Fourth Nine Weeks
All literature and informational standards should be mastered. Review all RL and RI standards
for the nine week benchmark assessment. Be sure to increase rigor and complexity of materials,
passages, and content when teaching standards listed in this quarter. Use Common Formative
Assessments to determine which standards need to be taught on the review weeks.
Comprehension Standards
Review all previously mastered standards.
Grammar:
Review all previously mastered standards.
4th nine weeks - 1
Week 1 Fourth Weeks
Resources
Word Analysis:
Suffix -dom:
kingdom
 Learning Target: suffixes: -dom and -ish
freedom
seldom
Suffix -dom - a suffix forming nouns which refer to domain (kingdom), collection of
stardom
persons (officialdom), rank or station (earldom), or general condition (freedom).
wisdom
stardom
Suffix -ish - a suffix used to form adjectives from nouns, with the sense of
boredom
“belonging to” (British; Danish; English; Spanish); “after the manner of,” “having
martyrdom
the characteristics of,” “like” (babyish; girlish; mulish); “addicted to,” “inclined or
random
tending to” (bookish; freakish); “near or about” (fiftyish; sevenish).
Dukedom
Earldom
Continue to review the syllable types throughout all phonics lessons.


When looking at words you can use the dictionary online or http://www.etymonline.com
Tell students you are learning the affixes with them.
Week One: Word Analysis
Word Work ideas for affixes (prefixes and suffixes) which will help prepare the students for
fourth grade and Latin roots:








Sentences where the students have the base word or root and have to decide what suffix
to use. Change Mars to fit this phrase: The ________lives on mars. Martian
Give sentences using the word with the suffix and the students finish the sentence based
on the meaning. Give the definition first.: Irritate: means to make someone annoyed,
impatient or angry. The boy’s mom was irritated because ____________.
Completing sentences a different way: Altitude means the height of an object or point of
relation to sea level. What effects can Mt. Everest’s altitude have on …?
Review parts of speech: The verb that means to struggle: agonize
Review previous suffixes with base words and roots to see how the meanings change.
Students can use the words with the suffixes in sentences.
Students can break down words American: one who is from America
Students can build words using the prefixes and suffixes previously learned with different
root and base words.
Remember to review syllable types.
With multi-syllable words you will have the schwa vowel sound in syllables.
Linguistically, schwa is an unaccented vowel sound. The symbol used to represent it looks like ǝ
Explicit Teaching of the rule:
 What is a syllable?
 Every syllable has to have a vowel.
Syllable Division routine:
 How many vowels are there? (How many syllables?)
 Mark the vowels.
 How many consonants are after or between the vowels?
 Mark the consonants.
 Where will you divide? (if a multi-syllabic word)
4th nine weeks - 2
Suffix -ish:
babyish
biggish
bookish
boyish
darkish
foolish
stylish
sickish
youngish
darkish
girlish
reddish
selfish
sluggish
strongish
Vocabulary: 4-5 Words per week for direct instruction: Pick Tier 2 words from text you are reading this
week (see attachment for vocabulary routine).
Fluency
Read with fluency from a variety of texts. (rate, expression, accuracy)
Comprehension: The comprehension standards from this point on should have been mastered and are for
spiral review. Be sure to increase rigor and complexity of materials/passages used to teach the learning targets.
Progression of the standard is listed below learning targets.
Week One Focus: RL 3.5 and RI 3.5
Week One: Fluency and Comprehension
 Learning Targets for the week:
RL.3.5 - Refer to parts of stories, dramas, and poems when writing or speaking about a text, using
terms such as chapter, scene, and stanza; describe how each successive part builds on earlier
sections.


Students must explain how the parts of a text are arranged to progressively develop events and ideas.
Students must reference parts of stories, dramas, and poems when writing or speaking about a text
Progression of the Standard for 4th Grade:
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.
RI.3.5 - Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate
information relevant to a given topic efficiently.




