Cci sampler la4 by standardsplus

Language Arts

Standards Plus

速

COMMON CORE INTERVENTION

Grade

SAMPLER

Standards Plus

Language Arts

COMMON CORE INTERVENTION Standards Plus

Available for Grades 1-8 Language Arts and Math

COMMON CORE INTERVENTION

Grade

A/B Topics: Reading Literature • Writing Reading Informationa l Text TE AC HE R ED IT IO N A /B

Scaffolded lessons written to the Common Core Language Arts and Mathematics Standards. Includes: • Pre- and Post- Assessments for each set of instruction on a topic or idea • Step-by-step direct instruction lessons that support student mastery of grade level standards • Performance Tasks that provide students opportunities to apply their learning

Great for: Small Group Instruction Summer School Programs After School Programs Special Ed - Academic IEP Goals

Standards Plus速 Common Core Intervention Language Arts Grade 4 Sampler Sampler Contents: Lesson Index......................................................pgs 5-8

Sample Lessons..................................................pgs 10-33

Reading Informational Text Pre-Assessment 6 Lessons 12-16 Performance Task 6 Post-Assessment 6

x e d n i n o The less s e g a p r u o f t x e n on the s t r A e g a u g n a L y r lists eve . n o s s le 4 Grade

Standards Plus® Common Core Intervention Language Arts – Grade 4

Strand Lesson Focus

Reading Literature

Pre-‐1 Pre-‐Assessment-‐Understanding Literature

A-‐3

A-‐4

A-‐5

A-‐6

A-‐7

A-‐8

Understanding Text-‐Details & Examples

Understanding Text-‐Main Idea & Key Details

Understanding Text-‐Describe Characters

Understanding Text-‐Words & Illustrations

Understanding Text-‐Point of View

Summarizing Text

A-‐9

Performance Lesson #1 – Science Camp (RL.4.7, W.4.1, W.4.4, W.4.5)

A-‐10-‐11

A-‐12

1-‐2

A-‐13

A-‐14

A-‐15

A-‐16

A-‐17

A-‐18

Post-‐1 Post-‐Assessment-‐ Understanding Literature

Pre-‐2 Pre-‐Assessment-‐Elements of Literature

Prerequisite skills and scaffolded instruction to build readiness for grade level standards and instruction.

RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.6, RL.4.7

RL.4.2, RL.4.3

1-‐2

Plot and Main Events

Plot, Main Events, Theme

Characters and Setting

Problem / Solution

Summary

A-‐19

Performance Lesson #2 – Writing a Fable (W.4.3, W.4.4, W.4.5)

A-‐20-‐23

A-‐24

1-‐2

A-‐25

A-‐26

A-‐27

A-‐28

A-‐29

A-‐30

Pre-‐3 Pre-‐Assessment-‐Forming a Paragraph

Writing

TE pg St. Ed. pg DOK

Post-‐2 Post-‐Assessment-‐Elements of Literature

Standard(s) References RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.6, RL.4.7

Prerequisite skills and scaffolded instruction to build readiness for grade level standards and instruction.

RL.4.2, RL.4.3

W.4.1, W.4.2, W.4.3, W.4.4

1-‐2

Topic Sentences

Supporting Details

Conclusions

Using Chronological Order

Purpose and Audience

A-‐31

Purpose and Audience

A-‐32

Performance Lesson #3 – Write a News Article (W.4.2, W.4.4, W.4.5, W.4.7)

A-‐33-‐35

A-‐36

1-‐2

Post-‐3 Post-‐Assessment-‐ Forming a Paragraph

Prerequisite skills and scaffolded instruction to build readiness for grade level standards and instruction.

W.4.1, W.4.2, W.4.3, W.4.4

1-‐2

Standards Plus® Common Core Intervention Language Arts – Grade 4 Strand Lesson Focus

Writing

Pre-‐4 Pre-‐Assessment-‐Revising Writing Revising to Improve Sequence

Revise to Improve Detail

Revise to Improve Coherence/Progression

Performance Lesson #4 – Scoring Writing Samples (W.4.5)

Reading Informational Text

Pre-‐5 Pre-‐Assessment-‐Understanding Text

Prerequisite skills and scaffolded instruction to build readiness for grade level standards and instruction.

W.4.5

RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.5, RI.4.7, RI.4.8

TE pg St. Ed. pg DOK

A-‐37

A-‐38

A-‐39

A-‐40

A-‐41

A-‐42

A-‐43-‐46

100

A-‐47

3 1-‐2

106

B-‐3

Understanding Text-‐Main Idea

108

B-‐4

Understanding Text-‐Key Details

110

B-‐5

Summarizing Text

112

B-‐6

Using Illustrations and Text Features

114

B-‐7

Words, Reasons, and Evidence

116

B-‐8

Understanding Text-‐Main Idea & Key Details

118

B-‐9

Understanding Text-‐Relating Concepts

120

B-‐10

Main Idea, Key Details, & Word Meanings

122

B-‐11

Summarizing Text

124

B-‐12

Performance Lesson #5 – Chumash Poster (RI.4.1, RI.4.2, RI.4.3, RI.4.7)

126 B-‐13-‐14

Post-‐5 Post-‐Assessment-‐Understanding Text

Pre-‐6 Pre-‐Assessment-‐ Understanding Text

Prerequisite skills and scaffolded instruction to build readiness for grade level standards and instruction.

RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.5, RI.4.7, RI.4.8

RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.5

3 1-‐2

132

B-‐17

134

B-‐18

136

B-‐19

138

B-‐20

140

B-‐21

142

B-‐22 B-‐23

Summarizing Text

Describe Text Structure

Word Meanings

Using Details and Examples

144

Performance Lesson #6 – Follow-‐up Article (W.4.2, W.4.4, W.4.5, W.4.9b)

146 B-‐24-‐25

RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.5

1-‐2

B-‐15

Using Illustrations and Text Features

Prerequisite skills and scaffolded instruction to build readiness for grade level standards and instruction.

