EAST ALLEN COUNTY SCHOOLS
Bundle 1
Grade 4
Language Arts
Establishing the
Classroom Climate
Big Idea: Relationships
Enduring Understandings
Essential Questions
Reading and Writing are essential parts to a community of learners; within
the community, we all have roles and responsibilties.
What purposes do reading and writing have in our community?
What are my roles and responsibilities in our community?
Writing begins with small ideas.
How do I solve my own struggles in reading and writing?
Readers and writers have effective strategies to guide them through
struggles.
CC/Learning Targets
RI.1
RI.5 (4.2.3)
RI.7 (4.2.3)
RI.8 (4.2.9)
W.5 (4.4.1,
4.4.10, 4.4.11,
4.4.12)
4.5.5
L.1 f
L.2 a, c
L.3 a, b
L.4 a, b, c
L.5 c
SL.1 a, b, c
What ideas are worthy of sharing with others?
Core Vocabulary
chronology
conjunction
context clues
evidence
fragment
inference
organization
structure
Links to Technology
Bluster! (app)
A+ Spelling Test (app)
Internet 4 classrooms (website)
Study Zone (website)
jog nog
MyBlee Education
Grammaropolis
Grammar Wonderland
Spelling City
Bundle Performance Task(s)
Your help is needed in establising the procedures for our independent learning community. The students will actively carry out the correct procedures for reading
workshop and writing workshop that were taught during the First 20 Days of the school year. The students’ knowledge of the procedures will be seen through their
actions during these blocks of time. Students can act these out (correct and incorrect models) and/or illustrate them.
As an extension, students can create an iMovie, Keynote presentation, or Screenchomp (APP) page, or Autorap (APP) song explaining one or more of the correct
or incorrect procedures for reading workshop and writing workshop. Students will share with classmates.
Grade 4
LA Bundle 1
Quarter 1
Aug. – Sept.
Recommended Read-Alouds
G4 - Bundle 1
Big Idea: Relationships
Title
Relates to…
Author
Hairy, Scary, Ordinary: What is an Adjective?
Cleary, Brian
Adjectives
Grammar Tales: The Bug Book
Flemming, Maria
Adjectives
The One and Only Ivan
Applegate, Katherine
Relationships
River Friendly, River Wild
Kurtz, Jane
Cause/effect and problem/solution
The River Ran Wild
Cherry, Lynne
Cause/effect and problem/solution
Comet’s Nine Lives
Brett, Jan
Cause/effect and problem/solution
Across the Stream
Ginsburg, Mirra
Cause/effect and problem/solution
The Forest in the Clouds
Collard, Sneed
Cause/ effect and problem/solution
The Wednesday Surprise
Bunting, Eve
Drawing inferences using details in the text
Train to Somewhere
Bunting, Eve
Drawing inferences using details in the text
Frank and Ernest on the Road
Day, Alexandra
Drawing inferences using details in the text
George and Martha
Marshall, James
Drawing inferences using details in the text
I Wish I Had a Pirate Suit
Allen, Pamela
Drawing inferences using details in the text
The Rag Coat
Mills, Lauren
Drawing inferences using details in the text
A Ball for Daisy(Wordless book)
Raschka, Chris
Drawing inferences using details in the text
Unspoken: A Story from the Underground Railroad
Cole, Henry
Drawing inferences using details in the text
Recommended Read-Alouds
G4 - Bundle 1
The Boy on Fairfield Street
Krull, Kathleen
Reasons and evidence to support points in text
So, You Want to be President?
St. George, Judith
Reasons and evidence to support points in text
The Important Book
Wise, Margaret
Reasons and evidence to support points in text
Boy, Were We Wrong About Dinosaurs!
Kudlinski, Kathleen
Reasons and evidence to support points in text
When I Was Young in the Mountains
Rylant, Cynthia
Task, purpose, audience
Any of the You Wouldn’t Want to books
Various Authors
Task, purpose, audience
Owl Moon
Yolen, Jane
Task, purpose, audience
Through Grandpa’s Eyes
MacLachlan,Patricia
Task, purpose, audience; point of view
I Ain’t Gonna Paint No More!
