Gloucester Township Public Schools English Language Arts Grade 4 –Unit 1: Think It Through Time Frame: 6 Weeks Description: The Big Idea: How can a challenge bring out our best? (fable: "The Crow and the Pitcher") Unit 1 focuses on vocabulary, comprehension, phonics, and fluency. Students practice narratives: autobiographical sketch and personal narratives. Unit Overview Reading Strategies Reading Skills Writing Vocabulary Grammar/ Mechanics Speaking/ Listening Making Predictions Sequence Ideas See Weekly Story for Vocabulary Sentences Fluency: Intonation, Phrasing, Accuracy Reread Problem and Solution Organization Subjects and Predicates Publishing Celebrations Compare and Contrast Sentence Fluency Compound Sentences Cause and Effect Clauses and Complex Sentences Main Idea and Key Details Run on Sentences Standards Topics Activities Resources Assessment L.5.2.c Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct Week 1 Weekly Concept: Clever Ideas Essential Question: Where do good ideas come from? Reading Interactive Read Aloud Title: "The Princess and the Pea" Genre: Fairy Tale Strategy: Make, Grade 4, Wonders, McGraw-Hill, 2014 Your Turn Practice Book www.connected.mcg *Benchmark* Wonders Smart Start Assessment Wonders Weekly Assessment Benchmark and Cross Curricular Key __Red: ELA __ Blue: Math __ Green: Science __ Orange: Social Studies
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Gloucester Township Public SchoolsEnglish Language Arts Grade 4 –Unit 1: Think It Through
Time Frame: 6 Weeks
Description: The Big Idea: How can a challenge bring out our best? (fable: "The Crow and the Pitcher")Unit 1 focuses on vocabulary, comprehension, phonics, and fluency. Students practice narratives: autobiographical sketch and personal narratives.
Unit OverviewReading Strategies Reading Skills Writing Vocabulary Grammar/Mechanics Speaking/Listening
Making Predictions Sequence Ideas See Weekly Story for Vocabulary
Sentences Fluency: Intonation, Phrasing, Accuracy
Reread Problem and Solution Organization Subjects and Predicates Publishing CelebrationsCompare and Contrast Sentence Fluency Compound SentencesCause and Effect Clauses and Complex
SentencesMain Idea and Key Details Run on Sentences
Standards Topics Activities Resources Assessment L.5.2.c Use a comma to set off the words
yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). [5 lessons]
L.5.2.e Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]
L.5.4.a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. [12 lessons]
L.5.4.c 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
Week 1Weekly Concept: Clever Ideas
Essential Question: Where do good ideas come from?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Reading
Interactive Read AloudTitle: "The Princess and the Pea"Genre: Fairy TaleStrategy: Make, Confirm, or Revise Predictions
Reading/Writing WorkshopComprehensionShort Text: "The Dragon Problem"Lexile: 740LGenre: Fairy TaleStrategy: Make, Confirm, or Revise PredictionsSkill: Character, Setting, Plot:
Grade 4, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
*Benchmark*Wonders Smart Start Assessment
Wonders Weekly Assessment
Wonders Fluency Assessment
Wonders Writing Prompts with Appropriate Rubrics
Benchmark and Cross Curricular Key
__Red: ELA__ Blue: Math__ Green: Science__ Orange: Social Studies__ Purple: Related Arts__ Yellow: Benchmark Assessment
phrases. [1 lesson] L.5.6 Acquire and use accurately grade-
appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). [13 lessons]
RF.5.3 Know and apply grade-level
phonics and word analysis skills in decoding words. [2 lessons]
RF.5.3.a 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. [5 lessons]
RF.5.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RF.5.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [6 lessons]
RI.5.1 Quote accurately from a text when
explaining what the text says explicitly and when drawing inferences from the text. [4 lessons]
RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. [4 lessons]
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. [4 lessons]
RL.5.7 Analyze how visual and multimedia elements contribute to the
Handwriting
Technology
Sequence
Literature AnthologyStrategy: Make, Confirm, or Revise PredictionsSkill: Character, Setting, Plot: Sequence
Main SelectionGenre: Fairy TaleTitle: The Princess and the PizzaLexile: 780L
Paired SelectionGenre: FableTitle: "Tomás and His Sons"Lexile: 650L
Main SelectionsGenre: Fairy TaleTitles:A: Clever PussO: Jack and the Extreme StalkE: Jack and the Extreme StalkB: Charming Ella
Paired SelectionsGenre: FolktaleTitles:A: "Rabbit and the Well"O: "Stone Soup"E: "Stone Soup"B: "Ivana and the Ogre"LexilesA: 530LO: 750L
meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). [2 lessons]
RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. [1 lesson]
SL.5.1 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. [5 lessons]
SL.5.1.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. [1 lesson]
SL.5.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]
SL.5.1.c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. [1 lesson]
SL.5.1.d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. [1 lesson]
SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [1 lesson]
W.5.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. [1 lesson]
W.5.3.b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show
E: 430LB: 860LAccess Complex Text (ACT)
Reading/Writing Workshop: Connections of Ideas; Specific Vocabulary
Literature Anthology: Purpose; Specific Vocabulary; Prior Knowledge; Sentence Structure; Organization; Connection of Ideas; Genre
the responses of characters to situations. [1 lesson]
W.5.3.c Use a variety of transitional words, phrases, and clauses to manage the sequence of events. [1 lesson]
W.5.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. [8 lessons]
W.5.6 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 two pages in a single sitting. [1 lesson]
W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. [1 lesson]
W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. [1 lesson]
W.5.10 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. [6 lessons]
Write to Sources:Reading/Writing Workshop: The Dragon ProblemLit. Anthology: The Princess and the PizzaYour Turn Practice Bk: Coyote's SongBefore the Ball
Write to Research: Write a List
Write About Reading: Write an Analysis (analyze sequence of events)
Research & InquiryWeekly: Effects of Human Actions
Handwriting – Practice Spelling words
Technology – Go Digital!
L.4.1.f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. [6 lessons]
L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]
L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [1 lesson]
L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [1 lesson]
L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs. [6 lessons]
L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [4 lessons]
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 endangered when discussing animal preservation). [10 lessons]
RF.4.3.a 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. [17 lessons]
RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
How do your actions affect others?
ReadingLanguage
- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Genre: Realistic FictionStrategy: Make, Confirm, or Revise Predictions
Reading/Writing WorkshopComprehensionShort Text: "The Talent Show"Lexile: 620LGenre: Realistic FictionStrategy: Make, Confirm, or Revise PredictionsSkill: Character, Setting, Plot: Problem and Solution
Literature AnthologyStrategy: Make, Confirm, or Revise PredictionsSkill: Character, Setting, Plot: Problem and SolutionMain SelectionGenre: Realistic FictionTitle: Experts, IncorporatedLexile: 730LPaired SelectionGenre: Informational Text: ExpositoryTitle: "Speaking Out to Stop BullyingLexile: 800L
Leveled Readers
Strategy: Make, Confirm, or Revise PredictionsSkill: Character, Setting, Plot: Problem and Solution
Main SelectionsGenre: Realistic FictionTitles:A: The Dream TeamO: Rosa's Garden
from the text. [5 lessons] RI.4.9 Integrate information from two
texts on the same topic in order to write or speak about the subject knowledgeably. [4 lessons]
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. [4 lessons]
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). [14 lessons]
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). [2 lessons]
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. [1 lesson]
RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]
SL.4.1.c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. [3 lessons]
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [12 lessons]
E: Rosa's GardenB: Saving Grasshopper
Paired SelectionsGenre: Informational Text: ExpositoryTitles:A: "Making a Difference"O: "Fresh from the City"E: "Fresh from the City"B: "Backyard Bird Habitats"LexilesA: 530LO: 710LE: 540LB: 810L
Access Complex Text (ACT)Reading/Writing Workshop: Genre; Connection of Ideas
Literature Anthology: Genre; Purpose; Sentence Structure; Organization; Connection of Ideas; Specific Vocabulary
W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. [5 lessons]
W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. [1 lesson]
W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. [1 lesson]
W.4.3.e Provide a conclusion that follows from the narrated experiences or events. [1 lesson]
W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [6 lessons]
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. [1 lesson]
W.4.9.a Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). [1 lesson]
W.4.9.b Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). [2 lessons]
focus
Vocabulary Strategy: Figurative Language: IdiomsPhonics/Spelling Skill:Phonics/Spelling Skill: Long a
Structural Analysis: Inflectional Endings
Fluency Skill: Expression and Rate
WritingUnit 1 Writing Focus: Narrative Text
Unit 1 Writing Products: Friendly Letter; Personal NarrativeWriting Trait: Ideas: Focus on an Event
Grammar Skill: Subjects and Predicates
Grammar Mechanics: Punctuate Compound Subjects and Predicates
Write to Sources:Reading/Writing Workshop:The Talent ShowLit. Anthology:Experts, IncorporatedYour Turn Practice Bk:The Cyber BullyPaul's Mix-Up
Write to Research: Paraphrase Facts
Write About Reading: Write an Analysis (analyze problem and solution)
Research & InquiryWeekly: Great Inventions
Handwriting – Practice Spelling words
Technology – Go Digital!
L.4.2.c Use a comma before a coordinating conjunction in a compound sentence. [6 lessons]
L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]
L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]
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. [1 lesson]
L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [14 lessons]
L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs. [1 lesson]
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 endangered when discussing animal preservation). [8 lessons]
Week 3: Take Action
Essential Question:How do people respond to natural disasters?
Reading/Writing WorkshopComprehensionShort Text: "A World of Change"Lexile: 790LGenre: Informational Text: ExpositoryStrategy: RereadSkill: Text Structure: Compare and ContrastText Features: Diagrams; Headings
Literature AnthologyStrategy: RereadSkill: Text Structure: Compare and Contrast
Main SelectionGenre: Informational Text: ExpositoryTitle: EarthquakesLexile: 870L
RF.4.3.a 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. [10 lessons]
RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]
RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [2 lessons]
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. [9 lessons]
RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. [1 lesson]
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. [2 lessons]
RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. [1 lesson]
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. [8 lessons]
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. [1 lesson]
Paired SelectionsGenre: Informational Text: ExpositoryTitles:A: "Students Save Wetlands"O: "Students Save Wetlands"E: "Students Save Wetlands"B: "Students Save Wetlands"
LexilesA: 670LO: 840LE: 740LB: 920L
Access Complex Text (ACT)Reading/Writing Workshop: Specific Vocabulary; Purpose
texts on the same topic in order to write or speak about the subject knowledgeably. [5 lessons]
RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]
SL.4.1 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 lessons]
SL.4.1.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. [1 lesson]
SL.4.1.d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. [2 lessons]
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [3 lessons]
SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]
SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. [1 lesson]
W.4.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [6 lessons]
W.4.2.d Use precise language and
Literature Anthology: Purpose; Genre; Connection of Ideas; Specific Vocabulary
Vocabulary Strategy: Context Clues: Multiple-Meaning Words
Phonics/Spelling Skill:Phonics/Spelling Skill: Long eStructural Analysis: Plurals
Fluency Skill:Accuracy
WritingUnit 1 Writing Focus: Narrative Text
Unit 1 Writing Products:
domain-specific vocabulary to inform about or explain the topic. [1 lesson]
W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. [1 lesson]
W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. [1 lesson]
W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. [1 lesson]
W.4.3.e Provide a conclusion that follows from the narrated experiences or events. [1 lesson]
W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]
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. [1 lesson]
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. [1 lesson]
W.4.9.b Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). [1 lesson]
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
Friendly Letter; Personal NarrativeWriting Trait: Ideas: Supporting Details
Grammar Skill: Compound Sentences
Grammar Mechanics: Punctuating Compound Sentences
Write to Sources:Reading/Writing Workshop:A World of ChangeLit. Anthology:EarthquakesYour Turn Practice Bk:Rising WatersForest Fires
Write to Research:Write Helpful Tips and Notes
Write About Reading: Write an Analysis (analyze compare and contrast text structure)
Research & InquiryWeekly: Preparing for a Natural Disaster
L.4.2.c Use a comma before a coordinating conjunction in a compound sentence. [6 lessons]
L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]
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. [1 lesson]
L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [12 lessons]
L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [1 lesson]
L.4.4.c 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. [1 lesson]
L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [1 lesson]
L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions,
Reading/Writing WorkshopComprehensionShort Text: "The Big Race"Lexile: 690LGenre: Informational Text: Narrative NonfictionStrategy: RereadSkill: Text Structure: Cause and EffectText Features: Headings; Speech Balloons
Literature AnthologyStrategy: RereadSkill: Text Structure: Cause and Effect
Main SelectionGenre: Informational Text: Narrative Nonfiction Title: A Crash Course in Forces and Motion with Max Axiom, Super ScientistLexile: 630L
Paired SelectionGenre: Science FictionTitle: "The Box-Zip Project"Lexile: 620L
emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [7 lessons]
RF.4.3.a 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. [10 lessons]
RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]
RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
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. [4 lessons]
RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. [1 lesson]
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. [2 lessons]
RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. [2 lessons]
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. [8 lessons]
RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines,
Leveled ReadersStrategy: RereadSkill: Text Structure: Cause and Effect
Paired SelectionsGenre: Science FictionTitles:A: "3001: A Space Mystery"O: "3001: A Space Mystery"E: "3001: A Space Mystery"B: "3001: A Space Mystery"LexilesA: 550LO: 810LE: 610LB: 910L
Access Complex Text (ACT)
Reading/Writing Workshop: Genre; Organization
Literature Anthology: Organization; Purpose; Connection of Ideas; Genre; Specific Vocabulary
animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [4 lessons]
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. [5 lessons]
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. [1 lesson]
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. [1 lesson]
SL.4.1.c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. [2 lessons]
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [8 lessons]
SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. [1 lesson]
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. [1 lesson]
W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. [7
Vocabulary Strategy: Context Clues: Definitions and Restatements
Phonics/Spelling Skill:
Phonics/Spelling Skill: Long iStructural Analysis: Inflectional Endings
Fluency Skill:Phrasing and Rate
WritingUnit 1 Writing Focus: Narrative Text
Unit 1 Writing Products: Friendly Letter; Personal Narrative
Writing Trait: Organization: Sequence
Grammar Skill: Clauses and Complex Sentences
Grammar Mechanics: Punctuate
lessons] W.4.3.b Use dialogue and description to
develop experiences and events or show the responses of characters to situations. [1 lesson]
W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. [8 lessons]
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]
W.4.9.b Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). [1 lesson]
B.2 Position and motion of objects [1 lesson]
B.2.1 The position of an object can be described by locating it relative to another object or the background. [1 lesson]
B.2.2 An object's motion can be described by tracing and measuring its position over time. [3 lessons]
B.2.3 The position and motion of objects can be changed by pushing or pulling. The size of the change is related to the strength of the push or pull. [1 lesson]
Complex Sentences
Write to Sources:Reading/Writing Workshop:The Big RaceLit. Anthology:A Crash Course in Forces and Motion with Max Axiom, Super ScientistYour Turn Practice Bk:A Firehouse LessonScience in a Soda Bottle
Write to Research:Draft a Plan
Write About Reading: Write an Analysis (analyze strong word choice)
Research & Inquiry
Weekly: Forces and Motion
Handwriting – Practice Spelling words
Technology – Go Digital!
