4 Lesson 20: ground water). Construct a model or diagram to show how water continuously moves through the water cycle over time. Describe how the water cycle relates to the water supply in your community. Spanish Lesson Plans: Student Literacy / Shared Reading (pdf) Lesson Plans / Strategies: 4 MY NOTES: Resources / Materials Vocabulary Strategies: Prefixes in_, im_, il_, ir_ Affix, prefix, base word, root Weekly Tests 1.2 – 1.3 Fluency: Phasing: Pauses T120 Cold Read student booklet p. 52 Decoding: pg. T121 Open and Closed Syllables Weekly Tests 1.6 – 1.7 Spelling: Short e and Long e T122 Grammar: Kinds of Sentences statement/declarative sentence question/interrogative sentence command/imperative sentence exclamation/exclamatory sentence T124 Weekly Tests 1.8 – 1.9 Narrative Writing: * Focus Trait: Word Choice T128 story, character, dialogue, chronological order UNIT 1: Lesson 3 Oral Language: Read Aloud “Bridging the Gap” T 62 Turn and Talk - pg. T184 Classroom Conversation T187 Speaking & Listening – T197 Anchor Text: (Realistic Fiction) “My Librarian is a Camel” Informational Text “From Idea to Book” Informational Text Text-Based Comprehension: Objective 3: Analyze how human actions modify the physical environment. “I Can Statement…” Describe how and why humans have changed the physical environment of Utah to meet their needs (e.g., reservoirs, irrigation, climate, cities). Explain viewpoints regarding environmental issues (e.g., species protection, land use, pollution controls, mass, transit, water rights, trust)., Outline the development of reaction in Utah since 1900 (e.g., sports, tourism, state, and national parks). Make data-supported predictions about the future needs of Utahns and the natural resources that will be necessary to meet those needs.
6 6 Vocabulary Words: array, area, area model, square unit, factor, product estimate, rounding place value section, expanded notation distributive property, partial products, Algebraic Notation Method Focus Lessons: “I CAN’T STATEMENT: *Use area models for multiplication. *Use place value understanding to multiply tens. *Use patterns in multiplication with ones, tens, and hundreds. *Represent one-digit by two-digit multiplication using area models. *Use estimation and multiplication with tens to check and solve real world problems. *Relate the area model of multiplication to numerical methods of multiplication. *Relate the Distributive Property to multiplication. “The Power of W.O.W.!” Play “The Kid’s Guide to Money” Informational Text Text-Based Comprehension: Target Strategy: Analyze / evaluate Target Skill: Theme Weekly Tests 14.4 – 4.5 Vocabulary in Context: Assist, burglaries, innocent, scheme, regretfully, misjudged, suspect, favor, speculated, prior T242 T263 Vocabulary Strategies: Prefixes non_, mis_ Weekly Tests 4.2 – 2.3 Fluency: Intonation T272 Cold Read student booklet p. 116 Decoding: VCV and VCCV Syllable Patterns T272 Weekly Tests 4.7 – 4.7 Spelling: Words with Short o and Long o T274 Grammar: Fragments and Run-On Sentences * sentence fragment, run-on sentence, subject, predicate T276 Weekly Tests 4.8 – 4.9 Narrative Writing: * Plan a Fictional Narrative T280 Fictional narrative, plot, climax UNIT 1: Lesson 5 Oral Language: Read Aloud “Mighty Joe Magarac” T314 Turn and Talk - pg. T338
10 Lesson 3:; ; ; ; ; evidence or tools used to make the forecast (e.g., feels like rain vs. barometer is dropping). Spanish Lesson Plan: Student Literacy: Shared Reading (pdf) Lesson Plans / Strategies: 10 MY NOTES: Resources / Materials Vocabulary in Context: Glorious, studio, model, concerned, smeared, ruined, yanked, streak, schedule, feast T162 T185 Vocabulary Strategies: * Figurative Language T190 * idiom Weekly Tests 8.7 – 8.8 Fluency: Stress T194 Cold Read student booklet p. 233 Decoding: T195 Stressed and unstressed syllables T195 Weekly Tests 8.11 – 8.12 Spelling: Vowel Sounds /ou/, /ô/ Grammar: Progressive Verb Tenses T198 Progressive verb tense, present progressive verb tense, past progressive verb tense, future progressive verb tense T198 Weekly Tests 8.13 – 8.14 Informative Writing: Focus Trait: Organization Book report, summary, conclusion T202 UNIT 2: Lesson 9 Oral Language: Read Aloud “Is Sasquatch Out There?” T236 Turn and Talk – T256 Classroom Conversation T259 Speaking & Listening – T267 Objective 3: Investigate the development of the economy in Utah. “I Can Statement…” Explain the relationship between supply and demand. Describe the role of producers and consumers. Identify examples of producers and consumers in the local community. Research the development of Utah’s economy over time. Identify the factors which bring about economic changes (e.g., natural resource development, new technologies, new market development, conflicts, education). Examine how economic development affects communities (e.g. drama, sports, tourism, power plants, mining).
