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Fourth Grade ELA Pacing Guide

First Nine Weeks

August

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28 29

30 31

Nine Weeks Exams: October 6-9

September


1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30

October


1 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30 30

30 31


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ELA Pacing Guide: Fourth Grade

First Nine Weeks Unit 1 Theme: TURNING POINTS Unit Question: What can we discover from new places and people?

Date Taught

Unit/Week Reading Street Essentials Common Core State Standards “I Can” Statements Text Support Ready

Week 2 UNIT 1.1 Selection Vocabulary: grand memorial peculiar positive prideful recalls selecting introduce understand-ing Instructional Vocabulary: point of view sequence complex sentences summarize expression clauses

Because of Winn Dixie A Film with a Message of Hope (SI) Florida Everglades: Its Plants and Animals (OL) Something to Do (A) The Story of Libraries Comprehension skill: Sequence Comprehension strategy: Summarize Vocabulary Strategy/Skill: Affixes: Suffixes Fluency Skill: Expression Spelling/Word Work: Short Vowel VCCV Speaking and Listening: Dramatic Retelling Grammar: Declarative and Interrogative Sentences Weekly Writing: Realistic Story/Word Choice Trait of the Week: Word Choice

4.RL.3 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). 4.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. 4.RF.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 4.L.1a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). 4.L.1b Form and use the progressive (I was walking, I am walking, I will be walking) verb tenses.

4.RL.3 I can describe a character (e.g. thoughts, words, actions) in depth in a story. I can describe a setting in depth in a story. I can describe conflict and solution in depth in a story.

4.RL.2 I can define theme. 4.RF.4b I can self-correct word recognition by using context clues and reread as necessary. 4.L.1a I can use relative pronouns and adverbs. 4.L.1b I can form progressive verb tenses. I can use progressive verb tenses.

Reading Focus Standard: 4.RL.3 Ready Lesson 7: Describing Characters in Plays Language Standards: 4.L.1a Ready Language Lesson 1: Relative Pronouns and Adverbs 4.L.1b Ready Language Lesson 2: Progressive Verb Tenses Speaking and Listening Standards: 4.SL.1 4.SL.4 4.SL.5


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Research Skill: Maps, Globes, Atlas

4.W.3d Use concrete words and phrases and sensory details to convey experiences and events precisely. 4.W.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 4.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.

4.W.3d I can illustrate vivid language and grade level vocabulary in my writing. 4.W.3a I can construct narrative paragraph in the correct sequence and using descriptive details. I can construct narrative essay in the correct sequence and using descriptive details. I can write an introduction sentence. I can write an introduction paragraph while establishing a situation. 4.SL.2a I can apply correct capitalization. 4.SL.2b I can apply commas in quotation marks and quotations from a text. 4.SL.4 I can tell a story using descriptive details to support the main idea or theme. I can share an experience in an organized manner. I can speak clearly at an understandable pace.


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Week 3 UNIT 1.2 Selection Vocabulary: docks migrating scan scent wharf yearned Instructional Vocabulary: sensory images skim and scan eye contact historical fiction biography organization

Lewis and Clark and Me Ellen Ochoa: Space Pioneer (SI) The Long Journey West (OL) Lewis, Clark, and the Corps of Discovery (A) Two Powerful Rivers Comprehension skill: Author’s Purpose Comprehension strategy: Questioning Vocabulary Strategy/Skill: Word Endings Fluency Skill: Appropriate Phrasing/ Punctuation Cues Spelling/Word Work: Long a and i Speaking and Listening: Grammar: Imperative and Exclamatory Sentences Weekly Writing: Expository Composition Organization Trait of the Week: Organization Research Skills: Skim and Scan

4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RF.4 Read with sufficient accuracy and fluency to support comprehension. 4.L.1c Use modal auxiliaries (can, may, must) to convey various conditions. 4.L.1d Order adjectives within sentences according to conventional patterns (a small red bag rather than a red small bag). 4.W.2a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

4.RL.1 I can identify details. I can draw inferences when reading. I can retell a text. 4.RF.4c I can self-correct word recognition by using context clues and reread as necessary. 4.L.1c I can use modal auxiliaries to convey various conditions. 4.L.1d I can order adjectives within sentences. 4.W.2a I can write an introduction sentence to the topic and support with information (formatting, illustrations, and multimedia). I can write an introduction paragraph to the topic and support with information (formatting, illustrations, and multimedia).

Reading Focus Standard: 4.RL.1 Ready Lesson 12: Supporting Inferences About Literary Texts Language Standards: 4.L.1c Ready Language Lesson 3: Modal Auxiliaries 4.L.1d Ready Language Lesson 4: Order of Adjectives Speaking and Listening Standards: 4.SL.1 4.SL.2 4.SL.4


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4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 4.SL.1c 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.

4.W.4 I can understand the prompt and develop writing appropriately in a paragraph. I can understand the prompt and develop writing appropriately in an essay. 4.SL.1c I can engage effectively in collaborative discussions.


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Week 4 Unit 1.3 Selection Vocabulary: badger bank bristled jointed patched ruffled rushes Instructional Vocabulary: multiple meaning word background knowledge foreshadowing advertisement volume

On the Banks of Plum Creek Laura Ingalls Wilder (SI) From Sea to Shining Sea (OL) Protecting Wild Animals (A) Exploring the Moon Comprehension skill: Literary Elements: Character, Setting, Plot Comprehension strategy: Background Knowledge Vocabulary Strategy/Skill: Multiple- Meaning Words Fluency Skill: Rate and Accuracy Spelling/Word Work: Long e and o Speaking and Listening: Parody Grammar: Complete Subjects and Predicates Weekly Writing: Advertisement Trait of the Week: Voice Research Skill: Alphabetical Order

4.RL.3 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). 4.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. 4.RF.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. .RL.3 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). 4.L.1f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

4.RL.3 I can describe a character (e.g. thoughts, words, actions) in depth in a…1. Story I can describe a setting in depth in a…1. Story I can describe conflict and solution in depth in a…1. Story 4.RL.2 I can define theme I can analyze details in a text to determine a theme (authors’ overall message.)

4.RF.4b I can self-correct word recognition by using context clues and reread as necessary. 4.L.1e I can form prepositional phrases. I can use prepositional phrases. 4.L.1f I can compose a simple sentence. I can identify fragments, run-ons, and complete sentences. I can modify fragments and run-ons to create complete sentences.

Reading Focus Standard: 4.RL.3 Ready Lesson 7: Describing Characters in Plays Language Standards: 4.L.1e Ready Language Lesson 5: Prepositions and prepositional Phrases 4.L.1f Ready Language Lesson 6: Complete Sentences and Fragments Speaking and Listening Standards: 4.SL.1 4.SL.4 1.SL.5


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4.W.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 4.W.3d Use concrete words and phrases and sensory details to convey experiences and events precisely. 4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

4.W.3.a I can construct narrative paragraph in the correct sequence and using descriptive details. I can construct narrative essay in the correct sequence and using descriptive details. I can write an introduction sentence. I can write an introduction paragraph while establishing a situation. 4.W.3d I can illustrate vivid language and grade level vocabulary in my writing. 4.W.4 I can understand the prompt and develop writing appropriately in a paragraph. I can understand the prompt and develop writing appropriately in an essay. 4.SL.2 I can paraphrase the information gathered to determine the main idea and support details of a presentation.


