Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
Grade 4 ELA Curriculum Guide
Overview
The Grades 2-5 ELA Curriculum Guide is a guideline to support teachers implementing the Common Core State
Standards.
This 2014-15 guide version aligns instructional materials with English Language Arts Common Core State
Standards (ELA CCSS). Since students will be assessed on the ELA CCSS standards by the Smarter Balanced
Assessment Consortium summative beginning 2014-15, it is critical that teachers fully implement CCSS. The
district adopted core instructional materials are included in the curriculum guide as required resources to
support the learning of these standards. Gaps between the CCSS and core instructional materials are
addressed in this guide.
Definition
CCSS ELA The Common Core State Standards in English Language Arts are divided into strands. K–5 includes the
Reading, Writing, Speaking and Listening, and Language strands. Each strand includes a specific set of College
and Career Readiness Anchor Standards that is identical across all grades. The Appendices A, B, and C are also
part of the CCSS ELA. Appendix A contains supplementary material on reading, writing, speaking and listening,
and language as well as a glossary of key terms. Appendix B consists of text exemplars illustrating the
complexity, quality, and range of reading appropriate for various grade levels with accompanying sample
performance tasks. Appendix C includes annotated samples demonstrating at least adequate performance in
student writing at various grade levels. For the complete ELA CCSS
document: http://www.k12.wa.us/CoreStandards/ELAstandards/default.aspx
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Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
Transfer goal is the desired long-term independent goal/s. It is the goal that states what students will truly
understand and excel when they take what they learned in one way or context and use it in another, on their
own. Students will be able to independently use or apply their learning to other novel situations.
Meaning goal is an understanding that results from reflecting on and analyzing one’s learning: an important
generalization, a new insight, a useful realization that makes sense out of prior experience or learning that was
either fragmented or puzzling. This goal is divided into two elements: Essential Questions and Disciplinary
Understandings.
Disciplinary Understandings are the big ideas we want students to come to understand within a discipline. What
specifically do you want student to understand? What inferences should they make?
Essential Questions are open-ended provocative questions designed to foster inquiry, meaning-making, and
transfer. These are questions that students will keep considering.
Acquisition is the short term goal/s that we want students to acquire. Knowledge and Skill are the daily learning
targets. The acquisition goals state the key declarative knowledge (factual information, vocabulary, and basic
concepts) and procedural knowledge (basic know-how or discrete skills) students are to learn by the end of
each unit.
Instructional materials include the materials from the district adopted K-5 Reading materials.
Page 2 of 65
Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
Unit 1: Reaching Out
Stage 1 – Desired Results
Transfer
Students will be able to independently use their reading to understand that helping brings out the best in us.
Meaning
Understandings
Recommended Essential Questions
Students will understand that …
Students will keep considering …
(L abbreviation indicates Journeys’ lesson. Example: L1=Lesson 1)
Reading
Lesson 1:
Comprehension
•
How do friends help each other? (Journeys’ EQ)
• A text’s structure and using specific strategies improve
•
How does the structure of the text help you understand the text?
comprehension. (L1– L5)
•
How can summarizing the main events of the story help you
• Effective readers bring various experiences to making meaning
understand how the characters helped each other and solved
from text. (L2)
their own problem?
• Similarities and differences are represented in the cultures and
Lesson 2:
traditions of the books we read. (L4)
•
How can an author show what it takes to be a leader?
Vocabulary
(Journeys’ EQ)
•
Effective readers use context to infer meaning of unknown words.
•
How does asking questions help you clarify the author’s
(L1, L2, L4)
purpose for writing?
• Expanding our vocabulary enriches comprehension. (L3)
•
How do details in the text give you clues as to the reasons the
• Vocabulary is built through a wide variety of reading. (L5)
author is writing (to inform, persuade, or entertain)
Phonics
Lesson 3:
• Effective readers use language structure to make sense of whole
•
What happens when one person helps another? (Journeys’ EQ)
words. (L1– L5)
•
How does forming pictures of the story events in your mind help
Fluency
identify the causes and effects of the character’s behavior in
• Fluent readers are able to read a text with appropriate
the story?
pacing, accuracy and expression. (L1–L5)
•
How do events and clue words help you identify cause
Writing
and effect relationships?
• Using narrative techniques such as dialogue and description
Lesson 4:
to develop experiences shows the responses of characters
•
How do characters’ actions inspire us to do good things
to situations. (L1–L5)
(Journeys’ EQ)
• Writing is a process of planning, revising, and editing. (L1–L5)
•
How can using a graphic organizer help you keep
Grammar
track of the character’s actions?
• Written communication and proper grammar mechanics
•
How can identifying the plays setting, cast of characters,
promote fluency of communication. (L1–L5)
and their actions in each scene help you determine the
Spelling
plays theme?
•
Conventional spelling promotes common understanding. (L1–L5)
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Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
Instructional Materials:
Student book – paired selections
Leveled Readers
Ready-Made Stations
Language Support Cards
Vocabulary in Context Cards
Journey’s Fluency Materials
Common Core Writing Handbook
Lexile 4th/5th Grade 740-1010
Lesson 5:
•
What motivates one character to help another? (Journeys’ EQ)
•
How does using details from the story help you figure out
something that the authors has left unsaid or not stated
directly.
•
How can details from the text help you understand the
personality of the main character and his/her relationships
with other characters?
Writing:
•
How is your style of writing influenced by purpose?
•
How does each step in the process impact your writing?
•
How can we use evaluation and reflection to improve our
writing?
Grammar:
• What is the purpose of applying grammar and mechanics skills?
Spelling:
• How can usage of spelling rules and patterns improve
written communication?
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Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
Lesson 1: Acquisition of Knowledge and Skill
Because of Winn-Dixie Lexile 700 (Literature-Realistic Fiction) & Because of BookEnds Lexile 630(Informational-Expository)
Common Core State Standards
RL 4.1 Refer to details and examples in a text when explaining what
the text says explicitly and when draws inferences from the text.
RL 4.2 Determine a theme of a story, drama, or poem from details in the
text; summarize the text.
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 4.2 Determine the main idea of a text and explain how it is
supported by key details; summarize the text.
RF 4.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
a. Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (e.g., roots and affixes) to
read accurately unfamiliar multisyllabic words in context and out of
context.
RF 4.4 Read with sufficient accuracy and fluency to support
comprehension.
b. Read on-level prose and poetry orally with accuracy, appropriate
rate, and expression on successive reading.
RF 4.4 a & c
SL 4.1 Engage effectively in a range of collaborative discussions (oneon-one, in groups, 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.
SL 4.2 Paraphrase portions of a text read aloud or information presented
in diverse media and formats including visually, quantitatively, and
orally.
SL 4.4 Report on a topic or text, tell a story, or recount an
experience in an organized manner, using appropriate facts and
relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
L 4.1Demonstrate 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.*
Teachers may choose appropriate learning targets from list below.
Students will know and be able to…
Reading: whole group/small group
Reading Comprehension Focus Skill: Story Structure
Focus Strategy: Summarize
•
I can explain what the text says using details and examples. RL
4.1
•
I can summarize what the text says. I can identify the main idea
in the text. RL 4.2
•
I can determine the theme of a story. RL 4.2
Academic Vocabulary
plot, conflict, resolution, infer, example, details, text, specific, support,
author’s purpose, explain
Vocabulary Focus: Prefixes re-, un-, dis•
I can determine the meaning of multisyllabic words by
studying their root and affixes.
Spelling Phonics pattern: short a and long a
• I can correctly spell grade level words with the short a and
long a pattern
Phonics Focus: VCV Syllable Pattern I can recognize sound/spelling
changes in VCV words.
Grammar: Complete Sentences, simple subject, simple predicate
•
I can recognize and repair sentence fragments and run-ons.
Fluency Focus: Rate
•
I can read grade level or independent level text aloud with
fluency and understanding.
Writing Type: Descriptive paragraph Writing Structure: Narrative
Writing Trait: Ideas
Process: Prewrite, Draft, Revise
• I can use description to show an event, experience or
tell about a character.
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Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
L 4.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 4 reading and content,
choosing flexibly from a range of strategies.
b. Use common, grade-appropriate Greek and Latin affixes and roots
as clues to the meaning of a word (e.g., telegraph, photograph,
autograph).
L 4.2d, L 4.4a, L 4.6
Revised 6.6.14
Listening/Speaking/Viewing: Retell a Story
• I can speak clearly and in an organized manner using facts
and details when retelling a story.
• I can retell a story using vivid details to describe characters
and setting from a story.
W 4.3 Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear event
sequences.
b. Use dialogue and description to develop experiences and events or
show the responses of characters to situations.
d. Use concrete words and phrases and sensory details to convey
experiences and events precisely.
W 4.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research.
a. Apply grade 4 Reading standards to literature (e.g., “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].”).
W 4.2a, W 4.4, W 4.5, W 4.10
Stage 2 –Evidence for Lesson 1
Students will show their learning by…..
Evaluative Criteria
•
•
Rubrics from Reference tabs
End of lesson assessments
Performance Tasks
•
DIBELS Next DORF Goals
Fall
Winter
Spring
BM
90
103
115
S
70-89
79-102
95-114
I
0-69
0-78
0-94
•
•
•
RL 4.1. Story Structure –Complete the Story Map Projectable 1.3.A Use as you read the
story. What is the author’s purpose in writing this text? Which specific details in the text
lead you to that conclusion? Projectable 1.2 T 29
RL 4.2 Determine a theme of a story, drama, or poem from details in the text; summarize
the story Because of Winn Dixie. Projectable 1.2 (Writers Handbook page 28, 54, 90) How
do characters and actions help determine the theme? What is the main idea of this
story? Convey to your partner in one sentence what this story is about?
RL 4.3 Turn and Talk (T19) Story Elements Discuss the impact of the setting on the
outcome of the story. Describe the setting of the story using specific details. What was
Miss Fanny Black like as a child? How do you know?
W 4.3 Write to Express (T 50) Descriptive paragraph that uses descriptive details,
sequences, and effective technique. (T 50) What words let you know what the
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Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
•
character was thinking? Describe the setting using specific details from the text. Who
will the story be about and where and when will it take place? What problem will the
main character face? Writers Handbook page 14,44
W.4.10 Text to Text Making Connections (Compare Contrast) who is telling these stories?
Are their similarities and differences in these stories? On demand Your Turn “Two for
One” or Wild Kingdom Short Response/Paragraph Writing on pg. T31
On-demand Opportunities:
•
Your Turn “Two for One” Short Response/Paragraph Writing on pg. T31
•
Text to Text activity in the Making Connections section on pg. T35
OTHER EVIDENCE End of the lesson Assessments Comprehension, Vocabulary, Phonics and
Grammar, Common Assessments, Speaking and Listening/ Connect and Extend
District provided Answer Key
District provided grade level
Writing rubric
District Common Assessments:
Reading Common Assessment Unit 1(Targets 1& 2)
Pre-Assess Prior to Unit 1
Post-Assess Administer after Lesson 5
Writing Performance Task:
Narrative Pre-Assessment Administer Prior to Unit 1
Narrative Post-Assessment After Lesson 5
Informative Pre-Assessment Administer Prior to Unit 2
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
Whole Group:
•
Opening routines for Phonics & Vocabulary
•
Listening Comprehension
•
Vocabulary in Context
•
Phonics Instruction
•
Develop Background
•
Skill & Strategy Lessons
•
Your Turn & Making Connections
•
Fluency Model
Small Group:
•
Leveled Readers/Write-In-Readers
•
Vocabulary Readers
Differentiated Instruction in phonics,
vocabulary, fluency, and comprehension skills
as needed.
Learning Centers/Independent Work:
•
Teacher-Created Accountability
Component
•
Ready Made Work Stations
Other Options:
•
Vocabulary In Context Cards
•
Fluency
•
Retelling Cards
•
Leveled Independent Practice
•
FCRR (Florida Center for Reading Research)
Page 7 of 65
Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
Lesson 2: Acquisition of Knowledge and Skill
My Brother Martin Lexile 1030(Informational-Biography) & Langston Hughes: A Poet and A Dreamer Lexile NP(Literature-Poetry)
Common Core State Standards
RL 4.6 Compare and contrast the point of view from which
different stories are narrated, including the difference between
first-and third-person narrations.
RL 4.10
RI 4.6 Compare and contrast a firsthand and secondhand account
of the same event or topic; describe the differences in focus and the
information provided.
RI 4.8 Explain how an author uses reasons and evidence to
support particular points in a text.
RI 4. 9 Integrate information from two texts on the same topic in
order to write or speak about the subject knowledgeably.
RI 4.1, RI 4.2, RI 4.4
RF 4.3 Know and apply grade-level phonics and word analysis skills
in decoding words.
a. Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (e.g., roots and affixes) to
read accurately unfamiliar multisyllabic words in context and out of
context.
RF 4.4 Read with sufficient accuracy and fluency to support
comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy,
appropriate rate, and expression on successive reading.
SL 4.3 Identify the reasons and evidence a speaker provides to
support particular points.
SL 4.1a
L 4.2 Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling and writing.
b. Use commas and quotation marks to mark direct
speech and quotations from a text.
L 4.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 4
reading and content, choosing flexibly from a range of
strategies.
b. Use common, grade-appropriate Greek and Latin affixes and roots as
clues to the meaning of a word (e.g., telegraph, photograph,
autograph).
Teachers may choose appropriate learning targets from list below.
Students will know and be able to…
Reading: whole group/small group
Reading Comprehension Focus Skill: Author’s Purpose
Focus Strategy: Monitor/Clarify
•
I can define first (narrator tells about her/himself; "I") and thirdperson (narrator tells about others "he/she/it") points of view.
RL 4.6
•
I can understand the difference between a firsthand and
secondhand account of the same event or topic. RL 4.6
•
I can locate reasons and evidence which support
the main idea of a text. RI 4.8
•
I can use information from several texts to write or speak
about a topic. RI 4.9
Academic Vocabulary (from Resource tab p R9)author’s purpose,
compare, contrast, perspective, narrate, narrator, selections, stories,
text, infer, author’s viewpoint, symbolism
Vocabulary Focus: Prefixes in-, im-, il-, ir•
I can determine the meaning of most multisyllabic words by
studying their roots and affixes.
Phonics Focus: Open and Closed Syllables
• I can decode open and closed syllables.
Fluency Focus: Phrasing – Pauses
• I can read grade level or independent level text aloud with
fluency and understanding.
