ELA Fourth Grade Pacing Guide 2013-2014 Page 1 First-Six Weeks (August 27- October 8) Second-Six Weeks (October 9-November 21) Third-Six Weeks (November 22-January 17) Fourth-Six Weeks (January 22-March 6) Fifth-Six Weeks (March 7-April 28) Six-Six Weeks (April 29-June 11) Embedded Standards: RL.4.10. RI.4.10, W.4.10, SL.4.1, L.4.1, L.4.2, L.4.3 Reading Foundational RF.4.3 Reading Literature RL.4.1 RL.4.2 RL.4.4 Reading Informational RI.4.1 RI.4.2 RI.4.8 Writing W.4.3 W.4.5 W.4.6 W.4.8 Language L.4.4 Speaking & Listening SL.4.2 SL.4.3 Reading Foundational RF.4.3 RF.4.4 a Reading Literature RL.4.1 RL.4.2 RL.4.4 RL.4.9 Reading Informational RI.4.1 RI.4.3 RI.4.4 RI.4.5 Writing W.4.1 W.4.5 W.4.9 Language L.4.5 Speaking & Listening SL.4.2 SL.4.4 Reading Foundational RF.4.3 RF.4.4 a, b Reading Literature RL.4.1 RL.4.3 RL.4.4 RL.4.5 Reading Informational RI.4.2 RI.4.6 RI.4.7 RI.4.8 Writing W.4.2 W.4.4 W.4.7 W.4.9 Language L.4.6 Speaking & Listening SL.4.4 SL.4.5 SL.4.6 Reading Foundational RF.4.3 RF.4.4 a, b, c Reading Literature RL.4.2 RL.4.4 RL.4.7 RL.4.9 Reading Informational RI.4.5 RI.4.6 RI.4.7 RI.4.9 Writing W.4.1 W.4.4 W.4.7 W.4.9 Language L.4.4 L.4.5 L.4.6 Speaking & Listening SL.4.4 SL.4.5 Reading Foundational RF.4.3 RF.4.4 a, b, c Reading Literature RL.4.3 RL.4.4 RL.4.6 RL.4.9 Reading Informational RI.4.1 RI.4.2 RI.4.3 RI.4.9 Writing W.4.2 W.4.4 W.4.6 Language L.4.4 L.4.5 L.4.6 Speaking & Listening SL.4.6 SL.4.4 Reading Foundational RF.4.3 RF.4.4 a, b, c Reading Literature RL.4.1 RL.4.2 RL.4.4 RL.4.6 Reading Informational RI.4.1 RI.4.2 RI.4.3 RI.4.9 Writing W.4.3 W.4.6 W.4.8 Language L.4.4 L.4.5 L.4.6 Speaking & Listening SL.4.2 SL.4.4 SL.4.6
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Embedded Standards: These standards are embedded in each six-week period. RL.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity
band independently and proficiently.
RI.4.10-By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the
grades 4–5 text complexity band independently and proficiently.
W.4.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and audiences.
SL.4.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts,
building on others‟ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
L.4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
c. Use verb tense to convey various times, sequences, states, and conditions.
d. Recognize and correct inappropriate shifts in verb tense.*
e. Use correlative conjunctions (e.g., either/or, neither/nor).
L.4.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation to separate items in a series.
b. Use a comma to separate an introductory element from the rest of the sentence.
L.4.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
b. Compare and contras the varieties of English used in stories, dramas, or poems.
ELA Fourth Grade Pacing Guide 2013-2014
Page 3
Common Core Standard- Reading Foundational 1st 6 Weeks
Supporting Standards RF.4.3 - Know and apply grade-level phonics and word analysis skills in decoding words.
Unpacking: RF.4.3-Students continue learning specific strategies for decoding words in texts. They are required to apply the specific strategies for decoding and spelling
multi-syllabic words.
Use questions and prompts such as:
Does that sound right?
Does that look right?
Does that make sense?
Look at the word, does it look like …?
You said …does it look like …?
Concepts (What
students need to know) Skills (What students must be able to do) Essential
Vocabulary
Essential Questions
Phonics Skills
Word Analysis Skills
Word Structure
Know and apply phonics and
word analysis skills
affix
context
decode
morphology
multi-syllabic words
phonics
root word
syllabication pattern
1. What skills can be used to decode words?
2. What word structures do words have in common?
Text Resources Other Resources/Websites Suggested Thinking Maps
Common Core Standard- Reading Informational 1st 6 Weeks
Priority Standards Supporting Standards
RI.4.1- Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.
