ELA Fourth Grade Pacing Guide 2013-2014
First-Six Weeks
Second-Six Weeks
Third-Six Weeks
Fourth-Six Weeks
Fifth-Six Weeks
Six-Six Weeks
(August 27- October 8)
(October 9-November 21)
(November 22-January
17)
(January 22-March 6)
(March 7-April 28)
(April 29-June 11)
Embedded Standards: RL.4.10. RI.4.10, W.4.10, SL.4.1, L.4.1, L.4.2, L.4.3
Reading Foundational
RF.4.3
Reading Foundational
RF.4.3
RF.4.4 a
Reading Foundational
RF.4.3
RF.4.4 a, b
Reading Foundational
RF.4.3
RF.4.4 a, b, c
Reading Foundational
RF.4.3
RF.4.4 a, b, c
Reading Foundational
RF.4.3
RF.4.4 a, b, c
Reading Literature
RL.4.1
RL.4.2
RL.4.4
Reading Literature
RL.4.1
RL.4.2
RL.4.4
RL.4.9
Reading Literature
RL.4.1
RL.4.3
RL.4.4
RL.4.5
Reading Literature
RL.4.2
RL.4.4
RL.4.7
RL.4.9
Reading Literature
RL.4.3
RL.4.4
RL.4.6
RL.4.9
Reading Literature
RL.4.1
RL.4.2
RL.4.4
RL.4.6
Reading Informational
RI.4.1
RI.4.2
RI.4.8
Reading Informational
RI.4.1
RI.4.3
RI.4.4
RI.4.5
Reading Informational
RI.4.2
RI.4.6
RI.4.7
RI.4.8
Reading Informational
RI.4.5
RI.4.6
RI.4.7
RI.4.9
Reading Informational
RI.4.1
RI.4.2
RI.4.3
RI.4.9
Reading Informational
RI.4.1
RI.4.2
RI.4.3
RI.4.9
Writing
W.4.3
W.4.5
W.4.6
W.4.8
Writing
W.4.1
W.4.5
W.4.9
Writing
W.4.2
W.4.4
W.4.7
W.4.9
Writing
W.4.1
W.4.4
W.4.7
W.4.9
Writing
W.4.2
W.4.4
W.4.6
Writing
W.4.3
W.4.6
W.4.8
Language
L.4.4
Language
L.4.5
Language
L.4.6
Language
L.4.4
L.4.5
L.4.6
Language
L.4.4
L.4.5
L.4.6
Speaking & Listening
SL.4.2
SL.4.3
Speaking & Listening
SL.4.2
SL.4.4
Speaking & Listening
SL.4.4
SL.4.5
SL.4.6
Language
L.4.4
L.4.5
L.4.6
Speaking & Listening
SL.4.4
SL.4.5
Speaking & Listening
SL.4.6
SL.4.4
Speaking & Listening
SL.4.2
SL.4.4
SL.4.6
Page 1
ELA Fourth Grade Pacing Guide 2013-2014
Embedded Standards: These standards are embedded in each six-week period.
RL.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity
band independently and proficiently.
RI.4.10-By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the
grades 4–5 text complexity band independently and proficiently.
W.4.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and audiences.
SL.4.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts,
building on others‟ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
L.4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
c. Use verb tense to convey various times, sequences, states, and conditions.
d. Recognize and correct inappropriate shifts in verb tense.*
e. Use correlative conjunctions (e.g., either/or, neither/nor).
L.4.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation to separate items in a series.
b. Use a comma to separate an introductory element from the rest of the sentence.
L.4.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
b. Compare and contras the varieties of English used in stories, dramas, or poems.
Page 2
ELA Fourth Grade Pacing Guide 2013-2014
1st 6 Weeks
Common Core Standard- Reading Foundational
Supporting Standards
RF.4.3 - Know and apply grade-level phonics and word analysis skills in decoding words.
Unpacking:
RF.4.3-Students continue learning specific strategies for decoding words in texts. They are required to apply the specific strategies for decoding and spelling
multi-syllabic words.
Use questions and prompts such as:
 Does that sound right?
 Does that look right?
 Does that make sense?
 Look at the word, does it look like …?
 You said …does it look like …?
Concepts (What
Skills (What students must be able to do)
students need to know)
Phonics Skills
Word Analysis Skills
Word Structure

Know and apply phonics and
word analysis skills
Text Resources
Other Resources/Websites
Reading Street Unit 1
Leveled Readers
http://www.spellingcity.com/
FCRR
Essential
Vocabulary
affix
context
decode
morphology
multi-syllabic words
phonics
root word
syllabication pattern
Essential Questions
1. What skills can be used to decode words?
2. What word structures do words have in common?
Suggested Thinking Maps
Tree map
Circle map
Brace map
Page 3
ELA Fourth Grade Pacing Guide 2013-2014
1st 6 Weeks
Common Core Standard- Reading Literature
Priority Standards
Supporting Standards
RL 4.1 - Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.
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).
RL 4.2 - Determine a theme of a story, drama, or poem from details in the text;
summarize the text.
Unpacking:
RL.4.1 - Fourth grade students should refer to the text when drawing conclusions as well as when answering directly stated questions.
RL.4.2- Students must identify the main idea and find the most important details that strengthen the main idea.
RL.4.4 - Students will continue to tell the meaning of words and phrases in a text and focus specifically on mythological characters
Concepts (What
Skills (What students must be able to
students need to know)
Details
Examples
Inferences
Text
do)
Text Resources
Other Resources
Reading Street Unit 1
Leveled Readers
WriteToLearn
http://www.spellingcity.com/
http://www.readworks.org/
http://www.readinga-z.com/



Refer to details and examples in
text
Draw inferences
Determine the meaning of words
and phrases
Essential
Vocabulary
detail, example,
explicit, implicit
text , genre
example, extraneous
Essential Questions
1. How do I use details from the text to draw inferences?
2. What words or phrases are necessary for me to
understand text and characters?
Suggested Thinking Maps
Flow map
Circle map
Page 4
ELA Fourth Grade Pacing Guide 2013-2014
1st 6 Weeks
Common Core Standard- Reading Informational
Priority Standards
Supporting Standards
RI.4.1- Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.
RI 4.8 - Explain how an author uses reasons and evidence to support particular
points in a text.
RI .4.2 - Determine the main idea of a text and explain how it is supported by
key details; summarize the text.
Unpacking:
RI.4.1- Fourth grade students are required to refer to specific examples when explaining the text and drawing conclusions.
RI.4.2-Students must identify the main idea and find the most important details that strengthen the main idea. They must also explain the text in their own
words
RI.4.8-Students give an explanation about how an author uses proof to support a point in the text.
Concepts (What students
Skills (What students must be
Essential
Essential Questions
need to know)
able to do)
Vocabulary
Details in a text
Examples in a text
Explicit text
Inferences from a text