Fluency Focus: Phrasing – Pauses
• I can read grade level or independent level text aloud with
fluency and understanding.
Writing Type: Narrative Writing Structure: Narrative
Writing Trait: Word Choice
Process: Prewrite, Draft, Revise
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Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
L 4.2d, L 4.3a, L 4.4a, L 4.6
W 4. 3 Write narratives to develop real or imagined experiences or
events using effective technique, details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a
narrator and/or characters; organize an event sequence that unfolds
naturally.
b. Use dialogue and description to develop experiences and events or
show the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the
sequence of events. d. Use concrete words and phrases and sensory
details to convey experiences and events precisely.
W4.4, W 4.5, W 4.10
Grammar: Subjects and Predicates
• I can identify subjects and predicates.
Spelling Phonics Pattern: Words with Short e and Long e
• I can spell words that have the short e and long e sound.
Listening/Speaking/Viewing: Listen for a Purpose
• I can listen for a purpose.
Stage 2 -Evidence
Students will show their learning by…..
Evaluative Criteria
•
•
•
Rubrics from Reference tabs
End of lesson assessments
District Provided Grade-Level Writing
Rubrics
DIBELS Next DORF Goals
Fall
Winter
BM
90
103
Spring
115
S
70-89
79-102
95-114
I
0-69
0-78
0-94
PERFORMANCE TASKS:
RL 4.6 Develop Comprehension Stop and Think/ Point of View Questions/ Student Book page 50
Making Connections (Text to Text) Compare and Contrast Langston Hughes Is the story
written in first or third person? Are their similarities in the perspective from which these stories
are being told? How does the narrator’s point of view influence the actions in the story?
RL 4.10 Connect to Poetry Langston Hughes What have you read independently lately? Have
you read other books by this author? What genre do you enjoy the most?
RI 4.8 Comprehension (T90-91) Projectable 2.2, Practice Book page 13 Did the author use any
evidence to support his thinking? Why did the author write that? Is there any proof in this text
to support what the author says?
RI 4. 9 Making Connections Text to Text-Compare and contrast (T109) How are you deciding
what details are important enough that you need to include them when you are writing? Were
their details in this piece that you found in other texts?
W 4. 3 /W 4.5 Writing to Express Word Choice Projectable 2.09 Narrative Writing (T 125) Rubric
Narrative R 18 Practice Book page 24, Who will your story be about? What problem will the
main character face?
On-demand Opportunities:
• Your Turn “Role Model” Paragraph writing on pg. T105
• Text to Text activity in the Making Connections section on pg. T109
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Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
OTHER EVIDENCE End of the lesson Assessments Comprehension, Vocabulary, Phonics and
Grammar, Speaking and Listening/ Connect and Extend
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
Page 10 of 65
Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
Lesson 3: Acquisition of
Knowledge and Skill
How Tia Lola Came to Stay Lexile 860 (Literature–Realistic Fiction) & Pizza Pizzazz Lexile 640 (Informational-Expository)
Common Core State Standards
Teachers may choose appropriate learning targets from list below.
Students will know and be able to…
Reading: whole group/small group
RL 4. 1 Refer to details and examples in a text when explaining
what the text says explicitly and when drawing inferences from the
Reading Comprehension Focus Skill: Cause and Effect
text.
Focus Strategy: Visualize
RL 4.4 Determine the meaning of words and phrases as they are used
•
I can explain what the text says using details and examples.
in a text, including those that allude to significant characters found in
RL 4.1
mythology (e.g., Herculean)
RL 4.10
•
I can describe the text structure. RI 4.5
RI 4.5 Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or
Academic Vocabulary (from Resource tab p 8)
information in a text or part of a text.
Cause, effect, infer, statement, question, command, exclamation,
RI 4.10
describe, specific details, character, setting, location, environment,
RF 4.3 Know and apply grade-level phonics and word analysis skills in
sequence, major/minor evens, dialogue, chronology
decoding words.
a. Use combined knowledge of all letter-sound correspondences,
Vocabulary Focus: Context Clues
syllabication patterns, and morphology (e.g., roots and affixes) to read
•
I can determine the meaning of a word or phrase by looking for
accurately unfamiliar multisyllabic words in context and out of
context clues.
context.
Phonics Focus: VCCV Syllable Pattern
RF 4.4 Read with sufficient accuracy and fluency to support
•
I can recognize the VCCV spelling pattern.
comprehension.
b. Read on-level prose and poetry orally with accuracy, appropriate
Fluency Focus: Accuracy
rate, and expression on successive reading.
•
I can read aloud grade level text with fluency.
c. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
Writing Type: Narrative Writing Structure: Narrative Dialogue
SL 4.4 Report on a topic or text, tell a story, or recount an experience
Writing Trait: Voice
in an organized manner, using appropriate facts and relevant,
Process: Prewrite, Draft, Revise
descriptive details to support main ideas or themes; speak clearly at
•
I can use dialogue to show characters’ feelings in a story.
an understandable pace.
SL 4.5 Add audio recordings and visual displays to
Grammar: Kinds of Sentences
presentations when appropriate to enhance the
•
I can identify four kinds of sentences.
development of main ideas or themes.
SL 4.6 Differentiate between contexts that call for formal English (e.g.
Spelling Phonics Pattern: Short i and Long i
presenting ideas) and situations where informal discourse is
•
I can correctly spell grade level words with the short i and long i
appropriate (e.g. small-group discussion); use formal English when
pattern
appropriate to task and situation. (See grade 4 Language standards 1
on pages 28 and 29 for specific expectations).
Listening/Speaking/Viewing: Give and Follow Directions
SL 4.1a
•
I can give and follow directions to do different tasks. (pg. T187)
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Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
L 4.3 Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
b. Choose punctuation for effect.*
c. Differentiate between contexts that call for formal English (e.g.
presenting ideas) and situations where informal discourse is
appropriate (e.g. small-group discussion).
L 4.4 Determine or clarify the meaning of unknown and multiplemeaning 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.
L 4.5 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
a. Explain the meaning of simple similes and metaphors (e.g., as
pretty as a picture) in context.
L 4.2d
W 4. 3 Write narratives to develop real or imagined experiences or
events using effective technique, details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a
narrator and/or characters; organize an event sequence that unfolds
naturally.
b. Use dialogue and description to develop experiences and events or
show the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the
sequence of events. d. Use concrete words and phrases and sensory
details to convey experiences and events precisely.
W4.4, W 4.5, W 4.10
Revised 6.6.14
Stage 2 –Evidence For Lesson 3
Evaluative Criteria
•
•
•
Rubrics from Reference tabs
End of lesson assessments
District Provided GradeLevel Writing Rubrics
Students will show their learning by…..
PERFORMANCE TASKS:
•
•
RL 4.1 Read the story How Lola Came to Stay Detail vs. Inference. After reading the story, model for
students how to make a two-column chart on the board with the headings “Details” and “Inference.”
Then write various details or inferences on sentence strips and have students put each sentence into the
appropriate column. What can you infer from what you have read so far? Why do you think that? Can
you give specific examples that support your thinking?
RI 4.5 Comprehension Cause and Effect (T 164) Visualize Projectable 3.2 Practice Book p 25 grab n Go
page 26 Graphic Organizer page 13 What are some of the causes of….? What happened first? What
are some of the causes of? Is the author comparing ideas?
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Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
•
DIBELS Next DORF Goals
Fall
Winter
Spring
BM
90
103
115
S
70-89
79-102
95-114
I
0-69
0-78
0-94
•
•
•
•
W 4.3 b Writing to Express Narrative Prewrite (Dialogue) Projectable 3.9, 3.10 Writers Handbook page 18
Use the Characters words to help explain what is happening in the story. Know how to add sensory details
to describe the characters and settings.
W 4.5 Narrative Revising (Day 5) What is your topic sentence? What will you use to organize your ideas?
Can you create a graphic organizer/thinking map to help you sequence your ideas./events?
W 4.9 a. Making Connections Text to World Research Wheat (T179) Connect Extend Challenge Research
(T187)
What topic did you choose to research? What are some possible sources you may use? How will you
support the points you are trying to make? Have you considered sources that have a different point of
view?
On-demand opportunities:
• Your Turn “Snowy Surprise” Paragraph writing on pg. T175
• Text to Self-activity in the Making Connections section on pg. T179
OTHER EVIDENCE End of the lesson Assessments Comprehension, Vocabulary, Phonics and Grammar,
Common Assessments, Speaking and Listening/ Connect and Extend
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
Page 13 of 65
Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
Lesson 4: Acquisition of Knowledge and Skill
The Power of W.O.W. Lexile NP (Literature-Play/Drama) & Knowing Noses: Search-and-Rescue Dogs (Informational-Expository)
Common Core State Standards
RL 4.2 Determine a theme of a story, drama, or poem from details in the
text; summarize the text.
RL 4.5 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.
RL 4.7 Make connections between the text of a story or drama and
a visual or oral presentation of the text, identifying where each
version reflects specific descriptions and directions in the text.
RL 4.1, RL 4.4, RL 4.10
RI 4.2 Determine the main idea of a text and explain how it is
supported by key details; summarize the text.
RI 4.10
RF 4.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
a. Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in context and out of
context.
RF 4.4 Read with sufficient accuracy and fluency to support
comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy,
appropriate rate, and expression on successive reading.
SL 4.2 Paraphrase portions of a text read aloud or information
presented in diverse media and formats, including visually,
quantitatively, and orally.
L 4.2 Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling
when writing.
c. Use a comma before a coordinating conjunction in a compound
sentence.
L 4.4 Determine or clarify the meaning of unknown and multiplemeaning 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.
b. Use common, grade-appropriate Greek and Latin affixes and roots as
Teachers may choose appropriate learning targets from list below.
Students will know and be able to…
Reading: whole group/small group
Reading Comprehension Focus Skill: Theme
Focus Strategy: Analyze/Evaluate
•
I can determine the theme of a text from details that retells the
theme RL 4.2
•
I can describe elements of drama such as casts, settings,
descriptions, dialogue, and stage directions. RI 4.3
•
I can determine reading strategies ask questions that will help me
comprehend difficult text. RF 4.4
•
I can identify key details in the text and explain how they support
the main idea. RL 4.2
•
I can write down questions I have about text and ask for help in
order to understand portions of a text that are too difficult for
me RF 4.4
Academic Vocabulary
theme, analyze, evaluate, details, convey, message, summarize,
universal themes, characters actions, source
Vocabulary Focus: Prefixes non-, mis• I can determine the meaning of multisyllabic words by
studying their prefixes.
Phonics Focus: VCV and VCCV Syllable Patterns
• I can recognize the VCV and VCCV syllable patterns.
Fluency Focus: Intonation
•
I can read grade level text aloud with fluency and
understanding.
Writing Type: Narrative Writing Structure: Narrative
Writing Trait: Ideas
Process: Prewrite
• I can plan to write about a character’s imaginary experience.
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Revised 6.6.14
clues to the meaning of a word (e.g., telegraph, photograph,
autograph).
Listening/Speaking/Viewing: Summarize a Spoken Message
L4.2d
• I can interview someone in my school or community.
W 4.3 Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event
Grammar: Simple and Compound Sentences
sequences.
• I can identify simple and compound sentences.
a. Orient the reader by establishing a situation and introducing a
narrator and/or characters; organize an event sequence that
Spelling Phonics Pattern: Words with Short o and Long o
unfolds naturally.
• I can spell words with the short o and long o sounds.
W 4.4, W4.5
Stage 2 –Evidence For Lesson 4
Evaluative Criteria
•
•
•
•
Students will show their learning by…..
Rubrics from Reference tabs
End of lesson assessments
District Provided GradeLevel Writing Rubrics
PERFORMANCE TASKS:
DIBELS Next DORF Goals
•
Fall
Winter
Spring
BM
90
103
115
S
70-89
79-102
95-114
I
0-69
0-78
0-94
•
•
RL 4.2 Theme-Theme Graphic Organizer Inference Maps:-Infer Theme Projectable 4.4 Grab n Go Theme
page 37 What is the main idea of the story? How do the characters actions help support the theme? How is
the central message covered throughout the story? What conclusions can you draw from…..
Analyze/Evaluate Comprehension Questions Page 99 Summary Complete the Story Map graphic, Writers
Handbook page 20
RL 4.5 Elements/ Practice book p 37 Structural elements Stop and Think (T243) Describe the impact of the
setting on the outcome of the story
•
RF 4.4 Fluency Read Aloud Book mobile Rescue Projectable 4.1 What can you do when the story /text
doesn’t make sense? What strategies can you use to help you understand what you are reading?
•
RI 4.2 Summarize the story Knowing Noses Search and Rescue Dogs How would you summarize what you
have read so far? Can you give me a sentence that tells what this text was about?
•
W 4.3 Narrative Pre-write Writers Handbook Pages 20,22,102 Projectable 4.9 Practice Book page 48
Who will your story be about? What problem will the main character feel? How will the problem change
the character? Remember to show not just tell.
o Common Core Writing Book (Owoki) – Graphic Organizer: “Narrative Map: Grades 2-5”
pgs. 80-81
W.4.7 Text to World Activity in the Making Connections section on pg. T251
W.4.10 On demand Your Turn “Take Action!” Short Response/Paragraph writing on pg. T247 What sources
will you use to present information? Which key words can you think of to search for additional information
about your topic? Do you think someone else may have a different point of view?
•
•
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On-demand:
•
Your Turn “Take Action!” Short Response/Paragraph Writing on pg. T247
•
Text to World Activity in the Making Connections section on pg. T251
Revised 6.6.14
OTHER EVIDENCE End of the lesson Assessments Comprehension, Vocabulary, Phonics and Grammar,
Common Assessments, Speaking and Listening/ Connect and Extend
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
Page 16 of 65
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Lesson 5: Acquisition of Knowledge and Skill
Stormalong Lexile 900(Literature-Tall Tale) & Hoderi the Fisherman Lexile NP(Literature-Traditional)
Common Core State Standards
RL 4.1 Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.
RL 4.3 Describe in depth a character, setting, or event in a story or
drama, drawing on specific details in the text (e.g., a character’s
thoughts, words, or actions).
RL 4.4 Determine the meaning of words and phrases as they are
used in a text, including those that allude to significant
characters found in mythology (e.g., Herculean)
RL 4.6 Compare and contrast the point of view from which different
stories are narrated, including the difference between first-and thirdperson narrations.
