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Grade 4: Module 2: Unit 2 Grade 4: Module 2: Unit 2 Additional Language and Literacy Table of Contents Grade 4: Additional Language and Literacy Block: Module 2 Unit 2 Overview 2 Sample Calendar 4 Unit 2, Week 1, Days 1 and 3 Reading and Speaking Fluency/GUM: Teacher Guide 12 Reading and Speaking Fluency/GUM: Teacher-Guided Student Activity Card ( ) 20 Reading and Speaking Fluency/GUM: Teacher-Guided Student Activity Card ( ) 22 Reading and Speaking Fluency/GUM: Teacher-Guided Student Activity Card ( ) 24 Reading and Speaking Fluency/GUM: Would Sentence Strips( ) 25 Additional Work with Complex Text: Student Task Card 26 Additional Work with Complex Text: Student Task Card (Answers for Teacher Reference) 28 Independent Reading: Student Task Card 29 Unit 2, Week 1, Days 2 and 4 Additional Work with Complex Text: Teacher Guide 31 Additional Work with Complex Text: Teacher-Guided Student Activity Card ( ) 38 Additional Work with Complex Text: Teacher-Guided Student Activity Card ( ) 42 Additional Work with Complex Text: Teacher-Guided Student Activity Card (Answers for Teacher Reference) 46 Reading and Speaking Fluency/GUM: Student Task Card 48 Reading and Speaking Fluency/GUM: Animal Matching Game Cards 52 Reading and Speaking Fluency/GUM: What Can It Do? What Might It Do? Game Cards 53 Unit 2, Week 2, Days 1 and 3 Writing Practice: Teacher Guide 54 Writing Practice: Teacher-Guided Student Activity Card ( ) 58 Writing Practice: Teacher-Guided Student Activity Card ( ) 61 EL Education Curriculum i Additional Language and Literacy Block: Teacher Guide Writing Practice: Teacher-Guided Student Activity Card ( ) 64 Writing Practice: Teacher-Guided Student Activity Card (Answers for Teacher Reference) 67 Word Study and Vocabulary: Student Task Card 68 Independent Reading: Student Task Card 71 Unit 2, Week 2, Days 2 and 4 Word Study and Vocabulary: Teacher Guide 73 Word Study and Vocabulary: Teacher-Guided Student Activity Card ( ) 79 Word Study and Vocabulary: Teacher-Guided Student Activity Card ( ) 82 Word Study and Vocabulary: Teacher-Guided Student Activity Card ( ) 86 Word Study and Vocabulary: Suffix Puzzle Card( ) 88 Word Study and Vocabulary: Teacher-Guided Student Activity Card ( ) (Answers for Teacher Reference) 89 Writing Practice: Student Task Card 93 (Each lesson contains the following embedded elements: Daily Learning Target, Teaching Notes, Materials, Whole Class Instruction, Small Group Instruction) ii Grade 4: Module 2 Unit 2 Additional Language and Literacy Block he Additional Language and Literacy (ALL) Block is 1 hour of instruction per day. It is designed to work in concert with and in addition to the 1-hour Grades 3–5 ELA “module lessons.” Taken together, these 2 hours of instruction comprehensively address all the Overview T Common Core State Standards for English Language Arts. The ALL Block is divided into five components: Additional Work with Complex Text; Reading and Speaking Fluency/GUM (Gram- mar, Usage, and Mechanics); Writing Practice; Word Study and Vocabulary; and Independent Reading. Module 2: The ALL Block for each unit contains the following: ■ Unit Overview outlining the instruction and activities that will take place in each compo- nent of the Additional Language and Literacy time in a given unit. It also contains suggested grouping for each component. ■ Sample Calendar suggesting when to begin an ALL Block unit and when to take flex days to support alignment between the ALL Block and the module lessons. ■ Teacher and student materials for each component, organized in the order they will be used, including: — Teacher Guides: Each guide contains two 20-minute blocks of teacher-guided instruc- tion for a component, differentiated for different levels, including English language learners (ELLs). — Teacher-Guided Student Activity Cards: Students complete these activity cards with teacher support during the 20-minute teacher-guided instruction. Cards are differentiated. — Student Task Cards: Each task card contains two days of tasks for a component. Students complete these task cards independently. Task cards are not differentiated, to enable students to provide peer support and coaching. — Additional Printed Materials: These may include game pieces or texts students will need either during teacher-guided instruction or when working independently. Key for ALL materials (for teacher reference only; students do not need to know what these symbols mean): = Below-grade level = On-grade level = Above-grade level = English language learners 2 Grade 4: Module 2: Unit 2: Overview ALL 4M2 UNIT 2 OVERVIEW • Students practice using modal auxiliaries to convey various conditions. • ELLs practice using the modals can and can’t, and would with If conditionals. • Suggested student grouping for teacher-guided instruction: group 1 , group 2 , Reading and Speaking group 3 (Using professional judgment, form groups based on student needs and Fluency/GUM logistical constraints—e.g., number of students at each level.) L.4.1c • Students explore the features of their