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Goddard Public Schools, USD 265Grade 4 ELA Pacing-Curriculum Guide 2014-2015

First Nine Weeks

CC Strand Cluster Standard Essential Question(s)Textbook

Correlation: Lessons/Units

Length Vocabulary Emphasized

Resources:Technology,

websites, apps

T=TaughtA=Assess

1 2 3 4

Reading for Literature K-5

Key Ideas and Details

4.RL.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

*Can I find the most important events that happened in the story?*Can I use details from a text to make an inference?*Can I find details in the text to support an inference?

Inference explicit

RAZ KidsRenaissance Learn

Itooch (4.99)

T T TA



4.RL.2Determine a theme of a story, drama, or poem from details in the text; summarize the text.

*Can I determine the theme of the story?*Can I summarize the text?

Theme summary RAZ KidsRenaissance Learn

Itooch (4.99)

T T T TA



4.RL.3Describe 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).

*Can I describe the character in a story using details from the story?*Can I describe the setting in a story using details from the story?*Can I describe an event in the story using details from the story?

CharacterSettingEvent

RAZ KidsRenaissance Learn

Itooch (4.99)

T T TA

Reading for Informational

Text K-5


4.RI.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

*Can I use define inference and explain how to a reader uses direct quotes from a text to reach a logical conclusion?*Can I read closely to find answers explicitly in text and that require an inference?*Can I develop a logical argument to support my answer?

InferenceExplicit

Reading Comprehension

Animals Grades 3-4 (free app)

T T TA


Text K-5


4.RI.2Determine the main idea of a text and explain how it is supported by key details; summarize the text.

*Can I determine and identify the main idea of a text?*Can I identify key details and explain

Main ideaKey detailsummary

Robot Rescue (4.99 app)

Space Voyage ($4.99 app)

T T T TA

Goddard CCSS ELA Pacing Curriculum Guide – Grade 4 1 Last Revised September 2014

how they support the main idea of the text?*Can I write a summary stating the main idea and key points of the text?


Text K-5


4.RI.3Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

*Can I identify events, procedures, ideas and/or concepts in different types of text?*Can I use specific information in a text to explain events, procedures, ideas, and concepts, including what happened and why?

EventProcedure

IdeaConcept

T T T TA

Reading for Foundational

Skills K-5

Phonics and Word

Recognition

4.RF.3Know and apply grade-level phonics and word analysis skills in decoding words.

*Can I identify and read grade level words?*Can I determine the meaning of grade level words?

Consonant blendLong-vowel patternShort-vowel pattern

RootPrefixSuffix

Syllable

T T TA


Skills K-5

Phonics and Word

Recognition

4.RF.3aUse combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

*Can I read and determine the meaning of multisyllabic words in and out of context using letter sound correspondences and syllabication patterns?*Can I read and determine the meaning of multisyllabic words in and out of context using morphology?

Syllabication patternsMorphology (root/affixes)

T T TA

Writing K-5 Text Types and Purposes

4.W.3Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

*Can I write a story using descriptive details?*Can I write a story using descriptive details?

Narratives TA


4.W.3aOrient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that

*Can I introduce the narrator and /or characters?*Can I organize my events in sequence?

NarratorCharactersequence

TA


unfolds naturally.


4.W.3bUse dialogue and description to develop experiences and events or show the responses of characters to situations.

Can I use dialogue in my narrative?Can I use description to tell more about my characters?

DialogueDescription

TA


4.W.3cUse a variety of transitional words and phrases to manage the sequence of events.

*Can I use transitional words and phrases to show sequence of events?

Transitional wordsSequence

TA


4.W.3dUse concrete words and phrases and sensory details to convey experiences and events precisely.

*Can I use clear words?*Can I use vivid language?*Can I add details to my story?

Concrete wordsSensory details

TA


4.W.3eProvide a conclusion that follows from the narrated experiences or events.

*Can I provide a conclusion for a narrative?

Conclusion TA

Writing K-5Production and Distribution of

Writing

4.W.4Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

*Can I produce clear, organized writing?*Can I produce writing that is appropriate to task, purpose, and audience?

Writing styleTasks

Purposeaudience

T T T TA

Writing K-5Production and Distribution of

Writing

4.W.5With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on pages 28 and 29.)

*Can I use feedback to develop and strengthen writing by planning, revising and editing?

Revision strategyEdit

T T T TA

Writing K-5 Production and Distribution of

Writing

4.W.6With some 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

*Can I use technology to produce and publish writing(one page minimum in a single setting) ?

PublishCredible website

T T T TA


keyboarding skills to type a minimum of one page in a single sitting.

