Imagine It!
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4 Grade Pacing Guide
2015-2016
Unit 3 A Changing State
Suggested Dates: 12/7-1/29
About the Unit:
The selections in this unit focus on the state of California – tracing its birth, following the explorers and pioneers who first discovered its wonders, and
celebrating its culture and history. Students will become familiar with their state’s diverse landscape, traditions, and people, including a look into native
living in early California, the San Francisco earthquake of 1906, and a historical tour of Los Angeles.
Big Idea: How has California changed over time?
Focus Standards for this Unit: * means assessed in this Unit/Review the Assessments for this Unit prior to teaching the Unit. May need to supplement.
(RL)
(RIT)
(RFS)
(L)
(W)
(SL)
Reading Literature
Reading: Informational
Reading Foundational
Language
Writing
Speaking/Listening
Use stories from the “Red”
Taught primarily in the
The focus for writing is
The focus is making sure
Text
Skills
section but supplement
using stories and other
media to teach the standard
fully
Use stories from the “Red”
section but supplement using
articles and other media to
teach the standard fully.
RL 4.1* (Assessment 6)
RL 4.4* (Assessment 6)
RIT 4.4* (Assessment 5)
RIT 4.6* (Assessment 5)
RIT 4.9* (Assessment 5)
RIT 4.2*(Assessment 6)
RIT 4.3*(Assessment 6)
RIT 4.7* (Assessment 6)
RIT 4.1
RIT 4.5
RIT 4.9
RIT 4.10
Required Assessments:
i-Ready Benchmark 1: 1/25-2/5
End of Unit Fluency: 1/29
Taught in the “Green”
Section. May have to
supplement with CCSS
Handbook and other
resources to teach the
standards fully.
RFS 4.4* (Fluency)
RFS 4.3a
“Blue” & “Green” section.
Many CCSS Language
Standards aren’t covered in
Imagine It. Use the CCSS
Literacy Handbook and other
resources to teach these
standards fully
W4.2
(Informative/Explanatory)
the other standards help
support the students
through the writing process.
W 4.7, W 4.8, & W 4.9 are
met through research and
Inquiry projects
students follow discussion
protocols, contribute to class
conversations, and work
collaboratively. There is also
an emphasis on speaking
clearly and developing
presentation skills
L 4.1d* (Assessment 5)
L 4.1e* (Assessment 5)
L 4.1g* (Assessment 6)
L 4.2d *(Spelling test)
L 4.4b* ( Assessment 5)
L4.5a* (Assessment 6)
L 4.5c* (Assessment 5)
L 4.4a
L 4.6
W 4.1*
SL 4.1
SL 4.3
SL 4.4
SL 4.5
W 4.4
W 4.5
W 4.6
W 4.7
W 4.8
W 4.9
W 4.10
Optional Assessments:
Assessment 5
Assessment 6
CCSS Opinion(4.1) Writing Assessment
Opinion Writing Topics: How has California changed as a result of different cultural influences? Research a major California event and state an Opinion on
why it is a major event. Write a persuasive letter to an editor about a California issue. Why is California a popular place to live?
Inquiry Topics: How did California become a state? Who or what has affected changes in California? What changes in California have you seen in your life?
How have things changed since your parents or relatives were your age?
Academic Services Department 2015-2016
*These Curriculum Maps are a work in progress
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Imagine It!
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4 Grade Pacing Guide
2015-2016
Unit 3 Lesson 1:
Read Aloud: The Native Peoples of California
The U.S. Constitution and You
Social Studies Link: State Governments
Content Objectives
Fourth Grade
Language Arts
Academic Vocabulary
Throughout each lesson teacher have Content
Objectives for each of the standards. These
objectives tell WHAT students will be learning.
Reading Literature
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
I can use context clues within an article to make
meaning of words. (RL 4.4) (ELD 1.6-8)
I can describe the differences of these two
accounts. (RL4.6)* (ELD 1.6-7)
Reading Informational Text
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I can refer to details in a text to explain
meaning. (RIT 4.1) (ELD 1.6)
I can determine the main idea and supporting
details in a paragraph. (RIT 4.2) (ELD 1.6-7)
I can summarize a section of text. (RIT 4.2) (ELD
1.6-7)
I can use specific information in a text to
explain what happened and why in expository
text. (RIT 4.3) (ELD 1.6)
I can determine the meaning of words when I
read social studies text. (RIT 4.4)* (ELD 1.6, 1.8)
I can describe the overall structure of ideas in
an expository text. (RIT 4.5) (ELD 1.6, 1.8, 2.1-2)
I can interpret a bar graph and explain how it
helps my understanding of a social studies text.
Academic Services Department 2015-2016
Reading Literature
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Context clues
Reading Informational Text
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Main idea and details
Summarize
Historical text
Differentiate
Summary
Social Studies
Expository text
Bar graph
Evidence
Compare/Contrast
Approximately 5 Days
Suggested Dates: 12/8-12/12
Selection Vocabulary
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Archaeological
Abundant
Supplemental
Domain
Peninsula
Submerged
Isolated
Mortar
Presidios
Missionaries
Dispute
Ceded
Fossilized
Paleontologist
Epidemics
Griffins
Geologist
Mastodons
Replicas
Venture
Captivity
Disbanded
Tragic
Domain
Common Core Literacy Handbook
Use these lessons to further align
Imagine It! with the Common
Core Standards
Reading Literature
1.2.A Determine Meaning of
Words and Phrases
Reading Informational Text
2.1.B Determine Main Idea and
Supporting Details
2.1.C Summarize
2.1.D Read Historical Text
2.2.B Understand Content Words
2.2.C Describe Text Structure
2.3.A Interpret and Explain Visual
Information
2.3.B Reasons and Evidence in
Text
2.3.C Use Multiple Sources
*These Curriculum Maps are a work in progress
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4 Grade Pacing Guide
2015-2016
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(RIT 4.7)* (ELD 1.6)
I can compare and contrast information from
two articles on a similar topic. (RIT 4.9) (ELD
1.6)
I can read and comprehend on-level
informational text. (RIT 4.10) (ELD 1.6)
Reading: Foundational Skills
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
I can use Greek roots to help me read
multisyllabic words. (RFS 4.3a)
I can read text aloud with accuracy and
expression at the appropriate rate. (RFS 4.4)*
Writing

