RE04 Curriculum Map
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Contents |
August
Content and Essential Skills
Skills
Assessment
Resources
Optional
September
Content and Essential Skills
- Standard 1: Students read and understand a variety of materials.
- Standard 4: Students apply thinking skills to their reading, writing, speaking, listening and viewing.
- Standard 6: Students read and recognize literature as a record of human experience.
Theme: You Can Do It!
Time frame: 6 weeks
Skills
Students will:
> set a purpose for reading;
> identify supporting details and main idea;
> summarize long text passages;
> draw inferences using context clues
> use a full range of strategies to comprehend a variety of texts, such as non-fiction, rhymes, poems, and stories (for example, skim and scan, self-monitor for understanding);
>use bold print, italics, titles, sub-titles, quotations, and underlined words to comprehend text;
> recognize an author's point of view;
> predict and draw conclusions about stories;
> differentiate between fact and opinion in written and spoken forms;
> use reading, writing, speaking, and listening to define and solve problems;
> respond to written and oral presentations as a reader, listener, and articulate speaker;
> use listening skills to understand directions;
> read, respond to, and discuss a variety of literature such as folk tales, legends, myths, fiction, rhymes and poems, non-fiction, and content-area reading;
> read, respond to, and discuss literature as a way to explore the similarities and differences among stories and the ways in which those stories reflect the ethnic background of the author and the culture in which they were written;
> recognize the concept of classic or enduring literature, and reading and listening to classic works;
> use literary terminology such as setting, plot, character, problem, and solution;
> use new vocabulary from literature in other context.
Assessment
- Teacher observation based on daily assignments and tests, miscue analysis, fluency notes from teacher
Resources
- narrative elements (characters, setting, plot)
- make inferences
- study prefixes, suffixes, and root words
- make and confirm predictions
- summarize text
- locate information in table of contents, index, and other book parts
- develop vocabulary
- create a word wall for math and language; start a Word Jar
- DEAR time (25 min/day)
- read aloud time (A Week In the Woods; )
- Time For Kids
- Trophies gr. 4 basal - Lead the Way
Optional
October
Content and Essential Skills
- Continued Theme 1
Skills
This theme lasted through Oct. 18. Theme 2 began that week.
Assessment
- Teacher observation based on daily assignments and tests, miscue analysis, fluency notes from teacher
Resources
- narrative elements (characters, setting, plot)
- make inferences
- study prefixes, suffixes, and root words
- make and confirm predictions
- summarize text
- locate information in table of contents, index, and other book parts
- develop vocabulary
- create a word wall for math and language; start a Word Jar
- DEAR time (25 min/day)
- read aloud time (A Week In the Woods)
- Time For Kids
- Trophies gr. 4 basal - Lead the Way
Optional
November
Content and Essential Skills
- Standard 1: Students read and understand a variety of materials.
- Standard 4: Students apply thinking skills to their reading, writing, speaking, listening and viewing.
- Standard 6: Students read and recognize literature as a record of human experience.
Theme 2: Side by Side
Time Frame: 8 weeks
Skills
Students will:
> set a purpose for reading;
> identify supporting details and main idea;
> summarize long text passages;
> draw inferences using context clues;
> use a full range of strategies to comprehend a variety of texts, such as non-fiction, rhymes, poems, and stories (for example, skim and scan, self-monitor for understanding);
>use bold print, italics, titles, sub-titles, quotations, and underlined words to comprehend text;
> recognize an author's point of view;
> predict and draw conclusions about stories;
> differentiate between fact and opinion in written and spoken forms;
> use reading, writing, speaking, and listening to define and solve problems;
> respond to written and oral presentations as a reader, listener, and articulate speaker;
> use listening skills to understand directions;
> read, respond to, and discuss a variety of literature such as folk tales, legends, myths, fiction, rhymes and poems, non-fiction, and content-area reading;
> read, respond to, and discuss literature as a way to explore the similarities and differences among stories and the ways in which those stories reflect the ethnic background of the author and the culture in which they were written;
> recognize the concept of classic or enduring literature, and reading and listening to classic works;
> use literary terminology such as setting, plot, character, problem, and solution;
> use new vocabulary from literature in other context.
