6/2013 ELA Grade 4 Curriculum Mapping 1 Weeks 1 through 6 Aug. 6- Sept. 13 Weeks indicate introduction of standards Core Standards Grade 4 Deconstructed Standard I Can Vocabulary Resources FOUNDATIONAL SKILLS RF4.3. Know and apply grade-level phonics and word analysis skills in decoding words. 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. Know grade level-level phonics and word analysis skills in decoding words (Knowledge) Identify: •syllabication patterns •root words (Knowledge) Explain meanings of prefixes and suffixes (Knowledge) Accurately read words with Latin roots (Knowledge) Apply grade level-level phonics and word analysis skills in decoding words (Reasoning) Synthesize phonics and word analysis skills to decode words (Reasoning) Read accurately unfamiliar multisyllabic words in context and out of context. (Performance) I can understand grade level-level phonics and word analysis skills in decoding words. I can identify syllabication patterns and root words. I can explain meanings of prefixes and suffixes. I can accurately read words with Latin roots. I can apply grade level-level phonics and word analysis skills in decoding words. I can synthesize phonics and word analysis skills to decode words. I can read accurately unfamiliar multisyllabic words in context and out of context. phonics decoding root words multi-syllabic * context clues Crosswalk Coach Textbook Series Common Core Clinics Buckle Down Lexia and Progressive Phonics Spelling City FOUNDATIONAL SKILLS RF4.4. Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Identify and understand foundational skills for Reading #1-3 To support comprehension: •identify the purpose and understanding of text and identify oral reading with accuracy, appropriate rate, and expression on successive readings •identify rereading, when necessary, as a strategy when confirming or self-correcting words in text and understand how context can help to confirm or self correct word recognition (Knowledge) Apply foundational skills reflected in Reading #1-3 I can identify the purpose and understanding of text. I can identify oral reading with accuracy, appropriate rate, and expression on successive readings. I can identify rereading, when necessary, as a strategy when confirming or self-correcting words in text. I can understand how context can help to confirm or self correct word recognition. accuracy *Bolded words Use Marzano 6 Step Process
31
Embed
Weeks 1 through 6 Aug. 6- Sept. 13 Weeks indicate ... 2014 Curriculum Maps and...6/2013 ELA Grade 4 Curriculum Mapping 1 Weeks 1 through 6 Aug. 6- Sept. 13 Weeks indicate introduction
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
6/2013 ELA Grade 4
Curriculum Mapping1
Weeks 1 through 6 Aug. 6- Sept. 13 Weeks indicate introduction of standards
Core Standards Grade 4 Deconstructed Standard I Can Vocabulary Resources
FOUNDATIONAL SKILLS
RF4.3. Know and apply grade-level phonics and
word analysis skills in decoding words.
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.
Know grade level-level phonics and word
analysis skills in decoding words (Knowledge)
Identify:
•syllabication patterns
•root words (Knowledge)
Explain meanings of prefixes and suffixes
(Knowledge)
Accurately read words with Latin roots
(Knowledge)
Apply grade level-level phonics and word
analysis skills in decoding words (Reasoning)
Synthesize phonics and word analysis skills to
decode words (Reasoning)
Read accurately unfamiliar multisyllabic words
in context and out of context. (Performance)
I can understand grade level-level phonics and
word analysis skills in decoding words.
I can identify syllabication patterns
and root words.
I can explain meanings of prefixes and suffixes.
I can accurately read words with Latin roots.
I can apply grade level-level phonics and word
analysis skills in decoding words.
I can synthesize phonics and word analysis
skills to decode words.
I can read accurately unfamiliar multisyllabic
words in context and out of context.
phonics
decoding
root words
multi-syllabic
* context clues
Crosswalk Coach
Textbook Series
Common Core Clinics
Buckle Down
Lexia and Progressive Phonics
Spelling City
FOUNDATIONAL SKILLS
RF4.4. Read with sufficient accuracy and fluency
to support comprehension.
a. Read on-level text with purpose and
understanding.
b. Read on-level prose and poetry orally with
accuracy, appropriate rate, and expression on
successive readings.
c. Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
Identify and understand foundational skills for
Reading #1-3
To support comprehension:
•identify the purpose and understanding of
text and identify oral reading with accuracy,
appropriate rate, and expression on successive
readings
•identify rereading, when necessary, as a
strategy when confirming or self-correcting
words in text and understand how context can
help to confirm or self correct word recognition
(Knowledge)
Apply foundational skills reflected in Reading
#1-3
I can identify the purpose and understanding
of text.