L.4.1.f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. [6 lessons]
L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]
L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [6 lessons]
L.4.6 Acquire and use accurately grade-appropriate general academic and
Week 5: Putting Ideas to Work
Essential Question:How can starting a business help others?
domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [8 lessons]
RF.4.3.a 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. [18 lessons]
RF.4.4.a Read on-level text with purpose and understanding. [3 lessons]
RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
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. [5 lessons]
RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. [14 lessons]
RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. [1 lesson]
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. [3 lessons]
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject
- Grammar and Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Persuasive ArticleStrategy: RereadSkill: Main Idea and Key DetailsText Features: Graph; Headings
Literature AnthologyStrategy: RereadSkill: Main Idea and Key Details
Main SelectionGenre: Informational Text: Persuasive ArticleTitle: Kids in BusinessLexile: 790L
Main SelectionsGenre: Persuasive TextTitles:A: Start Small, Think BigO: Start Small, Think BigE: Start Small, Think BigB: Start Small, Think Big
Paired SelectionsGenre: Procedural TextTitles:A: "Spending and Saving"O: "Spending and Saving"
knowledgeably. [5 lessons] SL.4.1 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. [5 lessons]
SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [1 lesson]
SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]
SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. [1 lesson]
W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. [1 lesson]
W.4.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations. [1 lesson]
W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. [1 lesson]
W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. [1 lesson]
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]
W.4.10 Write routinely over extended time frames (time for research, reflection,
E: "Spending and Saving"B: "Spending and Saving"LexilesA: 660LO: 780LE: 710LB: 890L
Access Complex Text (ACT)
Reading/Writing Workshop: Connection of Ideas; Organization
Literature Anthology: Specific Vocabulary; Sentence Structure; Connection of IdeasLanguageVocabulary Words:compassionateenterpriseexceptionalfundsinnovativeprocessroutineundertaking
Phonics/Spelling Skill: Long oStructural Analysis: Compound
and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [6 lessons]
Words
Fluency Skill:Phrasing and Rate
WritingUnit 1 Writing Focus: Narrative Text
Unit 1 Writing Products: Friendly Letter; Personal NarrativeWriting Trait: Sentence Fluency: Sentence Length
Grammar Skill: Run-On Sentences
Grammar Mechanics: Correcting Fragments and Run-Ons
Write to Sources:Reading/Writing Workshop:Dollars and SenseLit. Anthology:Kids in BusinessYour Turn Practice Bk:A Helping HandDonating to a Charity
Write to Research:Write a Summary Paragraph
Write About Reading: Write an Analysis (how author informs and explains important topics)
Research & Inquiry
Weekly: Famous Entrepreneurs
Handwriting – Practice Spelling words
Technology – Go Digital! 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. [1 lesson]
W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. [1 lesson]
W.4.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations. [1 lesson]
W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. [1 lesson]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. [1 lesson]W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]
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. [1 lesson]
Week 6Review and Assess
Reading
Writing
Research and Inquiry
Technology
ReadingReader’s Theatre: Focus on Vocabulary
Fluency: Intonation, Phrasing, Accuracy
Level Up Accelerating Progress
WritingShare Your WritingPortfolio ChoiceGenr e Writing: Narrative
Research and InquiryBeginning ResearchUnit ProjectsPresentation of Ideas
TechnologyReading DigitallyNotetakingSkimming and ScanningNavigating Links
Grade 4, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
*Benchmark*Required Common Assessment: Wonders Unit 1 Assessment
Theme Organization See Weekly Story for Vocabulary
Common and Proper Nouns
Fluency: Accuracy, Rate, and Prosody
Summarize Main Ideas and Key Details
Voice Singular and Plural Nouns
Publishing Celebrations
Literary Elements: Meter and Rhyme
Point of View Ideas Irregular Plural Nouns
Word Choice Possessive NounsCombing Sentences
Standards Topics Activities Resources Assessment L.4.2.a Use correct capitalization. [6
lessons] L.4.2.d Spell grade-appropriate words
correctly, consulting references as needed. [6 lessons]
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. [1 lesson]
L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue
Week 1Weekly Concept: Literary Lessons
Essential Question: What are some messages in animal stories?
Reading
Language- Vocabulary
ReadingInteractive Read AloudTitle: "The Coyote and the Hen"Genre: FolktaleStrategy: Ask and Answer Questions
Reading/Writing WorkshopComprehensionShort Text: "The
L.4.4.c 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. [1 lesson]
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 endangered when discussing animal preservation). [7 lessons]
RF.4.3.a 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. [10 lessons]
RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]
RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
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. [1 lesson]
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. [4 lessons]
RL.4.1 Refer to details and examples in a text when explaining what the text says
- Phonics- Grammar and
Mechanics
WritingResearch and Inquiry
Handwriting
Technology
Fisherman and the Kaha Bird"Lexile: 800LGenre: FolktaleStrategy: Ask and Answer QuestionsSkill: ThemeLiterature AnthologyStrategy: Ask and Answer QuestionsSkill: Theme
Main SelectionGenre: FolktaleTitle: The Secret MessageLexile: 820L
Paired SelectionGenre: FableTitle: "The Fox and the Goat"Lexile: 790L
Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Theme
Main SelectionsGenre: Folktale
Titles:A: The Cockroach and the MouseO: The Badger and the FanE: The Badger and the FanB: The Wings of the Butterfly
Paired SelectionsGenre: Fable
explicitly and when drawing inferences from the text. [4 lessons]
RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. [14 lessons]
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. [2 lessons]
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. [1 lesson]
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. [3 lessons]
RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]
SL.4.1 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 lessons]
SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]
SL.4.1.c Pose and respond to specific questions to clarify or follow up on information, and make comments that
Titles:A: "Fox and Crane"O: "Fox and Cat"E: "Fox and Cat"B: "The Fox and the Crow"LexilesA: 600LO: 530LE: 720LB: 770L
Access Complex Text (ACT)Reading/Writing Workshop: Genre; Prior Knowledge
Literature Anthology: Specific Vocabulary; Genre; Sentence Structure; Prior Knowledge; Connection of Ideas; Purpose; Organization
contribute to the discussion and link to the remarks of others. [1 lesson]
SL.4.1.d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. [1 lesson]
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [2 lessons]
SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]
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. [1 lesson]
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. [1 lesson]
W.4.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [1 lesson]
W.4.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [1 lesson]
W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [1 lesson]
W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. [1 lesson]
Unit 2 Writing Products: Explanatory Essay; How-To
Writing Trait: Organization: Strong Openings
Grammar Skill: Common and Proper Nouns
Grammar Mechanics: Capitalizing Proper Nouns
Write to Sources:Reading/Writing Workshop:The Fisherman and the Kaha BirdLit. Anthology:The Secret MessageYour Turn Practice Bk:Anansi and His ChildrenThe Tiger, the Brahmin, and the Jackal
Write to Research:Write Notes on Character, Setting, and Plot
section related to the information or explanation presented. [1 lesson]
W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. [6 lessons]
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. [1 lesson]
W.4.9.a Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). [1 lesson]
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. [5 lessons]
Write About Reading: Write an Analysis (analyze theme)
Research & InquiryWeekly: Fables and Folktales
Handwriting – Practice Spelling words
Technology – Go Digital!
L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]
L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]
L.4.3.c Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). [7 lessons]
L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]
L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but
Week 2Weekly Concept: Animals in Fiction
Essential Question: How do animal characters change familiar stories?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
ReadingInteractive Read AloudTitle: "A Grasshopper's Sad Tale"Genre: Dramatic SceneStrategy: Ask and Answer QuestionsReading/Writing WorkshopComprehensionShort Text: "The Ant and the Grasshopper"Lexile: NPGenre: DramaStrategy: Ask and Answer Questions
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 endangered when discussing animal preservation). [8 lessons]
RF.4.3.a 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. [10 lessons]
RF.4.4.a Read on-level text with purpose and understanding. [3 lessons]
RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
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. [1 lesson]
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. [4 lessons]
RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. [13 lessons]
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. [2 lessons]
RL.4.9 Compare and contrast the
Writing
Research and Inquiry
Handwriting
Technology
Skill: Theme
Literature AnthologyStrategy: Ask and Answer QuestionsSkill: Theme
Main SelectionGenre: DramaTitle: Ranita, The Frog PrincessLexile: NP
Paired SelectionGenre: MysteryTitle: "The Moonlight Concert Mystery"Lexile: 710L
Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Theme
Main SelectionsGenre: DramaTitles:A: Saving the Green BirdO: The Prince Who Could FlyE: The Prince Who Could FlyB: Behind the Secret Trapdoor
Paired SelectionsGenre: MysteryTitles:A: "The Missing Pie Mystery"O: "The Mystery of the Spotted Dogs"E: "The Mystery of the
Explain in detail what you learned about hurricanes from the two articles you read. Based on your reading, would you like to be a hurricane hunter, explain why or why not.
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. [6 lessons]
RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [2 lessons]
SL.4.1 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 lessons]
SL.4.1.c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. [1 lesson]
SL.4.1.d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. [1 lesson]
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [1 lesson]
SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]
W.4.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [1 lesson]
W.4.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to
Spotted Dogs"B: "The Mystery of the Messy Room"
LexilesA: NPO: NPE: NPB: N
Access Complex Text (ACT)Reading/Writing Workshop: Prior Knowledge; Genre
Literature Anthology: Prior Knowledge; Genre; Connection of Ideas; Sentence Structure; Organization
the topic. [1 lesson] W.4.2.c Link ideas within categories of
information using words and phrases (e.g., another, for example, also, because). [1 lesson]
W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. [1 lesson]
W.4.2.e Provide a concluding statement or section related to the information or explanation presented. [1 lesson]
W.4.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations. [6 lessons]
W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. [6 lessons]
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. [1 lesson]
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]
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. [1 lesson]
Unit 2 Writing Products: Explanatory Essay; How-To
Writing Trait: Voice: Informal Voice
Grammar Skill: Singular and Plural Nouns
Grammar Mechanics:Commas in a Series
Write to Sources:Reading/Writing Workshop:The Ant and the GrasshopperLit. Anthology:Ranita, The Frog PrincessYour Turn Practice Bk:Grant and the Flower StemGoldilocks Returns
Write to Research:Write a List
Write About Reading: Write an Analysis (analyze dramatic text structure)
Research & InquiryWeekly: Animals and their CharacteristicsHandwriting – PracticeTechnology – Go Digital!
L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [5 lessons]
L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]
L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [12 lessons]
L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]
L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [1 lesson]
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 endangered when discussing animal preservation). [8 lessons]
RF.4.3.a 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. [8 lessons]
RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]
RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
Week 3Weekly Concept: Natural Connections
Essential Question: How are all living things connected?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingInteractive Read AloudTitle: "Return of the Wolves"Genre: Informational Text: Narrative NonfictionStrategy: Summarize
RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [2 lessons]
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. [3 lessons]
RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. [12 lessons]
RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. [1 lesson]
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. [7 lessons]
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. [4 lessons]
RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]
SL.4.1.d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. [1 lesson]
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [1 lesson]
Title: "Energy in the Ecosystem"Lexile: 790L
Leveled ReadersStrategy: SummarizeSkill: Main Idea and Key Details
Main SelectionsGenre: Narrative NonfictionTitles:A: Saving San Francisco BayO: Saving San Francisco BayE: Saving San Francisco BayB: Saving San Francisco Bay
Paired SelectionsGenre: Informational Text: ExpositoryTitles:A: "The Great Estuary Ecosystem"O: "The Great Estuary Ecosystem"E: "The Great Estuary Ecosystem"B: "The Great Estuary Ecosystem"
LexilesA: 690LO: 850LE: 820LB: 900L
W.4.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [1 lesson]
W.4.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [8 lessons]
W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [1 lesson]
W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. [1 lesson]
W.4.2.e Provide a concluding statement or section related to the information or explanation presented. [1 lesson]
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. [1 lesson]
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. [6 lessons]
Access Complex Text (ACT)Reading/Writing Workshop: Genre; Connection of IdeasLiterature Anthology: Genre; Organization; Specific Vocabulary; Connection of Ideas; Purpose
Unit 2 Writing Products: Explanatory Essay; How-To
Writing Trait: Ideas: Supporting Details
Grammar Skill: Irregular Plural Nouns
Grammar Mechanics: Correct Plural Forms
Write to Sources:Reading/Writing Workshop:Rescuing Our ReefsLit. Anthology:The Buffalo Are BackYour Turn Practice Bk:A Worm's WorkDad and I See Green Worms
Write to Research:Write Notes and Facts on a Foldable
Write About Reading: Write an Analysis (analyze text features)
Research & InquiryWeekly: Food Web
Handwriting – Practice Spelling Words
Technology – Go Digital!
