listen and LearnTalking UnderwaterReread the passage with students using Think Alouds. Use technical texts Think Aloud to focus strategy instruction, TM p. 144. Then have students complete the Comprehension Check on problem and solution, SE p. 178.


Talking Underwater, SE pp. 172–177, noting diagrams and charts. Complete the list of text features used.



● Readiness

LESSON FOCUSLAFS: 4 .RI .1 .2, 4 .RI .2 .5, 4 .RI .3 .7, 4 .RF .4 .4, 4 .SL .1 .1Instruction CoachLesson 9: Reading Technical Texts● Student Edition pp. 179–188● Teacher’s Manual pp. 151–154

Skills✔ Diagrams ✔ Main Ideas and Details✔ Engage in Collaborative

Discussion

Share and LearnTools of the Fossil HunterPreview Vocabulary, SE p. 179. Then have students read and discuss the passage, SE pp. 180–186.

DIFFERENTIATION OPTIONS● Instruction Coach Teach main

idea and details in Tools of the Fossil Hunter and guide students through Comprehension Check, SE p. 188.

● Instruction Coach Teach vocabulary and guide students through vocabulary. Use highlighted words in Tools of the Fossil Hunter to reinforce meanings.

● Performance Coach Have accelerating students read SE pp. 110–111 and identify the graphic features also used in Talking Underwater and Tools of the Fossil Hunter.

● Readiness

LESSON FOCUS LAFS: 4 .RI .1 .2, 4 .RI .2 .5, 4 .RF .4 .4, 4 .SL .1 .1Instruction CoachLesson 9: Reading Technical Texts● Student Edition pp. 180–188● Teacher’s Manual pp. 152–154

Skills✔ Main Ideas and Details✔ Engage in Collaborative

Discussion

Share and LearnTools of the Fossil Hunter Have students continue to read and discuss the passage. Then have students respond to the Anchor Standard Discussion Question and Comprehension Check, SE pp. 187–188.

DIFFERENTIATION OPTIONS● Instruction Coach Reread Tools

of the Fossil Hunter, guiding students to note cause and effect. Create a cause and effect chart.

● Instruction Coach Reread Tools of the Fossil Hunter and guide students as they unpack the technical texts features.

● Performance Coach Have accelerating students work in pairs to do Coached Example, SE pp. 112–115.

● Readiness

LESSON FOCUS LAFS: 4 .RI .1 .3, 4 .RI .2 .5, 4 .RF .4 .4, 4 .W .1 .2, 4 .SL .1 .1Instruction CoachLesson 9: Reading Technical Texts● Student Edition pp. 172–177,


152–154

Skills✔ Technical Texts✔ Write about Informational Text ✔ Engage in Collaborative

Discussion

RereadTalking Underwater or Tools of the Fossil HunterHave students choose a passage and write a paragraph responding to the Essential Question, How do technical texts help us understand new technologies? Tell them to use two examples of text features to support their response.


students through Anchor Standard Discussion Question, SE p. 187. Point out that the question is about main idea and details.


● Readiness




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Week 26


LESSON FOCUSLAFS: 4 .RI .1 .3, 4 .RI .2 .5, 4 .RI .3 .7Instruction CoachLesson 9: Reading Technical Texts● Instruction Coach Independent


Skills✔ Cause and Effect✔ Charts

Read on Your OwnDon’t Make Light of This! Have students read the passage at their levels and answer the questions independently. Then have them discuss the questions and their answers in small groups.



● Instruction Coach Independent Leveled Practice Resource Book Have students identify cause and effect and identify elements of text structure and explain them to each other.

● Readiness

LESSON FOCUSLAFS: 4 .RI .1 .3, 4 .RI .3 .7, 4 .RF .4 .4Support CoachLesson 7: Technical Texts● Student Edition pp. 157–158,


144–149

Skills✔ Sequence

Trapped!Discuss technical texts and the skills that will be reviewed, SE p. 157. Review sequence, SE p. 158. Read the passage (first read) . Have students complete the Sequence Chart, SE p. 249.


SE p. 158. Reread Trapped! with the first read annotations, showing students that these focus on sequence. Guide students to complete the Sequence Chart.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 142. Help students understand the sequence of Trapped! by guiding them through writing the words first, next, then, and finally on cards and asking and answering questions about the steps.

● Readiness

LESSON FOCUSLAFS: 4 .RI .3 .7, 4 .RF .4 .4Support CoachLesson 7: Technical Texts● Student Edition pp. 159–165,


Skills✔ Diagrams✔ Close Reading

Trapped!Review Diagrams, SE p. 159. Read the passage (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 250.