Beaumont, Karen
Varied word choice
Miss Alaineus: A Vocabulary Disaster
Fraiser, Debra
Varied word choice
I Love You the Purplest
Joosse, Barbara M
Varied word choice
The Night I Followed the Dog
Laden, Nina
Varied word choice
What If …
Williams, Regina J
Varied word choice
Grammar Tales: A Verb for Herb
Flemming, Maria
Verbs
To Root, to Toot, to Parachute: What is a Verb?
Cleary, Brian
Verbs
It’s Hard to Be a Verb
Cook, Julia
Verbs
The Days of Summer
Bunting, Eve
Writing/planning, revising, editing
The First Day Jitters
Danneberg, Julie
Writing/planning, revising, editing
Recommended Read-Alouds
G4 - Bundle 1
My Map Book
Fanelli, Sarah
Writing/planning, revising, editing
Saturdays and Teacakes
Laminack, Lester
Writing/planning, revising, editing
Grammar Tales: Francine Fribble, Proofreading Policewoman
Martin, Justin
Writing/planning, revising, editing
Boris Ate a Thesaurus
Klaymon, Neil Steven
Synonyms
Chicken Cheeks
Black, Michael Ian
Synonyms
Gumption!
Broach, Elise
Context Clues
Baloney, Henry P.
Scieszka, Jon
Context Clues
Reading Workshop
CC/Learning Targets
RI.1
(4.2.3)
Refer to details and examples in a text
when explaining what the text says
explicitly and when drawing inferences
from the text.
G4 - Bundle 1
Resource of Ideas
-Strategies That Work 2 Chapter 7
Inferring Strategy Support Document (2 sisters)
Evidence of Learning
-Wonders Assessment
-Observations in Interactive
Read-Aloud
-The Wednesday Surprise by Eve Bunting
-Train to Somewhere by Eve Bunting
-Frank and Ernest on the Road by Alexandra Day
-George and Martha by James Marshall
-I Wish I Had a Pirate Suit by Pamela Allen
-The Rag Coat by Lauren Mills
-A Ball for Daisy by Chris Raschka
-Unspoken: A Story from the Underground Railroad By Henry Cole
Reading Wonders-Unit 2
-(WK 4) pp.T202-T215 R/W Workshop Animal Adaptation pp.132-142
-(WK 4) pp.T217A-T217R Anthology Spiders pp. 152-169
Reading Wonders-Unit 1 ( Literature Anthology Only)
-(WK 2) pp.T89M-T89P, Anthology Speaking Out to Stop Bullying
pp.44-47
RI.5
(4.2.1)
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.
-Strategies that Work 2 pp. 140-141, Chapter 13
-The Comprehension Toolkit Lesson 4, Lesson 13
-Guiding Readers and Writers pp. 401-403
-River Friendly, River Wild by Jane Kurtz
-Comet’s Nine Lives by Jan Brett
-Across the Stream by Mirra Ginsburg
-The River Ran Wild by Lynne Cherry
-The Forest and the Clouds by Sneed Collard
-Science and Health textbook
lesson study guide
-The assessment from Lesson 4 in
The Comprehension Toolkit
-Wonders Assessment
-Observations during content-area
reading
Reading Workshop
G4 - Bundle 1
Reading Wonders-Unit 1
-(WK 1) pp.T10-T21, R/W Workshop The Dragon Problem pp.18-27
-(WK 1) pp. T25A-T25R, Anthology The Princess and the Pizza pp. 10-27
Reading Wonders-Unit 1
-(WK 4) pp. T203-T217, R/W Workshop The Big Race pp.60-71
-(WK 4) pp. T217A-T217R, Anthology A Crash Course in Forces and
Motion with Max Axiom pp.62-79
RI.7
(4.2.3)
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.
-Strategies That Work 2 pp. 135, 137
Nonfiction Text Structures Support Document (2 sisters)
-Write Source pp. 363-367, 393-398
Diagrams/Heading/Captions/Maps
Reading Wonders-Unit 1
-(WK 3) pp. T138-T151, R/W Workshop A World of Change pp.46-56
-(WK 3) pp. T153A-T153L, Anthology Earthquakes pp.48-59
Headings/Speech Balloons/Sidebars
Reading Wonders-Unit 1
-(WK 4) pp. T203-T217, R/W Workshop The Big Race pp.60-71
-(WK 4) pp. T217A-T217R, Anthology A Crash Course in Forces and
Motion with Max Axiom pp.62-79
-Observations in Interactive
Read-Aloud
-Observations during content-area
reading
Reading Workshop
RI.8
(4.2.9)
Explain how an author uses reasons and
evidence to support particular points in a
text.