I can produce an opinion writing that (W 4.1)*
(ELD 1.10-11, 2.1-2, 2.6-7):
o Introduces a topic
o Provide reasons that are supported by
facts and details
o Link opinion and reasons using words
and phrases
o has a conclusion

I can produce clear organized writing that is
appropriate to task, purpose and audience.
(W 4.4) (ELD 1.4, 1.10-12, 2.1-2)
I can create and use a Writer’s Notebook to
collect and organize my writing. (W 4.8) (ELD
1.10)
I can write for a variety of purposes over both
extended and shorter time frames. (W 4.10)
(ELD 1.10-11)
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Academic Services Department 2015-2016
Reading: Foundational Skills
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Roots
Accuracy
Expression
Appropriate
Rate
Opinion
Transitional words
Conclusion
Task
Purpose
Audience
Speaking and Listening
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3.1.A Multisyllabic Words
3.2.A Develop Fluency
Writing
Writing
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Reading: Foundational Skills
Discussion
Formulate
4.1.A Write Opinion Texts
4.2.A The Writing Process
4.4.A Use a Writer’s Notebook
Speaking and Listening
5.1.A Collaborative Discussions
*These Curriculum Maps are a work in progress
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4 Grade Pacing Guide
2015-2016

Responses
Speaking and Listening
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I can discuss and identify key ideas from text I
have read in a group discussion. (SL 4.1) (ELD
1.1, 1.3-5)
I can engage in group discussions following
agreed upon rules. (SL 4.1) (ELD 1.1, 1.3-5)
I can formulate questions and responses based
on the discussion. (SL 4.1) (ELD 1.1, 1.3-5)
I can express my ideas clearly. (SL 4.1) (ELD 1.1,
1.3-5)
Language
Language
 Prepositions
 Roots
 Context clues
 Content words
6.1.J Spelling
6.3.C Understand Word Parts
6.3.B Use Context Clues
6.3.H Build Vocabulary
Language
 I can identify common prepositions and
properly form prepositional phrases. (L 4.1e)*
(ELD 1.1-4, 1.9-12, 2.2-7)
 I can spell a select list of spelling words
correctly. (L 4.2d)* (ELD 1.10-11)
 I can use my knowledge of the prefix co- to
figure out the meaning of some of the spelling
words. (L 4.4b)* (ELD 1.6-8)
 I can determine the meaning by using Greek
roots. (L 4.4b)* (ELD 1.6-8)
 I can identify and use common context clues.
(L 4.4a) (ELD 1.6-8)
 I can define and identify similies and metaphors
within a text (L4.5a)* (ELD 1.8, 1.12)
 I can build my vocabulary of content words.
(L 4.6) (ELD 1.1-4, 1.6-12, 2.3-7)
 I can use these words to communicate
descriptively about a topic. (L 4.6) (ELD 1.1-4,
1.6-12, 2.3-7)
Resources:
Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Academic Services Department 2015-2016
*These Curriculum Maps are a work in progress
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Imagine It!
th
4 Grade Pacing Guide
2015-2016
Launching the Theme: 227A & 227B
Leveled Readers:
Strategic Level: Hollywood: The True Story
Benchmark Level: Free to Go to School
English Learner: The Golden State
Advanced Level: The Sierra Nevada
Concept/Question Board:
Standards for Lesson 1:
RL 4.4: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology
(e.g., Herculean).
RIT 4.1:
RIT 4.2:
RIT 4.3:
RIT 4.4:
RIT 4.5:
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic of subject area. *
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.
RIT 4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animation, or in interactive elements
on Web pages) and explain how the information contributes to an understand of the text in which it appears. *
RIT 4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
RIT 4.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grade 4-5
text complexity band proficiently, with scaffolding as needed at the high end of the range
RFS 4.3: Know and apply grade-level phonics and word analysis skills in decoding words.
RFS 4.4: Read with sufficient accuracy and fluency to support comprehension.
W4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.*
W4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W 4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information,
and provide a list of sources.
W4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and audiences.
SL 4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts,
building on others’ ideas and expressing their own clearly.
Academic Services Department 2015-2016
*These Curriculum Maps are a work in progress
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4 Grade Pacing Guide
2015-2016
L 4.1e: Form and use prepositional phrases.*
L 4.2d: Spell grade-appropriate words correctly, consulting references as needed.*
L 4.4a: Use context as a clue to the meaning of a word of phrase.
L 4.4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.*
L 4.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions,
emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered
when discussing animal preservation).
Unit 3 Lesson 2:
Striking It Rich: The Story of the California Gold
Rush
Science Link: The Rock Cycle
Fourth Grade
Language Arts
Content Objectives
Academic Vocabulary
Throughout each lesson teacher have Content
Objectives for each of the standards. These
objectives tell WHAT students will be learning.
Reading Literature
Reading Literature
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
I can determine the meaning of words as they are
used in text using context clues. (RL 4.1) (ELD 1.6)
Reading Informational Text
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
I can use details and examples in text to explain or
infer meaning. (RIT 4.1) (ELD 1.6)
I can make meaning of words using context clues
when I read grade level text. (RIT 4.4)* (ELD 1.6, 1.8)
I can read and analyze information presented in a
graph (pie chart). (RIT 4.7)* (ELD 1.6)
I can discuss how two texts address a similar theme.
(RIT 4.9) (ELD 1.6)
I can read and comprehend on-level informational
Academic Services Department 2015-2016
Approximately 5 Days
Suggested Dates: 12/15-12/19
Context Clues
Reading Informational
Text
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Infer
Context clues
Analyze
Graph
Pie chart
Theme
Selection Vocabulary
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Rumors
Trapper
Distract
Deserted
Roamed
Impressed
Abundance
Elegant
Hardships
Typical
Canteens
Territory
Sawmill
Sharp
Dabbed
Posts
Farmhand
Veteran
Common Core Literacy Handbook
Use these lessons to further align
Imagine It! with the Common Core
Standards
Reading Literature
1.2.A Determine Meaning of Words and
Phrases
Reading Informational Text
2.1.A
2.3.A
2.3.C
Use Details and Examples
Interpret and Explain Visual
Information
Use Multiple Sources
*These Curriculum Maps are a work in progress
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4 Grade Pacing Guide
2015-2016
text. (RIT 4.10) (ELD 1.6)
Reading: Foundational Skills

I can use my knowledge of Latin roots to decode
multisyllabic words in text. (RFS 4.3a)
Reading: Foundational
Skills


Ingredients
Reading: Foundational Skills
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
Latin roots
Multisyllabic words
3.1.A Multisyllabic Words
Writing
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
I can create and use a Writer’s Notebook to collect
and organize my writing. (W 4.8) (ELD 1.10)
I can write for a variety of purposes over both
extended and shorter time frames. (W 4.10) (ELD
1.10-11)
Writing
Writing

