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Evidence and Description of Assessments of learning 

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Evidence and Description of Assessments of learning 

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Students will either popcorn read whole class, listen to the chapter being read to them by me or an audiobook, or read independently.

Students will be assessed in the format of rotations. Each rotation provides students with time to complete tasks that build their comprehension of the events happening in the book, deepen their vocabulary, or engage their reading skills.

Students will also be given chapter assessments in the form of quizzes.

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How each lesson links to prior learning 

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How each lesson links to prior learning 

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Within each lesson students must understand and be able to paraphrase what events occurred in the previous chapter(s).

Students use lessons of decoding unknown words, main characters, setting, point of view, narrator, visualize, details, making predictions, using text evidence to support their claims and determining author's choices to understand the new chapter and the events within it.

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We have four English language learners, at a specific time during the ELA rotations they will be called back to the teacher table to work on the assignments with assistance.

They are able to ask questions about the assignment and receive aid on writing, grammar and syntax.

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There is a student who gets pulled for reading support during part of or the whole time we are reading the chapter whole class.

Youtube video of the book chapters are posted onto Google classroom for her to listen to when she gets back or at home.

She is excused from the Learning Frame enhancement activity.

She must complete the vocabulary Frayer model and the Island of the Blue Dolphin Blue Book.

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RL 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences.

RL 4.3 Describe depth of Character, setting and events in story.

RI 4.7 Interpret information presented through text features.

L4.4a (context clues), L4.4c Reference materials.

L4.5 & L4.5 a-b Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

W 4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

SL 4.1 & 4.1 a-d 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.

SL 4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

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While reading the chapter, whether the students are reading whole group (popcorn read) or listening to me read, they are asked to think critically about concepts related to our learning criteria.

During these times they are asked to collaborate with their tables or with diverse classmates and discuss reasons and explanations as to why the main character made a specific choice, why the author made certain choice, make predictions or to use context clues to define an unknown word or phrase.

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Three fourths of our English language learners are bridging to expanded. They are focused on their syntax, grammar, decoding and fluency development.

One fourth of our English language learners is emerging. She is new to the school and speaks very little English. Although, their are students who speak her native language, we try to encourage them and her to speak English so we can deepen her understanding and usage.

She does get sent to a diverse fourth grade classroom for designated English language development (DELD) time with students who are at the same level as she is.

This way she can feel more comfortable and we do not slow down the progress of our other students. However, since our DELD time is differs from the other class's, she still gets pulled to the back for extra assistance in our class as well.