District Overview:

Effective communication is the ultimate goal of the English Language Arts (ELA) program. The District’s program is committed to producing reflective, critical, and creative thinkers by developing a positive learning community in which students are empowered to read, write, and respond to texts to prepare them for college and careers. Throughout the educational process, students shall strive to become expert readers and writers, effective speakers and listeners, thoughtful problem solvers, critical consumers of visual media and competent users of language. Instruction focuses on meaningful language experiences, which allow for whole-group, small-group and individualized instruction based on the needs of each student. Technology integration creates an interactive, engaging, and relevant learning environment. Through readings of both classic and contemporary literature as well as non-fiction selections, students are exposed to a variety of text modalities. By providing these opportunities, students are able to exercise skills in gathering, synthesizing, and communicating language. In all, the curriculum aims to develop problem solving skills and connect knowledge across curriculum to build an understanding of cultural diversities and complexities of the world.

Grade 4 Description:

In fourth grade, students will continue to grow as readers and writers. They will be exposed to a variety of genres throughout the year. There will be required titles as well as the opportunity for independent reading choices in both fiction and non-fiction categories. Students will be exposed to grade level and domain specific vocabulary. They will learn to closely evaluate the text for the purpose of analyzation. Students will learn to identify the author’s purpose. Students will learn grade appropriate grammar and writing skills. Students will write narrative, informational, and persuasive pieces. Forms of figurative language will be introduced to further comprehension and also to enhance their writing.

Grade 4 Units:

Unit 1: Vocabulary Unit 2: Fiction/Non-Fiction: Story Elements and Comprehension Strategies Unit 3: Novel Studies and Independent Reading Unit 4: Grammar Unit 5: Writing

Subject: English Language Arts Grade: 4 Suggested Timeline: Ongoing throughout the year

Unit Title: Vocabulary

Unit Overview/Essential Understanding: Students will use vocabulary to comprehend and analyze text. They will be exposed to terms used in both fiction and nonfiction passages. Vocabulary terms are used across the curriculum focusing on literary and academic vocabulary.

Essential Questions: How does vocabulary improve reading comprehension? How does vocabulary improve writing and speaking? What strategies can be used to figure out the meaning of unknown words? What are shades of meaning?

Unit Objectives: The students will utilize prefixes and suffixes to determine meaning of vocabulary terms. The students will utilize Greek and Latin word parts to define vocabulary terms. The students will clarify meaning of unknown and multiple meaning words. The students will acquire grade level domain specific vocabulary terms. The students will utilize word choice based on the emphasis needed to convey meaning. The students will utilize dictionary skill, both online and in print, to learn word meanings and origins. The students will sort words with the same meanings from weaker to stronger shades of meaning.

Focus Standards Addressed in this Unit: CC.1.2.4.F - Determine the meaning of words and phrases as they are used in grade level text, including figurative language. CC.1.2.4.K - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and

content, choosing flexibly from a range of strategies and tools. CC.1.3.4.F - Determine the meaning of words and phrases as they are used in grade level text, including figurative language. CC.1.3.4.I - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and

content, choosing flexibly from a range of strategies and tools. CC.1.3.4.J - Acquire and use accurately grade appropriate conversational, general academic, and domain-specific words and phrases,

including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.

Important Standards Addressed in this Unit: CC.1.2.4.J - Acquire and use accurately grade appropriate conversational, general academic, and domain-specific words and phrases,

including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. CC.1.4.4.E - Use precise language and domain-specific vocabulary to inform about or explain the topic.

Misconceptions: Students believe that a strong vocabulary is not necessary to be a good reader. Students believe that academic vocabulary is not a “real life” skill. Students believe that ELA vocabulary is not important within other subject areas.