RL 4.10 By the end of the year read and comprehends literature,
including stories, dramas, and poetry, in the grades 4-5 text complexity
band proficiently, with scaffolding as needed at the high end of the
range.
RF 4.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
a. Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in context and out of
context.
RF 4.4 Read with sufficient accuracy and fluency to support
comprehension.
a. Read on-level text with purpose and understanding.
c. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
SL 4. 3 Identify the reasons and evidence a speaker provides
to support particular points.
SL 4.4 Report on a topic or text, tell a story, or recount an experience
in an organized manner, using appropriate facts and relevant,
descriptive details to
support main ideas or themes; speak clearly at an understandable
pace
L 4. 1. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
g. Correctly use frequently confused words (e.g., to, too, two; there,
their).*
L 4.4 Determine or clarify the meaning of unknown and multiple-
Revised 6.6.14
Teachers may choose appropriate learning targets from list below.
Students will know and be able to…
Reading: whole group/small group
Reading Comprehension: Focus Skill: Infer/Predict
Focus Strategy: Understanding Characters
•
I can understand story characters’ behavior and relationships.
RL 4.3
•
I can the infer/predict strategy to make inferences
about story characters and to predict how they might
change. RL 4.1
•
I can use text details to understand characters’ behavior,
changes, and relationships. RL 4.3
Academic Vocabulary (from Resource tab p R8)
example, details, text, specific, support, author’s purpose character
traits, relationships, infer, traits, source
Vocabulary Focus: Use a Dictionary
• I can use a dictionary to determine meaning,
syllabication, and pronunciation of unfamiliar words.
Phonics Focus: Decoding Homophones
• I can recognize spelling changes in homophones.
Fluency Focus: Expression
• I can read grade level or independent level text aloud with
fluency and understanding.
Writing Type: Narrative Writing Structure: Narrative
Writing Trait: Organization
Process: Draft, Revise, Edit, Publish
• I can write a fictional narrative using a clear beginning,
middle, and end.
Grammar: Nouns, singular noun, plural noun, common noun, proper noun,
• I can identify and understand common and proper nouns.
Spelling Phonics pattern: Homophones
• I can spell homophones.
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Revised 6.6.14
meaning words and phrases based on grade 4 reading and content,
choosing flexibly from a range of strategies.
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.
L 4.2d
W 4. 3 Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear event
sequences.
e. Provide a conclusion that follows from the narrated experiences or
events.
W 4.4 Produce clear and coherent writing in which the development
and organization are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in
standards 1–3 above.)
W 4.5 With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing. (Editing
for conventions should demonstrate command of Language standards
1–3 up to and including grade 4 on pages 28 and 29.)
Listening/Speaking/Viewing: Express Opinions About Literature
•
I can speak clearly and in an organized manner using
examples from the texts to support my opinion.
Stage 2 –Evidence For Lesson 5
Evaluative Criteria
•
•
•
Students will show their learning by…..
Rubrics from Reference tabs
End of lesson assessments
District Provided GradeLevel Writing Rubrics
PERFORMANCE TASKS:
•
DIBELS Next DORF Goals
Fall
Winter
Spring
BM
90
103
115
S
70-89
79-102
95-114
I
0-69
0-78
0-94
•
•
•
RL 4.1/RL 4.3Turn and Talk (T 307) Column Charts What can you infer from what you have read so far?
(Pecos Bill Meets Rita Rio) Which specific details in the text lead you to that conclusion? Can you give
specific examples from the text that support your thinking? What facts would you select to support
______?
RL.4.4 Develop Background (T305) Can you read the words or sentences around the word to help you
determine its meaning? What strategies can you use to help you find the meaning of the word? In this
sentence, the word ____________ means ______.
RL 4.6 On demand Develop Comprehension Page T310 Compare and Contrast In what ways is Stormy like
a real baby? In what ways is he different? How does the narrator’s point of view influence the actions in
this story?
RF 4.4 Teacher Read Aloud Mighty Joe Magarac (Fluency) T300-301 What can you do when the story/text
doesn’t make sense? What strategies can you use to help you understand what you are reading? Did
you scan the page before you started reading?
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4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
•
•
•
W 4.3 Narrative (T343) Writers Handbook pages 20,22,102 Final
W 4.5 Writing to Express (T 345) Can you re-write this so that the ideas /details are clearer? Have you
completed your first draft? Have you asked your partner/group to give you feedback about what you
have written so far?
W.4.10 On demand Text to Self-Activity in the Making Connections section on pg. T327 Your Turn “Fitting
In” Short Response/Paragraph Writing on pg. T323 Take a few minutes to plan your writing. Use your
proofreading checklist when you are editing and revising. As you plan your paper, think about to whom
and why you are writing
OTHER EVIDENCE End of the lesson Assessments, Comprehension, Vocabulary, Phonics and Grammar, SL 4.3
Connect and Extend (T335)
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
Page 19 of 65
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Unit 1: After Unit 1 - Extending the Common Core State Standards
Stage 1 – Desired Results
Revised 6.6.14
Transfer
• Students will be able to independently use their reading to understand that helping brings out the best in us.
Meaning
Understandings
Students will understand that …
Comprehension
• Effective readers understand the meaning of what is read.
• Effective readers use reading as a tool for learning, critical
thinking, and enjoyment.
• Effective readers use printed materials to answer questions and
solve problems.
• Effective readers gather information and make interpretations
from the print they read.
Fluency
•
Fluency and accuracy are critical to reading.
•
Fluent readers focus attention on understanding what they
read, rather than concentrating on decoding the text.
•
Fluent readers are able to read a text with appropriate pacing,
accuracy and expression.
Writing
•
Effective writers write for a narrative audience.
•
Effective writers understand the task and purpose of narrative
writing.
•
Effective writers include a strong conclusion in their narrative
writing.
Grammar
•
Effective language users produce complete sentences,
recognizing and correcting inappropriate fragments and runons.
Recommended Essential Questions
Students will keep considering …
• What happens when one person helps another?
• How does comparing and contrasting help you determine the
point of view?
•
How does determining the theme help you understand the
story?
•
How do writers end narrative writing?
Instructional Materials:
Teacher Support Booklet: Extending the Common Core State Standards
Student Magazines . . . A Storm at Sea
Page 20 of 65
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4th Grade ELA Curriculum Guide 2014-15
After Unit 1: Extending the Common Core State Standards Acquisition of Knowledge and Skill
A Storm by the Sea (Literature-Historical Fiction)
Common Core State Standards
RL 4.2 Determine a theme of a story, drama, or poem from details in the
text; summarize the text.
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).
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.
RL 4.6 Compare and contrast the point of view from which different
stories are narrated, including the difference between first-and
third-person narrations.
RL 4.9 Compare and contrast the treatment of similar themes and
topics (e.g., the quest) in stories, myths, and traditional literature
from different cultures.
RL 4.10 By the end of the year, read and comprehend literature,
including stories, dramas, and poetry, in the grades 4-5 text complexity
band proficiently, with scaffolding as needed at the high end of the
range.
SL 4.1 Engage effectively in a range of collaborative discussions (oneon-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.
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.
d. Review the key ideas expressed and explain their own
ideas and understanding in light of the discussion.
SL 4.6 Differentiate between context that call for formal English (e.g.,
presenting ideas) and situations where informal discourse is
appropriate (e.g., small-group discussion); use formal English when
appropriate to task and situation. (See grade
4 Language standards 1 on pages 28 and 29 for specific expectations).
Revised 6.6.14
Students will know and be able to…
Reading: whole group/small group
Comprehension: Focus Skill: Point of View
Focus Strategy: Story Structure
•
I can determine the theme of a text from details that retells the
theme . RL 4.2
•
I can explain how poems, drama, and prose are structured
differently from one another. RL 4.5
•
I can compare and contrast the point of view from which
different stories are narrated. RL 4.6
•
I can compare and contrast how similar topics and
themes are presented in stories, myths, and traditional
literature from different cultures. RL 4.6
Writing Type: Narrative Writing Structure: Narrative
Writing Trait: Ideas and Word Choice
Process: Draft, Revise
• I can revise my writing to write a conclusion that is
connected to narrated experiences or events.
Grammar: Complete Sentences
• I can produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
Listening/Speaking/Viewing: Formal and Informal Language; Participate
in Group Discussions
•
I can explain the difference between formal English
contexts and informal contexts.
•
I can use formal English when appropriate to a task or situation.
On-demand Opportunities:
•
Your Turn “Your Turn” Short Response/Paragraph Writing in
Student Magazine pg. RA17
Page 21 of 65
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4th Grade ELA Curriculum Guide 2014-15
L 4.1 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.
L 4.3 Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
c, Differentiate between contexts that call for formal English (e.g.,
presenting ideas) and situations where informal discourse is appropriate
(e.g., small-group discussion).
W 4.3 Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear
event sequences.
e. Provide a conclusion that follows from the narrated experiences or
events.
W 4.10 Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific tasks, purposes, and
audiences.
W 4.4, W4.5
Revised 6.6.14
Grammar: Complete Sentences
• I can produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
Listening/Speaking/Viewing: Formal and Informal Language; Participate
in Group Discussions
• I can explain the difference between formal English
contexts and informal contexts.
• I can use formal English when appropriate to a task or situation.
• I can follow rules for discussions and carry out assigned roles.
• I can come to discussion prepared and ready to discuss
a topic.
Stage 2 – Evidence
Evaluative Criteria
•
•
•
Students will show their learning by…..
Rubrics from Reference tabs
End of lesson assessments
District Provided GradeLevel Writing Rubrics
DIBELS Next DORF Goals
Fall
Winter
Spring
BM
90
103
115
S
70-89
79-102
95-114
I
0-69
0-78
0-94
PERFORMANCE TASK(S):
End of selection assessments for vocabulary, comprehension, and phonics
Fluency practice passages
Common assessments
o Selected Response (multiple choice) vocabulary (Journeys Grab and Go)

Selected Response (multiple choice) comprehension (Journeys Grab and Go)

Short Response/multiple choice comprehension test aligned to standards
addressed within lesson (Teachers encouraged to build MSP stem questions for
written assessment.)
OTHER EVIDENCE:
• Teacher observation
• Student work from teacher led small group instruction
• Student work from independent work stations
•
•
•
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
Page 22 of 65
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4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
Unit 2: Do You Know What I Mean
Stage 1 – Desired Results
Transfer
Students will be able to independently use their reading to understand that we express ourselves in many ways.
Meaning
Understandings
Recommended Essential Questions
Students will understand that …
Students will keep considering …
(L abbreviation indicates Journeys’ lesson. Example: L1=Lesson 1)
Reading
Lesson 6:
Phonics
•
How are old and new fairy tales alike and different? (Journeys’
• Effective readers use language structure to make sense of
EQ)
whole words. (L6– L10)
• How can using a graphic organizer help you infer what the
Vocabulary
characters like and predict what story elements might
• Effective readers use context to infer meaning of unknown
happen next?
• How does comparing and contrasting the two versions of the
words. (L6, L7, L8, L10)
• Expanding our vocabulary enriches comprehension. (L9)
tale in a graphic organizer help you identify how the
Fluency
characters and events are similar and different?
• Fluent readers are able to read a text with appropriate pacing,
Lesson 7:
•
How can movies express facts and opinions? (Journeys’ EQ)
accuracy and expression. (L6–L10)
• Fluency and accuracy are critical to effective reading. (L10)
•
How can retelling the most important parts of the text in
• Fluent readers focus attention on understanding what they
your own words help confirm your own understanding?
read, rather than concentrating on decoding the text. (L10)
•
How can using a reference source help you prove a
Comprehension
fact?
• Effective readers bring various experiences to making meaning
Lesson 8:
from text. (L6, L8. L10)
•
How would you make someone comfortable in a new
• A text’s structure and using specific strategies improves
place? (Journeys’ EQ)
•
How does visualization help you better understand the story?
comprehension. (L6– L10)
• Reading is a critical skill in our world. (L10)
•
How can using a graphic organizer help you identify
Writing
how the characters act, speak, and interact?
•
Opinions need to be supported with reasons and factual evidence.
Lesson 9:
•
Why would someone make an insincere apology? (Journeys’
(L7, L9, L10)
•
Writing is a process of planning, revising, and editing. (L6–L10)
EQ)
Grammar
•
How does developing questions help you make conclusions
• Written communication and proper grammar mechanics
about the narrator’s attitude and feelings?
promote fluency of communication. (L6–L10)
•
How do details from the text help you make a reasonable
Spelling
conclusion about the story?
•
Conventional spelling promotes common understanding. (L6–L10)
Page 23 of 65
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4th Grade ELA Curriculum Guide 2014-15
Instructional Materials:
Student book – paired selections
Leveled Readers
Ready-Made Stations
Language Support Cards
Vocabulary in Context Cards
Journey’s Fluency Materials
Common Core Writing Handbook
Lexile 4th/5th Grade 740-1010
Revised 6.6.14
Lesson 10:
•
Why do authors write biographies? (Journeys’ EQ)
•
How does using an inference map help you analyze the
text and evaluate the author’s purpose?
•
How does taking notes about the story’s elements
help you understand the author’s purpose?
Writing:
• How is your style of writing influenced by purpose?
• How does each step in the process impact your writing?
• How can we use evaluation and reflection to improve our
writing?
Grammar:
• What is the purpose of applying grammar and mechanic
skills?
Spelling:
• How can usage of spelling rules and patterns improve
written communication?
Page 24 of 65
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4th Grade ELA Curriculum Guide 2014-15
Lesson 6: Acquisition of Knowledge and Skill
Once Upon a Cool Motorcycle Dude Lexile600 (Literature-Fairy Tale) &
Storyteller Diane Ferlatte Lexile 970 (Informational- Text)
Common Core State Standards
RL 4.1 Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.
RL 4.4 Determine the meaning of words and phrases as they are used
in a text, including those that allude to significant characters found in
mythology (e.g., Herculean)
RL 4.5 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.
RL 4.6 Compare and contrast the point of view from which different
stories are narrated, including the difference between first-and thirdperson narrations.
RL 4.7 Make connections between the text of a story or drama and a
visual or oral presentation of the text, identifying where each version
reflects specific descriptions and directions in the text.
RL 4.9 Compare and contrast the treatment of similar themes and
topics (e.g., the quest) in stories, myths, and traditional literature from
different cultures.