12 Standard III: ROCKS and SOIL Students will understand the basic 12 MY NOTES: Resources / Materials Weekly Tests 10.8 – 10.9 Informative Writing: Write an Explanatory Essay T350 Precise language, conclusion UNIT 3: Lesson 11 Oral Language: Read Aloud “The Big Storm” T12 Turn and Talk - pg. T30 Classroom Conversation T33 Speaking & Listening – T43 Anchor Text: “Hurricanes: Earth’s Mightiest Storm” Informational Text “Recovering from Katrina”” Newspaper Article Text-Based Comprehension: * text features, graphic features, text structure Target Strategy: Infer / Predict Target Skill: Text and Graphic Features Weekly Tests 11.4 – 11.5 Vocabulary in Context: Whirling, rapidly, condense, source, rotating, rage, experience, ancient, predict, registered T14 T33 Vocabulary Strategies: Suffixes _ful, _less, _ness, _ment Weekly Tests 11.2 – 11.3 Fluency: Phrasing: Punctuation T44 Cold Read student booklet p. 322 Decoding: T45 religion). Identify responsibilities of a citizen (e.g., jury duty, obeying the law, paying taxes). Determine how and why the rights and responsibilities of various groups have varied over time (e.g., Chinese railroad workers, Greek miners, women, children, Mormon, Japanese-Americans at Topaz, American Indians, African-Americans). How the influence and power of individuals is affected when they organize into groups. Describe and model ways that citizens can participate in civic responsibilities (e.g., current issue analysis, recycling, volunteering with civic organizations, letter writing). Contribute to and practice classroom goals, rules and responsibilities. Recognize and demonstrate respect for
13 Lesson 7: ；； ；；； properties of rocks, the processes involved in the formation of soils, and the needs of plants provided by soil. Benchmark: Earth materials include rocks, coils, water, and gases. Rock is composed of minerals. Earth materials change over time from one form to another. These changes require energy. Erosion is the movement of materials and weathering is the breakage of bedrock and larger rocks into smaller rocks and soil materials. Soil is continually being formed from weathered rock and plant remains. Soil contains many living organisms. Plants generally get water and minerals from soil. Vocabulary Words: Mineral, weathering, erosion, sedimentary, igneous, metamorphic, topsoil, subsoil, bedrock, organism, freeze, thaw, profile, nonliving, structural support, nutrients. Objective 1: Identify basic properties of minerals and rocks. “I Can Statement…” Describe the differences between minerals and rocks. Observe rocks using a magnifying glass and draw shapes and colors of the minerals. 13 Benchmark 2 due: Tracks A, B, C - Nov. 7 Track D – Dec. 5 Traditional – Nov. 25 Compound Words Weekly Tests 11.6 – 11.7 Spelling: Compound Words T46 Grammar: Frequently Confused Words T48 Homophones Weekly Tests 11.8 – 11.9 Opinion Writing: * Focus Trait: Ideas T52 * persuade, opinion, order of importance UNIT 3: Lesson 12 Oral Language: Read Aloud “Safe from Harm” T86 Turn and Talk – T106 Classroom Conversation T109 Speaking & Listening – T117 Anchor Text: “The Earth Dragon Awakes” Historical Fiction “Twisters”” Informational Text Text-Based Comprehension: * sequence of events, conclusion, generalization, word choice Target Strategy: Visualize Target Skill: Sequence of Events Weekly Tests 12.4 – 12.5 Vocabulary in Context: Trembles, wreckage, slab, possessions, tenement, crushing, rubble, debris, timbers, constructed T88 Vocabulary Strategies: Synonyms T114 United States and Utah symbols (e.g., Pledge of Allegiance, flag etiquette). Objective2: Analyze the different ways people have organized governments in Utah to meet community needs. “I Can Statement…” Identify the forms of governments address community needs. Compare how these governments addressed community needs. Compare the roles and responsibilities of state, county, and local officials.
