Quarter 4

EL Module 4: Contributing to the Community: Providing for Pollinators

In this module, students continue to build on their knowledge of pollinators from Module 3

as they deepen their literacy skills and build citizenship. Specifically, students explore the

module guiding questions: “Why should people help pollinators to survive? How can I take

action to help pollinators?”

In Unit 1, students explore folktales and fables in which pollinators are the central characters.

They engage in a close read-aloud, focused read-alouds, and independent reading and learn to

determine the central message of the folktales and fables they read. They then learn to compare

and contrast two versions of the same fable. As they analyze each text, students also consider

habits of character that help the fictional characters contribute to a better world by responding

to challenges. Students are supported in their comprehension with the Role-Play protocol, text-

dependent questions, and note-taking.

In Unit 2, students continue their study of pollinators by reading and writing opinion pieces.

Specifically, students learn about the challenges facing bats and butterflies. In the first part of

the unit, students read two opinion texts, A Place for Bats and “Bats’ Roosts in Danger!” Building

on the research skills students learned in Module 3, the class records class notes about these

dangers. In the second part of the unit, students read about the dangers facing butterflies and

continue to hone their research skills by recording class notes. Students draft an opinion piece

about why butterflies are important to plants and animals, using reasons collected on the class

notes to support their opinion.

In Unit 3, students apply their knowledge about plants and pollinators to help one important

pollinator: butterflies. Building on knowledge from Modules 3–4, students read about how

planting wildflowers helps butterflies. For their performance task, students are invited to take

action by creating a wildflower seed packet to then give a visitor at the Celebration of Learning.

This performance task includes a high-quality colored pencil drawing of a butterfly and a short

opinion piece about why it is important to help butterflies (W.2.1, W.2.2, W.2.5, W.2.6, W.2.7,

W.2.8). In this unit, students engage in a routine of oral and written reflection and share a

formal reflection on their work and learning throughout Module 4 in small groups at the end of

the unit. As a culmination of the work of Module 4, students write letters inviting community

and family members to a Celebration of Learning, where they share their reflections and give

their seed packets to a guest.

Letterland

Unit 32: Words with Two Closed Syllables

Unit 34: Open Syllables, Dividing Before a Single Consonant

Unit 35: Open & Closed Syllables

Unit 36: Open and Closed Syllables v/cv or vc/v

Unit 37: Multi-Syllable Words with Magic e

Unit 38: Syllable Division with Robot Syllable

Unit 40: -le, best friends to block magic e sparks

Unit 41: -ph, -gh, -gh/ff/

Math

We continue with unit 7 Data & Two Step Problem Solving which focuses on data, serves as a platform to solve one and two-step word problems. Students work with the process of data collection as they pose relevant questions, collect data to answer their questions, organize data, and interpret the results.

Unit 8 Problem Solving with Money This unit focuses on money, serves as a platform to continue work with solving one- and two-step word problems. Students should be able to solve word problems involving coins within 99¢, and whole dollar amounts, using both the ¢ and $ signs correctly.

Unit 9 Reasoning with Shapes focuses on geometry, students should recognize, draw, and describe attributes of triangles, quadrilaterals, pentagons, and hexagons, and recognize and describe attributes of rectangular prisms and cubes.

Science

Animal Life Cycles

Similarities & Differences of Organisms