Fourth Grade English
Pacing Guide
2016-2017
The 4th Grade English Pacing Guide indicates the SOLs that will be tested each nine week period. The SOLs that are not listed should be incorporated and taught throughout the year.
See the VDOE Curriculum Framework. To access the pacing guide and online resources go to http://staff.spsk12.net/pacing-scope-and-sequence/.
SOL Description
Higher Level Questioning
(Cognitive Level)
Resources
First Nine Weeks
4.4 The student will expand vocabulary when reading.
a) Use context to clarify meanings of unfamiliar words
c) Use word-reference materials, including the glossary, dictionary, and thesaurus
Big Ideas:

Use the content and structure of a sentence, paragraph, or reading selection to help determine the meaning of an unfamiliar word.

Use a variety of strategies and word recognition skills to support comprehension.

Know the type of information found in word reference materials such as a glossary, dictionary, and thesaurus.
4.4a) Use context to clarify meanings of
(Apply)
Literature Reference-4.4
unfamiliar words.
Which meaning of _____ is used in paragraph __?
TE:4.1.1: 50e, 58–59, 59a, 62c, 62–63, 63a, 77a,

Use context as a clue to clarify the
77h
Select the sentence that uses the word _____ in the same
meaning of unfamiliar words or phrases
(e.g., definitions, examples, or
way as it is used in paragraph __.
Literature Reference-4.4a
TE:4.3.1: 348e, 348–349, 371h, 4.3.2: 406e, 406–
restaurants of text).
Read this sentence form paragraph 2.
407, 429h

Use clues in the context of a sentence,
4.6.2: 448e, 448–449
paragraph, or reading selection to
predict and explain the meanings of
Vocabulary Words in Context Lesson Plan
Which word has the same meaning as soaring in this
words that have more than one
Dictionary Word Sort
sentence?
definition.
Guide Words Word Sort
Reference Source Hunt
Read this sentence.
Reference Sort
Vocabulary Lesson Plan
What is the meaning of the word trudged?
In this paragraph, the word task meansWhich meaning of ____ is used in paragraph ___?
Select the sentence that uses the word ____ in the same
way as it is used in paragraph ____.
VDOE video: Model of Read-Aloud
VDOE video: Model of Reciprocal Teaching
4th Grade Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
In the "____" section, the word ____ meansSelect the two words from paragraph 5 that most help the
reader understand the meaning of ability.
Resources
VDOE Lesson Plans 4.4
Homophones
Read these lines from the poetry selection.
Context clues
What does the word lean mean in line 2?
Roots & affixes
Read the sentences from the nonfiction article.
Word reference materials
As it is used in this selection, the word classified most likely
means toIn paragraph ____, what does the word ____ mean?
The word _____ most likely means4.4c) Use word-reference materials,
including the glossary, dictionary, and
thesaurus
(Apply)
Which guide words would most likely be on the same
dictionary page as the word “spark”?

Use context to select the applicable
definition of a word from a glossary or
dictionary.

Identify and consult the word reference
material(s), including the glossary,
dictionary, and thesaurus, most likely to
contain needed information to clarify
word meaning.
a) space – spatula
b) spangle –spar
c) sparrow – speaker
d) sparse – special
Which word would appear on the same dictionary page
with
these two guide words?
Literature Reference-4.4c
TE: 4.2.2: 260e, 260–261, 283h
4.5.1: 176c, 176e, 186c, 188–189, 189a
a) appall
b) appetite
c) apply
d) appoint
Read these guide words from a dictionary page.
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June 2016
4th Grade Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
Which words from the list would appear on this dictionary
page? Write the words in the box in the order they would
appear on the page.
leash
lecture
leader
legal
leave
Select the meaning of rich as used in this sentence.
In this online dictionary entry, select the definition of
support as it is used in paragraph 4.
Which guide words would appear on the same dictionary
page with bright?
Which three words from the poem would appear on the
same page as the guide words?
In this online dictionary entry, select the definition of
support as it is used in paragraph 4.
Which guide words would appear on the same dictionary
page with bright?
Page 3 of 34
June 2016
4th Grade Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.
c) Identify the main idea
d) Summarize supporting details
h) Draw conclusions and make inferences about text.
Big Ideas:

Develop a variety of comprehension strategies.

Read a variety of fictional texts, narrative nonfiction texts, and poetry.

Explain events, procedures, ideas, or concepts in fictional texts, narrative nonfiction texts, and poetry, including what happened and why, based on specific
information in the text.
4.5c) Identify the main idea.
(Analyze)
Literature Reference-4.5
What is this paragraph mostly about?
TE:4.4.1: 58-59, 60-61, 62-63, 64-65

Identify the main idea or theme of a
4.4.2: 141c, 149a, 154–155, 155a, 161a, 163a
text and summarize using supporting
Chose the sentence that does not support the main idea?
Literature Reference-4.5c
details
Choose two of the following that support the main idea?
TE: 4.1.2: 139c, 146-147, 147a, 152c,
4.2.2: 270-271, 271a, 285c, 294-295
1.
2.
3.
Main Idea Video
Finding the Main Idea
4.
Main Idea Practice
5.
Strategies for Better Reading Video
6.
Main Idea Questions
A student asks this question after reading the story.
Supporting Details/Main Idea Lesson Plan
Supporting Details Practice Questions
Which paragraph answers this question?
Read the second stanza from the poem.
What is the main idea of this stanza?
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4th Grade Pacing Guide
SOL Description
4.5d) Summarize supporting details.