I can identify oral reading with accuracy,
appropriate rate, and expression on successive
readings.
I can identify rereading, when necessary, as a
strategy when confirming or self-correcting
words in text.
I can understand how context can help to
confirm or self correct word recognition.
accuracy
*Bolded words
Use Marzano 6 Step Process
6/2013 ELA Grade 4
Curriculum Mapping2
Core Standards Grade 4 Deconstructed Standard I Can Vocabulary Resources
FOUNDATIONAL SKILLS
RF4.4. Standard (continued)
4. Read with sufficient accuracy and fluency to
support comprehension.
a. Read on-level text with purpose and
understanding.
b. Read on-level prose and poetry orally with
accuracy, appropriate rate, and expression on
successive readings.
c. Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
To support comprehension:
•determine the purpose for reading on-level
text
•apply reading strategies to be used with text
for accuracy, appropriate rate, and expression
on successive readings
•confirm or self correct word recognition and
understanding by using context (Reasoning)
To support comprehension:
•read on-level text fluently and accurately
•reread with fluency as necessary
(Performance)
Read with:
•accuracy •appropriate rate
•expression on successive readings
(Performance)
I can determine the purpose for reading on-
level text.
I can apply reading strategies to be used with
text for accuracy, appropriate rate, and
expression on successive readings.
I can confirm or self correct word recognition
and understanding by using context.
I can read on-level text fluently and accurately
and reread with fluency as necessary.
I can read with:
•accuracy
•appropriate rate
•expression on successive readings.
fluently
LITERATURE
RL4.1. Refer to details and examples in a text
when explaining what the text says explicitly and
when drawing inferences from the text.
Identify key details and examples in a text
(Knowledge)
Explain the difference between explicit and
inferred information (Knowledge)
Explain how details and examples from the text
support making inferences (Reasoning)
I can identify key details in example in text.
I can explain the difference between explicit
and inferred information.
I can explain how details and examples from
the text support making inferences.
identify
explicit
* inferred
The Stranger (inferential)
Amelia and Eleanor (inferential)
Coyote School (Drawing Conclusions)
Grace and the Time Machine (Drawing
Conclusions)
Moonwalk (Drawing Conclusions)
LITERATURE
RL4.2. Determine a theme of a story, drama, or
poem from details in the text; summarize the
text.
Apply details of a text to determine the theme
of a story, drama or poem (Knowledge)
Define “theme” of a story, drama or poem
(Knowledge)
Summarize key ideas and details for the theme
of a story, drama or poem (Reasoning)
I can apply details of a text to determine the
theme of a story, drama or poem.
I can define “theme” of a story, drama or
poem.
I can summarize key ideas and details for the
theme of a story, drama or poem.
theme
drama
* summarize
* genres of Literature
Kapok Tree (theme)
The King in the Kitchen (drama)
Grace and the Time Machine (drama)
Jefferson County Power Points
*Bolded words
Use Marzano 6 Step Process
6/2013 ELA Grade 4
Curriculum Mapping3
Core Standards Grade 4 Deconstructed Standard I Can Vocabulary Resources
LITERATURE
RL4.3. Describe in depth a character, setting, or
event in a story or drama, drawing on specific
details in the text (e.g., a character’s thoughts,
words, or actions).
Identify the character, setting, and/or events in
a story. (Knowledge owl edge)
Identify specific details about:
characters, settings, or events. (Knowledge)
Describe:
•a character’s actions
•a character’s thoughts
•the setting,
•events based on evidence in the text.
(Reasoning)
I can identify the character, setting, and/or
events in a story.
I can identify specific details about characters,
settings, or events.
I can explain character's actions and thoughts,
the setting, and events based on evidence in
the text.
evidence King in the Kitchen (drama, char., setting)
Tia Lola (char., setting)
Lewis and Clark (char., setting)
Encyclopedia Brown (plot)
Kapok Tree (plot/theme)
Jefferson County Power Points
LITERATURE
RL4.4. 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).
Recognize words and phrases:
•in a text
•that allude to significant characters found in
mythology, in a text (Knowledge)
Know significant Greek characters and their
defining characteristics (Knowledge)
Determine the meaning of words and phrases:
•as they are used in a text
•that allude to significant characters found in
mythology as they are used in a text
(Reasoning)
I can recognize words and phrases in a text
that allude to significant characters found in
mythology text.
I can understand significant Greek characters
and their defining characterizes.
I can determine the meaning of words and
phrases used in a text that allude to significant
characters found in mythology as they are used
in a text.