RL 4.10 By the end of the year, read and comprehend literature,
including stories, dramas, and poetry, in the grades 4–5 text complexity
band proficiently, with scaffolding as needed at the high end of the
range.
RI 4.2 Determine the main idea of a text and explain how it is
supported by key details; summarize the text.
RI 4.5 Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or
information in a text or part of a text.
RI 4.9 Integrate information from two texts on the same topic in order
to write or speak about the subject knowledgeably.
RI 4.10 By the end of the year, read and comprehend informational
texts, including history/social studies, science, and technical texts, in
the grades 4-5 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
RF 4.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
a. Use combined knowledge of all letter-sound correspondences,
Revised 6.6.14
Teachers may choose appropriate learning targets from list below.
Students will know and be able to…
Reading: whole group/small group
Comprehension: Focus Skill: Compare/Contrast
Focus Strategy: Infer/Predict
• I can compare and contrast story details within and across texts.
RL 4.6
• I can use the infer/predict strategy to anticipate future plot
events. RL 4.1
• I can compare and contrast plots, characters, and settings from
multiple texts. RI 4.5
• I can identify and explain author’s use of word choice,
sentences structure and length, and literary/narrative
devices and how they affect the reader. RL 4.7
Academic Vocabulary
Compare, contrast
Vocabulary Focus: Suffixes –y, -ous
• I can determine the meaning of unknown words using word
origins, prefixes, and suffixes. suffix, affix, baseword
•
I can explain word meanings using affixes and roots.
Phonics Focus: Common Consonant Patterns: Digraphs
• I can recognize common consonant patterns and digraphs.
Fluency Focus: Expression
• I can read grade level or independent level text aloud with
fluency and expression.
Writing Type: Informative Writing Structure: News Report
Writing Trait: Ideas
Process: Prewrite, Draft, Revise
• I can write a headline and lead sentence.
•
I can write a news report.
Grammar: Verbs
Page 25 of 65
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4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
syllabication patterns, and morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in context and out of
context.
RF 4.4 Read with sufficient accuracy and fluency to support
comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate
rate, and expression on successive reading.
c. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
SL 4.1 Engage effectively in a range of collaborative discussions (oneon-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.
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.
SL 4.2 Paraphrase portions of a text read aloud or information
presented in diverse media and formats including visually,
quantitatively, and orally.
L 4. 1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
b. Form and use the progressive (e.g., I was walking; I am
walking; I will be walking) verb tenses.
L 4. 2d
W 4.2 Writ informative/explanatory texts to examine a topic and
convey ideas and information clearly.
a. Introduce a topic clearly and group related information in
paragraphs and sections: include formatting (e.g., headings),
illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details,
quotations, or other information and examples related to the topic.
c. Link ideas within categories for information using words and
phrases (e.g., another, for example, also, because).
W4.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research.
a. Apply grade 4 Reading standards to literature (e.g., “Describe in
depth a character, setting, or event in a story or drama, drawing on
•
I can identify action, main, helping, and linking verbs.
Spelling Phonics pattern: vowel sounds /u/ bunch, /yoo/ argue, and
/oo/ suit.
•
I can correctly spell grade level words with the /u/ bunch,
/yoo/ argue, and /oo suit sounds.
Listening/Speaking/Viewing: Ask and Answer Questions
•
I can ask questions while listening to a story to clarify
understanding.
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Revised 6.6.14
specific details in the text [e.g., a character’s thoughts, words and
actions.}
W 4.4., W 4.5
Stage 2 –Evidence for Lesson 6
Students will show their learning by…..
Evaluative Criteria
•
•
Rubrics from Reference tabs
End of lesson assessments
Performance Tasks
•
DIBELS Next DORF Goals
Fall
Winter
Spring
BM
90
103
115
S
70-89
79-102
95-114
I
0-69
0-78
0-94
•
•
•
•
RL 4.1 (Use Projectable 6.2 Compare and Contrast; Infer/Predict, pg. T18) Read passage,
then use graphic organizer to make an inference/prediction. How would you compare___
and contrast _________?
What conclusions can you draw from these two texts? What did you notice about_____?
RL 4.4 (Use Stop and Think, pg. T25) Author’s Craft-Hyperbole. Do you think the princess
really cried all day, every day? Why might the author have written that?
RL 4.6 For Once Upon A Cool Motorcycle Dude, is the story written in first- or third-person?
How do you know? How is the perspective of the narrators different in the story? How does
the narrator’s point of view influence the actions in the story?
RL 4.7 For Once Upon A Cool Motorcycle Dude, how do the drawings/visuals represent the
conflict of the narrators? What part of the story is represented by text boxes? Do the visual
presentations accurately reflect the story? Explain.
RL 4.9 (Use Projectable 6.4, Deepen Comprehension Question 1& 2, T38) Compare and
contrast main selection to a classic fairy tale. Compare and contrast story elements in
both the boy’s and girl’s version of the fairy tale.
•
RI 4.9 (Use Text to World, pg. T37, paired selection) How are the details for Native American
storytellers similar/different than the details found in Storyteller Diane Ferlatte? Write a
compare and contrast paragraph using details from your research and details from the
paired selection.
•
•
W 4.2 Common Core Writing Handbook – Minilessons 11 & 12 Independent Activities
pgs. 24-25 (Replace Weekly Journeys Writing)
W 4.3 (Use Write to Respond - Projectable 6.10) Students write compare and contrast
paragraphs. Prompt: In “Once Upon a Cool Motorcycle Dude,” how are the boy and girl
who tell the story similar and different?
•
•
•
SL4.1a Use Compare and Contrast Oral Language, pg. T33
SL4.1c Use Listening and Speaking, pg. T45
SL 4.4 Use Making Connections, pg. T37, Text to Self
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Revised 6.6.14
District provided Answer Key
District provided grade level
Writing rubric
On-demand Opportunities:
• • Your Turn “Different Styles” Short Response/Paragraph Writing on pg. T33
• Text to Text activity in the Making Connections section on pg. T37
OTHER EVIDENCE End of the lesson Assessments Comprehension, Vocabulary, Phonics and
Grammar, Common Assessments, Speaking and Listening/ Connect and Extend
DISTRICT:
Reading Common Assessment Unit 2 (Targets 3, 4,& 5)
•
Pre-Assessment Administer Prior to Unit 2
•
Post-Assessment Administer After Unit 2
Writing Performance Task:
•
Informative Post-Assessment Administer After Unit 2
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
Whole Group:
•
Opening routines for Phonics & Vocabulary
•
Listening Comprehension
•
Vocabulary in Context
•
Phonics Instruction
•
Develop Background
•
Skill & Strategy Lessons
•
Your Turn & Making Connections
•
Fluency Model
Small Group:
•
Leveled Readers/Write-In-Readers
•
Vocabulary Readers
Differentiated Instruction in phonics,
vocabulary, fluency, and comprehension skills
as needed.
Learning Centers/Independent Work:
•
Teacher-Created Accountability
Component
•
Ready Made Work Stations
Other Options:
•
Vocabulary In Context Cards
•
Fluency
•
Retelling Cards
•
Leveled Independent Practice
•
FCRR (Florida Center for Reading Research)
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Revised 6.6.14
Lesson 7: Acquisition of Knowledge and Skill
Coming Distractions: Questioning Movies Lexile 740(Information-Informational Text)& The Wonder of Animation Lexile 790
Common Core State Standards
RI 4.1 Refer to details and examples in a text when explaining what
the text says explicitly and when drawing inferences from the text.
RI 4.2 Determine the main idea of a text and explain how it is
supported by key details; summarize the text.
RI 4. 5 Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or
information in a text or part of a text.
RI 4.8 Explain how an author uses reasons and evidence to support
particular points in a text.
RI 4.10 By the end of the year, read and comprehend informational
texts,
including history/social studies, science, and technical texts, in the
grades 4-5 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
RF 4.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
a. Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (e.g., roots and affixes) to
read accurately unfamiliar multisyllabic words in context and out of
context.
RF 4.4 Read with sufficient accuracy and fluency to support
comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate
rate, and expression on successive reading.
c. Use context to confirm or self-correct word recognition and
understanding,
rereading as necessary.
SL 4.1 Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher led) with diverse partners on grade 4
topics and texts, building on others’ ideas and expressing their own
clearly.
d. 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.
SL 4.4 Report on a topic or text, tell a story, or recount an
experience in an organized manner, using appropriate facts and
relevant, descriptive details to support main ideas or themes; speak
Teachers may choose appropriate learning targets from list below.
Students will know and be able to…
Reading: whole group/small group
Reading Comprehension: Focus Skill: Fact and Opinion
Focus Strategy: Summarize
•
I can distinguish the difference between fact and opinion in a
text. SL 4.4.
•
I can use facts and opinions to summarize important ideas in
the text. RI 4.2
•
I can identify and explain author’s se of word
choice, sentences structure and length, and
literary/narrative devices and how they affect the
reader. RI 4.8
•
I can explain the characteristics of a variety of
genres. RI 4.5
Academic Vocabulary
Fact, verify, opinion, root, present tense, past tense, future tense
Vocabulary Focus: Greek and Latin Word Parts: phon, photo, graph,
auto, tele
•
I can use Greek and Latin roots and affixes to determine
word meaning.
Phonics Focus: Common Consonant Patters: Clusters
•
I can decode words with common consonant clusters.
Fluency Focus: Phrasing: Punctuation
•
I can read aloud with grade-appropriate fluency.
Writing Type: Informative Writing Structure: Informational Paragraph
Writing Trait: Word Choice
Process: Prewrite, Draft, Revise
•
I can use details and examples to develop a topic.
•
I can write a paragraph to inform readers.
Grammar: Simple Verb Tenses
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Revised 6.6.14
clearly at an understandable pace.
•
L 4. 3 Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
b. Choose punctuation for effect.*
L 4. 4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 4 reading and content,
choosing flexibly from a range of strategies.
a. Use common, grade-appropriate Greek and Latin affixes and roots
as clues to the meaning of a word (e.g., telegraph, photograph,
autograph).
b. 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.
L 4.2d
W 4.1 Write opinion pieces on topics or texts, supporting a point of
view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create
an organizational structure in which related ideas are grouped
to support the writer’s purpose.
b. Provide reasons that are supported by facts and details.
d. Provide a concluding statement or section related to the opinion
presented.
W 4.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research
b. Apply grade 4 Reading standards to informational texts (e.g.,
“Explain how an author uses reasons and evidence to support
particular points in a text”).
W 4.10 Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific tasks, purposes, and
audiences.
W 4.4, W 4.5
I can use and understand verbs and verb tenses.
Spelling Phonics pattern: vowel sounds /oo/ bloom and /oo/
crooked
• I can spell words that have the /oo/ bloom and /oo/
crooked vowel sounds.
Listening/Speaking/Viewing: Compare Print and Nonprint
Information
• I can explain that information can be presented in a
variety of ways.
Stage 2 –Evidence for Lesson 7
Evaluative Criteria
•
•
Rubrics from Reference tabs
End of lesson assessments
Students will show their learning by…..
PERFORMANCE TASKS:
•
RI 4.1 ((Use Projectable 7.4, Deepen Comprehension Question 3, pg. T110) How does the
author try to influence the reader’s viewpoint about movies on pg. 186 of student book?
Page 30 of 65
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4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
•
District Provided Grade-Level Writing
Rubrics
DIBELS Next DORF Goals
•
•
Fall
Winter
Spring
BM
90
103
115
S
70-89
79-102
95-114
I
0-69
0-78
0-94
•
•
What information can you gather to support your idea about _____? What is your
interpretation of this text?
RI 4.2 (Use Projectable 7.2, Fact and Opinion/Summarize, T92) Read selection then use
graphic organizer to summarize the text.
RI 4.5 (Use GENRE: Informational Text, pg. T94) How is the main selection organized?
Identify features of informational text used in this selection.
RI 4.7 (Use Discuss Timelines, pg. T106 and Interpret a Timeline) What was the first U.S.
animated cartoon? When did the first computer-generated animated film appear? How
does the timeline help contribute to the understanding of the text?
RI4.8 At the beginning of the main selection, the author states”…sometimes movies don’t
give us the whole story. And that can be a problem.” Explain how the author uses reasons
and evidence throughout the text to support this point of view.
•
W 4.1(Use Projectable 7.10) Students write an opinion paragraph. Prompt: Coming
Distractions tells different ways of advertising movies. In your opinion, which way do you
think is best? Write your reasons in a paragraph.
W 4.2 Common Core Writing Handbook – Minilessons 13 & 14 Independent Activities
pgs. 26-27 (Replaces Weekly Journeys Writing)
•
Common Core Writing Book (Owocki) – Graphic Organizer: “ Information Map:
Grades 3-5” pgs. 46-47
•
•
•
•
SL4.1a Use Fact and Opinion Oral Language, pg. T105
SL4.1a Use Turn and Talk, pg. T104
SL4.4 Use Listening and Speaking, pg. T117
SL 4.1a,SL 4.4 Use Connect and Extend, pg. T116-T117
•
On-demand Opportunities:
• Your Turn “Analyze a Film” Short Response/Paragraph Writing on pg. T105
• Text to Text activity in the Making Connections section on pg. T109
OTHER EVIDENCE End of the lesson Assessments Comprehension, Vocabulary, Phonics and
Grammar, Speaking and Listening/ Connect and Extend
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
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4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
Lesson 8: Acquisition of
Knowledge and Skill
Me and Uncle Romie Lexile 670(Literature-Realistic Fiction) & Sidewalk Artists Lexile NP(Literature -Reader’s Theatre)
Common Core State Standards
Teachers may choose appropriate learning targets from list below.
Students will know and be able to…
RL 4.1 Refer to details and examples in a text when explaining what
Reading: whole group/small group
the text says explicitly and when drawing inferences from the text.
RL 4.2 Determine a theme of a story, drama, or poem from details in the Comprehension: Focus Skill: Understanding Characters
Focus Strategy: Visualize
text; summarize the text.
•
I can understand story characters’ behavior and relationships. RL
RL 4.3 Describe in depth a character, setting, or event in a story or
4.3
drama, drawing on specific details in the text (e.g., a character’s
•
I can use text details to visualize story characters and how
thoughts, words, or actions).
they
change. RL 4.1
RL 4.4 Determine the meaning of words and phrases as they are
•
I can analyze character traits to understand how characters
used in a text, including those that allude to significant characters
and their relationships change in the story. RL 4.3
found in mythology (e.g., Herculean).
