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AUSD Grade 4 Language Arts

Resource Planning Guide

GRADE 4 LANGUAGE ARTS PACING GUIDE

-BIG IDEA: Think It Through - How can a challenge bring out our best? I INSTRUCTIONAL WINDOW:

STD

RL.4.1 RL.4.10 RL.4.3

RL.4.7 RL.4.9 SL.4.lb SL.4.ld SL.4.2

L.4.4a

L.4.4cL.4.5

L.4.2dRF.4.3aRF.4.4bSL.4.3 W.4.3dW.4.9aW.4.10

L.4.lf

L.4.3b

SL4.6

W.4.8

WEEKLY CONCEPT: Clever Ideas ESSENTIAL QUESTION: Where do good ideas come from?

COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY LEVELED READER

WORKSHOP MAIN SELECTION/PAIRED SELECTION MAIN SELECTION/PAIRED SELECTION

Title: "The Princess and the SHORT TEXT Strategy: Make, Confirm, or Revise Strategy: Make, Confirm, or Revise Predictions Pea" "The Dragon Problem" (740) Predictions

Skill: Character, Setting, Plot: Sequence Genre: Fairy Tale Genre: Fairy Tale Skill: Character, Setting, Plot:

Sequence MAIN SELECTIONS

Strategy: Make, Confirm, or Strategy: Make, Confirm, or Genre: Fairy Tale Revise Predictions Revise Predictions MAIN SELECTION

Genre: Fairy Tale Titles:

Skill: Character, Setting, Plot: A: Clever Puss/"Rabbit and the Well" (530) Sequence Title: The Princess and the Pizza 0: Jack and the Extreme Stalk/"Stone Soup" (750)

(780) E: Jack and the Extreme Stalk/"Stone Soup" (430) B: Charming Ella/"lvana and the Ogre"

PAIRED SELECTION (860) Genre: Fable

Title: "Tomas and His Sons" /6501 VOCABULARY Vocabulary Words: brainstorm, flattened, frantically, gracious, muttered, official, original, stale

Additional Academic Vocabulary: co Ila borate topic Vocabulary Strategy: Context Clues: Synonyms

PHONICS/SPELLING Phonics/Spelling Skill: Short Vowels Structural Analysis: Inflectional Endings

FLUENCY Fluency Skill: Intonation Notes:

WRITING Genre Writing: Narrative Text Unit Writing Product: Friendly Letter, Personal Narrative Writing Trait: Ideas: Descriptive Details Reading/Writing Workshop: The Dragon Problem Lit. Anthology: The Princess and the Pizza Your Turn Practice Book: Coyote's Song Before the Ball Research and Inquiry: Write a List Text Connections: Compare sources of clever ideas Write About Reading: Write an Analysis (analyze sequence of events)

GRAMMAR Grammar Skill: Sentences Grammar Mechanics: Sentence Punctuation

Research Weekly: Good Ideas -Where do they come from?

ASSESSMENTS:

ACCESS 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

1

ELA Grade 4, Unit 1, Week 1 Assessment Standards and Learning Targets

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).

Learning Target/s:

a. I can describe in depth a character, drawing on specific

details in the text or drama (their thoughts, words, and/or

actions).

b. I can describe in depth a setting drawing on specific details in

the text or drama.

c. I can describe in depth events drawing on specific details in

the text or drama.

L.4.1 Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking.

L.4.1.f Produce complete sentences, recognizing and correcting

inappropriate fragments and run-ons.

Learning Target/s:

• I can write complete sentences by recognizing and correcting

sentence fragments.


run-on sentences.

L.4.3.b Choose punctuation for effect.

Learning Target/s: • I can choose punctuation to help me convey different moods.

L.4.4 Determine or clarify the meaning of unknown and multiple

meaning words and phrases based on grade 4 reading and content,

choosing flexibly from a range of strategies.

L.4.4.a Use context (e.g., definitions, examples, or restatements in

text) as a clue to the meaning of a word or phrase.

Learning Target/s:

• I can use context clues to figure out the meaning of an

unknown word or phrase.

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).

Learning Target/s:

• I can show I understand words by relating them to their

synonym.


antonym.

*Refer to the Common Core State Standards Curriculum Resources Binder for more information

2


-BIG IDEA: Think It Through - How can a challenge bring out our best? I INSTRUCTIONAL WINDOW:

STD

RL.4.1 RL.4.3 RL.4.5 RL.4.9 RL.4.10 SL.4.lc SL.4.2

L.4.SbL.4.ScL.4.6RL.4.4L.4.2dRF.4.3a RF.4.4b W.4.3aW.4.3bW.4.9a

L.4.lfL.3.liSL.4.lcSL.4.2W.4.7

WEEKLY CONCEPT: Think of Others ESSENTIAL QUESTION: How do your actions affect others?


WORKSHOP MAIN SELECTION./PAIRED SELECTION MAIN SELECTION/PAIRED SELECTION

Title: "Say Something" SHORT TEXT Strategy: Make, Confirm, or Revise Strategy: Make, Confirm, or Revise Predictions "The Talent Show" {620) Predictions

Genre: Realistic Fiction Skill: Character, Setting, Plot: Problem and Solution Genre: Realistic Fiction Skill: Character, Setting, Plot:

Strategy: Make, Confirm, or Problem and Solution MAIN SELECTIONS Revise Predictions Strategy: Make, Confirm, or Genre: Realistic Fiction

Revise Predictions MAIN SELECTION Genre: Realistic Fiction Titles:

Skill: Character, Setting, Plot: A: The Dream Team/"Making a Difference" (530) Problem and Solution Title: Experts, Incorporated (730) 0: Rosa's Garden/"Fresh from the City" (710)

E: Rosa's Garden/"Fresh from the City" (540) PAIRED SELECTION B: Saving Grasshopper/"Backyard Bird Habitats" Genre: Informational Text: {810) Expository

Title: "Speaking Out to Stop Bullvin!!" (8001

VOCABULARY Vocabulary Words: accountable, advise, desperately, hesitated, humiliated, inspiration, self-esteem, uncomfortably Additional Academic Vocabulary: dialogue focus Vocabulary Strategy: Figurative Language: Idioms

PHONICS/SPELLING Phonics/Spelling Skill: Long a Structural Analysis: Inflectional endings

FLUENCY Expression and Rate Notes:

WRITING Genre Writing: Narrative Text Unit Writing Product: Friendly Letter, Personal Narrative Writing Trait: Ideas: Focus on an Event Reading/Writing Workshop: The Talent Show Lit. Anthology: Experts, Incorporated Your Turn Practice Book: The Cyber Bully Paul's Mix-Up Research and Inquiry: Paraphrase Facts Text Connections: Compare how actions affect others Write About Reading: Write an Analysis (analyze problem and solution)

GRAMMAR Grammar Skill: Subjects and Predicates Grammar Mechanics: Punctuate Compound Subjects and Predicates

Research Weekly: Effects of Human Actions

ASSESSMENTS:


Reading/Writing Workshop: Genre; Connection of Ideas

Literature Anthology: Genre; Purpose; Sentence Structure; Organization; Connection of Ideas; Specific Vocabulary

3

ELA Grade 4, Unit 1, Week 2 Assessment Standards and Learning Targets rnnn�.e:::mw.:S.m .• rmSfkmwrmre

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).

Learning Target/s:

a. I can describe in depth a character, drawing on specific

details in the text or drama (their thoughts, words, and/or

actions).

b. I can describe in depth a setting drawing on specific details in

the text or drama.

c. I can describe in depth events drawing on specific details in

the text or drama.





Learning Target/s: • I can write complete sentences by recognizing and correcting

sentence fragments.


run-on sentences.

.w

L.4.5.b Recognize and explain the meaning of common idioms,

adages, and proverbs.

Learning Target/s:

• I can recognize and explain the meaning of common idioms.

• I can recognize and explain the meaning of common adages.

• I can recognize and explain the meaning of common

proverbs.




Learning Target/s:


synonym.• I can show I understand words by relating them to their

antonym.


4


.131G IDEA: Think It Through - How can a challenge bring out our best? I INSTRUCTIONAL WINDOW: WEEKLY CONCEPT: Take Action ESSENTIAL QUESTION: How do people respond to natural disasters?


ACCESS COMPLEX TEXT (ACT) STD WORKSHOP MAIN SELECTION/PAIRED SELECTION MAIN SELECTION/PAIRED SELECTION

Rl.4.1 Title: "Avalanche!" SHORT TEXT "A World of Strategy: Reread Strategy: Reread Reading/Writing Workshop: Rl.4.5 Change" (790) Specific Vocabulary; Purpose

Rl.4.7 Genre: Informational Skill: Text Structure: Compare and Skill: Text Structure: Compare and Contrast

Rl.4.9 Genre: Informational Text: Contrast Literature Anthology: Rl.4.10 Text: Expository Expository MAIN SELECTIONS Purpose; Genre; Connection

SL.4.ld MAIN SELECTION Genre: Informational of Ideas; Specific Vocabulary

SL.4.2 Strategy: Reread Strategy: Reread Genre: InformationalText: Expository

Skill: Text Structure: Compare Text: Expository

and Contrast Titles: Title: Earthquakes (870) A: Changing Landscapes/"Students Save Wetlands"

Text Features: Diagrams; (670)

Headings PAIRED SELECTION O: Changing Landscapes/"Students Save Wetlands"

Genre: Informational Text: (840)

Expository E: Changing Landscapes/"Students Save Wetlands"

(740)

Title: "Tornado" (950) B: Changing Landscapes/"Students Save Wetlands"

(920)

L.4.4a VOCABULARY Vocabulary Words: alter, collapse, crisis, destruction, hazard, severe, substantial, unpredictable

L.4.Sb Additional Domain Words: volcanic, volcanoes, inland, air masses

L.4.6 Additional Academic Vocabulary: headings diagrams

Rl.4.4 Vocabulary Strategy: Context Clues: Multiple Meaning Words

L.4.2d PHONICS/SPELLING Phonics/Spelling Skill: Long e

RF.4.3a Structural Analysis: Plurals

RF.4.4c FLUENCY Fluency Skill: Accuracy Notes: SL.4.3 WRITING Genre Writing: Narrative Text

W.4.2b Unit Writing Product: Friendly Letter, Personal Narrative

W.4.9b Writing Trait: Ideas: Supporting Details

W.4.10 Reading/Writing Workshop: A World of Change Lit. Anthology: Earthquakes

Your Turn Practice Book: Rising Waters, Forest Fires

Research and Inquiry: Poster

Text Connections: Compare responses to natural disasters

Write About Reading: Write an Analysis (analyze, compare, and contrast text structure)

L.3.lh GRAMMAR Grammar Skill: Compound Sentences

L.3.li Grammar Mechanics: Punctuating Compound Sentences

L.4.ZcSL.4.5 Research Weekly: Preparing for a Natural Disaster

W.4.8

ASSESSMENTS:

5

ELA Grade 4, Unit 1, Week 3 Assessment Standards and Learning Targets ;;mm.&::ax

Rl.4.2 Determine the main idea of a text and explain how it is

supported by key details; summarize the text.

Learning Target/s:

a. I can determine the main idea of a text.

b. I can summarize the text using key details.

zm.

c. I can identify key details in the text and explain how they

support the main idea.

Rl.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.

Learning Target/s: • I can describe the overall structure of the text.

Rl.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.

Learning Target/s:

a. I can explain information presented visually, orally or

quantitatively.

b. I can explain how the information contributes to an

understanding of the text in which it appears.

L.4.2.c Use a comma before a coordinating conjunction in a

compound sentence.

Learning Target/s:

• I can use a comma before a coordinating conjunction in a

compound sentence.






Learning Target/s:





Learning Target/s:




proverbs.


6


-BIG IDEA: Think It Through - How can a challenge bring out our best? I INSTRUCTIONAL WINDOW:WEEKLY CONCEPT: Ideas in Motion ESSENTIAL QUESTION: How can science help you understand how things work?

COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY LEVELED READER ACCESS COMPLEX TEXT (ACT) STD WORKSHOP MAIN SELECTION/PAIRED SELECTION MAIN SELECTION/PAIRED SELECTION

Rl.4.1 Title: "Look Out Below!" SHORT TEXT Strategy: Reread Strategy: Reread Reading/Writing Workshop:

Rl.4.2 "The Big Race" (690) Genre; Organization

Rl.4.3 Genre: Informational Skill: Text Structure: Cause and Effect Skill: Text Structure: Cause and Effect

Rl.4.5 Genre: Informational Literature Anthology:

Rl.4.7 Text: Narrative Nonfiction MAIN SELECTION MAIN SELECTIONS Organization; Purpose;

Rl.4.9 Text: Narrative Nonfiction Genre: Informational Genre: Narrative Nonfiction Connection of Ideas; Genre;

SL.4.lc Strategy: Reread Specific Vocabulary

Strategy: Reread Text: Narrative Nonfiction Titles:

A: George's Giant Wheel/"3001: A Space Mystery"

Skill: Text Structure: Cause Title: A Crash Course in Forces and (550)

and Effect Motion with Max 0: George's Giant Wheel/"3001: A Space Mystery"

(810)

Text Features: Headings; Axiom, Super Scientist (630) E: George's Giant Wheel/"3001: A Space Mystery"

Speech Balloons (610)

PAIRED SELECTION B: George's Giant Wheel/"3001: A Space Mystery"

Genre: Science Fiction (910)

Title: "The Box- Zin Proiect" 1620\ L.4.4a VOCABULARY Vocabulary Words: accelerate, advantage, capabilities, friction, gravity, identity, inquiry, thrilling

L.4.4c Additional Domain Words: level warp

L.4.6 Additional Academic Vocabulary: restatements transitions

Vocabulary Strategy: Context Clues: Definitions and Restatements

L.4.2d PHONICS/SPELLING Phonics/Spelling Skill: Long i

RF.4.3a Structural Analysis: Inflectional Endings

RF.4.4b FLUENCY Fluency Skill: Phrasing and Rate Notes:W.4.3a WRITING Genre Writing: Narrative Text

W.4.3c Unit Writing Product: Friendly Letter, Personal Narrative

W.4.9b Writing Trait: Organization: Sequence

Reading/Writing Workshop: The Big Race

Lit. Anthology: A Crash Course in Forces and Motion with Max Axiom, Super

Scientist

Your Turn Practice Book: A Firehouse Lesson, Science in a Soda Bottle

Research and Inquiry: Visual display

Text Connections: Compare how things work

Write About Reading: Write an Analysis (analyze strong word choice)

L.4.la GRAMMAR Grammar Skill: Clauses and Complex Sentences

L.4.Zc Grammar Mechanics:

Punctuate Complex Sentences

SL.4.5 Research Weekly: Forces and Motion

SL.4.6

W.4.7

ASSESSMENTS:

7

ELA Grade 4, Unit 1, Week 4 Assessment Standards and Learning Targets . F±i& £llLLP




Learning Target/s:

• I can describe the overall structure of the text.





it appears.