Identify the main idea or theme of a
text and summarize using supporting
details.
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
(Understand)
What is the best summary of this paragraph?
Literature Reference-4.5d
TE: 4.6.1: 351c, 362–363, 363a, 364c, 368–369,
369a, 370–371, 371a
Which is the least important information to include in a
summary of this paragraph?
Which idea from paragraph ___ should be added to a
summary of the story?
VDOE video: Model-Survey, Question, Read,
Recite, Review
Select the sentence that is the best summary of
paragraphs ___ – ___.
Which sentence best supports the idea that Ben is excited
about summer vacation at the beginning of the story?
Read these sentences from paragraph 18.
VDOE video: Model of Think-Pair-Share
VDOE video: Model of Sticky Notes
VDOE video: Model of Think-Alouds
VDOE video: Model of Question Answer
Relationship (QAR)
VDOE video: Model of Reciprocal Teaching
The author includes this information to show that the
Alligator isComplete this web.
VDOE video: Model of Anticipation Guide
VDOE Lesson Plans-4.5
Drawing conclusions and simple inferences
Making, confirming, or revising prediction
Plot development and conflict
Which lesson does Sidney learn in the story?
Based on lines 1-4 of the poem, which sentence is
correct?
Complete the flow chary by placing the most important
events of the story in the correct order.
Prior knowledge
Summarizing fiction
Identifying the main idea
Comparing and contrasting biography and
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June 2016
4th Grade Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
autobiography
Summarizing fiction
Differentiate between fiction and nonfiction
Making inferences
Paragraph 15 is mostly about the way Callie-
Page 6 of 34
June 2016
4th Grade Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
Complete the Venn diagram.
4.5h) Draw conclusions and make
inferences about text.

Refer to details and examples in a text
when explaining what the text says,
drawing conclusions/making inferences
from text.
(Evaluate)
Based on this information, what can the reader conclude
about _____ ?
What can the reader assume about _____?
Literature Reference-4.5h
TE: 4.2.1: 229c, 230–231, 238–239, 239a
4.3.2: 431c, 432–433, 440–441, 441a
After reading paragraph ___, the reader can best infer
that –
What does the author suggest by including this
paragraph?
The author includes these sentences mainly to help the
reader understand that –
Read paragraph 7.
Which sentence tells why Sidney is acting this way?
Page 7 of 34
June 2016
4th Grade Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
Which question is answered in paragraph 5?
Which question is answered in paragraph 5?
Based on paragraph 6, Ben's mother may best be
described asEli shows he wants to be Mark's friend byOnce summer is over, the three boys will most likelyWhich sentence about the story best shows that Max is
careful?
Which of these are the thieves trying to find?
What is the speaker doing in the poem?
Based on paragraphs 11-14, which sentence is probably
true about Callie's mother?
Complete these sentences.
Based on the poem, what is the most likely reason that
the speaker counts to thirty?
Page 8 of 34
June 2016
4th Grade Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
4.6The student will read and demonstrate comprehension of nonfiction texts.
d) Identify the main idea
e) Summarize supporting details
f) Draw conclusions and make simple inferences using textual information as support
Big Idea:

Summarize key details of informational texts, connecting new information to prior knowledge.

Identify and use text structures, such as headings, paragraphs, and format, to preview a text and make predictions in order to comprehend.

Actively ask questions, visualize, make connections, and predict as they read.
4.6d) Identify the main idea.

(Analyze)
Identify the main idea and supporting
details within a selection; summarizing
the text by using tools such as graphic
organizers, outlining and notes.
Big Idea Riddles
Main Idea Practice
Select the Main Idea
Main Idea Practice Questions
Strategies for Reading Comprehension
Summarizing Questions
Internet 4 Classrooms
Drawing Conclusions/Inference Lesson Plan
Literature Reference-4.6
TE: 4.2.2: 257c, 266–267, 267a, 273a
4.4.2: 113c, 114–115, 121a, 122–123
Literature Reference-4.6d
TE: 4.2.2: 285c, 286–287, 294–295, 295a, 297a,
298c, 298–299, 303a
4.6e) Summarize supporting details.

Identify the main idea and supporting
details within a selection; summarizing
the text by using tools such as graphic
organizers, outlining and notes.
(Apply )
Which sentence is the best summary of paragraph ____?
Which sentence best summarizes the information in
paragraphs __ and __?
Select the statements most important to include in a
summary of the passage/article.
What is the best summary of the flier?
Literature Reference-4.6e
TE:4.6.1: 351c, 362–363, 363a, 364c, 368–369,
369a, 370–371, 371a
VDOE Lesson Plans-4.6
Differentiate between fiction and nonfiction
Activating prior knowledge
Authors purpose
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June 2016
4th Grade Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Complete this web.
What is the main idea of paragraph 6?
Choose the best title to complete the web.
What is the main idea of paragraph 2?
4.6f) Draw conclusions and make
simple inferences using textual
information as support.
(Apply – Evaluate)
Based on this information, what can the reader conclude
about _____?

What can the reader assume about _____?