RI .4.2 - Determine the main idea of a text and explain how it is supported by
key details; summarize the text.
RI 4.8 - Explain how an author uses reasons and evidence to support particular
points in a text.
Unpacking: RI.4.1- Fourth grade students are required to refer to specific examples when explaining the text and drawing conclusions.
RI.4.2-Students must identify the main idea and find the most important details that strengthen the main idea. They must also explain the text in their own
words
RI.4.8-Students give an explanation about how an author uses proof to support a point in the text.
Concepts (What students
need to know) Skills (What students must be
able to do) Essential
Vocabulary
Essential Questions
Details in a text
Examples in a text
Explicit text
Inferences from a text
Draw inferences
Refer to details
Determine the main idea
Explain how the author
uses reasons
article
details
evidence
explicit
inference
informational/
informative text
supporting details
text feature such as title
1. Why are inferences in a text important?
2. What do we need to use when we explain
information from a text?
Text Resources Other Resources Suggested Thinking Maps
Priority Standards Supporting Standards W.4.3 - Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
W.4.6 - With some guidance and support from adults, use technology, including
the Internet, to produce and publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of keyboarding skills to type a
minimum of one page in a single sitting.
W.4.5 - With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing
W.4.8 - Recall relevant information from experiences or gather relevant
information from print and digital sources; take notes and categorize
information, and provide a list of sources.
Unpacking
W.4.3 – Fourth grade students write real and imaginative stories and students are expected to use description to show characters‟ thoughts and feelings as well as
the details of characters‟ interactions through dialogue.
W.4.5- With assistance from adults and peers, students should develop revising and editing skills.
W.4.6- At this grade level, they should not only use technology for producing and publishing writing, but also to collaborate with others. Fourth grade students are
required to be proficient in keyboarding skills (typing at least one page in a single setting).
W.4.8- Students learn how to locate information from print and digital sources as well as integrate information from their own experiences. They take notes and
organize their information into categories and list the sources they used.
Concepts (What
students need to know) Skills (What students must be able to
do) Essential
Vocabulary
Essential Questions
Narratives
Experiences
Events
Technique
Details
Sequences
Write and develop narratives.
Utilize technology
Recall/gather information
Plan, revise, and edit with support
character, conclusion
concrete detail
description, dialogue
event, narrative
narrator, phrase
sensory, detail, sequence
sequence of events
technique
transitional word/phrase
1. How can I use descriptive details to reflect an
experience in my narrative?
2. What is the relationship between clear sequencing in my
story and the clarity of my story?
3. What writing techniques help me develop my narrative
writing?
ELA Fourth Grade Pacing Guide 2013-2014
Page 7
Text Resources Other Resources Suggested Thinking Maps
L.4.4 - 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.
Unpacking:
L.4.4 - The overall focus of language learning in regards to vocabulary acquisition is to guide students as they make purposeful language choices in writing and
speaking in order to communicate effectively in a wide range of print and digital texts. Students need to understand the diversity in standard English and the ways
authors use formal and informal voice (dialects, registers) to craft their message for specific purposes. Students also need strategies for learning to make these
kinds of choices for themselves as they write and speak in different contexts and for different purposes.
Concepts (What students need to
know) Skills (What students must
be able to do) Essential Vocabulary Essential Questions
Meanings of unknown words and
phrases
Multiple‐meaning words and
phrases
Range of Strategies
Determine or clarify
the meaning of
unknown & multiple
meaning words
affix, context, definition
dictionary, digital source
glossary
morphology – greek and latin roots
multiple-meaning word/phrase
phrase, print source
reference material
root word
text
thesaurus
1. How do I use a variety of strategies to
determine the meaning of unknown words,
phrases, and multiple meaning words?
Text Resources Other Resources Suggested Thinking Maps
Scott Foresman Reading Street Unit http://www.spellingcity.com/
6 Weeks Priority Standards Supporting Standards RF.4.3 - Know and apply grade-level phonics and word analysis skills in
decoding words.
RF.4.4a Read grade-level text with purpose and understanding.
RF.4.4c Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
Unpacking: RF.4.3-Students continue learning specific strategies for decoding words in texts. They are required to apply the specific strategies for decoding and spelling
multi-syllabic words.