L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]
L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]
L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [10 lessons]
L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]
L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [1 lesson]
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 endangered when discussing animal preservation). [6 lessons]
RF.4.3.a 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. [11 lessons]
RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]
RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and
Week 4Weekly Concept: Adaptations
Essential Question: What helps an animal survive?
Reading
Language- Phonics- Vocabulary- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingInteractive Read AloudTitle: "Adaptations at Work"Genre: Informational Text: ExpositoryStrategy: Summarize
Reading/Writing WorkshopComprehensionShort Text: "Animal Adaptations"Lexile: 850LGenre: Informational Text: ExpositoryStrategy: SummarizeSkill: Main Idea and Key DetailsText Features: Photographs and Captions; Headings
Literature AnthologyStrategy: SummarizeSkill: Main Idea and Key Details
Main SelectionGenre: Informational Text: ExpositoryTitle: SpidersLexile: 820L
Paired SelectionGenre: Trickster TaleTitle: "Anansi and the
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. [2 lessons]
RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. [13 lessons]
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. [1 lesson]
RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. [1 lesson]
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. [5 lessons]
RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]
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. [1 lesson]
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. [1 lesson]
SL.4.1 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,
Paired SelectionsGenre: Trickster TaleTitles:A: "Hare and the Water"O: "Hare and the Water"E: "Hare and the Water"B: "Hare and the Water"
LexilesA: 590LO: 830LE: 680LB: 890L
Access Complex Text (ACT)Reading/Writing Workshop: Prior Knowledge
Literature Anthology: Purpose; Specific Vocabulary; Genre; Connection of Ideas;
building on others’ ideas and expressing their own clearly. [4 lessons]
SL.4.1.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. [1 lesson]
SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]
SL.4.1.d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. [1 lesson]
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [1 lesson]
SL.CCR.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. [1 lesson]
W.4.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [1 lesson]
W.4.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [1 lesson]
W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [1 lesson]
W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. [7 lessons]
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
Phonics/Spelling Skill:Phonics/Spelling Skill: r-Controlled Vowels /är/ and /ôr/
Structural Analysis: Suffixes -ful and -less
Fluency Skill:Rate
others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. [1 lesson]
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]
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. [1 lesson]
W.4.9.b Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). [1 lesson]
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. [6 lessons]
WritingUnit 2 Writing Focus: Informative Text
Unit 2 Writing Products: Explanatory Essay; How-To
Writing Trait: Organization: Logical Order
Grammar Skill: Possessive Nouns
Grammar Mechanics: Apostrophes
Write to Sources:Reading/Writing Workshop:Animal AdaptationsLit. Anthology:SpidersYour Turn Practice Bk:The BirdsGiraffes' Adaptations
Write to Research:Write an Outline
Write About Reading: Write an Analysis (analyze main ideas and details)
Research & InquiryWeekly: Plant/Animal Adaptation
Handwriting – Practice Spelling words
Technology – Go Digital! L.4.2.d Spell grade-appropriate words
correctly, consulting references as needed. Week 5Weekly Concept: Animals
Reading Grade 4, Wonders, McGraw-Hill, 2014
Wonders Weekly Assessment
[6 lessons] L.4.3.a Choose words and phrases to
convey ideas precisely. [1 lesson] L.4.5.a Explain the meaning of simple
similes and metaphors (e.g., as pretty as a picture) in context. [12 lessons]
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 endangered when discussing animal preservation). [7 lessons]
RF.4.3.a 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. [17 lessons]
RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]
RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
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. [1 lesson]
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. [3 lessons]
RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. [1 lesson]
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.,
All Around
Essential Question: How are writers inspired by animals?
Reading
Language- Phonics- Vocabulary- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Interactive Read AloudTitle: Animal HaikuGenre: HaikuStrategy: Ask and Answer Questions
Reading/Writing WorkshopComprehensionShort Texts: "Dog," "The Eagle," "Chimpanzee," "Rat"Lexile: NPGenre: Lyric Poetry and HaikuSkill: Point of View Literary Elements: Meter and Rhyme
Literature AnthologySkill: Point of View
Main SelectionsGenre: Lyric Poetry and HaikuTitles: "The Sandpiper," "Bat," "The Grasshopper Springs," "Fireflies at Dusk"Lexile: NP
Paired SelectionsGenre: Lyric Poetry and HaikuTitles: "Fog", "White Cat Winter"Lexile: NPLeveled ReadersSkill: Point of View
a character’s thoughts, words, or actions). [4 lessons]
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. [4 lessons]
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. [9 lessons]
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. [5 lessons]
SL.4.1 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 lessons]
SL.4.1.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. [1 lesson]
SL.4.1.c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. [1 lesson]
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [1 lesson]
SL.4.3 Identify the reasons and evidence a
Titles:A: Putting on an ActO: The Big OneE: The Big OneB: Dolphin Cove
Paired SelectionsGenre: Poetry
Titles:A: HaikuO: HaikuE: HaikuB: Haiku
LexilesA: 620LO: 690LE: 530LB: 780L
Access Complex Text (ACT)Reading/Writing Workshop: Specific Vocabulary; OrganizationLiterature Anthology: Genre; Specific Vocabulary; Purpose
speaker provides to support particular points. [1 lesson]
SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. [1 lesson]
W.4.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [1 lesson]
W.4.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [1 lesson]
W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [1 lesson]
W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. [7 lessons]
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. [1 lesson]
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]
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. [6 lessons]
Vocabulary Strategy: Figurative Language: Similes and Metaphors
Phonics/Spelling Skill:
Phonics/Spelling Skill: Suffixes
Structural Analysis: Contractions
Fluency Skill:Expression and Phrasing
WritingUnit 2 Writing Focus: Informative Text
Unit 2 Writing Products: Explanatory Essay; How-ToWriting Trait: Word Choice: Precise Language
Grammar Skill: Combining SentencesGrammar Mechanics: Phrases and Interjections
Write to Sources:Reading/Writing Workshop:"Dog," "The Eagle," "Chimpanzee," "Rat"Lit. Anthology:The Sandpiper, Bat, The
Grasshopper Springs, Fireflies at DuskYour Turn Practice Bk:The Nautilus
Write to Research:Write a SummaryWrite About Reading: Write an Analysis (analyze poetic structure)
Research & InquiryWeekly: Animals particular to different regionsUnit Level:Research Skill: Reliable SourcesUnit Project: Self-select and develop from options for unit research projects.
Handwriting – Practice Spelling words
Technology – Go Digital! RF.4.4.a Read on-level text with purpose
and understanding. [1 lesson] RF.4.4.b Read on-level prose and poetry
orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
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. [1 lesson]
RI.4.10 By the end of year, read and
Week 6Review and Assess
Reading
Writing
Research and Inquiry
Technology
ReadingReader’s Theatre: Focus on Vocabulary
Fluency: Intonation, Phrasing, Accuracy
Level Up Accelerating Progress
WritingShare Your WritingPortfolio Choice
Research and InquiryBeginning ResearchUnit Projects
Grade 4, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
*Benchmark*Required Common Assessments: Wonders Unit 2 Assessment
comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [4 lessons]
RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]
SL.4.1.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. [1 lesson]
SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [1 lesson]
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. [2 lessons]
W.4.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [1 lesson]
W.4.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [1 lesson]
W.4.2.c Link ideas within categories of information using words and phrases (e.g.,
Presentation of Ideas
TechnologyReading DigitallyNotetakingSkimming and ScanningNavigating Links
another, for example, also, because). [1 lesson]
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. [2 lessons]
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]
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. [2 lessons]
Gloucester Township Public SchoolsEnglish Language Arts Grade 4 –Unit 3: That's the Spirit!
Time Frame: 6 WeeksDescription: The Big Idea: That's the Spirit!How can you show your community spirit? (Song: "My Country 'Tis of Thee")
Unit 3 Comprehension Skills and Strategies: visualize, point of view, reread. Vocabulary Strategies: context clues: definitions, restatements, synonyms, antonyms, Greek & Latin Suffixes., Greek Roots Writing: sentence fluency, voice, word choice, organization, narrative writing.
Unit Overview
Reading Strategies Reading Skills Writing Vocabulary Grammar/Mechanics Speaking/ListeningVisualize Point of View Sentence Fluency See Weekly Story for
VocabularyAction Verbs Fluency: Accuracy, Rate,
and ProsodyReread Author’s Point of View Word Choice Verb Tenses Publishing Celebrations
Ideas Main and Helping VerbsOrganization Linking Verbs
Voice Irregular Verbs
Standards Topics Activities Resources AssessmentL.4.1.d Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). [6 lessons]L.4.2.b Use commas and quotation marks to mark direct speech and quotations from a text. [5 lessons]L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [1 lesson]L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [2 lessons]L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. [9 lessons]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 endangered when discussing animal preservation). [8 lessons]RF.4.3.a 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. [10 lessons]RF.4.4.a Read on-level text with purpose and understanding. [3 lessons]RF.4.4.b Read on-level prose and poetry orally
Week 1: Friendship
Essential Question:.How can you make new friends feel welcome?
with accuracy, appropriate rate, and expression on successive readings. [1 lesson]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. [1 lesson]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. [3 lessons]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). [15 lessons]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. [5 lessons]RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]SL.4.1 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 lessons]SL.4.1.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. [1 lesson]SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and
Strategy: VisualizeSkill: Point of View
Main SelectionsGenre: FantasyTitles:A: A New Bear in the ForestO: Not from Around HereE: Not from Around HereB: Cara and the Sky Kingdom
Paired SelectionsGenre: Legend
Titles:A: "The Beckoning Cat"O: "Kintaro, Friend of the Animals"E: "Kintaro, Friend of the Animals"B: "Robin Hood's Great Friend"
LexilesA: 590LO: 650LE: 480LB: 780L
Access Complex Text (ACT)Reading/Writing Workshop: Connection of Ideas; GenreLiterature Anthology: Prior Knowledge; Connection of Ideas;
orally. [2 lessons]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]W.4.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. [7 lessons]W.4.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [1 lesson]W.4.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [1 lesson]W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [1 lesson]W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. [1 lesson]W.4.2.e Provide a concluding statement or section related to the information or explanation presented. [1 lesson]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. [1 lesson]W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]W.4.9.a Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). [1 lesson]
Additional Academic Vocabulary:primary source, secondary sourceVocabulary Strategy: Context Clues: Paragraph CluesPhonics/Spelling Skill: r-Controlled Vowels er, ir, and urStructural Analysis: Closed SyllablesWriting Trait: Sentence Fluency: Transitions
Grammar Skill: Action VerbsGrammar Mechanics: TitlesWrite to Sources:Reading/Writing Workshop:At the LibraryLit. Anthology:The Cricket in Times SquareYour Turn Practice Bk:The Oak Tree and the
Tiny BirdA Perfect Room
Write to Research:Write a DescriptionWrite About Reading: Write an Analysis (analyze point of view)
Research Weekly: Important places in your community
Unit 3 Writing Focus: Opinion WritingUnit 3 Writing
Products: Book Review; Opinion Essay
Handwriting – Practice Spelling words
Technology – Go Digital!
L.4.1.b Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. [6 lessons]L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.a Choose words and phrases to convey ideas precisely. [2 lessons]L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [19 lessons]L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]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 endangered when discussing animal preservation). [8 lessons]RF.4.3.a 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. [10 lessons]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]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. [1 lesson]RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. [1 lesson]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. [3 lessons]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). [8 lessons]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). [1 lesson]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. [8 lessons]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. [4 lessons]RL.4.10 By the end of the year, read and comprehend literature, including stories,
Handwriting
Technology
Strategy: VisualizeSkill: Point of View
Main SelectionGenre: Realistic FictionTitle: AguinaldoLexile: 650L
Paired SelectionGenre: Informational Text: ExpositoryTitle: "Partaking in Public Service"Lexile: 770LFluency Skill: Expression
Leveled ReadersStrategy: VisualizeSkill: Point of View
Main SelectionsGenre: Realistic FictionTitles:A: Playground BuddyO: Brick by BrickE: Brick by BrickB: Standing Guard
Paired SelectionsGenre: Informational Text: ExpositoryTitles: A: "Making a Difference"O: "A Big Heart"E: "A Big Heart"B: "The Great Big Birthday Bash"
LexilesA: 590LO: 690L
dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]SL.4.1 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 lessons]SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [2 lessons]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]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. [2 lessons]SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. [1 lesson]W.4.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. [1 lesson]W.4.1.d Provide a concluding statement or section related to the opinion presented. [1 lesson]W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. [7 lessons]W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1
E: 500LB: 760L
Access Complex Text (ACT)Reading/Writing Workshop: Specific Vocabulary, GenreLiterature Anthology Prior Knowledge; Sentence Structure; Genre; Connection of Ideas; Specific Vocabulary; Organization
Phonics/Spelling Skill: Phonics/Spelling Skill: Words with Silent LettersStructural Analysis: Open Syllables
Grammar Skill: Verb Tenses
Grammar Mechanics: Subject Verb Agreement
lesson]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. [1 lesson]W.4.9.a Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). [1 lesson]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. [6 lessons]
WritingWriting Trait: Word Choice: Strong WordsWrite to Sources:Reading/Writing Workshop:Remembering Hurricane KatrinaLit. Anthology:AguinaldoYour Turn Practice Bk:How Vera HelpedThe Bag Parade
Write to Research:Persuasive Writing
Write About Reading: Write an Analysis (analyze point of view)
Research & InquiryWeekly: Community Service Projects
Handwriting – Practice Spelling words
Technology – Go Digital!