SE p. 159 Reread Trapped! with the second read annotations, showing students that these focus on diagrams. Guide students to complete the Close Reading Worksheet.

● Support Coach Focus on domain-specific terms and concepts in Trapped! using Supporting ELLs, TM pp. 146, 148. Preview Vocabulary, SE p. 165.

● Readiness

LESSON FOCUS LAFS: 4 .W .1 .2, 4 .L .3 .6Support CoachLesson 7: Technical Texts● Student Edition pp. 160–165,


Skills✔ Domain Specific Vocabulary✔ Write about Informational Text✔ Close Reading

Trapped! Read the passage (third read) . Then have students complete the Close Reading Worksheet. SE p. 250. Follow with Vocabulary, SE p. 165.




● Performance Coach Use discussion questions, TE p. 34. Review the characteristics of scientific and technical texts. Have students write about specific characteristics in the passages they have read.

● Readiness

LESSON FOCUS LAFS: 4 .RI .1 .2, 4 .RI .1 .3, 4 .RI .3 .7Support CoachLesson 7: Technical Texts● Student Edition pp. 166,


152–157

Skills✔ Main Idea and Details✔ Sequence

Making Maple SyrupReview Main Idea and Details, SE p. 166. Read the passage (first read) . Have students complete the Main Idea and Details Chart, SE p. 251.


It, SE p. 166. Reread Making Maple Syrup with the first read annotations, focusing on main idea and details. Guide students to complete the Main Idea and Details Chart.

● Support Coach Use Supporting Struggling Learners, TM p. 150. Help students understand how details support the main idea in Making Maple Syrup by having them take turns reading the sentences in the paragraph.

● Readiness




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Week 27


LESSON FOCUSLAFS: 4 .RI .3 .7, 4 .L .3 .6Support CoachLesson 7: Technical Texts● Student Edition pp. 167–173,


Skills✔ Graphs✔ Domain Specific Vocabulary✔ Close Reading

Making Maple SyrupReview Bar Graphs, SE p. 167. Read the passage (second read) . Then have students complete the relevant questions on the Close Reading Worksheet, SE p. 252, and Vocabulary, SE p. 173.


SE p. 167. Reread Making Maple Syrup with the second read annotations, showing students that these focus on bar graphs. Guide students to complete the Close Reading Worksheet.


● Support Coach Have students look up vocabulary words in a dictionary or glossary and write the meaning and an illustration on cards.

● Readiness

LESSON FOCUSLAFS: 4 .RI .3 .7, 4 .W .1 .2Support CoachLesson 7: Technical Texts● Student Edition pp. 168–172,


Skills✔ Text Structure✔ Write about Informational Text✔ Close Reading

Respond to TextMaking Maple SyrupRead the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 252. Follow with Respond to Text, SE pp. 182.



● Support Coach Have students read (first read) Curling: The Roaring Game, SE pp. 184–188.

● Performance Coach Use Language Spotlight, SE p. 111 and TE p. 36, to teach domain-specific vocabulary. Have students choose a vocabulary word to write about.

● Readiness

LESSON FOCUSLAFS: 4 .RI .2 .5, 4 .W .1 .2Support CoachLesson 7: Technical Texts● Student Edition pp. 182–183● Teacher’s Manual pp. 166–167

Skills✔ Text Structure✔ Write about Informational Text✔ Close Reading




● Support Coach Have students read (second read) Curling: The Roaring Game, SE pp. 184–188.

● Readiness

REVIEW LAFS: 4 .RI .1 .3, 4 .RI .2 .5, 4 .RI .3 .7Instruction CoachLesson 9: Reading Technical Texts● Student Edition pp. 171,

176–180● Teacher’s Manual pp. 143,

160–164

Skills✔ Cause and Effect✔ Technical Texts✔ Charts and Diagrams

Listen and LearnReview and discuss the Essential Question and the following focus skills:•theuseof causeandeffect•thepurposeof textstructure•theuseof chartsanddiagrams


read (third read) Curling: The Roaring Game and do Comprehension Check, SE pp. 189–190.

● Performance Coach To review cause and effect and text structure, have students complete Lesson Practice, SE pp. 116–121.