Combine information from various places
in the text to draw a conclusion.
Make simple inferences, using
information from the text.
After reading paragraph ___, the reader can best infer
that –
What does the author suggest by including this
paragraph?
The author includes these sentences mainly to help the
reader understand that –
Resources
Drawing conclusions & making inferences
Main Idea
Understanding what you read
Nonfiction text features
Summarizing points in nonfiction
Summarizing supporting details in nonfiction
Table of contents, indices, charts, maps, graphs
Text features
Using online resources
Who, what, when, where, why, and how
Context clues in nonfiction
Making inferences
Writing a topic sentence
Table of contents, indices, charts, maps, graphs
Literature Reference-4.6f
TE:4.2.1: 197c, 212c
4.2.2: 269a, 271a, 273a,
4.4.1: 29a, 37a, 49a
VDOE video: Model-Survey, Question, Read,
Recite, Review
VDOE video: Model of Know, Want, Learn
VDOE video: Model of Think-Pair-Share
VDOE video: Model of Sticky Notes
VDOE video: Model of Think-Alouds
Which of these best describes the roof of an ancient
Egyptian home?
Information from the article shows that the ancient
Egyptians werePage 10 of 34
June 2016
4th Grade Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Which sentence is most likely true about the ancient
Egyptians?
Money earned during the fundraisers will be used to pay
forWhich detail about the hotel most likely attracts visitor's
attention?
Resources
VDOE video: Model of Question Answer
Relationship (QAR)
VDOE video: Model of Reciprocal Teaching
VDOE video: Model of Anticipation Guide
VDOE video: Model of Two-Column Notes
VDOE video: Model of Selective Underlining
Based on the article, select each sentence that is correct.
Read this sentence from the article.
This sentence lets the reader know thatBased on the instructions, someone would add decorative
elements when creating paper in order to-
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June 2016
4th Grade Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
4.7 The student will write cohesively for a variety of purposes.
a) Identify intended audience.
b) Focus on one aspect of a topic.
c) Use a variety of pre-writing strategies.
d) Organize writing to convey a central idea.
e) Recognize different modes of writing have different patterns of organization.
f) Write a clear topic sentence focusing on the main idea.
g) Write two or more related paragraphs on the same topic.
h) Use transition words for sentence variety.
i) Utilize elements of style, including word choice and sentence variation.
j) Revise writing for clarity of content using specific vocabulary and information.
k) Include supporting details that elaborate the main idea.
Big Ideas:

Demonstrate the capacity to generate, focus, and organize ideas for writing.

Revise the language, organization, and content of a piece of writing for a specific purpose.
4.7a) Identify intended audience.
(Remember)
4.7b) Focus on one aspect of a topic.

Focus, organize, and elaborate to
construct an effective cohesive
message for the reader.
(Analyze)
Resources
Literature Reference-4.7
TE: 4.1.1: 41a-41b, 71a–71b, 103a-103b
4.1.2: 133a–133b, 159a–159b,4.2.1: 251a–251b
4.6.2: 439a–439b, 467a-467b
Literature Reference-4.7a
TE:4.1.2: 132-133, 158-159
4.3.1: 364-365,4.5.1: 248-249,4.5.2: 280-281
Literature Reference-4.7b
TE: 4.2.1: 211d,4.4.2: 125d–125e,4.5.2: 269d,
269e, 280–281c, 287d, 287e, 301d-301e
VDOE video: Model of Think-Pair-Share
VDOE Lesson Plans-4.7
Prewriting strategies
The writing process-prewriting using
collaboration
Elaborating the main idea, using supporting
details
Informative/expository writing
Narrative writing vs. explanatory writing
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June 2016
4th Grade Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
Narrative writing
Organize writing to convey a central idea
Persuasive writing
Strategies for organization and elaboration of
personal narratives
The writing process-revision with
collaboration
Transition words in writing
Writing choice and sentence variety
Writing a topic sentence
4.7c) Use a variety of pre-writing
strategies.

Create a plan and organize thoughts to
convey a central idea before writing.

Use a variety of prewriting strategies
(e.g., brainstorming, listing, freewriting, and using graphic organizers).

Use available technology to gather
information and to aid in writing.
4.7d) Organize writing to convey a
central idea.

Apply knowledge of the writing
domains of composing, written
expression, and usage/mechanics.

Produce clear and coherent writing in
which the development and
organization are appropriate to
(Apply – Create)
Literature Reference-4.7c
TE: 4.1.1: 61d–61e, 4.1.2: 123d–123e, 151d–
151e,4.2.1: 183d-183e, 211d-211e, 241d–241e
4.6.2: 427d–427e, 459d-459e
(Apply – Create)
Literature Reference-4.7d
TE: 4.1.1: 61d–61e, 71a–71c, 77d–77e
4.2.2: 297d–297e, 304–305c, 309d–309e
4.4.1: 95d–95e, 107b–107c
Graphic Organizers
Internet 4 Classrooms
Rhyme Zone
Keyboarding Resources
Page 13 of 34
June 2016
4th Grade Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
purpose and audience.

Focus, organize, and elaborate to
construct an effective cohesive
message for the reader.
4.7e) Recognize different modes of
writing have different patterns of
organization.
(Remember – Create)
Resources
Worksheetworks.com
VDOE Online Writing Resources
VDOE Writing Chart
Read Write Think
Writing Workshop Videos
National Writing Project
Literature Reference-4.7e
TE: 4.3.1: 329d–329e, 338–339c, 343d–343e
4.3.2: 415d–415e, 422–423c, 429d–429e

Recognize different modes of writing
have different patterns of organization.

informative/explanatory

clearly introduce a topic and
group related information in
paragraphs

use facts, definitions, opinions,
quotations, details, or other
examples and information to
develop the topic

use specific vocabulary to
inform and explain the topic;
and provide a concluding
statement or section related to
the topic
4.7f) Write a clear topic sentence
focusing on the main idea.