14 Lesson 8: ；；；；； Sort rocks by appearance according to the three basic types: sedimentary, igneous, and metamorphic (e.g., sedimentary – rounded-appearing mineral and rock particles that are cemented together, often in layers; igneous – with or without observable crystals that are not in layers or with or without air holes or glasslike; metamorphic – crystals / minerals, often in layers). Classify common rocks found in Utah as sedimentary (i.e., sandstone, conglomerate, shale). Igneous (i.e., basalt, granite, obsidian, pumice) and metamorphic (i.e., marble, gneiss, schist). Objective 2: Explain how the process of weathering and erosion change and move materials that become soil. “I Can Statement…” Identify the processes of physical weathering that break down rocks at Earth’s surface (i.e., water movement, freezing, plant growth, wind). Distinguish between weathering (i.e., wearing down and breaking of rocks surfaces) and erosion (i.e., 14 Unit 3: Lessons 5 - 10 Dividing Whole Numbers continued; Division Issues and Word Problems Vocabulary Words: situation equation and solution equation Focus Lessons: “I CAN” STATEMENT: *Divide with 4-digit dividends. *Illustrate and explain division by using equations, rectangular arrays, and/or area models. *Find whole number quotients and Weekly Tests 12.2 – 12.3 Fluency: Rate T118 Cold Read student booklet p. 351 Decoding: T1119 Base words and endings Weekly Tests 12.6 – 12.7 Spelling: Words with _ed or _ing T120 Grammar: Possessive Nouns * possessive noun, apostrophe T122 Weekly Tests 12.8 – 12.9 Opinion Writing: * Focus Trait: Ideas T126 * composition, problem, solution UNIT 3: Lesson 13 Oral Language: Read Aloud “On My Way to Meet the Khan: Excerpts from Marco Polo’s Adventures” T160 Turn and Talk - pg. T180 Classroom Conversation T183 Speaking & Listening – T197 Anchor Text: “Antarctic Journal” Narrative Nonfiction “Cold, cold, science”” Informational Text Text-Based Comprehension: * domain-specific vocabulary Target Strategy: summarize Target Skill: sequence of events Weekly Tests 13.8 – 13.9
Lesson 16: ; ; ; ; ; STANDARD IV: FOSSILS Students will understand how fossils are formed, where they may be found in Utah, and how they can be used to make inferences. Benchmark: Fossils are evidence of living organisms from the past and are usually preserved in sedimentary rocks. A fossil may be an impression left in sediments, the preserved remains of an organism, or a trace mark showing that an organism once existed. Fossils are usually made from the hard parts of an organism because soft parts decay quickly. Fossils provide clues to Earth’s history. They provide evidence that can be used to make inferences about past environments. Fossils can be compared to one another, to living organisms, and to organisms that lived long ago. *Use equations to solve two-step word problems. *Use equations to solve two-step word problems. *Solve multi-step problems. Math Core: OA.1-3 NBT.4-6 MD.2 MY NOTES: Resources / Materials Classroom Collaboration T109 Speaking & Listening – T117 Anchor Text: “The Right Dog for the Job” Narrative Nonfiction “Knowing Noses: Search and Rescue Dogs”” Informational Text Text-Based Comprehension: * structure, main idea, detail, domain-specific words Target Strategy: Summarize Target Skill: Sequence of Events Weekly Tests 17.4 – 17.5 Vocabulary in Context: Reward, graduate, symbol, foster, disobey, confidence, patiently, confesses, ceremony, performs T88 T109 Vocabulary Strategies: T344 Suffixes _ion, _ation, _ition T114 Weekly Tests 17.2 – 17.3 Fluency: Intonation T118 Cold Read student booklet p. 503 Decoding: T119 More Sound / Spelling Changes Weekly Tests 117.6 – 17.7 Spelling: Words with final /j/ and /s/ T120 Grammar: Adverbs T122 * Adverb, adverb of frequency, adverb of intensity Weekly Tests 17.8 – 17.9 Narrative Writing: Focus Trait: Voice