RF.4.4a Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at
this stage reread texts as needed to support understanding.
Concepts (What students need to
know) Skills (What students
must be able to do) Essential Vocabulary Essential Questions
Phonics Skills
Word analysis
Word structure
Reading accuracy
Reading fluency
Comprehension
Know & apply
grade level
phonics
Decode words
Read accurately
and fluently
Comprehend
text
affix, context, decode
morphology, multi-syllabic
words, phonics, root word
syllabication pattern,
accuracy, comprehension
context, expression, fluency
poem/poetry, prose
purpose
rate
1. What skills can be used to decode words?
2. What word structures do words have in common?
Text Resources Other Resources Suggested Thinking Maps
6 Weeks Priority Standards Supporting Standard RL 4.1 - Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.
RL 4.2 - Determine a theme of a story, drama, or poem from details in the text;
summarize the text.
RL. 4.9 - Compare and contrast the treatment of similar themes and topics (e.g.,
the opposition of good and evil) and patterns of events (e.g., the quest) in
stories, myths, and traditional literature from different cultures.
RL. 4.4 - Determine the meaning of words and phrases as they are used in a
text, including those that allude to significant characters found in mythology
(e.g., Herculean).
Unpacking: RL.4.1 - Fourth grade students should refer to the text when drawing conclusions as well as when answering directly stated questions. The central message or
lesson is now referred to as theme (a unifying idea that is a recurrent element in literary or artistic work). Students are continuing to determine a theme and
expanding this work to other genres. They are required to refer to the text to describe various story elements.
RL.4.2- Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL.4.4 - Students will continue to tell the meaning of words and phrases in a text and focus specifically on mythological characters. Students must tell the
differences between poems, drama, and prose using structural elements to create an oral or written response to a text. Students will find the similarities and
differences in the narration between a story written in first person and a story written in third person point of view.
RL.4.9 -Students at this level must link the reading of the text in a story to listening or viewing the same story. They will make connections by comparing what
they read to what they visualized and heard. Students will find similarities and differences in themes, topics, and patterns of events among culturally diverse
stories, myths, and traditional literature.
Concepts (What students need to know) Skills (What students
must be able to do) Essential
Vocabulary
Essential Questions
Details
Examples
Inferences
Text
The treatment of similar themes and topics
Patterns of events
Refer to details
and examples in
texts
Explain the text
Draw Inferences
Compare &
details
explicit
event
text
infer/inference
character
1. How do I use details from the text to draw inferences?
2. What words or phrases are necessary for me to
understand text and characters?
3. How do the themes vary from one novel to the next?
4. How does the pattern of events change the outcome of
stories?
ELA Fourth Grade Pacing Guide 2013-2014
Page 12
(in stories, myths, and traditional literature
from different cultures)
contrast similar
themes and
topics
context
myth/mythology
phrase
reference
root word – latin and
greek
5. How do I use details from the text to draw inferences?
Text Resources Other Resources Suggested Thinking Maps
RI.4.1- Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI .4.3 – 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.
RI .4.4 - Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific
word choices shape meaning or tone.
RI .4.5 - Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole.
Unpacking: RI.4.1- Fourth grade students are required to refer to specific examples when explaining the text and drawing conclusions. Students must identify the main idea
and find the most important details that strengthen the main idea. They must also explain the text in their own words. At this level, students tell how or why
historical events, scientific ideas or “how to” procedures happened and use the text to support their answers.
RI.4.4 - Fourth grade students continue to find the meanings of general vocabulary words specific to fourth grade topics or subjects. Students must explain how the
events, ideas, or concepts fit into the overall structure of a text. At this level, students are required to find the similarities and differences in perspectives (first and
second hand) about the same event or subject. They will give descriptions about how the information is presented for each perspective.
RI.4.5 - Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate
to each other and the whole.
Concepts (What students
need to know) Skills (What students
must be able to do) Essential Vocabulary Essential Questions
Details in a text
Examples in a text
Explicit text
Inferences from a text
Events
Procedures
Ideas & Concepts
Information
Structure of texts
Identify
use
understand
explain
determine
analyze
article, details, evidence
explicit, inference
informational/ informative text
supporting details, text feature
organization, context, definition
glossary
1. Why are inferences in a text important?
2. What do we need to use when we explain information
from a text?
3. How can I support my understanding of the text when
explaining an event, procedure, idea, or concept?
