Foundational Skills Fluency Decoding Word Work Decoding: /ou/ and /o as “al,” “au” and “aw,” (Review exceptions like “couple) Fluency: Word Work (Spelling/Phonics): Weeks 3-4 - Week 4 (TWAG): Unit 2 Lesson 8 – Visual Arts (Me and Uncle Romie) Grade 4 Week 2 Essential Questions: How did Uncle Romie’s paintings portray his beliefs about people? How did James’ thoughts, words, and actions impact your feelings for him? Standards List Reading and Writing standards related to the texts, questions/tasks. Standards RI/L4.1 and RI/L4.10 of the school year and are a part of each lesson, as are WIDA MPIs Anchor Text (Realistic Fiction, 780L) Rereading for fluency practice, additional comprehension support or independent reading practice Writing Support Optional Language, Reading Fluency, and Writing Support Cross-Curriculum – Reading and writing across the curriculum: Music – (Level V, 1948 Words, DRA 44) After reading the anchor text, students explore the American musical art form of jazz and how it influenced other genres. Social Studies – Review the timeline and research what else was happening in the U.S. as Romare Bearden focused his work on the genre of jazz. Building Knowledge Leveled readers Paired Text Supplemental Materials (Whole/Small Group, and Independent work) All students experience all Optional Five additional texts extend comprehension with reading and group discussion: Below-Struggling: (Level M, 879 Words, DRA 28) Vocabulary Reader: (Level R, 1005 Words, DRA 40) ELL Reader: (Level S, 1440, DRA 40) On-Level Reader: (Level S, 1481 Words, DRA 40) Advanced Reader: (Level S, 2198 Words, DRA 40) Students will use accountable talk to discuss:
Weeks 5-6 - Week 6 (TWAG): Unit 2 Lesson 10 – Performance Arts (José Born to Dance) Grade 4 Week 2 Essential Questions: What artistic similarities existed between the dancers, actors, sculptors, painters, metal craft makers, and singers in the texts? Standards List Reading and Writing standards related to the texts, questions/tasks. Standards RI/L4.1 and RI/L4.10 of the school year and are a part of each lesson, as are WIDA MPIs. Topic The Arts Anchor Text (Informational, 980L) Rereading for fluency practice, additional comprehension support or independent reading practice Writing Support Optional Reading Fluency Support Reading A-Z - "” (Level U) login subscription required). This passage is for practicing fluency intonation. Cross-Curriculum College and Career Ready Link for self-contained classrooms Science, Real-world – This unit lends itself to a discussion of careers in art, as well as in industry. Based on insight from the Vocabulary Reader, “Artists in Training,” (p. 7) as well as the article about welding, teachers can prompt students to think about jobs in both career fields. Building Knowledge Leveled readers Paired Text Supplemental Materials (Whole/Small Group, and Independent work) All students experience all texts and resources regardless of level Journey’s Resources: and the anchor text, José, Born to Dance (Level O, 915 Words, DRA 38) *(Level P, 813 Words, DRA 38) *Required to answer Week 8’s Culminating Task. (Level S, 1155 Words, DRA 40) (Level S, 1263 Words, DRA 40) (Level R, 1866 Words, DRA 40) Other Resources: Reading A-Z: Readworks:
Scaffolds Gradual Release of Responsibility Example Behaviors Teacher Student I do it Modeled Instruction Provides direct instruction Establishes goals and purpose Models the expectation Think aloud Actively listens Takes notes Asks for clarification We do it Guided Instruction / Guided Practice Interactive instruction Works with students Checks, prompts, clues Provides additional modeling Meets with needs-based groups Asks and responds to questions Works with teacher and classmates Completes process alongside others They do it together Collaborative Practice Provides feedback Moves among groups Clarifies confusion Provides support Works with classmates, shares outcome Collaborates on authentic task Consolidates learning Completes process in small group Looks to peers for clarification