Draw inferences
Refer to details
Determine the main idea
Explain how the author
uses reasons
Text Resources
Other Resources
Reading Street Unit 1
Leveled Readers
Reading Street Sleuth
http://www.spellingcity.com/
http://www.readworks.org/
http://www.readinga-z.com/
article
details
evidence
explicit
inference
informational/
informative text
supporting details
text feature such as title
1. Why are inferences in a text important?
2. What do we need to use when we explain
information from a text?
Suggested Thinking Maps
Flow map
Circle map
Double bubble map
Page 5
ELA Fourth Grade Pacing Guide 2013-2014
1st 6 Weeks
Common Core Standard- Writing
Priority Standards
Supporting Standards
W.4.3 - Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
W.4.5 - With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing
W.4.6 - With some guidance and support from adults, use technology, including
the Internet, to produce and publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of keyboarding skills to type a
minimum of one page in a single sitting.
W.4.8 - Recall relevant information from experiences or gather relevant
information from print and digital sources; take notes and categorize
information, and provide a list of sources.
Unpacking
W.4.3 – Fourth grade students write real and imaginative stories and students are expected to use description to show characters‟ thoughts and feelings as well as
the details of characters‟ interactions through dialogue.
W.4.5- With assistance from adults and peers, students should develop revising and editing skills.
W.4.6- At this grade level, they should not only use technology for producing and publishing writing, but also to collaborate with others. Fourth grade students are
required to be proficient in keyboarding skills (typing at least one page in a single setting).
W.4.8- Students learn how to locate information from print and digital sources as well as integrate information from their own experiences. They take notes and
organize their information into categories and list the sources they used.
Concepts (What
Skills (What students must be able to
students need to know)
Narratives
Experiences
Events
Technique
Details
Sequences
do)




Write and develop narratives.
Utilize technology
Recall/gather information
Plan, revise, and edit with support
Essential
Vocabulary
character, conclusion
concrete detail
description, dialogue
event, narrative
narrator, phrase
sensory, detail, sequence
sequence of events
technique
transitional word/phrase
Page 6
Essential Questions
1. How can I use descriptive details to reflect an
experience in my narrative?
2. What is the relationship between clear sequencing in my
story and the clarity of my story?
3. What writing techniques help me develop my narrative
writing?
ELA Fourth Grade Pacing Guide 2013-2014
Text Resources
Other Resources
Reading Street Unit 1
WriteToLearn
Reading Street Sleuth
http://www.spellingcity.com/
http://www.readworks.org/
http://www.readinga-z.com/
Suggested Thinking Maps
Bubble map
Circle map
Flow map
Page 7
ELA Fourth Grade Pacing Guide 2013-2014
1st 6 Weeks
Common Core Standard- Language
Supporting Standards
L.4.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a
range of strategies.
Unpacking:
L.4.4 - The overall focus of language learning in regards to vocabulary acquisition is to guide students as they make purposeful language choices in writing and
speaking in order to communicate effectively in a wide range of print and digital texts. Students need to understand the diversity in standard English and the ways
authors use formal and informal voice (dialects, registers) to craft their message for specific purposes. Students also need strategies for learning to make these
kinds of choices for themselves as they write and speak in different contexts and for different purposes.
Concepts (What students need to Skills (What students must Essential Vocabulary
Essential Questions
know)
be able to do)
Meanings of unknown words and
phrases
Multiple‐meaning words and
phrases
Range of Strategies

Determine or clarify
the meaning of
unknown & multiple
meaning words
Text Resources
Other Resources
Scott Foresman Reading Street Unit
http://www.spellingcity.com/
http://www.readworks.org/
http://www.readinga-z.com/
affix, context, definition
1. How do I use a variety of strategies to
dictionary, digital source
determine the meaning of unknown words,
glossary
phrases, and multiple meaning words?
morphology – greek and latin roots
multiple-meaning word/phrase
phrase, print source
reference material
root word
text
thesaurus
Suggested Thinking Maps
Brace map
Tree map
Page 8
ELA Fourth Grade Pacing Guide 2013-2014
1st 6 Weeks
Common Core Standard- Speaking and Listening
Priority Standards
SL.4.2 - Paraphrase portions of a text read aloud or information
presented in diverse media and formats, including visually,
quantitatively, and orally.
Supporting Standards
SL.4.3 - Identify the reasons and evidence a speaker provides to support
particular points.
Unpacking:
SL.4.2 & SL.4.3-Fourth grade students should be able to identify the reasons a speaker provides to support points. This can be done through
listening, questioning, and gathering information for a deeper understanding of a topic.
Concepts (What students need to
Skills (What students
know)
must be able to do)
Difference between paraphrase and
retell


Paraphrase
portions of a text
Identify the
reasons and
evidence provided
by the speaker
Essential
Vocabulary
diverse format
diverse media
paraphrase
quantitative
oral presentation
visual display
Text Resources
Other Resources
Reading Street Unit 1
Leveled Readers
Reading Street Sleuth
http://www.spellingcity.com/
http://www.readworks.org/
http://www.readinga-z.com/
Essential Questions
1. How do you paraphrase?
2. How is paraphrasing different from
retell/summary?
Suggested Thinking Maps
Page 9
Circle map
Double bubble map
Flow map
ELA Fourth Grade Pacing Guide 2013-2014
2nd 6 Weeks
Common Core Standard- Reading Foundational
Priority Standards
Supporting Standards
RF.4.3 - Know and apply grade-level phonics and word analysis skills in
decoding words.
RF.4.4c Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
RF.4.4a Read grade-level text with purpose and understanding.
Unpacking:
RF.4.3-Students continue learning specific strategies for decoding words in texts. They are required to apply the specific strategies for decoding and spelling
multi-syllabic words.
RF.4.4a Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at
this stage reread texts as needed to support understanding.
Concepts (What students need to Skills (What students Essential Vocabulary
Essential Questions
know)
must be able to do)
Phonics Skills
Word analysis
Word structure
Reading accuracy
Reading fluency
Comprehension