G4 - Bundle 1
-Strategies that Work 2 pp. 166-169
-The Comprehension Toolkit Lesson 19
-Wonders Assessment
-Observation during content-area
reading
-So, You Want to be President? by Judith St. George
-The Important Book by Margaret Wise
-The Boy on Fairfield Street by Kathleen Krull
-Boy, Were We Wrong About Dinosaurs! by Kathleen Kudlinski
Reading Wonders-Unit 3
-(WK 3) pp. T138-T149 R/W Workshop Judy’s Appalachia pp.190-199
-(WK 3) pp. T153A-T153T Anthology Delivering Justice: W.W. Law and
the Fight for Civil Rights pp. 216-235
Reading Wonders-Unit 3
-(WK 4) pp.T202-T213 R/W Workshop Words for Change pp. 204-213
-(WK 4) pp. T217A-T217V Anthology Abe’s Honest Words: The Life of
Abraham Lincoln pp.240-261
-Write Source p. 325
Correlating Learning Targets
4.2.2
4.2.4
R.I.10
R.L.10
4.3.2
R.F.3
R.F.4
Teacher Notes
-Guiding Readers and Writers pp. 143-162 should be used to teach The First 20 Days.
-Poetry Anthology: Begin set-up of the anthology in this bundle. This will be a correlating CC/Learning target
throughout the year with a culminating activity in Bundle 8.
-The Daily 5 launch is a resource to help foster literacy independence.
The CAFE Menu Grade 4 PDF
Online Read Aloud resources:
-Read to Me
-We Give Books
Writing Workshop
CC/Learning Targets
W.5
(4.4.1)
(4.4.10)
(4.4.11)
(4.4.12)
4.5.5
With guidance and support from peers
and adults, develop and strengthen
writing as needed by planning, revising,
and editing.
Review/evaluate for meaning and
clarity.
Identify editing marks using IDOE
checklist.
Practice using editing marks using
sentences.
Proofread own and other’s writing
using an editing checklist or set of
rules.
Identify sentences and paragraphs in
text.
Explain how moving sentences and
paragraphs affect a piece of writing.
Use varied word choice to make writing
interesting.
G4 - Bundle 1
Resource of Ideas
-Units of Study for Teaching Writing Lucy Caulkins book 1
-Guiding Readers and Writers Chapter 5 (Setting up the writing workshop
& mini-lesson ideas) and pp. 106 & 107 (Snapshot of first 5 weeks)
-6 + 1 Traits of Writing pp. 23-32 and Chapter 7
-The Days of Summer by Eve Bunting
-The First Day Jitters by Julie Danneberg
-My Map Book by Sarah Fanelli
-Saturdays and Teacakes by Lester Laminack
-Grammar Tales: Francine Fribble, Proofreading Policewoman by Justin
Martin
-Ideas from Kristina Smekens
-Editing - Subject/Verb Agreement (Click on link at the bottom for
practice)
-Editing - Verb Tense (Click on link at the bottom for practice)
-Editing - Noun/Pronoun Agreement (Click on link at the bottom for
practice)
-Editing - Adjectives (Click on link at the bottom for practice)
-Editing Sentence Fragments
-Editing Run-on Sentences
-Write Source pp. 14-19, 104-109, 114-117, 355-360, 436-440, 445-449
-6 + 1 Traits of Writing Chapter 5
-Guiding Readers and Writers pp. 423-424 (Writer talk)
Reading Wonders-Unit 2
-(WK 5) pp.T286-T289, R/W Workshop Word Choice pp.158-159
Reading Wonders-Unit 3
-(WK 2) pp.T94-T97, R/W Workshop Strong Words pp.188-189
Evidence of Learning
Ideas
-Wonders Practice Workbook
pp.10, 20, 30, 80, 130, 170, 180,
300
Sentence Fluency
-Wonders Practice Workbook
pp.50, 110, 220, 230
Voice
-Wonders Practice Workbook
pp.70, 150, 240
-Performance assessment: Check
students’ writer’s notebooks for
evidence of an ideas list
-My Life Map created by students
of their important life events
-Magazine or photo collage
-Interactive edit
-Edit an anchor paper using a
class-created checklist
-Evidence from Writer’s Notebook
Word Choice
-Wonders Practice Workbook
pp.100, 120, 190, 200, 260, 280,
290
-Evidence from Writer’s Notebook