L.4.1.c Use modal auxiliaries (e.g., can, may, must) to convey various conditions. [4 lessons]L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [2 lessons]L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.a Choose words and phrases to convey ideas precisely. [5 lessons]L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning
Week 3: Liberty and Justice
Essential Question:How can one person make a difference?
Reading
Language- Vocabulary- Phonics
ReadingInteractive Read AloudTitle: "Nelson Mandela: Working for Freedom"Genre: Informational Text: BiographyStrategy: Reread
of a word or phrase. [5 lessons]L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [2 lessons]L.4.4.c 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. [1 lesson]L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [11 lessons]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 endangered when discussing animal preservation). [8 lessons]RF.4.3.a 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. [6 lessons]RF.4.4.a Read on-level text with purpose and understanding. [1 lesson]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [2 lessons]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. [5 lessons]
- Grammar and Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Appalachia"Lexile: 830LGenre: Informational Text: BiographyStrategy: RereadSkill: Author's Point of ViewText Feature: Time line
Literature AnthologyStrategy: Reread
Skill: Author's Point of View
Main SelectionGenre: Informational Text: Biography
Title: Delivering Justice: W.W. Law and the Fight for Civil Rights
Title: "Keeping Freedom in the Family: Coming of Age in the Civil Rights Movement"
Lexile: 940L
Fluency Skill: Accuracy
Leveled ReadersStrategy: Skill: Author's Point of View
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. [2 lessons]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. [1 lesson]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. [1 lesson]RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. [13 lessons]RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. [5 lessons]SL.4.1 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 lessons]SL.4.1.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. [1 lesson]SL.4.1.c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [1 lesson]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]
Main SelectionsGenre: BiographyTitles:A: Jacob Riis: Champion of the PoorO: Jacob Riis: Champion of the PoorE: Jacob Riis: Champion of the PoorB: Jacob Riis: Champion of the Poor
Paired SelectionsGenre: Biography
Titles:A: "The Fight for Equality"O: "The Fight for Equality"E: "The Fight for Equality"B: "The Fight for Equality"
LexilesA: 610LO: 790LE: 650LB: 870L
Access Complex Text (ACT)Reading/Writing Workshop: Connection of Ideas; Specific Vocabulary
Literature Anthology: Prior Knowledge; Purpose; Connection of Ideas; Specific
W.4.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. [1 lesson]W.4.1.b Provide reasons that are supported by facts and details. [6 lessons]W.4.1.d Provide a concluding statement or section related to the opinion presented. [1 lesson]W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]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. [2 lessons]W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]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. [1 lesson]W.4.9.b Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). [1 lesson]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. [5 lessons]
Additional Academic Vocabulary:time line, evidenceVocabulary Strategy: Synonyms and Antonyms
Phonics/Spelling Skill: Soft c and g
Structural Analysis: Final e Syllables
Grammar Skill: Main and Helping Verbs
Grammar Mechanics: Punctuation in Contractions
WritingWriting Trait: Ideas: Relevant Evidence
Write to Sources:Reading/Writing Workshop:
Judy's AppalachiaLit. Anthology:Delivering Justice: W.W. Law and the Fight for Civil RightsYour Turn Practice Bk:A Child's Fight for RightsTalia Leman and Randomkid.org
Write to Research: Write a Timeline
Write About Reading: Write an Analysis (analyze author's point of view)
Research & InquiryWeekly: Person Who Has Made a Difference
Handwriting – Practice Spelling Words
Technology – Go Digital!
L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]L.4.3.c Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). [1 lesson]
L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [2 lessons]L.4.4.b Use common, grade-appropriate Greek
Week 4: Powerful Words
Essential Question:How can words lead to change?
Reading
Language- Phonics- Vocabulary- Grammar and
Mechanics
ReadingInteractive Read AloudTitle: "Bringing Words to the Deaf"
Genre: Informational Text: Biography
Strategy: Reread
Reading/Writing WorkshopComprehensionShort Text: "Words for Change"
and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [13 lessons]L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [1 lesson]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 endangered when discussing animal preservation). [8 lessons]RF.4.3.a 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. [10 lessons]RF.4.4.a Read on-level text with purpose and understanding. [1 lesson]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]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. [6 lessons] 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. [5 lessons]RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. [13 lessons]RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. [5 lessons]
Writing
Research and Inquiry
HandwritingTechnology
Lexile: 820LGenre: Informational Text: BiographyStrategy: RereadSkill: Author's Point of ViewText Features: Captions; Primary Sources
Literature AnthologyStrategy: RereadSkill: Author's Point of ViewMain SelectionGenre: Informational Text: BiographyTitle: Abe's Honest Words: The Life of Abraham LincolnLexile: 780LPaired SelectionGenre: Informational Text: SpeechTitle: "A New Birth of Freedom"Lexile: 1240LFluency Skill: Expression
Leveled ReadersStrategy: Reread
Skill: Author's Point of View
Main SelectionsGenre: Biography
Titles:A: Nellie Bly: Reporter for the UnderdogO: Nellie Bly: Reporter
RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [2 lessons]SL.4.1 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 lessons] SL.4.1.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. [4 lessons]SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [2 lessons]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]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. [1 lesson]W.4.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. [1 lesson]W.4.1.b Provide reasons that are supported by facts and details. [1 lesson] W.4.1.c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). [1 lesson]W.4.3.e Provide a conclusion that follows from
for the UnderdogE: Nellie Bly: Reporter for the UnderdogB: Nellie Bly: Reporter for the UnderdogPaired SelectionsGenre: Informational Text: Expository
Titles:A: "Around the World"O: "Around the World"E: "Around the World"B: "Around the World"
LexilesA: 680LO: 790LE: 730LB: 880L
Access Complex Text (ACT)Reading/Writing Workshop: Organization Purpose; Connection of IdeasLiterature Anthology: Prior Knowledge; Specific Vocabulary; Sentence Structure; Organization; Connection of Ideas; Purpose
the narrated experiences or events. [7 lessons]W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson] 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. [1 lesson]W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]W.4.9.b Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). [1 lesson]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. [6 lessons]
WritingWriting Trait: Organization: Strong ConclusionsWrite to Sources:Reading/Writing Workshop:Words for ChangeLit. Anthology:Abe's Honest Words: The Life of Abraham LincolnYour Turn Practice Bk:A True DeclarationEncouraging Change
Write to Research: Write a sample letter
Write About Reading: Write an Analysis (analyze author's use of reasons and evidence)
Research & InquiryWeekly: Characteristics of a Formal Letter
Unit Level:Research Skill: Beginning ResearchUnit Project: Self-select and develop from options for unit research projects
Handwriting – Practice Spelling words
Technology – Go Digital!
L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [14 lessons]L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]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 endangered when discussing animal preservation). [8 lessons]RF.4.3.a 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. [8 lessons]
Week 5: Feeding The World
Essential Question:In what ways can advances in science be helpful or harmful?
Reading
Language- Phonics- Vocabulary- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingRead AloudTitle: "All About Organic"Genre: Informational Text: Persuasive ArticleStrategy: Reread
Reading/Writing Workshop
ComprehensionShort Text: "Food Fight"Lexile: 870LGenre: Informational Text: Persuasive ArticleStrategy: RereadSkill: Author's Point of ViewText Feature: Maps
Literature AnthologyStrategy: RereadSkill: Author's Point of View
RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]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. [7 lessons]RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. [4 lessons]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. [1 lesson]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. [2 lessons]RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. [12 lessons]RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. [5 lessons]SL.4.1 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 lessons]SL.4.1.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. [1 lesson]SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1
Main SelectionGenre: Informational Text: PersuasiveTitle: A New Kind of CornLexile: 880L
Paired SelectionGenre: Informational Text: ProceduralTitle: "The Pick of the Patch"Lexile: 920L
Fluency Skill: Rate
Leveld ReadersSkill: Author's Point of View
Main SelectionsGenre: Persuasive Text
Titles:A: The Battle Against PestsO: The Battle Against PestsE: The Battle Against PestsB: The Battle Against Pests
Paired SelectionsGenre: Procedural TextTitles:A: "Making an Organic Garden"O: "Making an Organic Garden"E: "Making an Organic Garden"
lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [1 lesson]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]W.4.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. [1 lesson]W.4.1.b Provide reasons that are supported by facts and details. [1 lesson]W.4.1.c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). [1 lesson]W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. [7 lessons]W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]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. [1 lesson]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. [1 lesson]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. [6
B: "Making an Organic Garden"
LexilesA: 750LO: 880LE: 770LB: 910L
Access Complex Text (ACT)Reading/Writing Workshop: Genre; Connection of IdeasLiterature Anthology: Sentence Structure; Specific Vocabulary
WritingWriting Trait: Voice: Audience, PurposeWrite to Sources:Reading/Writing Workshop:Food for FightLit. Anthology:A New Kind of CornYour Turn Practice Bk:Is Nuclear Energy Safe?Should We Use a Virus to Stop Fire Ants?
Write to Research: Write a list
Write About Reading: Write an Analysis (reflect on text structure)
Research & InquiryWeekly: Innovation
Unit Level:Research Skill: Gathering InformationUnit Project: Self-select and develop from options for unit research projects.
Handwriting – Practice spelling words
Technology – Go Digital!
RF.4.4.a Read on-level text with purpose and understanding. [1 lesson]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]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. [1 lesson]RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [4 lessons]RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [1 lesson]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. [3 lessons]W.4.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to
Week 6Review and Assess
Reading
Writing
Research and Inquiry
Technology
ReadingReader’s Theatre: Focus on Vocabulary
Fluency: Accuracy, Rate, Prosody
Level Up Accelerating Progress
WritingShare Your WritingPortfolio ChoiceGenre Writing: Narrative
Research and InquiryGathering InformationUnit ProjectsPresentation of Ideas
support the writer’s purpose. [1 lesson]W.4.1.b Provide reasons that are supported by facts and details. [1 lesson]W.4.1.c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). [1 lesson]W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]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. [2 lessons]W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [2 lessons]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. [1 lesson
Gloucester Township Public SchoolsEnglish Language Arts Grade 4 –Unit 4: Fact or Fiction?
Time Frame: 6 WeeksDescription: The Big Idea: Fact or Fiction?How do different writers treat the same topic? (Nursery Rhyme: "Star Light, Star Bright")
Unit 4 Comprehension Skills and Strategies: visualize, point of view, reread. Vocabulary Strategies: context clues: definitions, restatements, synonyms, antonyms, Greek & Latin Suffixes., Greek Roots Writing: ideas, voice, word choice, organization, sentence fluency, narrative writing.