1-‐2

130

Post-‐6 Post-‐Assessment-‐ Understanding Text

W.4.5

Post-‐4 Post-‐Assessment-‐ Revising Writing

Standard(s) References

150

B-‐26

1-‐2

3 1-‐2

Lessons provided as samples. See pages 10-33.

Standards Plus® Common Core Intervention Language Arts – Grade 4

Strand Lesson Focus

Capitalization

Pre-‐7 Pre-‐Assessment-‐Capitalization Rules Capitalize People’s Titles and Initials

Capitalize Days and Months

Quotations

Proper Nouns

Proper Nouns and Proper Adjectives

Performance Task #7 – Capital Advertisement (L.4.2, L.4.2a)

Pre-‐8 Pre-‐Assessment-‐Punctuation Rules

Punctuation

L.4.2, L.4.2a

Post-‐7 Post-‐Assessment-‐Capitalization Rules

Prerequisite skills and scaffolded instruction to build readiness for grade level standards and instruction.

L.4.2, L.4.2a

L.4.2, L.4.2b, L.4.2c

Quotation Marks

Quotations

Compound Sentences

Performance Task #8 – Punctuating Dialogue (L.4.2, L.4.2b)

Post-‐8 Post-‐Assessment-‐Punctuation Rules

Pre-‐9 Pre-‐Assessment-‐Beginnings & Endings

Spelling

Standard(s) References

Prerequisite skills and scaffolded instruction to build readiness for grade level standards and instruction.

L.4.2, L.4.2b, L.4.2c

L.4.2, L.4.2d

Identify Prefixes

Identify Suffixes

Inflectional Endings –s/-‐es/-‐ed/-‐ing

Words Ending in Consonant-‐y

Consonant Doubling

Performance Task #9 – What Does It Mean? (L.4.2, L.4.2d)

Post-‐9 Post-‐Assessment-‐Beginnings & Endings

Prerequisite skills and scaffolded instruction to build readiness for grade level standards and instruction.

L.4.2, L.4.2d

TE pg St. Ed. pg DOK

C-‐3

C-‐4

C-‐5

C-‐6

C-‐7

C-‐8

NONE

C-‐9

3 1-‐2

C-‐11

C-‐12

C-‐13

C-‐14

C-‐15

C-‐16

C-‐17

C-‐18

3 1-‐2

C-‐19

C-‐20

C-‐21

C-‐22

C-‐23

C-‐24

C-‐25

C-‐26

3 1-‐2

1-‐2

Standards Plus® Common Core Intervention Language Arts – Grade 4

Strand Lesson Focus

Grammar & Usage

Pre-‐10 Pre-‐Assessment-‐Parts of Speech/Sentences

Standard(s) References

L.4.1, L.4.1a-‐f

D-‐4

Pronouns

D-‐5

Adjectives

D-‐6

Parts of Speech – Adverb

D-‐7

Prepositions

D-‐8

Prepositional Phrases

D-‐9

Sentence Parts – Verbs

D-‐10

Verb Tenses

D-‐11

Verb Tenses

D-‐12

Parts of Speech – Verb Tenses

D-‐13

Irregular Verbs

D-‐14

Review of Types of Sentences

D-‐15

Sentence Fragments

D-‐16

Run-‐on Sentences

D-‐17

P10

Performance Task #10 – Regular & Irregular (L.4.1, L.4.1b, L.4.1c)

D-‐18

100

D-‐19

1-‐2

106

D-‐21

Pre-‐11 Pre-‐Assessment-‐Word Meanings

Vocabulary Acquisition & Use

D-‐3

Parts of Speech – Nouns

Prerequisite skills and scaffolded instruction to build readiness for grade level standards and instruction.

L.4.4, L.4.4a, L.4.5, L.4.5a-‐c

1-‐2

Context Clues

108

D-‐22

Context Clues

110

D-‐23

Multiple Meaning Words

112

D-‐24

Multiple Meaning Words

114

D-‐25

Idioms

116

D-‐26

Figurative Language – Simile

118

D-‐27

Figurative Language – Metaphor

120

D-‐28

Synonyms

122

D-‐29

Synonyms

124

D-‐30

Antonyms

126

D-‐31

Antonyms

128

D-‐32

P11

Performance Task #11 – It’s Just an Expression (L.4.5, L.4.5b)

130

D-‐33

132

D-‐34

3 1-‐2

Post-‐11 Post-‐Assessment-‐Word Meanings

Post-‐10 Post-‐Assessment-‐-‐Parts of Speech/Sentences L.4.1, L.4.1a-‐f

TE pg St. Ed. pg DOK

Prerequisite skills and scaffolded instruction to build readiness for grade level standards and instruction.

L.4.4, L.4.4a, L.4.5, L.4.5a-‐c

1-‐2

a w e i v o t e g a p e Turn th t n e m s s e s s A e r P le samp

St. Ed. pg.

Teacher Lesson Plan

B-17

Standards Plus® – Common Core Intervention Language Arts – Grade 4

Strand: Reading Informational Text

Focus: Understanding Text

Pre‐Assessment: # 6

Procedure: Each intervention assessment is designed to be completed independently by the students. Read the directions aloud, and ensure that students understand how to mark their answer choices. Review: Review the correct answers with students as soon as they are finished.

Answers:

Answers may vary; possible answers: 1. Bold and large print is used in the headers. There are italics for camera obscura. The pictures are about the topics. 2. The text is organized in a chronology or time order. 3. Improve means that they get better and more able to do things well. 4. It’s a camera shop. It says that right below the name of the shop. 5. The first camera was the camera obscura that didn’t use film. Artists would trace images to make the pictures. Later plates were invented that became camera film.