(Create)
Literature Reference-4.7f
TE:4.2.2: 259e–259f, 267d–267e, 276–277c, 283d–
283e, 283p–283q
4.5.2: 269d, 269e, 280–281c
(Create)
Literature Reference-4.7g
TE:4.1.1: 41a-41b, 71a–71b, 103a-103b,4.1.2:
133a–133b, 159a–159b
4.2.1: 251a–251b,4.6.2: 439a–439b, 467a-467b
(Apply)
Literature Reference-4.7h
TE: 4.1.1: 77d–77e
4.1.2: 137d–137e, 165d–165e,4.2.1: 227d−227e,
255d–255e,4.4.1: 111d–111e,4.5.2: 287d-287e
4.6.2: 443d–443e
Write a clear topic sentence focused
on the main idea.
4.7g) Write two or more related
paragraphs on the same topic.

Write two or more related paragraphs
on a topic.
4.7h) Use transition words for
sentence variety.

Narrative
o organize an event sequence that
Page 14 of 34
June 2016
4th Grade Pacing Guide
SOL Description
o
o
o
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
unfolds naturally
use transition words and phrases
for
sentence variety and to
manage
the sequence of events
use specific vocabulary, words, and
phrases to convey experiences
and events
provide a conclusion

Link ideas within paragraphs using
words and phrases (e.g., another, for
example, since, also).
4.7i) Utilize elements of style,
including word choice and sentence
variation.

Purposefully shape and control
language to affect readers.

Select specific information to guide
readers more purposefully through the
piece.

Use precise language and vocabulary
to explain a topic.
(Remember-Create)
Literature Reference-4.7i
TE: 4.3.1: 357d–357e, 364–365c, 371d–371e
4.5.2: 301d-301e, 308–309c, 315d-315e,4.6.2:
427d–427e, 439a–439b

Include sentences of various lengths
and beginnings to create a pleasant,
informal rhythm.
4.7j) Revise writing for clarity of
content using specific vocabulary and
information.

Use specific vocabulary and vivid word
choice.

Use available reference resources
(e.g., dictionary and thesaurus) as aids
to revising writing for clarity.

Use a rubric to self-assess writing.
(Apply)
Literature Reference-4.7j
TE:4.1.1: 77d–77e, 4.1.2: 137d–137e, 165d–
165e,4.2.1: 255d–255e
4.3.1: 371d–371e,4.4.1: 111d–111e,4.5.2: 287d287e,4.6.2: 443d–443e
Page 15 of 34
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4th Grade Pacing Guide
SOL Description
4.7k) Include supporting details that
elaborate the main idea.

Use facts and details in sentences to
elaborate the main idea.
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
(Apply)
Resources
Literature Reference-4.7k
TE:4.2.2: CW11
4.4.2: 125d–125e
4.5.2: CW11, CW15
4.6.2: CW11. CW15, CW16, CW18
4.7a-k Narrative (1A)
4.7a-k Writing Prompt (1B)
Use the writing process to complete one informal and one district writing prompt. (see the curriculum guide for rubrics and further information on formal and
informal writings)
Page 16 of 34
June 2016
4th Grade Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
a) Use subject-verb agreement.
d) Use noun-pronoun agreement.
h) Use singular possessives.
Big Idea:

Understand that grammatically correct language and mechanics contribute to the meaning of writing
4.8a) Use subject-verb agreement
(Apply)
Internet 4 Classrooms
Subject/Verb Agreement Practice

Use subject-verb agreement (singular
Noun Practice
Noun Practice Questions
nouns with singular verbs; plural nouns
with plural verbs).
Literature Reference-4.8
TE: 4.1.1 31c,39e,4.2.1: 211c, 221e,4.4.2: 151c,
157e,4.6.1: 335c, 343e
Literature Reference-4.8a
TE:4.3.1: 375d, 387c, 393e, 400-401, 401c, 401o,
401p-401q
VDOE Lesson Plan-4.8
The writing process-revision with collaboration
Transition words in writing
4.8d) Use noun-pronoun agreement

Use noun/pronoun agreement (pronoun
agrees in number and gender with its
antecedent)

Use reflexive pronouns (e.g., myself,
ourselves)
4.8 h) Use singular possessives

Use singular possessives
(Apply)
Literature Reference-4.8d
TE:4.4.1: 23d, 35c, 43e, 44–45, 51c, 51o, 51p
(Apply)
Literature Reference-4.8h
TE: 4.2.2: 259d, 267c, 275e, 283c,4.4.2: 115d,
125c, 131e, 139c
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June 2016
4th Grade Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
4.9c) The student will demonstrate comprehension of information resources to research a topic.
c) Use technology as a tool to organize, evaluate, and communicate information.
Big Idea:

Understand how information is to be collected, analyzed, and organized as a part of the process of writing a short report.
4.9c) Use technology as a tool to
(Apply)
VDOE Lesson Plans-4.9
organize, evaluate, and communicate
Organizing information into short reports
information.
Plagiarism and crediting sources

Use technology, including the Internet,
to produce, edit, and publish writing as
well as to interact and collaborate with
others.
Reference materials
Research using technology
Page 18 of 34
June 2016
4th Grade Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
Second Nine Weeks
Ongoing SOLs: 4.4 a, c 4.5 c-d, h
4.6 d-f 4.7 a-k 4.8 a, d, h 4.9c
The nine weeks test is cumulative and will include ongoing SOLs. Refer to the 1st nine weeks.
4.4 The student will expand vocabulary when reading.
b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
e) Use vocabulary from other content areas.
Big Idea:

Use the content and structure of a sentence, paragraph, or reading selection to help determine the meaning of an unfamiliar word.