Learning Target/s:


quantitatively.





L.4.2.c Use a comma before a coordinating conjunction in a

compound sentence.

Learning Target/s:

• I can use a comma before a coordinating conjunction in a

compound sentence.






Learning Target/s:






Learning Target/s:


synonym.


antonym.


8


• BIG IDEA: Think It Through - How can a challenge bring out our best? I INSTRUCTIONAL WINDOW: WEEKLY CONCEPT: Putting Ideas to Work ESSENTIAL QUESTION: How can starting a business help others?

STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY LEVELED READER ACCESS COMPLEX TEXT (ACT)


Rl.4.1 Title: "Kids Can Help" SHORT TEXT Strategy: Reread Strategy: Reread Reading/Writing Workshop:

Rl.4.2 "Dollars and Sense" (800) Connection of Ideas;

Rl.4.7 Genre: Informational Skill: Main Idea and Key Details Skill: Main Idea and Key Details Organization

Rl.4.9 Genre: Informational Text:

SL.4.lb Text: Persuasive Article Persuasive Article MAIN SELECTION MAIN SELECTIONS Literature Anthology:

SL.4.2 Genre: Informational Genre: Persuasive Text Specific Vocabulary;

Strategy: Reread Strategy: Reread Text: Persuasive Article Sentence Structure; Connection

Titles: of Ideas

Skill: Main Idea and Key Title: Kids in Business(790) A: Start Small, Think Big (660)/"Spending and

Details Saving" (660)

PAIRED SELECTION 0: Start Small, Think Big/"Spending and Saving"

Text Features: Graph; Headings Genre: Informational (780)

E: Start Small, Think Big/"Spending and Saving"

Text: Procedural Text (710)

B: Start Small, Think Big/"Spending and Saving"

Title: "Starting a Successful (890)

Business" 17701

L.3.4b VOCABULARY Vocabulary Words: compassionate, enterprise, exceptional, funds, innovative, process, routine, undertaking

L.4.4a Additional Domain Words: entrepreneur

L.4.6 Additional Academic Vocabulary: print, sources, digital, sources

RF.4.3a Vocabulary Strategy: Suffixes

RI .4.4

L.4.2d PHONICS/SPELLING Phonics/Spelling Skill: Long o

RF.4.3a Structural Analysis: Compound Words

RF.4.4a FLUENCY Fluency Skill: Phrasing and Rate Notes:

RF.4.4b

Rl.4.2 WRITING Genre Writing: Narrative Text

SL.4.3 Unit Writing Product: Friendly Letter, Personal Narrative

W.4.10 Writing Trait: Sentence Fluency: Sentence Length

Reading/Writing Workshop: Dollars and Sense Lit. Anthology: Kids in Business


Text Connections: How starting a business helps others

Write About Reading: Write an Analysis (how the author informs and explains important

topics

L.4.lf GRAMMAR Grammar Skill: Run-On Sentences

Grammar Mechanics: Correcting Fragments and Run-Ons

SL.4.5 Research Weekly: Famous Entrepreneurs

W.4.7 Unit Level: Research

Skill: Parts of a Library

Unit Project: Self-select and develop from options for unit research projects.

ASSESSMENTS:

9

ELA Grade 4, Unit 1, Week 5 Assessment Standards and Learning Targets c_.,.._----2lSJ.l..AWWmt:m+rn.LS 2S&LG2mmwww.mr-raasa:�a-. £W&,J •. ZE!lEU.



Learning Target/s:









it appears.

Learning Target/s:


quantitatively.






inappropriate fragments and run-ans.

Learning Target/s:


sentence fragments.


run-on sentences.



Learning Target/s:

I can use context clues to figure out the meaning of an unknown

word or phrase.


10


•BIG IDEA�Think It Through - How ca; a challenge bring out our best? ESSENTIAL QUESTION: How can starting a business help others?

I INSTRUCTIONAL WINDOW:I INTERIM WINDOW:

UNIT WRAP-UP SUMMATIVE ASSESSMENT

STD Post Assessment Instruction

RF.4.4a FLUENCY Reader's Theater: Using Assessment Results

RF.4.4b Whodunit? Woo Knows ... Tested skills:

RF.4.4c

RL.4.10 COMPREHENSION TIME FOR KIDS/Reading Digitally: RETEACH o Whole Group

Rl.4.10 Bullying: It's Against the Law Skill/Strategy: o Small Group

SL.4.2 Students:

W.4.7Instructional strategy(ies)/activity(ies):

SL.4.4 RESEARCH AND INQUIRY Research skill: Parts of a library

W.4.6 Choose Project

W.4.7

W.4.8 Science/Social Studies Connection

W.4.3a WRITING Genre Writing: Narrative Text RETEACH o Whole Group

W.4.3b Unit Writing Products: Skill/Strategy: o Small Group

W.4.3c Friendly Letter Students:

W.4.3d Personal Narrative

W.4.3e Instructional strategy(ies)/activity(ies):

W.4.5

W.4.6

EXTEND LEARNING

Level Up

ASSESSMENTS:

11

Grade 4 Learning Targets, ELA Unit 1

RL.4.3- Descri-b� 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).

Learning Target/s: a. I can describe in depth a character, drawing on specific details in the text

or drama (their thoughts, words, and/or actions).b. I can describe in depth a setting drawing on specific details in the text or

drama.c. I can describe in depth events drawing on specific details in the text or

drama.

Rl.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Learning Target/s: a. I can determine the main idea of a text.b. I can summarize the text using key details.c. I can identify key details in the text and explain how they support the

main idea.

Rl.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.

Learning Target/s: • I can describe the overall structure of the text.

Rl.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.

Learning Target/s: a. I can explain information presented visually, orally or quantitatively.b. I can explain how the information contributes to an understanding of the

text in which it appears.

L.4.1 Demonstrate command of the conventions of standard English grammar andusage when writing or speaking.

L.4.1.f Produce complete sentences, recognizing and correcting inappropriatefragments and run-ons.

Learning Target/s: • I can write complete sentences by recognizing and correcting sentence

fragments.• I can write complete sentences by recognizing and correcting run-on

sentences.

L.4.2.c Use a comma before a coordinating conjunction in a compound sentence.Learning Target/s: • I can use a comma before a coordinating conjunction in a compound

sentence.

L.4.3.b Choose punctuation for effect.Learning Target/s: • I can choose punctuation to help me convey different moods.

L.4.4 Determine or clarify the meaning of unknown and multiple-meaning wordsand phrases based on grade 4 reading and content, choosing flexibly from a rangeof strategies.

L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue tothe meaning of a word or phrase.

Learning Target/s: • I can use context clues to figure out the meaning of an unknown word or

phrase.

L.4.5.b Recognize and explain the meaning of common idioms, adages, andproverbs.

Learning Target/s: • I can recognize and explain the meaning of common idioms.• I can recognize and explain the meaning of common adages.• I can recognize and explain the meaning of common proverbs.

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).

Learning Target/s: • I can show I understand words by relating them to their synonym.• I can show I understand words by relating them to their antonym.


12


.•BIG IDEA: Amazing Animals What can animals teach us? ! INSTRUCTIONAL WINDOW:

WEE KL V CONCEPT: Literary Lessons ESSENTIAL QUESTION: What are some messages in animal stories?

STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY LEVELED READER

ACCESS COMPLEX TEXT (ACT) WORKSHOP MAIN SELECTION/PAIRED SELECTION MAIN SELECTION/PAIRED SELECTION

RL.4.1 Title: "The Coyote and the SHORT TEXT Strategy: Ask and Answer Strategy: Ask and Answer Questions Reading/Writing

RL.4.2 Hen" "The Fisherman and the Kaha Questions Workshop: Genre; Prior

RL.4.6 Bird" (800) Skill:Theme Knowledge

RL.4.9 Genre: Folktale Skill:Theme

RL.4.10 Genre: Folktale MAIN SELECTIONS Literature Anthology:

Rl.4.7 Strategy: Ask and Answer MAIN SELECTION Genre: Folktale Specific Vocabulary; Genre;

Rl.4.9 Questions Strategy: Ask and Answer Genre: Folktale Sentence Structure; Prior

SL.4.lb Questions Titles: Knowledge; Connection of

SL.4.ld Title: The Secret Message (820) A: The Cockroach and the Mouse/"Fox and Crane" Ideas; Purpose; Organization

SL.4.2 Skill:Theme (600)

SL.4.3 PAIRED SELECTION 0: The Badger and the Fan/"Fox and Cat"

Genre: Fable (530) E: The Badger and the Fan/"Fox and Cat"

(720) B: The Wings of the Butterfly/"The Fox

Title: "The Fox and the Goat" 17901 and the Crow" (7701

L.3.4c VOCABULARY Vocabulary Words: attracted, dazzling, fabric, greed, honest, requested, soared, trudged

L.4.4a Additional Academic Vocabulary: symbolism outline

L.4.4b Vocabulary Strategy: Root Words

L.4.4c

L.4.6

L.4.2d PHONICS/SPELLING Phonics/Spelling Skill: Prefixes

RF.4.3a Structural Analysis: Inflectional Endings

RF.4.4b

RF.4.4b FLUENCY Fluency Skill: Expression Notes:

W.4.3a WRITING Writing Trait: Organization: Strong Openings

W.4.9a Reading/Writing Workshop:

W.4.10 The Fisherman and the Kaha Bird

Lit. Anthology: The Secret Message

Your Turn Practice Book: Anansi and His Children; The Tiger, the Brahmin, and the Jackal

Research and Inquiry: Outline

Text Connections: Compare themes in animal stories

Write About Reading: Write an Analysis (analyze theme)

L.4.la GRAMMAR Grammar Skill: Common and Proper Nouns

L.4.ld Grammar Mechanics: Capitalizing Proper Nouns

L.4.2a

SL.4.4 Research Weekly: Fables and Folktales

SL.4.6

ASSESSMENTS:

13

ELA Grade 4, Unit 2, Week 1 Assessment Standards and Learning Targets .. .

RL.4.2 Determine a theme of a story, drama, or poem from details in the text;

summarize the text.

Learning Target/s:

I can define theme.

a. I can determine the theme of a story from details in the text.

b. I can determine the theme of a drama from the details in the text.

c. I can determine the theme of a poem from the details in the text.

d. I can summarize the text.

RL.4.6 Compare and contrast the point of view from which different stories are

narrated, including the difference between first- and third-person narrations.

Learning Target/s:

a. I can identify the point of view from which a story is being told.

b. I can compare and contrast stories that use the same point of view.

c. I can compare and contrast a story or stories that uses or use different

points of view.

d. I can find similarities and differences in narration between a story

written in first person and a story written in third person.

Rl.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.

Learning Target/s:

a. I can explain information presented visually, orally or quantitatively.

b. I can explain how the information contributes to an understanding of the


L.4.2.a Use correct capitalization.

Learning Target/s:

• I can locate and correct capitalization errors.

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.

Learning Target/s:

• I can use context clues to figure out the meaning of an unknown word or

phrase.

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).

Learning Target/s:

• I can use affixes and roots as clues to figure out the meaning of an

unknown word.


14


BIG IDEA: Amazing Animals - What can animals teach us? I INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Animals in Fiction ESSENTIAL QUESTION: How do animal characters change familiar stories?


ACCESS COMPLEX TEXT (ACT) STD WORKSHOP MAIN SELECTION,/PAIRED SELECTION MAIN SELECTION/PAIRED SELECTION

RL.4.1 Title: "A Grasshopper's Sad SHORT TEXT Strategy: Ask and Answer Strategy: Ask and Answer Questions Reading/Writing

RL.4.2 Tale" "The Ant and the Questions Workshop: Prior Knowledge;

RL.4.9 Grasshopper" Skill: Theme Genre

RL.4.10 Genre: Dramatic Scene Skill:Theme

SL.4.ld Genre: Drama MAIN SELECTIONS Literature Anthology: Prior

SL.4.2 Strategy: Ask and Answer MAIN SELECTION Genre: Drama Knowledge; Genre; Connection

SL.4.3 Questions Strategy: Ask and Answer Genre: Drama of Ideas; Sentence Structure;

Questions Titles: Organization

Title: Ranita, The Frog Princess A: Saving the Green Bird/"The Missing Pie Mystery"

Skill: Theme (NP)

PAIRED SELECTION 0: The Prince Who Could Fly/''The Mystery of the

Genre: Mystery Spotted Dogs" (NP)

E: The Prince Who Could Fly/"The Mystery of the

Title: "The Moonlight Concert Spotted Dogs" (NP)

Mystery" (710) B: Behind the Secret Trapdoor/ "The Mystery of the

Messv Room" INPl L.4.Sc VOCABULARY Vocabulary Words: annoyed, attitude, commotion, cranky, familiar, frustrated, selfish, specialty

L.4.6 Additional Academic Vocabulary: traditional, contemporary

Vocabulary Strategy: Context Clues: Antonyms

L.4.2d PHONICS/SPELLING Phonics/Spelling Skill: Digraphs

RF.4.3a Structural Analysis: Possessives

RF.4.4a

RF.4.4b FLUENCY Fluency Skill: Intonation Notes:

W.4.3b WRITING Writing Trait: Voice: Informal Voice

W.4.3c Reading/Writing Workshop: The Ant and the Grasshopper

W.4.3d Lit. Anthology: Ranita, The Frog Princess

W.4.10 Your Turn Practice Book: Grant and the Flower Stem; Goldilocks Returns

Research and Inquiry: Write a List

Text Connections: Compare animal stories

Write About Reading: Write an Analysis (analyze dramatic text structure)

L.4.3a GRAMMAR Grammar Skill: Singular and Plural Nouns

Grammar Mechanics: Commas in a Series

L.4.3c Research Weekly: Animals and their Characteristics

W.4.7

ASSESSMENTS:

15

ELA Grade 4, Unit 2, Week 2 Assessment Standards and Learning Targets ··, r� - ,. �

RL.4.2 Determine a theme of a story, drama, or poem from details in

the text; summarize the text.