Students must explain how text features and search tools help readers navigate the text and locate
additional information relevant to a topic.
Students must determine whether information is relevant to a given topic.
Students must choose the appropriate text feature or search tool to complete a task efficiently.
Students must evaluate how text features connect to the greater text.
Progression of the Standard for 4th Grade:
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.
4th nine weeks - 3
Language: Not taught in isolation
Mentor Sentence
Suggestion: Teach grammar through mentor sentences and mini lessons through
writer’s workshop.
This standard should have been previously mastered. Be sure to increase complexity of
materials/passages when reviewing the learning targets. Progression of the standard is
listed below learning targets.
Week One Focus: L.3.4d
 Learning Targets for the week:
L 3.4d - Use glossaries or beginning dictionaries, both print and digital, to
determine or clarify the precise meaning of key words and phrases.
Week One: Language


Students must determine the best definition for a word when more than one
definition is listed.
Students must analyze the root word and affixes to determine the definition of an
unknown word.
Progression of the standard for 4th Grade:
L.4.4c - Consult reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation and
determine or clarify the precise meaning of key words and phrases.
4th nine weeks - 4
Routine: Choose a sentence
from a Mentor text of the
week.
Monday: Invitation to Notice
and Wonder
Tuesday: Invitation to
Label/Name (parts of speech,
parts of a sentence, phrases
and clauses)
Wednesday: Invitation to
Revise
Thursday: Invitation to
Imitate
Week 2 Fourth Nine Weeks
Resources
Week Two: Word Analysis
Word Analysis:
Continue to review the syllable types throughout all phonics lessons.
Suffix -ive:
abrasive
active
 Learning Target: Suffixes -ive and -ize
assertive
cohesive
collective
 suffix -ive: causing or making; adjective
congestive
 suffix -ize: make; verb
cursive
defensive
descriptive
When looking at words you can use the dictionary online or http://www.etymonline.com
destructive
Tell students you are learning the affixes with them.
explosive
Word Work ideas for affixes (prefixes and suffixes) which will help prepare the students for positive
progressive
4th grade and Latin roots:
massive
 Sentences where the students have the base word or root and have to decide what suffix to
relative
use. Change Mars to fit this phrase: The ________lives on mars. Martian
receptive
 Give sentences using the word with the suffix and the students finish the sentence based on
the meaning. Give the definition first.: Irritate: means to make someone annoyed, impatient or sensitive
angry. The boy’s mom was irritated because ____________.
 Completing sentences a different way: Altitude means the height of an object or point of
Suffix -ize:
relation to sea level. What effects can Mt. Everest’s altitude have on …?
apologize
 Review parts of speech: The verb that means to struggle: agonize
criticize
 Review previous suffixes with base words and roots to see how the meanings change.
dramatize
 Students can use the words with the suffixes in sentences.
italicize
 Students can break down words American: one who is from America
localize
 Students can build words using the prefixes and suffixes previously learned with different root materialize
and base words.
mobilize
Remember to review syllable types.
With multi-syllable words you will have the schwa vowel sound in syllables.
Linguistically, schwa is an unaccented vowel sound.
The symbol used to represent it looks like ǝ
Explicit Teaching of the rule:
 What is a syllable?
 Every syllable has to have a vowel
Syllable Division routine:
 How many vowels are there? (How many syllables?)
 Mark the vowels.
 How many consonants are after or between the vowels?
 Mark the consonants.
 Where will you divide? (if a multi-syllabic word)
4th nine weeks - 5
organize
politicize
visualize
realize
Vocabulary: 4-5 Words per week for direct instruction: Pick Tier 2 words from text you are reading this week (see
attachment for vocabulary routine)
Fluency
Read with fluency from a variety of texts. (rate, expression, accuracy)
Comprehension: These standards should have been previously mastered. Be sure to increase complexity of
materials/passages used to review the learning targets listed below. Progression of the standard is listed below
learning targets.
Week Two Focus: RL 3.3 and RI 3.3
Week Two: Fluency and Comprehension skills for mastery
 Learning Targets for the week:
RL.3.3 - Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions
contribute to the sequence of events.


Students must describe characters based on their traits, motivations, feelings, thoughts, or interactions.
Students must explain how a character's actions contribute to or change the sequence of events in a story.
Progression of the Standard for 4th Grade:
RL.4.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a
character’s thoughts, words, or actions).
RI.3.3 - Describe the relationship between a series of historical events, scientific ideas or concepts, or steps
in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.