Concepts/Content: Vocabulary from district approved

texts Vocabulary from supplemental

resources Domain specific vocabulary

Competencies/Skills: Identify and define new

vocabulary terms Utilize vocabulary terms Utilize strategies taught to

determine meaning

Description of Activities: District approved resource activities Teacher created vocabulary activities Vocabulary cut and paste Quizlet

Assessments: Notebook entries Practical application in classroom discussions Assessment included in district approved reading series

Interdisciplinary Connections: Domain Specific Vocabulary (math, science, social studies) District Approved Program for Reading/ELA Online Tools (Quizlet)

Additional Resources: District Approved Textbooks District Approved Supplemental Resources Online Resources Teacher Created Resources

Subject: English Language Arts Grade: 4 Suggested Timeline: Ongoing throughout the year

Unit Title: Fiction/Non-Fiction: Story Elements and Comprehension Strategies

Unit Overview/Essential Understanding: Students will use comprehension strategies and skills to read and analyze both fiction and non-fiction texts. They will identify characters, setting, and plots of fiction texts. They will identify main idea and supporting details of non-fiction texts. Students will develop an understanding of theme and identify the theme of varied selections. They will identify author’s purpose and point of view. Comprehension strategies will extend to both science and social studies.

Essential Questions: How does interaction with text deepen thinking? What is the difference between fiction and nonfiction? What is a theme? How do literary elements enhance the plot? How does point of view influence understanding? What reading strategies make an independent reader? How do graphic features and text structure affect comprehension of non-fiction selections? How does figurative language enhance meaning? What is the difference between fact and opinion?

Unit Objectives: Students will read and comprehend grade level text selections independently and proficiently. Students will determine whether a selection is fiction or non-fiction. Students will identify the genre of a piece of literature. Students will identify literary elements for a piece of literature. Students will determine theme or central idea for a given text selection. Students will identify supporting details for topics or main ideas. Students will analyze a character’s thoughts and actions to develop an understanding of the character. Students will accurately summarize a selection, including key events, conflict and resolution. Students will cite text evidence to support analysis of a given text. Students will revisit the text to analyze information in order to form a response to text dependent analysis questions. Students will compare and contrast ideas in two or more sets of text.

Students will utilize text structure and graphic features to enhance comprehension. Students will analyze the meaning of adages and proverbs found in text. Students will infer the meaning of similes, metaphors, idioms, and hyperboles found in text. Students will differentiate between formal and informal language and cite when each is appropriate to use. Students will differentiate between fact and opinion.

Focus Standards Addressed in this Unit: CC.1.1.4.E - Read with accuracy and fluency to support comprehension. CC.1.2.4.A - Determine the main idea of a text and explain how it is supported by key details; summarize the text. CC.1.2.4.B - Refer to details and examples in text to support what the text says explicitly and make inferences. CC.1.2.4.C - Explain events, procedures, ideas, or concepts in a text, including what happened and why, based on specific information in

the text. CC.1.2.4.E - Use text structure to interpret information (e.g., chronology, comparison, cause/effect, problem/solution). CC.1.2.4.H - Explain how an author uses reasons and evidence to support particular points in a text. CC.1.2.4.L - Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently. CC.1.3.4.A - Determine a theme of a text from details in the text; summarize the text. CC.1.3.4.B - Cite relevant details from text to support what the text says explicitly and make inferences. CC.1.3.4.C - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text. CC.1.3.4.K - Read and comprehend literary fiction on grade level, reading independently and proficiently. CC.1.4.4.I - Provide reasons that are supported by facts and details. CC.1.4.4.S - Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading

standards for literature and informational texts.

Important Standards Addressed in this Unit: CC.1.2.4.D - Compare and contrast an event or topic told from two different points of view. CC.1.2.4.G - Interpret various presentations of information within a text or digital source and explain how the information contributes to

an understanding of text in which it appears. CC.1.2.4.I - Integrate information from two texts on the same topic to demonstrate understanding of that topic. CC.1.3.4.D - Compare and contrast an event or topic told from two different points of view. C.1.3.4.E - Explain major differences between poems, drama, and prose and refer to the structural elements of each when writing or

speaking about a text.

CC.1.3.4.G - 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.