•
I can differentiate between first and third person point of view. RL
RL 4.6 Compare and contrast the point of view from which different
4.6
stories are narrated, including the difference between first-and thirdperson narrations.
Academic Vocabulary (from Resource tab p R9)
RF 4.3 Know and apply grade-level phonics and word analysis skills in
Motivation, relationship, visualize, analyze, traits, conjunction,
decoding words. Use combined knowledge of all letter-sound
compound
sentence, complex sentence, correlative conjunction
correspondences, syllabication patterns, and morphology (e.g., roots
and affixes) to read accurately unfamiliar multisyllabic words in
Vocabulary Focus: Figurative Language
context and out of context.
• I can understand that idioms are a form of figurative language,
RF 4.4 Read with sufficient accuracy and fluency to support
comprehension.
Phonics Focus: Stressed and Unstressed Syllables
a. Read on-level text with purpose and understanding.
• I can recognize stressed and unstressed syllables.
b. Read on-level prose and poetry orally with accuracy, appropriate
rate, and expression on successive reading.
Fluency Focus: Stress
c. Use context to confirm or self-correct word recognition and
• I can read aloud with grade-level fluency using stress to
understanding, rereading as necessary.
clarify meanings.
SL 4.1 Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher led) with diverse partners on grade 4
Writing Type: Informative Writing Structure: Informational Book Report
topics and texts, building on others’ ideas and expressing their own
Writing Trait: Organization
clearly.
Process: Prewrite, Draft, Revise
a. Come to discussions prepared, having read or studied required
• I can summarize information.
material; explicitly draw on that preparation and other information
•
I can write an informational book report.
known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
Grammar: Conjunctions
c. Pose and respond to specific questions to clarify or follow up on
• I can identify and use conjunctions in compound sentences.
information, and make comments that contribute to the discussion
and link to the remarks of others.
d. Review the key ideas expressed and explain their own
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Spelling Phonics pattern: Vowel Sounds /ou/ as in cloud and tower and
/o/ as in hawk and faucet
• I can correctly spell grade-appropriate words with the /ou/ and
/o/ vowel sounds.
ideas and understanding in light of the discussion.
L4.3 Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
d. Choose words and phrases to convey ideas precisely.*
Listening/Speaking/Viewing: Discuss Literature with Others
L 4. 5 Demonstrate understanding of figurative language, word
• I can follow agreed upon rules for discussion.
relationships, and nuances in word meanings.
b. Recognize and explain the meaning of common idioms, adages, and
proverbs.
L 4. 6 Acquire and use accurately grade-appropriate general academic
and domain-specific words and phrases, including those that signal
precise actions, emotions, or states of being (e.g., quizzed, whined,
stammered) and that are basic to a particular topic (e.g., wildlife,
conservation, and endangered when discussing animal preservation).
L 4.2d
W 4. 3 Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear event
sequences.
d. Use concrete words and phrases and sensory details to convey
experiences and events precisely.
W4.4, W 4. 5
Stage 2 –Evidence For Lesson 8
Students will show their learning by…..
Evaluative Criteria
•
•
•
•
Rubrics from Reference tabs
End of lesson assessments
District Provided GradeLevel Writing Rubrics
DIBELS Next DORF Goals
Fall
Winter
Spring
BM
90
103
115
S
70-89
79-102
95-114
I
0-69
0-78
0-94
PERFORMANCE TASKS:
•
•
•
•
•
RL 4.1 (Use Projectable 8.4, Deepen Comprehension Question 3, pg. T184) How does James change from
the beginning of the story to the end of the story? Explain your answer. What is the best answer and why?
What conclusion can be drawn from this text?
RL 4.2 (Use Reading the Selection, pg. T166, Author’s Message) The author’s message (theme) for Me and
Uncle Romie is how family members can grow closer by sharing interests. How do the characters’ actions
help support the theme in this selection?
RL 4.3 (Use Projectable 8.2, pg.T164) Read selection then use graphic organizer to understand the main
character.
RL 4.5 (Use Connect to Art, pg. T180) Explain the differences between a story and a drama.
RL 4.6
• (use Stop and Think, pg. T169) Since the story is from James’s point of view, will he be able to tell you
exactly how the other characters think and feel? Explain.
• (Use main selection and paired selection) How is the perspective of the narrator different in the
stories? How does the narrator’s point of view influence the actions of the story?
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Revised 6.6.14
•
•
•
•
•
•
W 4.2 HMH Common Core Writing Handbook – Minilessons 15 & 16 Independent Activities with
informational text pgs. 28-29 (Replaces Weekly Journeys Lessons)
W 4.3
• Use Projectable 8.10; Students write a poem. Prompt: Write a poem based on one of the places,
characters, or events in “Me and Uncle Romie”.
And/or
•
Students write a descriptive paragraph. Prompt: Using sensory words, write a paragraph describing
one of the places, characters, or events in “Me and Uncle Romie”. Use descriptive words and details
to help the reader visualize as they read.
SL 4.1a Use Turn and Talk Reading Uncle Romie, pg. T179.
SL 4.1a Use Understanding Characters Oral Language, pg. T179.
SL 4.1 a-d Use Listening and Speaking, pg. T153
SL 4.1a-d Use Connect and Extend, pg. T190-T191
On-demand Opportunities:
• Your Turn “Made by Hand” Short Response/Paragraph Writing on pg. T179
• Text to Self-activity in the Making Connections section on pg. T183
OTHER EVIDENCE End of the lesson Assessments Comprehension, Vocabulary, Phonics and Grammar,
Speaking and Listening/ Connect and Extend
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
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Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
Lesson 9: Acquisition of Knowledge and Skill
Dear Mr. Winston from “When I Went to the Library” Lexile 1110 (Literature-Realistic Fiction) &
Field Guide to Snakes of the Southwest Lexile 740(Informational-Informational Text)
Common Core State Standards
Teachers may choose appropriate learning targets from list below.
Students will know and be able to…
RL.4.1 Refer to details and examples in a text when explaining
Reading: whole group/small group
what the text says explicitly and when drawing inferences from
Comprehension: Focus Skill: Conclusions and Generalizations
the text.
Focus Strategy: Question
RL.4.3 Describe in depth a character, setting, or event in a
•
I can draw conclusions and make generalizations based on text details.
story or drama, drawing on specific details in the text (e.g.,
RL 4.4
a character’s thoughts, words, or actions).
•
I
can ask questions while reading to confirm understanding of text. RL
RL.4.4 Determine the meaning of words and phrases as they
4.10
are used in a text, including those that allude to significant
• I can use text details and background knowledge to draw
characters found in mythology (e.g., Herculean).
conclusions and make generalizations. RL 4.1
RL 4.10 By the end of the year, read and comprehend literature,
• I can identify and explain author’s use of word choice, sentence
including stories, dramas, and poetry, in the grades 4–5 text
structure and length, and literary/narrative devices that affect
complexity band.
the reader. RI 4.8
RI 4.6 Compare and contrast a firsthand and secondhand
account of the same event or topic; describe the differences
Academic Vocabulary (from Resource tab p R9)
in focus and the information provided.
Conclusions, generalizations, antonyms, analogy, comma, series
RI 4.7 Interpret information presented visually, orally, or
quantitatively (e.g., in charts, graphs, diagrams, time lines,
Vocabulary Focus: Antonyms
animations, or interactive elements on Web pages) and
• I can understand that antonyms are words with opposite meanings.
explain how the information contributes to an understanding
of the text in which it appears.
Phonics Focus: Common Beginning Syllables
RI 4.8 Explain how an author uses reasons and evidence to
• I can recognize common beginning syllables in words.
support particular points in a text.
.
RI 4.9 Integrate information from two texts on the same topic in
Fluency Focus: Accuracy
order to write or speak about the subject knowledgeably.
• I can read aloud with grade-appropriate fluency.
RF 4.3 Know and apply grade-level phonics and word analysis
skills in decoding words.
Writing Type: Informative Writing Structure: Explanatory Essay
a. Use combined knowledge of all letter-sound
Writing Trait: Organization
correspondences, syllabication patterns, and morphology
Process: Prewrite
(e.g., roots and affixes) to read accurately unfamiliar
• I can decide which facts and details to use.
multisyllabic words in context and out of context.
•
I can determine a logical organization.
RF 4.4 Read with sufficient accuracy and fluency to support
comprehension.
Grammar: Commas
a. Read grade-level text with purpose and understanding.
• I can use commas correctly in writing.
b. Read on-level prose and poetry orally with accuracy,
appropriate rate, and expression on successive reading.
Spelling Phonics pattern: Vowel + /r/ Sounds
c. Use context to confirm or self-correct word recognition
• I can correctly spell grade-appropriate words that have the vowel + /r/
and understanding, rereading as necessary.
Page 35 of 65
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SL 4.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 4 topics and texts, building on
others’ ideas and expressing their own clearly.
a. Come to discussions prepared having read or studied
required material; explicitly draw on that preparation and
other information known about the topic to explore ideas
under discussion.
b. Follow agreed-upon rules for discussions and carry out
assigned roles.
c. Pose and respond to specific questions to clarify or follow
up on information, and make comments that contribute to the
discussion and link to the remarks of others.
d. Review the key ideas expressed and explain
their own ideas and understanding in light of the
discussion.
SL 4.3 Identify the reasons and evidence a speaker provides to
support particular points.
SL 4.4 Report on a topic or text, tell a story, or recount an
experience in an
organized manner, using appropriate facts and relevant,
descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
L 4.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 4
reading and content, choosing flexibly from a range of
strategies.
a. Use context (e.g., definitions, examples, or restatements in
text) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes
and roots as clues to the meaning of a word (e.g., telegraph,
photograph, autograph).
L 4.5 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
c. Demonstrate understanding of words by relating them to their
opposites (antonyms) and to words with similar but not identical
meanings (synonyms).
L 4.2d
W 4.1 Write opinion pieces on topics or texts, supporting a point
of view with reasons and information
a. Introduce a topic or text clearly, state an opinion, and create
an organizational structure in which related ideas are grouped
Revised 6.6.14
sounds,
Listening/Speaking/Viewing: Listen and Respond
• I can listen and respond appropriately to express opinions
and introduce new topics,
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Revised 6.6.14
to support the writer’s purpose.
b. Provide reasons that are supported by facts and details.
W 4.9 Draw evidence from literary or informational texts to
support analysis, reflection, and research.
a. Apply grade 4 Reading standards to literature (e.g.,
“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].”)
W 4.4, W 4.5
Stage 2 –Evidence For Lesson 9
Evaluative Criteria
•
•
•
•
Students will show their learning by…..
Rubrics from Reference
tabs
End of lesson
assessments
District Provided GradeLevel Writing Rubrics
PERFORMANCE TASKS:
DIBELS Next DORF Goals
•
Fall
Winter
Spring
BM
90
103
115
S
70-89
79-102
95-114
I
0-69
0-78
0-94
•
•
•
•
•
•
•
•
•
•
•
RL 4.1 (Use Projectable 9.4, Deepen Comprehension Question 3, pg. T256) Do you think Cara’s father will want
her to rewrite the letter? Explain your answer with details from the story.
RL 4.3 (Use Projectable 9.4, Deepen Comprehension Questions 1 & 2, pg. T256) Why does Mr. Winston break
out in a rash? Use details from the text to support your conclusion. Did Cara know that bringing the snake into
the library was wrong? Support your answer with details from the story.
RL 4.4 (Use Stop and Think, pg. T250) Do you believe Cara when she repeatedly says, “ I am truly, genuinely
sorry’? Why or Why not? Why do you think the author repeats these words throughout the story?
RI 4.7 (Use Interpret a Chart, pg. T254) How does the chart help us understand the topic?
RI 4.8 On page 239 of the student text book, Western Diamond-Backed Rattlesnake, the author states, People
fear this snake because it is very dangerous.” What facts (evidence) does the author use to support this
statement?
RI. 4.9 Use Making Connections, pg. T255, Text to Text and Text to World.
W 4.1 (Use Write to Respond, pg. T270-T273, Projectable 9.10; Common Core Writing Handbook, pg. 64,
Teacher’s Guide) Students prewrite a response to literature essay. Prompt: Do you think the author wants
readers to feel sorry for Mr. Winston or do you think he wants them to feel that Mr. Winston is rather silly? Write
an essay explaining your opinion.
W 4.2 HMH Common Core Writing Handbook – Minilessons 17 & 18 Independent Activities pgs. 30-31
(Replaces Weekly Journeys Lessons)
SL 4.1a Use Turn and Talk Who’s to Blame?, pg. T251
SL 4.1a Use Conclusions and Generalizations Oral Language, pg. T251
SL 4.1a-d Use Listening and Speaking, pg. T263
SL 4.1a-d Use Connect and Extend, pg. T262-T263
Page 37 of 65
Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
On-demand Opportunities:
• Your Turn “Dear Cara” Short Response/Paragraph Writing on pg. T251
• Text to Self-activity in the Making Connections section on pg. T255
OTHER EVIDENCE End of the lesson Assessments Comprehension, Vocabulary, Phonics and Grammar, Speaking
and Listening/ Connect and Extend
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
Page 38 of 65
Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
Lesson 10: Acquisition of
Knowledge and Skill
Jose’! Born To Dance Lexile 720(Informational-Biography) & Dance to the Beat Lexile NP(Literature-Poetry)
Common Core State Standards
Teachers may choose appropriate learning targets from list below.
Students will know and be able to…
RL 4.1 Refer to details and examples in a text when explaining what
Reading: whole group/small group
the text says explicitly and when drawing inferences from the text.
Comprehension: Focus Skill: Author’s Purpose
RL 4.4 Determine the meaning of words and phrases as they are
Focus Strategy: Analyze/Evaluate
used in a text, including those that allude to significant characters
•
I can predict text content using text features and prior
found in mythology (e.g., Herculean)
knowledge. RL 4.1
RL.4.5 Explain major differences between poems, drama, and prose,
•
I can make connection to the text with a visual representation
and refer to the structural elements of poems (e.g., verse, rhythm,
RL 4.7
meter) and drama (e.g., casts of characters, settings, descriptions,
• I can use text details and background knowledge to
dialogue, stage directions) when writing or speaking about a text.
determine the author’s purpose. RL 4.1
RL.4.6 Compare and contrast the point of view from which different
stories are
Academic Vocabulary (from Resource tab p R9)
narrated, including the difference between first- and third-person
Author’s purpose, implied, pronoun, antecedent, reflective pronoun
narrations.