Assessment
>teacher observation based on daily assignments, miscue analysis, notes while students read aloud
>theme 2 assessments
Resources
- narrative elements (characters, setting, plot)
- make inferences
- study prefixes, suffixes, and root words
- make and confirm predictions
- summarize text
- locate information in table of contents, index, and other book parts
- cause and effect
- figurative language
- small group novel studies during Title 1 time (The Lion, the Witch and the Wardrobe, Runaway Ralph, Charlie and the Chocolate Factory, The Chocolate Touch, Light at Tern Rock, Lily and Miss Liberty, Night Bird)
- develop vocabulary
- continue word wall for math and language and Word Jar
- DEAR time (25 min/day)
- read aloud time (Hatchet; The Best Christmas Pageant Ever)
- Time For Kids
- Trophies gr. 4 basal - Lead the Way
- picture books about Christmas and Hannakua
- American symbols readers theater book (personal)
Optional
December
Content and Essential Skills
- Continued Theme 2
Skills
This theme lasted through Dec. 17.
Assessment
>teacher observation based on daily assignments, miscue analysis, notes while students read aloud
>theme 2 assessments
Resources
- narrative elements (characters, setting, plot)
- make inferences
- study prefixes, suffixes, and root words
- make and confirm predictions
- summarize text
- locate information in table of contents, index, and other book parts
- cause and effect
- figurative language
- small group novel studies during Title 1 time (The Lion, the Witch and the Wardrobe, Runaway Ralph, Charlie and the Chocolate Factory, The Chocolate Touch, Light at Tern Rock, Lily and Miss Liberty, Night Bird)
- develop vocabulary
- continue word wall for math and language and Word Jar
- DEAR time (25 min/day)
- read aloud time (Hatchet; The Best Christmas Pageant Ever)
- Time For Kids
- Trophies gr. 4 basal - Lead the Way
- picture books about Christmas and Hannakua
- American symbols readers theater book (personal)
Optional
January
Content and Essential Skills
- Standard 1: Students read and understand a variety of materials.
- Standard 4: Students apply thinking skills to their reading, writing, speaking, listening and viewing.
- Standard 5: Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
- Standard 6: Students read and recognize literature as a record of human experience.
Skills
Students will:
> set a purpose for reading;
> identify supporting details and main idea;
> summarize long text passages;
> draw inferences using context clues;
> use a full range of strategies to comprehend a variety of texts, such as non-fiction, rhymes, poems, and stories (for example, skim and scan, self-monitor for understanding);
> use bold print, italics, titles, sub-titles, quotations, and underlined words to comprehend text;
> recognize an author's point of view;
> predict and draw conclusions about stories;
> differentiate between fact and opinion in written and spoken forms;
> use reading, writing, speaking, and listening to define and solve problems;
> respond to written and oral presentations as a reader, listener, and articulate speaker;
> use listening skills to understand directions;
> use organizational features of printed text (for example, page numbering, alphabetizing, glossaries, chapter heading, tables of contents, indexes, captions);
> use organizational features of media or electronic information (for example, passwords, entry menu features, pull-down menus, icons, key word searches);
> take notes, outline, and identify main ideas in resource materials;
> sort information as it relates to a specific topic or purpose;
> give credit for borrowed information by telling or listing sources.
> read, respond to, and discuss a variety of literature such as folk tales, legends, myths, fiction, rhymes and poems, non-fiction, and content-area reading;
> read, respond to, and discuss literature as a way to explore the similarities and differences among stories and the ways in which those stories reflect the ethnic background of the author and the culture in which they were written;
> recognize the concept of classic or enduring literature, and reading and listening to classic works;
> use literary terminology such as setting, plot, character, problem, and solution;
> use new vocabulary from literature in other context.
Assessment
>teacher observation based on daily assignments, miscue analysis, notes while students read aloud
>theme 3 assessments
Resources
- draw conclusions
- compare and contrast
- make and confirm predictions
- summarize text
- cause and effect
- develop vocabulary
- reading enrichment novel studies (Misty of Chincoteague)
- continue word wall for math and language and Word Jar
- DEAR time (25 min/day)
- read aloud time (Steal Away Home)
- Time For Kids
- Trophies gr. 4 basal - Lead the Way
Optional
February
Content and Essential Skills
- Standard 1:Students read and understand a variety of materials.
- Standard 4: Students apply thinking skills to their reading, writing, speaking, listening and viewing.
- Standard 5: Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
- Standard 6: Students read and recognize literature as a record of human experience.