● Readiness


Skills✔ Text Structure✔ Charts✔ Graphs✔ Main Idea and Details✔ Domain Specific Vocabulary

Support Coach

Lesson 7: Technical Texts ● Student Edition pp. 184–190● Teacher’s Manual p. 168

Read on Your OwnCurling: The Roaring GameReview Comprehension Check, SE p. 184–190. Have students share answers and discuss the text, pointing out evidence that they find.




● Readiness




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Week 28

Unit: Reading Scientific Nonfiction

LESSON FOCUSLAFS: 4 .RI .2 .5, 4 .RI .3 .7, 4 .RI .3 .8, 4 .RI .3 .9, 4 .RF .4 .4, 4 .SL .1 .1Instruction CoachLesson 11: Reading Scientific Nonfiction● Student Edition pp. 215–219● Teacher’s Manual pp. 172–177

Skills✔ Scientific Nonfiction✔ Engage in Collaborative

Discussion

Listen and LearnNature’s Worst Storms Introduce scientific nonfiction and discuss questions, TM p. 173, focusing on the Essential Question, How does scientific nonfiction help us understand the world around us? Then read Nature’s Worst Storms with students.


diagrams in Nature’s Worst Storms, noting and listing diagrams.

● Instruction Coach Reread Nature’s Worst Storms, and have students identify vocabulary words that they do not understand. Teach the vocabulary words.

● Readiness

LESSON FOCUSLAFS: 4 .RI .2 .5, 4 .RI .3 .7, 4 .RI .3 .8, 4 .RI .3 .9, 4 .RF .4 .4, 4 .SL .1 .1, 4 .L .3 .4 .bInstruction CoachLesson 11: Reading Scientific Nonfiction● Student Edition pp. 216–220● Teacher’s Manual pp. 174–178

Skills✔ Scientific Nonfiction✔ Root Words and Affixes✔ Engage in Collaborative

Discussion

Listen and LearnNature’s Worst StormsReread the passage with students using Think Alouds. Use Science Vocabulary Think Aloud to focus strategy instruction, TM p. 174. Then have students complete the Comprehension Check on reasons and evidence, SE p. 220.


Nature’s Worst Storms, SE pp. 216–219, noting science vocabulary. Complete the list of new words.



● Readiness

LESSON FOCUSLAFS: 4 .RI .1 .1, 4 .RI .2 .5, 4 .RF .4 .4, 4 .SL .1 .1Instruction CoachLesson 11: Reading Scientific Nonfiction● Student Edition pp. 221–230● Teacher’s Manual pp. 179–182

Skills✔ Sequence✔ Make Inferences✔ Engage in Collaborative

Discussion

Share and LearnAdapting to SurvivePreview Vocabulary, SE p. 221. Then have students read and discuss the passage, SE pp. 222–228.


supporting details in Adapting to Survive and guide students through Comprehension Check, SE p. 230.

● Instruction Coach Teach vocabulary and guide students through vocabulary. Use highlighted words in Adapting to Survive to reinforce meanings.

● Performance Coach Have accelerating students read SE pp. 210–212 and identify the text features also used in Nature’s Worst Storms and Adapting to Survive.

● Readiness

LESSON FOCUS LAFS: 4 .RI .1 .2, 4 .RI .2 .5, 4 .RI .3 .8, 4 .RF .4 .4, 4 .SL .1 .1Instruction CoachLesson 11: Reading Scientific Nonfiction● Student Edition pp. 221–230● Teacher’s Manual pp. 180–182

Skills✔ Text Structure✔ Sequence✔ Main Idea and Details✔ Engage in Collaborative

Discussion

Share and LearnAdapting to SurviveHave students continue to read and discuss the passage. Then have students respond to the Anchor Standard Discussion Questions and Comprehension Check, SE pp. 229–230.


Adapting to Survive, guiding students to note sequence. Create a sequence chart.

● Instruction Coach Reread Adapting to Survive and guide students as they unpack the text structure features.

● Performance Coach Have accelerating students work in pairs to do Coached Example, SE pp. 112–115.

● Readiness

LESSON FOCUS LAFS: 4 .RI .2 .5, 4 .RI .3 .7, 4 .RI .3 .8, 4 .RI .3 .9, 4 .RF .4 .4, 4 .W .1 .2, 4 .SL .1 .1Instruction CoachLesson 11: Reading Scientific Nonfiction● Student Edition pp. 216–219,


180–181

Skills✔ Scientific Nonfiction✔ Write about Informational Text✔ Engage in Collaborative

Discussion

RereadNature’s Worst Storms or Adapting to SurviveHave students choose a passage and write a paragraph responding to the Essential Question, How does scientific nonfiction help us understand the world around us? Tell them to use two examples of text features to support their response.


students through Anchor Standard Discussion Questions, SE p. 229. Point out that the first question is about main idea and details; the second question is about reasons and evidence.