Learning Target/s:

I can define theme.


b. I can determine the theme of a drama from the details in the

text.

c. I can determine the theme of a poem from the details in the

text.





Learning Target/s:


synonym.


antonym.


16


• BIG IDEA: Amazing Animals - What can animals teach us? I INSTRUCTIONAL WINDOW:

STD Rl.4.1 Rl.4.2

Rl.4.3

Rl.4.7

Rl.4.9 SL.4.la SL.4.ld SL.4.2 SL.4.3

L.4.3aL.4.4a

L.4.Sa

L.4.6Rl.4.4

L.4.2dRF.4.3aRF.4.4bRF.4.4c

RF.4.4b

W.4.2bW.4.9bW.4.10

L.3.lb

SL.4.5 W.4.7W.4.8

WEEKLY CONCEPT: Natural Connections ESSENTIAL QUESTION: How are all living things connected?



Title: "Return of the Wolves" SHORT TEXT "Rescuing Our Strategy: Summarize Strategy: Summarize Reefs" (810)

Genre: Informational Skill: Main Idea and Key Details Skill: Main Idea and Key Details Genre: Informational Text:

Text: Narrative Nonfiction Narrative Nonfiction MAIN SELECTION MAIN SELECTIONS

Genre: Informational Genre: Narrative Nonfiction Strategy: Summarize Strategy: Summarize

Text: Narrative Nonfiction Titles:

Skill: Main Idea and Key A: Saving San Francisco Bay/"The Great Estuary Details Title: The Buffalo Are Back (800) Ecosystem" (690)

0: Saving San Francisco Bay/"The Great Estuary Text Features: Headings; PAIRED SELECTION Ecosystem" (850) Flow Chart Genre: Informational E: Saving San Francisco Bay/"The Great Estuary

Ecosystem" (820) Text: Expository B: Saving San Francisco Bay/"The Great Estuary

Ecosystem" (900) Title: "Energy in the Ecosystem" 1790\

VOCABULARY Vocabulary Words: crumbled, droughts, ecosystem, extinct, flourished, fragile, imbalance, ripples Additional Domain Words: replanted, eroded, preserve Additional Academic Vocabulary: flow chart categorize Vocabulary Strategy: Context Clues: Sentence Clues

PHONICS/SPELLING Phonics/Spelling Skill: Three-Letter Blends Structural Analysis: Words Ending in -er and -est

FLUENCY Fluency Skill: Accuracy Notes:

WRITING Writing Trait: Ideas: Supporting Details Reading/Writing Workshop: Rescuing Our Reefs Lit. Anthology: The Buffalo Are Back Your Turn Practice Book: A Worm's Work; Dad and I See Green Worms Research and Inquiry: Food web Text Connections: Compare connections among living things Write About Reading: Write an Analysis (analyze Text Features)

GRAMMAR Grammar Skill: Irregular Plural Nouns Grammar Mechanics: Correct Plural Forms

Research Weekly: Food Web

ASSESSMENTS:


Reading/Writing

Workshop: Genre; Connection of Ideas


Genre; Organization; Specific Vocabulary; Connection of Ideas; Purpose

17




Learning Target/s:









it appears.

Learning Target/s:


quantitatively.





Learning Target/s:






Learning Target/s:


synonym.


antonym.


18


• BIG IDEA: Amazing Animals What can animals teach us? I INSTRUCTIONAL WINDOW:

STD

RL.4.1

RL.4.2

RL.4.3

RL.4.6

Rl.4.1

Rl.4.2

Rl.4.3

Rl.4.9

SL.4.lb

SL.4.ld

SL.4.2

L.4.2

L.4.3a

L.4.4a

L.4.4b

L.4.Sc

L.4.6

RF.4.3a

L.4.2d

RF.4.4b

W.4.4

W.4.9b

W.4.10

L.3.2d

W.4.7

W.4.8

WEEKLY CONCEPT: Adaptations ESSENTIAL QUESTION: What helps an animal survive?



Title: "Adaptations at Work" SHORT TEXT "Animal Strategy: Summarize Strategy: Summarize

Adaptations" {850)

Genre: Informational Skill: Main Idea and Key Details Skill: Main Idea and Key Details

Genre: Informational Text:

Text: Expository Expository MAIN SELECTION MAIN SELECTIONS

Genre: Informational Genre: Informational

Strategy: Summarize Strategy: Summarize

Text: Expository Text: Expository

Skill: Main Idea and Key

Details Title: Spiders (820) Titles:

A: Extreme Animals/"Hare and the Water" (590)

Text Features: PAIRED SELECTION 0: Extreme Animals/"Hare and the Water"

Photographs and Captions; Genre: Trickster Tale {830) E: Extreme Animals/"Hare and the Water"

Headings {680) B: Extreme Animals/"Hare and the Water"

Title: "Anansi and the Birds" 17401 1890)

VOCABULARY Vocabulary Words: camouflaged, dribbles, extraordinary, poisonous, pounce, predator, prey, vibrations,

Additional Domain Words: spinnerets, pedipalps

Additional Academic Vocabulary: captions ,analyze

Vocabulary Strategy: Prefixes

PHONICS/SPELLING Phonics/Spelling Skill: r-Controlled Vowels/ar/ and/or/

Structural Analysis: Suffixes -ful and -less

FLUENCY Fluency Skill: Rate Notes: WRITING Writing Trait: Organization: Logical Order

Reading/Writing Workshop: Animal Adaptations

Lit. Anthology: Spiders

Your Turn Practice Book: The Birds/Giraffes' Adaptations

Research and Inquiry: Write an Outline

Text Connections: Compare information about animal adaptations

Write About Reading: Write an Analysis (analyze main ideas and details)

GRAMMAR Grammar Skill: Possessive Nouns

Grammar Mechanics: Apostrophes

Research Weekly: Plant/Animal Adaptation

ASSESSMENTS:


Reading/Writing

Workshop: Prior Knowledge


Purpose; Specific Vocabulary;

Genre; Connection of Ideas;

Sentence Structure; Prior

Knowledge

19


RL.4.2 Determine a theme of a story, drama, or poem from details

in the text; summarize the text.

Learning Target/s:

I can define theme.


b. I can determine the theme of a drama from the details in the

text.

c. I can determine the theme of a poem from the details in the

text.


RL.4.6 Compare and contrast the point of view from which different

stories are narrated, including the difference between first- and third

person narrations.

Learning Target/s:

a. I can identify the point of view from which a story is being

told.

b. I can compare and contrast stories that use the same point of

view.

c. I can compare and contrast a story or stories that uses or use

different points of view.

d. I can find similarities and differences in narration between a

story written in first person and a story written in third

person.



Learning Target/s:







learning Target/s:



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).

Learning Target/s:

• I can use affixes and roots as clues to figure out the meaning

of an unknown word.




Learning Target/s:


synonym.


antonym.


20


.,BIG IDEA: Amazing Animals - What can animals teach us? I INSTRUCTIONAL WINDOW:WEEKLY CONCEPT: Animals All Around ESSENTIAL QUESTION: How are writers inspired by animals?

COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY LEVELEO READER ACCESS COMPLEX TEXT (ACT} STD WORKSHOP MAIN SELECTION/PAIRED SELECTION MAIN SELECTION/PAIRED SELECTION

RL.4.1 Title: Animal Haiku Short Texts: "Dog,"/"The Skill: Point of View Skill: Point of View Reading/Writing

RL.4.3 Eagle," /"Chimpanzee," /"Rat" Workshop: Specific

RL.4.5 Genre: Haiku MAIN SELECTIONS MAIN SELECTIONS Vocabulary; Organization

RL.4.6 Genre: Lyric Poetry and Haiku Genre: Lyric Poetry and Haiku Genre: Realistic Fiction

RL.4.9 Strategy: Ask and Answer Literature Anthology:

SL.4.lc Questions Skill: Point of View Titles: "The Sandpiper," Titles: Genre; Specific Vocabulary;

SL.4.2 "Bat," /"The Grasshopper A: Putting on an Act/ Haiku(620) Purpose

SL.4.3 Literary Elements: Meter and Springs," /"Fireflies at Dusk" 0: The Big One/ Haiku(690)

Rhyme E: The Big One/ Haiku(530)

PAIRED SELECTIONS B: Dolphin Cove/ Haiku(780)

Genre: Lyric Poetry and Haiku

Titles: "Fog", "White Cat Winter"

L.4.3a VOCABULARY Vocabulary Words: brittle, creative, descriptive, outstretched

L.4.Sa Poetry Terms: metaphor, meter, rhyme, simile

L.4.6 Additional Academic Vocabulary: plagiarism, presentation

RF.4.3a Vocabulary Strategy: Figurative Language: Similes and Metaphors

L.4.2d PHONICS/SPELLING Phonics/Spelling Skill: Suffixes

RF.4.3a Structural Analysis: Contractions

RF.4.4b

RF.4.4b FLUENCY Fluency Skill: Notes:Expression and Phrasing

W.4.2d WRITING Writing Trait: Word Choice: Precise Language

W.4.10 Reading/Writing Workshop: "Dog," /"The Eagle,"/"Chimpanzee,"/"Rat"

Lit. Anthology: The Sandpiper, Bat, The Grasshopper Springs, Fireflies at Dusk

Your Turn Practice Book: The Nautilus

Research and Inquiry: Research local animals

Text Connections: Compare how writers are inspired by animals

Write About Reading: Write an Analysis (analyze poetic structure)

L.3.li GRAMMAR Grammar Skill: Combining Sentences

Grammar Mechanics: Phrases and Interjections

SL.4.5 Research Weekly: Animals particular to different regions

W.4.7 Unit Level: Research

Skill: Reliable Sources


ASSESSMENTS:

21


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.

Learning Target/s:

• I can explain major differences between poems, drama, and

prose, referring to their structural elements for justification,

when writing or speaking.



person narrations.

Learning Target/s:


told.


view.





person.

L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as

pretty as a picture) in context.

Learning Target/s:

• I can explain the meaning of simple similes.

• I can explain the meaning of simple metaphors.


22


BIG IDEA: Amazing Animals - What can animals teach us? INSTRUCTIONAL WINDOW:

. ESSENTIAL QUESTION: How can starting a business help others? INTERIM WINDOW:

STD UNIT WRAP-UP SUMMATIVE ASSESSMENT

Post Assessment Instruction


RF.4.4b The Nightingale Tested skills:

RF.4.4c


Rl.4.10 Sharks Under Attack Skill/Strategy: o Small Group

Students:

SL.4.2 RESEARCH AND INQUIRY Research skill

SL.4.4 Choose Project Instructional strategy(ies)/activity(ies):

W.4.6


W.4.8

W.4.2a WRITING Genre Writing: Informative Text RETEACH o Whole Group


W.4.2c Explanatory Essay Students:

W.4.2d How-to


EXTEND LEARNING

Level Up

ASSESSMENTS:

23

Grade 4 Learning Targets, ELA Unit 2 ill£ @ a a

RL.4.2 Determine a theme of a story, drama, or poem from details in the text;

summarize the text.

Learning Target/s:

I can define theme.





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.

Learning Target/s:

• I can explain major differences between poems, drama, and prose,

referring to their structural elements for justification, when writing or

speaking.

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.

Learning Target/s:




points of view.



Rl.4.2 Determine the main idea of a text and explain how it is supported by key

details; summarize the text.

Learning Target/s:



c. I can identify key details in the text and explain how they support the

main idea.

Rl.4.7 interpret information presented visuaiiy, oraiiy, 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.

Learning Target/s:




L.4.1.f Produce complete sentences, recognizing and correcting inappropriate

fragments and run-ons.

Learning Target/s:

• I can write complete sentences by recognizing and correcting sentence

fragments.

• I can write complete sentences by recognizing and correcting run-on

sentences.


Learning Target/s:




Learning Target/s:


phrase.



Learning Target/s:


unknown word.

L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a

picture) in context.

Learning Target/s:




24

l!El: ... muz &-; ... _,zxz - Z2LI .. c - .. -= !±!tZEE- _w

Grade 4 Learning Targets, ELA Unit 2 .a .CSM&W

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).

Learning Target/s:

• I can show I understand words by relating them to their synonym.

• I can show I understand words by relating them to their antonym.

=


25

AU'sn) .,,. ........... � ... �, :! GRADE 4 LANGUAGE ARTS PACING GUIDE

BIG IDEA: That's the Spirit! - How can you show your community spirit? I INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Friendship ESSENTIAL QUESTION: How can you make new friends feel welcome?



