DLI 4th Grade Guide

General Instructions

Pacing, Units, Essential Questions, Vocabulary, Assessment, Special Education Curricular Coherence & Homework

Pacing

The ELA Instructional Guide provides guidance for planning instruction using the Utah Core Standards and 95% Phonics Core Program coupled with the Wonders. Following the scope and sequence, contained in this document, will allow students to access ALL core standards by the end of the year. Units There are six units that are to be covered over the course of the school year. Each unit represents 25 days of lessons to be completed within 30 flexible teaching days.

Essential Question

These questions provide an anchor theme for the text set. Students use the question to add to a concept map using the knowledge gained from reading each text. Where aligned, interdisciplinary connections have been suggested for Social Studies standards.

Vocabulary

The essential vocabulary words for the text set and theme are listed within each scope and sequence. Vocabulary is a predictive indicator of comprehension and should be taught explicitly for the unit with incidental vocabulary taught within the learning,

Assessment

Assessment options include student observation, progress monitoring, reading response writing, key language uses and unit competencies. Ready-made online assessments are available on the McGraw-Hill platform. A shared drive google folder for each grade level with writing supports are available for each teacher.

Special Education Curricular Coherence

The 95% Phonics Lesson Library (PLL) and the Wonderworks programs will be used for students accessing specialized instruction. These programs align with the general education classroom programs. Therefore, giving special education teachers the opportunity to intensify the instruction happening in the general education classroom.

Homework

Developing independent reading skills and language arts skills should occur while the teacher is available to support and scaffold the learning and correct student errors. Work that is sent home for students to complete should consist of concepts and skills that have been taught in class, been practiced, and the student can do independently. Homework should be used to build automaticity of skills already acquired and not for development of new skills without instruction. For suggestions of reading support at home, use the CSD Reading Corner . Additional resources can be found in the synced school to home connection synced within Wonders.