● Readiness




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Week 29


LESSON FOCUSLAFS: 4 .RI .1 .2, 4 .RI .1 .3, 4 .RI .2 .4, 4 .RI .3 .8, 4 .L .3 .6Instruction CoachLesson 11: Reading Scientific Nonfiction● Instruction Coach Independent


Skills✔ Domain Specific Vocabulary✔ Main Idea and Details

Read on Your OwnYour BrainHave students read the passage at their levels and answer the questions independently. Then have them discuss the questions and their answers in small groups.



● Instruction Coach Independent Leveled Practice Resource Book Have students identify main idea and details and explain them to each other.

● Readiness

LESSON FOCUSLAFS: 4 .RI .2 .5Support CoachLesson 6: Scientific Nonfiction● Student Edition pp. 133–134,


122–127

Skills✔ Cause and Effect✔ Close Reading

Coral Reef: Amazing EcosystemsDiscuss scientific nonfiction and the skills that will be reviewed, SE p. 133. Review Cause and Effect, SE p. 134. Read the passage (first read) . Have students complete the Close Reading Worksheet, SE p. 245.


SE p. 134. Reread Coral Reef: Amazing Ecosystems with the first read annotations, showing students that these focus on cause and effect. Guide students to complete the Close Reading Worksheet.

● Support Coach Use Supporting Struggling Learners scaffolding, TM p. 120. Help students understand a cause or reason in Coral Reef: Amazing Ecosystems by guiding them to recall information in the text.

● Readiness

LESSON FOCUSLAFS: 4 .RI .3 .8Support CoachLesson 6: Scientific Nonfiction● Student Edition pp. 135–140,


Skills✔ Reasons and Evidence

Coral Reef: Amazing EcosystemsReview Reasons and Evidence, SE p. 135. Read the passage (second read) . Then have students complete the relevant questions on the Reasons and Evidence Chart, SE p. 246.


SE p. 135. Reread Coral Reef: Amazing Ecosystems with the second read annotations, showing students that these focus on reasons and evidence. Guide students to complete the Reasons and Evidence Chart.

● Support Coach Focus on domain-specific terms and concepts in Coral Reef: Amazing Ecosystems using Word Study and Supporting ELLs, TM pp. 123–124. Preview Vocabulary, SE p. 141.

● Readiness

LESSON FOCUSLAFS: 4 .RF .4 .4, 4 .L .3 .6, 4 .W .1 .2Support CoachLesson 6: Scientific Nonfiction● Student Edition pp. 136–141,


Skills✔ Domain Specific Vocabulary✔ Write about Informational Text✔ Close Reading

Coral Reef: Amazing EcosystemsRead the passage (third read) . Then have students complete the Close Reading Worksheet. SE p. 245. Follow with Vocabulary, SE p. 141.




● Performance Coach Use discussion questions, TE p. 62. Review the ways to do research and the ways to take notes on research in the passages they have read.

● Readiness

LESSON FOCUSLAFS: 4 .RI .2 .5Support CoachLesson 6: Scientific Nonfiction● Student Edition pp. 142,


130–135

Skills✔ Scientific Nonfiction✔ Write about Informational Text

Sea Horses: Unique Creatures of the SeaReview Draw Conclusions, SE p. 142. Read the passage (first read) . Have students complete the Close Reading Worksheet, SE p. 247.


SE p. 142. Reread Sea Horses: Unique Creatures of the Sea with the first read annotations, focusing on drawing conclusions. Guide students to complete the Close Reading Worksheet.

● Support Coach Use Supporting Struggling Learners, TM p. 128. Help students understand prior knowledge and the information from Sea Horses: Unique Creatures of the Sea by asking and answering questions about the text.

● Readiness




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Week 30


LESSON FOCUSLAFS: 4 .RI .2 .5, 4 .L .3 .5 .cSupport CoachLesson 6: Scientific Nonfiction● Student Edition pp. 143–149,


Skills✔ Text Structure✔ Cause and Effect✔ Antonyms

Sea Horses: Unique Creatures of the SeaReview Text Structure, SE p. 143. Read the passage (second read) . Then have students complete the relevant questions on the Cause-and-Effect Chart, SE p. 248, and Vocabulary, SE p. 149.