4. How does the vocabulary related to my unit of study
help me better understand the concept?
ELA Fourth Grade Pacing Guide 2013-2014
Page 14
Text Resources Other Resources Suggested Thinking Maps
L.4.5 - Demonstrate understanding of word relationships and nuances in word meanings.
Unpacking:
L.4.5 - Learning words at this stage includes exploring the meaning of simple similes, metaphors, idioms, adages, and proverbs; demonstrating
understanding of relationships between words (synonyms and antonyms); growing vocabulary by using known word parts (Greek and Latin affix and
root) to acquire unknown words; and developing print and digital reference use (glossary, dictionary, and thesaurus).
Concepts (What students
need to know) Skills (What students must be
able to do) Essential
Vocabulary
Essential Questions
Figurative language
Word relationships
Word meanings
determine
clarify
choose
demonstrate
figurative
literal
connotation
denotation
metaphor
simile
proverb
adage
idiom
homophone
synonym
antonym
1. How do I demonstrate an understanding of
figurative language, word relationships, and word
meanings?
Text Resources Other Resources Suggested Thinking Maps
Reading Street Unit 2
Leveled Readers
Reading Street Sleuth
FCRR Brace map
Tree map
ELA Fourth Grade Pacing Guide 2013-2014
Page 17
Common Core Standard- Speaking and Listening 2nd
6 Weeks Priority Standards
SL.4.2 - Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.4.4 - 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.
Unpacking:
SL.4.2 – Fourth grade students will also paraphrase portions of a text read aloud or information presented in multiple formats.
SL.4.4- While adept at reporting on a topic or text, telling a story, or recounting an event, fourth graders will focus on doing so in an organized,
logical manner.
Concepts (What students need to
know) Skills (What students must
be able to do) Essential
Vocabulary
Essential Questions
Topic/text/story
Experience
Facts
Relevant details
Main ideas
Themes
Pace
report
tell/Speak
recount
use
support
pacing
fluency
word choice
eye contact
confidence
evidence
logic
1. How will students effectively communicate
about a shared topic, experience, or story?
Text Resources Other Resources Suggested Thinking Maps
Reading Street Unit 2
Leveled Readers
Reading Street Sleuth
Paideia
Double Bubble
Circle
Brace Map
ELA Fourth Grade Pacing Guide 2013-2014
Page 18
Common Core Standard- Reading Foundational 3rd
6 Weeks Supporting Standards
RF.4.3 - Know and apply grade-level phonics and word analysis skills in decoding words.
RF. 4.4-Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. .
Unpacking:
RF.4.3-Students continue learning specific strategies for decoding words in texts. They are required to apply the specific strategies for decoding and
spelling multi-syllabic words.
Use questions and prompts such as:
Does that sound right?
Does that look right?
Does that make sense?
Look at the word, does it look like …?
You said …does it look like …?
RF.4.4- Readers at this stage reread texts as needed to support understanding.
Concepts (What students need to
know) Skills (What students must
be able to do) Essential
Vocabulary
Essential Questions
Phonics Skills
Word analysis Skills
Word structure
Know
Apply
Decode
affix
context
decode
morphology
multi-syllabic words
phonics
root word
syllabication pattern
1. What skills can be used to decode words?
2. What word structures do words have in
common?
Text Resources Other Resources Suggested Thinking Maps
Reading Street Unit 3
Leveled Readers
Reading Street Sleuth
FCRR
Tree map
Circle map
Brace map
ELA Fourth Grade Pacing Guide 2013-2014
Page 19
Common Core Standard- Reading Literature 3rd
6 Weeks Priority Standards
RL 4.1 - Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.
RL4.3-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).
RL. 4.5-Explain major differences between poems, drama, and prose, and
refer to the structural elements of poems (e.g., verse, rhythm, meter) and
drama (e.g., casts of characters, settings, descriptions, dialogue, stage
directions) when writing or speaking about a text
RL. 4.4 - Determine the meaning of words and phrases as they are
used in a text, including those that allude to significant characters
found in mythology (e.g., Herculean).
Unpacking:
RL.4.1 - Fourth grade students should refer to the text when drawing conclusions as well as when answering directly stated questions
RL.4.3- They are required to refer to the text to describe various story elements.
RL.4.4 - Students will continue to tell the meaning of words and phrases in a text and focus specifically on mythological characters. Students must tell the
differences between poems, drama, and prose using structural elements to create an oral or written response to a text.
