Grade 4 CorrectionsLast updated on 6/20/2023
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ELA
Module 1
Narrative Writing: Personal Narrative, Lesson 2
Modeling
Instructions for text reference updated:
From: Read aloud from finally to the end.
To: Read aloud from “Water slides seem to move you” to the end.
(6/20/2022)
Narrative Writing: Personal Narrative, Lesson 4
Modeling
“Conclusion” was updated in the Narrative Graphic Organizer:
From: Restate opinion, final thought
To: Unfolds naturally from events and experiences
(10/17/2022)
Earthquakes: All about Earth’s crust, colliding plates, tsunamis, and more!, Lesson 14
Interactive Read Aloud
All 6 instances of “Mercali” was updated to “Mercalli”.
(9/28/2022)
Respond Together
“Mercali” was updated to “Mercalli”.
(9/28/2022)
Go Straight to the Source: Super Smart Information Strategies , Lesson 17
Interactive Read Aloud
“diagram” was updated to “painting” in the following teacher direction:
Point to painting.
(10/03/2022)
Go Straight to the Source: Super Smart Information Strategies , Lesson 19
Respond Together
Instruction was updated with the following in teacher speak:
Let’s look at questions on page 24 and see if we can answer them together.
(6/20/2022)
Roanoke: The Lost Colony: An Unsolved Mystery from History, Lesson 31
Sentence Composing
L.4.4.c was replaced by L.4.2.c.
(6/01/2023)
Narrative Nonfiction: News Article, Lesson 34
Planning Notes
RI.4.6 was added along with an update to the Planning Notes for this lesson:
In this writing unit, we ask students to pretend to be a reporter who traveled to Roanoke, and to pretend to interview the colonists. We ask students to assume that the interviews were real, and then use the pretend interviews in a nonfiction structure the same as a reporter would with a real-life investigation. Working in this way allows students to practice engaging in the steps of interviewing as a method of research, and to practice incorporating interview content into nonfiction writing. It also allows them to draw on information from Go Straight to the Source: Super Smart Information Strategies. Finally, it allows them to explore the differences between the information text (a second-hand account) and interviews, or first-hand accounts.
(7/08/2022)
Module 2
Narrative Writing: Mystery, Lesson 1
Modeling
“Conclusion” was updated in the Narrative Graphic Organizer:
From: Restate opinion, final thought
To: Unfolds naturally from events and experiences
(10/17/2022)
Narrative Writing: Mystery, Lesson 8
Modeling
“Checklistto” was updated to “Checklist to” in the following:
I know that you know how to use the Editing Checklist and Narrative Checklist to improve your writing.
(7/08/2022)
Shaking Things Up: 14 Young Women Who Changed the World
Lessons 29–30 Discussion
RF.4.4.b was added along with an updated Teaching Tip:
(7/08/2022)
Culminating Task: Opinion Writing: Persuasive Letter, Lesson 32
Modeling
Instruction was updated with the following in teacher speak:
Let’s continue working on our graphic organizers.
(6/20/2022)
Module 3
Shaking Things Up: 14 Young Women Who Changed the World
Lessons 1–3 Discussion
RF.4.4.b was added along with an updated Teaching Tip:
(7/08/2022)
Hatchet, Lesson 4
Respond Together
The last paragraph of the instruction was updated:
From:
For our response today, though, let’s try writing about the events in Chapter 1 from Brian’s perspective. To do that, we will need to use informative/explanatory words and phrases.
To:
For our response today, though, let’s try writing about the events in Chapter 1 from Brian’s perspective. To do this, we will need to describe events clearly.
(6/20/2023)
Culminating Task: Narrative Writing: Survival Story, Lesson 23
Modeling
“Conclusion” was updated in the Narrative Graphic Organizer:
From: Restate opinion, final thought
To: Unfolds naturally from events and experiences
(10/17/2022)
Alabama Moon, Lesson 39
Interactive Read Aloud
Chapter number updated:
From: Chapter 18, page 114, after: “‘He’s still a mile or so back.’”
To: Chapter 19, page 114, after: “‘He’s still a mile or so back.’”