Know & apply
grade level
phonics
Decode words
Read accurately
and fluently
Comprehend
text
affix, context, decode
morphology, multi-syllabic
words, phonics, root word
syllabication pattern,
accuracy, comprehension
context, expression, fluency
poem/poetry, prose
purpose
rate
Text Resources
Other Resources
Reading Street Unit 2
Leveled Readers
Reading Street Sleuth
http://www.spellingcity.com/
http://www.readworks.org/
http://www.readinga-z.com/
1. What skills can be used to decode words?
2. What word structures do words have in common?
Suggested Thinking Maps
Tree map
Circle map
Brace map
Page 10
ELA Fourth Grade Pacing Guide 2013-2014
2nd 6 Weeks
Common Core Standard- Reading Literature
Priority Standards
Supporting Standard
RL 4.1 - Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.
RL. 4.4 - 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).
RL 4.2 - Determine a theme of a story, drama, or poem from details in the text;
summarize the text.
RL. 4.9 - Compare and contrast the treatment of similar themes and topics (e.g.,
the opposition of good and evil) and patterns of events (e.g., the quest) in
stories, myths, and traditional literature from different cultures.
Unpacking:
RL.4.1 - Fourth grade students should refer to the text when drawing conclusions as well as when answering directly stated questions. The central message or
lesson is now referred to as theme (a unifying idea that is a recurrent element in literary or artistic work). Students are continuing to determine a theme and
expanding this work to other genres. They are required to refer to the text to describe various story elements.
RL.4.2- Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL.4.4 - Students will continue to tell the meaning of words and phrases in a text and focus specifically on mythological characters. Students must tell the
differences between poems, drama, and prose using structural elements to create an oral or written response to a text. Students will find the similarities and
differences in the narration between a story written in first person and a story written in third person point of view.
RL.4.9 -Students at this level must link the reading of the text in a story to listening or viewing the same story. They will make connections by comparing what
they read to what they visualized and heard. Students will find similarities and differences in themes, topics, and patterns of events among culturally diverse
stories, myths, and traditional literature.
Concepts (What students need to know) Skills (What students Essential
Essential Questions
must be able to do)
Vocabulary
Details
details
1. How do I use details from the text to draw inferences?
 Refer to details
Examples
2. What words or phrases are necessary for me to
and examples in explicit
Inferences
event
understand text and characters?
texts
Text
text
3. How do the themes vary from one novel to the next?
 Explain the text
The treatment of similar themes and topics
infer/inference
4. How does the pattern of events change the outcome of
 Draw Inferences
Patterns of events
character
stories?
 Compare &
Page 11
ELA Fourth Grade Pacing Guide 2013-2014
(in stories, myths, and traditional literature
from different cultures)
contrast similar
themes and
topics
context
myth/mythology
phrase
reference
root word – latin and
greek
Text Resources
Other Resources
Reading Street Unit 2
Leveled Readers
Reading Street Sleuth
http://www.spellingcity.com/
http://www.readworks.org/
http://www.readinga-z.com/
5. How do I use details from the text to draw inferences?
Suggested Thinking Maps
Page 12
Flow map
Circle map
ELA Fourth Grade Pacing Guide 2013-2014
2nd 6 Weeks
Common Core Standard- Reading Informational
Priority Standards
RI.4.1- Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI .4.3 – Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific
information in the text.
RI .4.4 - Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific
word choices shape meaning or tone.
RI .4.5 - Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole.
Unpacking:
RI.4.1- Fourth grade students are required to refer to specific examples when explaining the text and drawing conclusions. Students must identify the main idea
and find the most important details that strengthen the main idea. They must also explain the text in their own words. At this level, students tell how or why
historical events, scientific ideas or “how to” procedures happened and use the text to support their answers.
RI.4.4 - Fourth grade students continue to find the meanings of general vocabulary words specific to fourth grade topics or subjects. Students must explain how the
events, ideas, or concepts fit into the overall structure of a text. At this level, students are required to find the similarities and differences in perspectives (first and
second hand) about the same event or subject. They will give descriptions about how the information is presented for each perspective.
RI.4.5 - Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate
to each other and the whole.
Concepts (What students
Skills (What students
Essential Vocabulary
Essential Questions
need to know)
must be able to do)
Details in a text
article, details, evidence
1. Why are inferences in a text important?
 Identify
Examples in a text
explicit, inference
2. What do we need to use when we explain information
 use
Explicit text
informational/ informative text
from a text?
 understand
Inferences from a text
supporting
details,
text
feature
3. How can I support my understanding of the text when
 explain
Events
organization,
context,
definition
explaining an event, procedure, idea, or concept?
 determine
Procedures
glossary
4. How does the vocabulary related to my unit of study
 analyze
Ideas & Concepts
help me better understand the concept?
Information
Structure of texts
Page 13
ELA Fourth Grade Pacing Guide 2013-2014
Text Resources
Other Resources
Reading Street Unit 2
Leveled Readers
Reading Street Sleuth
http://www.spellingcity.com/
http://www.readworks.org/
http://www.readinga-z.com/
Suggested Thinking Maps
Flow map
Circle map
Double bubble map
Brace map
Page 14
ELA Fourth Grade Pacing Guide 2013-2014
2nd 6 Weeks
Common Core Standard- Writing
Priority Standards
W.4.1 - Write opinion pieces on topics or texts, supporting a point of view
with reasons and information.
Supporting Standards
W.4.5 - With guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising, and editing.
W.4.9 -. Draw evidence from literary or informational texts to support
analysis, reflection, and research.
Unpacking
W.4.1- Fourth grade students should write opinion pieces that clearly state their preferences and supply the reasoning for their thinking.
W.4.5- With assistance from adults and peers, students should develop revising and editing skills.
W.4.9 - Fourth grade students use strategies for reading literary and information text as they investigate topics.
Concepts (What students need to know) Skills (What students
must be able to do)
Informative/Explanatory Texts
Topics
Ideas
Information





write
convey
examine
organize
investigate
Essential
Vocabulary
topic
text
opinion
organizational structure
Essential Questions
1. How can I convey my ideas clearly when
writing informational texts?
2. How can I examine a topic of study and reflect
my understandings into my writing?
evidence
writer’s purpose
support
fact
details
concluding statement
Text Resources
Other Resources
Suggested Thinking Maps
Reading Street Unit 2
Leveled Readers
Reading Street Sleuth
WriteToLearn
http://www.spellingcity.com/
http://www.readworks.org/
http://www.readinga-z.com/
Page 15
Bubble map
Circle map
Flow map
ELA Fourth Grade Pacing Guide 2013-2014
2nd 6 Weeks
Common Core Standard- Language
Supporting Standards
L.4.5 - Demonstrate understanding of word relationships and nuances in word meanings.
Unpacking:
L.4.5 - Learning words at this stage includes exploring the meaning of simple similes, metaphors, idioms, adages, and proverbs; demonstrating
understanding of relationships between words (synonyms and antonyms); growing vocabulary by using known word parts (Greek and Latin affix and
root) to acquire unknown words; and developing print and digital reference use (glossary, dictionary, and thesaurus).
Concepts (What students
Skills (What students must be
need to know)
able to do)
Figurative language
Word relationships
Word meanings




determine
clarify
choose
demonstrate
Text Resources
Other Resources
Reading Street Unit 2
Leveled Readers
Reading Street Sleuth
FCRR
Essential
Vocabulary
figurative
literal
connotation
denotation
metaphor
simile
proverb
adage
idiom
homophone
synonym
antonym
Essential Questions
1. How do I demonstrate an understanding of
figurative language, word relationships, and word
meanings?
Suggested Thinking Maps
Brace map
Tree map
Page 16
ELA Fourth Grade Pacing Guide 2013-2014
2nd 6 Weeks
Common Core Standard- Speaking and Listening
Priority Standards
SL.4.2 - Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.4.4 - Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive
details to support main ideas or themes; speak clearly at an understandable pace.
Unpacking:
SL.4.2 – Fourth grade students will also paraphrase portions of a text read aloud or information presented in multiple formats.
SL.4.4- While adept at reporting on a topic or text, telling a story, or recounting an event, fourth graders will focus on doing so in an organized,
logical manner.
Concepts (What students need to
Skills (What students must
know)
be able to do)
Topic/text/story
Experience
Facts
Relevant details
Main ideas
Themes
Pace





report
tell/Speak
recount
use
support
Text Resources
Other Resources
Reading Street Unit 2
Leveled Readers
Reading Street Sleuth
Paideia
Essential
Vocabulary
pacing
fluency
word choice
eye contact
confidence
evidence
logic
Essential Questions
1. How will students effectively communicate
about a shared topic, experience, or story?
Suggested Thinking Maps
Double Bubble
Circle
Brace Map
Page 17
ELA Fourth Grade Pacing Guide 2013-2014
3rd 6 Weeks
Common Core Standard- Reading Foundational
Supporting Standards
RF.4.3 - Know and apply grade-level phonics and word analysis skills in decoding words.
RF. 4.4-Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. .
Unpacking:
RF.4.3-Students continue learning specific strategies for decoding words in texts. They are required to apply the specific strategies for decoding and
spelling multi-syllabic words.
Use questions and prompts such as:
 Does that sound right?
 Does that look right?
 Does that make sense?
 Look at the word, does it look like …?
 You said …does it look like …?
RF.4.4- Readers at this stage reread texts as needed to support understanding.
Concepts (What students need to
Skills (What students must
know)
be able to do)
Phonics Skills
Word analysis Skills
Word structure