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Week 5 UNIT 1.4 Selection Vocabulary: prairie lassoed riverbed bargain favor offended shrieked Instructional Vocabulary: frontier rodeo corral creeks plains mesa cacti sagebrush range grassland

The Horned Toad Prince The Fox and the Tiger (SI) Flash Flood (OL) From Spain to America (A) The Dine Comprehension skill: Author’s Purpose Comprehension strategy: Story Structure Vocabulary Strategy/Skill: Synonyms and Antonyms Fluency Skill: Expression Spelling/Word Work: Long e Speaking and Listening: Report Grammar: Compound Sentences Weekly Writing: Friendly Letter/ Conventions Trait of the Week: Conventions Research Skills: Illustrations, Captions, Label

4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. 4.RF.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 4.L.1f Produce complete sentences, recognizing and correcting fragments and run-ons. 4.L.1g Correctly use frequently confused words (to, too, two, there, their). (homophones)

4.RL.1 I can identify details. I can draw inferences when reading. I can retell a text. 4.RL.2 I can define theme I can analyze details in a text to determine a theme (authors’ overall message.) 4.RF.4b I can self-correct word recognition by using context clues and reread as necessary. 4.L.1f I can compose a simple sentence I can identify fragments, run-ons, and complete sentences. I can modify fragments and run-ons to create complete sentences. 4.L.1g I can identify and correctly use commonly confused words (homophones). I can determine which homophones to use in a sentence (e.g., to, too, two; there, their).

Reading Focus Standard: 4.RL.2 Ready Lesson 11: Summarizing Literary text Language Standards: 4.L.1f Ready Language Lesson 7: Run-on Sentences 4.L.1g Ready Language Lesson 8: Commonly Confused Words Speaking and Listening Standards: 4.SL.1 4.SL.4 4.SL.5


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4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 4.SL.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. 4.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.

4.W.4 I can understand the prompt and develop writing appropriately in a paragraph. I can understand the prompt and develop writing appropriately in an essay. 4.SL.1d I can summarize the discussion. 4.SL.4 -1 I can tell a story using descriptive details to support the main idea or theme. I can share an experience in an organized manner. I can speak clearly at an understandable pace.


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Week 6 UNIT 1.5 Selection Vocabulary: wilderness preserve species naturalist slopes glacier impressive wildlife Instructional Vocabulary: details guide words idioms enunciation voice time order transition words

Letters Home from Yosemite The Bison of Caprock Canyons (SI) America’s National Parks (OL) The Wonders of Western Geography (A) John Muir: Protector of the Wilderness Comprehension skill: Main Idea and Details Comprehension strategy: Text Structure Vocabulary Strategy/Skill: Affixes: Suffixes Fluency Skill: Appropriate Phrasing Spelling/Word Work: Long u Speaking and Listening: Personal Narrative Grammar: Clauses and Complex Sentences Weekly Writing: Travel Show Trait of the Week: Voice Research Skill: Print Sources

4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. 4.RI.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. 4.RI.5 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. 4.RF.4 Read with sufficient accuracy and fluency to support comprehension. 4.L.2a Use correct capitalization.

4.RI.2 I can determine the main idea. I can justify and support the main idea with key details. 4.RI.4 I can determine the meaning of general academic words and phrases. I can determine the meaning of domain-specific words and phrases. 4.RI.5 I can define compare and contrast. I can explain how compare and contrast is used in the informational text. I can determine the overall structure used in informational text(e.g. chronology, compare/contrast, cause/effect, problem/solution) 4.RF.4 I can self-correct word recognition by using context clues and reread as necessary. 4.L.2a I can use capitalization correctly. I can capitalize words correctly (Names, Places, and Things).

Reading Focus Standard: 4.RI.2 Ready Lesson 1: Finding Main Ideas and Details 4.RI.4 Ready Lesson 13: Unfamiliar Words 4.RI.5 Ready Lesson 15: Text Structures, Part 2: Chronology and Problem-Solution Language Standards: 4.L.2a Ready Language Lesson 9: Capitalizing Names of People 4.L.2a Ready Language Lesson 10: Capitalizing Names of Places and Things Speaking and Listening Standards: 4.SL.1 4.SL.2


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4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 4.W.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 4.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.

4.W.4 I can understand the prompt and develop writing appropriately in a paragraph. I can understand the prompt and develop writing appropriately in an essay. 4.W.3a I can construct narrative paragraph in the correct sequence and using descriptive details. I can construct narrative essay in the correct sequence and using descriptive details. I can write an introduction sentence. I can write an introduction paragraph while establishing a situation. 4.SL.4 -1 I can tell a story using descriptive details to support the main idea or theme. I can share an experience in an organized manner.

I can speak clearly at an understandable pace.

4.SL.4 4.SL.5


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Week 7 Week 6 INTERACTIVE UNIT REVIEW

Ready Lesson 6: Supporting Inferences About Informational Text Reading Standard: 4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Ready Language Lesson 11: Punctuating Direct Quotations Language Standard: 4.L.2b Use commas and quotation marks to mark direct speech and quotations from a text. Ready Lesson 12: Supporting Inferences About Literary Text Reading Standard: 4RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Ready Language Lesson 12: Using Commas with Coordinating Conjunctions Language Standard: 4.L.2c Use a comma before a coordinating conjunction in a compound sentence. Speaking and Listening Standards: 4.SL.1 4.SL.2 4.SL.4 4.SL.5


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Unit 2 Theme: Teamwork Unit Question: What is the value of teamwork?

Date Taught


Week 8 UNIT 2.1 Selection Vocabulary: fouled hoop jersey marveled rim speechless swatted unbelievable Instructional Vocabulary: prefixes suffixes cause and effect background knowledge dialogue and narration common and proper nouns

What Joe Did Stickfast Hoop (SI) Strategic Intervention (OL) Amazing Female Athletes (A) Equality in American Schools Comprehension skill: Cause and Effect Comprehension strategy: Background Knowledge Vocabulary Strategy/Skill: Affixes: Prefixes and Suffixes Fluency Skill: Appropriate Phrasing Spelling/Word Work: Adding s and es Speaking and Listening: Sportscast Grammar: Common and Proper Nouns Weekly Writing: Poetry Trait of the Week: Word Choice Research Skills:Chart/Table

4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RL.3 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). 4.RI.5 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. 4.RF.4b Read grade level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 4.L.3a Choose words and phrases to convey ideas precisely. 4.L.3b Choose punctuation for effect.

4.RL.1 I can identify details. I can draw inferences when reading. I can retell a text. 4.RL.3 I can describe events in depth in a story. I can describe a setting in depth in a story. I can describe conflict and solution in depth in a story.

4.RI.5 I can the text structures (chronology, comparison cause/effect, and problem/solution). 4.RF.4b I can self-correct word recognition by using context clues and reread as necessary. 4.L.3a I can generate a sentence to convey ideas precisely. 4.L.3b I can choose punctuation for appropriation situations.

Reading Focus Standard: 4.RL.3 Ready Lesson 8: Describing Settings and Events in Stories 4.RL.1 Ready Lesson 12: Supporting Inferences About Literary Text Language Standards: 4.L.3a Ready Language Lesson 13: Precise Words and Phrases 4.L.3b Ready Language Lesson 14: Punctuation for Effect Speaking and Listening Standards: 4.SL.1 4.SL.2 4.SL.4 4.SL.5


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4. W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 4. SL.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

4.W.4 I can understand the prompt and develop writing appropriately in a paragraph and an essay. 4.SL.5 I can enhance presentations by adding audio and visual displays that support the main idea or themes.