Students must make connections between a series of historical events, scientific ideas/concepts, or steps in
technical procedures.
Students must describe the relationship between a series of historical events, scientific ideas/concepts, or
steps in technical procedures in a text with regard to time, sequence, and cause/effect
Progression of the Standard for 4th Grade:
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.
Standard Vocabulary: RL3.3




interaction
motivation
sequence of events
trait
Standard Vocabulary: RI.3.3







cause
effect
historical event
scientific idea/concept
sequence
time
technical procedure
4th nine weeks - 6
Language: Not taught in isolation
Mentor Sentence
Suggestion: Teach grammar through mentor sentences and mini lessons through writer’s
workshop.
Week Two Focus: L 3.5b
 Learning Targets for the week:
Week Two: Language skills for mastery
L.3.5b - Identify real-life connections between words and their use (e.g., describe people
who are friendly or helpful).
 Students must know that an adjective describes a noun by explaining what kind, which one,
how many or how much (e.g., a legendary songwriter, that shy woman, several smart
students).
 Students must know that an adverb describes a verb, an adjective, or another adverb by
explaining where, when, how, or to what extent (e.g., Everyone played magnificently.)
Progression of the Standard for 4th Grade:
L.4.5b - Recognize and explain the meaning of common idioms, adages, and proverbs.
Standard Vocabulary:




adjective
adverb
extrinsic qualities
intrinsic qualities
Learning Targets for the year:
Throughout the year you have to spiral review these standards. You will add to these standards,
but students have to be able to identify and apply.






Students must know a noun names a person, place, thing or idea. L.3.1 a
Students must know a pronoun is a word used in place of a noun or another pronoun. L.3.1 a
Students must know that a verb expresses an action, a condition, or a state of being. L.3.1 a
Students must know an action verb expresses action. L. 3.1 a
Students must know an adjective modifies a noun or pronoun. L.3.1 a
Students must know an adverb modifies a verb, an adjective, or another adverb. L.3.1 a
4th nine weeks - 7
Routine: Choose a
sentence from a Mentor
text of the week.
Monday: Invitation to
Notice and Wonder
Tuesday: Invitation to
Label/Name (parts of
speech, parts of a
sentence, phrases and
clauses)
Wednesday: Invitation to
Revise
Thursday: Invitation to
Imitate
Week 3 Fourth Nine Weeks
Word Analysis:
Continue to review the syllable types throughout all phonics lessons.
 Learning Target: Prefixes: tran, trans, and tra
 Prefixes tra, tran, and trans - meaning across, through and over
*There are more words with prefix tran/trans than tra- because it only comes before the
consonants d, j, l, m, or v.
When looking at words you can use the dictionary online or http://www.etymonline.com
Be sure to check words you select to ensure the word’s origin lists the prefix.
Week Three: Word Analysis
Tell students you are learning the affixes with them.
Word Work ideas for affixes (prefixes and suffixes) this helps prepare the students
for 4th grade and Latin roots:
 Sentences where the students have the base word or root and have to decide what
suffix to use. Change Mars to fit this phrase: The ________lives on mars. Martian
 Give sentences using the word with the suffix and the students finish the sentence
based on the meaning. Give the definition first.: Irritate: means to make someone
annoyed, impatient or angry. The boy’s mom was irritated because ____________.
 Completing sentences a different way: Altitude means the height of an object or point
of relation to sea level. What effects can Mt. Everest’s altitude have on …?
 Review parts of speech: The verb that means to struggle: agonize
 Review previous suffixes with base words and roots to see how the meanings change.
 Students can use the words with the suffixes in sentences.
 Students can break down words American: one who is from America
 Students can build words using the prefixes and suffixes previously learned with
different root and base words.
Remember to review syllable types.
With multi-syllable words you will have the schwa vowel sound in syllables.
Linguistically, schwa is an unaccented vowel sound.
The symbol used to represent it looks like ǝ
Explicit Teaching of the rule:
 What is a syllable?
 Every syllable has to have a vowel.
Syllable Division routine:
 How many vowels are there? (How many syllables?)
 Mark the vowels.
 How many consonants are after or between the vowels?
 Mark the consonants.
 Where will you divide? (if a multi-syllabic word)
4th nine weeks - 8
Resources
Examples:
Prefix transtransgression
translucent
transact
transcontinental
transfix
transformation
translation
transparent
transplant
transformation
transportation
transparent
transcontinental
transmit
transition
transatlantic
transaction
transferable
transmit
transport
Prefix tratraject
traverse
traduce
tradition
Prefix trantranquilize
Vocabulary: 4-5 Words per week for direct instruction: Pick Tier 2 words from text you are reading this week
(see attachment for vocabulary routine)
Fluency: Read with fluency from a variety of texts. (rate, expression, accuracy)
Comprehension: These standards should have been previously mastered. Be sure to increase complexity of
materials/passages used to review the learning targets listed below.
Week Three Focus: RL 3.7 and RI 3.5
Week Three: Fluency and Comprehension skills for mastery
 Learning Targets for the week:
RL.3.7 - Explain how specific aspects of a text's illustrations contribute to what is conveyed by the
words in a story (e.g., create mood, emphasize aspects of a character or setting)