Know
Apply
Decode
Text Resources
Other Resources
Reading Street Unit 3
Leveled Readers
Reading Street Sleuth
FCRR
Essential
Vocabulary
affix
context
decode
morphology
multi-syllabic words
phonics
root word
syllabication pattern
Essential Questions
1. What skills can be used to decode words?
2. What word structures do words have in
common?
Suggested Thinking Maps
Tree map
Circle map
Brace map
Page 18
ELA Fourth Grade Pacing Guide 2013-2014
3rd 6 Weeks
Common Core Standard- Reading Literature
Priority Standards
RL 4.1 - Refer to details and examples in a text when explaining what the
RL. 4.4 - Determine the meaning of words and phrases as they are
text says explicitly and when drawing inferences from the text.
used in a text, including those that allude to significant characters
found in mythology (e.g., Herculean).
RL4.3-Describe in depth a character, setting, or event in a story or drama,
drawing on specific details in the text (e.g., a character’s thoughts, words, or
actions).
RL. 4.5-Explain major differences between poems, drama, and prose, and
refer to the structural elements of poems (e.g., verse, rhythm, meter) and
drama (e.g., casts of characters, settings, descriptions, dialogue, stage
directions) when writing or speaking about a text
Unpacking:
RL.4.1 - Fourth grade students should refer to the text when drawing conclusions as well as when answering directly stated questions
RL.4.3- They are required to refer to the text to describe various story elements.
RL.4.4 - Students will continue to tell the meaning of words and phrases in a text and focus specifically on mythological characters. Students must tell the
differences between poems, drama, and prose using structural elements to create an oral or written response to a text.
RL.4.5-Students must tell the differences between poems, drama, and prose using structural elements to create an oral or written response to a text.
Concepts (What
students need to know)
Details
Examples
Inferences
Text
Skills (What students must be able to do) Essential
Vocabulary





Refer
Explain
Draw
Describe
Determine
Text Resources
Other Resources
Reading Street Unit 3
Leveled Readers
Reading Street Sleuth
http://www.spellingcity.com/
http://www.readworks.org/
http://www.readinga-z.com/
detail, example,
explicit, implicit, text
genre, example, stage
directions, drama,
rhythm, meter, prose
dialogue
Essential Questions
1.
2.
Why are inferences in a text important?
What do we need to use when we explain
information from a text?
Suggested Thinking Maps
Flow map
Circle map
Multi-flow map
Page 19
ELA Fourth Grade Pacing Guide 2013-2014
3rd 6 Weeks
Common Core Standard- Reading Informational
Priority Standards
Supporting Standards
RI .4.2 - Determine the main idea of a text and explain how it is supported
by key details; summarize the text.
RI 4.6 Compare and contrast a firsthand and secondhand account of
the same event or topic; describe the differences in focus and the
information provided.
RI 4.7 Interpret information presented visually, orally, or quantitatively (e.g.,
in charts, graphs, diagrams, time lines, animations, or interactive elements on
Web pages) and explain how the information contributes to an understanding
of the text in which it appears.
RI 4.8 - Explain how an author uses reasons and evidence to support
particular points in a text.
Unpacking:
RI.4.2-Students must identify the main idea and find the most important details that strengthen the main idea.
RI.4.6- At this level, students are required to find the similarities and differences in perspectives (first and second hand) about the same event or
subject. They will give descriptions about how the information is presented for each perspective.
RI.4.7- Fourth grade students must understand what is heard, viewed, or presented through various media formats to help make meaning of the text.
RI.4.8- Students give an explanation about how an author uses proof to support a point in the text.
Concepts (What students need to
Skills (What students must
know)
be able to do)
Main ideas
Key details
Reasons
Evidence
Timelines





Essential
Vocabulary
Diagrams
Animations
Firsthand account
Second hand account
Summarize
Compare/contrast
Describe
Interpret
Explain
Text Resources
Other Resources
Reading Street Unit 3
Leveled Readers
Reading Street Sleuth
http://www.readworks.org/
http://www.readinga-z.com/
Essential Questions
1. Why are inferences in a text important?
2. What do we need to use when we explain
information from a text?
Suggested Thinking Maps
Page 20
Flow map
Circle map
Double bubble map
ELA Fourth Grade Pacing Guide 2013-2014
Common Core Standard- Writing
3rd 6 Weeks
Priority Standards
W4.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W4.4-Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
W4.7-Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W4.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.
Unpacking
W.4.2- Fourth grade students write informative/ explanatory pieces. They must be able to find and group information together in a logical way.
W.4.4- Fourth grade students are expected to produce writing that is clear and understandable to the reader.
W.4.7- Fourth grade students are required to research a topic through investigation. Investigation includes exploring a topic in greater detail by
developing a research question that helps bring focus to the topic.
W.4.9- Fourth grade students use strategies for reading literary and information text as they investigate topics.
Concepts (What students need to
Skills (What students must
know)
be able to do)
Informative text
Explanatory text
Purpose








Examine
Convey
Produce
Research
Investigate
Analyze
Reflect
Conduct
Text Resources
Other Resources
Reading Street Unit 3
Leveled Readers
Reading Street Sleuth
WriteToLearn
http://www.readworks.org/
http://www.readinga-z.com/
Essential
Vocabulary
Audience
Coherent
Essential Questions
1. How can I convey my ideas clearly when writing
informational texts?
2. How can I examine a topic of study and reflect my
understandings into my writing?
Suggested Thinking Maps
Circle map
Tree map
Page 21
ELA Fourth Grade Pacing Guide 2013-2014
3rd 6 Weeks
Common Core Standard- Language
Supporting Standards
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).
Unpacking
L.4.6-“Tier One words are the words of everyday speech usually learned in the early grades, albeit not at the same rate by all children.”
“General academic vocabulary (Tier 2) words appear in all sorts of texts; informational, technical texts, and literary texts.”
“Domain-specific vocabulary (Tier 3) words are specific to a domain or field of study and key to understanding a new concept within a text. Because of
their specificity and close ties to content knowledge, Tier Three words are far more common in informational texts than in literature.”
Concepts (What students need to know) Skills (What students Essential
Essential Questions
must be able to do)
Vocabulary
Academic phrases
Accurate
1. How can I use grade appropriate vocabulary
 Acquire
Domain-specific
Academic
in different writing genres?
 Use
phrases
domain
2. How can I distinguish between content and
domain terminology when applying writing
techniques?
Text Resources
Other Resources
Suggested Thinking Maps
Reading Street Unit 3
Leveled Readers
Reading Street Sleuth
WriteToLearn
http://www.spellingcity.com/
http://www.readworks.org/
http://www.readinga-z.com/
Page 22
Circle map
Tree map
ELA Fourth Grade Pacing Guide 2013-2014
3rd 6 Weeks
Common Core Standard- Speaking and Listening
Priority Standards
SL.4.4 Report on a topic or text, tell a story, or recount an experience in
an organized manner, using appropriate facts and relevant, descriptive
details to support main ideas or themes; speak clearly at an
understandable pace.
Supporting Standards
SL.4.5 Add audio recordings and visual displays to presentations when
appropriate to enhance the development of main ideas or themes.
SL.4.6 Differentiate between contexts that call for formal English (e.g.,
presenting ideas) and situations where informal discourse is appropriate
(e.g., small-group discussion); use formal English when appropriate to
task and situation.
Unpacking:
SL.4.4- While adept at reporting on a topic or text, telling a story, or recounting an event, fourth graders will focus on doing so in an organized,
logical manner.
SL.4.5- Students in the fourth grade will combine audio recordings and visual displays, when appropriate, to enhance the development of main ideas
or themes.
SL.4.6 - Students in the fourth grade should be exposed to a numerous variety of speaking tasks so they will be able to distinguish between formal
and informal discourse.
Concepts (What students need to know) Skills (What students
must be able to do)
Facts
Relevant details
Descriptive details
Main ideas
Theme
Formal English
Informal English