RL.4.5-Students must tell the differences between poems, drama, and prose using structural elements to create an oral or written response to a text.
Concepts (What
students need to know) Skills (What students must be able to do) Essential
Vocabulary
Essential Questions
Details
Examples
Inferences
Text
Refer
Explain
Draw
Describe
Determine
detail, example,
explicit, implicit, text
genre, example, stage
directions, drama,
rhythm, meter, prose
dialogue
1. Why are inferences in a text important?
2. What do we need to use when we explain
information from a text?
Text Resources Other Resources Suggested Thinking Maps
RL.4.2 - Determine a theme of a story, drama, or poem from details in
the text; summarize the text.
RL.4.9 - Compare and contrast the treatment of similar themes and topics
(e.g., opposition of good and evil) and patterns of events (e.g., the quest)
in stories, myths, and traditional literature from different cultures.
RL.4.7 - Make connections between the text of a story or drama and a
visual or oral presentation of the text, identifying where each version
reflects specific descriptions and directions in the text.
RL.4.4 - Determine the meaning of words and phrases as they are used
in a text, including those that allude to significant characters found in
mythology (e.g., Herculean).
Unpacking: RL.4.2 - Students must tell the differences between poems, drama, and prose using structural elements to create an oral or written response to a text.
RL.4.4 - Students will continue to tell the meaning of words and phrases in a text and focus specifically on mythological characters
RL.4.7 - Students will find similarities and differences in themes, topics, and patterns of events among culturally diverse stories, myths, and traditional literature.
Concepts (What students need to
know)
Skills (What students
must be able to do)
Essential Vocabulary Essential Questions
Details
Examples
Inferences
Text
Similar themes and
topics
Patterns of events
(in stories, myths,
and traditional
literature
from different
cultures)
Meaning of
words/phrases in
relation to
characters in new
text.
Refer
Explain
Draw
Compare
Contrast
Determine
Context, infer/inference
myth/mythology, phrase
reference, root word –
Latin and Greek, text ,
detail, example , explicit
implicit, text, genre,
compare, contrast
connection, description
drama
1. How do I use details from the text to draw inferences?
2. What words or phrases are necessary for me to
understand text and characters?
3. How do the themes vary from one novel to the next?
4. How does the pattern of events change the outcome of
stories?
Text Resources Other Resources Suggested Thinking Maps
RI.4.5 - 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.
RI.4.7 - 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.
RI.4.9 - Integrate information from two texts on the same topic in order to write
or speak about the subject knowledgeably.
RI.4.6 - Compare and contrast a firsthand and secondhand account of the same
event or topic; describe the differences in focus and the information provided..
Unpacking: RI.4.5, RI.4.6, RI.4.7 - Students must explain how the events, ideas, or concepts fit into the overall structure of a text.
RI.4.9 - At this level, students will combine information from two texts about the same subject in a written or oral response that demonstrates knowledge of the
subject.
Concepts (What students need to
know)
Skills (What students
must be able to do)
Essential Vocabulary Essential Questions
Information from two texts Integrate cause/effect , chronology
compare, concept, event
ideas, informational text
problem/solution, structure, text,
contrast
topic, event, focus, chart,
firsthand, secondhand
animation, diagram, graph,
quantitative
time line,visual display
1. How can I use more than one text to answer
questions
about a certain topic?
2. Why do I need to use more than one text to draw
information?
Text Resources Other Resources Suggested Thinking Maps
W.4.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.4.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.4.7 - Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.9 -Draw evidence from literary or informational texts to support analysis, reflection, and research.
Unpacking W.4.1 - Fourth grade students should write opinion pieces that clearly state their preferences and supply the reasoning for their thinking.
W.4.4 - Fourth grade students are expected to produce writing that is clear and understandable to the reader. Task (type of writing assignment) and purpose (the
writer’s designated reason for writing) should be reflected in the student’s organization and development of a topic.
W.4.7 - Fourth grade students are required to research a topic through investigation. Investigation includes exploring a topic in greater detail by developing a
research question that helps bring focus to the topic.
W.4.9 - When reading literary texts, fourth grade students have to refer to the text when drawing conclusions as well as when answering directly stated questions.