CC.1.3.4.H - Compare and contrast similar themes, topics, and patterns of events in literature, including texts from different cultures. CC.1.5.4.A - Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others’ ideas and

expressing their own clearly. CC.1.5.4.B - Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually,

quantitatively, and orally. CC.1.5.4.C - Identify the reasons and evidence a speaker provides to support particular points CC.1.5.4.E - Differentiate between contexts that require formal English versus informal situations.

Misconceptions: Students do not believe that the more reading they do the better readers they will become. Students believe they only need to read a selection one time to fully comprehend it. Students believe that text evidence is not important to support their ideas. Students believe that a summary is the back of a book jacket. Students believe what they read as factual vs. an author’s opinion. Students believe a theme is the same thing as a topic and stated explicitly. Students believe it is not necessary to utilize resources and look back in a text to provide evidence.

Concepts/Content: Different genres Point of view Theme Characterization Story structure Sequencing Main idea and details Inference Fact and opinion Cause and effect Problem and solution

Competencies/Skills: Identify and define different

genres of literature Identify literary elements Analyze and evaluate text Make conclusions and

generalizations Infer and predict outcomes Compare and contrast text

selections Identify the main idea and

supporting facts or details

Description of Activities: Independent reading Listening to text with headphones while reading

along Choral reading Guided reading intermixed with text analysis

questions Partner reading with extension activities Whole group and small group discussion Timelines Sequencing activities Identify text and graphic features and story

Author’s purpose Formal vs. informal language Figurative language Text and graphic features

Summarize and paraphrase Utilize context clues Analyze an argument Differentiate between fact and

opinion Identify the conflict and

resolution of a story Identify author’s viewpoint and

purpose Identify the cause of something;

identify the effect of something Identify the author’s purpose Differentiate between formal and

informal use of language Identify several forms of figurative

language: simile, metaphor, idiom, hyperbole, onomatopoeia, alliteration, allusion, adages and proverbs

Utilize text and graphic features Identify theme Recognize characterization Identify story structure

(cause/effect, problem/solution, sequence of events)

Sequence story events Infer

structure Venn diagrams and T-Charts Mini-lessons for specific skills District approved resource activities Teacher created resource activities

Assessments: Timelines Mini-Informational Reports

Venn Diagrams Assessment included in district approved reading series

Interdisciplinary Connections: Writing Science Social Studies

Additional Resources: District Approved Textbooks District Approved Supplemental Resources Online Resources Teacher Created Resources

Subject: English Language Arts Grade: 4 Suggested Timeline: Ongoing throughout the year

Unit Title: Novel Studies and Independent Reading

Unit Overview/Essential Understanding: Students will read novels and identify and discuss elements related to both fiction and non-fiction texts. They will identify characters, setting, and plot of various novels. Students will practice reading strategies designed to make them successful independent readers. There will be opportunity to collaborate with peers through discussion and assignments in order to deepen comprehension.

Essential Questions: How does interaction with text deepen thinking? What is a theme? How do literary elements enhance the plot? How does point of view influence understanding? What reading strategies make an independent reader?

Unit Objectives: Students will read and comprehend grade level text selections independently and proficiently. Students will utilize peer collaboration and discussion to enhance comprehension of a shared text. Students will identify the genre of a piece of literature. Students will identify literary elements for a piece of literature. Students will determine theme or central idea for a given text selection. Students will accurately summarize a selection, including key events, conflict and resolution. Students will cite text evidence to support analysis of a given text.

Focus Standards Addressed in this Unit: CC.1.1.4.E - Read with accuracy and fluency to support comprehension. CC.1.2.4.A - Determine the main idea of a text and explain how it is supported by key details; summarize the text. CC.1.2.4.B - Refer to details and examples in text to support what the text says explicitly and make inferences. CC.1.2.4.C - Explain events, procedures, ideas, or concepts in a text, including what happened and why, based on specific information in

the text. CC.1.3.4.A - Determine a theme of a text from details in the text; summarize the text. CC.1.3.4.B - Cite relevant details from text to support what the text says explicitly and make inferences. CC.1.3.4.C - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text. CC.1.3.4.K - Read and comprehend literary fiction on grade level, reading independently and proficiently. CC.1.4.4.I - Provide reasons that are supported by facts and details. CC.1.4.4.S - Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading

standards for literature and informational texts. CC.1.5.4.A - Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others’ ideas and

expressing their own clearly.

