Вы находитесь на странице: 1из 7

4

DPS Unit Map

Grade 4 ELA Unit 4

4 weeks

Stage 1: Examine and Unpack Standards


These unpacked standards are expected in every Durham Public Schools classroom.
UNIT FOCUS STANDARDS
Transfer
Students will independently use their learning to
4.RI.5
Build and monitor comprehension by using evidence from the text to analyze the text and make inferences
Describe the overall structure (e.g.,
Synthesize information from multiple texts to comprehend and communicate information
chronology, comparison, cause/effect,
Research a topic and write an informative piece in a logical order that is engaging and makes sense to its
problem/solution) of events, ideas,
intended audience
concepts, or information in a text or part
Making Meaning
of a text.
UNDERSTANDINGS
ESSENTIAL QUESTIONS
4.RI.8
Students will understand that
Explain how an author uses reasons and
How do writers structure text for different
Informational texts have different structures which
evidence to support particular points in a
purposes? (RI.5)
influence how we interpret and understand them
text.
What is the author trying to say and how did
Authors of informational text support their points,
4.RI.9
he/she get the message across? (RI.8)
ideas, or message with relevant examples and
How do authors write to clearly and accurately
details that support their reasoning
Integrate information from two texts on
communicate information about a topic? (W.2 RI.9)
the same topic in order to write or speak
In order to communicate knowledgably about a
about the subject knowledgeably.
topic, readers must integrate information from
multiple sources
4.W.2
Authors strategically write informative pieces to
Write informative/explanatory texts to
communicate information about a topic
examine a topic and convey ideas and
information clearly.
a. Introduce a topic clearly and group
Acquisition
related information in paragraphs and
KNOWLEDGE
SKILLS
sections; include formatting (e.g.,
Students will know
Students will
headings), illustrations, and multimedia
when useful to aiding comprehension.

Five Text Structures: Description, Sequence, Comparison, Identify and describe the overall structure used
b. Develop the topic with facts,
Cause/Effect, Problem/Solution
in an informational text or part of a text
definitions, concrete details, quotations,

Reasons and evidence must support a point made by an


Identify the key points the author makes about a
or other information and examples
author
topic
related to the topic.

An informational text is written to increase a readers


Identify reasons and evidence an author uses to
c. Link ideas within categories of
knowledge about a topic
support points in a text
information using words and phrases

All examples and details in an informational text support


Complete a text structure graphic organizer with
(e.g., another, for example, also,
the topic
the key points and the evidence or reasons the
because).

Research skills and note taking skills to gather reliable


author provided
information
d Use precise language and domainCreators Name

Curriculum, Instruction and Assessment

Page 1 of 7

DPS Unit Map

specific vocabulary to inform about or


explain the topic.
e. Provide a concluding statement or
section related to the information or
explanation presented.
4.W.7
Conduct short research projects that
build knowledge through investigation of
different aspects of a topic.

Grade 4 ELA Unit 4

Organizational skills prior to writing informational text


Parts of an informational text
Examples of linking words and phrases

4 weeks

Explain how an author uses reasons and


evidence (e.g., provide an example, show
cause/effect, show steps in a sequence,
compare two or more things) to support a point.
Take notes to collect information from print and
digital sources from two text on the same topic
Categorize the information before writing
Communicate, through writing and/or speaking,
knowledge gained from two sources about the
same topic.
Write an information piece:
Introduce a topic clearly and group related
information in paragraphs and sections; include
formatting (e.g., headings), illustrations, and
multimedia when useful to aiding
comprehension.
Develop the topic with facts, definitions,
concrete details, quotations, or other
information and examples related to the topic.
Link ideas within categories of information using
words and phrases (e.g., another, for example,
also, because).
Use precise language and domain-specific
vocabulary to inform about or explain the topic.
Provide a concluding statement or section
related to the information or explanation
presented.
List sources

Key Vocabulary
Tier 3 Vocabulary Words,
text structure

Creators Name

Curriculum, Instruction and Assessment

Page 2 of 7

DPS Unit Map

Grade 4 ELA Unit 4

4 weeks

Tier 2 Vocabulary Words

chronological

reason
problem

evidence
solution

point
cause

compare
effect

contrast
description

sequence

Stage 2: Calibrate Rigor and Design Assessment


These assessments are expected in every DPS classroom.
Evaluative Criteria Assessment Tasks
Grade 3 ELA Unit 1 Performance Assessment Rubric
1. After reading an informational text, students will identify the text structure an author used
to organize the text. Then use a graphic organizer to document how the author used
relevant reasons and evidence to support points in the text by giving an example of the
points and the reasons/evidence. Summarize the text.
2.Using the writing process, students will research and gather information on a topic of their
choice using at least two sources information and communicate that information in an
informative text. The completed informative report should: clearly introduce the topic and
group related pieces of information; include text features, such as headings; include
definitions, details and information related to the topic; use linking words and phrases, as
well as vocabulary related to the topic; and include a concluding statement or section.