Student Page

Standards Plus® – Common Core Intervention Language Arts – Grade 4

Strand: Reading Informational Text

Focus: Understanding Text

Pre‐Assessment: # 6

Directions: Read the passage below. Answer each question in complete sentences. Underline text evidence that supports each answer.

EveryThing Photographic Your Camera Shop – March 2014

Today’s cameras are all derived from the camera obscura developed in the 1500s. The camera obscura was a dark room with a tiny hole in one wall. Light entered the room through the hole and projected the image upside-down onto the opposite wall. Over time, the room became a box with a lens rather than a tiny hole. Film was not invented at that time, so artists would place paper where the image was projected and trace it. It was not until the 1800s that photographers began to use plates that later became film.

Photography Classes Monday 6-9pm – Lights & Filters Thursday 6-9 pm – Going Digital Saturday 9-11 am – Kids & Cameras Sunday 1-4 pm – Shooting Nature

Smart Phone Cameras – Get Beyond the Selfie

With each new smart phone, cameras improve. Let us help you to improve your phone photography. See tips on our website: http://everyTphoto.com/nomoreselfie.

1. How are text features and illustrations used on this page?

2. How is the text about the Photography Classes organized?

3. What does improve mean in the Smart Phone Cameras text?

4. What is EveryThing Photographic? How do you know?

5. Summarize the text about the camera obscura.

, t n e m s s e s s A e r P h c After ea p e t s f o t e s d e d l a scaffo n o i t c u r t s n i t c e r i d p by-ste e s e h T . d e d i v o r p s i s lesson t n e d u t s t r o p p u s s lesson e h t f o y r e mast . s d r a d n a t s d e s s e s s a

Turn the p age to view the se t of lessons tha t support Pre-Assess ment 6.

Teacher Lesson Plan

St. Ed. pg.

B-18

Standards Plus® – Common Core Intervention Language Arts – Grade 4

Strand: Reading Informational Text Focus: Using Illustrations and Text Features Lesson: # 10

Lesson Objective: Read a front page of a newspaper to use illustrations and text features to locate information and enhance text understanding. Teacher Note: Lessons 10‐15 are related to the Bennett County Register texts. Introduction: “Today we will study the front page of a newspaper to see how the illustrations and text features help us understand text.” Instruction: “A newspaper is an example of a collection of informational text. There are articles, advertisements, and other forms of informational text found in newspapers. We will study the front page of the Bennett County Register today. Our focus today is to see how text features and illustrations help us to understand the text. Text features include headers, bold print, captions, italicized print, and lists. Illustrations could be photographs or other images, charts, tables, or diagrams.” Guided Practice: “Let’s begin at the top of the page and work our way down. Notice the small print at the very top. What does this tell us? (Discuss.) This tells us the date that the newspaper was published. It also tells us the Volume and Edition numbers. This is a way that newspapers and magazines number what they publish. In this case, the newspaper has been in publication for 72 years, and this edition is on the 222nd day of the year, so it is Edition 222. What comes next on the page? (Name of the newspaper.) The name of this newspaper is Bennett County Register. The page is split below the name. On the left, we see a picture of a fire. There is a caption that tells us about the picture. Below the caption are two pieces. There is a legend or table of contents that tells us where information is found in the newspaper. There is also an article about the sheriff retiring.” Independent Practice: “Sit with your partner and discuss the other information found on this page of the newspaper.” Provide a few minutes for the students to study the page. Review: “What else did you find on this page? How did the text features help you find information? (Discuss.) Why do you think they included the picture and address for Gina’s Gingerbread House on the bottom right part of the newspaper? (Discuss.) How did the pictures help you on this page?” Closure: “Where would you most likely find baseball scores in this newspaper?” Pages 7‐9 on the Sports pages. Answers: There are no answers in today’s lesson. The students will continue to engage with the text in subsequent lessons.

Student Page

Standards Plus® – Common Core Intervention Language Arts – Grade 4

Strand: Reading Informational Text Focus: Using Illustrations and Text Features Lesson: # 10 Thursday, August 9, 2012 Volume 72, Edition 222

Bennett County Register

Vandalism on the Rise

Winslow—Twenty‐three structures, including nine homes, were lost in a brush fire that ignited the hills above Winslow Township on Wednesday afternoon. Firefighters from eight agencies worked for 16 hours to extinguish the flames. The Bennett County Fire Department is investigating the cause of the blaze. Inside Today Page Sheriff Announces Retirement Local News 1‐2 State News 3 Bennett County—Sheriff Robert G. National News 4‐5 Thompkins announced that he will International News 6 retire from office effective December Weather 2 31. The sheriff intends to fish every day Obituaries 2 that he isn’t traveling around the nation Sports 7‐9 with his wife, Emma. The two will visit Social Page 10 Comics 11 their children and grandchildren who Classified Ads 12‐16 live in New York, Montana, and Oregon.

Labor Day Festival Lineup to Feature Rocky Mannoia & the Blue‐Jets and Kristen Leah Jones

Layton—The graffiti and broken windows discovered in Layton on Wednesday morning marked the fifth instance of vandalism in Bennett County this month. Police say that alarms at several businesses were tripped in the latest spree. Twelve establishments, including the Layton Laundromat and Jerry’s Market, were marked with purple, orange, and green paint. The graffiti is not affiliated with any known gangs. Winslow Township, Fielding, Bennett City, and Hinkville have all been targeted in recent attacks. Weapons were discharged in the Fielding and Hinkville incidents, resulting in severe damage to storefronts and street signs. The tires of several city vehicles were shot out in Fielding. Police are asking for the public’s help in finding the culprits. If you have any information, please contact the Bennett County Sheriff’s Office.