Week 9 First Nine Weeks Assessments October 6-9


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Fourth Grade Pacing Guide

Second Nine Weeks

October


1 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30 30

30 31

Nine Weeks Exams: December 15-18

November


1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30

December


1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31


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2nd Nine Weeks Week 10 UNIT 2.2

Selection Vocabulary: bawling coyote dudes roundup spurs planning organize convince Instructional Vocabulary: unknown words dictionary glossary simile metaphor alliteration

Coyote School News How to Start a School Newspaper (SI) Ranches in the Southwest (OL) Ranching in the Great American Desert (A) Cesar Chavez Comprehension skill: Draw Conclusions Comprehension strategy: Story Structure Vocabulary Strategy/Skill: Unknown Words Fluency Skill: Expression Spelling/Word Work: Irregular Nouns Speaking and Listening: Media Literacy: Newscast Grammar: Regular Plural Nouns Weekly Writing: News Article Trait of the Week: Focus and Ideas Research Skills: Newspaper/ Newsletter

4. RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4. RL.3 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). 4.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. 4. L.4c 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. 4. RF.4b Read grade level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

4.RL.1 1. I can identify details. 2. I can draw inferences when

reading 3. I can retell a text.

4.RL.3

1. I can describe a character (e.g., Thoughts, words, actions) in depth in a story

2. I can describe a setting in depth.

4.L.4 1. I can clarify the meaning using context clues of multiple meaning words. 4.L.4c

1. I can consult reference materials (e.g. dictionaries, glossaries, thesauruses) to convey meaning of key words and phrases.

4.RF.4b I can read fluently on level to support comprehension (including prose and poetry). 4.W. 2b

Reading Focus Standard: 4. Ready Lesson Language Standards: 4. Ready Language Lesson Speaking and Listening Standards: 4.


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4. W.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. 4. W.2 Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. 4. W.2a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. 4. L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking (regular plural pronouns).

I can develop the topic with facts, definitions, concrete details, or quotations. 4.W.2 I can construct informative/explanatory essay. 4.W.2a I can write an introduction paragraph to the topic and support with information (formatting, illustrations, and multimedia). 4.L.1 I can use regular plural nouns.


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Week 11 UNIT 2.3 Selection Vocabulary: advice argument arrangements descendants dishonest script snag examine strategy practice Instructional Vocabulary: drama flashback advertisement expression line (in a play)

Scene Two Home and Front Porch (SI) What it Takes to Stage a Play (OL) The Black Ensemble Theatre (A) Journey of Hong Kong Comprehension skill: Draw Conclusion Comprehension strategy: Questioning Vocabulary Strategy/Skill: Affixes: Prefix Fluency Skill: Expression Spelling/Word Work: Words with ar, or Speaking and Listening: Reader’s Theater Grammar: Irregular Pronouns Weekly Writing: Poetry Trait of the Week: Organization Research Skills: Advertisement

4. RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4. L.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). 4. RF.4b Read grade level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 4. W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 4. L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 4. SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.


reading 3. I can retell a text. 4. I can draw conclusion from

a text. 4.L.4 I can execute the meaning of Greek and Latin affixes and roots of grade appropriate words. 4.RF.4b I can self-correct word recognition by using context clues and reread as necessary. 4.W.4 1. I can understand the prompt and develop writing appropriately in a paragraph and an essay. 2. I can produce writing with a specific audience in mind. 4.L.1 I can use irregular pronouns. 4.SL.2 I can paraphrase the information gathered to determine the main idea and support details of a presentation.



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Week 12 UNIT 2.4 Section Vocabulary: ambition infested landslide quicksand resistance rickety roamed vast temperament obstacles resourceful experience dependable Instructional Vocabulary: fact and opinion consonant digraphs skimming and scanning graphic organizers dialogue and narration singular possessive nouns

Horse Heroes: True Stories of Amazing Horses Riding the Pony Express (SI) Animal Helpers (OL) Dogs on the Job (A) Danger! Children at Work Comprehension skill: Fact and Opinion Comprehension strategy: Monitor and Clarify Vocabulary Strategy/Skill: Unknown Words Fluency Skill: Expression Spelling/Word Work: Consonant Patterns ng, nk, ph, wh Speaking and Listening: Interview Grammar: Singular Possessive Nouns Weekly Writing: Expository Composition Trait of the Week: Organization Research Skills: Graph

4. RI.8 Explain how an author uses reasons and evidence to support particular points in a text. 4. RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.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. 4. L.4c 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. 4. RF.4b Read grade level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 4. W.1a 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.

4.RI.8 1. I can justify the author’s

purpose. 2. I can use evidence to

support my reasoning.


reading. 3. I can retell a text.

4.L. 4 I can determine the meaning of unknown words using context clues (e.g., definitions, examples, restatements). 4.L.4c I can consult reference materials (e.g., dictionaries, glossaries, thesauruses) to convey meaning of key words and phrases. 4.RF.4b I can read fluently on level to support comprehension (including prose and poetry). 4.W.1a 1. I can write an introduction paragraph to a topic. 2. I can support reasons with facts and details.



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4. W.2a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. 4. L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking (singular possessive nouns). 4. SL.1c 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.

W4.2a I can construct informative/explanatory paragraph and an essay. 4.L.1 I can recognize singular possessive nouns in sentences. 4.SL.1c

1. I can ask questions when I do not understand.

2. I can list important information about the topic to be discussed.

3. I can explain my own ideas and tell what I’ve learned from a discussion.


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Week 13 UNIT 2.5 Selection Vocabulary: Constitution howling humble politics responsibility solemnly vain establish Instructional Vocabulary: inferring topic sentences time line details concluding sentences plural possessive nouns

So You Want to Be President? Our National Parks (SI) A Trip to Capitol Hill (OL) The United States Government (A) The Power of the People Comprehension skill: Main Ideas and Details Comprehension strategy: Inferring Vocabulary Strategy/Skill: Fact and Opinion Fluency Skill: Unknown Words Spelling/Word Work: Plural Possessive Nouns Speaking and Listening: Panel Discussion Grammar: Persuasive Text Weekly Writing: Persuasive Text Trait of the Week: Organization Research Skills: Time Line

4. RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. 4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.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. 4. L.4c 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. 4. RF.4b Read grade level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 4. L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 4. 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.

4.RI.2 1. I can define and determine

the main idea of the text. 2. I can identify key details in a

text and explain how they support the main idea.

3. I can summarize the text.

4.RI.1 1. I can draw inferences. 2. I can retell a text.

4.L.4 I can determine the meaning of unknown words using context clues (e.g., definitions, examples, restatements). 4.L.4c I can consult reference materials (e.g., dictionaries, glossaries, thesauruses) to convey meaning of key words and phrases. 4.RF.4b I can read fluently on level to support comprehension (including prose and poetry). 4.L.1 I can write plural possessive nouns. 4.SL.1a-b

1. I can read or study material(s) to be discussed




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4. SL.1a 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. 4.SL.1b Follow agreed upon rules for discussions and carry out assigned roles. 4.W.1a 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.


4. I can stay on topic by making comments about the information being discussed.

4.W.1a

1. I can construct persuasive paragraphs with reasons and information.

2. I can write an introduction paragraph to a topic.



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UNIT 3: Patterns in Nature Unit Question: What are some patterns in nature?

Date Taught


Week 15 UNIT 3.1 Selection Vocabulary: apprentice atmosphere chemical club essay manufacturing pressure scales observe tilt equinox Instructional Vocabulary: graphic sources biography narrative poem

The Man Who Named the Clouds My Weather Journal (SI) Looking for Changes (OL) Storm Chasers (A) Sharing Our Planet Comprehension skill: Graphic Sources Comprehension strategy: Important Ideas Vocabulary Strategy/Skill: Multiple - Meaning Words Fluency Skill: Expression Spelling/Word Work: Added ed and ing Speaking and Listening: Persuasive Speech Grammar: Action and Linking Verbs Weekly Writing: Narrative Poem Trait of the Week: Organization Research Skills: Almanac

4.RI.7 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. 4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. 4.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. 4.L.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. 4.RF.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

4.RI.7 1. I can interpret information

from charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages.