* myth/ mythology
defining characteristics
* allude
Discovery Education
*Bolded words
Use Marzano 6 Step Process
6/2013 ELA Grade 4
Curriculum Mapping4
Core Standards Grade 4 Deconstructed Standard I Can Vocabulary Resources
LITERATURE
RL4.10. 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.
Identify/Understand in literary text:
•key ideas and details
•craft and structure
•integration of knowledge and ideas
at appropriate complexity (Qualitative,
Quantitative and readers and task) as seen in
standards 1-9, with scaffolding as needed
(Knowledge)
Comprehend independently in literary text:
•key ideas and details
•craft and structure
•integration of knowledge and ideas
at appropriate complexity (Qualitative,
Quantitative and readers and task) as seen in
standards 1-9, with scaffolding as needed
(Reasoning)
I can identify/understand in literary text:
•key ideas and details
•craft and structure
•integration of knowledge and ideas.
I can comprehend independently in literary
text:
•key ideas and details
•craft and structure
•integration of knowledge and ideas.
craft
structure
complexity
integration
Letters Home From Yosemite (Main Idea)
So You Want to be President (Main Idea)
Antarctic Journal (Main Idea)
Jefferson County Power Points
INFORMATIONAL TEXT
RI4.1. Refer to details and examples in a text
when explaining what the text says explicitly and
when drawing inferences from the text.
Explain the difference between explicit and
inferred information in a text (Knowledge)
Identify details & examples when:
•explaining what the text says explicitly
•drawing inferences from the text
(Knowledge)
Explain what the text says using details and
examples when:
• identifying explicit information
• drawing inferences (Reasoning)
I can explain the difference between explicit
and
inferred information in a text.
I can identify details & examples when:
•explaining what the text says explicitly
•drawing inferences from the text.
I can explain what the text says using details
and examples when:
• identifying explicit information
• drawing inferences.
explicit
* inferred
Scholastic News
Time for Kids
INFORMATIONAL TEXT
RI4.2. Determine the main idea of a text and
explain how it is supported by key details;
summarize the text.
Explain how the supporting details determine
the main idea of a text (knowledge)
Summarize text (Knowledge)
Summarize the text using key details
(Reasoning)
I can explain how the supporting details
determine the main idea of a text.
I can summarize text.
I can summarize the text using key details.
supporting details
* summarize
* context clues
Letters Home From Yosemite (Main Idea)
So You Want to be President (Main Idea)
Antarctic Journal (Main Idea)
Jefferson County Power Points
*Bolded words
Use Marzano 6 Step Process
6/2013 ELA Grade 4
Curriculum Mapping5
Core Standards Grade 4 Deconstructed Standard I Can Vocabulary Resources
INFORMATIONAL TEXT
RI4.4. Determine the meaning of general
academic and domain-specific words or phrases
in a text relevant to a grade 4 topic or subject
area.
Identify:
•general academic
•domain- specific
words and phrases in a text relevant to a grade
4 topic or subject areas (Knowledge)
Determine the meaning of:
•general academic
•domain-specific
words and phrases in a text relevant to grade 4
topic or subject areas. (Reasoning)
I can identify specific words and phrases in a
text relevant to a grade 4 topic or subject areas
I can determine the meaning of words and
phrases in a text relevant to grade 4 topic or
subject areas.
relevant
topic
Leveled Readers
Social Studies text
Science text
The Seeker
Eye of the Storm
Scholastic News
Time for Kids
INFORMATIONAL TEXTRI4.5. 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.
Determine the overall structure :
•(e.g. , chronology
•comparison
•cause/effect
•problem/solution)
of a text or a part of a text (Knowledge)
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 (Knowledge)
I can determine the overall structure :
•(e.g. , chronology
•comparison
•cause/effect
•problem/solution)
of a text or a part of a text
I can 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.
chronology
* cause/ effect
Trade Books
Leveled Readers
Time for Kids
Scholastic News
Social Studies textbook
Science textbook
What Jo Did C/E
The Stranger C/E
*Bolded words
Use Marzano 6 Step Process
6/2013 ELA Grade 4
Curriculum Mapping6
Core Standards Grade 4 Deconstructed Standard I Can Vocabulary Resources
INFORMATIONAL TEXT
RI4.10. 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.