Concepts (What students need to know) Skills (What students
must be able to do)
Essential Vocabulary Essential Questions
Opinion Pieces
Point of View
Topics
Texts
Reasons
Projects
Knowledge
Investigation
Aspects
Topic
Write
Support
Conduct
Build
audience , writing style,
concluding statement,
opinion piece, evidence
organizational structure,
point of view, supporting
detail, writer’s purpose,
character motivation
informational/informative
1. How will various points of view, help my writing?
2. How do I use information to create my own writing on a
topic?
3. How do I use information from a text to produce an
opinion piece?
4. How does audience affect my writing style?
Text Resources Other Resources Suggested Thinking Maps
L.4.4 - 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.
L.4.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions,
emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangeredwhen discussing
animal preservation).
Unpacking:
L.4.4 - Students need to understand the diversity in standard English and the ways authors use formal and informal voice (dialects, registers) to craft their message
for specific purposes.
L.4.5 - Learning words at this stage includes exploring the meaning of simple similes, metaphors, idioms, adages, and proverbs’
L.4.6 - General academic vocabulary (Tier 2) words appear in all sorts of texts. Domain-specific vocabulary (Tier 3) Tier Three words are far more
common in informational texts than in literature. Domain-specific vocabulary (Tier 3) Tier Three words are far more common in informational texts.
Concepts (What students need to know) Skills (What students
must be able to do)
Essential Vocabulary Essential Questions
Meanings of
unknown words and
phrases
Multiple‐meaning
words and phrases
Range of Strategies
Figurative language
Word relationships
Word meanings
Determine
Clarify
Choose
Demonstrate
context, glossary,
proverb, morphology,
simile, idiom, nuance,
adage, antonym,
metaphor, thesaurus,
figurative language
1. How do I use a variety of strategies to determine the
meaning of unknown words, phrases, and multiple
meaning words?
2. How do I demonstrate an understanding of figurative
language, word relationships, and meanings?
Text Resources Other Resources Suggested Thinking Maps
Reading Street Unit 4
Leveled Readers
Reading Street Sleuth
Frayer Model
Tree Map
Bridge Map
Circle Map
ELA Fourth Grade Pacing Guide 2013-2014
Page 30
Common Core Standard- Speaking and Listening 4th
6 Weeks Priority Standards Supporting Standards
SL.4.4 - Report on a topic or text, tell a story, or recount an experience in an
organized manner, using appropriate facts and relevant, descriptive details to
support main ideas or themes; speak clearly at an understandable pace.
SL.4.5 - Add audio recordings and visual displays to presentations when
appropriate to enhance the development of main ideas or themes.
Unpacking:
SL.4.4 - Fourth graders will focus on presenting orally and in coherent, spoken sentences.
SL.4.5 - Fourth grade should be exposed to a numerous variety of speaking tasks so they will be able to distinguish between formal and informal discourse.
Concepts (What students need to know) Skills (What students
must be able to do)
Essential Vocabulary Essential Questions
Topic/text/story
Experience
Facts
Relevant details
Main ideas
Themes
Pace
Report
Tell/Speak
Recount
Use
Support
detail
fact
main idea
oral presentation
text
theme
topic
main ideas
multimedia
presentation
theme
visual display
1.How will students effectively communicate about a
shared topic, experience, or story?
Text Resources Other Resources Suggested Thinking Maps
Reading Street Unit 4
Leveled Readers
Reading Street Sleuth
Paideia Seminar
Flow Map
ELA Fourth Grade Pacing Guide 2013-2014
Page 31
Common Core Standard- Reading Foundational 5th
6 Weeks Supporting Standards
RF.4.3 - Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4.4a Read grade-level text with purpose and understanding.
RF. 4.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF. 4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Unpacking:
RF.4.3-Students continue learning specific strategies for decoding words in texts. They are required to apply the specific strategies for decoding and
spelling multi-syllabic words.
RF.4.4 -Fluency helps the reader process language for meaning and enjoyment.
Concepts (What students need to know) Skills (What students
must be able to do) Essential
Vocabulary
Essential Questions
Phonics Skills
Word analysis
Skills
Word structure
Purpose, Prose,
Poetry, Context
Word recognition
Know
Apply
Decode, analyze,
understand, confirm
affix
context
decode, morphology,
multi-syllabic words,
phonics, root words,
syllabication pattern,
accuracy, rate,
expression, successive
1. What skills can be used to decode words?
2. What word structures do words have in common? Why do we need to know how to read accurately and fluently? What can we do to better comprehend what we read?