Cause and Effect Organization See weekly story for vocabulary words
Pronouns and Antecedents
Fluency: Intonation, Phrasing, Accuracy
Make Predictions Point of View Ideas Types of Pronouns Publishing CelebrationLiterary Elements: Stanzas and Repetition
Theme Word Choice Pronoun-Verb AgreementPossessive PronounsPronouns and Homophones
Standards Topics Activities Resources AssessmentL.4.1.a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). [5 lessons]L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [7 lessons]
Week 1: Our Government
Essential Question:.Why do we need government?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
ReadingInteractive Read AloudTitle: "Speaking Out Against Child Labor"Genre: Informational Text: Narrative NonfictionStrategy: Ask and AnswerQuestions
Reading/Writing Workshop.ComprehensionShort Text: "A World Without Rules"Lexile: 830LGenre: Informational Text: Narrative Nonfiction
L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [12 lessons]L.4.4.c 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. [1 lesson]L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [2 lessons]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 endangered when discussing animal preservation). [6 lessons]RF.4.3.a 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. [10
Handwriting
Technology
Strategy: Ask and Answer QuestionsSkill: Text Structure: Cause and EffectText Features: Boldface Words; Pronunciations
Literature AnthologyStrategy: Ask and Answer QuestionsSkill: Text Structure: Cause and EffectMain SelectionGenre: Informational Text: Narrative NonfictionTitle: See How They RunLexile: 870LPaired SelectionGenre: Informational Text: ExpositoryTitle: "The Birth of American Democracy"Lexile: 830L
Fluency Skill: Phrasing and RateLeveled ReadersSkill: Text Structure: Cause and EffectMain SelectionsGenre: Narrative Nonfiction
Titles:A: A Day in the SenateO: A Day in the SenateE: A Day in the SenateB: A Day in the Senate
lessons]RF.4.4.a Read on-level text with purpose and understanding. [3 lessons]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]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. [5 lessons]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. [2 lessons]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. [13 lessons]RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. [5 lessons]RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. [5 lessons]RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science,
Titles:A: "A New President Takes Office"O: "A New President Takes Office"E: "A New President Takes Office"B: "A New President Takes Office"LexilesA: 680LO: 820LE: 800LB: 890L
Access Complex Text (ACT)Reading/Writing Workshop: Connection of Ideas; PurposeLiterature Anthology: Prior Knowledge; Connection of Ideas; Sentence Structure; Specific Vocabulary; Purpose, Organization
and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]SL.4.1 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 lessons]SL.4.1.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. [1 lesson]SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [2 lessons]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]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
Phonics/Spelling Skill: - Inflectional Endings Structural Analysis: Vowel Team SyllablesWriting Trait: Organization: Strong ParagraphsGrammar Skill: Pronouns and AntecedentsGrammar Mechanics: Pronoun Capitalization and Clarity
Write to Sources:Reading/Writing Workshop:A World Without RulesLit. Anthology:See How They RunYour Turn Practice Bk:We the PeopleAn Interview with a State Representative
Write to Research:Write a Research Notes
Write About Reading: Write an Analysis (analyze a text structure)
Research Weekly: State ConstitutionUnit 4 Writing Focus: Narrative Text/PoetryUnit 4 Writing Products: Friendly Letter; Poetry
Handwriting – Practice Spelling words
Technology – Go Digital!
or themes; speak clearly at an understandable pace. [1 lesson]W.4.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [7 lessons]W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. [1 lesson]W.4.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations. [1 lesson]W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. [1 lesson]W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. [1 lesson]W.4.3.e Provide a conclusion that follows from the narrated experiences or events. [1 lesson]W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]
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. [1 lesson]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. [1 lesson]W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. [1 lesson]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. [6 lessons]
L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]L.4.4.a Use context (e.g., definitions, examples, or
Week 2: Leadership
Essential Question:Why do people run for public
office?
Reading
Language- Vocabulary
ReadingInteractive Read AloudTitle: "Elephant Versus Monkey"Genre: FantasyStrategy: Make, Confirm, or Revise Predictions
restatements in text) as a clue to the meaning of a word or phrase. [8 lessons]L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [2 lessons]L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs. [11 lessons]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 endangered when discussing animal preservation). [7 lessons]RF.4.3.a 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. [10 lessons]RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive
- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Short Text: "The Time Specs 3000"Lexile: 910LGenre: FantasyStrategy: Make, Confirm, or Revise PredictionsSkill: Point of View
Literature AnthologyStrategy: Make, Confirm, or Revise PredictionsSkill: Point of ViewMain SelectionGenre: FantasyTitle: LaRue for MayorLexile: 890LPaired SelectionGenre: Informational Text: ExpositoryTitles: "Bringing Government Home: Understanding State and Local Government"Lexile: 900LFluency Skill: Phrasing and Expression
Leveled ReadersStrategy: Make, Confirm, or Revise PredictionsSkill: Point of ViewMain SelectionsGenre: FantasyTitles:A: Floozle DreamsO: The Wolves of YellowstoneE: The Wolves of YellowstoneB: Krillville
Paired Selections
Share Network
readings. [1 lesson]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. [1 lesson]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. [9 lessons]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). [1 lesson]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. [13 lessons]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. [1 lesson]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
Genre: Informational Text: Expository
Titles:A: "The Job of a Governor"O: "Who Wants to Be Mayor?"E: "Who Wants to Be Mayor?"B: "Running a Town"
LexilesA: 670LO: 740LE: 610LB: 810L
Access Complex Text (ACT)Reading/Writing Workshop: Genre, Connection of IdeasLiterature Anthology: Purpose; Specific Vocabulary; Organization; Prior Knowledge; Sentence Structure; Connection of Ideas; Genre
different cultures. [5 lessons]RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]SL.4.1 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 lessons]SL.4.1.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. [1 lesson]SL.4.1.c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [2 lessons]SL.4.4 Report on a topic or text, tell a story, or recount an
Phonics/Spelling Skill: Inflectional Endings: Changing y to IStructural Analysis: r-Controlled Vowel Syllables
Grammar Skill: Types of PronounsGrammar Mechanics: Subject and Object Pronouns
WritingWriting Trait: Ideas: Develop CharacterWrite to Sources:Reading/Writing Workshop:The TimeSpecs 3000Lit. Anthology:LaRue for MayorYour Turn Practice Bk:The Sheep in the WildernessThe Aurora's First Mission
Write to Research:Draft a Plan
Write About Reading: Write an Analysis (analyze point of view)
Research & InquiryWeekly: Political Campaigns
Handwriting – Practice Spelling words
Technology – Go Digital!
experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. [1 lesson]SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. [1 lesson]W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. [1 lesson]W.4.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations. [8 lessons]W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. [1 lesson]W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. [1 lesson]W.4.3.e Provide a conclusion that follows from the narrated experiences or events. [1 lesson]W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed
by planning, revising, and editing. [1 lesson]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. [1 lesson]W.4.9.a Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). [1 lesson]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. [6 lessons]L.4.2.b Use commas and quotation marks to mark direct speech and quotations from a text. [5 lessons]L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.a Choose words and phrases to convey ideas
Week 3: Breakthroughs
Essential Question:How do inventions and technology affect your life?
precisely. [2 lessons]L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [7 lessons]L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [2 lessons]L.4.4.c 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. [1 lesson]L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [9 lessons]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 endangered when discussing animal preservation). [7 lessons]RF.4.3.a Use combined knowledge of all letter-sound
- Grammar and Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Lexile: 950LGenre: Historical FictionStrategy: Make, Confirm, or Revise PredictionsSkill: Point of View
Literature AnthologyStrategy: Make, Confirm, or Revise PredictionsSkill: Point of ViewMain SelectionGenre: Historical FictionTitle: The Moon Over StarLexile: 860L
Paired SelectionGenre: Informational Text: ExpositoryTitle: "3 … 2 … 1 We Have Spin-Off!"Lexile: 900LFluency Skill: Expression
Leveled ReadersStrategy: Make, Confirm, or Revise PredictionsSkill: Point of ViewMain SelectionsGenre: Historical FictionTitles:A: Ron's RadioO: The Freedom MachineE: The Freedom MachineB: A Better Way
correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. [10 lessons]RF.4.4.a Read on-level text with purpose and understanding. [3 lessons]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]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. [1 lesson]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. [1 lesson]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. [10 lessons]RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-
System"E: "The Interstate Highway System"B: "A History of Washing Technology"
LexilesA: 620LO: 690LE: 540LB: 790L
Access Complex Text (ACT)Reading/Writing Workshop: Specific Vocabulary, OrganizationLiterature Anthology: Genre; Sentence Structure; Specific Vocabulary; Prior Knowledge; Connection of Ideas; Purpose; Organization
Phonics/Spelling Skill: Words with /ü/, /ū/, and /ů/Structural Analysis:
person narrations. [13 lessons]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. [5 lessons]RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]SL.4.1 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 lessons]SL.4.1.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. [1 lesson]SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats,
Consonant + le Syllables
Grammar Skill: Pronoun- Verb AgreementGrammar Mechanics: Punctuation in Dialogue
WritingWriting Trait: Ideas: Develop Plot
Write to Sources:Reading/Writing WorkshopA Telephone Mix-UpLit. Anthology:The Moon Over StarYour Turn Practice Bk:Leonardo's Mechanical KnightStarting Work on the Brooklyn Bridge
Write to Research: Write a Description
Write About Reading: Write an Analysis (reflect on point of view)
Research & InquiryWeekly: Plastics and their Impact
Handwriting – Practice Spelling words
Test Preparation – www.standardssolutions.com /lessonplans/statelesson
including visually, quantitatively, and orally. [1 lesson]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]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. [1 lesson]W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. [8 lessons]W.4.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations. [7 lessons]W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. [1 lesson]W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. [1 lesson]W.4.3.e Provide a conclusion that follows from the narrated experiences or events. [1 lesson]W.4.5 With guidance and
support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [2 lessons]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. [1 lesson]W.4.9.a Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). [1 lesson]
L.4.1.g Correctly use frequently confused words (e.g., to, too, two; there, their). [5 lessons]L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or
Week 4: Wonders in the Sky
Essential Question:How can you explain what you see in the sky?
Reading
Language- Phonics- Vocabulary- Grammar and
MechanicsWriting
ReadingInteractive Read AloudTitle: "Pictures in the Sky"Genre: Informational Text: ExpositoryStrategy: Ask and Answer Questions
Reading/Writing WorkshopComprehensionShort Text: "Wonders of the Night Sky"Lexile: 880LGenre: Informational Text: ExpositoryStrategy: Ask and Answer
phrase. [17 lessons]L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [4 lessons]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 endangered when discussing animal preservation). [7 lessons]RF.4.3.a 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. [8 lessons]RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [2 lessons]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. [7
Research and Inquiry
Handwriting
Technology
QuestionsSkill: Text Structure: Cause and EffectText Features: Diagrams; Boldface Words; Pronunciations
Literature AnthologyStrategy: Ask and Answer QuestionsSkill: Text Structure: Cause and EffectMain SelectionGenre: Informational Text: ExpositoryTitle: Why Does the Moon Change Shape?Lexile: 900L
Paired SelectionGenre: MythsTitles: “Why the Sun Travels Across the Sky” (Helios); “Why There Is Thunder and Lightning” (Thor)Lexile: 910L
Fluency Skill: Accuracy
Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Text Structure: Cause and EffectMain SelectionsGenre: Informational Text: ExpositoryTitles:A: StargazingO: StargazingE: StargazingB: Stargazing
lessons]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. [2 lessons]RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. [1 lesson]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. [13 lessons]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. [1 lesson]RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. [5 lessons]RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity
Paired SelectionsGenre: MythTitles:A: "Orion the Hunter"O: "Orion the Hunter"E: "Orion the Hunter"B: "Orion the Hunter"
LexilesA: 650LO: 450LE: 360LB: 860L
Access Complex Text (ACT)Reading/Writing Workshop: Connection of Ideas; Organization
Literature Anthology: Genre; Organization; Specific Vocabulary; Connection of Ideas; Prior Knowledge
band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]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. [1 lesson]SL.4.1 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 lessons]SL.4.1.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. [1 lesson]SL.4.1.c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [2 lessons]SL.4.3 Identify the reasons and evidence a speaker
Structural Analysis: Greek and Latin Roots
Grammar Skill: Possessive PronounsGrammar Mechanics: Possessive Nouns and Pronouns
WritingWriting Trait: Word Choice; Figurative LanguageWrite to Sources:Reading/Writing Workshop:Wonders of the Night SkyLit. Anthology:Why Does the Moon Change Shape?Your Turn Practice Bk:Stars: Lights in the Night SkyHow Rainbows Work
Write to Research: Write a plan
Write About Reading: Write an Analysis (analyze themes, topics, events)
Research & InquiryWeekly: Eclipses
Handwriting – Practice Spelling words
Technology – Go Digital!
provides to support particular points. [1 lesson]SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. [1 lesson]W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. [8 lessons]W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. [1 lesson]W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]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. [1 lesson]W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]
L.4.1.g Correctly use frequently confused words (e.g., to, too, two; there, their). [9 lessons]L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [7 lessons]L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [1 lesson]L.4.4.c 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. [2 lessons]L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. [1 lesson]L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs.
Week 5: Achievements
Essential Question:How do writers look at success in different ways?
[1 lesson]L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [1 lesson]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 endangered when discussing animal preservation). [7 lessons]RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words. [1 lesson]RF.4.3.a 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. [6 lessons]RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
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. [1 lesson]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. [3 lessons]RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. [13 lessons]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). [1 lesson]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. [3 lessons]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.,
and Homophones
Grammar Mechanics: Contractions and Possessives
WritingWriting Trait: Word Choice: Sensory LanguageWrite to Sources:Reading/Writing Workshop:"Sing to Me," "The Climb"Lit. Anthology:Swimming to the Rock, The Moondust FootprintYour Turn Practice Bk:The Principal's Office
Write to Research: Write an analysis
Write About Reading: Write an Analysis analyze poetic structure)
Research & InquiryWeekly: Weekly: Poets and their Use of Language
Unit Level:Research Skill: Relevant Facts
Unit Project: Self-select and develop from options for unit research projects.
Handwriting – Practice Spelling words
Technology – Go Digital!
the quest) in stories, myths, and traditional literature from different cultures. [5 lessons]SL.4.1 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 lessons]SL.4.1.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. [1 lesson]SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [1 lesson]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. [8 lessons]W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience. [1 lesson]W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]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. [1 lesson]RF.4.4.a Read on-level text with purpose and understanding. [1 lesson]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]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
Week 6Review and Assess
Reading
Writing
Research and Inquiry
Technology
ReadingReader’s Theatre: Focus on Vocabulary
Fluency: Intonation, Phrasing, Accuracy
Level Up Accelerating Progress
WritingShare Your WritingPortfolio ChoiceGenre Writing: Narrative Poetry
Research and InquiryRelevant FactsUnit ProjectsPresentation of Ideas
which it appears. [1 lesson]RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [4 lessons]RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [1 lesson]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. [3 lessons]W.4.3.d Use concrete words and phrases and sensory details to convey experiences
NotetakingSkimming and ScanningNavigating Links
and events precisely. [1 lesson]W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. [1 lesson]W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]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. [2 lessons]W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [2 lessons]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. [1 lesson]
Gloucester Township Public SchoolsEnglish Language Arts Grade 4 –Unit 5: Figure It Out
Time Frame: 6 Weeks
Description: Figure It Out What helps you understand the world around you? (Myth: "Persephone")Unit 5 focuses on vocabulary, comprehension, phonics, and fluency. Students practice narratives: autobiographical sketch and personal narratives.