Skills
Students will:
> set a purpose for reading;
> identify supporting details and main idea;
> summarize long text passages;
> draw inferences using context clues;
> use a full range of strategies to comprehend a variety of texts, such as non-fiction, rhymes, poems, and stories (for example, skim and scan, self-monitor for understanding);
> use bold print, italics, titles, sub-titles, quotations, and underlined words to comprehend text;
> recognize an author's point of view;
> predict and draw conclusions about stories;
> differentiate between fact and opinion in written and spoken forms;
> use reading, writing, speaking, and listening to define and solve problems;
> respond to written and oral presentations as a reader, listener, and articulate speaker;
> use listening skills to understand directions;
> use organizational features of printed text (for example, page numbering, alphabetizing, glossaries, chapter heading, tables of contents, indexes, captions);
> use organizational features of media or electronic information (for example, passwords, entry menu features, pull-down menus, icons, key word searches);
> take notes, outline, and identify main ideas in resource materials;
> sort information as it relates to a specific topic or purpose;
> give credit for borrowed information by telling or listing sources;
> read, respond to, and discuss a variety of literature such as folk tales, legends, myths, fiction, rhymes and poems, non-fiction, and content-area reading;
> read, respond to, and discuss literature as a way to explore the similarities and differences among stories and the ways in which those stories reflect the ethnic background of the author and the culture in which they were written;
> recognize the concept of classic or enduring literature, and reading and listening to classic works;
> use literary terminology such as setting, plot, character, problem, and solution;
> use new vocabulary from literature in other context;
Assessment
>teacher observation based on daily assignments, miscue analysis, notes while students read aloud
>theme 3 assessments
Resources
- draw conclusions
- compare and contrast
- make and confirm predictions
- summarize text
- cause and effect
- develop vocabulary
- reading enrichment novel studies (Frindle and Number the Stars)
- continue word wall for math and language and Word Jar
- DEAR time (25 min/day)
- read aloud time
- Time For Kids
- Trophies gr. 4 basal - Lead the Way
Optional
March
Content and Essential Skills
- Standard 1: Students read and understand a variety of materials.
- Standard 4: Students apply thinking skills to their reading, writing, speaking, listening and viewing.
- Standard 5: Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
- Standard 6: Students read and recognize literature as a record of human experience.
Skills
Students will:
> set a purpose for reading;
> identify supporting details and main idea;
> summarize long text passages;
> draw inferences using context clues;
> use a full range of strategies to comprehend a variety of texts, such as non-fiction, rhymes, poems, and stories (for example, skim and scan, self-monitor for understanding);
> use bold print, italics, titles, sub-titles, quotations, and underlined words to comprehend text;
> recognize an author's point of view;
> predict and draw conclusions about stories;
> differentiate between fact and opinion in written and spoken forms;
> use reading, writing, speaking, and listening to define and solve problems;
> respond to written and oral presentations as a reader, listener, and articulate speaker;
> use listening skills to understand directions;
> use organizational features of printed text (for example, page numbering, alphabetizing, glossaries, chapter heading, tables of contents, indexes, captions);
> use organizational features of media or electronic information (for example, passwords, entry menu features, pull-down menus, icons, key word searches);
> take notes, outline, and identify main ideas in resource materials;
> sort information as it relates to a specific topic or purpose;
> give credit for borrowed information by telling or listing sources;
> read, respond to, and discuss a variety of literature such as folk tales, legends, myths, fiction, rhymes and poems, non-fiction, and content-area reading;
> read, respond to, and discuss literature as a way to explore the similarities and differences among stories and the ways in which those stories reflect the ethnic background of the author and the culture in which they were written;
> recognize the concept of classic or enduring literature, and reading and listening to classic works;
> use literary terminology such as setting, plot, character, problem, and solution;
> use new vocabulary from literature in other context.
Assessment
>teacher observation based on daily assignments, miscue analysis, notes while students read aloud
>theme 3 assessments
Resources
- draw conclusions
- compare and contrast
- make and confirm predictions
- summarize text
- cause and effect
- develop vocabulary
- reading enrichment novel studies (Farmer Boy)
- continue word wall for math and language and Word Jar
- DEAR time (25 min/day)
- read aloud time
- Time For Kids
- Trophies gr. 4 basal - Lead the Way
Optional
April
Content and Essential Skills
- Standard 1: Students read and understand a variety of materials.
- Standard 4: Students apply thinking skills to their reading, writing, speaking, listening and viewing.
