scaffolding as needed at the high end of Language the range. Vocabulary Words: SL.4.1 Engage effectively in a range of alter collaborative discussions (one-on-one, in collapse groups, and teacher-led) with diverse crisis partners on grade 4 topics and texts, destruction building on ideas and expressing hazard others’ their own clearly. severe SL.4.1.a Come to discussions prepared, substantial having read or studied required material; unpredictable explicitly draw on that preparation and other information known about the topic Additional Domain Words: to explore ideas under discussion. volcanic SL.4.1.d Review the key ideas expressed volcanoes and explain their own ideas and inland understanding in light of the discussion. air masses SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse Additional Academic media and formats, including visually, Vocabulary: quantitatively, and orally. headings SL.4.3 Identify the reasons and evidence a diagrams speaker provides to support particular points. Vocabulary Strategy: Context Clues: Multiple-Meaning Words SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development Phonics/Spelling Skill: Long of main ideas or themes. Phonics/Spelling Skill: e W.4.2.b Develop the topic with facts, Structural Analysis: Plurals definitions, concrete details, quotations, Fluency Skill: or other information and examples Accuracy related to the topic. W.4.2.d Use precise language and Writing domain-specific vocabulary to inform Unit 1 Writing Focus: Narrative about or explain the topic. Text W.4.3.a Orient the reader by establishing a situation and introducing a narrator Unit 1 Writing Products: and/or characters; organize an event Friendly Letter; Personal sequence that unfolds naturally. Narrative W.4.3.c Use a variety of transitional Writing Trait: Ideas: Supporting words and phrases to manage the Details sequence of events. W.4.3.d Use concrete words and phrases
scaffolding as needed at the high end of the range. SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. SL.4.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL.4.1.d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. W.4.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. W.4.3.d Use concrete words and phrases Language Vocabulary Words: alter collapse crisis destruction hazard severe substantial unpredictable Additional Domain Words: volcanic volcanoes inland air masses Additional Academic Vocabulary: headings diagrams Vocabulary Strategy: Context Clues: Multiple-Meaning Words Phonics/Spelling Skill: Phonics/Spelling Skill: Long e Structural Analysis: Plurals Fluency Skill: Accuracy Writing Unit 1 Writing Focus: Narrative Text Unit 1 Writing Products: Friendly Letter; Personal Narrative Writing Trait: Ideas: Supporting Details
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