RL 4.7 Make connections between the text of a story or drama,
Vocabulary Focus: Analogies
and a visual or oral presentation of the text identifying where each
• I can use knowledge of synonyms and antonyms to
version reflects descriptions and directions in the text.
complete analogies.
RI 4.1 Refer to details and examples in a text when explaining what
the text says explicitly and when draws inferences from the text.
Phonics Focus: Vowel + r in Multisyllabic Words
RI.4.4 Determine the meaning of general academic and domain• I can use vowel +r sound to decode longer words.
specific words or phrases in a text relevant to a grade 4 topic or
subject area.
Fluency Focus: Intonation
RI.4.5 Describe the overall structure (e.g., chronology, comparison,
• I can read aloud with grade-appropriate fluency.
cause/effect, problem/solution) of events, ideas, concepts, or
information in a text or part of a text.
Writing Type: Informative Writing Structure: Explanatory Essay
RI 4.6 Compare and contrast a firsthand and secondhand account
Writing Trait: Word Choice
of the same event or topic; describe the differences in focus and the
Process: Prewrite, Draft, Revise, Edit, Publish
information provided.
• I can draft a response to literature essay.
RI 4.8 Explain how an author uses reasons and evidence to support
particular points in a text.
Grammar: Pronouns
RI 4.10 By the end of the year read and comprehend informational
• I can identify pronouns and use subject pronouns and
texts, including history/social studies, science, and technical texts, in
object pronouns.
the grades 4-5 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
Spelling Phonics pattern: more vowel + /r/ sounds
RF 4.3 Know and apply grade-level phonics and word analysis skills
• I can correctly spell grade level words that have the vowel + /r/
in decoding words.
sounds.
a.Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (e.g., roots and affixes) to read
Page 39 of 65
Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
accurately unfamiliar multisyllabic words in context and out of
context.
SL 4.1 Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 4
topics and texts, to explore ideas under discussion.
SL 4.2 Paraphrase portions of a text read aloud or information
presented in diverse media and formats, including visually,
quantitatively, and orally.
SL 4.3 Identify the reasons and evidence a speaker provides to
support particular points.
SL 4.4 Report on a topic or text, tell a story, or recount an experience in
an organized manner, using appropriate facts and relevant, descriptive
details to support main ideas or themes; speak clearly at an
understandable to explore ideas under discussion.
L 4.4 Determine or clarify the meaning of unknown and multiplemeaning 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.
b. Use common, grade-appropriate Greek and Latin affixes and roots
as clues to the meaning of a word (e.g., telegraph, photograph,
autograph).
L 4.5 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
a. Explain the meaning of simple similes and metaphors (e.g., as
pretty as a picture) in context.
b. Recognize and explain the meaning of common idioms, adages,
and proverbs. c. Demonstrate understanding of words by relating them
to their opposites (antonyms) and to words with similar but not identical
meanings (synonyms).
L 4.2d
W 4.1 Write opinion pieces on topics or texts, supporting a point
of view with reasons and information.
a .Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which related ideas are grouped to support
the writer’s purpose.
b. Provide reasons that are supported by facts and details.
W 4.4 Produce clear and coherent writing in which the development
and organization are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards
1–3 above.)
Listening/Speaking/Viewing: Listen to Distinguish Fact from Opinion
•
I can listen to a speaker and decide if the ideas discussed are
fact or opinion.
Page 40 of 65
Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
W 4.5 With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing.
(Editing for conventions
should demonstrate command of Language standards 1-3 up to and
including grade 4.)
W 4.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research.
a. Apply grade 4 Reading standards to literature (e.g., “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].
Revised 6.6.14
Stage 2 –Evidence For Lesson 10
Evaluative Criteria
•
•
•
Students will show their learning by…..
Rubrics from Reference tabs
End of lesson assessments
District Provided GradeLevel Writing Rubrics
PERFORMANCE TASKS:
•
•
DIBELS Next DORF Goals
Fall
Winter
Spring
BM
90
103
115
S
70-89
79-102
95-114
I
0-69
0-78
0-94
•
•
•
RL 4.1 & RI 4.1 (Use Projectable 9.4, Deepen Comprehension Question 3, pg. T328) Why does the author
use Jose’s early experiences with the arts in the biography?
RL 4.3 (Use Projectable 9.4, Deepen Comprehension Questions 1 & 2, pg. T256) Why does the author
describe Jose’s hard work and determination? Use text details to support your answer. Why does the
author describe what Jose` did to become a dancer? Support your answer with details from the story.
RL 4.4 (Use Stop and Think, pg. T318-T319) Author’s Craft-Metaphor. On pg. 257 of the student book, what
does the sentence, Ideas exploded in his mind.” Mean?
RL 4.5 Use Connect to Poetry, pg. T324 and Interpret Rhythm, pg. T326.
RL 4.6 Compare and contrast the point of view for Jose`! Born to Dance and Me and Uncle Romie. Are
these selections written in first person or third person point of view? How do you know? Are there similarities
in the perspective from which these stories are being told? How does the narrator’s point of view influence
the actions in the story?
•
RI 4.5 What is the organizational structure of the biography, Jose`! Born to Dance? Answer: it is time order
(chronological) because Jose’s life events are told in sequence. Students create a timeline showing the
major events in the life of Jose` Lemon.
•
W 4.1 (Use Write to Respond, pg. T342-T245, Projectable 10.9; Common Core Writing Handbook, pg. 64,
Teacher’s Guide) Students draft, revise, edit, and publish a response to literature essay (continued from
Lesson 9). Prompt: Do you think the author wants readers to feel sorry for Mr. Winston or do you think he
wants them to feel that Mr. Winston is rather silly? Write an essay explaining your opinion.
W 4.2 HMH Common Core Writing Handbook – Minilessons 19 & 20 Independent Activities pgs. 32-33
(Replaces Weekly Journeys Lessons)
•
Page 41 of 65
Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
•
•
•
•
SL 4.1a, SL4.3 Use Turn and Talk The Writers Reason, pg. T323 (Author’s Purpose)
SL 4.1a, SL4.2 Use Oral Language, pg. T323
SL4.3, SL 4.4 Use Listening and Speaking, pg. T335
SL4.1a, SL4.2, SL4.3, SL4.4, SL4.5 Use Connect and Extend, pg. T334-T335
Revised 6.6.14
On-demand Opportunities:
• Your Turn “Letter to a Young Dancer” Short Response/Paragraph Writing on pg. T323
• Text to Self-activity in the Making Connections section on pg. T327
OTHER EVIDENCE End of the lesson Assessments Comprehension, Vocabulary, Phonics and Grammar,
Speaking and Listening/ Connect and Extend
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
Page 42 of 65
Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
After Unit 2 - Extending the Common Core State Standards
Stage 1 – Desired Results
Revised 6.6.14
Transfer
• Students will be able to independently use their reading to understand that we can express ourselves in many different ways.
Meaning
Understandings
Students will understand that …
Comprehension
•
Effective readers understand the meaning of what is read.
•
Effective readers use reading as a tool for learning, critical
thinking, and enjoyment.
•
Effective readers use printed materials to answer
questions and solve problems.
•
Effective readers gather information and make interpretations
from the print they read.
•
Effective writers write for a narrative audience.
•
Effective writers understand the task and purpose of narrative
writing.
•
Effective writers include a strong conclusion in their narrative
writing.
Recommended Essential Questions
Students will keep considering …
• How do authors express themselves though text?
• How do you make connections between the text of a drama
and its oral presentation?
• How do you identify where an audio version of a story reflects
specific descriptions and directions in text?
•
Can you describe in depth a character, setting or event in a
drama?
Instructional Materials:
Teacher Support booklet: Extending the Common Core State
Standards
Student Magazines
Page 43 of 65
Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
After Unit 2: Extending the Common Core State Standards Acquisition of Knowledge and Skill
Invasion from Mars (Literature-Play)
Common Core State Standards
RL 4.1 Refer to details and examples in a text when explaining what
the text says explicitly and when drawing inferences from the text.
RL 4.2 Determine a theme of a story, drama, or poem from details in the
text; summarize the text.
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).
RL 4.6 Compare and contrast the point of view from which
different stories are narrated, including the difference between
first-and third-person narrations.
RL 4.7 Make connections between the text of a story or drama and a
visual or oral presentation of the text, identifying where each version
reflects specific descriptions and directions in the text.
RL.4.10 By the end of the year, read and comprehend literature,
including stories, dramas, and poetry, in the grades 4–5 text
complexity band proficiently, with scaffolding as needed at the high
end of the range.
RI 4.5 Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or
information in a text or part of a text.
RI 4.7 Interpret information presented visually, orally, or quantitatively
(e.g., in charts, graphs, diagrams, time lines, animations, or
interactive elements on Web pages) and explain how the
information contributes to an understanding of the text in which it
appears.
RF 4.4 Read with sufficient accuracy and fluency to support
comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate
rate, and expression on successive
L 4.6 Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases, including
those that signal precise actions, emotions, or states of being (e.g.,
quizzed, whined, stammered) and that are basic to a particular
topic (e.g., wildlife, conservation, and endangered when
discussing animal preservation).
Revised 6.6.14
Teachers may choose appropriate learning targets from list below.
Students will know and be able to…
Reading: whole group/small group
Comprehension Focus: Connect Visuals with Text
•
I can make connections between the text of a drama
and its oral presentation.
•
I can identify where an audio version reflects specific
descriptions and directions in text.
•
I can describe in depth a character, setting, or event in a drama.
RL 54.1
•
I can make connections of a story or drama and a visual
presentation of the text.
•
I can explain how certain text features help them
understand the selection.
Vocabulary: Precise Words and Phrases
• I can acquire and use grade-appropriate words and phrases
that signal precise actions, emotions, or states of being.
• I can choose words and phrases to convey ideas precisely.
Writing Type: Opinion Writing Structure: Expository
Writing Trait: Ideas and Word Choice
Process: Draft, Revise
• I can link opinion and reasons, using words and phrases.
• I can provide a concluding statement related to an opinion.
On-demand Opportunities:
•
Your Turn “Your Turn” Short Response/Paragraph Writing in
StudentMagazine pg. RA31
Grammar: Helping Verbs
• I can use helping verbs to express conditions.
Page 44 of 65
Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
W 4.1 Write opinion pieces on topics or texts, supporting a point
of view with reasons and information.
a. Provide a concluding statement or section related to the opinion
presented
c. Link opinion and reasons using words and phrases (e.g., for instance,
in order to,
in addition).
W 4.10 Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific tasks, purposes, and
audiences.
W 4.4, W 4.5
Revised 6.6.14
Stage 2 –Evidence
Evaluative Criteria
•
•
•
Students will show their learning by…..
Rubrics from Reference tabs
End of lesson assessments
District Provided GradeLevel Writing Rubrics
DIBELS Next DORF Goals
Fall
Winter
Spring
BM
90
103
115
S
70-89
79-102
95-114
I
0-69
0-78
0-94
PERFORMANCE TASK(S):
•
•
•
End of selection assessments for vocabulary, comprehension, and phonics
Fluency practice passages
Common assessments
o Selected Response (multiple choice) vocabulary (Journeys Grab and Go)

Selected Response (multiple choice) comprehension (Journeys Grab and Go)

Short Response/multiple choice comprehension test aligned to standards
addressed within lesson (Teachers encouraged to build MSP stem questions for
written assessment.)
OTHER EVIDENCE:
• Teacher observation
• Student work from teacher led small group instruction
• Student work from independent work stations
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
Page 45 of 65
Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
Unit 3: Natural Encounters
Stage 1 – Desired Results
Transfer
Students will be able to independently use their reading to understand that nature can amaze us.
Meaning
Understandings
Recommended Essential Questions
Students will understand that …
Students will keep considering …
(L abbreviation indicates Journeys’ lesson. Example: L1=Lesson 1)
Reading
Lesson 11:
Phonics
•
How do animals influence your opinion of nature? (Journeys’ EQ)
• Effective readers use language structure to make sense of
•
How does making inferences help you figure out information
whole words. (L11–L15)
that is not stated directly in the story?
Vocabulary
•
How can using a graphic organizer help you categorize
•
Effective readers use context to infer meaning of unknown words.
facts and opinions?
(L11–L15)
Lesson 12:
•
Vocabulary is built through wide variety of reading. (L15)
•
How can nature influence events? (Journeys’ EQ)
Fluency
•
How does visualization help you remember the sequence of
• Fluent readers are able to read a text with appropriate pacing,
events?
accuracy and expression. (L11, L13, L14, L15)
•
How do clue words, dates, and times help you understand the
• Fluency and accuracy are critical to effective reading. (L12)
sequence of events?
• Fluent readers focus attention on understanding what they
Lesson 13:
read, rather than concentrating on decoding the text. (L12)
•
How do events in nature affect other events? (Journeys’ EQ)
Comprehension
•
How does summarizing help you understand the
• Effective readers bring various experiences to making meaning
connections between the events of the story?
from text. (L11, L12, L13, L14)
•
How can identifying cause and effect relationships help
• A text’s structure and using specific strategies improves
you better understand the events of the story?
Lesson 14:
comprehension. (L11–L15)
Writing
•
How do illustrations make a text interesting? (Journeys’ EQ)
•
Writers support their opinions/claims with reasons and information.
•
How does generating questions before, during, and after
(L11–L15)
reading help you monitor your comprehension?
•
Skilled writers develop and organize their writing in a way that
•
How do text and graphic features help you locate
makes sense for their audience and purpose. (L11–L15)
information and understand the text?
Grammar
Lesson 15:
• Written communication and proper grammar mechanics
•
How do details help you understand main ideas? (Journeys’
promote fluency of communication. (L11–L15)
EQ)
Spelling
•
How does clarifying information help you understand what you
•
Conventional spelling promotes common understanding. (L11–L15)
read?
Page 46 of 65
Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
Instructional Materials:
Student book – paired selections
Leveled Readers
Ready-Made Stations
Language Support Cards
Vocabulary in Context Cards
Journey’s Fluency Materials
Common Core Writing Handbook
Revised 6.6.14
Writing:
• How is your style of writing influenced by purpose?
• How does each step in the process impact your writing?
•
How can we use evaluation and reflection to improve our
writing?
Grammar:
• What is the purpose of applying grammar and mechanics skills?
