Q1W3 (8/27-8/31)

TeacherKathleen Manning
Subject AreaELA/Social Studies
Grade Level4
Week #3
Unit of InstructionNational Parks/Opinion Writing/Text Structures
Standard(s) Taught

RL.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RL.1.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

RL.2.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

RL.4.10 By the end of the year, read and comprehend informational texts, in the grade 4-5 text complexity band including history/social studies, science and technical texts.

RF.3.3 Know and apply grade level phonics and words analysis skills in decoding words.

RF.4.4 Read with sufficient accuracy and fluency to support comprehension.

W.10 Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences.

L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L.3.6 Acquire and use accurately general academic and domain-specific words and phrases as found in grade level texts.

SL.1.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

SS.4.C.2.2 Identify ways citizens work together to influence government and help solve community and state problems.

SS.4.C.2.3 Explain the importance of public service, voting, and volunteerism.

Learning Targets and Learning Criteria

Students will:

  • Provide a statement of the meaning of words and phrases as they are used in context.
  • Provide a statement of the main idea of a text.
  • Provide an explanation of how the main idea is supported by key details.
  • Provide references to details and/or examples in a text when explaining what the text says explicitly and when explaining inferences drawn from the text.
  • Provide a description of the overall structure (e.g. chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Classroom Activities


  • “Animals Come Home to Our National Parks” – Macmillan Treasures, p. 74
  • “The Everglades: A National Treasure” – Macmillan Treasures, p. 138
  • Ready Reading – p. 216 and p.230  text structures

Vocabulary: gist (the “big picture” or what we think the text is about); ecosystem (all the living things-plants, animals, and organisms-in a given area, interacting with each other and also with their non-living environments (earth, sun, soil, weather, climate, atmosphere).

Reading and discussion of main ideas/key details of text

Chart- Tuning Into Interesting Words

Discussion of essential question: How can humans positively or negatively affect an ecosystem?

Reading Anticipation Guide

Discussion of text structures

FSA Baseline practice opinion essay: Homework, Oh Homework!


Assignments Due

Interesting Words Chart

Positive/Negative Ecosystem Chart

Text Structure Activity- What signals give clues to text structure?



Additional Resources

Student Picture Day: Tuesday, 8/28