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4th Grade - ELA Pacing
Week/Date
Reading Foundational
Informational/ Literary Reading
Writing
Language
Focus Skills
ELACC4RF3a: Use
ELACC4RL1: Refer to details
ELACC4W9: Draw
ELACC4L1:
Literary Text:
combined knowledge
and examples in a text
evidence from literary
Demonstrate
Making Inferences
of all letter-sound
when explaining what the
or informational texts
command of the
Story Elements
correspondences, syllabication
text says explicitly and when drawing inferences
to support analysis, reflection, and
conventions of Standard English
Narrative Writing
patterns, and
from the text.
research.
grammar and usage
Week 1
morphology (e.g., roots and affixes) to
ELACC4RL3: Describe in
a. Apply grade 4 Reading standards to
when writing or speaking.
Complete Sentences, Fragments, and Run-
read accurately unfamiliar multi- syllabic words in
depth a character, setting, or event in a story or drama, drawing on specific
literature (e.g. “Describe in depth a character, setting, or
f. Produce complete sentences,
recognizing and
ons
context and out of
details in the text (e.g., a
event in a story or
correcting
context.
character’s thoughts, words, or actions).
drama, drawing on specific details in the
inappropriate fragments and run-
ELACC4RF4: Read with sufficient accuracy and fluency to support comprehension.
text [e.g., a character’s thoughts, words, or actions].”).
ELACC4W3: Write narratives to develop
ons.
L.4.2: Demonstrate
ELACC4RF3: Know
ELACC4RL1: Refer to details
real or imagined
command of
Literary Text:
and apply grade-level
and examples in a text
experiences or events
conventions of
Making Inferences
phonics and word
when explaining what the
using effective
standard English
Identifying Theme
Week 2
analysis skills in decoding words.
text says explicitly and when drawing inferences
technique, descriptive details, and clear event
capitalization, punctuation, and
(Myths, Legends, etc.)
from the text.
sequences.
spelling when writing.
a. Orient the reader by
b. Use commas and
Narrative Writing
ELACC4RL2: Determine a
establishing a situation
quotation marks to
theme of a story, drama, or
and introducing a
mark direct speech
Using Commas and
poem from details in the
narrator and/or
and quotations from
Quotation Marks to
ELACC4RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
Week 3
Week 4
text; summarize the text.
ELACC4RL2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
ELACC4RL9: Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
characters; organize an event sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
ELACC3W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. .
ELACC4W5: With guidance and support from peers and adults, develop and strengthen
texts.
L.4.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and are basic to particular topics (e.g., wildlife, conservation, and
endangered when discussing animal preservation).
L.4.2: Demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization.
Mark Direct Speech and Quotations from Text
Literary Text: Identifying Theme (Myths, Legends, etc.) Comparing and Contrasting Themes
Narrative Writing Capitalization
ELACC4RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
ELACC4RL9: Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
writing as needed by planning, revising, and editing.
ELACC4W6: With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others.
ELACC4RI1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
ELACC4RI2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
ELACC4RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
Week 5
ELACC4W2: Write informative/explanator y texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding
L.4.1: Demonstrate command of conventions of standard English grammar and usage when writing or speaking.
a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
ELACC4L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
b. Form and use progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
Literary Text: Compare and Contrast point of view
Narrative Writing Relative Pronouns
Informational Text:
Main Idea Summarizing Making Inferences
Informative Writing
Progressive Verb Tenses
comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
ELACC3W4: Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience. .
ELACC4W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
ELACC4W6: With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others.
Week 6
ELACC4RF3: Know and apply grade- level phonics and word analysis skills in decoding words.
ELACC4RI1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
ELACC4RI2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
ELACC4L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
Informational Text:
Main Idea Summarizing Making Inferences
Informative Writing Modal Auxiliaries
Week 7
ELACC4RF3: Know and apply grade- level phonics and word analysis skills in decoding words.
ELACC4RI3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
ELACC4L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
Informational Text:
Close Reading Explain concepts in informational texts
Informative Writing
d. Order adjectives within sentences according to conventional patterns (e.g., small red bag rather than red small bag).
Ordering Adjectives
Week 8
ELACC4RF3: Know and apply grade- level phonics and word analysis skills in decoding words.
ELACC4RI8: Explain how an author uses reasons and evidence to support particular points in a text.
ELACC4RI3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
ELACC4L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
e. Form and use prepositional phrases.
Informational Text:
Close Reading Text Evidence
Informative Writing
Prepositional Phrases
Week 9
ELACC4RF3: Know and apply grade- level phonics and word analysis skills in decoding words.
ELACC4RI8: Explain how an author uses reasons and evidence to support particular points in a text.