expert animal web pages and familiarize themselves with the content through specific teacher-led instruction, in order to be prepared for research in the module lessons. Additional Work with • ELLs practice using the relative pronoun when for time and condition, and the adverb Complex Text however for contrast. RI.4.5, RF.4.4, W.4.2d, • Suggested student grouping for teacher-guided instruction: group 1 , group 2 , L.4.1a, L.4.4c, L.4.6 group 3 (Using professional judgment, form groups based on student needs and logistical constraints—e.g., number of students at each level.) • All students read both research texts (related to the topic of animal defense mechanisms) and free choice texts (on any topic of their interest). • They log their reading and respond to reading prompts in independent reading journals, Independent Reading and share their learning from reading in a group discussion. RL.4.10, RI.4.10, SL.4.1 • ELLs complete the same activities as other students. • Students generate criteria for effective focus statements and write their own focus statements. • ELLs generate criteria for effective focus statements and write and revise their own focus Writing Practice statements. They practice using a graphic organizer to write an informational piece and W.4.2a, W.4.2d, W.4.5, begin drafting as a group and independently. L.4.6 • Suggested student grouping for teacher-guided instruction: group 1 , group 2 , group 3 (Using professional judgment, form groups based on student needs and logistical constraints—e.g., number of students at each level.) • Students analyze two academic vocabulary words and their affixes (using Frayer Models) and practice using the words in context. • ELLs practice using the word like in three different contexts and also practice using the Word Study and sufx -al. Vocabulary • Suggested student grouping for teacher-guided instruction: group 1 , group 2 , RF.4.3a, L.4.4b, group 3 (Using professional judgment, form groups based on student needs and L.4.5c, L.4.6 logistical constraints—e.g., number of students at each level.) EL Education Curriculum 3 Additional Language and Literacy Block ALL 4M2 UNIT 2 SAMPLE CALENDAR Module Lesson and Independent Work Independent Work Teacher-Guided Component ALL Block Component Component Week and Day Lesson 1 Reading and Speaking Fluency/GUM Additional Work with Independent Reading Overview: With teacher guidance, Complex Text. Overview: All students ALL Block: students discuss how modal auxiliaries Overview: Students follow follow a task card to Week 1, Day 1 change the meaning of sentences. a task card to reread independently read Learning Target: : I can the complex text “Fight research texts (module- explain how the words can, may, to Survive!” (from Unit 1 related) for 10 minutes and and must change the meaning of a module lessons) and make log their reading in the sentence. (L.4.1c) connections to the module front of their independent guiding questions in reading journals. : I can use the modals can and preparation for a close read Learning Target: I can can’t to express ability. (L.4.1c) in the module lessons. read my research reading With teacher guidance and a Learning Target: I can text independently for Language Dive, ELLs analyze a make connections 10 minutes. (RI.4.10) sentence from “Fight to Survive!” between the “Fight to ELLs complete the same to understand and correctly use the Survive!” text and the activities as other students. modals can and can’t for ability in module guiding question. Printed Materials: authentic contexts. See the Unit 2, (RF.4.4) • Unit 2, Week 1: Week 1: Reading and Speaking ELLs complete the same Independent Reading: Fluency/GUM: Teacher Guide for activities as other students. differentiated instruction for ELLs. Student Task Card Printed Materials: Printed Materials: • Unit 2, Week 1: Additional • Unit 2, Week 1: Reading and Work with Complex Text: Speaking Fluency/GUM: Teacher Student Task Card Guide Overview • Unit 2, Week 1: Reading and Speaking Fluency/GUM: Teacher- Guided Student Activity Card Unit 2: ( ), ( ), ( ) (continued) 4 Grade 4: Module 2: Unit 2: Sample Calendar ALL 4M2 UNIT 2 SAMPLE CALENDAR (CONTINUED) Module Lesson and Independent Work Independent Work Teacher-Guided Component ALL Block Component Component Week and Day Lesson 2 Additional Work with Complex Text Reading and Speaking Independent Reading Overview: With teacher guidance, Fluency/GUM Overview: All students ALL Block: students use an activity card to Overview: Students follow follow a task card to Week 1, Day 2 examine the text features of an ARKive a task card to discuss how independently read web page on the robin, in order to modal auxiliaries change research texts (module- understand what type of information the meaning of sentences. related) for 10 minutes and is available on this series of web Learning Target: I can log their reading in the pages and where that information explain how the words front of their independent is located. This web page has the can, may, and must reading journals.
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