Gina’s Gingerbread House Grand Opening on Saturday

Silverton—Ms. Gina Franks will open her bakery on Saturday, August 11 at 8:00 a.m. Gina, who has been supplying Bennett County Fairgrounds—The Bennett County baked goods to restaurants in Bennett Fairgrounds Association announced the schedule and County for years will have her dream of entertainment for the annual Labor Day Festival to be held running her own bakery come true on Thursday, August 30 through Monday, September 3. There will Saturday. The bakery will be open from be an opening parade at 10:00 a.m. Fireworks will fill the night 7:00‐2:00 Wednesday‐Friday and from 8:00‐3:00 on Saturday and Sunday. Gina sky at 9:00 pm. will sell bread, rolls, and sweet treats. Rocky Mannoia & the Blue‐Jets will perform Friday at 7:00. She will also serve lunch. The menu Kristen Leah Jones will perform with her band, Shockwave, on includes an assortment of soup, Saturday night at 7:00. The talents of our local singers will be on sandwiches, and quiche. display Sunday and Monday night at 7:00 during the annual Gina’s Gingerbread House Bennett County Talent Search. The winner will be announced just prior to the fireworks show on Monday night. Rides, a petting zoo, food, drinks, and livestock events will take place daily throughout the festival. Tickets are available at 1285 Market Street, Silverton the fairgrounds and online at www.bennettcountyfestival.com. Standards Plus® Common Core Intervention is not licensed for duplication. Copying is illegal. © 2014 Learning Plus Associates

Teacher Lesson Plan

St. Ed. pg.

B-19

Standards Plus® – Common Core Intervention Language Arts – Grade 4

Strand: Reading Informational Text Focus: Summarizing Text

Lesson: # 11

Lesson Objective: Read a newspaper article and summarize the key points.

Teacher Note: Lessons 10‐15 are all related to the Bennett County Register texts.

Introduction: “Today we will summarize a newspaper article.”

Instruction: “A newspaper is an example of a collection of informational text. There are articles, advertisements, and other forms of informational text found in newspapers. We will read and summarize one of the articles from the Bennett County Register today. The article is called Vandalism on the Rise. A summary is a brief retelling of the main points in a text. We write a summary by determining the main idea and the key details that are essential to understand the main idea. A summary includes just the big ideas or concepts from the original text. There are three paragraphs in this article. I will read the article aloud for you. (Read the text aloud.) What is the main idea of this article? (There has been a lot of vandalism in the county this month.) What are the key details or points that support the main idea? (Discuss and underline evidence in the text.) We will work together to chart the key points that support the main idea.”

Guided Practice: “Let’s list the big ideas or concepts that are included in the article. What kind of vandalism did the article discuss? (List: tripped alarms, graffiti, weapons discharged, tires shot.) Where did the vandalism happen? (List: Layton, Winslow Township, Fielding, Bennett City, and Hinkville.) How can readers help? (Call the Bennett County Sheriff’s office.) You will use this information to help you write your summary.”

Independent Practice: “Now you need to write a summary of the passage. Include just the big ideas. You may use the information that we recorded to help you. Even though I didn’t write complete sentences, you will need to use complete sentences in your summary.”

Review: You may model writing a summary or have students share their summaries aloud.

Closure: “If you were to include a picture with this article, what might you include?”

Answers: Answers will vary; possible answer: There have been five reports of vandalism in Bennett County this month. Five towns reported tripped alarms, graffiti, and signs, storefronts, and tires having been shot out. The towns are Bennett City, Fielding, Hinkville, Layton, and Winslow Township. If you know anything about the vandalism, contact the Bennett County Sheriff. 16

Student Page

Standards Plus® – Common Core Intervention Language Arts – Grade 4

Strand: Reading Informational Text Focus: Summarizing Text

Lesson: # 11

Summary: A brief retelling of the main points in a text.

Directions: Read the article. Consider the main points in the text. Write a summary of the text that is brief but includes the important ideas.

Thursday, August 9, 2012 Volume 72, Edition 222

Bennett County Register

Vandalism on the Rise

Summary:

Teacher Lesson Plan

St. Ed. pg.

B-20

Standards Plus® – Common Core Intervention Language Arts – Grade 4

Strand: Reading Informational Text Focus: Describe Text Structure Lesson: # 12

Lesson Objective: Read a news article and describe the organizing structure of the text.

Teacher Note: Lessons 10‐15 are related to the Bennett County Register texts.

Introduction: “Today we will read a news article and answer questions about how the text is organized.”

Instruction: “When authors write informational text, they use different structures to convey information. A text structure is how the text is organized. There are several types of structures authors use. When an author uses chronology, he or she organizes the text in time order. Authors may also use comparison in which they tell how two or more things are alike and how they are different. A cause/effect structure shows how one event causes other things to happen. With a problem/solution structure, there is a problem or question, and the text provides solutions or answers. We will read a news article today and analyze its organizing structure.”

Guided Practice: “Let’s read the article. (Read aloud.) There is a question for us to answer. It says, How are the ideas in the three paragraphs connected? Knowing how the paragraphs are connected will help us describe the text structure. The title or heading tells us that the article is about the Labor Day Festival. What information is presented in the first paragraph? (Discuss.) In the first paragraph we find out information about when the festival will happen and some of the special events planned for the festival. What information is presented in the second paragraph? (Discuss.) We learn about the entertainment for each night of the festival in the second paragraph. What do we learn in the third paragraph? (Discuss.) We learn general information and how to get tickets in the last paragraph. How are the ideas in the three paragraphs connected? (Discuss.) The three paragraphs are about the festival, and they inform the reader about what to expect at different times on different days.” Craft a response and write it on the lines. Ensure that students do so as well.

Independent Practice: “The questions you will answer today is, How did the author organize the ideas in the second paragraph? What words and phrases help you to know its structure? Reread the second paragraph. Look for clues that tell you how it is organized. You may discuss your ideas before you write your response. Underline ideas in the text to help you describe the structure.”

Review: “The second paragraph is organized by chronology because it tells who will perform on Friday night, on Saturday night, and what entertainment will be available on Sunday and Monday nights. The days are in order, so the paragraph is organized by chronology.”