Identify/understand in an informational text:
• Key Ideas and Details
• Craft and Structure
• Integration of Knowledge and Ideas
At appropriate complexity (Qualitative,
Quantitative and Reader and Task) as seen in
Standards 1-9 with scaffolding as necessary
(Knowledge)
Comprehend independently in an
informational text:
• Key Ideas and Details
• Craft and Structure
• Integration of Knowledge and Ideas
At appropriate complexity (Qualitative,
Quantitative and Reader and Task) as seen in
Standards 1-9 with scaffolding as necessary
(Reasoning)
I can identify/understand in an informational
text:
• Key Ideas and Details
• Craft and Structure
• Integration of Knowledge and Ideas
I can comprehend independently in an
informational text:
• Key Ideas and Details
• Craft and Structure
• Integration of Knowledge and Ideas
informational text
* context clues
Leveled Readers
Social Studies text
Science text
Scholastic News
Time for Kids
WRITING
W4.1. Write opinion pieces on topics or texts,
supporting appoint of view with reasons and
information.
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.
b. Provide reasons that are supported by facts
and details.
c. Link opinion and reasons using words and
phrases (e.g., for instance, in order to, in
addition).
d. Provide a concluding statement or section
related to the opinion presented.
Recognize facts and details (Knowledge)
Explain :
•organizational structures
•use of linking words and phrases
•purpose of concluding statement or section
•writer’s purpose
•point of view (Knowledge)
Determine how to introduce the topic or text
clearly (Reasoning)
Formulate an opinion (Reasoning)
Organize by grouping related ideas to support
the writer’s purpose (Reasoning)
Provide reasons that are supported with facts
and details (Reasoning)
Link opinions and reasons using words and
phrases (e.g., for instance, in order, in addition)
(Reasoning)
I can recognize facts and details.
I can explain organizational structures, use of
linking words and phrases, purpose of
concluding statements or section, writer's
purpose, and point of view.
I can determine how to introduce the topic or
text clearly.
I can formulate an opinion.
I can organize by grouping related ideas to
support the writer’s purpose.
I can provide reasons that are supported with
facts and details.
I can link opinions and reasons using words and
phrases (e.g., for instance, in order, in addition)
Fact
Opinion
Organization
Introduction
Conclusion
Writer's Purpose
Point of View
(1st/3rd)
Fundamentals in Writing: Launching Unit
All Writing Fundamentals Units
Scholastic News
Common Core Clinics - Writing And Language
(Lesson 1 - Write an Opinion)
Buckle Down (Lesson 15 - Writing Opinions)
*Bolded words
Use Marzano 6 Step Process
6/2013 ELA Grade 4
Curriculum Mapping7
Core Standards Grade 4 Deconstructed Standard I Can Vocabulary Resources
WRITING
W4.1. Standard (continued)
Provide a conclusion related to the opinion
presented (Reasoning)
Create an opinion piece on topics or texts,
supporting it with reasons and information.
Product should include:
•clear Introduction of topic or text
•statement of opinion
•strong organizational structure in which
related ideas are grouped to support the
writer’s purpose
•reasons that are supported by facts and
details
•links between opinion and reasons using
words and phrases (e.g., for instance, in order
to, in addition)
•a concluding statement or section related to
the opinion presented (Product)
I can provide a conclusion related to the
opinion presented.
I can write an opinion piece on topics or texts,
supporting it with reasons and information.
*Bolded words
Use Marzano 6 Step Process
6/2013 ELA Grade 4
Curriculum Mapping8
Core Standards Grade 4 Deconstructed Standard I Can Vocabulary Resources
WRITING
w4.3. Write narratives to develop real or
imagined experiences or events using effective
technique, descriptive details, and clear event
sequences.
a. Orient the reader by establishing a situation
and introducing a narrator and/or characters;
organize an event sequence that unfolds
naturally.
b. Use dialogue and description to develop
experiences and events or show the responses of
characters to situations.
c. Use a variety of transitional words and phrases
to manage the sequence of events.
d. Use concrete words and phrases and sensory
details to convey experiences and events
precisely.
e. Provide a conclusion that follows from the
narrated experiences or events.
Identify the:
•story elements
•structure of a narrative
•use of dialogue and description to develop
experiences, events or characters (Knowledge)
Recognize transitional words used to develop
sequence (Knowledge)
Describe how writers use concrete and sensory
details (Knowledge)
Establish a situation, a narrator and/or
characters (Reasoning)
Sequence events logically using transitional
words to move the events along (Reasoning)
Use dialogue and description to develop
experiences and events (Reasoning)
Use concrete and/or sensory details to develop
experiences or events (Reasoning)
Establish conclusions aligned with sequence of
events (Reasoning)
I can identify the story elements, structure of a
narrative, and use of dialogue and description
to develop experiences, events, or characters.