Writing K-5 Range of Writing

4.W.10Write 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.

*Can I write for an extended or shorter period of time?*Can I write for a variety of tasks, purposes or audiences?

TaskPurpose

Audience

T T T TA

Speaking and Listening K-5

Comprehension and

Collaboration

4.SL.1Engage 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.

*Can I constructively analyze other’s ideas while working in a diverse group?*Can I formulate and express my own ideas?*Can I develop and expand on other’s ideas?

DiscussionConnection

T T T T


Comprehension and

Collaboration

4.SL.1aCome 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.

*Can I read or study material(s) to be discussed?*Can I use prepared information to contribute during discussion?*Can I list important information about the topic to be discussed?

Discussion T T T T


Comprehension and

Collaboration

4.SL.1bFollow agreed-upon rules for discussions and carry out assigned roles.

*Can I identify and follow the agreed upon rules for discussion and carry out assigned roles?

Discussions T T T T


Comprehension and

Collaboration

4.SL.1cPose 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.

*Can I site evidence to support my response during discussion?*Can I stay on topic by making comments about the information being discussed?*Can I make connections between the comments of others?*Can I ask questions when I do not

Pose questionsAsk questions

T T T T


understand?


Comprehension and

Collaboration

4.SL.1dReview the key ideas expressed and explain their own ideas and understanding in light of the discussion.

*Can I explain my own ideas and tell what I’ve learned from a discussion?*Can I develop a logical argument that contributes to the discussion?*Can I respond appropriately?

Key ideas T T T T


Presentation of Knowledge and

Ideas

4.SL.5Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

*Can I construct a visual display to enhance my presentation?*Can I utilize audio recordings to enhance my presentation?

Main ideaTheme

EnhanceAudio recording

Visual display

T T TA

Language K-5 Conventions of Standard English

4.L.1fProduce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

*Can I produce complete sentences, recognizing and correcting inappropriate fragments and run-ons in writing?

Complete sentencesSentence fragments

Run-ons

TA


4.L.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

*Can I demonstrate a command of mechanics and spelling of Standard English when writing?

Conventions TA


4.L.2aUse correct capitalization.

*Can I use correct capitalization when writing?

Capitalization TA

Language K-5 Knowledge of Language

4.L.3bChoose punctuation for effect.*

* Can I choose punctuation in order to add influence and effect to my writing?

Punctuation TA


4.L.2dSpell grade-appropriate words correctly, consulting references as needed.

*Can I spell grade-appropriate words correctly?*Can I consult a dictionary to spell unknown words?

Spelling TA


4.L.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.

*Can I use knowledge of language in my writing?*Can I use knowledge of language in reading to aid comprehension?

conventions T T T TA

Language K-5 Knowledge of 4.L.3a *Can I choose a T T T T


LanguageChoose words and phrases to convey ideas precisely.*

specific word or phrase to make my point better?

A

Language K-5Vocabulary

Acquisition and Use

4.L.5cDemonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

*Can I demonstrate understanding of words by looking at their opposites or a similar word?

AntonymsSynonyms

T


4.L.1cUse modal auxiliaries (e.g., can, may, must) to convey various conditions.

*Can I use modal auxiliaries (can, may, must) to convey various conditions in my writing and speaking?

Modal auxiliaries (can, may, must)

T T


4.L.2cUse a comma before a coordinating conjunction in a compound sentence.

*Can I use a comma and choose the correct coordinating conjunction when writing a compound sentence?

Coordinating conjunction

TA


Acquisition and Use

4.L.4cConsult 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.

*Can I consult a reference material to find the pronunciation of an unknown word in order to determine its meaning?

DictionariesGlossary

Thesaurus

T T T T


4.L.1bForm and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

*Can I form progressive verb tenses when giving a basic verb?*Can I use progressive verb tenses in my writing and speaking?

Progressive verb tenses

(I was walking. I will be walking)

TA


Acquisition and Use

4.L.4Determine 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.

*Can I determine or clarify the meaning of unknown and multiple-meaning words, choosing from a range of strategies to help me?

Context cluesAffixRoot

T T T TA


Acquisition and Use

4.L.4aUse context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

*Can I use context clues to determine the meaning of a word or phrase?

Context clues T T T TA



Acquisition and Use

4.L.6Acquire 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).

*Can I acquire and use general academic words and phrases?*Can I acquire and use domain-specific words and phrases?

Point of view1st person3rd personCompareContrast

TA

TA

TA

TA


4.L.2bUse commas and quotation marks to mark direct speech and quotations from a text.

*Can I use commas and quotation marks correctly in my writing?