Text Resources Other Resources Suggested Thinking Maps
RL.4.3 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. Describe in
depth a character, setting, or event in a story or drama, drawing on specific details in the
text (e.g., a character’s thoughts, words, or actions
RL. 4.6 Compare and contrast the point of view from which different stories are narrated,
including the difference between first- and third-person narrations.
RL 4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition
of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional
literature from different cultures.
RL. 4.4 - Determine the meaning of words and phrases as
they are used in a text, including those that allude to
significant characters found in mythology (e.g.,
Herculean).
Unpacking:
RL.4.3 They are required to refer to the text to describe various story elements.
RL.4.4 -Students will continue to tell the meaning of words and phrases in a text and focus specifically on mythological characters.
RL.4.6-Students at this level must link the reading of the text in a story to listening or viewing the same story. They will make connections by comparing
RL.4.9-Students will find similarities and differences in themes, topics, and patterns of events among culturally diverse stories, myths, and traditional
literature.
Concepts (What students need to
know) Skills (What students must
be able to do) Essential
Vocabulary
Essential Questions
characters, mythology, point of view,
first/third person, themes, patterns of
events, setting, drama, details, definitions
determine
compare/contrast
describe
allude, narrated,
opposition, culture,
traditional
1. What words or phrases are necessary for me to
understand text and characters?
2. Why do I need to be able to compare and contrast
different points of view?
3. Why are first and third person narrations important?
4. How does point of view shape a story?
Text Resources Other Resources Suggested Thinking Maps
Common Core Standard- Reading Informational 5th 6 Weeks Priority Standards
RI.4.1-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.2 -Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.3-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.
RI. 4.9-Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Unpacking: RI.4.1- Fourth grade students are required to refer to specific examples when explaining the text and drawing conclusions.
RI.4.2-Students must identify the main idea and find the most important details that strengthen the main idea. They must also explain the text in their
own words.
RI.4.3-At this level, students tell how or why historical events, scientific ideas or “how to” procedures happened and use the text to support their
answers.
RI. 4.9-At this level, students will combine information from two texts about the same subject in a written or oral response that demonstrates
knowledge of the subject.
Concepts (What
students need to know) Skills (What students
must be able to do) Essential Vocabulary Essential Questions
Details, examples,
inferences, main idea
Refer, explain,
summarize, integrate,
write, speak
explicitly, procedures,
historical, technical,
topic, knowledgeable
1. Why is the main idea of a text important to know?
2. Why are key details in what we read important?
3. How and why should we summarize what we read?
4. How can I support my understanding of the text when
explaining an event, procedure, idea, or concept?
5. How can I use more than one text to answer questions about
a certain topic?
6.Why do I need to use more than one text to draw
Information?
ELA Fourth Grade Pacing Guide 2013-2014
Page 34
Text Resources Other Resources Suggested Thinking Maps
6 Weeks Priority Standards Supporting Documents RL.4.1 - Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.
RL.4.2 - Determine a theme of a story, drama, or poem from details in the text;
summarize the text.
RL.4.6 - Compare and contrast the point of view from which different stories
are narrated, including the difference between first- and third-person narrations
RL.4.4 - Determine the meaning of words and phrases as they are used in a text,
including those that allude to significant characters found in mythology (e.g.,
Herculean).
Unpacking:
RL.4.1 - Students determine a theme and expand work to other genres. They are required to refer to the text to describe various story elements.
RL.4.2 - Students must tell the differences between poems, drama, and prose using structural elements to create an oral or written response to a text.
RL.4.4 - Students will continue to tell the meaning of words and phrases in a text and focus specifically on mythological characters
RL.4.6 - Students will find the similarities and differences in the narration between a story written in first person and a story written in third person point of
view.
Concepts (What students need to know) Skills (What students
must be able to do)
Essential Vocabulary Essential Questions
Details
Examples
Inferences
Text
Meaning of
words/phrases in
relation to
characters in new
text.
Point of view
First Person
Narration
Third Person
Narration
Refer
Explain
Draw
Determine
Compare
Contrast
character, details, event,
explicit, infer/inference,
text, context, phrase,
myth/mythology, theme,
reference, root word,
drama, poem/poetry,
sequence of events,
summarize, first person,
narrate, narrator, point of
view, third person
1. How do I use details from the text to draw inferences?
2. What words or phrases are necessary for me to
understand text and characters?
3. Why do I need to be able to compare and contrast
different points of view?