20 found in sedimentary rock. Based on the fossils found in various locations, infer how Utah environments have changed over time (e.g., trilobite fossils indicate that Millard County was once covered by a large shallow ocean; dinosaur fossils and coal indicate that Emery and Uintah County were once tropical and swampy). Research information on two scientific explanations for the extinction of dinosaurs and other prehistoric organisms. Formulate questions that can be answered using information gathered on the extinction of dinosaurs. Spanish Lesson Plans: 20 Unit 4 Lessons 10 – 12 Analyzing Patterns Vocabulary Words: prime number, composite number, multiple pattern, sequence, term Focus Lessons: *Practice with factors, multiples, and prime and composite numbers. *Generate number or shape patterns. Assessment: •Quick Quiz 1-4 Review/Test Unit 4 Grammar: Preposition and Prepositional Phrases T200 * preposition, prepositional phrase Weekly Tests 18.13 – 18.14 Narrative Writing: Story, synonym, conclusion Focus Trait: Word Choice UNIT 4: Lesson 19 Oral Language: Read Aloud “Father of India” T238 Turn and Talk - pg. T258 Classroom Collaboration T261 Speaking & Listening – T269 Anchor Text: “Harvesting Hope: The Story of Cesar Chavez” Biography “The Edible Schoolyard” Informational Text Text-Based Comprehension: * Conclusion, idiom Target Strategy: Infer / Predict Target Skill: Conclusion and Generalizations Weekly Tests 19.4 – 19-5 Vocabulary in Context: Overcome, association, capitol, drought, dedicate, publicity, violence, conflicts, horizon, brilliant T240 T261 Vocabulary Strategies: T266 Dictionary entry, pronunciation key Weekly Tests 19.2 – 19.3 Objective 2: Investigate the contribution of Utah’s religious and ethnic groups, including Native American Indians. “I can Statement…” Identify Utah’s religious and ethnic groups. Explain the reasons Utah’s religious and ethnic groups settled in Utah. Explain the benefits each ethnic groups adds to Utah society. Investigate how Utah’s religious and ethnic groups adapt and interact. Objective 3: Assess the diverse cultural and recreational opportunities available in Utah.
21 Lesson 18: ; ; ; ; ; Student Literacy: Shared Reading (pdf) Lesson Plans / Strategies: Assessment: (pdf) 21 Unit 5: Measurement – Converting Measurements, Perimeter and Area Vocabulary Words: millimeter, centimeter, decimeter, meter, kilometer, prefixes, metric system liquid volume, liter, kiloliter, milliliter, mass, gram, kilogram, and milligram. line plot inch, foot, yard, mile pound, ounce, ton, cup, fluid ounce, quart, pint, gallon. perimeter, length, width, formula, area, square unit Focus Lessons: *Explore the system of metric units of length. *Recognize and measure metric units of liquid volume and mass. *Solve problems involving different units of time. *Apply knowledge of customary units of length. *Understand and use customary units of weight and liquid volume. Fluency: Stress Cold Read student booklet p. 564 Decoding: T271 More Common Suffixes Weekly Tests 19.6 – 19.7 Spelling: Suffixes _ful, _less, _ness, _ment T272 Grammar: Relative Pronouns and Adverbs T274 * clause, independent clause, dependent clause, relative pronoun, relative adverb Weekly Tests 19.8 – 19.9 Narrative Writing: Plan a Personal Narrative Event, organize, personal narrative UNIT 4: Lesson 20 Oral Language: Read Aloud “Race against Death” T312 Turn and Talk - pg. T336 Classroom Collaboration T339 Speaking & Listening – T347 Anchor Text: “Sacagawea” Biography “Native American Nature Poetry” Poetry Text-Based Comprehension: * main idea, supporting details, text structure, onomatopoeia T334 Target Strategy: Visualize Target Skill: Main Ideas and Details Weekly Tests 20.4 – 20.5 “I can Statement..” Examine Utah arts opportunities in the areas of dance, music, theater, and visual arts. Investigate recreation opportunities in Utah.