Students must explain how aspects of a text's illustrations contribute to what is conveyed by the words in a text.
Students must explain how aspects of a text's illustrations contribute to creating mood in a text.
Students must explain how aspects of a text's illustrations contribute to emphasizing aspects of a character in a text.
Students must explain how aspects of a text's illustrations contribute to emphasizing aspects of the setting in a text.
Progression of the Standard for 4th Grade:
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.
RI.3.5 - Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information
relevant to a given topic efficiently.
 Students must use synonyms and relevant descriptive words to generate key words.
 Students must use key words while conducting text and Internet searches to locate information relevant to a topic
quickly and efficiently.
 Students must use sidebars and hyperlinks to locate relevant information quickly and efficiently.
 Students must explain how text features and search tools help readers navigate the text and locate additional
information relevant to a topic.
 Students must determine whether information is relevant to a given topic.
 Students must choose the appropriate text feature or search tool to complete a task efficiently.
 Students must evaluate how text features connect to the greater text.
Progression of the Standard for 4th Grade:
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.
Standard Vocabulary: RL.3.7





Standard Vocabulary: RI.3.5
aspects of illustrations (e.g., color, position, size)
character traits
emphasize
mood
setting







4th nine weeks - 9
diagram
efficiently
hyperlinks
illustration
Internet
key words
relevant






search engine
search tools
sidebars
synonyms
text features
timeline
Language: Not taught in isolation
Mentor Sentence
Suggestion: Teach grammar through mentor sentences.
Week Three Focus: L.3.5c
 Learning Targets for the week:
Week Three: Language skills for mastery
L 3.5c - Distinguish shades of meaning among related words that describe states of
mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

Students must define synonyms as words that are similar in meaning (e.g., knew,
believed, suspected).
Students must define tone as how emotion is conveyed by an author's words.
Students must understand that speakers and writers purposefully utilize word choice to
make their meaning more precise, vivid, and geared toward a specific audience (e.g.,
That was a bad experience versus That was an atrocious, horrific experience).
Students must use their knowledge of word choice and vocabulary to determine
meanings of synonyms and the slight variations in words describing states of mind or
degrees of certainty.



Standard Vocabulary:



synonym
tone
word choice
Learning Targets for the year:
Throughout the year you have to spiral review these standards. You will add to these standards, but
students have to be able to identify and apply.






Students must know a noun names a person, place, thing or idea. L.3.1 a
Students must know a pronoun is a word used in place of a noun or another pronoun. L.3.1 a
Students must know that a verb expresses an action, a condition, or a state of being. L.3.1 a
Students must know an action verb expresses action. L. 3.1 a
Students must know an adjective modifies a noun or pronoun. L.3.1 a
Students must know an adverb modifies a verb, an adjective, or another adverb. L.3.1 a
4th nine weeks - 10
Routine: Choose a
sentence from a
Mentor text of the
week.
Monday: Invitation
to Notice and
Wonder
Tuesday: Invitation
to Label/Name
(parts of speech,
parts of a sentence,
phrases and
clauses)
Wednesday:
Invitation to Revise
Thursday: Invitation
to Imitate
Week 4 Fourth Nine Weeks
Word Analysis:
Continue to review the syllable types throughout all phonics lessons.
 Learning Target: Prefixes over-, under-, and mid