SE p. 143. Reread Sea Horses: Unique Creatures of the Sea with the second read annotations, showing students that these focus on text structure. Guide students to complete the Cause-and-Effect Chart.


● Support Coach Have students write pairs of sentences with antonyms.

● Readiness

LESSON FOCUSLAFS: 4 .RI .2 .5, 4 .RF .3 .3, 4 .L .3 .5 .cSupport CoachLesson 6: Scientific Nonfiction● Student Edition pp. 144–150,


Skills✔ Text Structure✔ Close Reading

Respond to TextSea Horses: Unique Creatures of the SeaRead the passage (third read) . Then have students complete the Close Reading Worksheet, SE p. 247. Follow with Respond to Text, SE p. 150.



● Performance Coach Use Language Spotlight, SE p. 70 and TE p. 24, to teach synonyms and antonyms. Have pairs of students discuss word relationships.

● Readiness

LESSON FOCUSLAFS: 4 .RI .3 .8, 4 .RI .3 .9, 4 .W .1 .2Support CoachLesson 6: Scientific Nonfiction● Student Edition pp. 150–151● Teacher’s Manual pp. 136–137

Skills✔ Write a Response ✔ Use Information from Two

Texts




● Support Coach Have accelerating students read and discuss the questions in the Try It, SE p. 150, and take notes together.

● Readiness

REVIEWLAFS: 4 .RI .2 .5, 4 .RI .3 .7, 4 .L .3 .6Instruction CoachLesson 11: Reading Scientific Nonfiction● Student Edition p. 215● Teacher’s Manual p. 173

Skills✔ Sequence✔ Text Structure ✔ Domain Specific Vocabulary

Listen and LearnReview and discuss the Essential Question and the following focus skills:•identifysequenceof events•analyzetheelementsof text

structure (diagrams, photos, etc.)

•usedomainspecificvocabulary

DIFFERENTIATION OPTIONS● Performance Coach

To review cause and effect and text features, have students complete Lesson Practice, SE pp. 76–81.

● Performance Coach Have pairs of accelerating students read and review their responses (item 6) for Lesson Practice, SE p. 81.

● Readiness


Skills✔ Reasons and Evidence✔ Cause and Effect✔ Text Structure✔ Domain Specific Vocabulary✔ Antonyms

Support Coach Lesson 6: Scientific Nonfiction● Student Edition pp. 152–156● Teacher’s Manual pp. 138

Read on Your OwnKiller Plants!Review Comprehension Check, SE pp. 155–156. Have students share answers and discuss the text, pointing out evidence that they find.




● Readiness




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Week 31

Unit: Writing Opinion Pieces

LESSON FOCUSLAFS: 4 .W .1 .1, 4 .SL .1 .1Instruction CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 231–232● Teacher’s Manual pp. 186–188

Skills✔ Write an Opinion Piece✔ Engage in Collaborative

Discussion

Essential QuestionIntroduce writing opinion pieces and discuss questions, TM p. 187, focusing on the Essential Question, What makes an opinion piece effective? Then read SE p. 232 with students.


TM p. 124, to introduce the purpose and audience for an opinion piece.

● Instruction Coach Review Coral Reefs: Amazing Ecosystems and identify and discuss the introduction, body, and conclusion of that text.

● Performance Coach Have students read SE pp. 82–84 and identify the features of a persuasive text.

● Readiness

LESSON FOCUSLAFS: 4 .W .1 .1, 4 .W .2 .4, 4 .L .1 .1, 4 .L .1 .2Instruction CoachLesson 12: Writing Opinion Pieces ● Student Edition pp. 233–234● Teacher’s Manual pp. 189–190

Skills✔ Main Idea and Details✔ Write an Opinion Piece✔ Supporting Reasons



graphic on SE p. 232 to help students understand the characteristics and structure of opinion pieces.

● Instruction Coach Have accelerating students identify the opinion, supporting reasons, and conclusion of the mentor text.

● Performance Coach Guide students to complete the Coached Example, SE pp. 85–87.

● Readiness

LESSON FOCUSLAFS: 4 .W .1 .1, 4 .L .3 .4 .bInstruction CoachLesson 12: Writing Opinion Pieces● Student Edition p. 233–235● Teacher’s Manual pp. 189–192

Skills✔ Supporting Details✔ Latin Prefixes

Analyze a Mentor TextVocabulary StudyDiscuss the Think About It questions, TM p. 190. Focus on what makes this text a good model for study. Then read the Vocabulary Study and have students complete SE p. 235.


opinion piece on school vacations in the SE and guide students to find two words with prefixes. Help students use a dictionary to check each word’s meaning.