I can recognize transitional words to develop
sequence.
I can describe how writers use concrete and
sensory details.
I can establish a situation, a narrator and/or
characters.
I can sequence events logically using
transitional words to move the events along .
I can use dialogue and description to develop
experiences and events.
I can use concrete and/or sensory details to
develop experiences or events .
I can establish conclusions aligned with
sequence of event.
* Sentence Fluency
Narrator
Narrative
Transitional Words
* Dialogue
* Sensory Details
Writing Fundamentals: Cynthia Rylant Author
Study Unit ( Q2,3)
Writing Fundamentals Launching Unit (Q1)
Writing Fundamentals: Poetry (Q4)
Buckle Down (Lesson 17 - Narrative Writing)
Buckle Down (Lesson 5 - Poetry, Prose and
Drama)
Common Core Clinics -Writing and Language
(Lesson 3 - Write a Narrative)
*Bolded words
Use Marzano 6 Step Process
6/2013 ELA Grade 4
Curriculum Mapping9
Core Standards Grade 4 Deconstructed Standard I Can Vocabulary Resources
WRITING
W4.3. Standard (continued)
Write a narrative to develop real or imagined
experiences that:
•establishes a situation, a narrator or
character(s)
•uses dialogue, descriptions, concrete and
sensory details to develop experiences, events
and reveal characters
•uses transitional words and phrases
•provides a conclusion (Product)
I can write a narrative to develop real or
imagined experiences that establishes a
situation, a narrator or character(s).
I can write a narrative to develop real or
imagined experiences that uses dialogue,
descriptions, concrete and sensory details to
develop experiences, events and reveal
characters.
I can write a narrative to develop real or
imagined experiences that uses transitional
words and phrases.
I can write a narrative to develop real or
imagined experiences that provides a
conclusion.
WRITING
W4.4. Produce clear and coherent writing in
which the development and organization are
appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are
defined in standards 1–3 above.)
Analyze the reason for writing a piece to
decide on:
•task
•purpose
•audience (Reasoning)
Determine suitable:
•idea development strategies
•organization
appropriate to task, purpose, and audience
(Reasoning)
Produce a writing piece that is clear and
cohesive with:
•idea development
•organization
appropriate to task, purpose, and audience
(Grade-specific expectations and writing types
are found in Writing Standards 1-3)
(Product)
I can analyze the reason for writing a piece to
decide on task, purpose, and audience.
I can determine suitable idea development
strategies, and organization appropriate to
task, purpose, and audience.
I can produce a writing piece that is clear and
cohesive with idea development, organization
are appropriate to task, purpose, and
audience.
Analyze
Audience
* Task
All Writing Fundamentals Units
Buckle Down (Lesson 12 - Planning)
*Bolded words
Use Marzano 6 Step Process
6/2013 ELA Grade 4
Curriculum Mapping10
Core Standards Grade 4 Deconstructed Standard I Can Vocabulary Resources
WRITING
W4.5. With guidance and support from peers
and adults, develop and strengthen writing as
needed by planning, revising, and editing.
(Editing for conventions should demonstrate
command of Language standards 1–3 up to and
including grade 4 on pages 28 and 29.)
With guidance and support from peers and
adults:
Students recognize how to:
• plan, revise, edit, and rewrite, try a new
approach (Knowledge)
Know how to edit for conventions of Writing
demonstrating (see Language standards 1-3 up
to and including grade 4) (Knowledge)
With guidance and support from peers and
adults:
Students develop and strengthen writing by:
• Planning, revising, editing, rewriting or trying
a new approach (Reasoning)
I can plan, revise, edit, and rewrite, try a new
approach with guidance and support.
I can edit for conventions with guidance and
support.
I can strengthen my writing by planning,
revising, editing, rewriting or trying a new
approach with guidance and support.
* Conventions
Revise
Edit
6 Traits of Writing
All Writing Fundamentals Units
WRITING
W4.6. 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.
With some guidance and support:
•use keyboarding skills
•know how to use word processing to produce
and publish writing
•know how to use the Internet to
communicate with others (Knowledge)
With some guidance and support:
evaluate the appropriate technology tools for:
•producing and publishing writing
•for collaborating with others (Reasoning)
With some guidance and support:
•use technology, including the Internet, to
develop, revise, edit, and publish writing
•use technology to communicate and
collaborate with others
•use keyboarding skills to type one page or
more in a single sitting (Performance)
I can use keyboarding skills, word processing to
produce and publish writing, and use the
Internet to communicate with others with
some guidance and support.
