Massachusetts Curriculum Units of Study and … · Massachusetts . Curriculum Units of Study and...

Massachusetts

Curriculum Units of Study and Curriculum Maps

Fourth Grade

!ǳƎǳǎǘ 2015

New Bedford School District

ELA-Grade 4 Units of Study

Standards to Embed in Everyday Instruction

Curriculum Map

Unit 1: Key Ideas and Details

Unit 2: Key Details and Craft and Structure

August 2015

Unit 3: Craft and Structure (4.3)

Unit 4: Integration of Knowledge and Ideas (4.4)

Unit 5: Integration of Knowledge and Ideas, Part 1

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New Bedford Grade 4 Unit-Based Curriculum Map

1

How to Use this Document

The New Bedford Grade 4 Curriculum Map outlines the units expected to be covered within

each academic year. The map provides details on timing, topic, the Big Question, Reading/

Writing/Language purposes, and end of unit assessment. The purpose of the curriculum map is

to assist teachers in planning their ELA instruction so that their students can meet grade-level

skills by the end of the school year.

Within the curriculum map, unit plans specify the ELA standards (as identified from the 2011

Massachusetts Framework for English Language Arts and Literacy) students are expected to

master for each unit—these include Reading (Literature and Informational Text), Writing,

Language, and Foundational Skills standards. The unit plans also identify the relevant texts and

assessments (i.e., unit assessments and any district required assessments).

Educators should keep in mind that while specific Speaking & Listening standards and Language

standards are not identified, teachers are expected to integrate these standards throughout all

units/lessons as appropriate. In particular, vocabulary development (L4.4) should be taught on

a daily basis, with students using the newly acquired words in their daily writing and

conversations. Please see the following page for a list of these standards.

Additionally, this document does not address accommodations for ELL/WIDA standards or tier

II/III instruction, so teachers will need to provide appropriate accommodations as they see fit.

What does this mean for teachers?

Teachers can use this document to develop lesson plans with even greater focus than before. It

provides the skill-based content that teachers should be teaching in each unit, while Reading

Street provides teachers with a variety of resources to do so.

What does this mean for administrators and TLSs?

Administrators and TLSs can use this document to understand the content that students in each

grade need to master by the end of the year, and the map teachers are using to help their

students achieve mastery of the grade level standards. This document provides a map of which

content teachers should be focusing on during each time of the school year, which will support

administrators in their role as instructional leaders.


2

Standards to Embed in Everyday Instruction

Language

L.1.: Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.

o Use relative pronouns (who, whose, whom, which, that) and relative adverbs

(where, when, why).

o Form and use the progressive (e.g., I was walking; I am walking; I will be walking)

verb tenses.

o Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

o Order adjectives within sentences according to conventional patterns (e.g., a small

red bag rather than a red small bag).

o Form and use prepositional phrases.

o Produce complete sentences, recognizing and correcting inappropriate fragments

and run-ons.*

o Correctly use frequently confused words (e.g., to, too, two; there, their).*

o MA.1.h.: Write legibly by hand, using either printing or cursive handwriting.

For the use of computer technology in writing, see Writing standard 6.

L.2.: Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

o Use correct capitalization.

o Use commas and quotation marks to mark direct speech and quotations from a text.

o Use a comma before a coordinating conjunction in a compound sentence.

o Spell grade-appropriate words correctly, consulting references as needed.

L.3.: Use knowledge of language and its conventions when writing, speaking, reading,

or listening.

o Choose words and phrases to convey ideas precisely.*

o Choose punctuation for effect.*

o Differentiate between contexts that call for formal English (e.g., presenting ideas)

and situations where informal discourse is appropriate (e.g., small-group discussion).

L.4.: 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.

o Use context (e.g., definitions, examples, or restatements in text) as a clue to the

meaning of a word or phrase.


3

o Use common, grade-appropriate Greek and Latin affixes and roots as clues to the

meaning of a word (e.g., telegraph, photograph, autograph).

o Consult reference 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.