25 STANDARD V: ENVIRONMENT Utah Ecosystems Students will understand the physical characteristics of Utah’s wetlands, forests, and deserts and identify common organisms for each environment. Benchmark: Utah has diverse plant and animal life that is adapted to and interacts in areas that can be described as wetlands, forests, and deserts. The characteristics of the wetlands, forests, and deserts influence which plants and animals survive best there. Living and nonliving things in these areas are classified based on physical features. Vocabulary Words: Wetlands, forest, desert, adaptation, deciduous, coniferous, invertebrate, vertebrate, bird, amphibian, reptile, fish, mammal, insect, hibernation, migration. Common Plants: Sagebrush, pinyon, pine, Utah juniper, spruce, fir, oak brush, quaking aspen, cottonwood, cattail, bulrush, prickly pear 25 UNIT 5: Lesson 24 Oral Language: Read Aloud “New Friends in the Newsroom” T242 Turn and Talk - pg. T262 Classroom Collaboration T265 Speaking & Listening – T273 Anchor Text: “Owen and Mzee” Narrative Nonfiction “Sea Sanctuary”” Informational Text Text-Based Comprehension: * Target Strategy: Analyze / Evaluate Target Skill: Compare and Contrast Weekly Tests 24.4 – 24.5 Vocabulary in Context: Bond, suffered, intruder, companion, enclosure, inseparable, charged, chief, exhausted, affection T244 Vocabulary Strategies: T270 suffix Weekly Tests 24.2 – 24.3 Fluency: Intonation T274 Cold Read student booklet p. 722 Decoding: T275 VCCCV Pattern Weekly Tests 24.6 – 24.7 Spelling: Words with VCCCV Pattern T276 Grammar: Commas T278 * Weekly Tests 24.8 – 24.9 Informative Writing: T282
28 woodpecker eats insects that live on trees of a forest, brine shrimp of the Great Salt Lake eat algae and birds feed on brine shrimps.). Identify the effect elevation has on types of plants and animals that live in a specific wetland, forest, or desert. Find examples of endangered Utah plants and animals and describe steps being taken to protect them. Objective 3: Use a simple scheme to classify Utah plants and animals. “I Can Statement…” Explain how scientists use classification schemes. Use a simple classification system to classify unfamiliar Utah plants or animals (e.g., invertebrate/vertebrate, tree/shrub/grass, deciduous/conifers) Objective 4: Observe and record the behavior of Utah animals. “I Can Statement…” 28 MY NOTES: Resources / Materials isolated, memorable T12 Vocabulary Strategies: T32 root Weekly Tests 21.2 – 21.3 Fluency: Expression Cold Read student Magazine T36 Decoding: T37 Common Final Syllables Weekly Tests 21.6 – 21.7 Spelling: The Final Schwa + /r/ Sounds Grammar: Making Comparisons * adjectives, compare Weekly Tests 121.8 – 21.9 Opinion Writing: T42 Focus Trait: Word Choice Response to fiction, examples and details, precise language UNIT 6: Lesson 27 Oral Language: Read Aloud “Nowhere Else on Earth” T58 Terms About Literature T68 Vocabulary Strategies T75 Anchor Text: “Amphibian Alert” Informational Text “The Frog in the Milk Pail”” Fable “Toad by the Road” Poetry “The Poison-Dart Frogs” Poetry Text-Based Comprehension: * topic, main ideas, supporting detail, question Target Strategy: Question Target Skill: Main Ideas and Details