Spelling:
• How can usage of spelling rules and patterns
improve written communication?
Lexile 4th/5th Grade 740-1010
Page 47 of 65
Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
Lesson 11: Acquisition of Knowledge and Skill
The Screech Owl Who Liked Television Lexile 810 (Informational-Narrative Nonfiction)&
In the Wild Lexile NP(Literature-Reader’s Theatre/Play)
Common Core State Standards
Teachers may choose appropriate learning targets from list below.
RL 4.1 Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.
RL 4.5 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.
RL 4.10 By the end of the year, read and comprehend literature,
including stories, dramas, and poetry, in the grades 4–5 text complexity
band proficiently, with scaffolding as needed at the high end of the
range.
RI 4.5 Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or
information in a text or part of a text.
RI 4.10 By the end of the year, read and comprehend informational
texts, including history/social studies, science, and technical texts, in the
grades 4-5 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
RF 4.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
a. Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in context and out of context.
RF 4.4 Read with sufficient accuracy and fluency to support
comprehension.
a. Read on-level text with purpose and understanding.
SL 4.1 Engage effectively in a range of collaborative discussions (oneon-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.
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.
d. Review the key ideas expressed and explain their own ideas and
understanding in light of the discussion.
Students will know and be able to…
Reading: whole group/small group
Reading Comprehension: Focus Skill: Fact and Opinion
Focus Strategy: Infer/Predict
•
I can understand cause and effect. RI 4.5.
•
I can use facts and opinions to make inferences about the text.
RL 4.1
•
I can make predictions about a text using details and examples.
RL 4.1
•
I can describe elements of drama such as casts, settings,
descriptions, dialogue, and stage directions. RL 4.2
Academic Vocabulary (from Resource tab p R10)
infer, example, details, text, specific, support, author’s purpose, explain,
cast, stage directions, genre, literature, , drama
Vocabulary Focus: Suffixes –ful, -less, -ness, -ment
•
I can understand words with the suffixes –ful, -less, .ness, and –ment.
Phonics Focus: Compound Words
• I can determine the structure of words by finding
compound words, roots, prefixes, suffixes, and syllables.
Fluency Focus: Punctuation
• I can read grade level or independent level text aloud with
fluency and understanding.
Writing Type: Persuasive (opinion) paragraph Writing Structure: Expository
Trait: Ideas
Process: Prewrite, Draft, Revise
• I can understand the features of a persuasive paragraph.
Grammar: Proper Nouns
• I can capitalize the names of historical events and documents
Spelling Phonics pattern: compound words
Page 48 of 65
Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
L 4.2 Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling
when writing.
a. Use correct capitalization.
L 4.4 Determine or clarify the meaning of unknown and multiplemeaning 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.
b. Use common, grade-appropriate Greek and Latin affixes and roots
as clues to the meaning of a word (e.g., telegraph, photograph,
autograph).
L 4.5 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
a. Explain the meaning of simple similes and metaphors (e.g., as
pretty as a picture) in context.
c. Demonstrate understanding of words by relating them to their
opposites (antonyms) and to words with similar but not identical
meanings (synonyms).
L 4.2 d
W 4.1 Write opinion pieces on topics or texts, supporting a point of
view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an
organized structure in which related ideas are grouped to support the
writer’s purpose.
c. Link opinion and reasons using words and phrases (e.g., for instance,
in order to, in addition).
W 4.10 Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific tasks, purposes, and
audiences.
W 4.4, W 4.5
Revised 6.6.14
•
I can correctly spell grade level words that are compound words.
Listening/Speaking/Viewing: Prepare Interview Questions
•
I can evaluate interview questions.
Stage 2 –Evidence for Lesson 11
Evaluative Criteria
•
•
Rubrics from Reference tabs
End of lesson assessments
Students will show their learning by…..
Performance Tasks
On-demand Reading Opportunities:
•
RF 4.4 Progress Monitoring
•
R.L. 4.1 Projectable 11.2 Fact and Opinion; Infer/Predict How can you use the story’s details
Page 49 of 65
Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
DIBELS Next DORF Goals
Fall
Winter
Spring
BM
90
103
115
S
70-89
79-102
95-114
I
0-69
0-78
0-94
to make a prediction? Can you predict the outcome if_______? Based on the opinions of
rats expressed in the passage what might the author think about mice or squirrels? T 13
How can facts or opinions help us to make inferences?
•
R.L.4.1 T27 Infer/Predict (Model the Strategy)
•
W4.1 Opinion Persuasive Paragraph Projectable 11.9, 11.10, 11.11 Writers Handbook p
34,(Opinion)
•
Rubric T55
On-demand Writing Opportunities: (Opinion Writing)
•
Your Turn “Wild or Not?” Short Response/Paragraph Writing on pg. T33
•
Text to Self-activity in the Making Connections section on pg. T37
•
Write a paragraph that expresses your opinion about an important topic (refer to T52-T55)
On-demand Speaking and Listening Opportunities:
•
Teacher Read Aloud T12-T13 (After reading, follow up with Listening Comprehension on
page T13
OTHER EVIDENCE End of the lesson Assessments Comprehension, Vocabulary, Phonics and
Grammar, Common Assessments, Speaking and Listening/ Connect and Extend
District provided Answer Key
District provided grade level
Writing rubric
DISTRICT:
Reading Common Assessment Unit 3 (Targets 8 & 13)
•
Pre-Assessment Administer Prior to Unit 3
•
Post-Assessment Administer After Unit 3
Writing Performance Task:
•
Opinion Pre-Assessment Administer Prior to Unit 3
•
Opinion Post-Assessment Administer After Unit 3
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
Whole Group:
•
Opening routines for Phonics & Vocabulary
•
Listening Comprehension
•
Vocabulary in Context
•
Phonics Instruction
•
Develop Background
•
Skill & Strategy Lessons
•
Your Turn & Making Connections
•
Fluency Model
Small Group:
•
Leveled Readers/Write-In-Readers
•
Vocabulary Readers
Differentiated Instruction in phonics,
vocabulary, fluency, and comprehension skills
as needed.
Learning Centers/Independent Work:
•
Teacher-Created Accountability
Component
•
Ready Made Work Stations
Other Options:
•
Vocabulary In Context Cards
•
Fluency
•
Retelling Cards
•
Leveled Independent Practice
•
FCRR (Florida Center for Reading Research)
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4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
Lesson 12: Acquisition of Knowledge and Skill
The Earth Dragon Awakes Lexile 500(Literature-Historical Fiction) & Texas Twisters Lexile 860(Informational-Informational Text)
Common Core State Standards
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).
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.
RL 4.6 Compare and contrast the point of view from which different are
narrated, including the difference between first-and third-person
narrations.
RL 4.10 By the end of the year, read and comprehend literature,
including stories, dramas, and poetry, in the grades 4–5 text
complexity band proficiently, with scaffolding as needed at the high
end of the range.
RI 4.3 Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why, based
on specific information in the text.
RI 4.5 Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information
in a text or part of a text.
RI 4.7 Interpret information presented visually, orally, or quantitatively
(e.g., in charts, graphs, diagrams, time lines, animations, or interactive
elements on Web pages) and explain how the information contributes to
an understanding of the text in which it appears.
RI 4.10 By the end of the year, read and comprehend informational texts,
including history/social studies, science, and technical texts, in the grades
4-5 text complexity band proficiently, with scaffolding as needed at the
high end of the range.
RF 4.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
a. Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (e.g., roots and affixes) to
read accurately unfamiliar multisyllabic words in context and out of
context.
RF 4.4 Read with sufficient accuracy and fluency to support
comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate
Teachers may choose appropriate learning targets from list below.
Students will know and be able to…
Reading: whole group/small group
Reading Comprehension: Focus Skill: Sequence of Events
Focus Strategy: Visualize
•
I can identify the sequence of events in a passage. RI 4.3
•
I can visualize story events and their sequence. RI 4.3
•
I can explain how poems, drama, and prose are structured
differently from one another. RI 4.7
•
I can determine a narrator or speakers point of view in a story. RL
4.6
•
I can describe how events, ideas, concepts, or
information are structured in a text. RI 4.5
•
I can explain how charts, graphs, diagrams, time lines,
animations, or web pages are helpful in learning about a
topic .RI 4.7
Academic Vocabulary
Sequence of events, visualize, synonyms, possessive noun, apostrophe,
problem, solution, composition, infer, example, details, text, specific,
support, author’s purpose, explain, cast, stage directions, genre,
literature, drama
Vocabulary Focus: Synonyms
• I can identify and use synonyms.
Phonics Focus: Base Words and Endings
• I can decode words with sound/spelling changes.
Fluency Focus: Rate
• I can read grade level or independent level text aloud with
fluency and understanding.
Writing Type: Problem-Solution Composition Writing Structure: Opinion
Writing Trait: Ideas
Process: Prewrite, Draft, Revise, Edit, Publish
•
I can choose words to persuade the audience.
•
I can write a convincing problem-solution composition.
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4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
rate, and expression on successive reading.
c. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
SL 4.1 Engage effectively in a range of collaborative discussions (oneon-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.
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 Determine or clarify the meaning of unknown and multiplemeaning 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.
b. Use common, grade-appropriate Greek and Latin affixes and roots
as clues to the meaning of a word (e.g., telegraph, photograph,
autograph).
L 4.5 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
c. Demonstrate understanding of words by relating them to their
opposites (antonyms) and to words with similar but not identical
meanings (synonyms).
L 4.2b, L 4.2d
W 4. 2 Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
b. Develop the topic with facts, definitions, concrete details,
quotations, or other information and examples related to the topic.
d. Use precise language and domain-specific vocabulary to
inform about or explain the topic.
e. Provide a concluding statement or section related to the
information or explanation presented.
W 4.10 Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range
of discipline-specific tasks, purposes, and audiences.
W 4.4, W 4.5
Grammar: Possessive Nouns
• I can form possessive nouns.
Spelling Phonics pattern: Words with –ed or -ing
• I can correctly spell grade level words that have –ed or –ing
added to base words.
Listening/Speaking/Viewing: Conduct an Interview
• I can plan an interview.
Page 52 of 65
Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
Stage 2 –Evidence For Lesson 12
Evaluative Criteria
•
•
•
Rubrics from Reference tabs
End of lesson assessments
District Provided GradeLevel Writing Rubrics
DIBELS Next DORF Goals
Fall
Winter
Students will show their learning by…..
PERFORMANCE TASKS:
•
•
Spring
BM
90
103
115
S
70-89
79-102
95-114
I
0-69
0-78
0-94
RL 4.3 Projectable 12.2 Sequence of Events/Visualize T 92, T 93, T 103 Turn and Talk, Graphic Organizer #4
How can understanding sequence of events help you to visualize how some events occurred? How can
use summarize the story using the sequence of events? Safe From Harm What happened after the storm?
RL 4.6 Compare and Contrast In what way are Chin’s and Ah Sing’s reactions to being trapped similar?
How are they different? What can you conclude from this? What is the author’s point of view in this story?
First or third person and how do you know? Making Connections Text To Text T 109
•
RI 4.7 In Texas Twisters, please explain how the use of diagrams can help you understand the story? How
does the diagram on page 317 support the information in the text?
•
W.4.1 HMH Common Core Writing Handbook – Minilessons 23 and 24 Independent Activity pgs. 36-37
(Replaces Weekly Journeys Lessons)  Work through entire writing process and must support solution
(opinion based) with some reasons from sources
o Common Core Writing Book (Owoki) – Graphic Organizer “ Opinion Map: Grades 2-5”
pgs. 11 - 12
W 4.10 Your Turn Write about survival. T 105
•
On-demand Writing Opportunities: (Opinion Writing)
•
Writing Prompt T81 Day 4: Explain which one you think is easier to escape, earthquakes or tornadoes.
•
Write about a time when you were in a weather situation that concerned you.
On-demand Speaking and Listening Opportunities:
•
Teacher Read Aloud T86-T87 (After reading, follow up with Listening Comprehension on T87) Speaking
and Listening
OTHER EVIDENCE End of the lesson Assessments Comprehension, Vocabulary, Phonics and Grammar,
Speaking and Listening/ Connect and Extend
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
Page 53 of 65
Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
Lesson 13: Acquisition of Knowledge and Skill
Antarctic Journal: Four Months at the Bottom of the World Lexile 910(Informational-Narrative Nonfiction) & The Coolest Marathon Lexile 910
(Informational-Informational Text)
Common Core State Standards
Teachers may choose appropriate learning targets from list below.
Students will know and be able to…
RI 4.2 Determine the main idea of a text and explain how it is
Reading: whole group/small group
supported by key details; summarize the text.
RI 4.5 Describe the overall structure (e.g., chronology, comparison,
Reading Comprehension: Focus Skill: Cause and Effect
cause/effect, problem/solution) of events, ideas, concepts, or
Focus Strategy: Summarize
information in a text or part of a text.
• I can identify cause-and-effect relationships in text. RI 4.5
RI 4.9 Integrate information from two texts on the same topic in
• I can use the summarize strategy to check understanding of
order to write or speak about the subject knowledgeably.
cause and effect. RI 4.5
RI 4.10 By the end of the year, read and comprehend informational
• I can use text details and background knowledge to infer
texts, including history/social studies, science, and technical texts, in
causes and effects. RI 4.2
the grades 4-5 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
Academic Vocabulary (from Resource tab p R10)
RF 4.3 Know and apply grade-level phonics and word analysis skills
cause, effect, infer, theme, root, regular verb, helping verb, past
in decoding words.
participle, persuasive letter, voice
a. Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (e.g., roots and affixes) to
Vocabulary Focus: Greek and Latin Word Parts spect, struct, tele, vis
read accurately unfamiliar multisyllabic words in context and out of
• I can determine the meaning of multisyllabic words by
context.
studying their roots and affixes.
RF 4.4 Read with sufficient accuracy and fluency to support
comprehension.
Phonics Focus: Recognizing Common Word Parts
a. Read on-level text with purpose and understanding.
• I can look for common word parts to decode longer words.
b. Read on-level prose and poetry orally with accuracy,
appropriate rate, and expression on successive reading.
Fluency Focus: Phrasing: Pauses
c. Use context to confirm or self-correct word recognition and
• I can read grade level or independent level text aloud with
understanding, rereading as necessary.
fluency and understanding.