Quotation marks T T T



Second Nine Weeks

CC Strand Cluster Standard Essential Question(s) Textbook Correlation: Lessons/Units Length retell


websites, apps

T=TaughtA=Assess

1 2 3 4


Craft and Structure

4.RL.4Determine 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).

*Can I determine the meaning of words and phrases as they are used in a text?*Can I determine the meaning of words in mythology using context clues?

Allude T T T


Craft and Structure

4.RL.5Explain 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.

*Can I explain the differences between poems, drama, and prose? *Can I write or speak about the structural elements of poems or drama?

PoemDramaProse

Structural element

T T T


Craft and Structure

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

*Can I identify the difference between first and third person narrations?*Can I compare and contrast the points of view of different stories?

Point of view1st person3rd personCompareContrast

T T T


Text K-5

Craft and Structure

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

*Can I identify general academic words or phrases?*Can I identify domain specific words or phrases?*Can I apply various strategies to determine the meaning of general academic and domain specific words or phrases in a text?*Can I distinguish which resources I need to assist me in determining the meaning of unknown

General academic words

Domain-specific words

T T T


words and phrases?


Text K-5

Craft and Structure

4.RI.5Describe 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.

*Can I identify and explain different structures used in informational text?*Can I determine the overall structure found in an informational text?*Can I describe how events, ideas, concepts or information are structured in a text?

Text structure T T T


Text K-5

Craft and Structure

4.RI.6Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

*Can I describe the similarities and differences of firsthand and secondhand accounts?

First hand accountSecond hand account

CompareContrast

Focus

T T T


Skills K-5Fluency

4.RF.4Read with sufficient accuracy and fluency to support comprehension.

*Can I read grade level text accurately?*Can I read grade level text with expression and intonation at an appropriate rate?*Can I comprehend grade level text?

FluencyContext clues

T T T


Skills K-5Fluency

4.RF.4aRead on-level text with purpose and understanding.

*Can I read grade level text?*Can I determine the purpose of the grade level text?*Can I interpret the meaning from the grade level text?

Purpose Understanding

T T T


Skills K-5Fluency

4.RF.4bRead on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

*Can I read grade level text and poetry accurately and fluently?*Does my accuracy and fluency improve after multiple readings?

Prose fluency T T T


Skills K-5

Fluency 4 RF.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

*Can I use the context to recognize a word?*Can I use the context to interpret/distinguish the meaning of a word?

ContextWord recognition

Understanding

T T T


*Can I use the context to recognize when I need to self-correct or reread as necessary?


4.W.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

*Can I write informative/explanatory texts to give clear ideas about a topic?

TA


4.W.2aIntroduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

*Can I introduce a topic clearly?*Can I format a paragraph?*Can I include illustrations and multimedia when useful?

Formatting structureIllustrationsmultimedia

TA


4.W.2bDevelop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

*Can I use facts, definitions, concrete details, quotations, or other information and examples to develop the topic?

Facts, concrete details, quotations,

definitions

TA


4.W.2cUse linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

*Can I connect ideas using linking words and phrases?

Linking words, phrases

TA


4.W.2dUse precise language and domain-specific vocabulary to inform about or explain the topic.

*Can I use precise language and specific vocabulary words to tell about my topic?

Precise language, domain-specific

vocabulary

TA


4.W.2eProvide a concluding statement or section related to the information or explanation presented.

*Can I develop a concluding statement related to the topic?

Concluding statement TA


Comprehension and

Collaboration

4.SL.2Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

*Can I paraphrase the information gathered to determine the main idea and support details of a presentation?*Can I identify information from a text being read aloud?*Can I draw a conclusion from

Paraphrase, diverse media

T T T


information presented to in different formats?


Comprehension and

Collaboration

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

*Can identify points being made by a speaker?*Can I determine the reasons and evidence a speaker uses to support his/her points?

evidence T T T


4.L.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

*Can I demonstrate a command of grammar and usage when writing?*Can I demonstrate a command of grammar and usage when speaking?

conventions T T T


4.L.1aUse relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

*Can I use relative pronouns correctly in my writing and speaking?*Can I use relative adverbs correctly in my writing and speaking?

Relative pronouns and adverbs

T T T


4.L.1gCorrectly use frequently confused words (e.g., to, too, two; there, their).*

*Can I use the correct frequently confused word when writing and speaking?

Confused words T T T


Acquisition and Use

4.L.4bUse common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

*Can I use Greek and Latin affixes and roots as clues to the meaning of a word?

Greek and Latin affixes and roots

T T T



Third Nine Weeks





websites, apps

A=Assess

1 2 3 4


Integration of Knowledge and

Ideas

4.RL.7Make 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.