I can produce and publish writing and
collaborate with others with some guidance
and support.
I can use technology to develop, revise, edit,
and publish writing and to communicate and
collaborate with others with some guidance
and support.
I can use keyboarding skills to type on page or
more in a single sitting with some guidance
and support.
All Writing Fundamentals Units
Glogster
Edmodo
Prezi
Storybird
Photo Story
*Bolded words
Use Marzano 6 Step Process
6/2013 ELA Grade 4
Curriculum Mapping11
Core Standards Grade 4 Deconstructed Standard I Can Vocabulary Resources
WRITING
7. Conduct short research projects that build
knowledge through investigation of different
aspects of a topic.
Conduct short research projects (Knowledge)
Conduct short research projects that
investigate different aspects of a topic
(Reasoning)
I can conduct short research projects.
I can conduct short research projects that
investigate different aspects of a topic.
Fundamentals in Writing: Feature Article Unit
(Q2)
Also in All Other Writing Fundamentals Units
Buckle Down (Lesson 18 - Research and
Information)
WRITING
W4.10. 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.
Identify the various purposes for writing
(Knowledge)
Identify and understand the various
organizational structures related to different
genres or purposes for writing (Knowledge)
Determine:
•when to write for short or extended time
frames for a range of discipline-specific tasks,
purposes, and audiences
•the appropriate organizational structure
needed for specific audiences and purposes
(Reasoning)
Write for various purposes and to various
audiences for short or extended time frame for
a range of discipline-specific tasks, purposes,
and audiences (Performance)
I can identify the various purposes for writing.
I can identify and understand the different
genres or purposes for writing .
I can determine when to write for short or
extended time frames for a range of purposes
and audiences.
I can determine the appropriate structure
needed for specific audiences and purposes.
I can write for short or extended time frames
for a range of purposes and audiences.
Structure All Writing Fundamentals Units
Buckle Down (Lesson 14 - Revising, Editing,
Publishing and Lesson 13 - Drafting)
*Bolded words
Use Marzano 6 Step Process
6/2013 ELA Grade 4
Curriculum Mapping12
Core Standards Grade 4 Deconstructed Standard I Can Vocabulary Resources
LANGUAGE
L4.1. Demonstrate command of the conventions
of standard English grammar and usage when
writing or speaking.
a. Use relative pronouns (who, whose, whom,
which, that) and relative adverbs (where, when,
why).
b. Form and use the progressive (e.g., I was
walking; I am walking; I will be walking) verb
tenses.
c. Use modal auxiliaries (e.g., can, may, must) to
convey various conditions.
d. Order adjectives within sentences according
to conventional patterns (e.g., a small red bag
rather than a red small bag).
e. Form and use prepositional phrases.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-
ons.*
g. Correctly use frequently confused words (e.g.,
to, too, two; there, their).*
Identify relative:
•pronouns
•adverbs (Knowledge)
Recognize:
•progressive verb tenses
•modal auxiliaries/ helping verbs (Knowledge)
Identify prepositional phrases (Knowledge)
Recognize:
•fragments
•run-ons (Knowledge)
Identify frequently confused
words/homophones (Knowledge)
Demonstrate command of the conventions of
standard English grammar and usage when
writing (Reasoning)
I can identify pronouns and adverbs.
I can recognize verb tenses.
I can recognize modal auxiliaries (helping
verbs).
I can identify prepositional phrases.
I can recognize fragments and run-ons.
I can identify frequently confused
words/homophones.
I can use conventions of English grammar and
usage when writing.
Pronouns
Adverbs
* Modal Auxiliaries
(helping verbs)
Prepositional
Phrases
* Fragments
* Homophones
Fundamental in Grammar & Conventions:
Unit 1 - Lesson 4
Unit 2 - Lessons 1 & 2
Unit 2 - Lesson 3 & 4
Unit 3
Buckle Down (Lesson 20 - Grammar and Usage)
Buckle Down (Lesson 21 - Writing Sentences)
Common Core Clinics - Writing and Language
(Lessons 4-Lesson 10)
Grammar Tales (Scholastic) - Trade books for
grammar
BrainPop
Grammar Rock
gheenacademy (Jefferson County Public Schools)
LANGUAGE
L4.1. Standard (continued)
Use modal auxiliaries to convey various
conditions (Reasoning)
Order adjectives according to conventional
patterns (Reasoning)
Correct inappropriate:
•fragments
•run-ons in sentences (Reasoning)
Demonstrate command of the conventions of
standard English grammar and usage when
speaking (Performance)
Use modal auxiliaries to convey various
conditions (Performance)
Correct inappropriate fragments
(Performance)
I can use modal auxiliaries to convey various
conditions.