Report
Recount
Organize
Differentiate
Essential
Vocabulary
Appropriate
Pace
Sufficient
Audio recordings
Visual displays
Page 23
Essential Questions
1.
How can a speaker or writer differentiate
between situations that call for the use of
formal English versus situations that call for
informal English?
ELA Fourth Grade Pacing Guide 2013-2014
Text Resources
Other Resources
Suggested Thinking Maps
Reading Street Unit 3
Leveled Readers
Reading Street Sleuth
http://www.spellingcity.com/
http://www.readworks.org/
http://www.readinga-z.com/
Page 24
Circle map
Double bubble map
ELA Fourth Grade Pacing Guide 2013-2014
4th 6 Weeks
Common Core Standard- Reading Foundational
Supporting Standards
RF.4.3 - Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4.4a – Read grade-level text with purpose and understanding.
RF.4.4b - Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF.4.4c - Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Unpacking:
RF.4.3-Students continue learning specific strategies for decoding words in texts
RF.4.4a, b, c - Fluent readers are able to focus attention on the meaning of the text. Readers at this stage reread texts as needed to support
understanding. Make your reading sound like the characters are talking. Go back and reread when it does not sound or look like you think it should.
Concepts (What students need to
Skills (What students Essential Vocabulary
Essential Questions
know)
must be able to do)
Phonics Skills
affix, context, decode
1. What skills can be used to decode words?
 Know
Word analysis Skills
morphology,
multi2. What word structures do words have in common?
 Apply
Word structure
syllabic words, phonics 3. Why do we need to know how to read accurately
 Decode
 Read accurately root word, syllabication and fluently?
pattern, accuracy
4. What can we do to better comprehend what we
and fluently
comprehension
,
read?
 Comprehend
context
expression, fluency
poem/poetry, prose
purpose, rate
Text Resources
Other Resources
Suggested Thinking Maps
Reading Street Unit 4
Leveled Readers
Reading Street Sleuth
www.fcrr.org
NCDPI ELA wikispace
NRMS ELA wikispace
Circle Map
Brace Map
Page 25
ELA Fourth Grade Pacing Guide 2013-2014
4th 6 Weeks
Common Core Standard- Reading Literature
Priority Standards
RL.4.2 - Determine a theme of a story, drama, or poem from details in
the text; summarize the text.
Supporting Standards
RL.4.7 - Make connections between the text of a story or drama and a
visual or oral presentation of the text, identifying where each version
reflects specific descriptions and directions in the text.
RL.4.9 - Compare and contrast the treatment of similar themes and topics
(e.g., opposition of good and evil) and patterns of events (e.g., the quest) 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
in stories, myths, and traditional literature from different cultures.
mythology (e.g., Herculean).
Unpacking:
RL.4.2 - Students must tell the differences between poems, drama, and prose using structural elements to create an oral or written response to a text.
RL.4.4 - Students will continue to tell the meaning of words and phrases in a text and focus specifically on mythological characters
RL.4.7 - Students will find similarities and differences in themes, topics, and patterns of events among culturally diverse stories, myths, and traditional literature.
Concepts (What students need to
know)
Skills (What students
must be able to do)
Essential Vocabulary
Details
Examples
Inferences
Text
Similar themes and
topics
Patterns of events
(in stories, myths,
Refer
Explain
Draw
Compare
Contrast
Determine
Context, infer/inference
myth/mythology, phrase
reference, root word –
Latin and Greek, text ,
detail, example , explicit
implicit, text, genre,
compare, contrast
connection, description
drama
and traditional
literature
from different
cultures)
Meaning of
words/phrases in
relation to
characters in new
text.
Text Resources
Other Resources
Reading Street Unit 4
Leveled Readers
Reading Street Sleuth
www.readworks.org
NCDPI ELA wikispace
NRMS ELA wikispace
Essential Questions
1. How do I use details from the text to draw inferences?
2. What words or phrases are necessary for me to
understand text and characters?
3. How do the themes vary from one novel to the next?
4. How does the pattern of events change the outcome of
stories?
Suggested Thinking Maps
Double Bubble Map
Tree Map
Bridge Map
Page 26
ELA Fourth Grade Pacing Guide 2013-2014
4th 6 Weeks
Common Core Standard- Reading Informational
Priority Standards
Supporting Standards
RI.4.5 - Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in a
text or part of a text.
RI.4.6 - Compare and contrast a firsthand and secondhand account of the same
event or topic; describe the differences in focus and the information provided..
RI.4.7 - Interpret information presented visually, orally, or quantitatively (e.g.,
in charts, graphs, diagrams, time lines, animations, or interactive elements on
Web pages) and explain how the information contributes to an understanding of
the text in which it appears.
RI.4.9 - Integrate information from two texts on the same topic in order to write
or speak about the subject knowledgeably.
Unpacking:
RI.4.5, RI.4.6, RI.4.7 - Students must explain how the events, ideas, or concepts fit into the overall structure of a text.
RI.4.9 - At this level, students will combine information from two texts about the same subject in a written or oral response that demonstrates knowledge of the
subject.
Concepts (What students need to
know)
Skills (What students
must be able to do)
Essential Vocabulary
Information from two texts
Integrate
cause/effect , chronology
compare, concept, event
ideas, informational text
problem/solution, structure, text,
contrast
topic, event, focus, chart,
firsthand, secondhand
animation, diagram, graph,
quantitative
time line,visual display
Text Resources
Other Resources
Reading Street Unit 4
Leveled Readers
Reading Street Sleuth
www.freereading.net, NRMS ELA wikispace
www.readworks.org
NCDPI ELA wikispace
Essential Questions
1. How can I use more than one text to answer
questions
about a certain topic?
2. Why do I need to use more than one text to draw
information?
Suggested Thinking Maps
Page 27
Flow Map
Multi-Flow Map
Double Bubble
ELA Fourth Grade Pacing Guide 2013-2014
4th 6 Weeks
Common Core Standard- Writing
Priority Standards
W.4.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.4.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.4.7 - Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.9 -Draw evidence from literary or informational texts to support analysis, reflection, and research.
Unpacking
W.4.1 - Fourth grade students should write opinion pieces that clearly state their preferences and supply the reasoning for their thinking.
W.4.4 - Fourth grade students are expected to produce writing that is clear and understandable to the reader. Task (type of writing assignment) and purpose (the
writer’s designated reason for writing) should be reflected in the student’s organization and development of a topic.
W.4.7 - Fourth grade students are required to research a topic through investigation. Investigation includes exploring a topic in greater detail by developing a
research question that helps bring focus to the topic.
W.4.9 - When reading literary texts, fourth grade students have to refer to the text when drawing conclusions as well as when answering directly stated questions.
Concepts (What students need to know)
Skills (What students
Essential Vocabulary
Essential Questions
must be able to do)
Opinion Pieces
Investigation
audience , writing style,
1. How will various points of view, help my writing?
 Write
Point of View
Aspects
concluding statement,
2. How do I use information to create my own writing on a
 Support
Topics
Topic
opinion piece, evidence
topic?
 Conduct
Texts
organizational
structure,
3. How do I use information from a text to produce an
 Build
Reasons
point of view, supporting opinion piece?
Projects
detail, writer’s purpose,
4. How does audience affect my writing style?
Knowledge
character motivation
informational/informative
Text Resources
Other Resources
Suggested Thinking Maps
Reading Street Unit 4
Leveled Readers
Reading Street Sleuth
WriteToLearn
www.readwritethink.org
Bubble Map
Tree Map
Page 28
ELA Fourth Grade Pacing Guide 2013-2014
4th 6 Weeks
Common Core Standard- Language
Supporting Standards
L.4.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a
range of strategies.
L.4.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions,
emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangeredwhen discussing
animal preservation).
Unpacking:
L.4.4 - Students need to understand the diversity in standard English and the ways authors use formal and informal voice (dialects, registers) to craft their message
for specific purposes.
L.4.5 - Learning words at this stage includes exploring the meaning of simple similes, metaphors, idioms, adages, and proverbs’
L.4.6 - General academic vocabulary (Tier 2) words appear in all sorts of texts. Domain-specific vocabulary (Tier 3) Tier Three words are far more
common in informational texts than in literature. Domain-specific vocabulary (Tier 3) Tier Three words are far more common in informational texts.
Concepts (What students need to know)
Skills (What students
Essential Vocabulary
Essential Questions
must be able to do)
Meanings of
Range of Strategies
Determine
context, glossary,
1. How do I use a variety of strategies to determine the
unknown words and Figurative language
Clarify
proverb, morphology,
meaning of unknown words, phrases, and multiple
phrases
Word relationships
Choose
simile, idiom, nuance,
meaning words?
Word meanings
Demonstrate
adage, antonym,
2. How do I demonstrate an understanding of figurative
Multiple‐meaning
metaphor, thesaurus,
language, word relationships, and meanings?
words and phrases
figurative language
Text Resources
Other Resources
Suggested Thinking Maps
Reading Street Unit 4
Leveled Readers
Reading Street Sleuth
Frayer Model
Tree Map
Bridge Map
Circle Map
Page 29
ELA Fourth Grade Pacing Guide 2013-2014
4th 6 Weeks
Common Core Standard- Speaking and Listening
Priority Standards
Supporting Standards
SL.4.4 - Report on a topic or text, tell a story, or recount an experience in an
SL.4.5 - Add audio recordings and visual displays to presentations when
organized manner, using appropriate facts and relevant, descriptive details to
appropriate to enhance the development of main ideas or themes.
support main ideas or themes; speak clearly at an understandable pace.
Unpacking:
SL.4.4 - Fourth graders will focus on presenting orally and in coherent, spoken sentences.
SL.4.5 - Fourth grade should be exposed to a numerous variety of speaking tasks so they will be able to distinguish between formal and informal discourse.
Concepts (What students need to know)
Skills (What students
Essential Vocabulary
Essential Questions
must be able to do)
Topic/text/story
detail
1.How will students effectively communicate about a
 Report
Experience
fact
shared topic, experience, or story?
 Tell/Speak
Facts
main idea
 Recount
Relevant details
oral presentation
 Use
Main ideas
text
 Support
Themes
theme
Pace
topic
main ideas
multimedia
presentation
theme
visual display
Text Resources
Other Resources
Reading Street Unit 4
Leveled Readers
Reading Street Sleuth
Paideia Seminar
Suggested Thinking Maps
Flow Map
Page 30
ELA Fourth Grade Pacing Guide 2013-2014
5th 6 Weeks
Common Core Standard- Reading Foundational
Supporting Standards
RF.4.3 - Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4.4a Read grade-level text with purpose and understanding.
RF. 4.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF. 4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Unpacking:
RF.4.3-Students continue learning specific strategies for decoding words in texts. They are required to apply the specific strategies for decoding and
spelling multi-syllabic words.
RF.4.4 -Fluency helps the reader process language for meaning and enjoyment.
Concepts (What students need to know) Skills (What students Essential
must be able to do)
Vocabulary
Phonics Skills
Word analysis
Skills
Word structure
Purpose, Prose,
Poetry, Context
Word recognition
Know
Apply
Decode, analyze,
understand, confirm
affix
context
decode, morphology,
multi-syllabic words,
phonics, root words,
syllabication pattern,
accuracy, rate,
expression, successive
Text Resources
Other Resources
Reading Street Unit 5
Leveled Readers
Reading Street Sleuth
http://www.spellingcity.com/
NCDPI/ELA Wiki
NRMS ELA Wiki
FCRR
Essential Questions
1. What skills can be used to decode words?
2. What word structures do words have in common?
Why do we need to know how to read accurately and
fluently?
What can we do to better comprehend what we read?
Suggested Thinking Maps
Page 31
Tree map
Circle map
Brace map
ELA Fourth Grade Pacing Guide 2013-2014
5th 6 Weeks
Common Core Standard- Reading Literature
Priority Standards
Supporting Standards
RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on
RL. 4.4 - Determine the meaning of words and phrases as
specific details in the text (e.g., a character’s thoughts, words, or actions. Describe in
they are used in a text, including those that allude to
depth a character, setting, or event in a story or drama, drawing on specific details in the
significant characters found in mythology (e.g.,
text (e.g., a character’s thoughts, words, or actions
Herculean).
RL. 4.6 Compare and contrast the point of view from which different stories are narrated,
including the difference between first- and third-person narrations.
RL 4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition
of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional
literature from different cultures.
Unpacking:
RL.4.3 They are required to refer to the text to describe various story elements.
RL.4.4 -Students will continue to tell the meaning of words and phrases in a text and focus specifically on mythological characters.
RL.4.6-Students at this level must link the reading of the text in a story to listening or viewing the same story. They will make connections by comparing
RL.4.9-Students will find similarities and differences in themes, topics, and patterns of events among culturally diverse stories, myths, and traditional
literature.
Concepts (What students need to
know)
characters, mythology, point of view,
first/third person, themes, patterns of
events, setting, drama, details, definitions
Skills (What students must Essential
be able to do)
Vocabulary