ELACC4RI3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific
ELACC4W9: Draw evidence from literary or informational texts to support analysis, reflections, and research.
b. Apply grade 4 Reading standards to informational texts (e.g. “Explain how an author uses reasons and
ELACC4L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
d. Consult reference
Informational Text:
Close Reading Text Evidence
Informational Writing
Consulting Reference Materials
information in the text.
evidence to support particular points in a text”).
materials (e.g. dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Week 10
ELACC4RF3: Know and apply grade- level phonics and word analysis skills in decoding words.
ELACC4RL6: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
ELACC4L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
a. Use context as a clue to the meaning of a word or phrase.
Literary Text:
Point of View Comparing and Contrasting
Context Clues
Informational Writing
Week 11
ELACC4RF3: Know and apply grade- level phonics and word analysis skills in decoding words.
ELACC4RL6: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
ELACC4W1: Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce a topic or text clearly, state an opinion, and create an
ELACC4L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly
Literary Text:
Point of View Comparing and Contrasting
Greek and Latin Affixes and Roots
organizational structure in which related ideas are grouped to support the writer’s purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g. for instance, in order to, in addition).
d. Provide a concluding statement or section related to the opinion presented.
ELACC4W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
ELACC4W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
ELACC4W6: With guidance and support
from a range of strategies. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g. telegraph, photograph, autograph)
Opinion Writing
Week 12
ELACC4RF3: Know and apply grade- level phonics and word analysis skills in decoding words.
ELACC4RL7: Make
connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
ELACC4L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
g. Correctly use frequently confused words (e.g., to, too, two; there, their).
Literary Texts:
Making Connections
Frequently Confused Words
Opinion Writing
Week 13
ELACC4RF3: Know and apply grade- level phonics and word analysis skills in decoding words.
ELACC4RL7: Make
connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
ELACC4L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
Literary Texts:
Making Connections
Commas and Coordinating Conjunctions in Compound Sentences
from adults, use technology to produce and publish writing as well as to interact and collaborate with others.
writing.
c. Use a comma before a coordinating conjunction in a compound sentence.
Opinion Writing
Week 14
ELACC4RF3: Know and apply grade- level phonics and word analysis skills in decoding words.
ELACC4RL4: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
ELACC4L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g. definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
Literary Text:
Vocabulary Development
Figurative Language Context Clues Opinion Writing
Week 15
ELACC4RF3: Know and apply grade- level phonics and word analysis skills in decoding words.
ELACC4RI5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
ELACC4RI8: Explain how an
ELACC4W2: Write informative/explanator y texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include
ELACC4L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
Informational Text:
Text Structures Text Evidence
Informational Writing
Greek & Latin Affixes and Suffixes
Week 16
author uses reasons and evidence to support particular points in a text.
ELACC4RI5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
ELACC4RI8: Explain how an author uses reasons and evidence to support particular points in a text.
ELACC4RI5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
ELACC4L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
b. Form and use the
Informational Text: Text Structures- Comparing and Contrasting
Informational
Writing
Informational Text: Text Structures Text Evidence
Informational Writing
Relative Pronouns
Week 17
ELACC4RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
ELACC4RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
ELACC3W4: Produce clear and coherent
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g. telegraph, photograph, autograph)
ELACC4L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
ELACC4RI6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
writing in which the development and organization are appropriate to task, purpose, and audience. .
ELACC4W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
ELACC4W6: With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others.
progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
Progressive Tense Verbs
Week 18
ELACC4RF3: Know and apply grade- level phonics and word analysis skills in decoding word
ELACC4RI5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
ELACC4RI6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
ELACC4L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
Informational Text:
Text Structures- Comparing and Contrasting
Informational Writing
Modal Auxiliaries
Week 19
ELACC4RF3: Know and apply grade- level phonics and word analysis skills in decoding words.
ELACC4RL5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, dialogue, stage directions)
ELACC4W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 4 Reading standards to literature (e.g.
ELACC4L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Explain the meaning of simple similes and
Poetry/Drama:
Poetry Elements Identifying Theme
Similes and Metaphors
Narrative Writing
Week 20
ELACC4RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
Poetry/Drama: Poetry Elements Identifying Theme
Idioms, Adages, and Proverbs
Narrative Writing
Week 21
metaphors (e.g. as pretty as a picture) in context.