Unit OverviewReading Strategies Reading Skills Writing Vocabulary Grammar/Mechanics Speaking/Listening
Visualize Problem and Solution Organization See weekly story for vocabulary words
Summarize Cause and Effect Sentence Fluency Articles Publishing CelebrationsSequence Voice Adjectives that Compare
Comparing with More and MostComparing with Good and Bad
Standards Topics Activities Resources Assessment L.4.1.d Order adjectives within sentences
according to conventional patterns (e.g., a small red bag rather than a red small bag). [6 lessons]
L.4.2.b Use commas and quotation marks to mark direct speech and quotations from a text. [5 lessons]
L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]
L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]
L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [1 lesson]
L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [2 lessons]
L.4.5.a Explain the meaning of simple similes
Week 1Weekly Concept: Making
It Happen
Essential Question: In what ways do people show they
care about each other?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
ReadingInteractive Read AloudTitle: A Special Birthday HugGenre: Realistic FictionStrategy: Visualize
Reading/Writing WorkshopComprehensionShort Text: Sadie's GameLexile: 850LGenre: Realistic FictionStrategy: VisualizeSkill: Character, Setting, Plot: Problem and Solution
Literature AnthologyStrategy: VisualizeSkill: Character, Setting,
and metaphors (e.g., as pretty as a picture) in context. [9 lessons]
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 endangered when discussing animal preservation). [8 lessons]
RF.4.3.a 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. [10 lessons]
RF.4.4.a Read on-level text with purpose and understanding. [3 lessons]
RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
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. [1 lesson]
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. [3 lessons]
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). [15 lessons]
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. [5 lessons]
RL.4.10 By the end of the year, read and
Handwriting
Technology
Plot: Problem and Solution
Main SelectionGenre: Realistic FictionTitle: Mama, I'll Give You the WorldLexile: 970L
Leveled ReadersStrategy: VisualizeSkill: Character, Setting, Plot: Problem and Solution
Main SelectionsGenre: Realistic FictionA: Saving Stolen TreasureO: The Perfect PresentE: The Perfect PresentB: First Edition
Paired SelectionsGenre: Realistic FictionA: Miguel's Amazing Shyness CureO: Fly Me to the MoonE: Fly Me to the MoonB: Magnolia Leaves
Lexiles:A: 560LO: 690LE: 560LB: 750L
Access Complex Text (ACT)Reading/Writing Workshop: Connection of Ideas; Specific VocabularyLiterature Anthology: Prior Knowledge; Sentence
comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]
SL.4.1 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 lessons]
SL.4.1.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. [1 lesson]
SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [2 lessons]
SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]
W.4.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. [7 lessons]
W.4.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [1 lesson]
W.4.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [1 lesson]
W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [1 lesson]
Structure; Connection of Ideas; Organization; Specific Vocabulary
W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. [1 lesson]
W.4.2.e Provide a concluding statement or section related to the information or explanation presented. [1 lesson]
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. [1 lesson]
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]
W.4.9.a Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). [1 lesson]
Write to Sources:Reading/Writing Workshop:Sadie's GameLit. Anthology:Mama, I'll Give You the WorldYour Turn Practice Bk:The Stray Dog,A Change of Heart
Write to Research:Persuasive Writing
Write About Reading: Write an Analysis (analyze character, setting, plot)
meaning of a word or phrase. [15 lessons] L.4.4.b Use common, grade-appropriate
Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [1 lesson]
L.4.4.c 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. [1 lesson]
L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]
L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. [1 lesson]
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 endangered when discussing animal preservation). [8 lessons]
RF.4.3.a 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. [11 lessons]
RF.4.4.a Read on-level text with purpose and understanding. [3 lessons]
RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
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. [1 lesson]
RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines,
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Reading/Writing WorkshopComprehensionShort Text: My Big Brother, Johnny KawLexile: 850LGenre: Tall TaleStrategy: VisualizeSkill: Character, Setting, Plot: Cause and Effect
Literature AnthologyStrategy: VisualizeSkill: Character, Setting, Plot: Cause and Effect
Main SelectionTitle: Apples to OregonGenre: Tall TaleLexile: 840L
Paired SelectionTitle: Westward Bound: Settling the American WestGenre: InformationalText: ExpositoryLexile: 830L
Leveled ReadersStrategy: VisualizeSkill: Character, Setting, Plot: Cause and EffectMain SelectionsGenre: Tall TaleA: The Adventures of Sal FinkO: The Great Man of NebraskaE: The Great Man of NebraskaB: The Tale of John Henry
animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [1 lesson]
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. [2 lessons]
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). [14 lessons]
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. [5 lessons]
RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]
SL.4.1 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 lessons]
SL.4.1.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. [1 lesson]
SL.4.1.c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. [1 lesson]
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually,
Paired SelectionsGenre: Informational Text: ExpositoryA: Traveling on the MississippiO: Westward HoE: Westward HoB: The Transcontinental Railroad
Lexiles:A:650LO:730LE:650LB:800L
Access Complex Text (ACT)
Reading/Writing Workshop: Connection of Ideas; GenreLiterature Anthology: Genre; Purpose; Specific Vocabulary; Connection of Ideas; Prior Knowledge
quantitatively, and orally. [1 lesson] SL.4.3 Identify the reasons and evidence a
speaker provides to support particular points. [1 lesson]
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. [1 lesson]
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. [1 lesson]
W.4.1.c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). [6 lessons]
W.4.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [1 lesson]
W.4.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [1 lesson]
W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [1 lesson]
W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. [1 lesson]
W.4.2.e Provide a concluding statement or section related to the information or explanation presented. [1 lesson]
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
Vocabulary Strategy: Homographs
Phonics/Spelling Skill: Open SyllablesStructural Analysis: Irregular Plurals
Grammar Skill: ArticlesGrammar Mechanics: Articles and Demonstrative Adjectives
Write to Sources:Reading/Writing Workshop: My Big Brother, Johnny KawLit. Anthology: Apples to OregonYour Turn Practice Bk: Working on the WeatherThe Mighty John HenryWrite to Research:Write a List
Write About Reading: Write an Analysis (reflect on character, setting, plot)
ResearchWeekly: Oregon Trail
keyboarding skills to type a minimum of one page in a single sitting. [1 lesson]
W.4.9.a Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). [1 lesson]
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. [1 lesson]
Handwriting – Practice Spelling words
Technology – Go Digital!
L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]
L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]
L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [4 lessons]
L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [14 lessons]
L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]
L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs. [1 lesson]
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 endangered when discussing animal preservation). [7 lessons]
RF.4.3.a Use combined knowledge of all
Week 3: Inventions
Essential Question:How can inventions solve problems?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and InquiryHandwriting
Technology
ReadingInteractive Read AloudTitle: George Washington Carver: Scientist and InventorGenre: Informational Text: BiographyStrategy: Summarize
Reading/Writing WorkshopComprehensionShort Text: Stephanie Kwolek: InventorLexile: 830LGenre: Informational Text: BiographyStrategy: SummarizeSkill: Text Structure: Problem and SolutionText Features:Time Lines: Photographs and Captions
Literature AnthologyStrategy: SummarizeSkill: Text Structure:
letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. [9 lessons]
RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]
RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [2 lessons]
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. [3 lessons]
RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. [6 lessons]
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. [1 lesson]
RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. [1 lesson]
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. [11 lessons]
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. [2 lessons]
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. [5 lessons]
RI.4.10 By the end of year, read and comprehend informational texts, including
Problem and Solution
Main SelectionTitle: How Ben Franklin Stole the LightningGenre: InformationalLexile: 970L
Paired SelectionTitle: Energy is EverywhereGenre: InformationalLexile: 890L
Leveled ReadersStrategy: SummarizeSkill: Text Structure: Problem and SolutionMain SelectionsGenre: BiographyA: The Inventive Lewis LatimerO: The Inventive Lewis LatimerE: The Inventive Lewis LatimerB: The Inventive Lewis Latimer
Paired SelectionsGenre: Informational Text: Expository:A: The Nature of LightO: The Nature of LightE: The Nature of LightB: The Nature of Light
Lexiles:A:630LO: 800LE:710LB:900L
history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]
SL.4.1 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. [3 lessons]
SL.4.1.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. [1 lesson]
SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [2 lessons]
SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]
W.4.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [1 lesson]
W.4.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [1 lesson]
W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [8 lessons]
W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. [1 lesson]
W.4.2.e Provide a concluding statement or
Access Complex Text (ACT)Reading/Writing Workshop: Specific Vocabulary; Organization
Literature Anthology: Genre; Sentence Structure; organization; Specific Vocabulary; Connection of Ideas; Prior Knowledge
section related to the information or explanation presented. [1 lesson]
W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]
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. [2 lessons]
W.4.9.b Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). [1 lesson]
Grammar Skill: Adjectives That CompareGrammar Mechanics: Punctuation in Letters
Write to Sources:Reading/Writing Workshop: Stephanie Kwolek: InventorLit. Anthology: How Ben Franklin Stole the LightningYour Turn Practice Bk: Breaking the SilenceThomas Edison
Write to Research: Write a Report
Write About Reading: Write an Analysis (analyze use of time line)
Research & InquiryWeekly: Inventors
Handwriting – Practice Spelling words
Technology – Go Digital!
L.4.1.g Correctly use frequently confused words (e.g., to, too, two; there, their). [3 lessons]
L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [10 lessons]
L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]
L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the
Week 4: Zoom In
Essential Question:What can you discover when you look closely at something?
Reading
Language
ReadingInteractive Read AloudTitle: Stick Like a GeckoGenre: Informational Text: ExpositoryStrategy: Summarize
meaning of a word or phrase. [6 lessons] L.4.4.b Use common, grade-appropriate
Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [2 lessons]
L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]
L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [8 lessons]
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 endangered when discussing animal preservation). [7 lessons]
RF.4.3.a 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. [8 lessons]
RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]
RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
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. [2 lessons]
RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. [6 lessons]
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. [7 lessons]
- Phonics- Vocabulary- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Short Text: Your World Up CloseLexile: 860LGenre: Informational Text: ExpositoryStrategy: SummarizeSkill: Text Structure: SequenceText Features: Photographs and Captions
Literature AnthologyStrategy: SummarizeSkill: Text Structure: Sequence
Main SelectionGenre: InformationalTitle: A Drop of WaterLexile: 870L
Paired SelectionGenre: FantasyTitle: The Incredible Shrinking PotionLexile: 980L
Leveled ReadersStrategy: SummarizeSkill: Text Structure: Sequence
Main SelectionsGenre: Informational Text: ExpositoryA: Secrets of the IceO: Secrets of the IceE: Secrets of the IceB: Secrets of the Ice
Paired SelectionsGenre: Fantasy
Share Network
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. [8 lessons]
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. [2 lessons]
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. [5 lessons]
RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]
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. [1 lesson]
SL.4.1 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 lessons]
SL.4.1.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. [1 lesson]
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [1 lesson]
SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.
displays to presentations when appropriate to enhance the development of main ideas or themes. [1 lesson]
W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [1 lesson]
W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. [7 lessons]
W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]
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. [1 lesson]
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]
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. [1 lesson]
W.4.9.b Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). [1 lesson]
Write to Sources: Reading/Writing Workshop: Your World Up CloseLit. Anthology: A Drop of WaterYour Turn Practice Bk: At Your Fingertips Scott Aldrich’s Micro ArtWrite to Research: Write a SummaryWrite About Reading: Write an Analysis (analyze use of sequence)
Research & InquiryWeekly: Hubble Space Telescope
Handwriting – Practice Spelling words
Technology – Go Digital! L.4.2.c Use a comma before a coordinating
conjunction in a compound sentence. [5 lessons]
L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]
L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]
L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [4 lessons]
L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [5 lessons]
L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]
L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs. [10 lessons]
L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [1 lesson]
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 endangered when discussing animal preservation). [7 lessons]
RF.4.3.a 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. [8 lessons]
RF.4.4.a Read on-level text with purpose and
Week 5: Digging Up the Past
Essential Question:How can learning about the past help you understand the future?
Reading
Language- Phonics- Vocabulary- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingInteractive Read AloudTitle: Pictures From Long AgoGenre: Informational TextStrategy: Summarize
Reading/Writing WorkshopComprehensionShort Text: Where It All BeganLexile: 930LGenre: Informational Text: Informational ArticleStrategy: SummarizeSkill: Text Structure: SequenceText Features:Sidebar; Map
understanding. [2 lessons] RF.4.4.b Read on-level prose and poetry
orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
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. [4 lessons]
RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. [5 lessons]
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. [12 lessons]
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. [2 lessons]
RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. [1 lesson]
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. [4 lessons]
SL.4.1 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 lessons]
SL.4.1.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. [2 lessons]
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse
Skill: Text Structure: SequenceMain SelectionsGenre: Informational TextA: History DetectivesO: History DetectivesE: History Detectives?B: History Detectives?