Prefix over: a prefix use of over, preposition, adverb, or adjective, occurring in various
senses in compounds
Prefix under: a prefix use of under beneath and covered by
Prefix mid: a prefix meaning middle
Remember Syllable division rules when teaching words with prefixes and suffixes.
Have the students do the syllable division routine.
This will help the students to find the base word or the root word.
Base word: the word can stand alone as a word
Root word: the word can not stand alone as a word.
international- national (base word)
interfere- fere (root word)
Week Four: Word Analysis
When looking at words you can use the dictionary online or http://www.etymonline.com
Tell students you are learning the affixes with them.
Word Work ideas for affixes (prefixes and suffixes) this helps prepare the students for 4th grade and Latin
roots:
 Sentences where the students have the base word or root and have to decide what suffix to use. Change
Mars to fit this phrase: The ________lives on mars. Martian
 Give sentences using the word with the suffix and the students finish the sentence based on the meaning.
Give the definition first.: Irritate: means to make someone annoyed, impatient or angry. The boy’s mom was
irritated because ____________.
 Completing sentences a different way: Altitude means the height of an object or point of relation to sea level.
What effects can Mt. Everest’s altitude have on …?
 Review parts of speech: The verb that means to struggle: agonize
 Review previous suffixes with base words and roots to see how the meanings change.
 Students can use the words with the suffixes in sentences.
 Students can break down words American: one who is from America
 Students can build words using the prefixes and suffixes previously learned with different root and base
words.
Remember to review syllable types.
With multi-syllable words you will have the schwa vowel sound in syllables.
Linguistically, schwa is an unaccented vowel sound. The symbol used to represent it looks like ǝ
Explicit Teaching of the rule:
 What is a syllable?
 Every syllable has to have a vowel.
Syllable Division routine:
 How many vowels are there? (How many syllables?)
 Mark the vowels.
 How many consonants are after or between the vowels?
 Mark the consonants.
 Where will you divide? (if a multi-syllabic word)
4th nine weeks - 11
Resources
Examples:
Prefix overoverdo
overflow
overjoyed
overpaid
override
overproduction
overreact
overburdened
overturn
overwork
Prefix underunderage
underarm
undercurrent
underdog
underground
underhand
underneath
understand
underpaid
underperform
understand
underwater
Prefix midmidway
midwinter
midtown
midnight
midsection
midweek
midday
midfield
midmorning
midstream
Week Four: Fluency and Comprehension skills for mastery
Vocabulary: 4-5 Words per week for direct instruction: Pick Tier 2 words from text you are reading this week
(see attachment for vocabulary routine)
Fluency
Read with fluency from a variety of texts. (rate, expression, accuracy)
Comprehension: ALL comprehension standards should have been mastered and are for spiral review. Be sure
to increase complexity of materials/passages used to review the learning targets listed below.
Week Four Focus: Review all previously mastered standards
*Use CFAs to determine which standards you need to review.
Week Four: Language skills for mastery
Language: Not taught in isolation
Mentor Sentence
Suggestion: Teach grammar through mentor sentences and mini lessons through writer’s
workshop
 Learning Targets for the week: Review all previously mastered language skills
Learning Targets for the year:
Throughout the year you have to spiral review these standards. You will add to these standards, but
students have to be able to identify and apply.