4.4.A Use a Writer’s Notebook
Purpose
Speaking and Listening
Speaking and Listening
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I can identify and discuss key ideas from text I have
read in a group discussion. (SL 4.1) (ELD 1.1, 1.3-5)
I can engage in group discussions following agreed
upon rules. (SL 4.1) (ELD 1.1, 1.3-5)
I can formulate questions and responses based on the
discussion. (SL 4.1) (ELD 1.1, 1.3-5)
I can express myself clearly. (SL 4.1) (ELD 1.1, 1.3-5)
Speaking and Listening
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Key ideas
Discussion
Formulate
Responses
5.1.A Collaborative Discussions
Language
Language
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I can recognize that multiple adjectives describing the
same noun should be placed in a particular order.
(Need to supplement). (L 4.1d)* (ELD 1.1-4, 1.9-12,
2.2-7)
I can identify common prepositions and properly form
prepositional phrases. (L 4.1e)* (ELD 1.1-4, 1.9-12,
2.2-7)
Academic Services Department 2015-2016
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Complete sentence
Adjectives
Prepositions
Prepositional Phrases
Latin roots
Synonyms
Antonyms
Descriptively
Language
6.1.A
6.1.E
6.1.G
6.1.J
6.3.C
6.3.G
Sentences
Adjectives
Prepositions/ Prepositional Phrases
Spelling
Understand Word Parts
Understand Relationships
*These Curriculum Maps are a work in progress
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Imagine It!
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4 Grade Pacing Guide
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6.3.H Build Vocabulary
I can correctly spell selected grade level words with
the –er ending. (L 4.2d)* (ELD 1.10-11)
I can use select Latin roots to help me created
meaning when I read. (L 4.4b)* (ELD 1.6-8)
I can use my knowledge of synonyms and antonyms to
demonstrate my understanding of words. (Need to
supplement) (L 4.5c)* (ELD 1.8, 1.12)
I can use new vocabulary words to communicate
descriptively about particular topics. (L 4.6) (ELD 1.14, 1.6-12, 2.3-7)
Resources:
Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Concept/Question Board: 246E, 256, 259, 259F
Leveled Readers:
Strategic Level: Hollywood: The True Story
Benchmark Level: Free to Go to School
English Learner: The Golden State
Advanced Level: The Sierra Nevada
Standards for Lesson 2:
RL 4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RIT 4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RIT 4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area*
RIT 4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animation, or in interactive elements
on Web pages) and explain how the information contributes to an understanding of the text in which it appears.*
RIT 4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
RIT 4.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
RFS 4.3: Know and apply grade-level phonics and word analysis skills in decoding words.
W 4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information,
and provide a list of sources.
Academic Services Department 2015-2016
*These Curriculum Maps are a work in progress
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Imagine It!
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4 Grade Pacing Guide
2015-2016
W 4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and audiences.
SL 4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts,
building on others’ ideas and expressing their own clearly.
L 4.1d: Order adjectives within sentences according to conventional patterns.*
L 4.1e: Form and use prepositional phrases.*
L 4.2d: Spell grade-appropriate words correctly, consulting references as needed.*
L 4.4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.*
L 4.5c: Demonstrate understanding of words by relating them to their opposites and to words with similar but not identical meanings. *
L 4.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions,
emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and
endangered when discussing animal preservation).
Academic Services Department 2015-2016
*These Curriculum Maps are a work in progress
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Imagine It!
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4 Grade Pacing Guide
2015-2016
Unit 3 Lesson 3:
A Covered Wagon Girl
Social Studies Link: California Mission
Content Objectives
Fourth Grade
Language Arts
Academic Vocabulary
Throughout each lesson teacher have Content Objectives
for each of the standards. These objectives tell WHAT
students will be learning.
Reading Informational Text
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I can use details to support inferences from text.
(Drawing Conclusions) (RIT 4.1) (ELD 1.6)
I can cite specific information from text to support my
inferences about a character or story event. (RIT 4.2)
(ELD 1.6-7)
I can create a summary of information without telling
every detail of a story. (RIT 4.2) (ELD 1.6-7)
I can identify and determine the meaning of academic
and domain-specific words in text. (RIT 4.4)* (ELD 1.6,
1.8)
I can read and comprehend on-level informational
text. (RIT 4.10) (ELD 1.6)
Academic Services Department 2015-2016
Reading Informational
Text
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
Inferences
Drawing
Conclusions
Cite
Summary
Domain-specific
words
Approximately 5 Days
Suggested Dates: 1/5-1/9
Selection Vocabulary
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Advance
Detained
Omen
Vast
Scarce
Engaged
Perilous
Dilapidated
Tremendous
Provisions
Emigrants
Climate
Denomination
Associations
Fortunate
Ferried
Grazing
Common Core Literacy Handbook
Use these lessons to further align
Imagine It! with the Common Core
Standards
Reading Informational Text
2.1.A
2.1.C
2.2.B
Use Details and Examples
Summarize
Understand Content Words
*These Curriculum Maps are a work in progress
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Imagine It!
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Reading: Foundational
Skills
Reading: Foundational Skills
 I can read words using my knowledge of suffixes –
sion/-tion and prefixes en-, im-, and re-. (RFS 4.3a)
 I can read aloud with accuracy, rate, and expression,
focusing on the use of tone. (RFS 4.4)*
 I can read aloud with purpose and sufficient
understanding. (RFS 4.4)*
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Pitch
Enclose
Permanent
Prose
Accuracy
Rate
Expression
Tone
Purpose
Reading: Foundational Skills
3.2.A Develop Fluency
Writing
Writing
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I can use a graphic organizer to plan my persuasive
letter. (W 4.1)* (ELD 1.10-11, 2.1-2, 2.6-7)
I can include my opinion in the introduction when
composing a Letter to the Editor. (W 4.1)* (ELD 1.1011, 2.1-2, 2.6-7)
I can support my opinion with facts and details in a
persuasive letter. (W 4.1)* (ELD 1.10-11, 2.1-2, 2.6-7)
I can list facts or examples in order of importance in
the persuasive letter. (W 4.1)* (ELD 1.10-11, 2.1-2,
2.6-7)
I can include all parts-heading, inside address,
salutation, body, closing, signature-in my persuasive
letter. (W 4.1)* (ELD 1.10-11, 2.1-2, 2.6-7)
I can draft a persuasive letter that is clear and
cohesive with idea development, organization and
appropriate to task and audience. (W 4.4) (ELD 1.4,
1.10-12, 2.1-2, 2.6-7)
I can strengthen my writing through editing and
revising with guidance and support from peers and
Academic Services Department 2015-2016
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Graphic organizer
Letter to the Editor
Persuasive
Parts of a letter
Cohesive
Editing
Revising
Analysis
Writing
4.1.A Write Opinion Pieces
4.2.A The Writing Process
4.3.A Use the Research Process
4.3.B Use Text Evidence
4.4.A Use A Writer’s Notebook
*These Curriculum Maps are a work in progress
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2015-2016