RL.4.1 Title: "Samson's Advice" SHORT TEXT "At the Library" Strategy: Visualize Strategy: Visualize Reading/Writing

RL.4.3 (800) Workshop: Connection

RL.4.6 Genre: Fantasy Skill: Point of View Skill: Point of View of Ideas; Genre

RL.4.9 Genre: Fantasy

SL.4.la Strategy: Visualize MAIN SELECTION MAIN SELECTIONS Literature Anthology:

SL.4.la Strategy: Visualize Genre: Fantasy Genre: Fantasy Prior Knowledge; Connection of

SL.4.lb Titles: Ideas; Sentence Structure;

SL.4.2 Skill: Point of View Title: The Cricket in Times Square A: A New Bear in the Forest/"The Beckoning Cat" Specific Vocabulary; Purpose

SL.4.3 {780) (590) 0: Not from Around Here/"Kintaro, Friend of the

PAIRED SELECTION Animals" {650)

Genre: Legend E: Not from Around Here/"Kintaro, Friend of the

Title: "The Girl and the Chenoo" Animals" (480)

{880) B: Cara and the Sky Kingdom/"Robin Hood's Great

Friend" 17801

L.4.lb VOCABULARY Vocabulary Words: acquaintance, cautiously, complementary, jumble, logical, scornfully, scrounging, trustworthy

L.4.ld Additional Academic Vocabulary: primary source, secondary source

L.4.3a Vocabulary Strategy: Context Clues: Paragraph Clues

L.4.3c

L.4.4a

L.4.4t

L.4.6

L.4.2a PHONICS/SPELLING Phonics/Spelling Skill: r-Controlled Vowels er, ir, and ur

L.4.2d Structural Analysis: Closed Syllables

RF.4.3a FLUENCY Fluency Skill: Expression Notes:

RF.4.4a

RF.4.4b

W.4.3c WRITING Writing Trait: Sentence Fluency: Transitions

W.4.9a Reading/Writing Workshop: At the Library

W.4.10 Lit. Anthology: The Cricket in Times Square

Your Turn Practice Book: The Oak Tree and the Tiny Bird; A Perfect Room

Research and Inquiry: Write a Description Text Connections: Compare how to welcome new friends

Write About Readine:: Write an Analvsis (analvze ooint of view)

L.4.1 GRAMMAR Grammar Skill: Action Verbs

L.4.la Grammar Mechanics: Titles

L.4.3c Research Weekly: Important places in your community

W.4.8

ASSESSMENTS:

27




person narrations.

Learning Target/s:


told.


view.





person.



L.4.1.b Form and use the progressive (e.g., I was walking; I am

walking; I will be walking) verb tenses.

Learning Target/s:

• I can form and use progressive verb tenses to show action.



Learning Target/s:



L.4.5.c Demonstrate understanding of words by relating them to their

opposites (antonyms) and to words with similar but not identical


Learning Target/s:


synonym.


antonym.


28


-BIG IDEA: That's the Spirit! How can you show your community spirit? I INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Helping the Community ESSENTIAL QUESTION: In what ways can you help your community?

STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY LEVELED READER ACCESS COMPLEX TEXT (ACT}

WORKSHOP MAIN SELECTION,/PAIRED SELECTION MAIN SELECTION/PAIRED SELECTION

RL.4.1 Title: "Books" SHORT TEXT "Remembering Strategy: Visualize Strategy: Visualize Reading/Writing

RL.4.3 Hurricane Katrina" (800) Workshop: Specific

RL.4.4 Genre: Historical Fiction Skill: Point of View Skill: Point of View Vocabulary; Genre

RL.4.6 Genre: Realistic Fiction

RL.4.9 Strategy: Visualize MAIN SELECTION MAIN SELECTIONS literature Anthology:

Rl.4.1 Strategy: Visualize Genre: Realistic Fiction Genre: Realistic Fiction Prior Knowledge; Sentence

Rl.4.3 Structure; Genre; Connection o1

Rl.4.9 Skill: Point of View Title: Aguinaldo (650) Titles: Ideas; Specific Vocabulary;

SL.4.lb A: Playground Buddy/"Making a Difference" (590) Organization

SL.4.2 PAIRED SELECTION O: Brick by Brick/"A Big Heart" (690)

SL.4.3 Genre: Informational E: Brick by Brick/"A Big Heart" (500) B: Standing Guard/"The Great Big Birthday Bash"

Text: Expository (760)

Title: "Partaking in Public Service"

1770) L.4.3a VOCABULARY Vocabulary Words: assigned, generosity, gingerly, mature, organizations, residents, scattered, selective

L.4.4a Additional Academic Vocabulary: flashback, opinion

L.4.4b Vocabulary Strategy: Context Clues: Definitions and Restatements

L.4.6

L.4.2d PHONICS/SPELLING Phonics/Spelling Skill: Words with Silent Letters

Structural Analysis: Open Syllables

RF.4.3a FLUENCY Fluency Skill: Expression Notes: RF.4.4b

W.4.3d WRITING Writing Trait: Word Choice: Strong Words

W.4.9a Reading/Writing Workshop: Remembering Hurricane Katrina

W.4.10 Lit. Anthology: Aguinaldo

Your Turn Practice Book: How Vera Helped The Bag Parade Research and Inquiry: Persuasive Writing

Text Connections: Compare helping the community

Write About Reading: Write an Analysis (analyze to share an opinion)

L.4.lb GRAMMAR Grammar Skill: Verb Tenses

Grammar Mechanics: Subject-Verb Agreement

SL.4.4 Research Weekly: Community Service Projects

SL.4.5

ASSESSMENTS:

29

ELA Grade 4, Unit 3, Week 2 Assessment Standards and Learning Targets - .



person narrations.

Learning Target/s:


told.


view.





person.



L.4.1.b Form and use the progressive (e.g., I was walking; I am

walking; I will be walking) verb tenses.

Learning Target/s:




Learning Target/s:





autograph).

Learning Target/s:


of an unknown word.


30

Ausp) GRADE 4 LANGUAGE ARTS PACING GUIDE

BIG IDEA: That's the Spirit! - How can you show your community spirit? I INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Liberty and Justice ESSENTIAL QUESTION: How can one person make a difference? -· .



Rl.4.1 Title: "Nelson Mandela: SHORT TEXT "Judy's Strategy: Reread Strategy: Reread Reading/Writing

Rl.4.3 Working for Freedom" Appalachia" (830) Workshop: Connection of

Rl.4.6 Skill: Author's Point of View Skill: Author's Point of View Ideas; Specific Vocabulary

Rl.4.8 Genre: Informational Genre: Informational

Rl.4.9 MAIN SELECTION MAIN SELECTIONS Literature Anthology:

SL.4.lc Text: Biography Text: Biography Genre: Informational Genre: Biography Prior Knowledge;

SL.4.2 Text: Biography Purpose; Connection of

SL.4.3 Strategy: Reread Strategy: Reread Titles: Ideas; Specific Vocabulary;

Title: Delivering Justice: W.W. Law A: Jacob Riis: Champion of the Poor/"The Fight for Organization; Sentence

Skill: Author's Point of View and the Fight for Civil Rights (830) Equality" (610) Structure; Genre

0: Jacob Riis: Champion of the Poor/"The Fight for

Text Feature: Time line PAIRED SELECTION Equality" (790)

Genre: Informational E: Jacob Riis: Champion of the Poor/"The Fight for

Equality"GSO)

Text: Autobiography B: Jacob Riis: Champion of the Poor/"The Fight for

Equality" (870)

Title: "Keeping Freedom in the

Family: Coming of Age in the Civil

Rii:rhts Movement" (940l

L.4.2a VOCABULARY Vocabulary Words: boycott, encouragement, fulfill, injustice, mistreated, protest, qualified, registered

L.4.2d Additional Domain Words: sit-in, civil rights

L.4.3a Additional Academic Vocabulary: time line evidence

L.4.4a Vocabulary Strategy: Synonyms and Antonyms

L.4.4b

L.4.2d PHONICS/SPELLING Phonics/Spelling Skill: Soft c and g

Structural Analysis: Final e Syllables

RF.4.3a FLUENCY Fluency Skill: Accuracy Notes:

RF.4.4b

RF.4.4c

W.4.lb WRITING Writing Trait: Ideas: Relevant Evidence

W.4.9b Reading/Writing Workshop: Judy's Appalachia

W.4.10 Lit. Anthology: Delivering Justice: W.W. Law and the Fight for Civil Rights

L.4.4c Your Turn Practice Book: A Child's Fight for Rights; Talia Leman and Randomkid.org

Research and Inquiry: Write a Timeline

Text Connections: Compare how one person can make a difference

Write About Reading: Write an Analysis (analyze author's point of view)

L.4.lc GRAMMAR Grammar Skill: Main and Helping Verbs

Grammar Mechanics: Punctuation in Contractions

W.4.6 Research Weekly: Person Who Has Made a Difference

W.4.7

W.4.8

ASSESSMENTS:

31


Rl.4.8 Explain how an author uses reasons and evidence to support

particular points in a text.

Learning Target/s:

• I can explain how an author uses reasons and evidence to

support particular points in a text.



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.

Learning Target/s:

• I can use context clues to figure out the meaning of an unknown

word or phrase.

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).

Learning Target/s:


unknown word.




Learning Target/s:



antonym.


32


• BIG IDEA: That's the Spirit! - How can you show your community spirit? I INSTRUCTIONAL WINDOW:

STD

Rl.4.1

Rl.4.3

Rl.4.8

Rl.4.9

Rl.4.10

SL.4.lb

SL.4.2

SL.4.3

L.4.3a

L.4.4a

L.4.4b

L.4.5

L.4.2d

RF.4.3a

RF.4.4a

RF.4.4b

Rl.4.9

SL.4.3

SL.4.4

W.4.3e

W.4.9b

W.4.10

L.3.ld

L.3.lf

L.4.3c

W.4.7

WEEKLY CONCEPT: Powerful Words ESSENTIAL QUESTION: How can words lead to change?



Title: "Bringing Words to the SHORT TEXT Strategy: Reread Strategy: Reread

Deaf" "Words for Change" (820)

Skill: Author's Point of View Skill: Author's Point of View

Genre: Informational Genre: Informational

MAIN SELECTION MAIN SELECTIONS

Text: Biography Text: Biography Genre: Informational Genre: Biography

Strategy: Reread Strategy: Reread Text: Biography Titles:

A: Nellie Bly: Reporter for the Underdog/"Around

Skill: Author's Point ofView Title: Abe's Honest Words: The Life of the World" (680)

Abraham Lincoln (780) 0: Nellie Bly: Reporter for the Underdog/"Around

the World" (790)

Text Features: Captions; PAIRED SELECTION E: Nellie Bly: Reporter for the Underdog/"Around

Primary Sources Genre: Informational the World" (730)

B: Nellie Bly: Reporter for the Underdog/"Around

Text: Speech the World" (880)

Title: "A New Birth of Freedom" 112401

VO Vocabulary Words: address, divided, haste, opposed, perish, proclamation, shattered, tension

CABULARY Additional Domain Words: office, inaugural, federal, Union

Additional Academic Vocabulary: evaluate paraphrase

Vocabulary Strategy: Latin and Greek Suffixes

PHONICS/SPELLING Phonics/Spelling Skill: Plurals

Structural Analysis: Suffixes ment, -ness, -age, -ance, -ence

FLUENCY Fluency Skill: Expression Notes:

WRITING Writing Trait: Organization: Strong Conclusions

Reading/Writing Workshop: Words for Change

Lit. Anthology: Abe's Honest Words: The Life of Abraham Lincoln

Your Turn Practice Book: A True Declaration Encouraging Change

Research and Inquiry: Directions

Text Connections: Compare how words can lead to change

Write About Reading: Write an Analysis (analyze author's use of reasons and evidence)

GRAMMAR Grammar Skill: Linking Verbs

Grammar Mechanics: Subject-Verb Agreement

Research Weekly: Characteristics of a Formal Letter

ASSESSMENTS:


Reading/Writing

Workshop: Purpose;

Connection of Ideas


Prior Knowledge; Specific

Vocabulary; Sentence

Structure; Organization;

Connection of Ideas;

Purpose

33




Learning Target/s:





Learning Target/s:





autograph).

Learning Target/s:


of an unknown word.




Learning Target/s:


synonym.


antonym.


34


• BIG IDEA: That's the Spirit! How can you show your community spirit? I INSTRUCTIONAL WINDOW: WEEKLY CONCEPT: Feeding the World ESSENTIAL QUESTION: In what ways can advances in science be helpful or harmful?



Rl.4.1 Title: "All About Organic" SHORT TEXT "Food Fight" {870) Strategy: Reread Strategy: Reread Reading/Writing

Rl.4.2 Workshop: Genre; Connection

Rl.4.3 Genre: Informational MAIN SELECTION Skill: Author's Point of View Skill: Author's Point of View of Ideas

Rl.4.7 Genre: Informational

Rl.4.8 Text: Persuasive Article MAIN SELECTION MAIN SELECTIONS Literature Anthology:

Rl.4.9 Text: Persuasive Article Genre: Informational Genre: Persuasive Text Sentence Structure;

SL.4.lb Strategy: Reread Specific Vocabulary

SL.4.2 Strategy: Reread Text: Persuasive Titles:

SL.4.3 A: The Battle Against Pests/"Making an Organic

Skill: Author's Point of View Title: A New Kind of Corn (880) Garden" (750)

0: The Battle Against Pests/"Making an Organic

Text Feature: Maps PAIRED SELECTION Garden" (880)

Genre: Informational E: The Battle Against Pests/"Making an Organic

Garden" E (770)

Text: Procedural B: The Battle Against Pests/"Making an Organic

Garden" (910)

Title: "The Pick of the Patch" 19201

L.4.4b VOCABULARY Vocabulary Words: advancements, agriculture, characteristics, concerns, disagreed, inherit, prevalent, resistance

L.4.6 Additional Domain Words: gourd

Additional Academic Vocabulary: tone audience

Vocabulary Strategy: Greek Roots

L.3.4c PHONICS/SPELLING Phonics/Spelling Skill: Compound Words

L.4.2d Structural Analysis: Roots and Related Words

RF.4.3a FLUENCY Fluency Skill: Rate Notes: RF.4.3b

W.4.4 WRITING Writing Trait: Voice: Audience and

W.4.10 Purpose Reading/Writing Workshop: Food

for Fight Lit. Anthology: A New Kind of

Corn

Your Turn Practice Book: Is Nuclear Energy Safe? Should We Use a Virus to Stop Fire Ants?