Students must know a noun names a person, place, thing or idea. L.3.1 a
Students must know a pronoun is a word used in place of a noun or another pronoun. L.3.1 a
Students must know that a verb expresses an action, a condition, or a state of being. L.3.1 a
Students must know an action verb expresses action. L. 3.1 a
Students must know an adjective modifies a noun or pronoun. L.3.1 a
Students must know an adverb modifies a verb, an adjective, or another adverb. L.3.1 a
4th nine weeks - 12
Routine: Choose a
sentence from a
Mentor text of the
week.
Monday: Invitation
to Notice and
Wonder
Tuesday: Invitation
to Label/Name
(parts of speech,
parts of a sentence,
phrases and
clauses)
Wednesday:
Invitation to Revise
Thursday: Invitation
to Imitate
Week 5 Fourth Nine Weeks
Word Analysis:
Continue to review the syllable types throughout all phonics lessons.
 Learning Target: Prefix: contra
prefix contra: meaning against; contrary; opposing; contrasting
When looking at words you can use the dictionary online or http://www.etymonline.com
Be sure to check words you select to ensure the word’s origin lists the prefix.
Week Five: Word Analysis
Tell students you are learning the affixes with them.
Word Work ideas for affixes (prefixes and suffixes) which will help prepare the students
for 4th grade and Latin roots:
 Sentences where the students have the base word or root and have to decide what suffix to
use. Change Mars to fit this phrase: The ________lives on mars. Martian
 Give sentences using the word with the suffix and the students finish the sentence based
on the meaning. Give the definition first.: Irritate: means to make someone annoyed,
impatient or angry. The boy’s mom was irritated because ____________.
 Completing sentences a different way: Altitude means the height of an object or point of
relation to sea level. What effects can Mt. Everest’s altitude have on …?
 Review parts of speech: The verb that means to struggle: agonize
 Review previous suffixes with base words and roots to see how the meanings change.
 Students can use the words with the suffixes in sentences.
 Students can break down words American: one who is from America
 Students can build words using the prefixes and suffixes previously learned with different
root and base words.
Remember to review syllable types.
With multi-syllable words you will have the schwa vowel sound in syllables.
Linguistically, schwa is an unaccented vowel sound. The symbol used to represent it
looks like ǝ
Explicit Teaching of the rule:
 What is a syllable?
 Every syllable has to have a vowel.
Syllable Division routine:
 How many vowels are there? (How many syllables?)
 Mark the vowels.
 How many consonants are after or between the vowels?
 Mark the consonants.
 Where will you divide? (if a multi-syllabic word)
4th nine weeks - 13
Resources
Examples:
contraband
contrabass
contrabassoon
contradict
contradiction
contravention
contrapuntal
contrapositive
contravene
contradictor
contrast
Vocabulary: 4-5 Words per week for direct instruction: Pick Tier 2 words from text you are reading this week
(see attachment for vocabulary routine)
Fluency: Read with fluency from a variety of texts. (rate, expression, accuracy)
Comprehension: These standards should have been previously mastered. Be sure to increase complexity of
materials/passages used to review the learning targets listed below.
Week Five Focus: RL 3.2 (all genres) and RI 3.2
 Learning Targets for the week:
Week Five: Fluency and Comprehension skills for mastery
RL 3.2 - Recount stories, including fables, folktales, and myths from diverse cultures; determine the
central message, lesson, or moral and explain how it is conveyed through key details in the text.
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Students must analyze text to determine the central message, lesson, or moral of a piece of literary text.
Students must use explicit and implicit details from the text to explain how the message, lesson, or
moral is communicated.
Progression of the Standard for 4th Grade:
RL.4.2 - Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RI 3.2 - Determine the main idea of a text; recount the key details and explain how they support the main
idea.
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Students must identify details from the text that were used to determine the main idea.
Students must explain how the details from the text support the main idea.
Students must determine the main idea of a text.
Students must use signal words to locate supporting details in the text.
Progression of the Standard for 4th Grade:
RI.4.2 - Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Standard Vocabulary: RL.3.2
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analyze
central message
determine
explicit
fable
folktale
implicit/implied
lesson
myth
moral
recount
retell
Standard Vocabulary: RI.3.2
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explicit/explicitly
key details
main idea
recount/retell
signal words
supporting detail
4th nine weeks - 14
Language: Not taught in isolation
Mentor Sentence
Suggestion: Teach grammar through mentor sentences and mini lessons through writer’s
workshop.
This standard should have been previously mastered. Be sure to increase complexity of
materials/passages used to review the learning targets listed below.
Week Five Focus: L 3.1i
 Learning Targets for the week:
L.3.1i - Produce simple, compound, and complex sentences.
Week Five: Language skills for mastery
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Students must know a simple sentence consists of one simple (or complex) subject and
one simple (or one complex) predicate.
Students must know an independent clause expresses a complete thought.
Students must know a subordinate (or dependent) clause contains a subject (or noun)
and a verb but does not express a complete thought.
Students must know a compound sentence consists of two or more sentences
(independent clauses) connected by a comma and a conjunction.
Students must know a complex sentence consists of one sentence (independent
clause) and one or more phrases (dependent clauses)
Standard Vocabulary:
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complex predicate
complex sentence
complex subject
compound sentence
dependent clauses
independent clauses
simple predicate
simple sentence
simple subject
subordinate clause
Learning Targets for the year:
Throughout the year you have to spiral review these standards. You will add to these standards, but
students have to be able to identify and apply.
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Students must know a noun names a person, place, thing or idea. L.3.1 a
Students must know a pronoun is a word used in place of a noun or another pronoun. L.3.1 a
Students must know that a verb expresses an action, a condition, or a state of being. L.3.1 a