-Edit an anchor paper explicitly for
better word choice
Writing Workshop
G4 - Bundle 1
Reading Wonders-Unit 6
-(WK 1) pp.T30-T33, R/W Workshop Strong Words pp.390-391
-Miss Alaineus: A Vocabulary Disaster by Debra Fraiser
-The Night I Followed the Dog by Nina Laden
-I Love You the Purplest by Barbara M. Joosse
-What If…by Regina J. Williams
-I Ain't Gonna Paint No More! by Karen Beaumont
-The Color of Love
-What If Poems
-Ain't Gonna Rain No More
-Write Source pp. 110-111
Correlating CC/Learning Targets
W.1 (4.5.2)
W.3 (4.5.1)
W.4 (4.4.2, 4.4.4.)
W.6 (4.4.9)
W.10 (4.5.6)
Teacher Notes
-Units of Study for Teaching Writing for Grades 3 and Up by Lucy Calkins – Book 1: Launching the Writer’s
Workshop
-Review the 6+1 Traits of Writing during the first week of instruction using Launching the Writing Workshop by
Kristina Smekens as a resource.
-Poetry Anthology: Begin set-up of the anthology in this bundle. This will be a correlating CC/Learning target
throughout the year with a culminating activity in Bundle 8.
-Editing Resources Found on ConnectEd for Reading Wonders (Search Standards, Common Core, type in
Standard Code-W.4.5, Search)
-Collection of Graphic Organizers
-Administer the district writing prompt.
Language and Word Study
CC/Learning Targets
L.1
(4.6.2)
(4.6.4)
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
f. Produce complete sentences,
recognizing and correcting inappropriate
fragments and run-ons.
Identify/construct simple
sentences
Define compound sentences as
a sentence of two or more
coordinate independent clauses,
often joined by a conjunction
Identify/construct compound
sentences
L.2
(4.6.7)
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
a. Use correct capitalization.
Capitalize names of magazines,
newspapers, works of art, musical
compositions, organizations, and
the first word in quotations.
c. Use commas
Use a comma before a
coordinating conjunction in a
G4 - Bundle 1
Resource of Ideas
Reading Wonders-Unit 1
-(WK 1) pp.T34-T35, R/W Workshop Sentences p.450
Reading Wonders-Unit 1
-(WK 3) pp.T162-163, R/W Workshop Compound Sentences p.451
Reading Wonders-Unit 1
-(WK 5) pp.T290-291, R/W Workshop Run-On Sentences p.454
Reading Wonders- Unit 1
-(WK 2) pp.98-99, R/W Workshop Subjects and Predicates pp.451-452
Evidence of Learning
Sentences
-Wonders Workbook pp.1-4
-Wonders Assessment p.10
-Evidence from Writer’s Notebook
Compound Sentences
-Wonders Workbook pp.11-14
-Wonders Assessment p.15
-Evidence from Writer’s Notebook
Run-On Sentences
-Wonders Workbook pp.21-24
-Wonders Assessment p.25
-Evidence from Writer’s Notebook
Subject and Predicates
-Wonders Workbook pp.6-9
-Wonders Assessment p.10
-Evidence from Writer’s Notebook
Capitalization
-Write Source pp. 354, 367
Reading Wonders
R/W Workshop Capitalization pp.474-476
Commas
-The Continuum of Literacy Learning pp. 140
-6+1 Traits of Writing by Ruth Culham pp.237-240
-Evidence from Writer’s Notebook
-Lesson quiz or test
Language and Word Study
G4 - Bundle 1
compound sentence
L.3
Use knowledge of language and its
conventions when writing, speaking,
reading, or listening
a. Choose words and phrases
to convey ideas precisely
b. Choose punctuation for
effect
SL.1
+Define conjunction as a word that joins
together sentences and phrases
+Identify conjunctions in sentences and
paragraphs
+Analyze the use of conjunctions and
determine which conjunction
communicates clearly the meaning of a
sentence
Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse
partners on grade 4 topics and texts,
building on others’ ideas and expressing
their own clearly.