Closure: “Is the entire article organized using chronology? Why or why not?”

Answers: 1. The paragraph uses chronology. The days of the week that are mentioned are in the order in which they occur, so it is in time order. There are also times, and it says they will announce the winner prior to the fireworks show. 18

Student Page

Standards Plus® – Common Core Intervention Language Arts – Grade 4

Strand: Reading Informational Text Focus: Describe Text Structure Lesson: # 12

Structure: How a text is organized. Chronology: A text organized by time order. Comparison: A text that shows how two or more ideas are alike and different. Cause/Effect: A text in which an event causes one or more outcomes. Problem/Solution: A text in which a problem is posed and the text provides one or more solutions.

Directions: Read the article. Answer the questions using complete sentences.

Thursday, August 9, 2012 Volume 72, Edition 222

Bennett County Register

Labor Day Festival Lineup to Feature Rocky Mannoia & the Blue‐Jets and Kristen Leah Jones Bennett County Fairgrounds—The Bennett County Fairgrounds Association announced the schedule and entertainment for the annual Labor Day Festival to be held Thursday, August 30 through Monday, September 3. On Thursday, there will be an opening parade at 10:00 am, and fireworks will fill the sky nightly at 9:00 pm. Rocky Mannoia & the Blue‐Jets will perform Friday at 7:00. Kristen Leah Jones will perform with her band, Shockwave, on Saturday night at 7:00. The talents of our local singers will be on display Sunday and Monday night at 7:00 during the annual Bennett County Talent Search. The winner will be announced just prior to the fireworks show on Monday night. Rides, a petting zoo, food, drinks, and livestock events will take place daily throughout the festival. Tickets are available at the fairgrounds and online at www.bennettcountyfestival.com.

Example: How are the ideas in each of the three paragraphs connected?

1. How did the author organize the ideas in the second paragraph? What words and phrases help you to know its structure?

Teacher Lesson Plan

St. Ed. pg.

B-21

Standards Plus® – Common Core Intervention Language Arts – Grade 4

Strand: Reading Informational Text Focus: Describe Text Structure Lesson: # 13

Lesson Objective: Read news articles and describe the organizing structure of the text.

Teacher Note: Lessons 10‐15 are all related to the Bennett County Register texts.

Introduction: “Today we will read two news articles and answer questions about how the text is organized.”

Instruction: “When authors write informational text, they use different structures to convey information. A text structure is how the text is organized. There are several types of structures authors use. When an author uses chronology, he or she organizes the text in time order. Authors may also use comparison in which they tell how two or more things are alike and how they are different. A cause/effect structure shows how one event causes other things to happen. With a problem/solution structure, there is a problem or question, and the text provides solutions or answers. We will read two news articles today and analyze their organizing structure.”

Guided Practice: “Let’s read the first article. (Read aloud.) There is a task for us to complete. The example says, Describe the organizing structure of the first article. You may have an idea, but let’s check the structure types. If it is using chronology, it will use time order. Is this in time order? (No.) Does it tell how two or more ideas are alike or different? (No.) Was there an event that caused outcomes? (Yes.) Let’s make sure that it doesn’t fit Problem/Solution. Was a problem posed in the text that was solved? (No.) This is an example of a Cause/Effect text structure. Now that we have identified the type of structure, we need to decide how to describe it. We can do that by using evidence from the text. What evidence is there of a cause and its effects in the article? (Discuss.) The cause of everything in the article is the brush fire. The effects were the loss of buildings, firefighters working to put out the fire, and an investigation into the cause. We could begin our answer with, This article uses a cause/effect structure. Next we need to describe why it is a cause/effect structure.” Craft a response and write it on the lines. Ensure that students do so as well.

Independent Practice: “We will read the second article together. Then you will describe the organizing structure for it in number 1. There is also a question for you to answer. It says, What is similar about the structure of these two articles? Use complete sentences to write you answers. (Read the second article.) Look for clues that tell you how it is organized. You may discuss your ideas before you write your response. Underline ideas in the text to help you describe the structure.”

Review: Review the answers as a class.

Closure: “What clues helped you to know that the second article did not use chronology?”

Answers: 1. The second article also uses cause/effect. The sheriff’s retirement will result in fishing, traveling with his wife, and visiting family. 2. These articles are similar because they both use a cause/effect structure. 20

Student Page

Standards Plus® – Common Core Intervention Language Arts – Grade 4

Strand: Reading Informational Text Focus: Describe Text Structure Lesson: # 13

Directions: Read the article. Describe the structures using complete sentences. Thursday, August 9, 2012 Volume 72, Edition 222

Bennett County Register

Sheriff Announces Retirement

Bennett County—Sheriff Robert G. Thompkins announced that he will retire from office effective December 31. The sheriff intends to fish every day that he isn’t traveling around the nation with his wife, Emma. The two will visit their children and grandchildren who live in New York, Montana, and Oregon.

Example: Describe the organizing structure of the first article.

1. Describe the organizing structure of the second article.

2. What is similar about the structures of these two articles?

Teacher Lesson Plan

St. Ed. pg.