adults. (W 4.5) (ELD 1.4, 1.10, 1.12, 2.1, 2.3-7)
I can use technology (mail or email) to communicate
my persuasive letter with others. (W 4.6) (ELD 1.2,
1.10)
I can takes notes, organize information, list sources,
and list sources as I research. (Inquiry Project) (W 4.8)
(ELD 1.10)
I can gather information from a wide range of literary
or informational texts to support my analysis,
reflection, and research on a topic. (Inquiry Project)
(W 4.9) (ELD 1.10)
I can create and use a Writer’s Notebook to collect
and organize my writing. (W4.8, W 4.9) (ELD 1.10)
I can write for various purposes over both extended
and shorter time frames. (W 4.10) (ELD 1.10-11)
Speaking and Listening







I can identify and discuss key ideas from text I have
read in a group discussion. (SL 4.1) (ELD 1.1, 1.3-5)
I can engage in group discussions following agreed
upon rules. (SL 4.1) (ELD 1.1, 1.3-5)
I can formulate questions and responses based on the
discussion. (SL 4.1) (ELD 1.1, 1.3-5)
I can justify responses with evidence to support my
reasons in a discussion. (SL 4.1) (ELD 1.1, 1.3-5)
I can express my ideas clearly in a group discussion.
(SL 4.1) (ELD 1.1, 1.3-5)
I can think critically about conjectures posed by
others. (SL 4.1) (ELD 1.1, 1.3-5)
I can speak clearly at an understandable pace , using
appropriate facts when reporting on a topic . (SL 4.4)
Academic Services Department 2015-2016
Speaking and Listening
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









Key ideas
Discussion
Formulate
Responses
Evidence
Justify
Conjectures
Pace
Rate
Tone
Phrasing
Speaking and Listening
5.1.A Collaborative Discussions
Language
*These Curriculum Maps are a work in progress
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




(ELD 1.9, 1.11-12, 2.1-2, 2.5-7)
I can speak clearly, focusing on:
rate
volume of speech
appropriate tone
phrasing (SL 4.4) (ELD 1.9, 1.11-12, 2.1-2, 2.5-7)