determine
compare/contrast
describe
Text Resources
Other Resources
Reading Street Unit 5
Leveled Readers
Reading Street Sleuth
http://www.readworks.org/
NCDPI/ELA Wiki
NRMS ELA Wiki
allude, narrated,
opposition, culture,
traditional
Essential Questions
1. What words or phrases are necessary for me to
understand text and characters?
2. Why do I need to be able to compare and contrast
different points of view?
3. Why are first and third person narrations important?
4. How does point of view shape a story?
Suggested Thinking Maps
Double bubble map
Bubble Map
Circle Map
Page 32
ELA Fourth Grade Pacing Guide 2013-2014
Common Core Standard- Reading Informational
5th 6 Weeks
Priority Standards
RI.4.1-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.2 -Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.3-Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific
information in the text.
RI. 4.9-Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Unpacking:
RI.4.1- Fourth grade students are required to refer to specific examples when explaining the text and drawing conclusions.
RI.4.2-Students must identify the main idea and find the most important details that strengthen the main idea. They must also explain the text in their
own words.
RI.4.3-At this level, students tell how or why historical events, scientific ideas or “how to” procedures happened and use the text to support their
answers.
RI. 4.9-At this level, students will combine information from two texts about the same subject in a written or oral response that demonstrates
knowledge of the subject.
Concepts (What
Skills (What students
students need to know)
must be able to do)
Details, examples,
inferences, main idea
Refer, explain,
summarize, integrate,
write, speak
Essential Vocabulary
explicitly, procedures,
historical, technical,
topic, knowledgeable
Page 33
Essential Questions
1. Why is the main idea of a text important to know?
2. Why are key details in what we read important?
3. How and why should we summarize what we read?
4. How can I support my understanding of the text when
explaining an event, procedure, idea, or concept?
5. How can I use more than one text to answer questions about
a certain topic?
6.Why do I need to use more than one text to draw
Information?
ELA Fourth Grade Pacing Guide 2013-2014
Text Resources
Other Resources
Reading Street Unit 5
Leveled Readers
Reading Street Sleuth
http://www.readworks.org/
http://www.readinga-z.com/
NCDPI/ELA Wiki & NRMS ELA Wiki
Suggested Thinking Maps
Flow map
Circle map
Double bubble map
Page 34
ELA Fourth Grade Pacing Guide 2013-2014
5th 6 Weeks
Common Core Standard- Writing
Priority Standards
W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.4.6 - With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and
collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
Unpacking
W.4.2- Fourth grade students write informative/ explanatory pieces. They must be able to find and group information together
in a logical way
For example, fourth grade students need to be able to choose precise vocabulary in their writing that clarifies their thinking about a topic
W.4.4-Fourth grade students are expected to produce writing that is clear and understandable to the reader.
W.4.6-Students in fourth grade are developing strategies with peers and adults to use digital tools. At this grade level, they should not only use
technology for producing and publishing writing but also to collaborate with others
Concepts (What students need
Skills (What students must be
to know)
able to do)
Informational text
Explanatory text
Purpose
Audience
keyboarding