CC.1.5.4.B - Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Important Standards Addressed in this Unit: CC.1.2.4.D - Compare and contrast an event or topic told from two different points of view. CC.1.2.4.E - Use text structure to interpret information (e.g., chronology, comparison, cause/effect, problem/solution). CC.1.3.4.D - Compare and contrast an event or topic told from two different points of view. CC.1.3.4.H - Compare and contrast similar themes, topics, and patterns of events in literature, including texts from different cultures. CC.1.5.4.C - Identify the reasons and evidence a speaker provides to support particular points CC.1.5.4.E - Differentiate between contexts that require formal English versus informal situations.

Misconceptions: Students do not believe that the more reading they do the better readers they will become. Students believe they only need to read a selection one time to fully comprehend it. Students believe that text evidence is not important to support their ideas. Students believe that a summary is the back of a book jacket. Students believe a theme is the same thing as a topic and stated explicitly. Students believe it is not necessary to utilize resources and look back in a text to provide evidence.

Concepts/Content: Different genres Theme Characterization Story structure Main idea and details Inference Problem and solution Formal vs. informal language Figurative language

Competencies/Skills: Identify and define different

genres of literature Identify literary elements Analyze and evaluate text Make conclusions and

generalizations Infer and predict outcomes Identify theme Identify characterization Identify story structure Identify and interpret figurative

Description of Activities: Set reading goals Small and whole group discussion Complete activities related to the assigned

reading

language Identify the main idea and

supporting facts or details Summarize and paraphrase Utilize context clues Identify the conflict and

resolution of a story Differentiate between formal and

informal use of language

Assessments: Informal through whole and small group discussion Formal selection assessment Literature circle packet completion and project presentation

Interdisciplinary Connections: Speaking and Listening Writing Social Studies (historical fiction) Art Technology

Additional Resources: District Approved Novels Literature Circle Novels District Approved Supplemental Resources Teacher Created Resources

Subject: English Language Arts Grade: 4 Suggested Timeline: Ongoing throughout the year

Unit Title: Grammar

Unit Overview/Essential Understanding: Students will be exposed to and learn to incorporate and utilize grade appropriate rules of grammar, punctuation, and language conventions in both written and spoken form.

Essential Questions: What strategies can be used to spell words correctly? How do the parts of speech work together? Why is an understanding of proper punctuation important? Why is it important to be able to communicate fluently and effectively? How does an understanding of grammar affect writing and speaking?

Unit Objectives: Students will identify and properly use parts of speech. Students will identify subject/verb agreement and utilize this skill in writing and speaking. Students will identify types of sentences and correct punctuation for each. Students will correctly combine sentences using conjunctions and appropriate punctuation. Students will differentiate between similes and metaphors. Students will identify the meaning behind idioms, hyperboles, similes, and metaphors. Students will be able to spell grade appropriate words correctly. Students will utilize knowledge of Greek and Latin word parts to help spell words correctly.

Focus Standards Addressed in this Unit: CC.1.1.4.D - Know and apply grade-level phonics and word analysis skills in decoding words. CC.1.2.4.F - Determine the meaning of words and phrases as they are used in grade level text, including figurative language. CC.1.2.4.K - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and

content, choosing flexibly from a range of strategies and tools. CC.1.3.4.F - Determine the meaning of words and phrases as they are used in grade level text, including figurative language.

CC.1.4.4.F - Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

CC.1.4.4.L - Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

CC.1.4.4.R - Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

Important Standards Addressed in this Unit: CC.1.5.4.B - Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually,

quantitatively, and orally. CC.1.5.4.C - Identify the reasons and evidence a speaker provides to support particular points.