ELACC4L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
c. Demonstrate understanding of words by relating them to their
Poetry/Drama: Drama Elements Identifying Theme
Synonyms & Antonyms
Narrative Writing
ELACC4RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
when writing or speaking about text
ELACC4RL2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
ELACC4RL5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, dialogue, stage directions) when writing or speaking about text
ELACC4RL2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
ELACC4RL5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, dialogue, stage directions) when writing or speaking about text
“Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
ELACC4W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words
ELACC4L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
Primary Source Readers:
Early Congresses
Ben Franklin
The Constitution
Bill of Rights
John Jay
Primary Source Readers:
Early Congresses
Ben Franklin
The Constitution
Bill of Rights
John Jay
Simple Machines and Inventions
EdHeads (simple machines simulation
Leonardo
Primary Source Readers:
Early Congresses
Ben Franklin
The Constitution
Bill of Rights
John Jay
ELACC4RL2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or
opposites (antonyms) and to words with similar but not identical meanings (synonyms).
ELACC4RF3: Know
ELACC4RL5: Explain major
events.
ELACC4L6: Acquire
Poetry/Drama:
and apply grade-
differences between
and use accurately
level phonics and word analysis skills
poems, drama, and prose, and refer to the structural
ELACC3W4: Produce clear and coherent
grade-appropriate general academic and
Drama Elements Identifying Theme
in decoding words.
elements of poems (e.g., verse, rhythm, meter) and
writing in which the development and
domain-specific vocabulary, including
Academic and
drama (e.g., casts of
organization are
words and phrases
Domain-Specific
characters, settings, dialogue, stage directions)
appropriate to task, purpose, and audience.
that signal precise actions, emotions, or
Vocabulary
when writing or speaking
.
states of being (e.g.
Narrative Writing
Week 22
about text
ELACC4RL2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
ELACC4W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
ELACC4W6: With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others.
quizzed, whined, stammered) and words and phrases basic to a particular topic (e.g. wildlife conservation, and endangered when discussing animal preservation).
Week 23
ELACC4W1: Write
ELACC4RF3: Know
ELACC4RI7: Interpret
opinion pieces on
ELACC4L3: Use
Informational Text:
and apply grade-
information presented
topics or texts,
knowledge of
Graphic Features
Week 24
(charts, diagrams, timelines, animations, etc.)
Choosing Words & Phrases to Convey Ideas
Opinion Writing
Informational Text: Graphic Features (charts, diagrams, timelines, animations, etc.)
Using Punctuation for Effect
Opinion Writing
Informational Text: Compare and Contrast Two Texts on the same topic
Informal vs. Informal Language
Opinion Writing
Week 25
level phonics and word analysis skills in decoding words.
ELACC4RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
ELACC4RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or elements on Web pages) and explain how the information contributes to an understanding of the text it appears in
ELACC4RI7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or elements on Web pages) and explain how the information contributes to an understanding of the text it appears in
ELACC4RI9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
supporting a point of view with reasons.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g. for instance, in order to, in addition).
d. Provide a concluding statement or section related to the opinion presented.
ELACC4W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
ELACC4W5: With guidance and support from peers and adults, develop and strengthen writing as needed by
language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely.
ELACC4L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. b. Choose punctuation for effect
ELACC4L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. c. Differentiate between contexts that call for formal English (e.g. presenting ideas) and situations where
S4L1. Students will describe the roles of organisms and the flow of energy within an ecosystem.
Social Studies Unit: Westward Expansion SS4H6 The student will explain westward expansion of America between 1801 and 1861.
Primary Source Readers: Expanding the Nation Lewis & Clark
Extended Text:
Westward to Home: Joshua’s Oregon Trail Story by Patricia Hermes
Westward Movement Social Studies
Library:
Ten Mile Day by Mary Ann Fraser
The Battle of the Alamo by Gary Jeffrey
A Timeline of the California Gold Rush
by Kerri O’Donnell
How We Crossed the West: The Adventures
of Lewis and Clark by Rosalyn Schanzer
Daily Life in a Covered by Paul Erickson
(in the Resource Box)
What’s the Point-Comparing Text Center: Wagon Train to Oregon & 1846: Heading West
Leveled Sets:
Life in the West by Teresa Domnauer
planning, revising, and editing.
ELACC4W6: With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others.
informal discourse is appropriate (e.g. small-group discussion.)
Children of the Wild West
by Russell Freedman
You Wouldn’t Want to be an American
Pioneer! A Wilderness You’d Rather Not
Tame by Jacqueline Morley
Week 26
ELACC4RF3: Know and apply grade- level phonics and word analysis skills in decoding words.
ELACC4RI9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
ELACC4L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
d. Order adjectives within sentences according to conventional patterns (e.g. a small red bag rather than a red small bag).
Informational Text:
The Lewis and Clark Expedition
by John Perritano
Research and Respond Comprehension Center:
“Sacagawea, Teenage Explorer”
“The Way West”
Compare and Contrast Two Texts on the same topic
Ordering Adjectives Opinion Writing
Week 27
ELACC4RF3: Know and apply grade- level phonics and word analysis skills in decoding words.