29 Observe and record the behavior of birds (e.g., caring for young, obtaining food, surviving winter). Describe how the behavior and adaptations of Utah mammals help them survive winter (e.g., obtaining food, building homes, hibernation, migration). Research and report on the behavior of a species of Utah fish (e.g., feeding on the bottom or surface, time of year and movement of fish to spawn, types of food and how it is obtained). Compare the structure and behavior of Utah amphibians and reptiles. Use simple classification schemes to sort Utah’s common insects and spiders. Spanish Lesson Plans: 29 Unit 8: Lessons 1 – 8 Geometry – Measuring and Drawing Angles; Triangles and Angle; Measurements; Analyzing Quadrilaterals; Analyzing Polygons Vocabulary Words: Degree, Right angle, Straight angle, Protractor Circle, Reflex angle Triangle, Right triangle, Obtuse Weekly Tests 27.4 – 27.5 Review Vocabulary: Shortage, focus, betrayed, convey, species, alert, continent, introduce, scarce, opportunities T60 Vocabulary Strategies: T78 analogy Weekly Tests 27.2 – 27.3 Fluency: Phrasing: Punctuation T82 Cold Read student Magazine T22 Decoding: T83 More Final Syllables Weekly Tests 27.6 – 27.7 Spelling: The Final Schwa + /l/ Sounds Grammar: more Comparisons * adverb, negatives T86 Weekly Tests 27.8 – 27.9 Opinion Writing: T88 Focus Trait: Voice Journal entry UNIT 6: Lesson 28 Oral Language: Read Aloud “Digging Up the Past” T104 Terms About Literature T114 Listening T118 Anchor Text: “Museums: Worlds of Wonder” Expository Nonfiction “Making the Most of Trash”” Photo Essay “Dinosaur Bone,” “Museum Farewell Poetry
30 Student Literacy: Shared Reading (pdf) Lesson Plans / Strategies: 30 triangle, Acute triangle, Congruent, Equilateral triangle, Isosceles triangle, Scalene triangle Adjacent angles, Compose, Decompose Parallel, Perpendicular Quadrilateral, Adjacent, Opposite, Trapezoid, Parallelogram, Rhombus, Rectangle, Square Focus Lessons: •Draw and describe points, rays, angles, and other simple geometric figures. *Draw and measure angles. *Identify, measure, and draw angles in a circle. *Draw and classify triangles by their angles and sides. *Find unknown angle measures. *Add and subtract angle measures in real world situations. *Understand parallel and perpendicular lines and figures. *Name and classify quadrilaterals based on sided and angles. Text-Based Comprehension: * fact, opinion, distinguish analyze Target Strategy: Monitor / clarify Target Skill: Fact and Opinion Weekly Tests 28.3 – 28.5, 28.8 – 28.9 Review Vocabulary: Apologize, display, genuine, concluded, triumph, obstacles, source, affect, registered, vast T106 Vocabulary Strategies: T124 * prefix Weekly Tests 28.2 28.6 – 28.7 Fluency: Rate T128 Cold Read student Magazine T34 Decoding: T129 Stress in Multi-syllable Words Weekly Tests 28.10- 28.11 Spelling: Three Syllable Words Grammar: Possessive Pronouns T132 * possessive pronoun, quotation Weekly Tests 28.12 – 28.13 Opinion Writing: T134 Focus Trait: Organization Public service announcement Call to action UNIT 6: Lesson 29 Oral Language: Read Aloud “Creatures of the Bog” T150 Terms About Literature T162 Listening T166 Anchor Text: “Save Timber Woods” Readers’
32- 33 31 Assessment: Quick Quiz 1-4 Unit 8 Test Benchmark 4 due: Tracks A, B, C – May 15 Track D – May 29 Traditional – April 24 Review and Prepare for End of Level Tests Reteach, Review, and Enrich SAGE TESTING UNIT 6: Lesson 30 Oral Language: Read Aloud “Saving Sea Turtle” T200 Terms About Literature T210 Listening T214 Anchor Text: “Mystery at Reed’s Pond” Mystery “A Big Python Problem”” Informational Text “Naming the Turtle” “Greater Flamingo” Poetry Text-Based Comprehension: * conclusion and generalization; summarize Target Strategy: Conclusion and Generalization Target Skill: summarize Weekly Tests 30.2 – 30.3 Review Vocabulary: Appreciate, resources, effort, average, denied, suffered, informed, shallow, inspector, progress T200 Vocabulary Strategies: T32 Suffixes _r, _or, _ist Weekly Tests 30.4 – 30.5 Fluency: Accuracy and Cold Read student Magazine T224 Decoding: T225 Unusual Spellings Weekly Tests 30.6 – 30.7 Spelling: Unusual Spellings T226 Grammar: Pronoun Contractions T228