2. I can describe the differences of the informational text provided.

4.RI.2 1. I can identify and determine

the main idea of a text. 2. I can identify key details in a

text and explain how they support the main idea.

3. I can summarize the text. 4.L.4 I can clarify the meaning using context clues of multiple meaning words. 4.RF.4b

1. I can recognize when a word I have read does not make sense within the text.

2. I can reread with corrections when necessary

3. I can read fluently (easy, smooth, and automatic).



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4.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 4.W.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 4.L.1b Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses and action and linking verbs. 4.SL.3 Identify the reasons and evidence a speaker provides to support particular points.

4.W.3a 1. I can construct narrative essay in the correct sequence and using descriptive details. 2. I can write an introduction paragraph while establishing a situation. 4.L.1b I can correctly use action and linking verbs. 4.SL.3

1. I can identify points being made by a speaker.

2. I can determine the reasons and evidence a speaker uses to support his/her opinion.


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Week 16 UNIT 3.2 Selection Vocabulary: lagoon biologist bluff massive rumbling tropical altitude migration Instructional Vocabulary: fantasy interview context clues flashback clues text structure model auxiliaries

Adelina’s Whale Sea Animals on the Move (SI) The Gray Whale (OL) Migration Relocation (A) Birds Take Flight Comprehension skill: Fact and Opinion Comprehension strategy: Text Structure Vocabulary Strategy/Skill: Multiple- Meaning Words Fluency Skill: Expression Spelling/Word Work: Homophones Speaking and Listening: Interview Grammar: Main and Helping Words Weekly Writing: Invitation Trait of the Week: Voice Research Skills: Reader’s Guide to Periodical Literature

4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RI.5 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. 4.L.1g Correctly use frequently confused words (e.g., to, too, two; there, their) (homophones). 4.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. 4.RF.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. 4.RF.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 4.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. 4.W.2a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

4.RI.1 I can draw inferences. 4.RI.5 I can describe the text structures (chronology, comparison, cause/effect, and problem/solution). 4.L.1g I can identify and correctly use commonly confused words (homophones). 4.L.4 I can clarify the meaning using context clues of multiple meaning words. 4.RF.4c I can self-correct word recognition by using context clues and reread as necessary. 4.RF.4b I can self-correct word recognition by using context clues and reread as necessary. 4.L.3 I can differentiate between formal (e.g., presenting ideas) and informal (e.g. small group) language. 4W.2a I can construct informative/explanatory paragraph and essay.



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

4.L.1 I can recognize and use main and helping verbs. 4.SL.1c



3. I can explain my own ideas and tell what I’ve learned from a discussion.


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Week 17 Unit 3.3 Selection Vocabulary: brilliant gleamed shimmering chorus coward impact thrive Instructional Vocabulary: myth climax generalize visualize subject- verb agreement postcard

How Night Came from the Sea The Ant and the Bear (SI) Day for Night (OL) Darkness into Night (A) Orbiting the Sun Comprehension skill: Generalize Comprehension strategy: Visualize Vocabulary Strategy/Skill: Appropriate Phrasing Fluency Skill: Myth Spelling/Word Work: Vowel Sound in Shout Speaking and Listening: Readers’ Theater Grammar: Subject- Verb Agreement Weekly Writing: Subject Verb Agreement Trait of the Week: Sentences Research Skills: Textbook

4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RL.3 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). 4.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. 4.L.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. 4.RF.4 Read with sufficient accuracy and fluency to support comprehension. 4.RF.4b Read grade level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 4.L.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 4.W.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

4.RI.1 I can read closely and find answers explicitly in text (right there answers). 4.RL.3 I can describe conflict and solution in a story. 4.L.4 I can clarify the meaning using context clues of multiple meaning words. 4.L.4a I can clarify the meaning using context clues of multiple meaning words. 4.RF.4 I can self-correct word recognition by using context clues and reread as necessary. 4.L I can correctly choose the verb to complete the sentence (subject/verb) agreement. 4.W.3a I can construct narrative essay in the correct sequence and using descriptive details. I can write an introduction paragraph while establishing a situation.



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4.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

4.L.1 I can use subject-verb agreement correctly in sentences. 4.SL.2 1. Paraphrase information presented to me in a variety of ways (Visual/oral).

Week 18 Second Nine Weeks Assessments December 15-18


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Third Nine Weeks

January


1 2

3 4 5 6 7 8 9

10 11 12 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 28 29 30

Nine Weeks Exams: March 8-11

February


1 2 3 4 5 6

7 8 9 10 11 12 13

14 15 16 17 18 19 20

21 22 23 24 25 26 27

28 29

March


1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30


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3rd Nine Weeks Date Taught


Week 19 UNIT 3.4 Selection Vocabulary: destruction expected forecast inland shatter surge unpredictable powerful estimate Instructional Vocabulary: cause and effect root words predict and set purpose personification web site formal letter

Eye of the Storm Severe Weather Safety (SI) Surviving Hurricane Andrew (OL) Severe Weather (A) Wonderously Wild Weather Comprehension skill: Generalize Comprehension strategy: Inferring Vocabulary Strategy/Skill: Draw Conclusions Fluency Skill: Appropriate Phrasing Spelling/Word Work: Compound Words Speaking and Listening: Media Literacy: Weather Broadcast: Weather Broadcast Grammar: Past, Present, and Future Tenses Weekly Writing: Formal Letter Trait of the Week: Organization Research Skills: Online Phone Directory

4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RI.5 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. 4.RF.3a Use 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. 4.RF.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 4.W.2a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. 4.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

4.RI.1 1. I can draw inferences 2. I can retell a text. 4.RI.5 I can describe the text structures (chronology, comparison, cause/effect, and problem/solution). 4.RF.3a I can decode words applying grade level phonics (including syllables and affixes). 4.RF.4b I can read fluently on level to support comprehension (including prose and poetry). 4.W.2a I can write an introduction paragraph to the topic and support with information (formatting, illustrations, and multimedia) 4.L.1.b I can form and use progressive verb tenses (present, past, and future tense verbs).



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

4.SL.4 I can report on a topic or text using appropriate facts and descriptive details. 4.SL.5 I can enhance presentations by adding audio and visual displays that support the main ide or themes.


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Week 20 UNIT 3.5 Selection Vocabulary: lumberjacks thaw announcement feature untamed requirements harness unnatural temperature hydrogen pressure sediment erosion Instructional Vocabulary: tall tale setting inferring irregular verbs legibility possessives

Paul Bunyan A Very Grand Canyon (SI) Saving Trees (OL) Maine Now and Then (A) The Alaskan Pipeline Comprehension skill: Generalize Comprehension strategy: Inferring Vocabulary Strategy/Skill: Affixes: Suffix Fluency Skill: Appropriate Phrasing Spelling/Word Work: Possessives Speaking and Listening: Demonstration ( How to) Grammar: Irregular Verbs Weekly Writing: Summary Trait of the Week: Sentences Research Skills: Schedule

4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.L.4b Use common, grade appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). 4.RF.4 Read with sufficient accuracy and fluency to support comprehension. 4.L.1Demonstrate command of the conventions of standard English grammar usage when writing or speaking. 4.W.2a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings) illustrations, and multimedia when useful to aiding comprehension. 4.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.

