ground water). Vocabulary Strategies: Prefixes in_, im_, il_, ir_ Construct a model or diagram to Affix, prefix, base word, root show how water continuously Weekly Tests 1.2 – 1.3 moves through the water cycle Fluency: Phasing: Pauses T120 over time. Cold Read student booklet p. 52 Decoding: pg. T121 Objective 3: Analyze how human Open and Closed Syllables actions modify the physical Describe how the water cycle Weekly Tests 1.6 – 1.7 environment. relates to the water supply in your Spelling: Short e and Long e T122 community. Grammar: Kinds of Sentences “I Can Statement…” statement/declarative sentence Describe how and why question/interrogative sentence humans have changed the command/imperative sentence physical environment of Spanish Lesson Plans: exclamation/exclamatory Utah to meet their needs sentence T124 (e.g., reservoirs, irrigation, MY NOTES: Weekly Tests 1.8 – 1.9 climate, cities). Resources / Materials Narrative Writing: * Focus Trait: Word Choice T128 Explain viewpoints story, character, dialogue, regarding environmental chronological order issues (e.g., species protection, land use, Lesson 20: pollution controls, mass, 4 4 UNIT 1: Lesson 3 transit, water rights, Oral Language: Read Aloud trust)., “Bridging the Gap” T 62 Turn and Talk - pg. T184 Outline the development of Student Literacy / Shared Reading Classroom Conversation T187 reaction in Utah since 1900 Speaking & Listening – T197 (e.g., sports, tourism, state, (pdf) and national parks). Anchor Text: (Realistic Fiction) “My Librarian is a Camel” Make data-supported Informational Text predictions about the Lesson Plans / Strategies: “From Idea to Book” Informational future needs of Utahns and Text the natural resources that will be necessary to meet Text-Based Comprehension: those needs.
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.
4th-Chinese-Scope-Seq.-2014.docx