Misconceptions: Students believe it is not necessary to start a sentence with a capital letter and end it with punctuation. Students believe it is not necessary to capitalize the letter “I” when referring to themselves. Students believe grammar is boring and unimportant. Students believe there is no value in learning how to spell words correctly.

Concepts/Content: Capitalization and punctuation Spelling strategies Types of sentences Basic parts of speech (nouns,

pronouns, verbs, adverbs, adjectives)

Helping verbs Possessives Modal auxiliaries Subject/Verb agreement Conjunctions Complete sentences vs. fragments

Competencies/Skills: Capitalize the first word in a

sentence and the word “I” when referring to self

Utilize strategies to aid in spelling Differentiate between types of

sentences Define and identify basic parts of

speech Identify different types of verbs Correctly use apostrophes in

reference to possessives Compose complete sentences of

Description of Activities: Online spelling activities like Spelling City Spelling practice Whole group and small group practice activities District approved resource activities Teacher created resource activities

and run-ons Compound and complex

sentences Frequently confused words Prepositions and prepositional

phrases

varying types Utilize context clues to correctly

choose which homophones to use Identify basic prepositions and

prepositional phrases

Assessments: Spelling pre and post assessments Quizzes Assessment included in district approved reading series Teacher created practice activities

Interdisciplinary Connections: Art Music Writing Speaking and Listening

Additional Resources: District Approved Textbooks District Approved Supplemental Resources Online Resources Teacher Created Resources

Subject: English Language Arts Grade: 4 Suggested Timeline: Ongoing throughout the year

Unit Title: Writing and Speaking

Unit Overview/Essential Understanding: Students will write topic sentences and provide relative details and examples to create strong paragraphs. They will begin with narrative, informative, and persuasive paragraphs and later develop these into three to five paragraph essays in each style. They will use the internet and text to research various topics. Writing will take place across the curriculum.

Essential Questions: Why is effective communication important? How can writing be used to convey feelings or experiences? How can claims or arguments be supported in writing? How does knowledge of proper grammar affect writing and speaking? How does knowledge of proper punctuation affect writing? How do style and voice enhance writing and speaking? How does word choice affect writing? How should writing be edited and revised?

Unit Objectives: Students will be able to compose a complete sentence using correct capitalization, punctuation, and spelling. Students will devise a topic sentence and add at least three supporting sentences and a conclusion to produce a quality paragraph. Students will utilize graphic organizers and other methods to plan and organize their ideas for writing. Students will develop paragraphs for the three types of writing: informative, narrative, and persuasive/argumentative. Students will use precise language and domain specific vocabulary to explain a topic. Students will plan and develop a three to five paragraph essay with all paragraphs relating to the chosen topic. Students will write an argument to support a claim/opinion. Students will utilize the internet and print resources to research a given topic. Students will edit and analyze their writing to incorporate word choice, voice, and style. Students will consistently use correct tense throughout a piece of writing. Students will edit and revise their writing to produce a final draft.

Students will utilize peers and adult helpers to edit and revise their writing. Students will effectively transition between paragraphs and ideas within their writing. Students will effectively respond to text dependent analysis questions. Students will competently paraphrase and summarize ideas presented within a text. Students will effectively present their written ideas to their peers orally using appropriate visual aids. Students will be exposed to and create different types of poetry.

Focus Standards Addressed in this Unit: CC.1.4.4.A - Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. CC.1.4.4.B - Identify and introduce the topic clearly. CC.1.4.4.C - Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the

topic; include illustrations and multimedia when useful to aiding comprehension. CC.1.4.4.D - Group related information in paragraphs and sections, linking ideas within categories of information using words and

phrases; provide a concluding statement or section; include formatting when useful to aiding comprehension. CC.1.4.4.E - Use precise language and domain-specific vocabulary to inform about or explain the topic. CC.1.4.4.F - Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization,