I can order adjectives according to
conventional patterns.
I can correct inappropriate fragments and run-
on sentences.
I can use conventions of English grammar and
usage when speaking.
I can use modal auxiliaries to convey various
conditions .
I can correct inappropriate fragments.
*Bolded words
Use Marzano 6 Step Process
6/2013 ELA Grade 4
Curriculum Mapping13
Core Standards Grade 4 Deconstructed Standard I Can Vocabulary Resources
LANGUAGE
L4.2. Demonstrate command of the conventions
of standard English capitalization, punctuation,
and spelling when writing.
a. Use correct capitalization.
d. Spell grade-appropriate words correctly,
consulting references as needed.
Apply correct capitalization
when writing (Knowledge)
Recall and apply spelling rules (Knowledge)
Identify and correct misspelled words
(Knowledge)
Know procedures for efficiently finding correct
spelling (Knowledge)
Consult references as needed (Knowledge)
I can apply correct capitalization when writing.
I can recall and apply spelling rules.
I can identify and correct misspelled words.
I know procedures for efficiently finding
correct spelling.
I can consult references as needed.
Fundamentals In Grammar & Conventions:
Unit 2 - Lesson 3, 5 & 6
Unit 1 - Lesson 3
Unit 3 - Lesson 1
Unit 1- Lesson 2
Scattered throughout Writing Fundamentals
Units
Common Core Clinics - Writing and Language
(Lessons 11-14)
Buckle Down (Lesson 22, 23)
Daily Oral Language
BrainPop
Perfect Copy Program Software
gheenacademy (Jefferson County Public Schools)
LANGUAGE
L4.4. 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.
a. Use context (e.g., definitions, examples, or
restatements in text) as a clue to the meaning of
a word or phrase.
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.
Identify common context clues (definitions,
examples, restatements) in text (Knowledge)
Use common reference materials (e.g.,
thesaurus, dictionary, glossary) (Knowledge)
Use a pronunciation guide (Knowledge)
Know how to use print and digital reference
materials (dictionaries, glossaries,thesauri) to:
•find pronunciation
•determine the meaning of key words and
phrases (Knowledge)
Choose flexibly from a range of vocabulary
strategies to determine or clarify the meaning
of an unknown word or phrase (Reasoning)
I can identify common context clues in text.
I can use common reference materials.
I can use a pronunciation guide.
I can use print and digital reference materials
to find pronunciation and determine the
meaning of key words and phrases.
I can choose from a range of vocabulary
strategies to determine the meaning of an
unknown word or phrase.
Affixes
Context Clues
Buckle Down (Lesson 1-2 and 25)
Common Core Clinics - Writing and Language
(Lessons 15-17)
Testing Fundamentals
Scott Foresman Spelling Units
gheenacademy (Jefferson County Public Schools)
*Bolded words
Use Marzano 6 Step Process
6/2013 ELA Grade 4
Curriculum Mapping14
Core Standards Grade 4 Deconstructed Standard I Can Vocabulary Resources
LANGUAGE
5. Demonstrate understanding of figurative
language, word relationships, and nuances in
word meanings.
a. Explain the meaning of simple similes and
metaphors (e.g., as pretty as a picture) in
context.
c. Demonstrate understanding of words by
relating them to their opposites (antonyms) and
to words with similar but not identical meanings
(synonyms).
Define:
• simple similes
• metaphors
(Knowledge)
Recognize:
• simple similes in context
• metaphors in context
(Knowledge)
Identify synonyms and antonyms (Knowledge)
Explain the meaning of :
•simple similes and metaphors in context
(Reasoning)
Distinguish between:
•synonyms & antonyms
•similes & metaphors (Reasoning)
I can define simple similes and metaphors
I can recognize simple similes and metaphors
in context.
I can identify synonyms and antonyms.
I can explain the meaning of simple similes and
metaphors in context.
I can distinguish between synonyms and
antonyms; similes and metaphors.
* Similes
* Metaphors
* Imagery
Writing Fundamentals: Cynthia Rylant Author
Study Unit ( Q2,3)
Writing Fundamentals: Poetry (Q4)
Buckle Down (Lessons 2, 5, 7, 8, and 9)
Common Core Clinic
Parts by Ted Arnold (book)
LANGUAGE
L4.6. 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).