L.5.: Demonstrate understanding of figurative language, word relationships, and

nuances in word meanings.

o Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in

context.

o Recognize and explain the meaning of common idioms, adages, and proverbs.

o Demonstrate understanding of words by relating them to their opposites (antonyms)

and to words with similar but not identical meanings (synonyms).

*These skills and understandings are particularly likely to require continued attention in

higher grades.

Speaking and Listening

SL.1.: 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.

o 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.

o Follow agreed-upon rules for discussions and carry out assigned roles.

o 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.

o Review the key ideas expressed and explain their own ideas and understanding in

light of the discussion.

SL.2.: Paraphrase portions of a text read aloud or information presented in diverse

media and formats, including visually, quantitatively, and orally.

SL.3.: Identify the reasons and evidence a speaker provides to support particular points.

SL.4.: 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.

SL.5.: Add audio recordings and visual displays to presentations when appropriate to

enhance the development of main ideas or themes.

SL.6.: 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.

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5

Unit 1: Key Ideas and Details

Timing 2nd

wk of Sept- End of Oct (4.1)

Topic of RS Unit Turning Points

Big Question What can we discover from new places and people?

Reading Purpose

Students will be able to identify and use key ideas and details to understand and analyze a text.

Literary Texts Because of Winn Dixie (RS) A Film with a Message of Hope (RS) Lewis and Clark and Me (RS) On the Banks of Plum Creek (RS) The Horned Toad Prince (RS) The Fox and the Tiger (RS) Teachers will select supplemental texts from the Reading Street Leveled Library

What Skills Look Like in 4th Grade

Literature

Students will be able to:

Refer to details and examples in a text when explaining what the text says explicitly (RL 4.1)

Determine a theme of a story, drama, or poem from details in the text; summarize the text (RL 4.2)

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 (RL 4.3)

Informational Texts

Ellen Ochoa: Space Pioneer (RS) Laura Ingalls Wilder-Online Reference Sources (RS) Letters Home from Yosemite (RS) The Bison of Caprock Canyons (RS) Teachers will select supplemental texts from the Reading Street Leveled Library.


Info. Texts


Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text (RI 4.1)

Determine the main idea of a text and explain how it is supported by key details; summarize the text (RI 4.2)

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 (RI 4.3)

Foundational Skills

Word Analysis


Construct and decode words with word endings ed, ing, ist, ive, ness, or, and er.

Identify and synonyms, antonyms and multiple meaning words . Fluency

Students will be able to read with sufficient fluency, phrasing, accuracy, and rate to support grade-level comprehension.

Writing Purpose Students will be able to: (narrative and expository organization and voice (word choice))

Write a narrative to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Use dialogue and transition words (W 4.3)

Write routinely over extended time frames (time for research, reflection, and revision,) and shorter time frames (a single sitting, or a day or two) for a range of discipline-specific tasks, purposes, and audiences (W 4.10)

Language Purpose


Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibility from a range of strategies. Use context (e.g.. definitions, examples, or restatements in text as a clue to the meaning of a word or phrase. (L4.4)

Unit Assessment Reading: Reading Street Weekly and Unit Tests Writing: Refer to the Grade 4-Writing Reference Guide; Common Formative Assessment-Narrative

District Tests During Unit

BOY Galileo

DIBELS

Common Formative Assessment for Narrative Writing


6

Unit 2: Key Details and Craft and Structure

Timing Nov 1- End of Dec (4.2)

Topic of RS Unit Teamwork

Big Question What is the value of teamwork?

Reading Purpose

Students will be able to use key ideas and details to begin understanding the craft and structure of a text.

Literary Texts What Jo Did (RS) Stickfast Hoop (RS) Coyote School News (RS) Scene Two (RS) Home and Front Porch (RS)

What Skills Look Like in 4th

Grade Literature


Determine a theme of a story, drama, or poem from details in the text, summarize the text. (RL 4.2)

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) (RL 4.3)

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) (RL 4.4)

Informational Texts

How to Start a School Newspaper (RS) Horse Heroes: True Stories of Amazing Horses (RS) Riding the Pony Express (RS) So You Want to Be President? (RS) Our National Parks (RS)

What Skills Look Like in 4th Grade Info.

