Q1W4 (9/4-9/7)

Read Theory.com – students log in with their alpha codes. Password is Manning 1. When students first log in they will be given a pre-test to find their reading level, and then practice passages will be assigned according to their level and progressively get more challenging.

TeacherKathleen Manning
Subject AreaELA/Social Studies
Grade Level4
Week #4
Unit of InstructionText Structures/National Parks/Citizenship/Informational reading/writing
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.2.5 Describe the overall structure (e.g. chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

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

RF.3.3 Know and apply grade level phonics and word 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.

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

4.L.3.6 Acquire and use accurately general academic and domain-specific words and phrases as found in grade level appropriate texts, including those that signal precise actions, emotions, or states of (e.g. wildlife, conservation, and endangered when discussing animal preservation).

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.2.1 Discuss public issues in Florida that impact the daily lives of its citizens.

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.

SS.G.1.1 Identify physical features of Florida

SS.G.1.2 Locate and label cultural features on a Florida map.

SS.G.1.4 Interpret physical and political maps using map elements (title, compass rose, cardinal directions, intermediate directions, symbols, legend, scale, longitude, and latitude).

Learning Targets and Learning Criteria

Students will:

  • Provide a description of the overall structure (e.g. chronological order, compare/contrast, cause/effect, and problem/solution) of events, ideas, concepts, or information in a text or part of a text.
  • Provide a statement that integrates information from two texts on the same topic.
  • Use evidence from informational texts to support ideas in writing.
  • Identify structural elements of drama, prose, and poetry.
  • Identify key physical and cultural features of Florida on a map.
  • Identify main idea and key supporting details of a text.


Classroom Activities


  • “The Everglades: A National Treasusre” from Macmillan literature book, p. 138
  • “Saving a National Park” from Macmillan, p. 78
  • Article from Florida Then and Now: “The Florida Everglades” (each student will have a copy)
  • “Animals Come Home to Our National Parks” from Macmillan, p. 138

Class discussion of text structures. We will read and identify examples of each together, practice, and students will then be asked to identify them on their own. We will practice writing responses in the following way:  “The overall structure for (name the passage) is  (name the structure). I know this because …(describe how the author organized the information, what key signal words were used, tell what sentences or paragraphs describe parts of the structure).”

Small group discussions

Station Rotations on Tuesday and Thursday. We have 6 stations that usually focus on the following:  Two focus on Standards- this week they will be map skills and review elements of poetry, prose, and drama, a Technology station (practice Read Theory or IXL on computers or tablets), a Writing station (either a writing assignment or practice on handwriting), an Independent Reading station (either student chosen or novel reading), and Word Study (focus on vocabulary and word origins/prefixes/suffixes).

Practice writing statements of integration of two texts. We will use the acronym: RACE:

R- restate   A- answer   C- cite   E- explain


Quiz on elements of Poetry, Prose, Drama on Friday. (students have 3 study sheets given to them last week)

SS quiz on maps and Florida on Friday. (study sheet given out Tues. 9/4)



Assignments Due

Stations folder with weekly assignments completed. (due Friday)

Completed sheet on identifying text structures (due Thursday)

Completed assignment with written statement integrating texts. (due Friday)


Additional Resources

Parents please note: If you see a “0” in the grade book for an assignment, it means it was not turned in. All work turned in will receive at least a “50” in the grade book, and assignments earning a 70 or lower may be redone or tests retaken to earn a higher grade.