Research and Inquiry: Write a Summary

Text Summary: Compare advances in science

L.4.3 GRAMMAR Grammar Skill: Irregular Verbs

L.4.3a Grammar Mechanics: Correct Verb Usage

W.4.8 Research Weekly: Innovation

Unit Level: Research

Skill: Gathering Information


ASSESSMENTS:

35




animations, or interactive el.ements on Web pages) and explain how


it appears.

Learning Target/s:


quantitatively.





Learning Target/s:





autograph).

Learning Target/s:


of an unknown word.


36


-·""•-- BIG IDEA: That's the Spirit! How can you show your community spirit? I INSTRUCTIONAL WINDOW:

••·•�::11::11 •• .- ESSENTIAL QUESTION: How can starting a business help others? I INTERIM WINDOW: I UNIT WRAP-UP

SUMMATIVE ASSESSMENT STD



RF.4.4b Nat Love, Western Hero Tested skills:

RF.4.4c

RL.4.10 COMPREHENSION TIME FOR KIDS/Reading Digitally: RETEACH o Whole GroupRl.4.10 Kids Lead the Way Skill/Strategy: o Small Group

SL.4.2 Students:




W.4.7


W.4.la WRITING Genre Writing: Opinion Writing RETEACH o Whole GroupW.4.lb Unit Writing Products: Skill/Strategy: o Small GroupW.4.ld Book Review Students:W.4.5 Opinion Essay

W.4.6 Instructional strategy(ies)/activity(ies):

EXTEND LEARNING

Level Up

ASSESSMENTS:

37


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.

Learning Target/s:



view.





Rl.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


Learning Target/s:


quantitatively.

b. I can explain how the information contributes to an understanding

of the text in which it appears.



Learning Target/s:





L.4.1.b Form and use the progressive (e.g., I was walking; I am walking; I will

be walking) verb tenses.

Learning Target/s: • I can form and use progressive verb tenses to show action.



Learning Target/s:


word or phrase.



Learning Target/s:


unknown word.




Learning Target/s:



antonym.


38


' BIG IDEA: Fact or Fiction? - How do different authors treat the same subject? I INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Our Government ESSENTIAL QUESTION: Why do we need government?



Rl.4.1 Title: "Speaking Out SHORT TEXT Strategy: Ask and Answer Strategy: Ask and Answer Questions Reading/Writing Workshop: Rl.4.3 Against Child Labor" "A World Without Rules" (830) Questions Connection of Ideas;

Rl.4.5 Skill: Text Structure: Cause and Effect Purpose

Rl.4.8 Genre: Informational MAIN SELECTION Skill: Text Structure: Cause and

Rl.4.9 Genre: Informational Effect MAIN SELECTIONS Literature Anthology: Connection

SL.4.lb Text: Narrative Nonfiction Genre: Narrative Nonfiction of Ideas; Sentence Structure;

SL.4.2 Text: Narrative Nonfiction MAIN SELECTION Specific Vocabulary; Organization;

Strategy: Ask Genre: Informational Titles: Purpose; Prior Knowledge

and Answer Strategy: Ask and Answer A: A Day in the Senate/"A New President Takes

Questions Questions Text: Narrative Nonfiction Office" (680)

O: A Day in the Senate/"A New President Takes

Skill: Text Structure: Cause and Title: See How They Run (870) Office" {820)

Effect E: A Day in the Senate/"A New President Takes

PAIRED SELECTION Office" (800)

Text Features: Boldface Words; Genre: Informational B: A Day in the Senate/"A New President Takes

Pronunciations Office" {890)

Text: Expository

Title: "The Birth of American

L.4.3a VOCABULARY Vocabulary Words: amendments, commitment, compromise, democracy, eventually, legislation, privilege, version

L.4.4a Additional Domain Words: ballots, tallies

L.4.4b Additional Academic Vocabulary: signal words, narrative nonfiction

L.4.Sc Vocabulary Strategy: Latin Roots

L.4.6

L.4.2d PHONICS/SPELLING Phonics/Spelling Skill: Inflectional Endings

RF.4.3a Structural Analysis: Vowel Team Syllables

RF.4.4a FLUENCY Fluency Skill: Phrasing and Rate Notes:

W.4.2a WRITING Writing Trait: Organization: Strong Paragraphs

W.4.10 Reading/Writing Workshop: A World Without Rules Lit. Anthology: See How They Run

Your Turn Practice Book: We the People An Interview with a State Representative

Research and Inquiry: List/Flow chart

Text Connections: Compare reasons for government

Write About Reading: Write an Analysis (analyze text structure: cause and effect)

L.4.la GRAMMAR Grammar Skill: Pronouns and Antecedents

L.4.ld Grammar Mechanics: Pronoun Capitalization and Clarity

Rl.4.9 Research Weekly: State Constitution

SL.4.3

SL.4.4

W.4.8

W.4.9b

ASSESSMENTS:

39

ELA Grade 4, Unit 4, Week 1 Assessment Standards and Learning Targets ..

Rl.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.

Learning Target/s:

a. I can explain the events in a historical text and explain why

they happened using specific information from the text.

b. I can explain the procedures in a technical text using specific

information from the text.

c. I can explain the ideas or concepts in an informational or

scientific text using specific information from the text.

L.4.1.a Use relative pronouns (who, whose, whom, which, that) and

relative adverbs (where, when, why).

Learning Target/s:

• I can use interrogative pronouns.

• I can use relative pronouns.

• I can use interrogative adverbs.

• I can use relative adverbs.



Learning Target/s:



L.4.5 Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings.




Learning Target/s:



antonym.


40


' BIG IDEA: Fact or Fiction? - How do different authors treat the same subject? I INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Leadership ESSENTIAL QUESTION: Why do people run for public office?


ACCESS COMPLEX TEXT (ACT} WORKSHOP MAIN SELECTION,/PAIRED SELECTION MAIN SELECTION/PAIRED SELECTION

RL.4.1 Title: "Elephant Versus SHORT TEXT "The Time Specs Strategy: Make, Confirm, or Strategy: Make, Confirm, or Revise Predictions Reading/Writing

RL.4.4 Monkey" 3000" (910) Revise Predictions Workshop: Genre; Connection

RL.4.6 Skill: Point of View of Ideas

RL.4.9 Genre: Fantasy MAIN SELECTION Skill: Point of View

Rl.4.1 Genre: Fantasy MAIN SELECTIONS Literature Anthology:

Rl.4.3 Strategy: Make, Confirm, or MAIN SELECTION Genre: Fantasy Purpose; Specific Vocabulary;

SL.4.lc Revise Predictions Strategy: Make, Confirm, or Genre: Fantasy Organization; Prior Knowledge;

SL.4.2 Revise Predictions Titles: Sentence Structure; Connection

Title: LaRue for Mayor (890) A: Floozle Dreams/''The Job of a Governor" (670) of Ideas; Genre

Skill: Point of View 0: The Wolves of Yellowstone/"Who Wants to Be

PAIRED SELECTION Mayor?" (740)

Genre: Informational E: The Wolves ofYellowstone/"Who Wants to Be

Mayor?" (610)

Text: Expository B: Krillville/"Running a Town" (810)

Titles: "Bringing Government

Home: Understanding State and

Local Government" 19001

L.4.la VOCABULARY Vocabulary Words: accompanies, campaign, governor, intend, opponent, overwhelming, tolerate, weary

L.4.ld Additional Academic Vocabulary: political, persuasive, techniques

L.4.3a Vocabulary Strategy: Figurative Language: Idioms

L.4.4aL.4.2d PHONICS/SPELLING Phonics/Spelling Skill: Inflectional Endings: Changing y to i

RF.4.3a Structural Analysis: r-Controlled Vowel Syllables

RF.4.4b FLUENCY Fluency Skill: Phrasing and Expression Notes:

W.4.3b WRITING Writing Trait: Ideas: Develop Character

W.4.10 Reading/Writing Workshop: The TimeSpecs 3000

Lit. Anthology: La Rue for Mayor

Your Turn Practice Book: The Sheep in the Wilderness/The Aurora's First Mission

Research and Inquiry: Political Campaign Plan

Text Connections: Compare why people run for office

Write About Reading: Write an Analysis (analyze point of view)

L.4.1 GRAMMAR Grammar Skill: Types of Pronouns

Grammar Mechanics: Subject and Object Pronouns

RL.4.9 Research Weekly: Political Campaigns

SL.4.4

SL.4.5

W.4.9a

ASSESSMENTS:

41

ELA Grade 4, Unit 4, Week 2 Assessment Standards and Learning Targets � ·- - � -

RL.4.2 Determine a theme of a story, drama, or poem from details in the

text; summarize the text.

Learning Target/s:

a. I can define theme.

b. I can determine the theme of a story from details in the text.

c. I can determine the theme of a drama from the details in the text.

d. I can determine the theme of a poem from the details in the text.

e. I can summarize the text.

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.

Learning Target/s:


referring to their structural elements for justification, when

writing or speaking.



narrations.

Learning Target/s:



view.






scientific, or technical text, including what happened and why, based on

specific information in the text.

Learning Target/s:

a. I can explain the events in a historical text and explain why they

happened using specific information from the text.



c. I can explain the ideas or concepts in an informational or scientific

text using specific information from the text.





Learning Target/s:


quantitatively.



L.4.1.a Use relative pronouns (who, whose, whom, which, that) and relative

adverbs (where, when, why).

Learning Target/s:





L.4.1.g Correctly use frequently confused words (e.g., to, too, two; there,

their).

Learning Target/s:

• I can use homophones correctly.


42




Learning Target/s:


word or phrase.

L.4.5 Demonstrate understanding of figurative language, word relationships,

and nuances in word meanings.

L.4.5.b Recognize and explain the meaning of common idioms, adages, and

proverbs.

Learning Target/s:



• I can recognize and explain the meaning of common proverbs.


opposites (antonyms) and to words with similar but not identical meanings

(synonyms).

Learning Target/s:




43

•�T�

.BIG IDEA: Fact or Fiction? - How do different authors treat the same subject? / INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Breakthroughs ESSENTIAL QUESTION: How do inventions and technology affect your life?



RL.4.1 Title: "Goodbye Icebox!" SHORT TEXT Strategy: Make, Confirm, or Revise Strategy: Make, Confirm, or Revise Predictions Reading/Writing Workshop:

RL.4.6 "A Telephone Mix-Up" (950) Predictions Specific Vocabulary;

RL.4.9 Genre: Historical Fiction Skill: Point of View Organization

Rl.4.1 MAIN SELECTION Skill: Point of View

Rl.4.3 Strategy: Make, Confirm, or Genre: Historical Fiction MAIN SELECTIONS Literature Anthology:

Rl.4.7 Revise Predictions MAIN SELECTION Genre: Historical Fiction Genre; Sentence Structure;

SL.4.lb Strategy: Make, Confirm, or Genre: Historical Fiction Titles: Specific Vocabulary; Prior

SL.4.2 Revise Predictions Title: The Moon Over Star (860) A: Ron's Radio/"Roosevelt's Fireside Chats" (620) Knowledge; Connection of

0: The Freedom Machine/"The Interstate Highway Ideas; Purpose; Skill: Point of View PAIRED SELECTION System" (690) Organization

Genre: Informational E: The Freedom Machine/"The Interstate Highway

Text: Expository System" (540)

Title: "3 ... 2 ... 1 We Have Spin-Off!" B: A Better Way/"A History of Washing Technology"

(900) (790)

L.4.4a VOCABULARY Vocabulary Words: decade, directing, engineering, gleaming, scouted, squirmed, technology, tinkering

L.4.4b Additional Domain Words: launch, ignition, sequence, liftoff

L.4.4c Additional Academic Vocabulary: formal, language, third, person

L.4.5 Vocabulary Strategy: Context Clues: Synonyms

L.4.5c

L.4.2d PHONICS/SPELLING Phonics/Spelling Skill: Words with/0/,/u/, and/u/

RF.4.3a Structural Analysis: Consonant+ le Syllables

RF.4.4a FLUENCY Fluency Skill: Expression Notes: RF.4.4b

W.4.3a WRITING Writing Trait: Ideas: Develop Plot

W.4.3b Reading/Writing Workshop: A Telephone Mix-Up

W.4.10 Lit. Anthology: The Moon Over Star

Your Turn Practice Book: Leonardo's Mechanical Knight

Starting Work on the Brooklyn Bridge

Research and Inquiry: Paragraph

Text Connections: Compare how technology affects our lives

Write About Reading: Write an Analysis (to share an opinion)

L.4.2b GRAMMAR Grammar Skill: Pronoun Verb Agreement

Grammar Mechanics: Punctuation in Dialogue

L.4.3a Research Weekly: Plastics and their impact

RL.4.9

SL.4.3

SL.4.4

W.4.5

W.4.9a

ASSESSMENTS:

45

ELA Grade 4, Unit 4, Week 3 Assessment Standards and Learning Targets �- - . .



person narrations.

Learning Target/s:


told.


view.





person.




Learning Target/s:











it appears.

Learning Target/s:


quantitatively.





Learning Target/s:








Learning Target/s:


synonym.


antonym.


46


• BIG IDEA: Fact or Fiction? - How do different authors treat the same subject? I INSTRUCTIONAL WINDOW: WEEKLY CONCEPT: Wonders in the Sky ESSENTIAL QUESTION: How do you explain what you see in the sky?

STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY LEVELED READER ACCESS COMPLEX TEXT (ACT)


RL.4.1 Title: "Pictures in the Sky" SHORT TEXT "Wonders of Strategy: Ask and Answer Questions Strategy: Ask and Answer Questions Reading/Writing

Rl.4.1 the Night Sky" (880) Workshop: Connection of

Rl.4.3 Genre: Informational Skill: Text Structure: Cause and Effect Skill: Text Structure: Cause and Effect Ideas; Organization

Rl.4.4 Text: Expository MAIN SELECTION

Rl.4.5 Genre: Informational Text: MAIN SELECTION MAIN SELECTIONS Literature Anthology:

Rl.4.9 Strategy: Ask and Answer Expository Genre: Informational Genre: Informational Genre; Organization;

SL.4.lc Questions Specific Vocabulary;

SL.4.2 Strategy: Ask and Answer Text: Expository Text: Expository Connection of Ideas; Prior

Questions Knowledge

Title: Why Does the Moon Change Titles:

Skill: Text Structure: Cause Shape? (900) A: Stargazing/"Orion the Hunter" (650)

and Effect O: Stargazing/"Orion the Hunter" (450)

PAIRED SELECTION E: Stargazing/"Orion the Hunter" (360)

Text Features: Genre: Myths How it came to be B: Stargazing/"Orion the Hunter" (860)

Diagrams; Boldface Titles: "Why the Sun Travels

Words; Pronunciations Across the Sky" (Helios);

"Why There Is Thunder and

Li11:htnin11:" !Thor\ 19101

L.4.3a VOCABULARY Vocabulary Words: astronomer, crescent, phases, rotates, series, sliver, specific, telescope

L.4.4a Additional Domain Words: asteroid, dwarf, planet, comet

L.4.4b Additional Academic Words: simile, personification

L.4.6 Vocabulary Strategy: Context Clues: Paragraph Clues

Rl.4.4

L.4.2d PHONICS/SPELLING Phonics/Spelling Skill: Diphthongs/ oi/ and/ou/

RF.4.3a Structural Analysis: Greek and Latin Roots

RF.4.4c FLUENCY Fluency Skill: Accuracy Notes: W.4.3d WRITING Writing Trait: Word Choice: Figurative Language

W.4.10 Reading/Writing Workshop: Wonders of the Night Sky

Lit. Anthology: Why Does the Moon Change Shape?

Your Turn Practice Book: Stars: Lights in the Night Sky/How Rainbows Work

Research and Inquiry: Eclipses

Text Connections: Compare information about the sky

Write About Reading: Write an Analysis (analyze themes, topics, or events)

L.4.lg GRAMMAR Grammar Skill: Possessive Pronouns

Grammar Mechanics: Possessive Nouns and Pronouns

Rl.4.5 Research Weekly: Eclipses

Rl.4.9

SL.4.3

SL.4.5

W.4.7

ASSESSMENTS:

47





Learning Target/s:







L.4.1.g Correctly use frequently confused words (e.g., to, too, two;

there, their).

Learning Target/s:




Learning Target/s:




48


__ BIG IDEA: Fact or Fiction? - How do different authors treat the same subject? I INSTRUCTIONAL.WINDOW: ....... ::1..:. WEEKLY CONCEPT: Achievements ESSENTIAL QUESTION: How do writers look at success in different ways?

COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY LEVELED READER STD WORKSHOP MAIN SELECTION/PAIRED SELECTION MAIN SELECTION/PAIRED SELECTION

Rl.4.7 Title: "Sam's Box" SHORT TEXTS Skill: Theme Skill: Theme

RL.4.2 "Sing to Me"/"The Climb"

RL.4.5 Genre: Narrative Poem MAIN SELECTION MAIN SELECTIONS

RL.4.9 MAIN SELECTION Genre: Narrative Poem Genre: Realistic Fiction

SL.4.lb Strategy: Visualize Genre: Narrative Poetry

SL.4.2 Titles: "Swimming to the Titles:

Skill: Theme Rock,"/"The Moondust Footprint" A: Try, Try Again/ "Sunlight

Sparkling on Chrome" (600)

Literary Elements: Stanza; PAIRED SELECTION 0: The Math-lete/"Cross-

Repetition Genre: Narrative Poem Country Race" (740)

E: The Math-lete/"Cross-

Titles: "Genius" /"Winner" Country Race" (510)

B: The Final/"Talent Show"

(800)

L.4.3a VOCABULARY Vocabulary Words: attain, dangling, hovering, triumph,

L.4.4a Poetry Terms: connotation, denotation, repetition, stanza

L.4.4c Additional Academic Words: sensory, analysis

L.4.Sa Vocabulary Strategy: Connotation and Denotation

L.4.Sb

L.4.lg PHONICS/SPELLING Phonics/Spelling Skill: Variant Vowel/o/

L.4.2d Structural Analysis: Frequently Confused Words

RF.4.3a

RF.4.4b FLUENCY Fluency Skill: Rate Notes: W.4.3d WRITING Writing Trait: Word Choice: Sensory Language

W.4.10 Reading/Writing Workshop: "Sing to Me,"/"The Climb"

Lit. Anthology: Swimming to the Rock, The Moondust Footprint

Your Turn Practice Book: The Principal's Office

Research and Inquiry: Narrative poetry

Text Connections: Compare success

Write About Reading: Write an Analysis (analyze poetic theme)

L.4.lg GRAMMAR Grammar Skill: Pronouns and Homophones

Grammar Mechanics: Contractions and Possessives

L.4.4c Research Weekly: Poets and their use of language

RL.4.5 Unit Level: Research Skill: Relevant Facts

RL.4.9 Unit Project: Self-select and develop from options for unit research projects.

SL.4.3

ASSESSMENTS:


Reading/Writing

Workshop: Specific

Vocabulary; Genre


Sentence Structure;

Organization

49

ELA Grade 4, Unit 4, Week 5 Assessment Standards and Learning Targets • - - ··-= • •• -

RL.4.2 Determine a theme of a story, drama, or poem from details in

the text; summarize the text.

Learning Target/s:



c. I can determine the theme of a drama from the details in the

text.

d. I can determine the theme of a poem from the details in the

text.


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.

Learning Target/s:

• I can explain major differences between poems, drama, and

prose, referring to their structural elements for justification,

when writing or speaking.





it appears.

Learning Target/s:


quantitatively.



L.4.1.g Correctly use frequently confused words (e.g., to, too, two;

there, their).

Learning Target/s:




Learning Target/s:







Learning Target/s:




proverbs.


50


-�n,11•1

0BIG IDEA: Fact or Fiction? How do different authors treat the same subject? I INSTRUCTIONAL WINDOW:

••·•�:1:1... ESSENTIAL QUESTION: How can starting a business help others? \ INTERIM WINDOW:

STD UNIT WRAP-UP SUMMATIVE ASSESSMENT Post Assessment Instruction


RF.4.4b All the Money in the World Tested skills:

RF.4.4c


Rl.4.10 Log On to Online Learning Skill/Strategy: o Small Group

SL.4.2 Students:

W.4.7

SL.4.4 RESEARCH AND INQUIRY Research skill Instructional strategy(ies)/activity(ies):


W.4.7


W.4.3a WRITING Genre Writing: Narrative and Poetry RETEACH o Whole Group


W.4.3c Fictional Narrative Students:

W.4.3d Poetry


W.4.4

W.4.5

W.4.6

EXTEND LEARNING Level Up

ASSESSMENTS:

51


RL.4.2 Determine a theme of a story, drama, or poem from details in the

text; summarize the text.

Learning Target/s:



c. I can determine the theme of a drama from the details in the text.

d. I can determine the theme of a poem from the details in the text.


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.

Learning Target/s: • I can explain major differences between poems, drama, and prose,

referring to their structural elements for justification, when

writing or speaking.



narrations.

Learning Target/s:



view.








Learning Target/s:











Learning Target/s:


quantitatively.





Learning Target/s: • I can use interrogative pronouns.• I can use relative pronouns.

• I can use interrogative adverbs.• I can use relative adverbs.

L.4.1.g Correctly use frequently confused words (e.g., to, too, two; there,

their).

Learning Target/s: • I can use homophones correctly.


52

Grade 4 Learning Targets, ELA Unit 4 ... -



Learning Target/s:


word or phrase.

L.4.5 Demonstrate understanding of figurative language, word relationships,

and nuances in word meanings.


proverbs.

Learning Target/s:






(synonyms).

Learning Target/s:




53


-· 1�11----- BIG IDEA: Figure It Out What helps you understand the world around you? I INSTRUCTIONAL WINDOW:

-...... � ...... WEEKLY CONCEPT: Making It Happen ESSENTIAL QUESTION: In what ways do people show they care about each other?



Rl.4.7 Title: "A Special Birthday SHORT TEXT Strategy: Visualize Strategy: Visualize Reading/Writing

RL.4.1 Hug" "Sadie's Game" (850) Workshop: Connection of

RL.4.9 Skill: Character, Setting, Plot: Skill: Character, Setting, Plot: Problem and Solution Ideas; Specific Vocabulary

SL.4.lb Genre: Realistic Fiction MAIN SELECTION Problem and Solution

SL.4.2 Genre: Realistic Fiction MAIN SELECTIONS Literature Anthology:

Strategy: Visualize MAIN SELECTION Genre: Realistic Fiction Prior Knowledge; Sentence

Strategy: Visualize Genre: Realistic Fiction Structure; Connection of Ideas;

Titles: Organization; Specific Skill: Character, Setting, Plot: Title: Mama, I'll Give You the World A: Saving Stolen Treasure/"Miguel's Amazing Vocabulary Problem and Solution (970) Shyness Cure" (560)

0: The Perfect Present/"Fly Me to the Moon" (690)

PAIRED SELECTION E: The Perfect Present/"Fly Me to the Moon" (560)

Genre: Realistic Fiction B: First Edition/"Magnolia Leaves" (750)

Title: "What If It Happened to You?"

1890l L.4.3a VOCABULARY Vocabulary Words: bouquet, emotion, encircle, express, fussy, portraits, sparkles, whirl

L.4.4a Additional Academic Words: foreshadowing, metaphor

L.4.Sa Vocabulary Strategy: Figurative Language: Similes and Metaphors

L.4.6

L.4.2b PHONICS/SPELLING Phonics/Spelling Skill: Closed Syllables

RF.4.3a Structural Analysis: Latin Prefixes

RF.4.4a FLUENCY Fluency Skill: Expression Notes:

W.4.la WRITING Writing Trait: Organization: Strong Openings

W.4.10 Reading/Writing Workshop: Sadie's Game

Lit. Anthology: Mama, I'll Give You the World

Your Turn Practice Book: The Stray Dog; A Change of Heart


Text Connections: Compare how people show they care

Write About Reading: Write an Analysis (analyze character, setting, plot)

L.4.ld GRAMMAR Grammar Skill: Adjectives

L.4.2d Grammar Mechanics: Punctuation

RL.4.9 Research Weekly: Aid Organizations

SL.4.3

W.4.7

W.4.9a

ASSESSMENTS:

55





Learning Target/s:










Learning Target/s:


L.4.1.d Order adjectives within sentences according to conventional

patterns (e.g., a small red bag rather than a red small bag).

Learning Target/s:

• I can order adjectives within sentences.



Learning Target/s:





autograph).

Learning Target/s:


of an unknown word.




Learning Target/s:


synonym.


antonym.


56


- BIG IDEA: Figure It Out -:- What helps you understand the world around you? I INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: On the Move ESSENTIAL QUESTION: What are some reasons people moved west?

COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY LEVELED READER ACCESS COMPLEX TEXT (ACT} STD WORKSHOP MAIN SELECTION,/PAIRED SELECTION MAIN SELECTION/PAIRED SELECTION

RL.4.1 Title: "Horse Tamer Hattie SHORT TEXT "My Big Brother, Strategy: Visualize Strategy: Visualize Reading/Writing

RL.4.3 Heads West" Johnny Kaw" (850) Skill: Character, Setting, Plot: Cause and Effect Workshop: Connection

Rl.4.1 Skill: Character, Setting, Plot: MAIN SELECTIONS Genre: Tall Tale of Ideas; Genre

Rl.4.3 Genre: Tall Tale MAIN SELECTION Cause and Effect Titles:

Rl.4.7 Genre: Tall Tale A: The Adventures of Sal Fink/"Traveling on the Literature Anthology:

SL.4.lc Strategy: Visualize MAIN SELECTION Mississippi" (650) Genre; Purpose; Specific

SL.4.2 Strategy: Visualize Genre: Tall Tale 0: The Great Man of Nebraska/"Westward Ho!" (730) Vocabulary; Connection of

E: The Great Man of Nebraska/''Westward Ho!" (650) Ideas; Prior Knowledge

Skill: Character, Setting, Plot: Title: Apples to Oregon (840) B: The Tale of John Henry/"The Transcontinental

Cause and Effect Railroad" (800)

PAIRED SELECTION


Expository

Title: "Westward Bound: Settling

the American West" (830)

L.4.3a VOCABULARY Vocabulary Words: plunging, prospector, scoffed, settlement, shrivel, territories, topple, withered

L.4.4a Additional Academic Words: hyperbole, appositive

L.4.4c Vocabulary Strategy: Homographs

L.4.Sa

L.4.6

L.4.2d PHONICS/SPELLING Phonics/Spelling Skill: Open Syllables

RF.4.3a Structural Analysis: Irregular Plurals

RF.4.4a FLUENCY Fluency Skill: Intonation and Phrasing Notes:W.4.lc WRITING Writing Trait: Sentence Fluency: Vary Sentence Types

W.4.10 Reading/Writing Workshop: My Big Brother, Johnny Kaw

Lit. Anthology: Apples to Oregon

Your Turn Practice Book: Working on the Weather; The Mighty John Henry

Research and Inquiry: Map and List

Text Connection: Compare reasons people moved west

Write About Reading: Write an Analysis (reflect on character, setting, plot)

L.4.la GRAMMAR Grammar Skill: Articles

L.4.ld Grammar Mechanics: Articles and Demonstrative Adjectives

RL.4.9 Research Weekly: Oregon Trail

SL.4.3

SL.4.4

SL.4.6

W.4.9a

ASSESSMENTS:

57





Learning Target/s:









Learning Target/s:




Learning Target/s:





autograph).