*Can I make connections between text and a visual or oral presentation of the text?

Visual and oral presentation

T T



Ideas

4.RL.8(Not applicable to literature)



Ideas

4.RL.9Compare 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.

*Can I compare and contrast themes and topics in diverse stories?*Can I identify patterns of events in diverse stories?

Compare and contrast, theme,

T T


Text K-5


Ideas

4.RI.7Interpret 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.

*Can I interpret information presented in a chart, graph, diagram, timeline, animation, or interactive web page?*Can I explain how the information presented helps me understand the text?

Interpret, chart, graph, diagram

timeline, animation, interactive web page

T T


Text K-5


Ideas

4.RI.8Explain how an author uses reasons and evidence to support particular points in a text.

*Can I explain the reasons for the author’s point of view?

Author’sPoint of view T T


Text K-5


Ideas

4.RI.9Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

*Can I write and speak knowledgeably about a subject using information from two different texts?

Integrate information T T


4.W.1Write opinion pieces on

*Can I write opinion pieces on topics or

Opinion that supports a point of view

TA


topics or texts, supporting a point of view with reasons and information.

texts?*Can I support a point of view with reasons and information?


4.W.1aIntroduce 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.

*Can I introduce a topic or text clearly?*Can I state an opinion?*Can I create an organizational structure in which related ideas are grouped to support the writer’s purpose?

Organizational structure

TA


4.W.1bProvide reasons that are supported by facts and details.

*Can I give reasons that are supported by facts and details?

Facts and details TA


4.W.1cLink ideas within categories of information using words and phrases (e.g., another, for example, also, because).

*Can I use linking words to connect opinions and reasons?

Linking words TA


4.W.1dProvide a concluding statement or section related to the opinion presented.

*Can I write a concluding statement to support the opinion?

Concluding statement TA



Ideas

4.SL.4Report 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.

*Can I clearly recite an experience in an organized manner?*Can I cite appropriate evidence to report on a topic?*Can I formulate a story using descriptive details to support a theme?*Can I speak clearly at understanding pace?

Recite T T


Acquisition and Use

4.L.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

*Can I demonstrate understanding of figurative language, word relationships, and nuances in word meaning?

Figurative, nuances T T


Acquisition and Use

4.L.5aExplain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

*Can I explain the meaning of a simile or metaphor?

Simile, metaphor T T

Language K-5 Conventions of 4.L.1d *Can I order Conventional T T


Standard English

Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

adjectives with a sentence according to conventional patterns?

patterns of adjectives


Acquisition and Use

4.L.5bRecognize and explain the meaning of common idioms, adages, and proverbs.

*Can I recognize and explain the meaning of common idioms?*Can I recognize and explain the meaning of common adages?*Can I recognize and explain the meaning of common proverbs?

Idioms, adages, proverbs

T T



Fourth Nine Weeks





websites, apps

T=TaughtA=Assess

1 2 3 4


Range of Reading and Level of Text Complexity

4.RL.10By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

*Can I read and comprehend literature at or above my grade level?

Literature, scaffolding TA


Text K-5

Range of Reading and Level of Text Complexity

4.RI.10By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

*Can I read 4-5 grade level informational texts?

Informational text, scaffolding

T

Writing K-5

Research to Build and Present Knowledge

4.W.7Conduct short research projects that build knowledge through investigation of different aspects of a topic.

*Can I build knowledge through research projects and investigations?

Research project, investigation

TA

Writing K-5

Research to Build and Present

Knowledge

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

*Can I take notes?*Can I organize information?*Can I list my sources?

Note taking, source TA

Writing K-5


Knowledge

4.W.9Draw evidence from literary or informational texts to support analysis, reflection, and research.

*Can I use evidence to support analysis, reflection, and research?

Draw evidence TA

Writing K-5 Research to Build and Present

Knowledge

4.W.9aApply 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

*Can I apply knowledge of character, setting, events, and details to literature?

Character, setting, events, and details

TA


[e.g., a character’s thoughts, words, or actions].”).

Writing K-5


Knowledge

4.W.9bApply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

*Can I read or reread text to answer and respond to questions to informational pieces?

Informational pieces TA



Ideas

4.SL.6Differentiate 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.)

*Can I distinguish which context would necessitate the use of formal English?*Can I determine when informal English is appropriate?

Formal and informal English

T


4.L 1eForm and use prepositional phrases.

*Can I form prepositional phrases to indicate location?*Can I use prepositional phrases in my writing and speaking?

Prepositional phrases T


4.L.3cDifferentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

*Can I differentiate between contexts where I use formal language and contexts where I use informal language?

Formal and informal language

T


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