Texts


Determine the main idea of a text and explain how it is supported by key details; summarize the text (RI 4.2)

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. (RI 4.3)

Determine the meaning of general academic, and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area (RI 4.4)

Foundational Skills

Word Analysis Students will be able to:

Construct, decode, and read words with words ending in “s” “es”, and prefixes using “un,” and “in”.

Fluency Students will be able to read with sufficient fluency, phrasing, accuracy, and rate to support grade-level comprehension.

Writing Purpose Students will be able to:

Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (W 4.2)

Introduce a topic and develop a topic using facts, ideas, phrases, and specific vocabulary. (W 4.2)

Language Purpose


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)(L4.6)

Unit Assessment Reading: Reading Street Weekly and Unit Tests Writing: Refer to Grade 4-Writing Reference Guide; Common Formative Assessment- Literary Analysis


DIBELS

MOY Galileo

Common Formative Assessment for Literary Analysis


7

Unit 3: Craft and Structure (4.3) Timing 1

st week of January-February vacation

Topic of RS Unit Patterns in Nature

Big Question What are some patterns in nature?

Reading Purpose Students will be able to use their understanding of key ideas, details, craft, and structure to integrate knowledge and ideas from one or more texts and evaluate specific claims and arguments

Literary Texts How Night Came from the Sea (RS) The Ant and the Bear (RS) Paul Bunyan (RS) Teachers will select additional poems, songs, etc. from the Reading Street Leveled Library


Literature


Determine the meaning of words or phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). (RL4.4)

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, descriptions, dialogue, stage directions when writing or speaking about a text. (RL4.5)

Compare and contrast the point of view from which different stories are narrated, including the difference between first-and third-person narrations. (RL4.6)

Informational Texts

The Man Who Named the Clouds (RS) My Weather Journal (RS) Adelina’s Whales (RS) Sea Animals on the Move (RS) Eye of the Storm (RS) Severe Weather Safety (RS) A Very Grand Canyon (RS) Teachers will select supplemental texts from the Reading Street Leveled Library.


Info. Texts


Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 4 topic or subject area (RI4.4)

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. (RI4.5)

Compare and contrast a firsthand and a second hand account of the same event or topic; describe the differences in focus and the information provided. (RI4.6)

Foundational Skills

Word Analysis Students will be able to:

Construct, decode, and read words with Latin and Greek roots such as: Greek roots; bio-, phon, graph; Latin roots such as: struct, scrib, and script. Spelling


Add word endings: ed, ing; identify and understand homophones and compound words, and understand the vowel sound ou and how to properly use possessives.

Fluency

Students will be able to read with expression and appropriate phrasing.


With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (W4.5)

With guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. (W4.6)

Conduct short research projects that build knowledge through investigation of different aspects of a topic. (W4.7)

Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (W4.8)

Draw evidence from literary or informational texts to support analysis, reflection, and research. (W4.9)

Language Purpose


Acquire and use accurately, when writing and speaking, grade-appropriate conversational, general academic and domain specific words and phrases, including those that signal precise actions, emotions, or states of being, and are basic to a particular topic(e.g., wildlife, conservation, and endangered when discussing animal preservation) (L4.6)

Unit Assessment Reading: Reading Street Weekly and Unit Tests Writing: Refer to Grade 4-Writing Reference Guide; Common Formative Assessment-Research Simulation


DIBELS


8

Unit 4: Integration of Knowledge and Ideas (4.4)

Timing 2nd week of March- End of April

Topic of RS Unit Puzzles and Mysteries

Big Question

Is there an explanation for everything?

Reading Purpose Students will be able to use their understanding of key ideas, details, craft, and structure to integrate knowledge and ideas from one or more texts and evaluate specific claims or arguments.

Literary Texts The Case of the Gasping Garbage(RS) Encyclopedia Brown (RS) The Young Detectives of Potterville Middle School (RS) Integrate a series of books with the same author and characters to access (R.L. 4. 9)


Literature


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, descriptions, dialogue, stage directions) when writing or speaking about a text. (R.L. 4.5.)