Adjectives
Prepositions
Context clues
Antonyms/
Synonyms
Language
 I can recognize that multiple adjectives describing the
same noun should be placed in a particular order.
(Need to supplement). (L 4.1d)* (ELD 1.1-4, 1.9-12,
2.2-7)
 I can identify common prepositions and properly form
prepositional phrases. (L 4.1e)*(ELD 1.1-4, 1.9-12, 2.27)
 I can correctly spell selected grade level words with
the suffix –sion/tion and the Prefix en-. (L 4.2d)* (ELD
1.10-11)
 I can identify and use synonyms and antonyms.
(L 4.5c)* need to supplement (ELD 1.7-8, 1.12)
 I can build my vocabulary of grade level and subject
words. ( L 4.6) (ELD 1.1-4, 1.6-12, 2.3-7)
Resources:
Language
6.1.E Adjectives
6.1.G Prepositions/ Prepositional Phrases
6.1.J Spelling
6.3.G Understand Word Relationships
6.3.H Build Vocabulary
Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Concept/Question Board: 262C, 262E, 278, 281
Leveled Readers:
Strategic Level: Life in Death Valley
Benchmark Level: Eureka
English Learner: Spain Discovers California
Advanced Level: California Trailblazer
Academic Services Department 2015-2016
*These Curriculum Maps are a work in progress
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Standards for Lesson 3:
RIT 4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RIT 4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RIT 4.4: Determine the meaning of general academic and domain-specific words or phrases in a text revelant to a grade 4 topic or subject area.*
RIT 4.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5
text complexity band proficiently, with scaffolding as needed at the high end of the range.
RFS 4.3: Know and apply grade-level phonics and word analysis skills in decoding words.
RFS 4.4: Read with sufficient accuracy and fluency to support comprehension.*
W 4.1:
W 4.4:
W 4.5:
W 4.6:
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience.
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and
collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
W 4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize
information, and provide a list of sources.
W 4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
W 4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and audiences.
SL 4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts,
building on others’ ideas and expressing their own clearly.
SL 4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to
to support main ideas or themes; speak clearly at an understandable pace.
L 4.1d: Order adjectives within sentences according to conventional patterns.*
L 4.1e: Form and use prepositional phrases.*
L 4.2d: Spell grade-appropriate words correctly, consulting references as needed.*
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 4.5c: Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings
(synonyms).*
L 4.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions,
emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and
Academic Services Department 2015-2016
*These Curriculum Maps are a work in progress
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2015-2016
endangered when discussing animal preservation).
Unit 3 Lesson 4:
The Earth Dragon Awakes
Fourth Grade
Language Arts
Content Objectives
Throughout each lesson teacher have Content
Objectives for each of the standards. These
objectives tell WHAT students will be learning.
Reading Literature

I can use details and examples in a text to explain
meaning. (RL 4.1)* (ELD 1.6)
Academic Services Department 2015-2016
Approximately 5 Days
Suggested Dates: 1/12-1/16
Academic Vocabulary
Reading Literature

Details
Selection Vocabulary







Prominent
Timbers
Daggers
Stampede
Debris
Hoarse
Rubble
Common Core Literacy Handbook
Use these lessons to further align
Imagine It! with the Common Core
Standards
Reading Literature
1.1.A Use Details and Examples
*These Curriculum Maps are a work in progress
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


I can summarize the story using the most important
details. (RL 4.2) (ELD 1.6)
I can use specific details from the text to describe the
characters, settings, and events. (RL 4.3) (ELD 1.6-7)
I can use various strategies to determine the meaning
of words and phrases. (RL 4.4)* (ELD 1.6-8)
Reading Informational Text
 I can determine the main idea of a text. (RIT 4.2)*
(ELD 1.6-7)
 I can use specific events and ideas from informational
text to explain what happened and why. (RIT 4.3)*
(ELD 1.6)
 I can locate information from two texts on the same
topic and display my knowledge on the topic (ex. The
Earth Dragon Awakes and Earthquakes and Volcanos).
(RIT 4.9)* Supplement using other articles/text on
earthquakes if needed. (ELD 1.6)
Reading: Foundational Skills

I can use Greek roots to decode unfamiliar
multisyllabic words. (RFS 4.3a)
I can read a historical fiction with accuracy and
sufficient fluency to support comprehension. (RFS 4.4)



Examples
Summarize
Meaning
Reading Informational
Text



Informational text
Specific events
Locate
Writing

Writing

I can takes notes, organize information, list sources,
and list sources as I research. (Inquiry Project) (W 4.8)
(ELD 1.10)
I can gather information from a wide range of literary
or informational texts to support my analysis,
reflection, and research on a topic. (Inquiry Project)
Academic Services Department 2015-2016
Scrabble
Cisterns
Eerie
Billowing
Aftershock
Ancient
Bureau
Scatter
Tenement
Twitches
Liquefaction
Hardships
Piracy
Reading: Foundational
Skills

























Greek roots
Multisyllabic
Accuracy
Sufficient
Fluency
Comprehension
Editing
Revising
Analysis
Research
1.1.C Summarize
1.1.D Describe Characters
1.1.E Describe a Setting
1.1.F Retell Events
Reading Informational Text
2.1.B Main Idea
2.3.C Multiple Sources
Reading: Foundational Skills
3.1.A Multisyllabic Words
3.2.A Develop Fluency
Writing
4.2.A The Writing Process
4.3.A Use the Research Process
4.3.B Use Text Evidence
4.4.A Use A Writer’s Notebook
*These Curriculum Maps are a work in progress
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