Performance Task Rubric from Social Studies


District Writing Rubric

mClass oral and/or writing rubric


teacher created
teacher created
teacher created
teacher created
PLC created
Creators Name

Curriculum, Instruction and Assessment

Other Evidence Embedded Stage 3 Learning Events


mClass
minute-by-minute assessments
writing journals
center work
guided reading notes
PLC created formal assessments
Page 3 of 7

DPS Unit Map

Grade 4 ELA Unit 4

4 weeks

Stage 3: Plan and Deliver Instruction


This instructional pacing and sequencing represents one best practice option.
Professional Resources
Instructional Resources

Summary of Key Learning Events, Opportunities, and Instruction


Reading Pacing
Lesson Focus / Student Learning Target(s)

Recommended
Sequence
1

# of Days
4-5

How do writers structure text for different purposes?

9-10

What is the author trying to say and how did he/she get the message across?

Creators Name

Curriculum, Instruction and Assessment

Focus Standard(s)

Support Standard(s)

4.RI.5 (key
points and
details
arranged in a
particular
structure)
4.RI.8 relationship
between the point
and the reasons or
evidence used for
support/relative to
the text structure)

4.RI.4; 4.L.4a

4.RI.4; 4.L.4a

Page 4 of 7

DPS Unit Map


9-10
3

Grade 4 ELA Unit 4

What is the author trying to say and how did he/she get the message
across?

Common District Assessment (CDAs) on __________ Deadlines YR: ____, TR: ______
Writing Pacing
Recommended # of Days
Lesson Focus / Student Learning Target(s)
Sequence
1
22
How do authors write to clearly and accurately communicate information about
a topic? (W.2 RI.9)
How do authors write to clearly and accurately communicate information about
a topic? (W.2 RI.9)

Creators Name

Curriculum, Instruction and Assessment

4 weeks
4.RI.9 (two
sources; in
support of
standard 4.W.2)

4.RI.4; 4.L.4a

Focus Standard(s)

Support Standard(s)

4.W.2; 4.RI.9

4.W.3a-e, 4.W.7,
W.4.8

Page 5 of 7

4
DPS Unit Map
weeks

RI.4.3 Explain
events, procedures,
ideas, or concepts
in a historical,
scientific, or
technical
text, including what
happened and why,
based on specific
information in the
text.

Grade 4 ELA Unit 4

Does Not Meet


1

Meets Some
2

Meets
3

Writing does not


sufficiently explain
why the building of
a road is positive or
negative.

Writing partially
explains why the
building of a road is
positive or negative

Writing explains
why the building of
a road is positive or
negative :

details link to what


happens when a
major road is built in
a community and
the positive or
negative effects

details link to what


happens when a
major road is built in
a community and
the positive or
negative effects

used details from


two sources

used details from


multiple primary
sources and the
video of
construction a road
The main idea and
the details were
accurately
determined from
reading the passage,
Interstate Highway
from the Ground Up
The summary
consisted of the key
details.
The written
response accurately
compared the focus
and details from the
2 passages, The
Interstate Highway
from the Ground Up
and the firsthand
account from Sam
Hyatt

Social Studies
4.G.1.2, 4.G.1.4 and
possibly other
standards
RI.4.2 Determine
the main idea of a
text and explain
how it is supported
by key
details; summarize
the text.

Main idea was


missing or not
correct
Missing details
Summary is copied
from the text

The main idea was


not correct
Details were mostly
accurate
Summary is basically
a retelling, too many
of the details

RI.4.6 Compare and


contrast a firsthand
and secondhand
account of the same
event or topic;
describe the
differences in focus
and the information
provided.

The written
response did not
compare and
contrast the focus or
the details

The written
response made an
incomplete
comparison of the
focus and the details
from the two
passages

Creators Name

Curriculum, Instruction and Assessment

4
Sample Evidence of
Exceeding
Expectations*
Read text above
Lexile band and
researched
independently to

4
DPS Unit Map
weeks

Grade 4 ELA Unit 4

W.4.8

not able to
accomplish without
one to one support
take notes during
research
organized the notes
into categories
included
information writing

needed major
support to
take notes during
research
organized the notes
into categories
included
information in the
writing

takes notes during


research on a
graphic organizer
organized the notes
into categories
included
information in the
writing

W.4.1

the student could


Write an opinion
and state reasons

the student could


introduce the topic
state and opinion
provide reasons to
support their
opinion
use at least one
linking word
lack structure or
conclusion

the student could


Introduce the topic
or text they are
writing about, state
an opinion, and
create an
organizational
structure that lists
reasons.
Provide reasons that
support the opinion.
Use linking words
and phrases (e.g.,
because, therefore,
since, for example)
to connect opinion
and reasons.
Provide a concluding
statement lay the
student

Creators Name

Curriculum, Instruction and Assessment

4
Read text above
Lexile band and
researched
independently to
took notes during
research
organized the notes
into categories
included
information in the
writing
Read text above
Lexile band and
researched
independently
Through a
combination of the
essay and the
display the student
could
Introduce the topic
or text they are
writing about, state
an opinion, and
create an
organizational
structure that lists
reasons.
Provide reasons that
support the opinion.
Use linking words
and phrases (e.g.,
because, therefore,
since, for example)
to connect opinion
and reasons.
Provide a concluding
statement lay the
student