Acquire grade appropriate:
•general academic
•domain-specific
words and phrases including those that:
•signal precise actions
•signal emotions
•signal states of being
•are basic to a particular topic (Knowledge)
Use accurately grade-appropriate:
•general academic
•domain-specific
words and phrases, including those that:
•signal precise actions
•signal emotions
•signal states of being
•are basic to a particular topic (Reasoning)
I can acquire and use grade appropriate words
and phrases that signal precise actions,
emotions, states of being, and are basic to a
particular topic.
Buckle Down (Lesson 2)
Common Core Clinics - Writing and Language
(Lesson 21)
*Bolded words
Use Marzano 6 Step Process
6/2013 ELA Grade 4
Curriculum Mapping15
Core Standards Grade 4 Deconstructed Standard I Can Vocabulary Resources
SPEAKING AND LISTENING
SL4.1. 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.
a. Come to discussions prepared, having read or
studied required material; explicitly draw on that
preparation and other information known about
the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and
carry out assigned roles.
c. Pose and respond to specific questions to
clarify or follow up on information, and make
comments that contribute to the discussion and
link to the remarks of others.
d. Review the key ideas expressed and explain
their own ideas and understanding in light of the
discussion.
Identify key ideas from reading material
(Knowledge)
Identify ways to listen effectively (Knowledge)
Describe discussion rules and roles
(Knowledge)
Know how to pose questions and provide
feedback (Knowledge)
Identify key ideas presented during discussion
(Knowledge)
Relate information read to discussion topics
(Reasoning)
Evaluate implementation of discussion rules
and roles (Reasoning)
Formulate questions and responses based on
comments made by others during discussion
(Reasoning)
Explain the topic using personal ideas,
opinions, and reasoning (Reasoning)
Think critically about ideas posed (Reasoning)
I can identify key ideas from reading material .
I can identify ways to listen effectively.
I can describe discussion rules and roles.
I can pose questions and provide feedback.
I can identify key ideas presented during
discussion.
I can relate information read to discussion
topics.
I can evaluate implementation of discussion
rules and roles.
I can formulate questions and responses based
on comments by others during discussion.
I can explain the topic using personal ideas,
opinions, and reasoning.
I can think critically about ideas posed.
* prose
*Bolded words
Use Marzano 6 Step Process
6/2013 ELA Grade 4
Curriculum Mapping16
Core Standards Grade 4 Deconstructed Standard I Can Vocabulary Resources
SPEAKING AND LISTENING
SL4.1. Standard (continued)
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.
a. Come to discussions prepared, having read or
studied required material; explicitly draw on that
preparation and other information known about
the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and
carry out assigned roles.
c. Pose and respond to specific questions to
clarify or follow up on information, and make
comments that contribute to the discussion and
link to the remarks of others.
d. Review the key ideas expressed and explain
their own ideas and understanding in light of the
discussion.
Justify responses by providing evidence to
support reasoning (Reasoning)
Engage in a variety of discussions by sharing
acquired and prior knowledge of grade 4 topics
and texts (Performance)
Listen actively to discussions and presentations
(Performance)
Follow agreed-upon rules during discussion
(Performance)
Carry out assigned roles during discussions
(Performance)
Pose and respond to specific questions to
clarify understanding of discussion or
presentation (Performance)
Connect comments to the remarks of others
(Performance)
Express ideas clearly (Performance)
I can justify responses by providing evidence to
support reasoning.
I can engage in a variety of discussions by
sharing acquired and prior knowledge of grade
4 topics and texts.
I can listen actively to discussions and
presentations.
I can follow agreed-upon rules during
discussion.
I can carry out assigned roles during
discussions.
I can pose and respond to specific questions to
clarify understanding of discussion or
presentation.
I connect comments to the remarks of others.
I can express ideas clearly.
justify
prior knowledge
SPEAKING AND LISTENING
SL4.2. Paraphrase portions of a text read aloud
or information presented in diverse media and
formats, including visually, quantitatively, and
orally.
Paraphrase information from a text presented
orally from a variety of media formats
including:
•visual
•quantitative
•oral (Knowledge)
I can paraphrase information from a text
presented orally from a variety of media
formats including:
•visual
•quantitative
•oral
paraphrase
quantitative
*Bolded words
Use Marzano 6 Step Process
6/2013 ELA Grade 4
Curriculum Mapping17
Core Standards Grade 4 Deconstructed Standard I Can Vocabulary Resources