Use a variety of strategies and word recognition skills to support comprehension.
4.4 b) Use knowledge of roots,
(Apply)
Internet 4 Classrooms
affixes, synonyms, antonyms, and
Students need additional practice using affixes.
Constructing Prefixes
homophones.
In which words does un- mean the same as it does in Literature Reference-4.4

Use their knowledge affixes (prefixes
unhappy?
TE: 4.1.1:50e, 58,59,59a, 62c, 62–63, 63a, 77a, 77h
and suffixes) to read and understand
the meanings of words.
Literature Reference-4.4b


Use their knowledge of synonyms
(words with similar meanings) and
antonyms (words with opposite
meanings) to understand the meanings
of unfamiliar words.
Homophones derive word meaning by
using their knowledge of homophones
(words that are pronounced the same
but are spelled differently and have
different meanings), such as read/red,
no/know, hear/here.
TE:4.1.2: 141a, 142e, 142–143, 150–151, 152c,
165a 4.6.1: 326c, 349i
VDOE video: Model of Read-Aloud
Select each word with a suffix that means “_____.”
VDOE video: Model of Reciprocal Teaching
• Which word sounds like the word _____?
VDOE Lesson Plans 4.4
• Choose the two words that sound the same but are Homophones
spelled
Context clues
differently.
Roots & affixes
Word reference materials
Read this sentence from the flier.
In which word does -y mean the same as it does in lucky?
In which sentence is the underlined word used correctly?
Page 19 of 34
June 2016
4th Grade Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
Which two words are synonyms?
What two words are synonyms for heap?
What is the root word of unbelievable in paragraph 2?
Which word from the article is correctly divided into its
prefix, root word, and suffix?
Which words from the instructions have the suffix -er
meaning "more"?
Select word(s) with a (prefix/suffix) that means "_____".
What does the suffix (-x) mean in the word _____?
4.4e) Use vocabulary from other
content areas.

Determine the meaning of general
academic and content-specific words or
phrases in a text.

Study word meanings across content
areas.
In which word does the prefix (x-) have the same meaning
as it does in the word _____?
(Understand)
What is the meaning of the word ____in paragraph___?
Literature Reference-4.4e
TE:4.1.1: 50e, 58–59, 59a, 62c,4.5.1: 231a, 232e–
233, 242b, 250b
Page 20 of 34
June 2016
4th Grade Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.
a) Explain the author’s purpose.
b) Describe how the choice of language, setting, characters, and information contributes to the author’s purpose.
g) Identify sensory words.
Big Ideas:

Develop a variety of comprehension strategies.

Read a variety of fictional texts, narrative nonfiction texts, and poetry.

Explain events, procedures, ideas, or concepts in fictional texts, narrative nonfiction texts, and poetry, including what happened and why, based on specific
information in the text.
4.5a)Explain the author’s purpose
(Understand)
Literature Reference-4.5
Describe how an author’s choice of vocabulary contributes
TE:4.4.1: 58-59, 60-61, 62-63, 64-65,4.4.2: 141c,

Explain the author’s purpose e.g., to
to the author’s style.
149a, 154–155, 155a, 161a, 163a
entertain, inform or persuade
The author includes lines 7 and 8 toLiterature Reference-4.5a
TE:4.5.1: 173c, 174–175, 182–183, 183a,186c, 190–
The author's main purpose of paragraphs 6-8 is to191, 191a, 197a
VDOE video: Model-Survey, Question, Read,
Recite, Review
VDOE video: Model of Think-Pair-Share
VDOE video: Model of Sticky Notes
VDOE video: Model of Think-Alouds
VDOE video: Model of Question Answer
Relationship (QAR)
VDOE video: Model of Reciprocal Teaching
VDOE video: Model of Anticipation Guide
4.5b) Describe how the choice of
language, setting, characters, and
information contributes to the author’s
purpose.

Describe in depth a character, setting,
or event drawing on specific details
from the text (e.g., words, actions, or a
characters thoughts).
(Remember – Apply)
Complete the sentence.
The phrase “Beth’s eyes lit up” means that -Possible answer: Beth is very happy with what Christa has
said.
How does the information in the paragraph help identify
the setting?
Literature Reference-4.5b
TE:4.1.1: 21c, 22–23, 30–31, 31a,4.4.2: 141c, 142–
143, 148–149, 149a
VDOE Lesson Plans-4.5
Drawing conclusions and simple inferences
Making, confirming, or revising prediction
Plot development and conflict
Page 21 of 34
June 2016
4th Grade Pacing Guide
SOL Description

Understand that narrative nonfiction is
a story based on facts

Identify the facts contained in a piece
of narrative nonfiction
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Where does the story take place?
The author includes this information to show—
Why does the author include paragraph ___?
Read these lines from the poem.
The poet includes these lines to showWhich lines from the poem give the most details about the
setting?
Which sentence from the poem best shows the speaker's
conflict?
Resources
Prior knowledge
Summarizing fiction
Identifying the main idea
Comparing and contrasting biography and
autobiography
Summarizing fiction
Differentiate between fiction and nonfiction
Making inferences
Lesson Plan
Internet 4 Classrooms
Character Study Questions
http://www.internet4classrooms.com
http://www.studyzone.org/
Which detail about the setting is most important to the
story?
Why does the author include paragraph_____?
Which paragraph best shows the main conflict of the story?
The main character's conflict is mostly with-
4.5g) Identify sensory words.