4. Why are first and third person narrations important?
Text Resources Other Resources Suggested Thinking Maps
RI.4.1 – Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.2 - Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.3 - 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.
RI.4.9 - Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Unpacking:
RI.4.1 - Students are required to refer to specific examples when explaining the text and drawing conclusions.
RI.4.2 - Students identify the main idea and find the most important details that strengthen the main idea.
RI.4.3 - In their own words, tell how or why historical events, scientific ideas or “how to” procedures happened and use the text to support their answers. RI.4.9 - Students will combine information from two texts about the same subject in a written or oral response that demonstrates knowledge of the subject.
Concepts (What students need to know) Skills (What students
must be able to do)
Essential Vocabulary Essential Questions
Information from two texts
Details in a text
Examples in a text
Explicit text
Inferences from a text
Main idea
Key details
Integrate
Identify
Use
Understand
Determine
Explain
Identify
evidence, explicit, events,
concept, inference,
informational/informative
text, text feature, key
detail, main idea,
summarize, supporting
detail, historical text,
technical, procedure,
scientific text sequence,
1. Why are inferences in a text important?
2. What do we need to use when we explain information
from a text?
3. Why is the main idea of a text important to know?
4. Why are key details in what we read important?
5. How can I use more than one text to answer questions
about a certain topic?
Text Resources Other Resources Suggested Thinking Maps
L.4.4 - 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.
L.4.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise
actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife,
conservation, and endangeredwhen discussing animal preservation).
Unpacking:
L.4.4 - Students need to understand the diversity in standard English and the ways authors use formal and informal voice (dialects, registers) to craft
their message for specific purposes.
L.4.5 - Learning words at this stage includes exploring the meaning of simple similes, metaphors, idioms, adages, and proverbs’
L.4.6 - General academic vocabulary (Tier 2) words appear in all sorts of texts. Domain-specific vocabulary (Tier 3) Tier Three words are far more
common in informational texts than in literature. Domain-specific vocabulary (Tier 3) Tier Three words are far more common in informational texts.
Concepts (What students need to
know)
Skills (What students
must be able to do)
Essential Vocabulary Essential Questions
Meanings of
unknown words
and phrases
Multiple‐meaning
words and phrases
Range of Strategies
Figurative language
Word relationships
Word meanings
Determine
Clarify
Choose
Demonstrate
context, glossary,
proverb, morphology,
simile, idiom, nuance,
adage, antonym,
metaphor, thesaurus,
figurative language
1. How do I use a variety of strategies to determine
the meaning of unknown words, phrases, and
multiple meaning words?
2. How do I demonstrate an understanding of
figurative language, word relationships, and
meanings?
Text Resources Other Resources Suggested Thinking Maps
Reading Street Unit 6
Leveled Readers
Reading Street Sleuth
Frayer Model
Tree Map
Bridge Map
Circle Map
ELA Fourth Grade Pacing Guide 2013-2014
Page 44
Common Core Standard- Speaking and Listening 6th
6 Weeks Priority Standards
SL.4.2 - Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.4.4 - Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive
details to support main ideas or themes; speak clearly at an understandable pace.
SL.4.6 - Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate
(e.g., small-group discussion); use formal English when appropriate to task and situation.
Unpacking:
SL.4.2 – Students will paraphrase portions of a text read aloud or information presented in multiple formats.
SL.4.4 - Students will focus on presenting orally and in coherent, spoken sentences.
SL.4.6 - Students should be exposed to a numerous variety of speaking tasks so they will be able to distinguish between formal and informal
discourse.
Concepts (What students need to know) Skills (What students
must be able to do)
Essential Vocabulary Essential Questions
Topic/text/story
Experience
Facts
Relevant details
Main ideas
Themes
Pace
Formal English
Informal English
Context
Situations (difference
of…)
Tasks
Report on a
topic
Tell/Speak
Recount am
experience
Support main
ideas with
details
Differentiate
diverse format, diverse
media, paraphrase, ideas,
quantitative, context,
oral presentation, task,
visual display, formal
English, informal
discourse, situation, detail
fact, main idea, text,
theme, topic
1. How can the speaker demonstrate their learning
through paraphrasing information from text or other
formats?
2. How will students effectively communicate about a
shared topic, experience, or story?
3. When would you use formal English?
4. When would you use informal English?
Text Resources Other Resources Suggested Thinking Maps