4th Reading and Writing Planning
Feb. 26-March 2 and March 5-9, 2018
TELPAS Collection Dates
2/19/18 Personal Narrative
2/20/18 Academic Science
2/23/18 Past Event/Past Tense
2/26/18 Academic Social Studies.
2/27/18 Free choiceDCA #2 Review
Monday, Feb. 26 and Tuesday, Feb. 27
- Paired Passages
- Nonfiction with procedural imbedded
- Poetry
- Literary Nonfiction
- Testing Strategies
DCA #2 Reading - Feb. 28 8:30-12:30
DCA #2 Math - March 1 8:30-12:30
4th grade schedule
8:30-12:30 Testing
12:45-1:25 Lunch
1:25-1:55 Instruction
2:00-2:45 Planning
2:45-3:00 Instruction
Lunch
Bouchelkia/Castillo 12:45
Tyler/Hajek 12:50
Scott/Guzman 12:55
Reading
2/19: Theme and Genre 4.3 (DCA review)
LITERARY TEXT: Theme and Genre
4.3 Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from the text to support their understanding. 4.3 (A) summarize and explain the lesson or message of a work of fiction as its theme
4.3 (B) compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature
Coming Soon:
2/19- Theme and Genre 4.3 / DCA Review
2/26- DCA Review Mon-Tues. / DCA Wed-Thurs
3/5- Career Day, Friday, March 9-Integrate career lessons during the week.
Most missed questions on DCA (6 weeks until STAAR, April 10)
#9 (4.15 D) Edit-Capitalize city name
# 13 (4.20 B) complete subject and complete predicate
# 15 (4.20 A iii) comparative adjectives
# 17 (4.15 D) spelling
# 22 (4.15 D) No change needed (36% chose to change verb tense)
Small group instruction should start the week of 3/5.
Pull your groups based on where they fall on the quintile. Our goals for STAAR should be to have the highest percentage of students at the masters level. We need to push our meets groups (quintile 4) to masters, the approaches group (quintile 3) to meets and so on. The group that falls under quintiles 1 and 2 would be the failing groups based on 56% passing standard.
**Beginning the week of 3/5, Schuldt will pull the Quintile 5 students on Mondays and Fridays to extend their compositions.
Writing
- Process- 4.15 A, B Planning and drafting (Spanish and English same)
- Genre- EXPOSITORY TEXT- Students write expository and procedural or work related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
- 4.18 (A) create brief compositions that: (i) establish a central idea in a topic sentence
- (ii) include supporting sentences with simple facts, details, and explanations; and (iii)contain a concluding statement
- Trait-Sentence Fluency
**Please make sure Mentor text titles and trait lessons are included in your lesson plans.
Mentor Texts for Sentence Fluency
The Napping House
The Important Book
Henry's Freedom Box
Dog Team
Home
Wonderful Alexander and the Catwings
Wombat Diving
Flower Garden
Casey at the Bat
Harlem
I Swim an Ocean in my Sleep
Market Day
The Sign of the Seahorse
The Big Box
Wild Child
Water Dance
Slugs
A River Dream
The Table Where Rich People Sit
The Pooh Story Bookl
Old Black Fly
Polka Bats
Night Noises
Nappy Hair
My ManBlue
My Little Sister Ate One Hare
Social Studies
Chapter 8 :
®4(B) explain the growth, development, and impact of the cattle industry, including contributions made by Charles Goodnight, Richard King, and Lizzie Johnson.
4(C) identify the impact of railroads on life in Texas, including changes to cities and major industries.
4(D) examine the effects upon American Indian life resulting from changes in Texas, including the Red River War, building of U.S. forts and railroads, and loss of buffalo
8(A) identify and explain clusters and patterns of settlement in Texas at different time periods such as prior to the Texas Revolution, after the building of the railroads, and following World War II.
(9) Geography. The student understands how people adapt to and modify their environment. The student is expected to:
9(A) describe ways people have adapted to and modified their environment in Texas, past and present, such as timber clearing, agricultural production, wetlands drainage, energy production, and construction of dams.
9(B) identify reason why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs, facilitate transportation, and enhance recreational activities
11(A) describe the development of the free enterprise system in Texas.
11(B) describe how the free enterprise system works, including supply and demand. 11(C) give examples of the benefits of the free enterprise system.
12(A) explain how people in different regions of Texas earn their living, past and present, through a subsistence economy and providing goods and services.
12(B) explain how geographic factors such as climate, transportation, and natural resources have influenced the location of economic activities in Texas.
12(E) explain how developments in transportation and communication have influenced economic activities in Texas.
19(C) summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas such as Lydia Mendoza, Chelo Silva, and Julious Lorenzo Cobb Bledsoe.
- Growth and development provide new opportunities to people and businesses in a state. Technological advances change the way people communicate, live, and work.
- Texas cities and industries grew during the early 1900s.
- Between 1900 and 1920, Texans dealt with conflicts in Europe.
- Between 1920 and 1929, a business boom changed the lives of many Texans.
- Between 1930 and 1945, the Great Depression, a terrible drought, and World War II caused hard times for Texas.
- After World War II, Texan focused on equal rights and growing industries
Essential Questions (Chapter 8)
1. How does economic growth provide opportunity?
2. How did cattle ranching provide economic opportunities in Texas?
3. What was the economic impact of railroads in Texas?
4. How did the oil and gas industries provide economic opportunities in Texas?
5. How did life in the United States change during and after World War I?
6. How did the Great Depression and the Dust Bowl affect Texans?
7. How did World War II affect Texas and the U.S.?
8. How has Texas and the United States changed since World War II?
Coming Soon:
Unit 5: Chapter 8
Lesson 3 (Feb. 26)
Lesson 4 (March 5)