Identify sensory words that describe
sights, sounds, smells, and tastes, and
describe how they make the reader
feel.
How does the character most likely feel at the beginning of
the story?
(Remember)
The author included the following words to appeal to the
reader’s sense of _____.
Literature Reference-4.5g
TE:4.1.1: 50d, 61a
4.2.1: 232d, 252c, 255i
4.5.1: 204d, 215a, 227i
Page 22 of 34
June 2016
4th Grade Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
4.6The student will read and demonstrate comprehension of nonfiction texts.
a) Use text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital texts.
c) Explain the author’s purpose
Big Idea:

Summarize key details of informational texts, connecting new information to prior knowledge.

Identify and use text structures, such as headings, paragraphs, and format, to preview a text and make predictions in order to comprehend.

Actively ask questions, visualize, make connections, and predict as they read.
4.6a) Use text structures/features,
such as type, headings, and graphics,
to predict and categorize information
in both print and digital texts.
Which of the following question is answered in the section
_____?

Where would information on _____be found?

Use text features, such as special type
(e.g., boldfaced, italics) and color
captions under pictures and graphics,
and headings of sections and chapters,
to predict and categorize information in
both print and digital texts.
Understand how written text and
accompanying illustrations connect to
convey meaning (e.g., charts, graphs,
diagrams, timelines, and animations).
(Understand – Apply)
Which heading would be best for paragraph 2?
Lesson Plan Text Structures
Drawing Conclusions
www.studyzone.org/testprep/ela4/h/inferen
Fact & Opinion
www.quia.com/servlets/quia.activites.comn.ActivityPl
Author's Purpose Lesson and Practice
Author's Purpose Lesson Plan
Literature Reference-4.6
TE: 4.2.2: 257c, 266–267, 267a, 273a,4.4.2: 113c,
114–115, 121a, 122–123,4.2.2: 257c, 266–267,
267a, 273a,4.4.2: 113c, 114–115, 121a, 122–123
Literature Reference-4.6a
TE: 4.3.2: 403c, 403–404, 412–413, 413a, 415a,
416c, 417a, 421a
VDOE Lesson Plans-4.6
Differentiate between fiction and nonfiction
Activating prior knowledge
Authors purpose
Drawing conclusions & making inferences
Main Idea
Understanding what you read
Nonfiction text features
Summarizing points in nonfiction
Summarizing supporting details in nonfiction
Table of contents, indices, charts, maps, graphs
Page 23 of 34
June 2016
4th Grade Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
Text features
Using online resources
Who, what, when, where, why, and how
Context clues in nonfiction
Making inferences
Writing a topic sentence
Table of contents, indices, charts, maps, graphs
4.6c) Explain the author’s purpose.

Explain the author’s purpose e.g., to
entertain, inform or persuade
(Understand)
The author wrote this paragraph to –
Literature Reference-4.6c
(TE)4.5.1: 173c, 174–175, 182–183, 183a, 186c,
190–191, 191a, 197a
The author uses a question in the heading to-
VDOE video: Model-Survey, Question, Read,
Recite, Review
VDOE video: Model of Know, Want, Learn
VDOE video: Model of Think-Pair-Share
VDOE video: Model of Sticky Notes
VDOE video: Model of Think-Alouds
VDOE video: Model of Question Answer
Relationship (QAR)
VDOE video: Model of Reciprocal Teaching
VDOE video: Model of Anticipation Guide
VDOE video: Model of Two-Column Notes
VDOE video: Model of Selective Underlining
The author wrote this webpage most likely to –
What is the main reason the author wrote this flier?
The main reason the author wrote this article is toThe author uses a question in the heading toThe author includes paragraphs 5 and 6 most likely toThe author wrote this article most likely to-
4.7a-k Informative/Explanatory (2A)
4.7a-k Writing Prompt (2B)
Use the writing process to complete one informal and district writing prompt. (see the curriculum guide for rubrics and further information on formal and informal
writings)
Page 24 of 34
June 2016
4th Grade Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
e) Use commas in series, dates, and addresses.
f) Incorporate adjectives and adverbs.
g) Use correct spelling for frequently used words, including common homophones.
Big Idea:

Understand that grammatically correct language and mechanics contribute to the meaning of writing
4.8e) Use commas in series, dates, and
(Apply)
Commas: Questions
addresses.
Comma Chameleon
Adjective and Adverb Practice
Homophone Lesson Plan
Proof it!
Homophone Lesson Plan
Literature Reference-4.8
TE: 4.1.1: 31c, 39e,4.2.1: 211c, 221e
4.4.2: 151c, 157e,4.6.1: 335c, 343e
Literature Reference-4.8e
TE:4.6.1: 385d, 395a, 405e, 406–407, 413a, 413i,
413p
VDOE Lesson Plan-4.8
The writing process-revision with collaboration
Transition words in writing
4.8f) incorporate adjectives and
adverbs.

