4th Reading and Writing Planning
Nov. 27-Dec. 1 and Dec. 4-8, 2017
Achieve Article Suggestions
- Who's the Smartest?
- No More Homework
- Dogs on Duty
- Learning to Fly Drones
What would you think about GT students creating the Front load for your articles?
Reading
- 4.2 B-use the context of the sentence to determine the meaning of an unfamiliar word or multiple meaning words.
In paragraph 1, the prefix mis--- helps the reader determine that the word ___ means -
Which words from paragraph 6 help the reader understand the meaning of ___?
Review main idea and summary:
What is the best summary of the selection?
The selection, ___ is mostly about ---
An important idea presented in this selection is that -----
Inference:
The reader can tell that...
What can the reader conclude about...
Based on the description of ___ what can the reader conclude about ___?
Testing Vocabulary:
Summary
Mostly about
Sequential
Suggests
Selection
Conclude
Prefix
Emphasize
Narrator
Conflict resolved
Coming Soon:
11/27 Context clues and test strategy review
12/4 Review and DCA Reading Wednesday and Math Thursday)
12/11 Fiction
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
**Please make sure Mentor text titles and trait lessons are included in your lesson plans.
Mentor Texts for Word Choice:
A Bad Case Of Stripes (Spanish)
Amber on the Mountain
Brave Irene (Spanish)
Canoe Days
Dancing in the Wings
The Lotus Seed
Maniac Magee
Many Luscious Lollipops
Yeh Shen (Spanish)
Wilma Unlimited (Spanish)
The Wolf Who Cried Boy
Dancing in the Wings
Food Fight
The Cowboy and the Black-Eyed Pea
Baloney
Piggy Pie
Pedro, el valiente
Que Cre'es?
Asi vamos a la escuela
Pollita Pequenita
Social Studies
Chapter 5 Lessons 2, 3, 4
(3) History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States.
The student is expected to:
3(A)analyze the causes, major events, and effects of the Texas Revolution, including the Battle of the Alamo, the Texas Declaration of Independence, the Runaway Scrape, and the Battle of San Jacinto.
3(B) summarize the significant contributions of individuals such as Texians William B. Travis, James Bowie, David Crockett, George Childress and Sidney Sherman; Tejanos Joan Antonio Padilla, Carlos Expalier, Juan N. Segúin, Plácido Benavides, and José Francisco Ruiz; Mexicans Antonio López de Santa Anna and Vicente Filisola; and non-combatants Susanna Dikinson and Enrique Esparza.
3(C) identify leaders important to the founding of Texas as a republic and state, including José Antonio Navarro, Sam Houston Mirabeau Lamar, and Anson Jones.
3(D) describe the successes, problems and organizations of the Republic of Texas such as the establishment of a constitution, economic struggles, relations with American Indians, and the Texas Rangers
6(A) apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps.
7(A) describe a variety of regions in Texas and the US such as political, population, and economic regions that result from patterns of human activity.
16(A) explain the meaning of various patriotic symbols and landmarks of Texas, including the six flags that flew over Texas, the San Jacinto Monument, the Alamo, and various missions.
17(A) identify important individuals who have participated voluntarily in civic affairs at state and local levels such as Adina de Zavala and Clara Driscoll.
17(B) explain how individuals can participate voluntarily in civic affairs of state and local levels through activities such as holding public officials to their word, writing letters, and participating in historic preservation and service projects.
17(D) identify the importance of historical figures and important individuals who modeled active participation in the democratic process such as Sam Houston, Barbara Jordan, Lorenzo de Zavala, Ann Richards, Sam Rayburn, Henry B. González, James A. Baker III, Wallace Jefferson, and other local individuals.
18(B) identify leadership qualities of state and local leaders, past and present.
Coming Soon:
Chapter 5-11/27, 12/4, 12/11 (Lessons 2, 3, 4)