4.RI.1 1. I can draw inferences. 2. I can retell a text. 4.L.4b I can execute the meaning of Greek and Latin affixes and roots of grade appropriate words. 4.RF.4 I can read fluently on level to support comprehension (including prose and poetry). 4.L.1 & 1b I can define and form progressive verbs and use them correctly (Irregular verbs). 4.W.2a I can write an introduction paragraph to the topic and support with information (formatting, illustrations, and multimedia). 4.SL.4 I can report on a topic or text using appropriate facts and descriptive details.




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UNIT 4: Puzzles and Mysteries Unit Question: Is There and Explanation for Everything?

Date Taught


Week 22 UNIT 4.1 Selection Vocabulary: analysis beakers hollow identify lecture microscope precise relentless spectators illusion astonished Instructional Vocabulary: expressive recipe rhythm compare and contrast singular and plural pronouns mystery

The Case of the Gasping Garbage Mr. Talberg’s Famous Bread Recipe (SI) Mini Microbes (OL) Mysterious Monsters (A) What in the World is That? Comprehension skill: Compare and Contrast Comprehension strategy: Visualize Vocabulary Strategy/Skill: Synonyms and Antonyms Fluency Skill: Expression Spelling/Word Work: Contractions Speaking and Listening: Advertisement Grammar: Singular and Plural Nouns Weekly Writing: Mystery/Word Choice Trait of the Week: Word Choice Research Skill: Procedures and Instructions/Manual

4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RL.3 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). 4.L.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. 4.L.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). 4.RF.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 4.W.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.

4.RL.1 1. I can determine the theme of

a story. 2. I can determine the theme of

a drama. 3. I can determine the theme of

a poem. 4.RL.3

1. I can describe a character in depth in a drama.

2. I can describe a setting in depth in a drama.

3. I can describe conflict and solution in depth in a drama.

4.L.4a I can clarify the meaning using context clues of multiple meaning words. 4.L.5c I can demonstrate my understanding of words by relating them to their synonyms and antonyms. 4.RF.4b I can read fluently on level to support comprehension. 4.W3d I can illustrate vivid language and grade level vocabulary in my writing.



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4.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 4.W.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 4.SL.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

4.L.1a I can use relative pronouns and adjectives. (I can use singular and plural pronouns.) 4.W.3a I can write an introduction paragraph while establishing a situation. 4.SL.5 I can enhance presentations by adding audio and visual displays that support the main idea or themes


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Week 23 UNIT 4.2 Selection Vocabulary: dolphins surface pulses aquarium flexible enchanted glimpse adapt attribute inhabit instinct Instructional Vocabulary: summarize commercial context clues song refrain text features

Encantado: Pink Dolphin of the Amazon Mysterious Animals (SI) Mammals of the Sea (OL) Come Learn About Dolphins (A) What in the World is That? Comprehension skill: Compare and Contrast Comprehension strategy: Summarize Vocabulary Strategy/Skill: Multiple Meaning Words Fluency Skill: Appropriate Phrasing Spelling/Word Work: Final Syllable Patterns Speaking and Listening: Media Literacy/TV Commercial Grammar: Kinds of Pronouns Weekly Writing: Songs/Word Choice Trait of the Week: Word Choice Research Skill: Poster/Announcement

4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. 4.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. 4.L.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. 4.RF.4 Read with sufficient accuracy and fluency to support comprehension. 4.W.3d Use concrete words and phrases and sensory details to convey experiences and events precisely. 4.W.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 4.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 4.L.1a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why) (Kinds of Pronouns)

4.R.1 I can draw inferences. I can retell a text. 4.RI.2 I can summarize the text. 4.L.4 I can clarify the meaning using context clues of multiple meaning words. 4.RF.4 I can read fluently on level to support comprehension. 4.W.3d I can illustrate vivid language and grade level vocabulary in my writing. 4.W.3a I can write an introduction paragraph while establishing a situation. 4.L.1 & 1a I can identify the kinds of pronouns in a sentence.



36

Week 24 UNIT 4.3 Selection Vocabulary: developed messages impossible advance intense reveal headquarters exhausting 36ommunication precise conceal Instructional Vocabulary: mood instructions interview pronouns tone antecedents

Navajo Code Talkers Your Own Secret Language (SI) Speaking in Code (OL) The Super Surprise Society (A) The Incredible Alexander Graham Bell Comprehension skill: Sequence Comprehension strategy: Important Ideas Vocabulary Strategy/Skill: Unknown Words Fluency Skill: Expression Spelling/Word Work: Consonant Digraph Speaking and Listening: Interview Grammar: Pronouns and Antecedents Weekly Writing: Instructions/Organization Trait of the Week: Organization Research Skill: Follow/Clarify Directions

4.RI.3 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. 4.4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. 4.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. 4.L.4c 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. 4.RF.4 Read with sufficient accuracy and fluency to support comprehension. 4.RF.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

4.RI.3 1. I can explain events or

procedures in a historical, scientific, or technical text.

2. I can explain ideas or concepts in a historical, scientific, or technical text.

3. I can justify what happened and why based on the text.

4.RI.2 I can summarize the text. 4.L.4a-c

1. I can clarify the meaning using context clues of multiple meaning words.

2. I can execute the meaning of Greek and Latin affixes and roots of grade appropriate words.

3. I can use dictionary/glossary (print/digital) to pronounce words.

4. I can use dictionary/glossary (print/digital) to determine the meaning of key words and phrases.

5. Use a thesaurus to clarify the meaning of key words and phrases.

4.RF.4 I can read fluently on level to support comprehension (including prose and poetry).



37

4.W.2a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. 4.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking using (pronouns and antecedents). 4.SL.1b Follow agreed-upon rules for discussions and carry out assigned roles.

4.W.2a I can write an introduction paragraph to the topic and support with information (formatting, illustrations, and multimedia). 4.L.1 I can use pronouns and antecedents. 4.SL.1b

1. I can identify ways to listen effectively.

2. I can follow the rules for a class discussion.

3. I can do my assigned parts during a class discussion.


38

Week 25 UNIT 4.4 Selection Vocabulary: ancient temple scholars seeker translate link triumph uncover debate publish Instructional Vocabulary: graphic sources appropriate phrases thesaurus double negatives consonant digraphs possessive pronouns

Seeker of Knowledge Making Mummies (SI) The Rosetta Stone (OL) Code Breaker: Uncovering German Messages (A) The Navajo Code Talkers Comprehension skill: Graphic Sources Comprehension strategy: Predict and Set Purpose Vocabulary Strategy/Skill: Unknown Words Fluency Skill: Expression Spelling/Word Work: Consonants / j/, /ks/, and /kw/ Speaking and Listening: Retelling Grammar: Possessive Pronouns Weekly Writing: Problem Solution Essay/Focus/Ideas Trait of the Week: Focus/Ideas Research Skill: Thesaurus

4.RI.7 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. 4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.L.4b Use common, grade appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). 4.RF.4 Read with sufficient accuracy and fluency to support comprehension. 4.RF.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 4.W.1a 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.

4.RI.7 1. I can interpret information

from charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages.

2. I can explain the way the information is presented; contributes to the understanding.

4.RI.1 1. I can draw inferences. 2. I can retell a text.

4.L.4b

1. I can identify Greek affixes and roots.

2. I can identify Latin affixes and roots.

3. I can use Greek and Latin affixes and roots as clues to determine the meaning of words (e.g., telegraph, photograph, autograph).