Use adjectives and adverbs (use adverbs
instead of adjectives where appropriate,
(e.g., “He played really well.” instead of
“He played real well.”).
4.8g) Use correct spelling for frequently
used words, including common
homophones. (threw/through)

Use the correct spelling of frequently
used words, including common
homonyms/homophones (e.g.,
threw/through).
(Apply)
Literature Reference-4.8f
TE:4.5.1: 175d, 185c, 193a, 194–195, 199c, 199o,
199p, 203d
(Apply)
Literature Reference-4.8g
TE: 4.1.1: 31c, 39e
4.2.1: 211c, 221e
4.4.2: 151c, 157e
4.6.1: 335c, 343e
Page 25 of 34
June 2016
4th Grade Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
Third Nine Weeks
Ongoing SOLs: 4.4a-c, e 4.5a-d, g-h 4.6a, c-f 4.7a-k 4.8a, d, e-h
The nine weeks test is cumulative and will include ongoing SOLs. Refer to the 1st and 2nd nine weeks.
4.5 The student will expand vocabulary when reading.
e) Identify the problem and solution
i) Make, confirm, or revise predictions
j) Identify cause and effect relationships
Big Ideas:

Develop a variety of comprehension strategies.

Read a variety of fictional texts, narrative nonfiction texts, and poetry.

Explain events, procedures, ideas, or concepts in fictional texts, narrative nonfiction texts, and poetry, including what happened and why, based on specific
information in the text.
4.5e Identify the problem and solution.
(Apply)
Reading Activities for Problem Solution with Graphic
What problem does ____ solve with _____’s help?
Organizers

Identify the problem (conflict) and
Internet for Classrooms
solution.
How does ____ finally solve the problem?
Cause/Effect Graphic Organizers
Which sentences identify the problem in the story?
What is the main problem?
Which question identifies the problem in the story?
Why does Mrs. Baler need Callie's help?
Literature Reference-4.5
TE: 4.4.1: 58-59, 60-61, 62-63, 64-65,4.4.2: 141c,
149a, 154–155, 155a, 161a, 163a
Literature Reference-4.5e
TE:4.4.2: 141c, 149a, 154–155, 155a, 161a,
163a,4.5.1: 242-243, 243a
VDOE video: Model-Survey, Question, Read,
Recite, Review
VDOE video: Model of Think-Pair-Share
VDOE video: Model of Sticky Notes
VDOE video: Model of Think-Alouds
VDOE video: Model of Question Answer
Relationship (QAR)
Page 26 of 34
June 2016
4th Grade Pacing Guide
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
SOL Description
Resources
VDOE video: Model of Reciprocal Teaching
VDOE video: Model of Anticipation Guide
VDOE Lesson Plans-4.5
Drawing conclusions and simple inferences
Making, confirming, or revising prediction
Plot development and conflict
Prior knowledge
Summarizing fiction
Identifying the main idea
Comparing and contrasting biography and
autobiography
Summarizing fiction
Differentiate between fiction and nonfiction
Making inferences
4.5i)
Make,
predictions.
4.5j)
Identify
relationships.
confirm,
or
revise
cause
and
effect
(Understand)
What do you think Jill will do after lunch?
(Apply)
Why does Mom know how to help the birds?
What caused _____ to _____?
Literature Reference-4.5i
TE: 4.1.1: 31a, 37a, 67a,99a,4.4.1: 35a, 41a
4.4.2: 123a, 151a
Literature Reference-4.5j
TE: 4.2.1: 173c, 174–175, 182–183, 183a, 184c,
189a, 195h,
195l–195m
Which event happened because ______?
Students need additional practice identifying cause and
effect relationships.
Why does ______?
The character chooses to _____ because What is the reason that ______?
Why did _____?
Page 27 of 34
June 2016
4th Grade Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
4.6The student will read and demonstrate comprehension of nonfiction texts.
b) Formulate questions that might be answered in the selection
g) Distinguish between cause and effect
h) Distinguish between fact and opinion
Big Idea:

Summarize key details of informational texts, connecting new information to prior knowledge.

Identify and use text structures, such as headings, paragraphs, and format, to preview a text and make predictions in order to comprehend.

Actively ask questions, visualize, make connections, and predict as they read.
4.6b) Formulate questions that might
(Create)
Lesson Plan
be answered in the selection.
Which question is answered in paragraph_____?
Internet 4 Classrooms
Fact/Opinion Lesson Plan

Generate questions to guide reading of
text.
Literature Reference-4.6
TE: 4.2.2: 257c, 266–267, 267a, 273a,4.4.2: 113c,
114–115, 121a, 122–123
Literature Reference-4.6b
TE:4.6.1: 323c, 324–325, 331a, 332–333, 333a,
336c, 336–337, 337a
VDOE video: Model-Survey, Question, Read,
Recite, Review
VDOE video: Model of Know, Want, Learn
VDOE video: Model of Think-Pair-Share
VDOE video: Model of Sticky Notes
VDOE video: Model of Think-Alouds
VDOE video: Model of Question Answer
Relationship (QAR)
VDOE video: Model of Reciprocal Teaching
VDOE video: Model of Anticipation Guide
VDOE video: Model of Two-Column Notes
VDOE video: Model of Selective Underlining
Page 28 of 34
June 2016
4th Grade Pacing Guide
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
SOL Description
Resources
VDOE Lesson Plans-4.6
Differentiate between fiction and nonfiction
Activating prior knowledge
Authors purpose
Drawing conclusions & making inferences
Main Idea
Understanding what you read
Nonfiction text features
Summarizing points in nonfiction
Summarizing supporting details in nonfiction
Table of contents, indices, charts, maps,
graphs
Text features
Using online resources
Who, what, when, where, why, and how
Context clues in nonfiction
Making inferences
Writing a topic sentence
Table of contents, indices, charts, maps,
graphs
4.6g) Distinguish between cause and
effect.