B-22

Standards Plus® – Common Core Intervention Language Arts – Grade 4

Strand: Reading Informational Text Focus: Word Meanings

Lesson: # 14

Lesson Objective: Read news articles and use context to determine word meanings in the text. Teacher Note: Lessons 10‐15 are all related to the Bennett County Register texts. Introduction: “Today we will read two news articles and determine the meanings of words found in the text.” Instruction: “Word choice is important whenever you write. It is important to use words that fit your meaning and the intention or purpose for your writing. We will read the same articles that we read yesterday, but today we will focus on the words the authors chose to use.” Guided Practice: “Let’s read the first article. (Read aloud.) There are words that are underlined and words in bold print in this article. The example asks us, What do the three underlined words—fire, flames, and blaze—mean in the first article? Why did the author use these different words? What do these words mean? (They are all words that mean or describe fire.) We need to write the answer to that part of the question. (Model.) Why do you think the author used these different words? (Discuss.) We need to finish our answer by telling why the author used these words.” Craft a response and write it on the lines. Ensure that students do so as well. Possible answer: Each of the words means fire. I think the author used three different words in order to keep it interesting instead of repeating the same word. Independent Practice: Read question aloud for the students. You may have them discuss the answer with a partner before writing it on the lines. “We will read the second article together. Then you will answer the second question. You may discuss your answer with a partner before you write it on the lines.” Read the article and re‐ read the question. Have the students write their answers on the lines. Review: Review the answers as a class. Closure: “How do you choose words when you are writing?” Answers: 1. Because this is a newspaper article, I think the author wanted to sound more official. The synonyms would have sounded like a kid wrote it. 2. I think the author said retire from office because being sheriff is different than a regular job like a teacher or a doctor. It is an official job, so you don’t just retire from the job but from the office. 22

Student Page

Standards Plus® – Common Core Intervention Language Arts – Grade 4

Strand: Reading Informational Text Focus: Word Meanings

Lesson: # 14

Word Choice: The words used to make the text meaningful and to show the intention or purpose for the writing.

Directions: Read the articles. Determine the meanings and purpose for the word choice. Thursday, August 9, 2012 Volume 72, Edition 222

Bennett County Register

Sheriff Announces Retirement

Example: What do the three underlined words—fire, flames, and blaze—mean in the first article? Why did the author use these different words?

1. Structures, ignited, extinguish, and investigating are all in bold print in the first article. Synonyms for these words are buildings, lit, put out, and looking into. Why do you think the author chose the words that he or she used?

2. In the second article, it says that the sheriff will retire from office. What does that mean? Why didn’t the author just say retire?

Teacher Lesson Plan

St. Ed. pg.

B-23

Standards Plus® – Common Core Intervention Language Arts – Grade 4

Strand: Reading Informational Text Focus: Using Details and Examples Lesson: # 15

Lesson Objective: Read a news article and use details and examples to explain and draw inferences from the text. Teacher Note: Lessons 10‐15 are all related to the Bennett County Register texts. Introduction: “Today we will read a news article and use the details and examples that the author included to explain the text and infer additional information from the text.” Instruction: “Today we will read the article about Gina’s Gingerbread House. We will use the details and examples in the text to help us answer questions. News articles often include a lot of information in very few words. This is so readers can get the information they need very quickly. We will work together to identify all of the information in the article before we answer any of the questions.” Guided Practice: “Let’s read the article. (Read aloud.) We can use the questions words who, what, why, where, when, and how to help us gather all of the information in this article. Who is the article about? (Gina Franks.) Let’s underline her name. What is happening? (She is opening her bakery.) Let’s underline open her bakery. There are a few whens in this article. When will she open the bakery? (Saturday, August 11.) When will the bakery be open during the week? (7‐2, Wed.‐Fri. and 8‐3, Sat.‐Sun.) Where is the bakery? (Silverton.) Why would someone want to go to Gina’s bakery? (Baked goods or lunch.) How does Gina probably feel about opening the bakery? (Excited because it is a dream come true.) There is so much information in this article. The example says, Study the days and times that Gina’s Gingerbread House will be open. Why do you think Gina chose those days and times? What do you think? (Discuss.) Gina will not be open on Monday or Tuesday, but she will work on Saturday and Sunday, so she still has two days off each week. She is open in the morning and into the afternoon. This must be the times that she thinks she will have the most customers. Let’s write an answer on the lines.” Craft a response and write it as a model for the students. Independent Practice: “Now you will answer the three questions. Reread the article as many times as you need to help you determine the answers. Remember to use complete sentences when you write your answers.” Review: Review the responses together. Closure: “The first two questions had answers that were found directly in the text. How did you decide how to answer question three?” Answers: 1. Gina’s bakery will open at 8:00 in the morning on Saturday, August 11. 2. Gina will serve soups, sandwiches, and quiches. 3. Because she is already known for her baking, it will help her to be a success. 24

Student Page

Standards Plus® – Common Core Intervention Language Arts – Grade 4

Strand: Reading Informational Text Focus: Using Details and Examples Lesson: # 15 Thursday, August 9, 2012 Volume 72, Edition 222

Bennett County Register

Gina’s Gingerbread House Grand Opening on Saturday

Silverton—Ms. Gina Franks will open her bakery on Saturday, August 11 at 8:00 a.m. Gina, who has been supplying baked goods to restaurants in Bennett County for years will have her dream of running her own bakery come true on Saturday. The bakery will be open from 7:00‐2:00 Wednesday‐Friday and from 8:00‐3:00 on Saturday and Sunday. Gina will sell bread, rolls, and sweet treats. She will also serve lunch. The menu includes an assortment of soups, sandwiches, and quiches. Gina’s Gingerbread House

1285 Market Street, Silverton

Question Words: who, what, why, where, when, and how

Directions: Read the article. Answer each question using complete sentences.

Example: Study the days and times that Gina’s Gingerbread House will be open. Why do you think Gina chose those days and times to be open?

1. When will Gina’s bakery open for the first time?

2. What will Gina serve at lunchtime?

3. How do you think Gina’s years of supplying baked goods to restaurants will affect the success of her business?

n o i t c u r t s n i f o t e s Each e c n a m r o f r e P a s e includ s e d i v o r p t Task tha y t i n u t r o p p o n a s t n stude . g n i n r a e l r i e h t y l p p a to

Turn the p age to view a sam p Performanc le e Task.

Teacher Lesson Plan

St. Ed. pg.

