Foundational Skills Decoding: /ou/ and /o as “al,” “au” and “aw,” (Review exceptions like “couple) Fluency: Fluency Decoding Word Work (Spelling/Phonics): Word Work 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 Standards RI/L4.1 and RI/L4.10 of the school year and are a part of each lesson, as are WIDA MPIs List Reading and Writing standards related to the texts, questions/tasks. Anchor Text (Realistic Optional Language, Reading Fluency, and Writing Support Fiction, 780L) Cross-Curriculum – Reading and writing across the curriculum: Rereading for fluency practice, additional Music – (Level V, 1948 Words, DRA 44) After reading the anchor text, students explore the American musical art comprehension support form of jazz and how it influenced other genres. or independent reading Social Studies – Review the timeline and research what else was happening in the U.S. as Romare Bearden focused practice his work on the genre of jazz. Writing Support Building Knowledge Optional Five additional texts extend comprehension with reading and group discussion: Leveled readers Below-Struggling: (Level M, 879 Words, DRA 28) Paired Text Vocabulary Reader: (Level R, 1005 Words, DRA 40) Supplemental Materials ELL Reader: (Level S, 1440, DRA 40) (Whole/Small Group, and On-Level Reader: (Level S, 1481 Words, DRA 40) Independent work) Advanced Reader: (Level S, 2198 Words, DRA 40) Students will use accountable talk to discuss: All students experience all
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:
esl_q2_grade_4_.docx