examine, convey,
produce, organize,
develop, publish, interact,
collaborate, demonstrate
Text Resources
Other Resources
Reading Street Unit 5
Leveled Readers
Reading Street Sleuth
http://www.readworks.org/
http://www.readinga-z.com/
NCDPI/ELA Wiki
NRMS ELA Wiki
Essential
Vocabulary
coherent, appropriate,
expectations, sufficient
Essential Questions
1. How can I convey my ideas clearly when writing
informational texts?
2. How can I examine a topic of study and reflect my
understandings into my writing?
3. How can I use technology to publish collaborated
ideas?
Suggested Thinking Maps
Flow map
Circle map
Page 35
ELA Fourth Grade Pacing Guide 2013-2014
5th 6 Weeks
Common Core Standard- Language
Supporting Standards
L.4.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing
flexibly from a range of strategies.
L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise
actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and
endangered when discussing animal preservation).
Unpacking:
L.4.4 - The overall focus of language learning in regards to vocabulary acquisition is to guide students as they make purposeful language choices in
writing and speaking in order to communicate effectively in a wide range of print and digital texts.
L4.5 Learning words at this stage includes exploring the meaning of simple similes, metaphors, idioms, adages, and proverbs; demonstrating
understanding of relationships between words (synonyms and antonyms); growing vocabulary by using known word parts (Greek and Latin affix and
root) to acquire unknown words; and developing print and digital reference use (glossary, dictionary, and thesaurus).
L.4.6 “General academic vocabulary (Tier 2) words appear in all sorts of texts; informational, technical texts, and literary texts.”
“Domain-specific vocabulary (Tier 3) words are specific to a domain or field of study and key to understanding a new concept within a text.
Concepts (What students need to know) Skills (What students Essential
must be able to do)
Vocabulary
Word meanings,
Multiple meanings,
Figurative language

determine,
clarify,
demonstrate,
understand,
acquire, use
flexible, strategy,
relationships,
accurately, academic,
domain-specific
Page 36
Essential Questions
1. How do I use a variety of strategies to
determine the meaning of unknown words,
phrases, and multiple meaning words?
2. How can I use figurative language
appropriately to convey meaning?
3. How can I effectively use and incorporate
domain and academic phrases when
communicating?
ELA Fourth Grade Pacing Guide 2013-2014
Text Resources
Other Resources
Suggested Thinking Maps
Reading Street Unit 5
Leveled Readers
Reading Street Sleuth
http://www.readworks.org/
http://www.readinga-z.com/
NCDPI/ELA Wiki
NRMS ELA Wiki
Page 37
Tree map
Circle map
ELA Fourth Grade Pacing Guide 2013-2014
5th-6 Weeks
Common Core Standard- Speaking and Listening
Priority Standards
SL. 4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive
details to support main ideas or themes; speak clearly at an understandable pace.
SL. 4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate
(e.g., small-group discussion); use formal English when appropriate to task and situation.
Unpacking:
SL.4.4 While adept at reporting on a topic or text, telling a story, or recounting an event, fourth graders will focus on doing so in an organized,
logical manner. The aforementioned items should be done orally and in coherent, spoken sentences. Fourth graders will do so at an appropriate pace.
Attention to details to support main ideas or themes is important in fourth grade.
SL. 4.6 Students in the fourth grade will combine audio recordings and visual displays, when appropriate, to enhance the development of main ideas
or themes. Students in the fourth grade should be exposed to a numerous variety of speaking tasks so they will be able to distinguish between formal
and informal discourse. Small-group discussions and formal presentations would be one example of each type of discourse.
Concepts (What students need to know) Skills (What students Essential
must be able to do)
Vocabulary
topic, relevant details, descriptive details,
main ideas, themes, formal and informal
English