B-24-25

Standards Plus® – Common Core Intervention Language Arts – Grade 4 Reading Informational Text Performance Task #6 Learning Objective: The students will write a short article to follow up on one of the articles they read in the Bennett County Register. Instruction: Review the Bennett County Register newspaper page. Reread Vandalism on the Rise, Labor Day Festival Lineup…, and Gina’s Gingerbread House Grand Opening. Discuss the three articles. Note that the articles in the gray boxes are not part of this task. Guided Practice: “Often newspapers will run articles that follow‐up on articles from prior editions. Today you will write an article to follow‐up on either Vandalism on the Rise, Labor Day Festival Lineup…, or Gina’s Gingerbread House Grand Opening. If you write about the Vandalism article, you may pretend that there is more vandalism, or you may pretend that the vandals were caught. If you follow‐up on the Labor Day Festival or the bakery opening, you should write it as if you were there. Regardless of the article you choose, you must write the article as if you are a reporter and the article will run in the newspaper. Choose words and language that would be appropriate for a news article. Remember to include a headline or title for the article.” Independent Practice: Introduce the rubric for the assignment. Review the criteria for a score of four. Remind the students to refer to the rubric as they write. Read the prompt with the students and clarify any questions the students may have. You may have the students work with a partner to gather ideas. Review: Have students share their articles in small groups or with the whole class. 28

Student Page 1 of 2

Standards Plus® – Common Core Intervention Language Arts – Grade 4 Reading Informational Text Performance Task #6 Thursday, August 9, 2012 Volume 72, Edition 222

Bennett County Register

Vandalism on the Rise

Inside Today Page Sheriff Announces Retirement Local News 1‐2 State News 3 Bennett County—Sheriff Robert G. National News 4‐5 Thompkins announced that he will International News 6 retire from office effective December Weather 2 31. The sheriff intends to fish every day Obituaries 2 that he isn’t traveling around the nation Sports 7‐9 with his wife, Emma. The two will visit Social Page 10 Comics 11 their children and grandchildren who Classified Ads 12‐16 live in New York, Montana, and Oregon.

Labor Day Festival Lineup to Feature Rocky Mannoia & the Blue‐Jets and Kristen Leah Jones

Gina’s Gingerbread House Grand Opening on Saturday

Silverton—Ms. Gina Franks will open her bakery on Saturday, August 11 at 8:00 a.m. Gina, who has been supplying Bennett County Fairgrounds—The Bennett County baked goods to restaurants in Bennett Fairgrounds Association announced the schedule and County for years will have her dream of entertainment for the annual Labor Day Festival to be held running her own bakery come true on Thursday, August 30 through Monday, September 3. There will Saturday. The bakery will be open from be an opening parade at 10:00 a.m. Fireworks will fill the night 7:00‐2:00 Wednesday‐Friday and from sky at 9:00 pm. 8:00‐3:00 on Saturday and Sunday. Gina Rocky Mannoia & the Blue‐Jets will perform Friday at 7:00. will sell bread, rolls, and sweet treats. Kristen Leah Jones will perform with her band, Shockwave, on She will also serve lunch. The menu Saturday night at 7:00. The talents of our local singers will be on includes an assortment of soup, display Sunday and Monday night at 7:00 during the annual sandwiches, and quiche. Gina’s Gingerbread House Bennett County Talent Search. The winner will be announced just prior to the fireworks show on Monday night. Rides, a petting zoo, food, drinks, and livestock events will take place daily throughout the festival. Tickets are available at the fairgrounds and online at www.bennettcountyfestival.com. 1285 Market Street, Silverton

Student Page 2 of 2

Standards Plus® – Common Core Intervention Language Arts – Grade 4 Reading Informational Text Performance Task #6 Rubric:

 The student writes a news article that follows up on one of the three articles.  The student includes details and examples that clearly relate to the original article.  The student chooses words and language to match the meaning and purpose of the topic.  The student writes a headline for the article.  The student uses paragraph format with complete and correct sentences containing proper capitalization, punctuation, and spelling.

 The student writes a news article that follows up on one of the three articles.  The student includes details that relate to the original article.  The student chooses words to match the meaning and purpose of the topic.  The student writes a headline for the article.  The student uses paragraph format with complete and correct sentences containing proper capitalization, punctuation, and spelling.

 The student writes a news article that relates to one of the three articles.  The student includes some details.  The student’s word choice may fail to match the purpose of the topic.  The student writes a headline for the article.  The student uses paragraph format with sentences that have some errors in capitalization, punctuation, and spelling.

 The student writes a news article.  The student may include some details.  The student’s word choice is informal and does not match the purpose of the topic.  The student may write a headline for the article.  The student uses paragraph format with sentences that have many errors in capitalization, punctuation, and spelling.

Prompt: Write an article to follow‐up on either Vandalism on the Rise, Labor Day Festival Lineup…, or Gina’s Gingerbread House Grand Opening. If you write about the Vandalism article, you may pretend that there is more vandalism, or you may pretend that the vandals were caught. If you follow‐up on the Labor Day Festival or the bakery opening, you should write it as if you were there. Regardless of the article you choose, you must write the article as if you are a reporter and the article will run in the newspaper. Choose words and language that would be appropriate for a news article. Remember to include a headline or title for the article. 30

A Post-Ass essment is also provid e d to show evidence o f student growth. Turn the p age to view Post-Asses sment 6.

St. Ed. pg.

Teacher Lesson Plan

B-26

Standards Plus® – Common Core Intervention Language Arts – Grade 4

Strand: Reading Informational Text

Focus: Understanding Text

Post‐Assessment: # 6

Answers:

Answers may vary; possible answers: 1. Bold and large print is used in the headers. The pictures are about the topics. 2. The text is organized in a cause/effect. 3. Communicated means that they showed what they thought or felt. 4. It opened in 1983. It says “since 1983” in the header. 5. The colors of roses have meaning. You can send roses of different colors to show how you feel, but you should send a card because most people don’t know what the colors mean.