a. Come to discussions prepared, having
read or studied required material;
explicitly draw on that preparation and
other information known about the topic
to explore ideas under discussion.
b. Follow agreed-upon rules for
discussions and carry out assigned
roles.
Reading Wonders-Unit 1
-(WK 3) pp.T162-163, R/W Workshop Compound Sentences p.451
Reading Wonders-Unit 1
-(WK 4) pp.T226-227, R/W Workshop Clauses and Complex Sentences
p.453
Clauses and Complex Sent.
-Wonders Workbook pp.16-19
-Wonders Assessment p.20
-Evidence from Writer’s Notebook
Reading Wonders-Unit 2
-(WK 5) pp.T290-291, R/W Workshop Combining Sentences p.457
-Guiding Readers and Writers pp. 35, 260, 280-282
-Strategies that Work 2 pp. 39, 40, 46-50
-Teaching for Comprehending and Fluency pp. 260, 269-279, 287-290
-Teacher observation during class
Discussions
Language and Word Study
G4 - Bundle 1
c. Pose and respond to specific
questions to clarify or follow up on
information, and make comments that
contribute to the discussion and link to
the remarks of others
L.4
(4.1.3)
(4.1.4)
(4.1.5)
(4.1.6)
(4.1.7)
Determine or clarify the meaning of
unknown and multiple-meaning words
and phrases based on grade 4 reading
and content, choosing flexibly from a
range of strategies.
a. Use context (e.g., definitions,
examples, or restatements in text) as a
clue to the meaning of a word or phrase.
Create sentences for words with
multiple meanings demonstrating
more than one use of the given word.
-Strategies That Work 2 pp. 139-140
-The Comprehension Toolkit Lessons 10-12
-Teaching for Comprehending and Fluency pp. 532-534
-Multiple Meaning Words (Click Multiple Meaning Words)
-Homographs
-SMARTboard Activity (Greek words)
-SMARTboard Activity (Understanding Greek Roots)
-Greek Word List
-Latin Word List
-List of common Greek and Latin roots, suffixes, prefixes
-Understanding Words (click link on bottom of page for more practice)
b. Use common, grade-appropriate
Greek and Latin affixes and roots as
clues to the meaning of a word (e.g.,
telegraph, photograph, autograph).
Explain the relationship of the
prefix/suffix and how it affects the
word meaning.
c. Consult reference materials (e.g.,
dictionaries, glossaries, thesauruses),
both print and digital, to find the
pronunciation and determine or clarify
the precise meaning of key words and
phrases.
-Write Source p. 332, 469
See L4 Appendix
-Performance assessment with
individual students during writing
workshop
-Teach a lesson on thesaurus use
-The assessment from lesson 10
in The Comprehension Toolkit
-Observation during content-area
reading
-Anecdotal records from Guided
Reading
-Quiz
-Guiding Readers and Writers
Weekly Buddy Study Activities pp.
32-35
-Game to determine if the roots
and word parts are Greek or Latin
-Indiana Resource (quiz A)
-Indiana Resource (quiz B)
-Guess the covered word
Language and Word Study
L.5
(4.1.2)
Demonstrate understanding of figurative
language, word relationships, and
nuances in word meanings
-Teaching for Comprehending and Fluency pp. 531-532
-Night Noises by Mem Fox
-Fancy Nancy by Jane O’Connor
c. Demonstrate understanding of words
by relating them to their opposites
(antonyms) and to words with similar but
not identical meanings (synonyms).
Analyze pictures of synonyms,
antonyms, and homographs
Compose simple sentences
using synonyms, antonyms, and
homographs
Synonym Game (Scholastic.com)
Synonym Game (Pbskids.com)
Synonyms/Antonyms Game (abcya.com)
SmartBoard Activity Synonyms
SmartBoard Antonym Review Game
SmartBoard Synonyms/Antonyms Vortex Review Game
G4 - Bundle 1
-Guiding Readers and Writers
weekly Buddy Study activities pp.