(W 4.9) (ELD 1.10)
I can create and use a Writer’s Notebook to collect
and organize my writing. (W 4.8, W 4.9) (ELD 1.10)
I can write for various purposes over both extended
and shorter time frames. (W 4.10) (ELD 1.10-11)
Speaking and Listening
Speaking and Listening




I can identify and discuss key ideas from text that I
have read in group discussion. (SL 4.1) (ELD 1.1, 1.3-5)
I can engage in group discussions following agreed
upon rules. (SL 4.1) (ELD 1.1, 1.3-5)
I can formulate questions and responses based on the
discussion. (SL 4.1) (ELD 1.1, 1.3-5)
I can express my ideas clearly. (SL 4.1) (ELD 1.1, 1.3-5)
Speaking and Listening




Key ideas
Discussion
Formulate
Responses
Language
Language
 I can correctly use frequently confused words (e.g.
Language
to,two,too). (Use supplemental resources)(L 4.1g)*
 Quotation marks
(ELD 1.1-4, 1.9-12, 2.2-7)
 I can correctly use commas and quotations marks to
show direct quotations. ( Inquiry Project) (L 4.2b) (ELD
1.10-11)
 I can correctly spell selected grade level words with
the –est ending. (L 4.2d)* (ELD 1.10-11)
 I can build my vocabulary of grade-level and subject
words. (L 4.6) (ELD 1.1-4, 1.6-12, 2.3-7)
Resources:
Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Concept/Question Board: 284E, 301,301F
Leveled Readers:
Strategic Level: Life in Death Valley
Benchmark Level: Eureka
English Learner: Spain Discovers California
Academic Services Department 2015-2016
5.1.A Collaborative Discussions
6.1.I
6.1.J
Punctuation
Spelling
6.3.H Build Vocabulary
*These Curriculum Maps are a work in progress
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Advanced Level: California Trailblazer
Standards for Lesson 4:
RL 4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL 4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RF 4.4: Read with sufficient accuracy and fluency to support comprehension.
RF 4.3: Know and apply grade-level phonics and word analysis skills in decoding words.
W 4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize
information, and provide a list of sources.
W 4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
W 4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and audiences.
SL 4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts,
building on others’ ideas and expressing their own clearly.
L 4.1g: Correctly use frequently confused words.*
L 4.2b: Use commas and quotation marks to mark direct speech and quotations from a text.
L 4.2d: Spell grade-appropriate words correctly, consulting references as needed.*
L 4.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions,
emotions , or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and
endangered when discussing animal preservation).
Unit 3 Lesson 5:
In and Around Los Angeles
Social Studies Link: California’s
Elected Officials
Week 6/ Poetry: California
Missions/ A Gold Miner’s Tale
Content Objectives
Academic Services Department 2015-2016
Fourth Grade
Language Arts
Academic Vocabulary
Approximately 5 Days
Suggested Dates:
Week 5: 1/19-123
Week 6: 1/26-1/30
Selection Vocabulary
Common Core Literacy Handbook
*These Curriculum Maps are a work in progress
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Throughout each lesson teacher have Content
Objectives for each of the standards. These
objectives tell WHAT students will be learning.
Reading Literature
 I can read a poem closely and find answers that
require an inference. (RL 4.1)* (ELD 1.6)
 I can use various strategies to determine the meaning
of words and phrases. (RL 4.4)* (ELD 1.6-8)
Reading Informational Text
 I can determine the main idea of a text. (RIT 4.2)*
(ELD 1.6-7)
 I can use specific events and ideas from informational
text to explain what happened and why. (RIT 4.3)*
(ELD 1.6)
 I can locate information from two texts on the same
topic and display my knowledge on the topic. Can
compare L.A. Earthquake section of the story to The
Earth Dragon Awakes about the SF earthquake. Or use
a supplemental article or text. (RIT 4.9)* (ELD 1.6)
Reading: Foundational Skills


I can use Greek and Latin roots to decode unfamiliar
multisyllabic words. (RFS 4.3a)
I can read an Expository Text with accuracy and
sufficient fluency to support comprehension.
(RFS 4.4)*
Reading Literature
 Inference
 Meaning
Reading Informational
Text