Student Page

Standards Plus® – Common Core Intervention Language Arts – Grade 4

Strand: Reading Informational Text

Focus: Understanding Text

Post‐Assessment: # 6

Directions: Read the passage below. Answer each question in complete sentences. Underline text evidence that supports each answer.

Fists of Flowers

Fine Floral Design since 1983

Flower Arranging Workshops

A Rose is Just a Rose…

For centuries, people have communicated through roses. The colors of roses have different meanings. A red rose means love. A yellow rose means friendship. If you want to say thank you, send pink roses. Youthfulness and innocence are shown with white roses. Send orange roses to show enthusiasm. Of course, you’ll want to send a card because not everyone knows the meaning behind the colors!

Thursday 7-10 pm – Bridal Bouquets Friday 7-10 pm – Tabletop Delights Saturday 9-11 am – Wildflowers Sunday 2-4 pm – Edible Flowers

Win a Wedding!

Fists of Flowers has teamed with Gary’s Gowns, Cakery Bakery, Tons of Tuxes, and Dream DJs to offer a free wedding to one lucky couple. Entry forms are available at the locations mentioned above or on our website: http://fistsofflowers.com/contest.

1. How are text features and illustrations used on this page?

2. How is the text in Win a Wedding! organized?

3. What does communicated mean in the A Rose is Just a Rose text?

4. When did Fists of Flowers first open? How do you know?

5. Summarize the A Rose is Just a Rose text.

Standards Plus

COMMON CORE INTERVENTION

Grade

Language Arts A/B Topics

Language Arts C/D Topics

Reading Literature, Reading Informational Text, and Writing

Capitalization, Punctuation, Spelling, Grammar & Usage,Vocabulary, and Reading Foundational Skills

Reading Literature, Reading Informational Text, and Writing

Capitalization, Punctuation, Spelling, Grammar & Usage,Vocabulary, and Reading Foundational Skills

Reading Literature, Reading Informational Text, and Writing

Capitalization, Punctuation, Spelling, Grammar & Usage, and Vocabulary

Reading Literature, Reading Informational Text, and Writing

Capitalization, Punctuation, Spelling, Grammar & Usage, and Vocabulary

Reading Literature, Reading Informational Text, and Writing

Capitalization, Punctuation, Spelling, Grammar & Usage, and Vocabulary

Reading Literature, Reading Informational Text, and Writing

Capitalization, Punctuation, Spelling, Grammar & Usage, and Vocabulary

Reading Literature, Reading Informational Text, and Writing

Capitalization, Punctuation, Spelling, Grammar & Usage, and Vocabulary

Reading Literature, Reading Informational Text, and Writing

Capitalization, Punctuation, Spelling, Grammar & Usage, and Vocabulary

Grade

Mathematics A/B Topics

Mathematics C/D Topics

Operations & Algebraic Thinking and Number & Operations in Base 10

Measurement & Data and Geometry

Operations & Algebraic Thinking and Number & Operations in Base 10

Measurement & Data and Geometry

Operations & Algebraic Thinking and Number & Operations – Fractions

Number & Operations in Base 10, Measurement & Data, and Geometry

Number & Operations in Base 10 and Number & Operations – Fractions

Operations & Algebraic Thinking, Measurement & Data, and Geometry

Number & Operations in Base 10 and Number & Operations – Fractions

Operations & Algebraic Thinking, Measurement & Data, and Geometry

Ratios & Proportional Relationships, The Number System, and Statistics & Probability

Expressions & Equations and Geometry

Ratios & Proportional Relationships, The Number System, and Expressions & Equations

Statistics & Probability and Geometry

Functions, The Number System, and Expressions & Equations

Statistics & Probability and Geometry

To learn more, please contact 1.877.505.9152

Standards Plus

COMMON CORE INTERVENTION

Grade

Language Arts A/B Topics

Language Arts C/D Topics

Reading Literature, Reading Informational Text, and Writing

Capitalization, Punctuation, Spelling, Grammar & Usage,Vocabulary, and Reading Foundational Skills

Reading Literature, Reading Informational Text, and Writing

Capitalization, Punctuation, Spelling, Grammar & Usage,Vocabulary, and Reading Foundational Skills

Reading Literature, Reading Informational Text, and Writing

Capitalization, Punctuation, Spelling, Grammar & Usage, and Vocabulary

Reading Literature, Reading Informational Text, and Writing

Capitalization, Punctuation, Spelling, Grammar & Usage, and Vocabulary

Reading Literature, Reading Informational Text, and Writing

Capitalization, Punctuation, Spelling, Grammar & Usage, and Vocabulary

Reading Literature, Reading Informational Text, and Writing

Capitalization, Punctuation, Spelling, Grammar & Usage, and Vocabulary

Reading Literature, Reading Informational Text, and Writing

Capitalization, Punctuation, Spelling, Grammar & Usage, and Vocabulary

Reading Literature, Reading Informational Text, and Writing

Capitalization, Punctuation, Spelling, Grammar & Usage, and Vocabulary

Grade

Mathematics A/B Topics

Mathematics C/D Topics

Operations & Algebraic Thinking and Number & Operations in Base 10

Measurement & Data and Geometry

Operations & Algebraic Thinking and Number & Operations in Base 10

Measurement & Data and Geometry

Operations & Algebraic Thinking and Number & Operations – Fractions

Number & Operations in Base 10, Measurement & Data, and Geometry

Number & Operations in Base 10 and Number & Operations – Fractions

Operations & Algebraic Thinking, Measurement & Data, and Geometry

Number & Operations in Base 10 and Number & Operations – Fractions

Operations & Algebraic Thinking, Measurement & Data, and Geometry

Ratios & Proportional Relationships, The Number System, and Statistics & Probability

Expressions & Equations and Geometry

Ratios & Proportional Relationships, The Number System, and Expressions & Equations

Statistics & Probability and Geometry

Functions, The Number System, and Expressions & Equations

Statistics & Probability and Geometry

To learn more, please contact 1.877.505.9152