4.RF.4 I can read fluently on level to support comprehension (including prose and poetry). 4.W.1a

1. I can construct persuasive paragraphs with reasons and information.

2. I can write an introduction paragraph to a topic.



39

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

4.L.1 I can use possessive pronouns in sentences. 4.SL.4 I can report on a topic or text using appropriate facts and descriptive details.


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Week 26 UNIT 4.5 Selection Vocabulary: lizards salamanders reptiles amphibians stumped investigate evidence Instructional Vocabulary; plot synonym conflict character antonym resolution

Encyclopedia Brown The Young Detectives of Potterville Middle School (SI) Top Hat Tompkins, The Detective (OL) The Missing Iguana Mystery (A) The Salamander Stumper Comprehension skill: Character and Plot Comprehension strategy: Monitor and Clarify Vocabulary Strategy/Skill: Synonyms and Antonyms Fluency Skill: Expression Spelling/Word Work: Prefixes un-,dis-, in- Speaking and Listening: Media Literacy: Newscast Grammar: Contractions and Negatives Weekly Writing: Writing for Tests: Adventure/Word Choice Trait of the Week: Word Choice Research Skill: Card Catalog/ Online Database

4.RL.3 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). 4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.L.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. 4.L.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). 4.RF.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 4.W.3d Use concrete words and phrases and sensory details to convey experiences and events precisely. 4.W.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

4RL.3 1. I can describe a character (e.g.,

thoughts, words actions) in depth in a drama.

2. I can describe a setting in depth in a drama.

3. I can describe conflict and solution in depth in a drama.

4.RL.1

1. I can determine the theme of a story.

2. I can determine the theme of a drama.

3. I can determine the theme of a poem.

4.L.4a I can clarify the meaning using context clues of multiple meaning words. 4.L.5c

1. I can identify antonyms. 2. I can identify synonyms.

4.RF.4b I can support reasons with facts and details. 4.W.3d I can illustrate vivid language and grade level vocabulary in my writing. 4.W.3a I can write an introduction paragraph while establishing a situation.



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4.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking using (contractions and negatives). 4.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. 4.SL.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

4.L.1 I can use contractions and identify negatives in a sentence. 4.SL.4 I can report on a topic or text using appropriate facts and descriptive details. 4.SL.5 I can enhance presentations by adding audio and visual displays that support the main idea or themes.

Week 27 Third Nine Weeks Assessments March 8-11

Spring Break March 14-18


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Fourth Nine Weeks

March


1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30

Nine Weeks Exams: May 23-26

April


1 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30 31

May


1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30


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4th Nine Weeks Week 28 Week 6

INTERACTIVE UNIT 4 REVIEW

UNIT 5: Adventures by Land, Air, and Water Unit Question: What makes an adventure?

Date Taught


Week 29 UNIT 5.1 Selection Vocabulary: parachute steer essential underbrush wind concentrating dedication method generator ignite Instructional Vocabulary: homographs multisyllabic explicit implicit

“The Smokejumpers” “Camp with Care” (SI) “Putting a Stop to Wildfires” (OL)”The Grizzly Bear Hotshots” (A) “Thor Heyerdahl’s Incredible Raft” Comprehension skill: Author’s Purpose Comprehension strategy: Important Ideas Vocabulary Strategy/Skill: Homographs Fluency Skill: Rate and Accuracy Spelling/Word Work: Multisyllabic Words Speaking and Listening: Dramatization Grammar: Adjectives and Articles Weekly Writing: Fantasy/conventions

4.RI.8 Explain how an author uses reasons and evidence to support particular points in a text. 4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. 4.L.1g Correctly use frequently confused words (e.g., to, too, two; there, their).*

4.RI.8 I can identify key points in the text. 4.RI.2

1. I can select the most important details from the passage.

2. I can use the most important details to determine the main idea.

3. I can combine the main idea in important details to summarize the passage.

4. I can justify how the details support the main idea.

4.L.1g 1. I can identify homophones

(e.g., to, too, two, there, their). 2. I can determine which

homophones to use in a sentence (e.g., to, too, two; there, their).



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Trait of the Week: Conventions; Parts of a Book

4.L.4c 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. 4.RF.4a Read grade-level text with purpose and understanding. 4.W.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 4.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking (adjectives and articles)

3. I can use homophones correctly when writing.

4.L.4c 1. I can use a

dictionary/glossary (print/digital) to pronounce words.

2. I can use a dictionary/glossary (print/digital) to determine the meaning of key words and phrases.

3. I can use a thesaurus to clarify the meaning of key words and phrases.

4.RF.4 I can self-correct word recognition by using context clues and reread as necessary. 4.W.3a

1. I can compose a personal narrative with a clear beginning, middle, and end.

2. I can describe story events as they happened in time order.

4.L.1/1d I can arrange adjectives within sentences in the conventional order.


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4.L.1d Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). 4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

4.SL.2 I can paraphrase a text read aloud orally.


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Week 30 UNIT 5.2 Selection Vocabulary: curiosity thickets torrent ruins glorious terraced granite culture research Instructional Vocabulary: personal essay legend adverbs double consonants effective

“Lost City” “Riding the Rails to Machu Picchu” (SI) “Let’s Get to Know the Incas” (OL)”Pompeii, the Lost City” (A) “Meet the Maya” Comprehension skill: Compare and Contrast Comprehension strategy: Visualize Vocabulary Strategy/Skill: Greek & Latin roots Fluency Skill: Appropriate Phrasing Spelling/Word Work: Double Consonants Speaking and Listening: Media Literacy: Radio Announcement Grammar: Adverbs Weekly Writing: Legend/Sentences Trait if the Week: Sentences; Outline Trait of the Week: Conventions

4.RI.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. 4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.L.4b Use common, grade appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). 4.RF.4 Read with sufficient accuracy and fluency to support comprehension. 4.RF.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 4.L.1a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). 4.W.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 4.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.

4.RI.6 I can compare and contrast first hand and secondhand events or topics. 4.RI.1 I can draw inferences. 4.L.4b I can execute the meaning of Greek and Latin affixes and roots of grad appropriate words. 4.RF.4/4b I can read fluently on level to support comprehension (including prose and poetry). 4.L.1a I can produce complete sentences and correct inappropriate fragments and run-ons (adverbs). 4.W.3a

1. I can compose a personal narrative with a clear beginning, middle, and end.

2. I can describe story events as they happened in time order.

4.SL.4 I can report on a topic or text using appropriate facts and descriptive details.



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

4.SL.5 I can enhance presentations by adding audio and visual displays that support the main idea or themes.


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Week 31 UNIT 5.3 Selection Vocabulary: trekked foresaw rappel ridge coil descent void shaft extraordinary Instructional Vocabulary: theme imagery comparative/ superlative adjectives

“Cliff Hanger” “Rock Climbing” (SI) “Mountain Rescue” (OL) “Bessie Coleman: Queen of the Skies” (A) “A Book of Their Own” Comprehension skill: Literary Elements Comprehension strategy: Story Structure Vocabulary Strategy/Skill: Unfamiliar Words Fluency Skill: Expression Spelling/Word Work: Greek Word Parts Speaking and Listening: Demonstration Grammar: Comparative & Superlative adjectives & adverbs Weekly Writing: Thank-You Note Trait of the Week: Word Choice; Diagram/Scale Drawings

4.RL.3 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). 4.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. 4.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. 4.L.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. 4.RF.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 4.W.3d Use concrete words and phrases and sensory details to convey experiences and events precisely. 4.W.3c Use a variety of transitional words and phrases to manage the sequence of events. 4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

4.RL.3 I can describe conflict and solution in depth in a drama. 4.RL.2

1. I can determine the theme of a drama.

2. I can determine the theme of a poem.

4.L.4/4a I can execute the meaning of Greek and Latin affixes and roots of grade appropriate words. 4.RF.4b I can self-correct word recognition by using context clues and reread as necessary. 4.W.3d I can illustrate vivid language and grade level vocabulary in my writing. 4.W.3c I can carry out transition words or phrases for sequencing. 4.W.4 I can understand the prompt and develop writing appropriately in a paragraph and essay.