Students must know an action verb expresses action. L. 3.1 a
Students must know an adjective modifies a noun or pronoun. L.3.1 a
Students must know an adverb modifies a verb, an adjective, or another adverb. L.3.1 a
4th nine weeks - 15
Routine: Choose a
sentence from a
Mentor text of the
week.
Monday: Invitation
to Notice and
Wonder
Tuesday: Invitation
to Label/Name
(parts of speech,
parts of a sentence,
phrases and
clauses)
Wednesday:
Invitation to Revise
Thursday: Invitation
to Imitate
Week 6 Fourth Nine Weeks
Resources
Word Analysis: Continue to review the syllable types throughout all phonics lessons.
Examples:
 Learning Target: French spelling pattern /sh/
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The French origin of the /sh/ sound is spelled with the letters ch:
Discuss these spellings and possibly look at the origin of the words.
Do not give a traditional spelling test unless they know all of the rules for these words.
Week Six: Word Analysis
Remember to review syllable types.
With multi-syllable words you will have the schwa vowel sound in syllables.
Linguistically, schwa is an unaccented vowel sound. The symbol used to represent it
looks like ǝ
Explicit Teaching of the rule:
 What is a syllable?
 Every syllable has to have a vowel.
Syllable Division routine:
 How many vowels are there? (How many syllables?)
 Mark the vowels.
 How many consonants are after or between the vowels?
 Mark the consonants.
 Where will you divide? (if a multi-syllabic word)
4th nine weeks - 16
chef
chalet
machine
brochure
parachute
chute
chandelier
chaperone
charade
chauffeur
chiffon
crochet
quiche
ricochet
cache
cachet
chaperone
cliché
fuchsia
mustache
quiche
chivalry
Vocabulary: 4-5 Words per week for direct instruction: Pick Tier 2 words from text you are reading this week
(see attachment for vocabulary routine).
Fluency: Read with fluency from a variety of texts. (rate, expression, accuracy)
Comprehension: These standards should have been previously mastered. Be sure to increase complexity of
materials/passages used to review the learning targets listed below. Progression of the standard is listed below
each standard.
Week Six Focus: RL 3.9 and RI 3.9
Week Six: Fluency and Comprehension skills for mastery
 Learning Targets for the week:
RL.3.9 - Compare and contrast the themes, settings, and plots of stories written by the same author
about the same or similar characters (e.g., in books from a series).
 Students must compare how themes, settings, and plots are similar in stories written by the same author
about the same or similar characters (e.g., in books from a series).
 Students must contrast how themes, settings, and plots are different in stories written by the same author
about the same or similar characters.
Progression of the standard for 4th Grade:
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.
RI.3.9 - Compare and contrast the most important points and key details presented in two texts on the
same topic.
 Students must compare and contrast how two informational texts on the same topic present the most
important points.
 Students must compare and contrast how two informational texts on the same topic present the key
details.
Progression of the standard for 4th Grade:
RI.4.9 - Integrate information from two texts on the same topic in order to write or speak about the subject
knowledgeably.
Standard Vocabulary: RL.3.9
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Standard Vocabulary: RI.3.9
compare and contrast
culture
plot
setting
theme
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4th nine weeks - 17
compare & contrast
facts
important points
key details
topic
Language: Not taught in isolation
Suggestion: Teach grammar through mentor sentences and mini lessons through writer’s
workshop.
Week Six: Language skills for mastery
Week Six Focus: Review all grammar for benchmark
Mentor Sentence
Routine: Choose a
sentence from a
Mentor text of the
week.
Use data from Common Formative Assessments to determine which standards need to
be reviewed.
Monday: Invitation
to Notice and
Wonder
Learning Targets for the year:
Throughout the year you have to spiral review these standards. You will add to these
standards, but students have to be able to identify and apply.
Tuesday: Invitation
to Label/Name
(parts of speech,
parts of a sentence,
phrases and
clauses)
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Students must know a noun names a person, place, thing or idea. L.3.1 a
Students must know a pronoun is a word used in place of a noun or another pronoun. L.3.1 a
Students must know that a verb expresses an action, a condition, or a state of being. L.3.1 a
Students must know an action verb expresses action. L. 3.1 a
Students must know an adjective modifies a noun or pronoun. L.3.1 a
Students must know an adverb modifies a verb, an adjective, or another adverb. L.3.1 a
4th nine weeks - 18
Wednesday:
Invitation to Revise
Thursday: Invitation
to Imitate
Week 7 Fourth Nine Weeks
Resources
Word Analysis: Continue to review the syllable types throughout all phonics lessons.
 Learning Target: Greek spelling pattern /ch/
Examples:
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ache
anchor
chaos
chemist
chorus
echo
monarch
scheme
stomach
character
techonology
The letter pattern ch can make the /k/ sound. This is from Greek origin.
Discuss these spellings and possibly look at the origin of the words.
Don’t give a traditional spelling test unless they know all of the rules for these words.
Week Seven: Word Analysis
Remember to review syllable types.
With multi-syllable words you will have the schwa vowel sound in syllables.
Linguistically, schwa is an unaccented vowel sound. The symbol used to represent it
looks like ǝ
Explicit Teaching of the rule:
 What is a syllable?
 Every syllable has to have a vowel.
Syllable Division routine:
 How many vowels are there? (How many syllables?)
 Mark the vowels.
 How many consonants are after or between the vowels?
 Mark the consonants.
 Where will you divide? (if a multi-syllabic word)
4th nine weeks - 19
Vocabulary: 4-5 Words per week for direct instruction: Pick Tier 2 words from text you are reading this week
(see attachment for vocabulary routine).
Fluency
Read with fluency from a variety of texts. (rate, expression, accuracy)
Comprehension: These standards should have been previously mastered. Be sure to increase complexity of
materials/passages used to review the learning targets listed below. Progression of the standard is listed below
each standard’s learning targets.
Week Seven Focus: RL 3.9 and RI 3.9
Week Seven: Fluency and Comprehension skills for mastery
 Learning Targets for the week:
RL.3.9 - Compare and contrast the themes, settings, and plots of stories written by the same author
about the same or similar characters (e.g., in books from a series).