Informational text
Specific events
Locate
Reading: Foundational
Skills
 Greek roots
 Multisyllabic
 Accuracy
 Fluency
 Comprehension
 Expedition
 Reliable
 Irresistibly
 Boast
 Flanked
 Cliché
 Distill
 Lure
 Virtual
 Beacon
 Descendants
 Magnitude
 Balmy
 Determinedly
 Dismissively
 Tycoons
 Crockery
 Tracts
 Aqueduct
Poems
 Mortar
 Pay dirt
 Grubstake
Writing
Writing

I can write an opinion piece about a place or topic I
have learned about California. (W 4.1)* (ELD 1.10-11,
2.1-2, 2.6-7)
Academic Services Department 2015-2016




Editing
Revising
Analysis
Research
Use these lessons to further align
Imagine It! with the Common Core
Standards
Reading Literature
1.1.A: To Make Inferences
1.2.A: Determine Meaning of Words and
Phrases
Reading Informational Text
2.1.B Main Idea
2.3.C Multiple Sources
Reading: Foundational Skills
3.1.A Multisyllabic Words
3.2.A Develop Fluency
Writing
4.2.A The Writing Process
4.3.A Use the Research Process
4.3.B Use Text Evidence
4.4.A Use A Writer’s Notebook
*These Curriculum Maps are a work in progress
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


I can strengthen my writing through editing and
revising with guidance and support from peers and
adults. (W 4.5) (ELD 1.4, 1.10, 1.12, 2.1, 2.3-7)
I can finish my group inquiry project and use
technology to produce our project. ( W 4.6) (ELD 1.2,
1.10)
I can write for various purposes over both extended
and shorter time frames. (W 4.10) (ELD 1.10-11)
Speaking and Listening
Speaking and Listening








I can identify and discuss key ideas from text that I
have read in group discussion. (SL 4.1) (ELD 1.1, 1.3-5)
I can engage in group discussions following agreed
upon rules. (SL 4.1) (ELD 1.1, 1.3-5)
I can formulate questions and responses based on the
discussion. (SL 4.1) (ELD 1.1, 1.3-5)
I can express my ideas clearly. (SL 4.1) (ELD 1.1, 1.3-5)
I can identify reasons to support particular points
from a presentation (group inquiry presentations).
(SL 4.3) (ELD 1.5-8)
I can present orally on a topic in a clear organized
manner, using details to support my topic. (SL 4.4)
(ELD 1.9, 1.11-12, 2.1-2, 2.5-7)
I can speak clearly at an understandable pace while
presenting my information (inquiry presentations).
(SL 4.4) (ELD 1.9, 1.11-12, 2.1-2, 2.5-7)
I can use multimedia and visuals to help support my
topic. (SL 4.5) (ELD 1.9)
Speaking and Listening







Key ideas
Discussion
Formulate
Responses
Reasons
Present
Multimedia
5.1.A Collaborative Discussions
5.2.A Present a Report
Language
6.1.I
6.1.J
Language
 Quotation marks
Punctuation
Spelling
6.3.H Build Vocabulary
Language
 I can correctly use frequently confused words (e.g.
to,two,too). (Use supplemental resources)(L 4.1g)*
(ELD 1.1-4, 1.9-12, 2.2-7)
 I can correctly spell selected grade level words with
Academic Services Department 2015-2016
*These Curriculum Maps are a work in progress
20
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4 Grade Pacing Guide
2015-2016

the –est ending. (L 4.2d)* (ELD 1.10-11)
I can build my vocabulary of grade-level and subject
words. (L 4.6) (ELD 1.1-4, 1.9-12, 2.2-7)
Resources:
Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Unit Celebration: 327K -327L
Concept/Question Board: 304E, 316, 319F
Leveled Readers:
Strategic Level: Sea, Sand, and Surf
Benchmark Level: The San Andreas Fault
English Learner: A Shaky Situation
Advanced Level: Exploring Fort Ross
Standards for Lesson 5:
RL 4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL 4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RF 4.4: Read with sufficient accuracy and fluency to support comprehension.
RF 4.3: Know and apply grade-level phonics and word analysis skills in decoding words.
W 4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize
information, and provide a list of sources.
W 4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
W 4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and audiences.
SL 4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts,
building on others’ ideas and expressing their own clearly.
L 4.1g: Correctly use frequently confused words.*
L 4.2b: Use commas and quotation marks to mark direct speech and quotations from a text.
Academic Services Department 2015-2016
*These Curriculum Maps are a work in progress
21
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2015-2016
L 4.2d: Spell grade-appropriate words correctly, consulting references as needed.*
L 4.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions,
emotions , or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and
endangered when discussing animal preservation).
Academic Services Department 2015-2016
*These Curriculum Maps are a work in progress
22