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4.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking (Comparative and Superlative Adjectives and Adverbs). 4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

4.L.1 I can use comparative and superlative adjectives and adverbs when I write or speak. 4.SL.2 1. I can paraphrase/tell in my own

words information from a text and read aloud.

2. I can paraphrase information presented to me in a variety of ways (visual/oral).


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Week 32 UNIT 5.4 Selection Vocabulary: forbidding continent anticipation depart heaves icebergs convergence obstacle frigid Instructional Vocabulary: details word choice brochure flyer time order words

“Antarctic Journal” “Swimming Towards Ice” (SI) “Plants and Animals in Antarctica” (OL)”Let’s Explore Antarctica” (A) “Danger: The World is Getting Hot” Comprehension skill: Main Idea & Details Comprehension strategy: Text Structure Vocabulary Strategy/Skill: Greek & Latin Affixes Fluency Skill: Expression Spelling/Word Work: Latin Roots Speaking and Listening: Panel Discussion Grammar: Time Order words Weekly Writing: Persuasive Ad Trait of the Week: Focus/Ideas; SPQ3R

4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. 4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RI.5 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. 4.L.4b Use common, grade appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). 4.RF.3a Use 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.

4.RI.2 1. I can select the most

important details from the passage.

2. I can use the most important details to determine the main idea.

3. I can combine the main idea and important details to summarize the passage.

4. I can justify how the details support the main idea.

4.RI.1

1. I can use prior knowledge to understand what I read.

2. I can discover clues to understand and explain ideas and events that are directly stated in the text.

4.RI.5 I can describe the text structures (chronology, comparison, cause/effect, and problem/solution). 4.L.4b I can execute the meaning of Greek and Latin affixes and roots of grade appropriate words 4.RF.3a I can decode words applying grade level phonics (including syllables and affixes).



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4.RF.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 4.W.1a 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. 4.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 4.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. 4.SL.1a 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. 4.SL.1b Follow agreed-upon rules for discussions and carry out assigned roles.

4.RF.4b I can self-correct word recognition by using context clues and reread as necessary. 4.W.1/1a I can write an introduction paragraph to a topic. 4W.1a I can write an introduction paragraph to a topic. 4.L.1 I can produce complete sentences and correct inappropriate fragments and run-ons (using time order words). 4.SL.1/1a

1. I can read and study my topic to prepare for a class discussion.

4.SL.1b

1. Identify ways to listen effectively.

2. I can follow the rule for a class discussion.



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4.SL.1c 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.

4.SL.1c I can pose (ask) and respond to questions to help clarify the information discussed.


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Week 33 UNIT 5.5 Selection Vocabulary: runt taunted summoning loomed rille trench trudged staggered astronomers geologists Instructional Vocabulary: prepositions prepositional phrase science fiction setting word origin talk show

“Moonwalk” “A Walk to the Moon” (SI) “Stuart’s Moon Suit” (OL) “To the Moon” (A) “Life on Mars: The Real Story” Comprehension skill: Draw Conclusions Comprehension strategy: Monitor & Clarify Vocabulary Strategy/Skill: Synonyms Fluency Skill: Rate & Accuracy Spelling/Word Work: Related Words Speaking and Listening: Media Literacy: Talk Show Grammar: Prepositions & prepositional Phrases Weekly Writing: Personal Narratives Trait of the Week: Sentences: Order Form/Application

4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RL.3 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). 4.L.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. 4.L.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). 4.RF.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 4.W.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.


reading. 3. I can retell text.

4.RL.3

1. I can describe a character (thoughts, words, actions) in depth in a story.

2. I can describe a setting in depth in a story.

3. I can describe conflict and solution in depth in a story.

4.L.4a I can use context clues to figure out the meanings of unfamiliar words or phrases (e.g., definitions examples, synonyms/antonyms or restatements in text). 4.L.5c 1. I can identify antonyms. 2. I can identify synonyms. 4.RF.4b 1. I can read 4th grade level prose and poetry orally with accuracy, rate, and expression. 4.W.3a

1. I can construct narrative paragraph in the correct sequence and using descriptive details.



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4.L.1e Form and use prepositional phrases. 4.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. 4.SL.1a 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. 4.SL.1b Follow agreed-upon rules for discussions and carry out assigned roles. 4.SL.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

2. I can construct narrative essay in the correct sequence and using descriptive details.

3. I can write an introduction sentence.

4. I can write an introduction paragraph while establishing a situation.

4.L.1e I can form and use prepositional phrases. 4.SL.1/1a

1. I can engage effectively in collaborative discussions.

2. I can read and study my topic to prepare for a class discussion.

4.SL.1b I can carry out assigned roles in discussions (literature circles). 4.SL.5 I can enhance presentations by adding audio and visual displays that support the main idea or themes.

Week 34 Week 6 INTERACTIVE Review


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UNIT 6: Reaching for Goals! Unit Question: What does it take to achieve our goals and dreams?

Date Taught


Week 35 UNIT 6.1 Selection Vocabulary: generations pulpit minister numerous shielding avoided ancestors integrate Instructional Vocabulary: Cause & Effect Conjunctions Appropriate Phrasing Schwa Root Words

“My Brother Martin” “Hopes & Dreams of Young People” (SI) “We Shall Overcome” (OL) “”The Civil Rights Movement” (A) “The Women’s Movement” Comprehension skill: Cause & Effect Comprehension strategy: Questioning Vocabulary Strategy/Skill: Word Structure/ Root Words Fluency Skill: Appropriate Phrasing Spelling/Word Work: Schwa Speaking and Listening: Panel Discussion Grammar: Conjunctions Weekly Writing: Cause & Effect Essay Trait of the Week: Focus/Ideas; Note Taking, Paraphrase, Synthesize. Record Findings

4.RI.5 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. 4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RI.3 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. 4.L.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). 4.RF.4 Read with sufficient accuracy and fluency to support comprehension. 4.RF.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 4.W.2a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

4.RI.5 I can describe the text structures (chronology, comparison, cause/effect, and problem/solution) 4.RI.1 I can draw inferences. 4.RI.3

1. I can explain events, procedures, ideas, or concepts in a historical, scientific, or technical text.

2. I can justify what happened and why based on the text.

4.L.4b I can execute the meaning og Greek and Latin affixes and roots of grade appropriate words. 4.RF.4 I can self-correct word recognition by using context clues and reread as necessary. 4.W.2a I can write an introduction sentence or paragraph to the topic and support with information (formatting, illustrations, and multimedia).



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4.W.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. 4.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking (using conjunctions). 4.SL.1a 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. 4.SL.1b Follow agreed-upon rules for discussions and carry out assigned roles.