Report
tell,
Recount
Organize
Speak
appropriate, context,
discourse
Text Resources
Other Resources
Reading Street Unit 5
Leveled Readers
Reading Street Sleuth
http://www.readworks.org/
http://www.readinga-z.com/
Essential Questions
1. How can I clearly retell an experience using
relevant and descriptive supporting details?
2. How can I differentiate between situations
when it is appropriate to use formal or
informal speech?
Suggested Thinking Maps
NCDPI/ELA Wiki
NRMS ELA Wiki
Page 38
Circle map
Double bubble map
Flow map
ELA Fourth Grade Pacing Guide 2013-2014
6th 6 Weeks
Common Core Standard- Reading Foundational
Supporting Standards
RF.4.3 - Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4.4a – Read grade-level text with purpose and understanding.
RF.4.4b - Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF.4.4c - Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Unpacking:
RF.4.3-Students continue learning specific strategies for decoding words in texts
RF.4.4a, b, c - Fluent readers are able to focus attention on the meaning of the text. Readers at this stage reread texts as needed to support
understanding. Make your reading sound like the characters are talking. Go back and reread when it does not sound or look like you think it should.
Concepts (What students need to
Skills (What students Essential Vocabulary
Essential Questions
know)
must be able to do)
Phonics Skills
affix, context, decode
1. What skills can be used to decode words?
 Know
Word analysis
morphology, multi2. What word structures do words have in common?
 Apply
Skills
syllabic
words,
phonics
3. Why do we need to know how to read accurately
 Decode
Word structure
 Read accurately root word, syllabication and fluently?
pattern, accuracy
4. What can we do to better comprehend what we
and fluently
comprehension ,
read?
 Comprehend
context
expression, fluency
poem/poetry, prose
purpose, rate
Text Resources
Other Resources
Suggested Thinking Maps
Reading Street Unit 6
Leveled Readers
Reading Street Sleuth
www.fcrr.org
NCDPI ELA wikispace
NRMS ELA wikispace
Circle Map
Brace Map
Page 39
ELA Fourth Grade Pacing Guide 2013-2014
6th 6 Weeks
Common Core Standard- Reading Literature
Priority Standards
Supporting Documents
RL.4.1 - Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.
RL.4.4 - 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).
RL.4.2 - Determine a theme of a story, drama, or poem from details in the text;
summarize the text.
RL.4.6 - Compare and contrast the point of view from which different stories
are narrated, including the difference between first- and third-person narrations
Unpacking:
RL.4.1 - Students determine a theme and expand work to other genres. They are required to refer to the text to describe various story elements.
RL.4.2 - Students must tell the differences between poems, drama, and prose using structural elements to create an oral or written response to a text.
RL.4.4 - Students will continue to tell the meaning of words and phrases in a text and focus specifically on mythological characters
RL.4.6 - Students will find the similarities and differences in the narration between a story written in first person and a story written in third person point of
view.
Concepts (What students need to know)
Skills (What students
Essential Vocabulary
Essential Questions
must be able to do)
Details
Point of view
character, details, event,
1. How do I use details from the text to draw inferences?
 Refer
Examples
First Person
explicit,
infer/inference,
2. What words or phrases are necessary for me to
 Explain
Inferences
Narration
text, context, phrase,
understand text and characters?
 Draw
Text
Third Person
myth/mythology, theme,
3. Why do I need to be able to compare and contrast
 Determine
Meaning of
Narration
reference,
root
word,
different points of view?
 Compare
words/phrases in
drama,
poem/poetry,
4. Why are first and third person narrations important?
 Contrast
relation to
sequence of events,
characters in new
summarize, first person,
text.
narrate, narrator, point of
view, third person
Text Resources
Other Resources
Suggested Thinking Maps
Reading Street Unit 6
Leveled Readers
Reading Street Sleuth
www.freereading.net
NCDPI ELA wikispace
NRMS ELA wikispace
Double Bubble Map
Tree Map
Bridge Map
Page 40
ELA Fourth Grade Pacing Guide 2013-2014
6th 6 Weeks
Common Core Standard- Reading Informational
RI.4.1 – Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.2 - Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information
in the text.
RI.4.9 - Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Unpacking:
RI.4.1 - Students are required to refer to specific examples when explaining the text and drawing conclusions.
RI.4.2 - Students identify the main idea and find the most important details that strengthen the main idea.
RI.4.3 - In their own words, tell how or why historical events, scientific ideas or “how to” procedures happened and use the text to support their answers.
RI.4.9 - Students will combine information from two texts about the same subject in a written or oral response that demonstrates knowledge of the subject.
Concepts (What students need to know)
Skills (What students
Essential Vocabulary
Essential Questions
must be able to do)
Information from two texts
evidence, explicit, events, 1. Why are inferences in a text important?
 Integrate
Details in a text
concept, inference,
2. What do we need to use when we explain information
 Identify
Examples in a text
informational/informative
from a text?
 Use
Explicit text
text,
text
feature,
key
3. Why is the main idea of a text important to know?
 Understand
Inferences from a text
detail,
main
idea,
4. Why are key details in what we read important?
 Determine
Main idea
summarize, supporting
5. How can I use more than one text to answer questions
 Explain
Key details
detail,
historical
text,
about a certain topic?
 Identify
technical, procedure,
scientific text sequence,
Text Resources
Other Resources
Suggested Thinking Maps
Reading Street Unit 6
Leveled Readers
Reading Street Sleuth
www.readworks.org
NCDPI ELA wikispace
NRMS ELA wikispace
Tree Map
Multi-Flow Map
Double Bubble
Page 41
ELA Fourth Grade Pacing Guide 2013-2014
6th 6 Weeks
Common Core Standard- Writing
Priority Standards
W.4.3 - Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
Supporting Standards
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.4.6 - With some guidance and support from adults, use technology, including
the Internet, to produce and publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of keyboarding skills to type a
minimum of one page in a single sitting.
Unpacking
W.4.3 - Students write informative/ explanatory pieces. They find and group information together in a logical way from beginning to end.
W.4.6 – Students use digital tools and are required to be proficient in keyboarding skills (typing at least one page in a single setting).
W.4.8 - Students learn how to locate information from print and digital sources as well as integrate information from their own experiences.
Concepts (What students need to know)
Skills (What students
Essential Vocabulary
Essential Questions
must be able to do)
Descriptive details
conclusion, concrete
1. How does the audience influence the format of your
 Interact
Narratives
detail, description,
writing?
 Collaborate
Relevant information
audience,
dialogue,
2. How does the purpose influence the format of your
 Demonstrate
narrative,
narrator,
writing?
 Note-taking
phrase, sensory sequence 3. How does technology aid in the publishing process?
 Categorize
of events, publish,
4. What can I use to find what I need and where are the
technique, transitional
sources located?
word/phrase, technology, 5. How can I find information within sources and take
print source,
notes?
word processing, digital
source, graphic organizer
Text Resources
Other Resources
Suggested Thinking Maps
Reading Street Unit 6
WriteToLearn
www.readwritethink.org
NCDPI ELA wikispace
NRMS ELA wikispace
Flow Map
Tree Map
Page 42
ELA Fourth Grade Pacing Guide 2013-2014
6th 6 Weeks
Common Core Standard- Language
Supporting Standards
L.4.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing
flexibly from a range of strategies.
L.4.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise
actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife,
conservation, and endangeredwhen discussing animal preservation).
Unpacking:
L.4.4 - Students need to understand the diversity in standard English and the ways authors use formal and informal voice (dialects, registers) to craft
their message for specific purposes.
L.4.5 - Learning words at this stage includes exploring the meaning of simple similes, metaphors, idioms, adages, and proverbs’
L.4.6 - General academic vocabulary (Tier 2) words appear in all sorts of texts. Domain-specific vocabulary (Tier 3) Tier Three words are far more
common in informational texts than in literature. Domain-specific vocabulary (Tier 3) Tier Three words are far more common in informational texts.
Concepts (What students need to
Skills (What students Essential Vocabulary
Essential Questions
know)
must be able to do)
Meanings of
Range of Strategies
context, glossary,
1. How do I use a variety of strategies to determine
 Determine
unknown words
Figurative language
proverb, morphology,
the meaning of unknown words, phrases, and
 Clarify
and phrases
Word relationships
simile,
idiom,
nuance,
multiple meaning words?
 Choose
adage, antonym,
2. How do I demonstrate an understanding of
Multiple‐meaning Word meanings
 Demonstrate
metaphor, thesaurus,
figurative language, word relationships, and
words and phrases
figurative language
meanings?
Text Resources
Other Resources
Reading Street Unit 6
Leveled Readers
Reading Street Sleuth
Frayer Model
Suggested Thinking Maps
Tree Map
Bridge Map
Circle Map
Page 43
ELA Fourth Grade Pacing Guide 2013-2014
6th 6 Weeks
Common Core Standard- Speaking and Listening
Priority Standards
SL.4.2 - Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.4.4 - Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive
details to support main ideas or themes; speak clearly at an understandable pace.
SL.4.6 - Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate
(e.g., small-group discussion); use formal English when appropriate to task and situation.
Unpacking:
SL.4.2 – Students will paraphrase portions of a text read aloud or information presented in multiple formats.
SL.4.4 - Students will focus on presenting orally and in coherent, spoken sentences.
SL.4.6 - Students should be exposed to a numerous variety of speaking tasks so they will be able to distinguish between formal and informal
discourse.
Concepts (What students need to know)
Skills (What students
Essential Vocabulary
Essential Questions
Topic/text/story
Experience
Facts
Relevant details
Main ideas
Themes
Pace
Formal English
Informal English
Context
Situations (difference
of…)
Tasks
must be able to do)
 Report on a
topic
 Tell/Speak
 Recount am
experience
 Support main
ideas with
details
 Differentiate
Text Resources
Other Resources
Reading Street Unit 6
Leveled Readers
Reading Street Sleuth
Paideia Seminar
diverse format, diverse
media, paraphrase, ideas,
quantitative, context,
oral presentation, task,
visual display, formal
English, informal
discourse, situation, detail
fact, main idea, text,
theme, topic
1. How can the speaker demonstrate their learning
through paraphrasing information from text or other
formats?
2. How will students effectively communicate about a
shared topic, experience, or story?
3. When would you use formal English?
4. When would you use informal English?
Suggested Thinking Maps
Flow Map
Tree Map
Circle Map
Page 44