Students must compare how themes, settings, and plots are similar in stories written by the same
author about the same or similar characters (e.g., in books from a series).
Students must contrast how themes, settings, and plots are different in stories written by the same
author about the same or similar characters.
Progression of the standard for 4th Grade:
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.
RI.3.9 - Compare and contrast the most important points and key details presented in two texts on the
same topic.


Students must compare and contrast how two informational texts on the same topic present the most
important points.
Students must compare and contrast how two informational texts on the same topic present the key
details.
Progression of the standard for 4th Grade:
RI.4.9 - Integrate information from two texts on the same topic in order to write or speak about the subject
knowledgeably.
Standard Vocabulary: RL.3.9
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Standard Vocabulary: RI.3.9
compare and contrast
culture
plot
setting
theme
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4th nine weeks - 20
compare & contrast
facts
important points
key details
topic
Language: Not taught in isolation
Mentor Sentence
Suggestion: Teach grammar through mentor sentences and mini lessons through writer’s
workshop.
Week Seven: Language skills for mastery
Use data from Common Formative Assessments to determine which standards need to
be reviewed.
Week Seven Focus: Review previously mastered skills
Learning Targets for the year:
Throughout the year you have to spiral review these standards. You will add to these
standards, but students have to be able to identify and apply.






Students must know a noun names a person, place, thing or idea. L.3.1 a
Students must know a pronoun is a word used in place of a noun or another pronoun. L.3.1 a
Students must know that a verb expresses an action, a condition, or a state of being. L.3.1 a
Students must know an action verb expresses action. L. 3.1 a
Students must know an adjective modifies a noun or pronoun. L.3.1 a
Students must know an adverb modifies a verb, an adjective, or another adverb. L.3.1 a
4th nine weeks - 21
Routine: Choose a
sentence from a
Mentor text of the
week.
Monday: Invitation
to Notice and
Wonder
Tuesday: Invitation
to Label/Name
(parts of speech,
parts of a sentence,
phrases and
clauses)
Wednesday:
Invitation to Revise
Thursday: Invitation
to Imitate
Week 8 and 9 are held for Testing.
4th nine weeks - 22