Identify cause and effect relationships.
(Analyze)
Complete the chart.
Literature Reference-4.6g
TE:4.3.2: 403c, 403–404, 410–411, 411a, 416c,
418–419, 419a,421a
Cause
Complete this cause-and-effect chart.
According to the flier, a student must preregister for the
Page 29 of 34
June 2016
4th Grade Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
race becauseWhat causes the ____ to ____?
What does the recipe say will happen if the chef uses ___
instead of ____?
Based on the article, what causes the ______?
Complete this cause-and-effect chart.
Complete this cause-and-effect chart.
Page 30 of 34
June 2016
4th Grade Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
Based on the instructions, a blender or egg beater should be
used in order toWhat caused _____ to _____?
Which event happened because ______?
Why does ______?
The character chooses to _____ because –
What is the reason that ______?
Why did _____?
4.6h) Distinguish between fact and
opinion.

Distinguish between fact and opinion.
(Analyze)
Chose the 3 facts. (give the students a list of 6
facts/opinions to choose from)
Which sentence about the file is an opinion?
Which sentence about the article is an opinion?
Which sentence about the Ice Hotel is an opinion?
Identify these sentences as fact of opinion.
Literature Reference-4.6h
TE:4.2.2: 257c, 258–259, 264–265, 265a, 267a,
268c, 269a, 272–273
4.7a-k Research (3A)
Use the writing process to complete one informal writing. (see the curriculum guide for rubrics and further information on formal and informal writings)
Page 31 of 34
June 2016
4th Grade Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
b) Include prepositional phrases.
c) Eliminate double negatives.
Big Idea:

Understand that grammatically correct language and mechanics contribute to the meaning of writing
4.8b) Include prepositional phrases.
(Apply)
Lesson Plan Prepositional Phrases
Internet 4 Classrooms

Appropriately identify and use the
following parts of a sentence in writing:
Literature Reference-4.8
TE: 4.1.1: 31c, 39e
subject, predicate, and prepositional
phrase.
4.2.1: 211c, 221e,4.4.2: 151c, 157e,4.6.1: 335c,
343e
Literature Reference-4.8b
TE:4.5.2: 291d, 301c, 307e, 308-309, 315c, 315o,
315p-315q
VDOE Lesson Plan-4.8
The writing process-revision with collaboration
Transition words in writing
4.8c) Eliminate double negatives.

Avoid the use of double negatives.
(Remember)
Literature Reference-4.8c
(TE)4.4.2: 143d, 151c, 157e, 158–159, 165c,165o,
165p
Page 32 of 34
June 2016
4th Grade Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
4.9 The student will demonstrate comprehension of information resources to research a topic.
a) Construct questions about a topic.
b) Collect information from multiple resources including online, print, and media.
d) Give credit to sources used in research.
e) Understand the difference between plagiarism and using own words.
Big Idea:

Understand how information is to be collected, analyzed, and organized as a part of the process of writing a short report.
4.9a) Construct questions about a
(Create)
VDOE Lesson Plans-4.9
topic
Organizing information into short reports

Formulate initial questions about a topic
and seek information by identifying,
Plagiarism and crediting sources
locating, exploring, and effectively
using a variety of sources of
information
Reference materials
4.9b) Collect information from multiple
(Remember-Understand)
resources including online, print, and
Research using technology
media

Recognize, organize, and record
information pertinent to the topic and
blend ideas accurately.

Select and use appropriate references
(e.g., atlases, almanacs, and
encyclopedias), including electronic
resources.

Identify key terms to use in searching
for information.

Skim to find information related to a
topic.
4.9d) Give credit to sources used in
research
Give credit to sources used in research.
4.9e) Understand the difference
between plagiarism and using own
words.
(Remember)

(Understand)
Page 33 of 34
June 2016
4th Grade Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
Fourth Nine Weeks
Ongoing SOLs: 4.4 a-c, e 4.5 a-e, g-j
4.6 a-h
4.7 a-k
4.8 a-h
4.9 a-e
*SOL State Reading Assessment
*Includes all SOLs on the pacing guide. See the Blueprint located in the Curriculum Guide.
4.7a-k Informative/Explanatory (4A)
4.7a-h Persuasive (4B)
Use the writing process to complete two informal writings. (see the curriculum guide for rubrics and further information on formal and informal writings)
Additional English Resources as Hyperlinks (may fit with multiple standards)
www.helpteaching.com
TeachersPayTeachers.Com
Readworks.org
Jan Richardson Guided Reading
www.janrichardsonguidedreading.com
Newsela
www.manythings.org
eMediaVA
emediava.org
http://www.quia.com
Read Works (K-12 Grade Passages with Academic Vocabulary)
Pbskids.org
Wonderopolis
Edhelper.com
Determining Importance Anchor Chart
http://goo.gl/DdIo77
ReadWriteThink
Read Theory
Page 34 of 34
June 2016