4.W.2b I can develop the topic with fact, definitions, concrete details, or quotations. 4.L.1 I can produce complete sentences and correct inappropriate fragments and run-ons (using conjunctions). 4.SL.1a I can dependently prepare for discussions with my peers over the assigned topic. 4.SL.1b

1. I can identify ways to listen effectively.

2. I can follow the rules for a class discussion.



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Week 36 UNIT 6.2 Selection Vocabulary: dormitory manual reservation boarding school society endurance resolve Instructional Vocabulary: topic sentence concluding sentence chronological order capitalization abbreviations periodical

“Jim Thorpe’s Bright Path” “Special Olympics, Spectacular Athletes” (SI) “The Sauk and Fox: Native Americans” (OL) “Becoming a Melting Pot” (A) “Jim Thorpe, The World’s Greatest Athlete” Comprehension skill: Fact & Opinion Comprehension strategy: Summarize Vocabulary Strategy/Skill: Multiple- Meaning Words Fluency Skill: Expression Spelling/Word Work: Prefixes mis-, non-, re- Speaking and Listening: Media Literacy - Demonstration Grammar: Capitalization & abbreviations Weekly Writing: Review Sentences Trait of the Week: Sentences; Magazine/Periodical

4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. 4.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. 4.L.4c 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. 4.RF.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 4.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

4.RI. 1 I can draw inferences. 4.RI.2

1. I can determine the main idea.

2. I can justify and support the main idea with key details.

4.L.4

1. I can use context clues to figure out the meanings of unfamiliar words or phrases(e.g., definitions, examples, synonyms,/antonyms, or restatements in text.

2. I can execute the meaning of Greek and Latin affixes and roots of grade appropriate words.

4.L.4c I can use a dictionary/glossary (print or digital)to pronounce words or to determine the meaning of key words and phrases. 4.RF.4b I can self-correct word recognition by using context clues and reread as necessary. 4.L.2 I can apply correct capitalization, commas in quotation marks and quotations from a text.

Reading Focus Standard: 4. Ready Lesson Language Standards: 4. Ready Language Lesson Speaking and Listening Standards:

4.


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4.W.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. 4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 4.L.2a Use correct capitalization. 4.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.

4.W.2b I can develop the topic with facts, definitions, concrete details, or quotations. 4.W.9 I can describe the character’s traits (applying 4.RL.3) in depth in my writing. 4.L.2a I can apply correct capitalization. 4.SL.4

1. I can tell a story using descriptive details to support the main idea or theme.

2. I can share an experience in an organized manner.

3. I can speak clearly at an understandable pace.


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Week 37 UNIT 6.3 Selection Vocabulary: colonel quaint resemblance affords lurking glint palettes focused Instructional Vocabulary: skit vivid words guide words autobiography expression introductory phrases

“How Tia Lola Came to Visit Stay” “”The Difficult Art of Hitting” (SI) “Living with Grandpa Joseph” (OL) “The Seahaven Squids Host a Pet Wash” (A) “A New Home” Comprehension skill: Sequence Comprehension strategy: Inferring Vocabulary Strategy/Skill: Unfamiliar Words Fluency Skill: Expression Spelling/Word Work: Suffixes --less,- ment, -ness Speaking and Listening: Debate Grammar: Commas Weekly Writing: Skit Trait of the Week: Word Choice; Dictionary/Glossary

4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RI.5 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. 4.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. 4.L.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. 4.RF.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 4.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences 4.W.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

4.RL.1 1. I can identify details and

draw inferences when reading.

2. I can retell a text. 4.RI.5

1. I can define chronological order (time order).

2. I can identify text that is presented in chronological order.

3. I can explain events, ideas, concepts, or information in a text or part of a text in chronological order.

4.L.4/4a I can execute the meaning of Greek and Latin affixes and roots of grade appropriate words. 4.RF.4b I can self-correct word recognition by using context clues and reread as necessary. 4.W.3/3a




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4.W.3d Use concrete words and phrases and sensory details to convey experiences and events precisely. 4.L.2c Use a comma before a coordinating conjunction in a compound sentence. 4.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. 4.SL.1a 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. 4.SL.1b Follow agreed-upon rules for discussions and carry out assigned roles. 4.SL.1c 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. 4.SL.3 Identify the reasons and evidence a speaker provides to support particular points.

2. I can write an introduction paragraph while establishing a situation.

4.W.3d I can illustrate vivid language and grade level vocabulary in my writing. 4.L.2c I can generate a comma before a coordinating conjunction in a compound sentence. 4.SL.1/1a/1b

1. I can build on other’s ideas and express my own ideas.

2. I can independently prepare for discussions with my peers over the assigned topic.

4.SL.1c I can pose (ask) and respond to questions to help clarify the information discussed. 4.SL.3 I can identify the reasons and evidence a speaker provides to support their reasoning.


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Week 38 UNIT 6.4 Selection Vocabulary: abundance backdrop ceremonial drought graze shock distinguish accomplish Instructional Vocabulary: wordiness quotations quotation marks persuasive essay actor punctuation

“A Gift from the Heart” “Vote for Bluebonnet Day” (SI) “To Be a Star’ (OL) “Birthday Surprise” (A)“The Show Must Go On!” Comprehension skill: Generalize Comprehension strategy: Predict & Set Purpose Vocabulary Strategy/Skill: Unfamiliar Words Fluency Skill: Appropriate Phrasing/ punctuation Cues Spelling/Word Work: Suffixes –ful, -ly, - ion Speaking and Listening: Reader’s Theater Grammar: Quotations & Quotation Marks Weekly Writing: play Trait of the Week: Word Choice; Online Manual

4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.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. 4.L.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. 4.RF.4 Read with sufficient accuracy and fluency to support comprehension. 4.RF.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 4.W.3d Use concrete words and phrases and sensory details to convey experiences and events precisely. 4.L.2b Use commas and quotation marks to mark direct speech and quotations from a text. 4.W.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.


reading. 3. I can retell a text.

4.L.4/4a I can use context clues to figure out the meanings of unfamiliar words or phrases (e.g., definitions, examples, synonyms/antonyms, or restatements in text). 4.RF.4/4b I can self-correct word recognition by using context clues and reread as necessary. 4.W.3d I can illustrate vivid language and grade level vocabulary in my writing. 4.L.2b I can apply commas in quotation marks and quotations from a text. 4.W.3a

1. I can construct narrative paragraph in the correct sequence and using descriptive details.




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4.W.3b Use dialogue and description to develop experiences and events or show the responses of characters to situations. 4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

3. I can write and introduction paragraph while establishing a situation.

4.W.3b I can use dialogue and descriptions to develop the characters and their experiences. 4.SL.2 I can paraphrase a text read aloud orally.


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Resources for Instructional Use

www.commoncoresheets.com

www.teachersnotebook.com

www.betteerlesson.com/common_core

https://www.teacherspayteachers.com

www.fcrr.org

www.readwritethink.org

www.henryanker.com

http://www.hpc.rcs.k12.tn.us/teachers/killenm/Unseen’s%20Task%20cards2_072611.pdf (Task Cards)

http://www.engagenewyork.com

http://images.pcmac.org/Uploads/HamblenCounty/HamblenCounty/Divisions/DocumentsCategories/Documents/Task%20Cards%20List%20Updated.pdf (Task Cards)

Renaissance Learning (STAR)

IXL

Classworks

http://www.teachersnotebook.com/

http://www.betteerlesson.com/common_core

https://www.teacherspayteachers.com/

http://www.fcrr.org/

http://www.readwritethink.org/

http://www.henryanker.com/

http://www.hpc.rcs.k12.tn.us/teachers/killenm/Unseen's%20Task%20cards2_072611.pdf

http://www.engagenewyork.com/

http://images.pcmac.org/Uploads/HamblenCounty/HamblenCounty/Divisions/DocumentsCategories/Documents/Task%20Cards%20List%20Updated.pdf

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