Learning Target/s:


of an unknown word.



Learning Target/s:




proverbs.


58


-·��11-.-._ BIG IDEA: Figure It Out What helps you understand the world around you? I INSTRUCTIONAL WINDOW:

····�:1:1,-- WEEKLY CONCEPT: Inventions ESSENTIAL QUESTION: How can inventions solve problems?



Rl.4.1 Title: "George Washington SHORT TEXT Strategy: Summarize Strategy: Summarize Reading/Writing

Rl.4.2 Carver: Scientist and Inventor" "Stephanie Kwolek: Inventor" Workshop: Specific

Rl.4.3 (830) Skill: Text Structure: Problem and Solution Skill: Text Structure: Problem and Solution Vocabulary; Organization

Rl.4.5 Genre: Informational Text:

Rl.4.7 Biography MAIN SELECTION MAIN SELECTION MAIN SELECTIONS Literature Anthology:

Rl.4.10 Genre: Informational Text: Genre: Informational Genre: Biography Genre; Sentence Structure;

SL.4.lb Strategy: Summarize Biography Organization; Specific

SL.4.2 Text: Biography Titles: Vocabulary; Connection of

Strategy: Summarize A: The Inventive Lewis Latimer/''The Nature of Ideas; Prior Knowledge

Title: How Ben Franklin Stole the Light" (630)

Skill: Text Structure: Lightning (970) O: The Inventive Lewis Latimer/"The Nature of

Problem and Solution Light" (800)

PAIRED SELECTION E: The Inventive Lewis Latimer/"The Nature of

Text Features: Genre: Informational Light" (710)

Time Lines; Photographs and Text: Expository B: The Inventive Lewis Latimer/"The Nature of

Captions Title: "Energy Is Everywhere!" (890) Light" (900)

L.4.3a VOCABULARY Vocabulary Words: dizzy, experiment, genuine, hilarious, mischief, nowadays, politician, procedure

L.4.4a Additional Domain Words: polymer, charted, Gulf Stream

L.4.Sb Additional Academic Words: sources, transition

L.4.6 Vocabulary Strategy: Greek Roots

Rl.4.4

L.4.2d PHONICS/SPELLING Phonics/Spelling Skill: Vowel Teams

L.4.4b Structural Analysis: Greek and Latin Roots

RF.4.3a

RF.4.4c

RF.4.3b FLUENCY Skill: Rate and Accuracy Notes:

W.4.2c WRITING Writing Trait: Sentence Fluency: Transitions

W.4.10 Reading/Writing Workshop: Stephanie Kwolek: Inventor

Lit. Anthology: How Ben Franklin Stole the Lightning

Your Turn Practice Book: Breaking the Silence; Thomas Edison

Research and Inquiry: Write a Report

Text Connections: Compare how inventions solve problems

Write About Reading: Write an Analysis (analyze use of time line)

L.4.2 GRAMMAR Grammar Skill: Adjectives That Compare

Grammar Mechanics: Punctuation in Letters

Rl.4.9 Research Weekly: Inventors

SL.4.3

W.4.5

W.4.6

W.4.9b

59





Learning Target/s:











it appears.

Learning Target/s:


quantitatively.





Learning Target/s:





autograph).

Learning Target/s:


of an unknown word.


proverbs.




Learning Target/s:


synonym.


antonym.


60


• BIG IDEA: Figure It Out - What helps you understand the world around you? I INSTRUCTIONAL WINDOW:

�- .WEEKLY CONCEPT: Zoom In ESSENTIAL QUESTION: H What can you discover when you look closely at something?


Rl.4.1 Title: "Stick Like a Gecko" SHORT TEXT "Your World Strategy: Summarize Strategy: Summarize Reading/Writing

Rl.4.2 Up Close" (860) Workshop: Specific

Rl.4.3 Genre: Informational Text: Skill: Text Structure: Sequence Skill: Text Structure: Sequence Vocabulary; Connection of

Rl.4.5 Expository MAIN SELECTION Ideas

Rl.4.7 Genre: Informational Text: MAIN SELECTION MAIN SELECTIONS

SL.4.2 Strategy: Summarize Expository Genre: Informational Text: Expository Genre: Informational Text: Expository Literature Anthology:

Purpose; Organization;

Strategy: Summarize Title: A Drop of Water (870) Titles: Specific Vocabulary;

A: Secrets of the lce/"Super-vision" (650) Sentence Structure;

Skill: Text Structure: PAIRED SELECTION O: Secrets of the lce/"Super-vision" (850) Connection of Ideas; Genre

Sequence Genre: Fantasy E: Secrets of the lce/"Super-vision" (780)

B: Secrets of the lce/"Super-vision" (900)

Text Features: Title: "The Incredible Shrinking Potion"

Photograohs and Caotions 19801

L.4.4a VOCABULARY Vocabulary Words: cling, dissolves, gritty, humid, magnify, microscope, mingle, typical

L.4.4b Additional Domain Words: micrograph, molecules, particle, pollen, soot, rods, vapor

L.4.Sc Additional Academic Words: rate, purpose, expository

L.4.6 Vocabulary Strategy: Context Clues: Antonyms

L.4.lg PHONICS/SPELLING Phonics/Spelling Skill: r-Controlled Vowel Syllables

L.4.2d Structural Analysis: Frequently Misspelled Words

RF.4.3

RF.4.4b FLUENCY Fluency Skill: Rate Notes: W.4.2d WRITING V\,'riting Trait: Voice: Formal Voice

W.4.10 Reading/Writing Workshop: Your World Up Close

Lit. Anthology: A Drop of Water

Your Turn Practice Book: At Your Fingertips; Scott Aldrich's Micro Art

Research and Inquiry: Summaries and visuals

Text Connections: Compare thins learned by looking closely

Write About Reading: Write an Analysis (analyze use of sequence)

L.4.3a GRAMMAR Grammar Skill: Comparing With More and Most

Grammar Mechanics: Combining Sentences

Rl.4.9 Research Weekly: Hubble Space Telescope

SL.4.3

SL.4.5

W.4.7

W.4.9b

ASSESSMENTS:

61





Learning Target/s:










Learning Target/s:




Learning Target/s:





autograph).

Learning Target/s:


of an unknown word.


62


• BIG IDEA: Figure It Out - What helps you understand the world around you? J INSTRUCTIONAL WINDOW: WEEKLY CONCEPT: Digging Up the Past ESSENTIAL QUESTION: How can learning about the past help you understand the future?



Rl.4.1 Title: "Pictures From Long SHORT TEXT Strategy: Summarize Strategy: Summarize Reading/Writing

Rl.4.2 Ago" "Where It All Began" (930) Workshop: Sentence Structure

Rl.4.4 Skill: Text Structure: Sequence Skill: Text Structure: Sequence

Rl.4.S Genre: Informational Text MAIN SELECTION Literature Anthology:

Rl.4.7 Genre: Informational Text: MAIN SELECTION MAIN SELECTIONS Prior Knowledge; Purpose;

Sl.4.la Strategy: Summarize Informational Article Genre: Informational Text: Genre: Informational Text Specific Vocabulary

SL.4.2 Informational Article

Strategy: Summarize Titles:

Title: Rediscovering Our Spanish A: History Detectives/"Uncovering the Past" (690)

Skill: Text Structure: Sequence Beginnings (940) 0: History Detectives/"Uncovering the Past" (740)

E: History Detectives/"Uncovering the Past" (810)

Text Features: Sidebar; Map PAIRED SELECTION B: History Detectives/"Uncovering the Past" (880)


Informational Article

Title: "Historv's Mvsteries" (890)

L.4.3a VOCABULARY Vocabulary Words: archaeology, document, era, evidence, expedition, permanent, tremendous, uncover

L.4.4a Additional Domain Words: excavating

L.4.4b Additional Academic Vocabulary: sidebar, listening, skills

L.4.Sb Vocabulary Strategy: Figurative Language: Proverbs and Adages

L.4.2d PHONICS/SPELLING Phonics/Spelling Skill: Consonant+ le Syllables

RF.4.3a Structural Analysis: Latin Suffixes

RF.4.4a FLUENCY Fluency Skill: Rate and Expression Notes:

RF.4.4b

W.4.2e WRITING Writing Trait: Organization: Strong Conclusions

W.4.10 Reading/Writing Workshop: Where It All Began

Lit. Anthology: Rediscovering Our Spanish Beginnings

Your Turn Practice Book: Eastern Influence; Visit to the Past

Research and Inquiry: Summary

Text Connections: Compare what we learn about the past

Write About Reading: Write an Analysis (reflect on author's support)

L.4.2c GRAMMAR Grammar Skill: Comparing With Good and Bad

Grammar Mechanics: Combining Sentences

Rl.4.3 Research Weekly: Archaeologists

Rl.4.9 Unit Level: Research

SL.4.5 Skill: Citing Sources

W.4.7 Unit Project: Self-select and develop from options for unit research projects.

ASSESSMENTS:

63






it appears.

Learning Target/s:


quantitatively.





Learning Target/s:



L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as

pretty as a picture) in context.

Learning Target/s:





Learning Target/s:




proverbs.


64


- BIG IDEA: Figure It Out - What helps you understand the world around you? I INSTRUCTIONAL WINDOW: ·1ESSENTIAL QUESTION: How can starting a business help others? I INTERIM WINDOW:

UNIT WRAP-UP SUMMATIVE ASSESSMENT

STD Post Assessment Instruction


RF.4.4b The Camera in the Attic Tested skills:

RF.4.4c


Rl.4.10 Help in a Box Skill/Strategy: o Small Group

SL.4.2 Students:




W.4.7


W.4.2a WRITING Genre Writing: Informative/Explanatory RETEACH o Whole Group

W.4.2b Writing Skill/Strategy: o Small GroupW.4.2c Unit Writing Products: Students:W.4.2d Expository letter

W.4.2e Research report I nstructiona I strategy(ies)/ activity(ies):

W.4.5

W.4.6

W.4.8

EXTEND LEARNING

Level Up

ASSESSMENTS:

65


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).

Learning Target/s:

a. I can describe in depth a character, drawing on specific details in

the text or drama (their thoughts, words, and/or actions).

b. I can describe in depth a setting drawing on specific details in the

text or drama.

c. I can describe in depth events drawing on specific details in the

text or drama.

Rl.4.2 Determine the main idea of a text and explain how it is supported by

key details; summarize the text.

Learning Target/s:



c. I can identify key details in the text and explain how they support

the main idea.




Learning Target/s:








cause/effect, problem/solution) of events, ideas, concepts, or information in

a text or part of a text.

Learning Target/s:






Learning Target/s:


quantitatively.





Learning Target/s:




Learning Target/s:


sentence fragments.

• I can write complete sentences by recognizing and correcting run

on sentences.


Learning Target/s:



66




Learning Target/s:


word or phrase.



Learning Target/s:


unknown word.

L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty

as a picture) in context.

Learning Target/s:




proverbs.

Learning Target/s:






(synonyms).

Learning Target/s:




67


• BIG IDEA: Past, Present, and Future How can you build on what came before? I INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Old and New ESSENTIAL QUESTION: How do traditions connect people?


Rl.4.3 Title: "Reading the Sky" SHORT TEXT "A Surprise Strategy: Reread Strategy: Reread Reading/Writing

Rl.4.7 Reunion" (650) Workshop: Prior Knowledge;

RL.4.1 Genre: Historical Fiction Skill: Theme Skill: Theme Connection of Ideas

RL.4.2 MAIN SELECTION

RL.4.10 Strategy: Reread Genre: Historical Fiction MAIN SELECTION MAIN SELECTIONS Literature Anthology: Prior

SL.4.lb Genre: Historical Fiction Genre: Historical Fiction Knowledge; Specific

SL.4.2 Strategy: Reread Vocabulary; Connection of

Title: The Game of Silence (900) Titles: Ideas; Sentence Structure; Skill: Theme A: The Visit/"Native American Boarding Schools" Genre

PAIRED SELECTION (620)

Genre: Informational 0: Our Teacher, the Hero/"The Life of Sarah Winnemucca" (700)

Text: Expository E: Our Teacher, the Hero/"The Life of Sarah Winnemucca" (600)

Title: "Native Americans: Yesterday B: Continuing On/"Behind the Trail of Tears" (790) and Todav" 19001

L.3.4a VOCABULARY Vocabulary Words: ancestors, despised, endurance, forfeit, honor, intensity, irritating, retreated

L.4.6 Additional Academic Vocabulary: denotation, connotation

L.5.Sc Vocabulary Strategy: Connotation and Denotation

L.4.2d PHONICS/SPELLING Phonics/Spelling Skill: Words with/ !n/

RF.4.3a Structural Analysis: Number Prefixes

RF.4.4a FLUENCY Fluency Skill: Rate and Accuracy Notes: RF.4.4b

W.4.3b WRITING Writing Trait: Word Choice: Strong Words

W.4.10 Reading/Writing Workshop: A Surprise Reunion Lit. Anthology: The Game of Silence Your Turn Practice Book: The Generation Belt A Roman Tradition

Research and Inquiry: Research a traditional festival Text Connections: Compare how traditions connect people Write About Reading: Write an Analysis (analyze theme)

L.4.la GRAMMAR Grammar Skill: Adverbs Grammar Mechanics: Good vs. Well

RL.4.2 Research Weekly: Traditional Festivals

RL.4.9 SL.4.3

SL.4.4 SL.4.5 W.4.7

ASSESSMENTS:

68


• BIG IDEA: Past, Present, and Future - How can you build on what came before? I INSTRUCTIONAL WINDOW: WEEKLY CONCEPT: Notes from the Past ESSENTIAL QUESTION: Why is it important to keep a record of the past?