32-35
-Make a crossword puzzle where
synonyms or antonyms are the
answers to the clues
Synonyms
Wonders Workbook pp. 7, 127,
177
Reading Wonders-Unit 1
-(WK 1) pp. T24- T25, R/W Workshop Synonyms p.29 (Practice Book p.
7)
Antonyms
Wonders Workbook pp. 67, 127,
237
Reading Wonders-Unit 2
-(WK 2) pp. T88-T89, R/W Workshop Antonyms p.115 (Practice Book p.
67)
Homographs
Wonders Workbook p.217
Reading Wonders-Unit 3
-(WK 3) pp. T152-153, R/W Workshop Synonyms and Antonyms p.201
(Practice Book p. 127)
Reading Wonders-Unit 4
-(WK 3) pp. T152-T153, R/W Workshop Synonyms p.273 (Practice Book
p.177 )
Reading Wonders-Unit 5
-(WK 2) pp. T88-T89, R/W Workshop Homographs p.331 (Practice Book
p. 217)
Reading Wonders-Unit 5
-(WK 4) pp. T216-T217, R/W Workshop Antonyms p.359 (Practice Book
p. 237)
Language and Word Study
Correlating CC/Learning Targets
L.3 c
SL.1 d
SL.2
SL.6
G4 - Bundle 1
Teacher Notes
-Give the High Frequency Word List test posted in the EACS curriculum appendix
-High Frequency Word List
-Set up classroom procedures for Buddy Study Spelling using Word Matters pp. 126-136, 169-188
L4 Appendix
Roots/Affixes (4.1.3/4.1.4)
Reading Wonders-Unit 1
-(WK 5) pp. T280-T281, R/W
Workshop Suffixes p.85
Wonders Practice Workbook
p.47
Reading Wonders-Unit 1
-(WK 2) pp.T24-T25, R/W
Workshop Root Words p. 101
Wonders Practice Workbook
p.57
Reading Wonders-Unit 2
-(WK 4) pp.T216-T217, R/W
Workshop Prefixes p.143
Wonders Practice Workbook
p.87
Reading Wonders-Unit 3
-(WK 4) pp.T216-T217, R/W
Workshop Latin and Greek
Suffixes p.215
Reading Wonders-Unit 3
-(WK 5) pp.T280-T281, R/W
Workshop Greek Roots p.229
Context Clues (4.1.6/4.1.7)
Reading Wonders-Unit 1
-(WK 3) pp. T152-T153, R/W
Workshop Multiple Meaning
Words p.57
Reading Wonders-Unit 1
-(WK 4) pp.T217-T217, R/W
Workshop Definitions and
Restatements p.71
Reading Wonders-Unit 2
-(WK 3) pp.T152-T153, R/W
Workshop Context Clues p.129
Wonders Practice Workbook
p.27
Wonders Practice Workbook
p.137
Reading Wonders-Unit 3
-(WK 1) pp.T24-T25, R/W
Workshop Context Clues p.173
Wonders Practice Workbook
p.107
Wonders Practice Workbook
p.147
Reading Wonders-Unit 3
-(WK 2) pp.T88-T89, R/W
Workshop Context Clues p.187
Wonders Practice Workbook
p.117
Reading Wonders-Unit 4
-(WK 1) pp.T24-T25, R/W
Workshop Latin Roots p.245
Wonders Practice Workbook
p.157
Reading Wonders-Unit 4
-(WK 4) pp.T216-T217, R/W
Workshop Paragraph Clues
p.287
Wonders Practice Workbook
p.187
Reading Wonders-Unit 5
-(WK 3) pp.T152-T153, R/W
Workshop Greek Roots p.345
Wonders Practice Workbook p.
227
Reading Wonders-Unit 6
-(WK 3) pp.T152-T153, R/W
Workshop Latin and Greek
Prefixes p.417
Wonders Practice p.277
Wonders Practice Workbook
p.37
Wonders Practice Workbook
p.77