(6/20/2022)
Alabama Moon, Lesson 52
Sentence Composing
Expand: “dialog” was updated to “dialogue” in the following sentences:
Let’s add some dialogue here.
Let’s turn this into dialogue.
(7/08/2022)
Module 4
Miss Alaineus: A Vocabulary Disaster
Lessons 29–30 Vocabulary
Instruction was updated with the following in teacher speak:
Let’s take a closer look at a few words.
(7/08/2022)
Freedom on the Menu: The Greensboro Sit-Ins, Lesson 12
Discussion
Instruction was updated with the following in teacher speak:
Let’s dig a bit deeper.
(6/20/2022)
Shaking Things Up: 14 Young Women Who Changed the World, Lesson 13
Discussion
RF.4.4.b was added along with an updated Teaching Tip:
(7/09/2022)
Moth and Wasp, Soil and Ocean: Remembering Chinese Scientist Pu Zhelong’s Work for Sustainable Farming, Lesson 23
Vocabulary
“delt” was updated to “dealt” in the following:
From: Solution means how a difficult situation is delt with or how a problem is solved.
To: Solution means how a difficult situation is dealt with or how a problem is solved.
(6/20/2022)
Culminating Task: Narrative Writing: Reading and Writing Identity, Lesson 33
Modeling
“Conclusion” was updated in the Narrative Graphic Organizer:
From: Restate opinion, final thought
To: Unfolds naturally from events and experiences
(10/17/2022)
2–5 Teacher Manual
Planning for Success
Flexible Schedules
For schools with fewer teaching days, or with important planned interruptions to regular instruction, “Flexible Schedules” was added with recommendations for how to condense the curriculum to fit the days allowed.
(6/30/2022)
Understanding Shared Reading
Text Engagement
“Student Pairs” was replaced by “Reading Rates” in the upper-left table header of the Reading Rates table:
Reading Rates
Fall
Winter
Spring
(3/19/2023)
“The” was updated to “Then” and “Share Reading” was updated to “Shared Reading” in the following:
From: The the teacher sets a First Focus for reading. Share Reading Text Engagement always has this feature.
To: Then the teacher sets a First Focus for reading. Shared Reading Text Engagement always has this feature.
(6/17/2022)
Building and Using Norms for Participation in Discussion
Shared Reading includes teacher-directed discussion with structured discussion starters, but there will always be opportunity to extend and follow up from those starters as students contribute to the discussion. It’s recommend that teachers adopt discussion starters and “Building and Using Norms for Participation in Discussion” was added to the Teacher Manual which also includes a discussion anchor chart that can be displayed.
(7/04/2022)
Ensuring Successful Implementation
“change” was updated to “chance” in the following:
Some teachers are reading too slowly during Choral Reading, matching their rate to the students reading most slowly rather than using this chance to model a rate appropriate for the grade and time of year.
(7/29/2022)
Understanding ELA: Writing Instruction
Planning
“Conclusion” was updated in the Narrative Graphic Organizer:
From: Restate opinion, final thought
To: Unfolds naturally from events and experiences
(10/17/2022)
Understanding the Differentiated Instruction Block
Materials
Information added about drama and Reader’s Theater in the paragraph before the Book Recommendation Chart:
For students in the top groups, teachers need sets of texts for fluency and comprehension work. Typically, grade level teams share books, often stored together in a book room or in the school’s media center. Sets of 6–10 books are typical. They can be books used previously for guided reading groups. This is a chance for teachers to add in old favorites and include brand new publications. It is also a chance to include dramas. Since Bookworms Shared Reading and English Language Arts lessons only use intact published trade books, we have not included any dramas. There are many dramas available online, especially in the form of Reader’s Theater scripts. Students in Fluency and Comprehension or Vocabulary and Comprehension could engage in a Reader’s Theater to learn the format of a drama with multiple characters and a narrator. Teachers also need a classroom library. Students finish their written work from Shared Reading, then browse the classroom collection and choose books for independent reading. A Book Recommendation chart allows students to rate their reading and flag classmates whom they think would enjoy a title.
(7/19/2022)
Printable Downloads
No corrections for printable downloads in this grade.