ACCESS COMPLEX TEXT (ACT) STD WORKSHOP MAIN SELECTION./PAIRED SELECTION MAIN SELECTION/PAIRED SELECTION

Rl.4.1 Title: "Waiting for Battle SHORT TEXT Strategy: Reread Strategy: Reread Reading/Writing Rl.4.7 Orders" "Freedom at Fort Mose" Workshop: Genre; Connection

RL.4.2 (1000) Skill: Theme Skill: Theme of Ideas

RL.4.3 Genre: Historical Fiction

RL.4.10 MAIN SELECTION MAIN SELECTION MAIN SELECTIONS Literature Anthology: SL.4.lc Strategy: Reread Genre: Historical Fiction Genre: Historical Fiction Genre: Historical Fiction Purpose; Organization;

SL.4.2 Sentence Structure; Connection

SL.4.2 Strategy: Reread Title: Valley of the Moon (880) Titles: of Ideas; Prior Knowledge;

A: Mabuhay!/"The Pensionados" (580) Specific Vocabulary; Genre

Skill:Theme PAIRED SELECTION O: Nonna's Recipes/"Little Italy" (740)

Genre: Informational Text: E: Nonna's Recipes/ "Little Italy" (510)

Expository B: Song and Dance/"ln Search of a

Better Life" (780)

Title: "One Nation, Many Cultures"

11050)

L.4.4a VOCABULARY Vocabulary Words: depicts, detested, discarded, eldest, ignored, obedience, refuge, treacherous

L.4.6 Additional Academic Vocabulary: diary intonation

LS.Sc Vocabulary Strategy: Homophones

RL.4.4

L.4.2d PHONICS/SPELLING Phonics/Spelling Skill: Homophones

RF.4.3a Structural Analysis: Latin Suffixes

RF.4.4a FLUENCY Fluency Skill: Intonation Notes:

RF.4.4b

W.4.2c WRITING Writing Trait: Organization: Sequence

W.4.3c Reading/Writing Workshop: Freedom at Fort Mose

W.4.10 Lit. Anthology: Valley of the Moon

Your Turn Practice Book: The Last Diary of Princess ltet August 23, 1886: Arrival in America

Research and Inquiry: Journal

Text Connections: compare information about records of the past

Write About Reading: Write an Analysis (reflect on theme)

L.4.2a GRAMMAR Grammar Skill: Comparing with Adverbs

L.4.2c Grammar Mechanics: Review Punctuation and Capitalization

L.3.3a Research Weekly: Immigration in 19th century

L.4.3a

L.4.3bRl.4.9

RL.4.2

SL.4.3

W.4.7

ASSESSMENTS:

69


-BIG IDEA: Past, Present, and Future - How can you build on what came before? I INSTRUCTIONAL WINDOW:WEEKLY CONCEPT: Resources ESSENTIAL QUESTION: How have our energy resources changed over the years?



Rl.3.5 Title: "Light Through the Ages" SHORT TEXT "The Great Strategy: Ask and Answer Questions Strategy: Ask and Answer Questions Reading/Writing

Rl.4.2 Energy Debate" (910) Workshop:

Rl.4.3 Genre: Informational Text: Skill: Main Idea and Key Details Skill: Main Idea and Key Details Organization; Genre

Rl.4.7 Narrative MAIN SELECTION

Rl.4.10 Nonfiction Genre: Informational Text: MAIN SELECTION MAIN SELECTIONS Literature Anthology:

SL.4.lc Narrative Nonfiction Genre: Informational Text: Genre: Narrative Nonfiction Genre; Prior Knowledge;

SL.4.2 Strategy: Ask and Answer Narrative Nonfiction Connection of Ideas;

Questions Strategy: Ask and Answer Titles: Sentence Structure; Specific

Questions Title: Energy Island (840) A: Planet Power/"Helios and Phaeton" (700) Vocabulary; Purpose

0: Planet Power/"Helios and Phaeton" (850)

Skill: Main Idea and Key PAIRED SELECTION E: Planet Power/"Helios and Phaeton" (770)

Details Genre: Myths B: Planet Power/"Helios and Phaeton" (920)

Text Features: Sidebars Title: "The Gift of Fire"

(Prometheus); "Water vs.

Wisdom" (Poseidon and Athena)

1910\ L.4.6 VOCABULARY Vocabulary Words: coincidence, consequences, consume, converted, efficient, incredible, installed, renewable

L.4.4b Additional Domain Words: resource

L.4.Sb Additional Academic Vocabulary: Venn diagram, transition words

Vocabulary Strategy: Latin and Greek Prefixes

L.4.2d PHONICS/SPELLING Phonics/Spelling Skill: Prefixes

RL.4.3b Structural Analysis: Words from Mythology

RF.4.4b FLUENCY Fluency Skill: Expression Notes:

W.4.lc WRITING Writing Trait: Word Choice: Transition Words

W.4.10 Reading/Writing Workshop: The Energy Debate

Lit. Anthology: Energy Island

Your Turn Practice Book: Energy from the Sea Cooling Our Homes

Research and Inquiry: Venn diagram

Text Connections: Compare how energy resources have changed

Write About Reading: Write an Analysis (main idea and key details)

L.3.le GRAMMAR Grammar Skill: Negatives

Grammar Mechanics: Correcting Double Negatives

Rl.4.2 Research Weekly: Energy Sources

Rl.4.9

SL.4.3

W.4.6

W.4.7

ASSESSMENTS:

70


- BIG IDEA: Past, Present, and Future - How can you build on what came before? I INSTRUCTIONAL WINDOW:WEEKLY CONCEPT: Money Matters ESSENTIAL QUESTION: What has been the role of money over time?


Rl.4.2 Title: "All About Money" SHORT TEXT "The History Strategy: Ask and Answer Questions Strategy: Ask and Answer Questions Reading/Writing

Rl.4.3 of Money" (900) Workshop: Prior Knowledge

Rl.4.10 Genre: Informational Text: Skill: Main Idea and Key Details Skill: Main Idea and Key Details

SL.4.lc Expository MAIN SELECTION Literature Anthology:

SL.4.2 Genre: Informational Text: MAIN SELECTION MAIN SELECTIONS Genre; Specific Vocabulary;

Strategy: Ask and Answer Expository Genre: Informational Genre: Informational Text: Expository Purpose; Connection of Ideas

Questions

Strategy: Ask and Answer Text: Expository Titles:

Questions A: The Bike Company/"The Shirt of Happiness"

Title: The Big Picture of Economics {600)

Skill: Main Idea and Key {970) 0: The Bike Company/"The Shirt of Happiness"

Details (790)

PAIRED SELECTION E: The Bike Company/''The Shirt of Happiness" (710)

Text Features: Headings; Genre: Fiction: Folktale B: The Bike Company/"The Shirt of Happiness"

Glossary {860)

Title: "The Miller's Good Luck" 1830)

L.4.4b VOCABULARY Vocabulary Words: currency, economics, entrepreneur, global, invest, marketplace, merchandise, transaction

L.4.4c Additional Domain Words: scarcity, opportunity, cost

L.4.Sb Additional Academic Vocabulary: scanning, skimming

L.4.6 Vocabulary Strategy: Figurative Language: Proverbs and Adages

RF.4.3a PHONICS/SPELLING Phonics/Spelling Skill: Suffixes

RF.4.4c Structural Analysis: Greek and Latin Roots

RF.4.4b FLUENCY Fluency Skill: Accuracy Notes:W.4.2d WRITING Writing Trait: Word Choice: Content Words

W.4.10 Reading/Writing Workshop: The History of Money Lit. Anthology: The Big Picture of

Economics

Your Turn Practice Book: American Money Where Does Dollar Come From?

Research and Inquiry: Visuals

Text Connections: Compare the roles of money

Write About Reading: Write an Analysis (reflect on main idea and key details)

L.4.le GRAMMAR Grammar Skill: Prepositions

L.4.2b Grammar Mechanics: Review Using Quotations

L.4.2d

Rl.4.2 Research Weekly: World Currencies

Rl.4.9

SL.4.3

SL.4.4

SL.4.5

ASSESSMENTS:

71


- BIG IDEA: Past, Present, and Future - How can you build on what came before? I INSTRUCTIONAL WINDOW:

STD

Rl.4.7

RL.4.1

RL.4.2

RL.4.5

SL.4.lb

SL.4.2

L.4.Sa

L.4.6

LS.Sc

L.4.2d

RF.4.3a

RF.4.4b

W.4.3d

W.4.10

L.4.le

RL.4.4

RL.4.9

SL.4.3

SL.4.4

W.4.7

WEEKLY CONCEPT: Finding My Place ESSENTIAL QUESTION: What shapes a person's identity?

COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY LEVELED READER WORKSHOP MAIN SELECTION/PAIRED SELECTION MAIN SELECTION/PAIRED SELECTION

Title: Short Texts: "Climbing Blue Skill: Theme Skill:Theme

"Papa's Pastry Shop,"/"One Hill,"/"My Name Is

Day" Ivy," /"Collage" MAIN SELECTIONS MAIN SELECTIONS

Genre: Free Verse Poetry Genre: Realistic Fiction

Genre: Free Verse Poetry MAIN SELECTION

Genre: Free Verse Poetry Titles: "The Drum,"/"Birdfoot's Titles:

Strategy: Reread Gram pa," /"My Chinatown" A: Hooked/"Let's Make Music" (620)

Skill: Theme Literary Elements: 0: Homesick for American Samoa/"Piecing It All

Imagery; Personification PAIRED SELECTIONS Together" (740)

Genre: Free Verse Poetry E: Homesick for American Samoa/"Piecing It All

Together" (570)

Titles: "Growing Up,"/"My People" B: Saving Snowdrop/"! Can Do It!" (810)

VOCABULARY Vocabulary Words: gobble, individuality, mist, roots

Poetry Terms: free, verse, imagery, metaphor, personification

Additional Academic Vocabulary: meter supporting

Vocabulary Strategy: Figurative Language: Metaphors

PHONICS/SPELLING Phonics/Spelling Skill: Prefixes and Suffixes

Structural Analysis: Words from Around the World

FLUENCY Fluency Skill: Phrasing Notes:WRITING Writing Trait: Ideas: Supporting Details

Reading/Writing Workshop: "Climbing Blue Hill,"/"My Name is lvy,"/"Collage"

Lit. Anthology: "The Drum,"/"Birdfoot's Grampa,"/"My Chinatown"

Your Turn Practice Book: Quiet Room

Research and Inquiry: Write a Short Summary

Text Connections: Compare what shapes a person's identity

Write About Reading: Write an Analysis (reflect on word choice)

GRAMMAR Grammar Skill: Using Prepositions

Grammar Mechanics: Using Commas with Phrases

Research Weekly: Research Identity and individuality

Unit Level: Research

Skill: Presenting


ASSESSMENTS:


Reading/Writing

Workshop: Prior Knowledge;

Specific Vocabulary


Purpose; Prior Knowledge

72


• BIG IDEA: Past, Present, and Future - How can you build on what came before? I INSTRUCTIONAL WINDOW: ESSENTIAL QUESTION: How can starting a business help others? I INTERIM WINDOW:

UNIT WRAP-UP SUMMATIVE ASSESSMENT STD



RF.4.4b Little Talk/But I Wonder Tested skills:

RF.4.4c

Rl.4.7 COMPREHENSION TIME FOR KIDS/Reading Digitally: RETEACH o Whole Group

SL.4.2 Charge! Skill/Strategy: o Small Group

W.4.2 Students:


SL.4.5 Choose Project Instructional strategy(ies)/activity(ies):

W.4.6Science/Social Studies Connection

W.4.la WRITING Genre Writing: Opinion Writing RETEACH o Whole Group

W.4.lb Unit Writing Products: Skill/Strategy: o Small Group

W.4.lc Book Review Students:

W.4.ld Opinion Essay

W.4.5 Instructional strategy(ies)/activity(ies):

W.4.6

EXTEND LEARNING Level Up

ASSESSMENTS:

73

Grade 4 Learning Targets

RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Learning Target/s:

I can define theme.





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).

Learning Target/s:

a. I can describe in depth a character, drawing on specific details in the text

or drama (their thoughts, words, and/or actions).

b. I can describe in depth a setting drawing on specific details in the text or

drama.

c. I can describe in depth events drawing on specific details in the text or

drama.

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.

Learning Target/s:


referring to their structural elements for justification, when writing or

speaking.

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.

Learning Target/s:




points of view.



Rl.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Learning Target/s:



c. I can identify key details in the text and explain how they support the

main idea.

Rl.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.

Learning Target/s:



b. I can explain the procedures in a technical text using specific information

from the text.

c. I can explain the ideas or concepts in an informational or scientific text

using specific information from the text.

Rl.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.

Learning Target/s:


Rl.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.

Learning Target/s:




Rl.4.8 Explain how an author uses reasons and evidence to support particular points in a text.

Learning Target/s:

• I can explain how an author uses reasons and evidence to support



74

Grade 4 Learning Targets

L.4.1 Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.



Learning Target/s:





L.4.1.b Form and use the progressive (e.g., I was walking; I am walking; I will be

walking) verb tenses.

Learning Target/s:


L.4.1.d Order adjectives within sentences according to conventional patterns (e.g., a

small red bag rather than a red small bag).

Learning Target/s: • I can order adjectives within sentences.

L.4.1.f Produce complete sentences, recognizing and correcting inappropriate

fragments and run-ons.

Learning Target/s:

• I can write complete sentences by recognizing and correcting sentence

fragments.

• I can write complete sentences by recognizing and correcting run-on

sentences.

L.4.1.g Correctly use frequently confused words (e.g., to, too, two; there, their).

Learning Target/s:



Learning Target/s:


L.4.2.c Use a comma before a coordinating conjunction in a compound sentence.

Learning Target/s:

• I can use a comma before a coordinating conjunction in a compound

sentence.

L.4.3.b Choose punctuation for effect.

Learning Target/s:

• I can choose punctuation to help me convey different moods.

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.



Learning Target/s:


phrase.



Learning Target/s:


unknown word.

L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a

picture) in context.

Learning Target/s:




proverbs.

Learning Target/s:




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).

Learning Target/s:




75

ausd grade 4 language arts resource planning guide€¦ · skill: character, setting, plot: a:...

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