ELACC4RL1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
ELACC4W2: Write informative/explanator y texts to examine a topic and convey ideas and information clearly.
ELACC4L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
e. Form and use prepositional phrases.
Informational Text:
Weeks 27-31
Science Unit:
Survival & Extinction of Organisms S4L2. Students will identify factors that affect the survival or extinction of organisms such as adaptation, variation of behaviors (hibernation), and external features (camouflage and protection).
Social Studies Unit:
Personal Finance
SS4E2 The student will identify the elements of a personal budget and explain
Compare and Contrast Two Texts on the same topic
Prepositional Phrases
Informational Writing
Week 28
ELACC4RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
Week 29
Week 30
ELACC4RL1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
ELACC4RL1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
ELACC4RL1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Literary Texts: Cumulative Review (All Standards)
Sentences, Fragments, and Run-
ons
Informational Writing
Literary Texts: Cumulative Review
(All Standards)
Frequently Confused Words
Narrative Writing
Informational Text: Cumulative Review
(All Standards) Capitalization
ELACC4RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
ELACC4RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
ELACC4W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 4 Reading standards to literature (e.g. “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
ELACC4W3: Write narratives to develop
ELACC4L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
f. Produce complete sentences, recognizing and correcting rhetorically poor fragments and run-ons.
ELACC4L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
g. Correctly use frequently confused words (e.g. to, too, two; there, their).
ELACC4L2: Demonstrate command of the conventions of standard English capitalization,
why personal spending and saving decisions are important.
Online Resources
http://mrnussbaum.com/habitatmaker2
Personal Finance
It's My Life
Secret Millionaires Club
Financial Literacy Video lessons
Minyanland
Junior Achievement-Personal Finance
real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
punctuation, and spelling when writing.
a. Use correct capitalization
Narrative Writing
Week 31
ELACC4RF3: Know and apply grade- level phonics and word analysis skills in decoding words.
ELACC4RL1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
ELACC4W1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
ELACC4L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
b. Use commas and quotation marks to mark direct speech and quotations from a text.
Informational Text:
Cumulative Review (All Standards)
Using Commas and Quotations Marks
Opinion Writing
Week 32
GMAP Testing
Week 33
GMAP Testing
Week 34
ELACC5RF.5.3 - Know and apply grade-level phonics and word analysis skills in decoding words.
ELACC5RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
ELACC5RL1: Quote
ELACC5W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
ELACC5L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Literary Texts:
Text Evidence Narrative Writing
accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
(Preview of 5th Grade Standards)
Week 35
ELACC5RF.5.3 - Know and apply grade-level phonics and word
analysis skills in decoding words
ELACC5RL3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
(Preview of 5th Grade Standards)
ELACC5W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
ELACC5L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Literary Texts:
Story Elements Text Evidence Narrative Writing
Week 36
ELACC5RF.5.3 - Know and apply grade-level phonics and word
analysis skills in decoding words.
ELACC5RL2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
(Preview of 5th Grade Standards)
ELACC5W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
ELACC5L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Literary Texts:
Story Elements Text Evidence Narrative Writing
Week 37
ELACC5RF.5.3 - Know and apply grade-level phonics and word
ELACC5RL2: Determine a theme of a story, drama, or poem from details in the text, including how
ELACC5W3: Write narratives to develop real or imagined experiences or events
ELACC5L3: Use knowledge of language and its conventions when
Literary Texts:
Story Elements Text Evidence
analysis skills in decoding words.
characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
(Preview of 5th Grade Standards)
using effective technique, descriptive details, and clear event sequences.
writing, speaking, reading, or listening.
Narrative Writing
Ongoing Speaking & Listening Standards
Comprehension and Collaboration
(ELACC4SL1)Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
(ELACC4SL2)Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (ELACC4SL3) Identify the reasons and evidence a speaker provides to support particular points.
Presentation of Knowledge and Ideas
(ELACC4SL5) Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
(ELACC4SL6) Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
(ELACC4SL7) Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 on pages 28 and 29 for specific expectations.)
Technology:
Reading, Writing, and Skills Block
http://readingandwritingproject.com/resources/classroom-libraries/text-sets.html http://www.turtlediary.com/kids-stories.html
http://www.k12reader.com
http://www.eduplace.com/kids/hme/k_5/grammar/ www.storyplace.org/sp/storyplace.asp http://www.comprehensiontoolkit.com/gradek_2/spanishTexts.asp http://en.childrenslibrary.org http://tech4elementary.pbworks.com/w/browse/#view=ViewAllObjects http://www.studyspanish.com/verbs/lessons/justar.htm