Paired SelectionsGenre: Informational TextTitles:A: Uncovering the PastO: Uncovering the PastE: Uncovering the PastB: Uncovering the Past
Lexiles:A: 690LO: 740LE: 810LB: 880L
Access Complex Text (ACT)Reading/Writing Workshop: Sentence Structure
Literature Anthology: Prior Knowledge; Purpose; Specific Vocabulary
media and formats, including visually, quantitatively, and orally. [1 lesson]
SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]
SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. [2 lessons]
W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [1 lesson]
W.4.2.e Provide a concluding statement or section related to the information or explanation presented. [7 lessons]
W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]
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. [1 lesson]
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [2 lessons]
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. [1 lesson]
Grammar Skill: Comparing With Good and BadGrammar Mechanics: Combining SentencesWrite to Sources:Reading/Writing Workshop: Where It All BeganLit. Anthology: Rediscovering Our Spanish BeginningsYour Turn Practice Bk: Eastern Influence: A Visit to the Past
Write to Research: Write a DescriptionWrite About Reading: Write an Analysis (reflect on author’s support)
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. [1 lesson]
RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [4 lessons]
RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]
SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [1 lesson]
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. [3 lessons]
W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [1 lesson]
W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]
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;
TechnologyResearch and InquiryCiting SourcesConducting the ResearchChoose a Project: Television commercial, write a blog, create an encyclopedia entry, present a slideshow, conduct an interview
WritingShare Your WritingInformative/Explanatory - Newspaper Article WritingPortfolio Choice
TechnologyReading DigitallyClose Reading Online: Take Notes, Access Interactive Elements, Navigate Links to Information
Gloucester Township Share Network
Assessment
Published Genre Pieces
demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. [2 lessons]
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [2 lessons]
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. [2 lessons]
Gloucester Township Public SchoolsEnglish Language Arts Grade 4 –Unit 6: Past, Present, and Future
Time Frame: 6 Weeks
Description: Past, Present, and Future How can you build on what came before? (Chinese Proverb) Unit 6 focuses on vocabulary, comprehension, phonics, and fluency. Students practice opinion writing and research reports.
Unit OverviewReading Strategies Reading Skills Writing Vocabulary Grammar/Mechanics Speaking/Listening
Reread Theme Word Choice See weekly story for vocabulary words
Adverbs Fluency: Accuracy, Rate, and Prosody
Ask and Answer Questions
Main Idea and Key Details
Organization Comparing with Adverbs Publishing Celebrations
L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [5 lessons]
L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [1 lesson]
L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]
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 endangered when discussing animal preservation). [8 lessons]
RF.4.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and
Week 1Weekly Concept: Old and
New
Essential Question: How do traditions connect people?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingInteractive Read AloudTitle: Reading the SkyGenre: Historical FictionStrategy: Reread
affixes) to read accurately unfamiliar multisyllabic words in context and out of context. [12 lessons]
RF.4.4.a Read on-level text with purpose and understanding. [3 lessons]
RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
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. [1 lesson]
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. [1 lesson]
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. [8 lessons]
RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. [14 lessons]
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). [1 lesson]
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. [5 lessons]
ExpositoryTitle: Native Americans: Yesterday and TodayLexile: 900L
Leveled Readers
Strategy: RereadSkill: Theme
Main Selections:Genre: Historical FictionA: The VisitO: Our Teacher, the HeroE: Our Teacher, the HeroB: Continuing On
Paired SelectionsGenre: Informational Text: ExpositoryA: Native American Boarding SchoolsO: The Life of Sarah WinnemuccaE: The Life of Sarah WinnemuccaB: Behind the Trail of TearsLexiles:A: 620LO: 700LE: 600LB: 790LAccess Complex Text (ACT)Reading/Writing Workshop: Prior Knowledge: Connection of IdeasLiterature Anthology: Prior Knowledge; Specific Vocabulary; Connection of Ideas; Sentence Structure;
RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]
SL.4.1 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 lessons]
SL.4.1.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. [1 lesson]
SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [1 lesson]
SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]
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. [1 lesson]
SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. [1 lesson]
W.4.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations. [6 lessons]
Grammar Mechanics: Good vs. WellWrite to Sources:Reading/Writing Workshop:A Surprise ReunionLit. Anthology:The Game of SilenceYour Turn Practice Bk:The Generation BeltA Roman Tradition
Write to Research:
sensory details to convey experiences and events precisely. [1 lesson]
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]
Write a Report
Write About Reading: Write an Analysis (analyze theme)
ResearchWeekly: Traditional Festivals
Handwriting – Practice Spelling words
Technology – Go Digital! L.4.2.a Use correct capitalization. [5 lessons] L.4.2.b Use commas and quotation marks to
mark direct speech and quotations from a text. [5 lessons]
L.4.2.c Use a comma before a coordinating conjunction in a compound sentence. [5 lessons]
L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]
L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]
L.4.3.b Choose punctuation for effect. [1 lesson]
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. [1 lesson]
L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [15 lessons]
L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [1 lesson]
L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]
Week 2: Notes From The Past
Essential Question:Why is it important to keep a record of the past?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
HandwritingTechnology
ReadingRead AloudTitle: Waiting for Battle OrdersGenre: Historical FictionStrategy: Reread
Reading/Writing Workshop ComprehensionShort Text: Freedom at Fort MoseLexile: 1000LGenre: Historical FictionStrategy: RereadSkill: Theme
Literature AnthologyStrategy: RereadSkill: Theme
Main SelectionGenre: Historical FictionTitle: Valley of the MoonLexile: 800L
Paired SelectionGenre: Informational Text: ExpositoryTitle: One Nation, Many
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 endangered when discussing animal preservation). [8 lessons]
RF.4.3.a 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. [11 lessons]
RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]
RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
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. [1 lesson]
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. [1 lesson]
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. [1 lesson]
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. [7 lessons]
RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize
CulturesLexile: 1050L
Leveled ReadersStrategy: RereadSkill: ThemeMain SelectionsGenre: Historical FictionA: Mabuhay!O: Nonna’s RecipesE: Nonna’s RecipesB: Song and Dance
Paired SelectionsGenre: Informational Text: ExpositoryA: The PensionadosO: Little ItalyE: Little ItalyB: In Search of a Better Life
Lexiles:A: 580LO: 740LE: 510LB: 800L
Access Complex Text (ACT)Reading/Writing Workshop: Genre; Connection of IdeasLiterature Anthology: Purpose; Organization; Sentence Structure; Connection of Ideas; Prior Knowledge; Specific Vocabulary; Genre
LanguageVocabularyVocabulary Words: depicts,
the text. [14 lessons] 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). [2 lessons]
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. [4 lessons]
RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [2 lessons]
SL.4.1 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 lessons]
SL.4.1.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. [1 lesson]
SL.4.1.c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. [1 lesson]
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [1 lesson]
W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [6 lessons]
PhonicsPhonics/Spelling Skill: HomophonesStructural Analysis: Latin Suffixes
FluencyFluency Skill: Intonation
WritingWriting Trait: Organization: Sequence
Grammar Skill: Comparing with AdverbsGrammar Mechanics: Review Punctuation and Capitalization
Write to Sources:Reading/Writing Workshop: Freedom at Fort MostLit. Anthology: Valley of the MoonYour Turn Practice Bk: The Last Diary of Princess ItetAugust 23, 1886: Arrival in America
Write to Research:Write a Description
Write About Reading: Write an Analysis (reflect on
and phrases to manage the sequence of events. [7 lessons]
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]
theme)
ResearchWeekly: Immigration in the 19th Century
Handwriting – Practice Spelling words
Technology – Go Digital! L.4.1.e Form and use prepositional phrases.
[1 lesson] L.4.2.d Spell grade-appropriate words
correctly, consulting references as needed. [6 lessons]
L.4.3.b Choose punctuation for effect. [1 lesson]
L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [5 lessons]
L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [11 lessons]
L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]
L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs. [1 lesson]
L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [1 lesson]
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,
Week 3: Resources
Essential Question:How have our energy resources changed over the years?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingInteractive Read AloudTitle: Light Through the AgesGenre: Informational Text: Narrative NonfictionStrategy: Ask and Answer questions
Reading/Writing WorkshopComprehensionShort Text: The Great Energy DebateLexile: 910LGenre: Informational Text: Narrative NonfictionStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsText Features:Sidebars
Literature AnthologyStrategy: Ask and Answer QuestionsSkill: Main Idea and Key Details
Main SelectionTitle: How Ben Franklin Stole the Lightning
stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [7 lessons]
RF.4.3.a 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. [7 lessons]
RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]
RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
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. [2 lessons]
RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. [14 lessons]
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. [2 lessons]
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. [1 lesson]
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. [5 lessons]
RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical
Paired SelectionGenre: MythsTitle: The Gift of Fire (Prometheus): Water vs. Wisdom (Poseidon and Athena)Lexile: 910L
Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Main Idea and Key Details
Main SelectionsGenre: Narrative NonfictionA: Planet PowerO: Planet PowerE: Planet PowerB: Planet Power
Paired SelectionsGenre: MythA: Helios and PhaetonO: Helios and PhaetonE: Helios and PhaetonB: Helios and Phaeton
Lexiles::A: 700LO: 850LE: 770LB: 920L
Access Complex Text (ACT)Reading/Writing
texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]
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. [1 lesson]
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). [3 lessons]
SL.4.1 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 lessons]
SL.4.1.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. [1 lesson]
SL.4.1.c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. [1 lesson]
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [1 lesson]
SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]
W.4.1.c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). [7 lessons]
Workshop: Organization; Genre
Literature Anthology: Genre; Prior Knowledge; Connection of Ideas; Sentence Structure; Specific Vocabulary; Purpose
The Energy DebateLit. Anthology: Energy IslandYour Turn Practice Bk: Energy from the SeaCooling Our Homes
Write to Research: Compare and Contrast
Write About Reading: Write an Analysis (main idea and key details)
Research & InquiryWeekly: Energy Sources
Handwriting – Practice Spelling wordsTechnology – Go Digital!
L.4.1.e Form and use prepositional phrases. [6 lessons]
L.4.2.b Use commas and quotation marks to mark direct speech and quotations from a text. [5 lessons]
L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]
L.4.3.b Choose punctuation for effect. [1 lesson]
L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [5 lessons]
L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [2 lessons]
L.4.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise
Week 4: Money Matters
Essential Question:What has been the role of
money over time?
Reading
Language- Phonics- Vocabulary- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingInteractive Read AloudTitle: All About MoneyGenre: Informational Text: ExpositoryStrategy: Ask and Answer Questions
Reading/Writing WorkshopComprehensionShort Text: The History of MoneyLexile: 900LGenre: Informational Text: ExpositoryStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsText Features: Headings; Glossary
L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]
L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs. [10 lessons]
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 endangered when discussing animal preservation). [8 lessons]
RF.4.3.a 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. [10 lessons]
RF.4.4.a Read on-level text with purpose and understanding. [3 lessons]
RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [2 lessons]
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. [2 lessons]
RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. [15 lessons]
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. [5 lessons]
RI.4.9 Integrate information from two texts
Literature AnthologyStrategy: Ask and Answer QuestionsSkill: Main Idea and Key Details
Main SelectionGenre: Informational Text: ExpositoryTitle: The Big Picture of EconomicsLexile: 970L
Paired SelectionGenre: Fiction: FolktaleTitle: The Miller’s Good LuckLexile: 830L
Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsMain SelectionsGenre: Informational Text: ExpositoryA: The Bike CompanyO: The Bike CompanyE: The Bike CompanyB: The Bike Company
Paired SelectionsGenre: FolktaleA: The Shirt of HappinessO: The Shirt of HappinessE: The Shirt of HappinessB: The Shirt of HappinessLexiles:A: 600LO: 790L
on the same topic in order to write or speak about the subject knowledgeably. [5 lessons]
RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]
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. [1 lesson]
RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. [1 lesson]
SL.4.1 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 lessons]
SL.4.1.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. [1 lesson]
SL.4.1.c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. [1 lesson]
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [1 lesson]
SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]
SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and
E: 710LB: 860L
Access Complex Text (ACT)Reading/Writing Workshop: Prior Knowledge
Literature Anthology: Genre; Specific Vocabulary; Purpose; Connection of Ideas
relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. [1 lesson]
SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. [1 lesson]
W.4.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. [1 lesson]
W.4.1.b Provide reasons that are supported by facts and details. [1 lesson]
W.4.1.c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). [1 lesson]
W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. [7 lessons]
W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]
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. [1 lesson]
Grammar Mechanics: Review Using Quotations
Write to Sources: Reading/Writing Workshop: The History of MoneyLit. Anthology: The Big Picture of EconomicsYour Turn Practice Bk: American MoneyWhere Does Collar Come From?Write to Research: Write a SummaryWrite About Reading: Write an Analysis (reflect on main idea and key details)
Research & InquiryWeekly: Currencies
Handwriting – Practice Spelling words
Technology – Go Digital!
L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]
L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]
L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [7 lessons]
Week 5: Finding My Place
Essential Question:What shapes a person’s identity?
L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [1 lesson]
L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]
L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. [10 lessons]
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 endangered when discussing animal preservation). [8 lessons]
RF.4.3.a 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. [10 lessons]
RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
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. [1 lesson]
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. [3 lessons]
RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize
- Phonics- Vocabulary- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Short Texts: Climbing Blue Hill, My Name Is Ivy, CollageLexile: NPGenre: Free Verse PoetrySkill: ThemeLiterary Elements:Imagery; Personification
Literature AnthologySkill: ThemeMain SelectionGenre: Free Verse PoetryTitles: The Drum, Birdfoot’s Grampa, My ChinatownLexile: NPPaired SelectionGenre: Free Verse PoetryTitles: Growing Up, My PeopleLexile: NP
Leveled ReadersSkill: Theme
Main SelectionsGenre: Realistic FictionA: HookedO: Homesick for American SamoaE: Homesick for American SamoaB: Saving Snowdrop
Paired SelectionsGenre: PoetryA: Let’s Make MusicO: Piecing It All TogetherE: Piecing It All TogetherB: I Can Do It!