punctuation, and spelling. CC.1.4.4.G - Write opinion pieces on topics or texts. CC.1.4.4.H - Introduce the topic and state an opinion on the topic. CC.1.4.4.I - Provide reasons that are supported by facts and details. CC.1.4.4.J - Create an organizational structure that includes related ideas grouped to support the writer’s purpose and linked in a logical

order with a concluding statement or section related to the opinion. CC.1.4.4.K - Choose words and phrases to convey ideas precisely. CC.1.4.4.L - Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization,

punctuation, and spelling. CC.1.4.4.M - Write narratives to develop real or imagined experiences or events. CC.1.4.4.N - Orient the reader by establishing a situation and introducing a narrator and/or characters. CC.1.4.4.P - Organize an event sequence that unfolds naturally, using a variety of transitional words and phrases to manage the

sequence of events; provide a conclusion that follows from the narrated experiences and events. CC.1.4.4.Q - Choose words and phrases to convey ideas precisely. CC.1.4.4.R - Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization,

punctuation, and spelling. CC.1.4.4.S - Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading

standards for literature and informational texts. CC.1.4.4.T - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and

editing. CC.1.4.4.V - Conduct short research projects that build knowledge through investigation of different aspects of a topic. CC.1.4.4.X - 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. CC.1.5.4.D - 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 with adequate volume, appropriate pacing, and clear pronunciation. CC.1.5.4.E - Differentiate between contexts that require formal English versus informal situations. CC.1.5.4.G - Demonstrate command of the conventions of standard English when speaking, based on Grade 4 level and content.

Important Standards Addressed in this Unit: CC.1.4.4.O - Use dialogue and descriptions to develop experiences and events or show the responses of characters to situations; use

concrete words and phrases and sensory details to convey experiences and events precisely. CC.1.4.4.U - With some guidance and support, 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.

CC.1.4.4.W - 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.

CC.1.5.4.A - Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others’ ideas and expressing their own clearly.

CC.1.5.4.F - Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Misconceptions: Students believe it is not necessary to start a sentence with a capital letter and end it with punctuation. Students believe it is not necessary to capitalize the letter “I” when referring to themselves. Students believe writing is a punishment. Students believe there is no value in spelling words correctly within their writing.

Students believe that it is not important to use proper mechanics within their writing. Students believe the bare minimum is enough. Students believe their opinion is fact. Students believe editing and revising is not necessary.

Concepts/Content: Sentence structure Grammar rules Mechanics Spelling Transitions Word choice Graphic organizers Paragraph writing-informative,

narrative, persuasive/ argumentative

Essay writing- informative, narrative, persuasive/ argumentative

Writing process Editing and revising TDA writing

Competencies/Skills: Write complete sentences Implement grammar rules Spell grade appropriate words

correctly Utilize transitions Utilize and word choice Utilize graphic organizers to

prepare paragraphs and essays Create solid paragraphs in three

forms: informative, narrative, persuasive/ argumentative

Create three to five paragraph essays

Use the internet and texts to do small research projects

Use capitalization and punctuation correctly

Utilize the writing process from planning to publishing

Edit and revise Conference with peers Orally present writing/research Respond appropriately and with

sufficient text evidence to TDA type questions

Description of Activities: TAG format (Turn it around, Answer the

question, Give a detail) Summarizing and Paraphrasing Brainstorming Planning with various types of graphic organizers Quick writes Picture Writing (sensory and imagery) Peer Conferencing Editing and Revising Research Informational Reports (Ancestor Report,

National Park Report) Narrative Writing (Naughty and Nice Stories) Opinion Writing (American Legion Essay) Autobiography Biography Book Reports Poetry

Assessments: Informal through conferencing Smaller pieces of writing scored by teacher Larger pieces of writing scored using district writing rubric Reports scored with teacher created score sheets TDA writing scored using PSSA guidelines Assessment included in district approved reading series

Interdisciplinary Connections: Reading Grammar Science Social Studies Art Music Technology

Additional Resources: District Approved Textbooks District Approved Supplemental Resources Teacher Created Resources