- Standard 5: Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
- Standard 6: Students read and recognize literature as a record of human experience.
Skills
Students will:
> set a purpose for reading;
> identify supporting details and main idea;
> summarize long text passages;
> draw inferences using context clues;
> use a full range of strategies to comprehend a variety of texts, such as non-fiction, rhymes, poems, and stories (for example, skim and scan, self-monitor for understanding);
> use bold print, italics, titles, sub-titles, quotations, and underlined words to comprehend text;
> recognize an author's point of view;
> predict and draw conclusions about stories;
> differentiate between fact and opinion in written and spoken forms;
> use reading, writing, speaking, and listening to define and solve problems;
> respond to written and oral presentations as a reader, listener, and articulate speaker;
> use listening skills to understand directions;
> use organizational features of printed text (for example, page numbering, alphabetizing, glossaries, chapter heading, tables of contents, indexes, captions);
> use organizational features of media or electronic information (for example, passwords, entry menu features, pull-down menus, icons, key word searches);
> take notes, outline, and identify main ideas in resource materials;
> sort information as it relates to a specific topic or purpose;
> give credit for borrowed information by telling or listing sources;
> read, respond to, and discuss a variety of literature such as folk tales, legends, myths, fiction, rhymes and poems, non-fiction, and content-area reading;
> read, respond to, and discuss literature as a way to explore the similarities and differences among stories and the ways in which those stories reflect the ethnic background of the author and the culture in which they were written;
> recognize the concept of classic or enduring literature, and reading and listening to classic works;
> use literary terminology such as setting, plot, character, problem, and solution;
> use new vocabulary from literature in other context.
Assessment
>teacher observation based on daily assignments, miscue analysis, notes while students read aloud
>theme 4 assessments
Resources
- main idea and details
- follow written directions
- sequence
- draw conclusions
- compare and contrast
- develop vocabulary
- reading enrichment novel studies (individual biography studies)
- continue word wall for math and language and Word Jar
- DEAR time (25 min/day)
- read aloud time
- Time For Kids
- Trophies gr. 4 basal - Lead the Way
Optional
May
Content and Essential Skills
- Standard 1: Students read and understand a variety of materials.
- Standard 4: Students apply thinking skills to their reading, writing, speaking, listening and viewing.
- Standard 5: Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
- Standard 6: Students read and recognize literature as a record of human experience.
Skills
Students will:
> set a purpose for reading;
> identify supporting details and main idea;
> summarize long text passages;
> draw inferences using context clues;
> use a full range of strategies to comprehend a variety of texts, such as non-fiction, rhymes, poems, and stories (for example, skim and scan, self-monitor for understanding);
> use bold print, italics, titles, sub-titles, quotations, and underlined words to comprehend text;
> recognize an author's point of view;
> predict and draw conclusions about stories;
> differentiate between fact and opinion in written and spoken forms;
> use reading, writing, speaking, and listening to define and solve problems;
> respond to written and oral presentations as a reader, listener, and articulate speaker;
> use listening skills to understand directions;
> use organizational features of printed text (for example, page numbering, alphabetizing, glossaries, chapter heading, tables of contents, indexes, captions);
> use organizational features of media or electronic information (for example, passwords, entry menu features, pull-down menus, icons, key word searches);
> take notes, outline, and identify main ideas in resource materials;
> sort information as it relates to a specific topic or purpose;
> give credit for borrowed information by telling or listing sources;
> read, respond to, and discuss a variety of literature such as folk tales, legends, myths, fiction, rhymes and poems, non-fiction, and content-area reading;
> read, respond to, and discuss literature as a way to explore the similarities and differences among stories and the ways in which those stories reflect the ethnic background of the author and the culture in which they were written;
> recognize the concept of classic or enduring literature, and reading and listening to classic works;
> use literary terminology such as setting, plot, character, problem, and solution;
> use new vocabulary from literature in other context.
Assessment
>teacher observation based on daily assignments, miscue analysis, notes while students read aloud
>theme 5 assessments
Resources
- draw conclusions
- compare and contrast
- make and confirm predictions
- summarize text
- cause and effect
- develop vocabulary
- reading enrichment novel studies (finish biographies, short stories)
- continue word wall for math and language and Word Jar
- DEAR time (25 min/day)
- read aloud time
- Time For Kids
- Trophies gr. 4 basal - Lead the Way
Optional