LexilesA: 620L
Gloucester Township Share Network
the text. [14 lessons] 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). [1 lesson]
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. [6 lessons]
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. [5 lessons]
SL.4.1 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 lessons]
SL.4.1.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. [1 lesson]
SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [1 lesson]
SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]
SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized
O: 740LE: 570LB: 810L
Access Complex Text (ACT)Reading/Writing Workshop: Prior Knowledge; Specific Vocabulary
manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. [1 lesson]
SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. [1 lesson]
W.4.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. [1 lesson]
W.4.1.b Provide reasons that are supported by facts and details. [1 lesson]
W.4.1.c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). [1 lesson]
W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. [7 lessons]
W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]
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. [1 lesson]
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]
Grammar Mechanics: Using Commas with Phrases
Write to Sources:Reading/Writing Workshop: Climbing Blue Hill, My Name is Ivy, CollageLit. Anthology: The Drum, Birdfoot’s Grampa, My ChinatownYour Turn Practice Bk: Quiet Room
Write to Research: Write a Short Summary
Write About Reading: Write an Analysis (reflect on word choice)
Research & InquiryWeekly: Research Identity and Individuality
Unit Level Research Skill: PresentingUnit Project: Self-select and develop from options for unit research projects
Unit Level:Research Skill: Beginning ResearchUnit Project: Self-select and develop from options for unit research projects
Handwriting – Practice Spelling words
Technology – Go Digital!
RF.4.4.a Read on-level text with purpose and understanding. [1 lesson]
RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
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. [1 lesson]
RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [4 lessons]
RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson]
SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [1 lesson]
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. [3 lessons]
Week 6Review and Assess
Reading
Writing
Research and Inquiry
Technology
ReadingReader’s Theatre
Fluency: Accuracy, Rate, and Prosody
Level Up Accelerating Progress
TechnologyClose Reading Online: Take notes, Access Interactive Elements, Navigate Links to Information
Research and InquiryResearch Skill: PresentingAdding Audio and Visual Elements to Presentations, Evaluating MediaChoose a Project: Demonstrate a Festival Tradition, Record an Interview, Create a Multimedia Presentation, Make a Chart, Present a Biography
WritingShare Your WritingPortfolio ChoiceGenre Writing: Opinion
Grade 4, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
*Benchmark*Required Common Assessments: Unit 6 Assessment
W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [1 lesson]
W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]
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. [2 lessons]
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [2 lessons]
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. [2 lessons]
Appendix A Adaptations for Special Education Students, English Language Learners, and
Gifted and Talented Students
Making Instructional Adaptations
Instructional Adaptations include both accommodations and modifications.
An accommodation is a change that helps a student overcome or work around a disability or removes a barrier to learning for any student.
Usually a modification means a change in what is being taught to or expected from a student.
-Adapted from the National Dissemination Center for Children with Disabilities
ACCOMMODATIONS MODIFICATIONSRequired when on an IEP or 504 plan, but can be implemented for any student to support their learning.
Only when written in an IEP.
Special Education Instructional Accommodations
Use the Wonders Social Studies/Science Workstation Cards orange activity. Teachers shall implement any instructional adaptations written in student IEPs. Teachers will implement strategies for all Learning Styles (Appendix B) Teacher will implement appropriate UDL instructional adaptations (Appendix C)
Gifted and Talented Instructional Accommodations
Use the Wonders Science/Social Studies Workstation Cards green activity. Teacher will implement Adaptations for Learning Styles (Appendix Teacher will implement appropriate UDL instructional adaptations (Appendix
English Language Learner Instructional Accommodations
Use the Wonders Social Studies/Science Workstation Cards orange activity. Teachers will implement the appropriate instructional adaptions for English Language
Leaners (Appendix E)
APPENDIX B
Learning StylesAadapted from The Learning Combination Inventories (Johnson, 1997)and VAK (Fleming, 1987)
Accommodating Different Learning Styles in the Classroom:All learners have a unique blend of sequential, precise, technical, and confluent learning
styles. Additionally, all learners have a preferred mode of processing information- visual, audio, or kinesthetic.
It is important to consider these differences when lesson planning, providing instruction, and when differentiating learning activities. The following recommendations are accommodations for learning styles that can be utilized for all students in your class.
Since all learning styles may be represented in your class, it is effective to use multiple means of presenting information, allow students to interact with information in multiple ways, and allow multiple ways for students to show what they have learned when applicable.
Visual Utilize Charts, graphs, concept maps/webs, pictures, and cartoons
Watch videos to learn information and concepts
Encourage students to visulaize events as they read
Study using flash cards
Model by demonstrating tasks or showing a finished product
Have written directions available for student
Audio Allow students to give oral presentations or explain concepts verbally
Present information and directions verbally or encourage students to read directions aloud to themselves.
Utilize read alouds
Utilize songs, rhymes, chants and choral response,
Kinesthetic Act out concepts and dramatize events
Trace words/sounds on paper, sand, or water
Use manipulatives
Allow students to depen knowledge through hands on projects
Sequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan work carefully, and complete the assignment from beginning to end without interruptions.Accommodations:Repeat/rephrase directionsProvide a checklist or step by step written directionsBreak assignments in to chunksProvide samples of desired productsHelp the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing and improving a plan, spending too much time on directions and neatness and overlooking concepts
Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed notes, asks questions to find out more information, seeks and responds with exact answers, and reads and writes in a highly specific manner.Accommodations:Provide detailed directions for assignmentsProvide checklistsProvide frequent feedback and encouragementHelp precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on details only and not concepts
Technical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The learner uses technical reasoning to figure out how to do things, works alone without interference, displays knowledge by physically demonstrating skills, and learns from real-world experiencesAccommodations:Allow to work independently or as a leader of a groupGive opportunities to solve problems and not memorize informationPlan hands-on tasksExplain relevance and real world application of the learningWill be likely to respond to intrinsic motivators, and may not be motivated by gradesHelp technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while seated, does not see the relevance of many assignments, difficulty paying attention to lengthy directions or lectures
Confluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The learner often starts before all directions are given; takes a risk, fails, and starts again; uses imaginative ideas and unusual approaches; and improvises.Accommodations:Allow choice in assignmentsEncourage creative solutions to problemsAllow students to experiment or use trial and error approachWill likely be motivated by autonomy within a task and creative assignmentsHelp confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to detail
APPENDIX CUniversal Design for Learning Adaptations
Adapted from Universal Design For Learning
Teachers will utilize the examples below as a menu of adaptation ideas.
Provide Multiple Means of Representation
Strategy #1: Options for perception
Goal/Purpose ExamplesTo present information through different modalities such as vision, hearing, or touch.
Use visual demonstrations, illustrations, and models
Present a power point presentation.
Strategy #2: Options for language, mathematical expressions and symbols
Goal/Purpose ExamplesTo make words, symbols, pictures, and mathematical notation clear for all students.
Use larger font size
Highlight important parts of text
Strategy #3: Options for Comprehension
Purpose ExamplesTo provide scaffolding so students can access and understand information needed to construct useable knowledge.
Use KWL strategies or charts.
Provide written notes
Make predictions
Graphic organizers and concept maps
Provide Multiple Means of Action and Expression
Strategy #4: Options for physical action
Purpose ExamplesTo provide materials that all learners can physically utilize
Use of computers to type when available
Provide help with cutting, pasting, or other physical tasks
Preferential or alternate seating
Provide assistance with organization
Strategy #5: Options for expression and communication
Purpose ExamplesTo allow the learner to express their knowledge in different ways
Allow oral responses or presentations
Students show their knowledge with webs, charts, graphs, or non-linguistic representations
Strategy #6: Options for executive function
Purpose ExamplesTo scaffold student ability to set goals, plan, and monitor progress
Provide clear learning goals, scales, and rubrics
Modeling skills and tasks
Utilize checklists
Give examples of desired finished product
Chunk longer assignments into manageable parts
Teach and practice organizational skills
Provide Multiple Means of Engagement
Strategy #7: Options for recruiting interest
Purpose ExamplesTo make learning relevant, authentic, interesting, and engaging to the student.
Provide choice and autonomy on assignments
Use colorful and interesting designs, layouts, and graphics on written documents
Use games, challenges, or other motivating activities
Provide positive reinforcement for effort
Strategy #8: Options for sustaining effort and persistence
Purpose ExamplesTo create extrinsic motivation for learners to stay focused and work hard on tasks.
Show real world applications of the lesson
Utilize collaborative learning
Incorporate student interests into lesson
Praise growth and effort
Recognition systems
Behavior plansStrategy #9: Options for self-regulation
Purpose ExamplesTo develop intrinsic motivation to control behaviors and to develop self-control.
Give prompts or reminders about self-control
Self-monitored behavior plans using logs, records, journals, or checklists
Ask students to reflect on behavior and effort
Appendix D Gifted and Talented Instructional Adaptations
How do the State of NJ regulations define gifted and talented students?
Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities.
What types of instructional accommodations must be made for students identified as gifted and talented?
The State of NJ Department of Education regulations require that district boards of education provide appropriate K-12 services for gifted and talented students. This includes appropriate curricular and instructional modifications for gifted and talented students indicating content, process, products, and learning environment. District boards of education must also take into consideration the PreK-Grade 12 National Gifted Program Standards of the National Association for Gifted Children in developing programs..
What is differentiation?
Curriculum Differentiation is a process teachers use to increase achievement by improving the match between the learner’s unique characteristics:
Prior knowledge Cognitive LevelLearning Rate Learning StyleMotivation Strength or Interest
And various curriculum components:Nature of the Objective Teaching ActivitiesLearning Activities ResourcesProducts
Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with the use of appropriate classroom management, retesting, flexible small groups, access to support personal, and the availability of appropriate resources, and necessary for gifted learners and students who exhibit gifted behaviors (NRC/GT, University of Connecticut).
Gifted & Talented Accommodations Chart
Adapted from Association for Supervision and Curriculum Development
Teachers will utilize the examples below as a menu of adaptation ideas.
Strategy Description Suggestions for AccommodationHigh Level Questions
Discussions and tests, ensure the highly able learner is presented with questions that draw on advanced level of information, deeper understanding, and challenging thinking.
Require students to defend answers Use open ended questions Use divergent thinking questions Ask student to extrapolate answers when given
incomplete informationTiered assignments
In a heterogeneous class, teacher uses varied levels of activities to build on prior knowledge and prompt continued growth. Students use varied approaches to exploration of essential ideas.
Use advanced materials Complex activities Transform ideas, not merely reproduce them Open ended activity
Flexible Skills Grouping
Students are matched to skills work by virtue of readiness, not with assumption that all need same spelling task, computation drill, writing assignment, etc. Movement among groups is common, based on readiness on a given skill and growth in that skill.
Exempt gifted learners from basic skills work in areas in which they demonstrate a high level of performance
Gifted learners develop advanced knowledge and skills in areas of talent
Independent Projects
Student and teacher identify problems or topics of interest to student. Both plan method of investigating topic/problem and identifying type of product student will develop. This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topic
Primary Interest Inventory Allow student maximum freedom to plan, based
on student readiness for freedom Use preset timelines to zap procrastination Use process logs to document the process
involved throughout the study
Learning Centers
Centers are “Stations” or collections of materials students can use to explore, extend, or practice skills and content. For gifted students, centers should move beyond basic exploration of topics and practice of basic skills. Instead it should provide greater breadth and depth on interesting and important topics.
Develop above level centers as part of classroom instruction
Interest Centers or Interest Groups
Interest Centers provide enrichment for students who can demonstrate mastery/competence with required work/content. Interest Centers can be used to provide students with meaningful learning when basic assignments are completed.
Plan interest based centers for use after students have mastered content
Contracts and Management Plans
Contracts are an agreement between the student and teacher where the teacher grants specific freedoms and choices about how a student will complete tasks. The student agrees to use the freedoms appropriately in
Allow gifted students to work independently using a contract for goal setting and accountability
designing and completing work according to specifications.
Compacting A 3-step process that (1) assesses what a student knows about material “to be” studied and what the student still needs to master, (2) plans for learning what is not known and excuses student from what is known, and (3) plans for freed-up time to be spent in enriched or accelerated study.
Use pretesting and formative assessments Allow students who complete work or have
mastered skills to complete enrichment activities
Appendix E English Language Learner Instructional Accommodations
Adapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English Speakers of Other Languages guidelines, State of NJ Department of Education Bilingual Education and Haynes and Zacarian (2010).
Grades 3-5
Use visuals, manipulative, and real objects
Allow responses through physical movement or manipulation of objects
Allow student to listen and observe (don’t force speaking)
Group student with more advanced ELLs or cooperative peers
Provide simplified text and numerous pictures
Sight word cards
Alphabet Folder
Coloring Packet
Phonics
Vowel books
Word book to draw
Pictionary
Use short written or verbal measures frequently
Increase amount of time for test
Prepare short answer questions
Use checklist observing academic behaviors based on unit
Assess participation indicating student mastery of content
Measure progress on class project in teacher narrative