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. (RL. 4.7)

Informational Texts

Mr. Talberg’s Famous Bread Recipe (Recipe) (RS) Encantado: Pink Dolphin of the Amazon (RS) Mysterious Animals (RS) Navajo Code Talkers (RS) Your Own Secret Language (RS) Seeker of Knowledge (RS) Making Mummies (RS) Teachers will select supplemental texts from the Reading Street Leveled Library.


Info. Texts


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. (R.I.4.5.)

Interpret information presented visually, orally, or quantitatively (e.g., in charts, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. (RI 4.7.)

Foundational Skills Word Analysis Students will be able to:

Construct, decode, and read words with singular and plural nouns, kinds of pronouns, pronouns and antecedents, constants: /j/, /ks/, and /kw/, Prefixes im,-in,-un,-dis, –in. Greek and Latin prefixes: trans-, tele, amphi, and –anti. Suffixes, -ian, ist, and ism. Consonants: /j/, /ks/, and /kw/. Consonant digraph /sh/.

Synonyms and antonyms

Contractions and negatives

Possessive pronouns Fluency

Students will be able to read with sufficient fluency, accuracy, and rate to support grade-level comprehension.

Writing Purpose Students will be able to use selected vocabulary words from the unit to:

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Use dialogue and a variety of transitional words and phrases to manage the sequence of events. (W 4.3)

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames ( a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (W 4.10)

Language Purpose Students will be able to:

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)M and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). (L.4.6.)

Unit Assessment Reading: Reading Street Weekly and Unit Tests Writing: Refer to Grade 4- Writing Reference Guide; Common Formative Assessment- Narrative


DIBELS

PARCC


9

Timing 1st week of May-EOY (4.5)

Topic of RS Unit Adventures by Land, Air, and Water

Big Question What makes an adventure?

Reading Purpose Students will be able to use their understanding of key ideas, details, craft, and structure to integrate knowledge and ideas from multiple texts/formats, including analyzing how different texts address similar topics.

Literary Texts Smokejumpers (RS) Camp with Care (RS) Cliff Hanger (RS) Moonwalk (RS) A Walk on the Moon (RS) Add Reading Street leveled texts to the selection.


Literature


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. (RL. 4.7)

Locate and analyze examples of similes and metaphors in stories, poems, folktales, and plays, and explain how these literary devices enrich the text. (MA.8.A)

Informational Texts Lost City (RS) Rock Climbing (RS) Antarctic Journal (RS) Swimming Towards Ice (RS) Add Reading Street leveled texts to the selection.

What Skills Look Like in 4th Grade Info.

Texts


Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. (RI 4.7)

Explain how an author uses reasons and evidence to support particular points in a text. (RI 4.8)

Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (RI 4.9)

Foundational Skills Word Analysis Students will be able to:

Construct and read words with homographs, Greek and Latin roots and synonyms.

Suffixes: “ous, able, ible, and ion.”

Student will understand: Adjectives and Articles, adverbs and comparative and superlative adjectives and adverbs:

Students will be able to use in sentences: Prepositional and preposition phrases. Fluency Students will be able to read with sufficient fluency, accuracy, and rate to support grade-level comprehension.


Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly with facts, definitions, and provide a concluding statement or section related to the information or explanation presented. (W 4.2)


With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (W4.5)

With guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. (W4.6)

Conduct short research projects that build knowledge through investigation of different aspects of a topic. (W4.7)

Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (W4.8)

Draw evidence from literary or informational texts to support analysis, reflection, and research. (W4.9)

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences). (W 4.10)

Language Purpose Students will be able to:

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 that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). (L4.6)

Unit Assessment Reading: Weekly and Unit Reading Street tests/assessments. Writing: Refer to the Grade 4-Writing Reference Guide; Common Formative Assessment-Literary Analysis and Research Simulation


PARC

EOY Galileo and DIBELS

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