● Instruction Coach Review the writing process, SE p. 236, for students who need extra support.

● Readiness

LESSON FOCUS LAFS: 4 .W .1 .1, 4 .W .2 .4, 4 .L .1 .1, 4 .L .1 .2Instruction CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 236–239● Teacher’s Manual pp. 192–193

Skills✔ Write an Opinion Piece✔ Supporting Reasons

Writing Process: Step 1After reviewing the steps in the writing process, read the Writing Assignment. Discuss the task along with the purpose and audience. Then guide students through SE pp. 237–239 using the annotations. Students complete SE p. 239.

DIFFERENTIATION OPTIONS● Instruction Coach Take

a deeper dive into SE pp. 238–239 with students who need extra support as they use the brainstorm chart provided to complete Try It.

● Instruction Coach Have students work in pairs or small groups to generate questions about the new rule or policy topic. Allow students time to research and find the answers to these questions so they can add relevant information to their writing.

● Readiness

LESSON FOCUS LAFS: 4 .W .1 .1, 4 .W .2 .4, 4 .L .1 .1, 4 .L .1 .2Instruction CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 240–243● Teacher’s Manual pp. 194–196

Skills✔ Write an Opinion Piece✔ Conclusion

Writing Process: Steps 2, 3 Read SE p. 240 with students to help them understand how the writer of the mentor text organized the opinion, supporting reasons, and conclusion. Then read and discuss the drafting process before students begin to write.



● Instruction Coach Guide students through the Speaking and Listening Project, Connecting Text to Media, TM pp. 106–107.


● Readiness




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Week 32

Unit: Writing Opinion Pieces

LESSON FOCUSLAFS: 4 .W .1 .1, 4 .W .2 .4, 4 .L .1 .1, 4 .L .1 .2Instruction CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 242–247● Teacher’s Manual pp. 195–198

Skills✔ Write Opinion Pieces✔ Linking Words and Phrases

Writing Process: Steps 3, 4With students read the Writer’s Craft section, SE p. 242. Have students share their efforts to use linkin g words and phrases. Then read SE pp. 244–246.


who need extra support with SE pp. 246–247, spend less time on pp. 244–245. Model responses for the Try It sections.


● Readiness

LESSON FOCUSLAFS: 4 .W .1 .1, 4 .W .2 .4, 4 .W .2 .5, 4 .L .1 .1, 4 .L .1 .2Instruction CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 244–249● Teacher’s Manual pp. 197–199

Skills✔ Revise an Opinion Piece✔ Linking Words and Phrases

Writing Process: Steps 4, 5Allow time for students to complete their Peer Reviews and record their peer comments before they begin to revise. Read SE pp. 248–249.


sentences that students should revise in order to improve the introduction, the body, and/or the conclusion. Provide students with support as they revise.

● Instruction Coach Use the graphic on SE p. 244 to help students understand the characteristics and structure of opinion pieces.

● Instruction Coach Have accelerating students identify the opinion, supporting reasons, and conclusion of the mentor text.

● Readiness

LESSON FOCUSLAFS: 4 .W .1 .1, 4 .W .2 .4, 4 .W .2 .5, 4 .L .1 .1, 4 .L .1 .2Instruction CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 248–253● Teacher’s Manual pp. 199–200

Skills✔ Edit an Opinion Piece✔ Precise Language



students read aloud portions of their writing. Model Think Alouds about the opinion, supporting reasons, and conclusion to demonstrate how to talk about writing.


● Readiness

LESSON FOCUS LAFS: 4 .W .1 .1, 4 .W .2 .4, 4 .W .2 .5, 4 .W .2 .6, 4 .W .4 .10, 4 .L .1 .1, 4 .L .1 .2Instruction CoachLesson 12: Writing Opinion Pieces● Student Edition pp. 250–254● Teacher’s Manual pp. 200–201

Skills✔ Write an Opinion Piece✔ Dependent Clauses


DIFFERENTIATION OPTIONS● Instruction Coach Use

SE pp. 242–252 as a springboard for students to discuss strategies for improving dependent clauses in their writing.


● Readiness


Skills✔ Write an Opinion Piece





● Instruction Coach As an option, have students share their Speaking and Listening Project, TM pp. 106–107.

● Readiness


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