SL 4.1 Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher led) with diverse partners on
Writing Type: Persuasive Letter Writing Structure: Expository
grade 4 topics and texts, building on others’ ideas and expressing
Writing
Trait: Voice
their own clearly.
Process: Prewrite, Draft, Revise, Edit, Publish
a. Come to discussions prepared, having read or studied required
• I can write a letter to persuade readers.
material; explicitly draw on that preparation and other information
known about the topic to explore ideas under discussion.
d. Review the key ideas expressed and explain their own ideas and Grammar: Regular Verbs
• I can identify and use the past tense of regular verbs.
understanding in light of discussion.
L 4.4 Determine or clarify the meaning of unknown and multiplemeaning 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
Spelling Phonics pattern: More Words with –ed or -ing
• I can correctly spell grade level words that have –ed or –ing
added to the base words.
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Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots
as clues to the meaning of a word (e.g., telegraph, photograph,
autograph).
L 4.5 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
a. Explain the meaning of simple similes and metaphors (e.g., as
pretty as a picture) in context.
b. Recognize and explain the meaning of common idioms, adages, and
proverbs.
c. Demonstrate understanding of words by relating them to their
opposites (antonyms) and to words with similar but not identical
meanings (synonyms).
W 4.1 Write opinion pieces on topics or texts, supporting a point of
view with reasons and in formation.
a. Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which related ideas are grouped to support
the writer’s purpose.
W 4.10 Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific tasks, purposes, and
audiences.
W 4.4, W 4.5
Listening/Speaking/Viewing: Non-print Media Sources
•
I can identify the purpose of a non-print media source.
Stage 2 –Evidence For Lesson 13
Evaluative Criteria
•
•
•
Students will show their learning by…..
Rubrics from Reference tabs
End of lesson assessments
District Provided GradeLevel Writing Rubrics
DIBELS Next DORF Goals
Fall
Winter
Spring
BM
90
103
115
S
70-89
79-102
95-114
I
0-69
0-78
0-94
PERFORMANCE TASKS:
•
W 4.1 HMH Common Core Writing Handbook – Minilessons 26 Independent Activity pgs. 38-39(Replaces
Weekly Journeys Lessons)  Work through entire writing process
On-demand Reading Opportunities:
•
RF 4.4 Progress Monitoring
•
R1 4.2-Develop Comprehension T170 (What is the topic of the author’s December 3rd journal entry? What
details support this? Main Idea /Summarize T 164 Projectable 13.2 Think Aloud Cause and Effect How
can understanding cause and effect help you to summarize a text? Graphic Organizer #4
Comprehension Cause and Effect What might happen is someone walked carelessly over moss-covered
ground in Antarctica? T 168
•
RI 4.5 Projectable 13.3a (Cause and Effect)
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Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
On-demand Writing Opportunities:
•
RI 4.9 Making Connections: Text to Text T343 (Use what you have read in both stories to complete the
task)
•
RI 4.10 Write a summary of “Antarctic Journal”
On-demand Speaking and Listening Opportunities:
•
SL 4.1 Teacher Read Aloud T158-159 (Follow up with Listening Comprehension)
•
SL 4.1a,b Listening and Speaking T189
OTHER EVIDENCE End of the lesson Assessments Comprehension, Vocabulary, Phonics and Grammar,
Speaking and Listening/ Connect and Extend
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
Page 56 of 65
Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
Lesson 14: Acquisition of Knowledge and Skill
The Life and Times of the Ant Lexile 1040(Informational-Informational Text) & The Dove and the Ant Lexile 600(Literature-Traditional Tale/Fable)
Common Core State Standards
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).
RL 4.10 By the end of the year, read and comprehend literature,
including stories, dramas, and poetry, in the grades 4–5 text
complexity band proficiently, with scaffolding as needed at the high
end of the range.
RI 4.5 Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or
information in a text or part of a text.
RI 4.7 Interpret information presented visually, orally, or quantitatively
(e.g., in charts, graphs, diagrams, time lines, animations, or
interactive elements on Web pages) and explain how the
information contributes to an understanding of the text in which it
appears.
RI 4.10 By the end of the year, read and comprehend informational
texts, including history/social studies, science, and technical texts, in
the grades 4-5 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
RF 4.3 Know and apply grade-level phonics and word analysis skills
in decoding words.
a. Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (e.g., roots and affixes) to
read accurately unfamiliar multisyllabic words in context and out of
context.
RF 4.4 Read with sufficient accuracy and fluency to support
comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy,
appropriate rate, and expression on successive reading.
c. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
SL 4.1 Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher led) with diverse partners on
grade 4 topics and texts, building on others’ ideas and expressing
their own clearly.
a. Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other information
Teachers may choose appropriate learning targets from list below.
Students will know and be able to…
Reading: whole group/small group
Reading Comprehension: Focus Skill: Text and Graphic Features
Focus Strategy: Q uestion
•
I can describe a character in depth and provide specific
details from the text. RL 4.3
•
I can describe how events, ideas, concepts, or
information are structured in a text. RL 4.3
•
I can identify and read charts, graphs, diagrams,
time lines, animations, or web pages to learn about
a topic. RLI 4.7
•
I can ask questions to understand information presented
graphically. RI 4.7
Academic Vocabulary
Text features, boldface print, graphic features, support, persuasive
essay, goal
Vocabulary Focus: Suffixes –able, -ible
•
I can recognize and use words with suffixes –able and –ible
Phonics Focus: Recognizing Suffixes
•
I can use suffixes to decode words.
Fluency Focus: Stress
•
I can read grade level or independent level text aloud with
fluency and understanding.
Writing Type: Plan a Persuasive Essay Writing Structure: Expository
Writing Trait: Organization
Process: Prewrite
•
I can study and evaluate persuasive essays.
Grammar: Participles
•
I can identify and use present and past participles and
participial phrases.
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4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
known about the topic to explore ideas under discussion.
SL 4.3 Identify the reasons and evidence a speaker provides to
support particular points.
L 4.4 Determine or clarify the meaning of unknown and multiplemeaning 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.
b. Use common, grade-appropriate Greek and Latin affixes and roots
as clues to the meaning of a word (e.g., telegraph, photograph,
autograph).
W 4.1 Write opinion pieces on topics or texts, supporting a point of
view with reasons and in formation.
a. Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which related ideas are grouped to support
the writer’s purpose.
b. Provide reasons that are supported by facts and details.
W 4.10 Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific tasks, purposes, and
audiences.
W 4.4, W 4.5
Spelling Phonics pattern: The Final Long e
•
I can spell words that have the final /e/ sound.
Listening/Speaking/Viewing: Listen to Summarize Ideas
•
I can apply listening tips to evaluate presentations.
Stage 2 –Evidence For Lesson 14
Evaluative Criteria
•
•
•
Students will show their learning by…..
Rubrics from Reference tabs
End of lesson assessments
District Provided GradeLevel Writing Rubrics
DIBELS Next DORF Goals
Fall
Winter
Spring
BM
90
103
115
S
70-89
79-102
95-114
I
0-69
0-78
0-94
PERFORMANCE TASKS:
•
•
•
RI 4.3 The Life and times of the Ant What is your interpretation of this text? Informational… How does the
author use facts and science to make this story interesting/ How do specific text features help you to find
information out about this topic? Projectable 14.3 How can the events explained about
RI 4.7 Projectable 14.3b T249 Stop and Think T 245 H9ow do graphic features and illustrations help support
the text? In Grass Roots Highways what information in the text does the chart (12) help to explain?
W 4.1 Opinion Complete the prewrite Persuasive Essay Projectable 14.9 Think Aloud 5 W’s graphic
On-demand Writing Opportunities:
•
Write a “sales pitch” to sell the anteater as the best ant eating machine. T225 Day 3
On-demand Speaking and Listening Opportunities:
•
Teacher Read Aloud T230
•
Listening and Speaking T263
Page 58 of 65
Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
OTHER EVIDENCE End of the lesson Assessments Comprehension, Vocabulary, Phonics and Grammar,
Speaking and Listening/ Connect and Extend
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
Page 59 of 65
Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
Lesson 15: Acquisition of Knowledge and Skill
The Life and Times of the Ant Lexile 1040(Informational-Informational Text) & The Dove and the Ant Lexile 600(Literature-Traditional Tale/Fable)
Common Core State Standards
RL 4.2 Determine a theme of a story, drama, or poem from details in the
text; summarize the text.
RL 4.4 Determine the meaning of words and phrases as they are used
in a text, including those that allude to significant characters found in
mythology (e.g., Herculean).
RL 4.10 By the end of the year, read and comprehend literature,
including stories, dramas, and poetry, in the grades 4–5 text
complexity band proficiently, with scaffolding as needed at the high
end of the range.
RI 4.2 Determine the main idea of a text and explain how it is
supported by key details; summarize the text.
RI 4. 3 Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why, based
on specific information in the text.
RI 4.4 Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a grade 4 topic or
subject area.
RI 4.8 Explain how an author uses reasons and evidence to support
particular points in a text.
RI 4.10 By the end of the year, read and comprehend informational
texts, including history/social studies, science, and technical texts, in the
grades 4-5 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
RF 4.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
a. Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (e.g., roots and affixes) to
read accurately unfamiliar multisyllabic words in context and out of
context.
RF 4.4 Read with sufficient accuracy and fluency to support
comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate
rate, and expression on successive reading.
c. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
SL 4.1 Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher led) with diverse partners on
Teachers may choose appropriate learning targets from list below.
Students will know and be able to…
Reading: whole group/small group
Reading Comprehension: Focus Skill: Main Idea and Details
Focus Strategy: Monitor/Clarify
•
I can summarize main ideas and details. RL 4.2
•
I can identify key details in the text and explain how they
support the main idea. RL 4.2
•
I can locate reasons and evidence which support the main
idea of a text. RL 4.2
Academic Vocabulary (from Resource tab p R10)
Main idea, supporting details, theme-message, convey, summarize,
infer, facts and examples, persuade, multiple-meaning words,
context
Vocabulary Focus: Multiple-Meaning Words
•
I can explain that the meaning of a word can vary when
used in different content areas.
Phonics Focus: Three Syllable Words
•
I can decode multi-syllable words.
Fluency Focus: Expression
•
I can read grade level or independent level text aloud with
fluency and understanding.
Writing Type: Opinion Writing Structure: Persuasive Essay
Writing Trait: Ideas
Process: Prewrite, Draft, Revise, Edit, Publish
•
I can write a persuasive essay.
Grammar: Irregular Verbs
•
I can identify irregular verbs.
Spelling Phonics pattern: changing final y to i
•
I can spell words in which the final y changes to i.
Page 60 of 65
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4th Grade ELA Curriculum Guide 2014-15
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.
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.
d. Review the key ideas expressed and explain their own
ideas and understanding in light of the discussion.
SL 4.2 Paraphrase portions of a text read aloud or information
presented in diverse media and formats, including visually,
quantitatively, and orally.
SL 4.3 Identify the reasons and evidence a speaker provides
to support particular points.
SL 4.4 Report on a topic or text, tell a story, or recount an experience
in an organized manner, using appropriate facts and relevant,
descriptive details to support main ideas or themes; speak clearly at
an understandable pace.
SL 4.5 Add audio recordings and visual displays to presentations when
appropriate to enhance the development of main ideas or themes.
L 4.6 Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases, including those
that signal precise actions, emotions, or states of being (e.g., quizzed,
whined, stammered) and that are basic to a particular topic (e.g.,
wildlife, conservation, and endangered when discussing animal
preservation).
L 4.2 d
W 4.1 Write opinion pieces on topics or texts, supporting a point of
view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create
an organizational structure in which related ideas are grouped
to support the writer’s purpose.
b. Provide reasons that are supported by facts and details.
W 4.10 Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific tasks, purposes, and
audiences.
W 4.4, W 4.5
Listening/Speaking/Viewing: Listen to Summarize Ideas
•
I can listen to summarize ideas.
Revised 6.6.14
Stage 2 –Evidence For Lesson 15
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Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
Evaluative Criteria
•
•
•
Students will show their learning by…..
Rubrics from Reference tabs
End of lesson assessments
District Provided GradeLevel Writing Rubrics
DIBELS Next DORF Goals
Fall
Winter
Spring
BM
90
103
115
S
70-89
79-102
95-114
I
0-69
0-78
0-94
PERFORMANCE TASKS:
On-demand Reading Opportunities:
•
RI 4.1 Turn and Talk T 311 Main ideas, Key Details Graphic, What does the author mean when he/she
says__________? Why do you think that? Which details in the text led you to that conclusion? Your Turn T
323 Ecology in Action T chart
•
RI 4.2 Practice Book pg. 169 Turn and Talk T 311 Projectable 152, 15.3 a, T 319, T 328-329 Comprehension
Target skill T 316 What details help explain what an ecosystem is? Stop and Think T 317 , T319,
Comprehension #8 T 318, How would you summarize what you have read so far? What is the passage
about and why do you think that? Can you give some details from the text that supports your thinking?
•
W 4.1 Opinion Finish your opinion essay Revise/Draft Focus Ideas Practice Book 180 Writing traits scoring
rubric Proofreading black line master for support
On-demand Writing Opportunities:
•
Writing Prompt Day 3 T299: Explain why it is important that all ecosystems on the planet stay healthy.
•
Your Turn Ecology in Action Main Ideas paragraph prompt Summarize rubric T 323
On-demand Speaking and Listening Opportunities:
•
Teacher Read Aloud T304
•
Listening and Speaking T335
OTHER EVIDENCE End of the lesson Assessments Comprehension, Vocabulary, Phonics and Grammar,
Speaking and Listening/ Connect and Extend
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
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Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
After Unit 3 - Extending the Common Core State Standards
Stage 1 – Desired Results
Revised 6.6.14
Transfer
• Students will be able to independently use their reading to understand that nature can influence certain events.
Meaning
Understandings
Students will understand that …
Comprehension
•
Effective readers understand the meaning of what is read.
Instructional Materials:
Teacher Support booklet: Extending the Common Core State
Standards
Student Magazines
Recommended Essential Questions
Students will keep considering …
•
•
•
•
•
How do events in nature influence other events?
How can I integrate information from two texts on the same
topic?
Effective readers use reading as a tool for learning, critical
thinking, and enjoyment.
Effective readers use printed materials to answer questions
and solve problems.
Effective readers gather information and make interpretations
from the print they read.
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Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
After Unit 3: Extending the Common Core State Standards Acquisition of Knowledge and Skill
Cold, Cold Science (Informational-Informational Text)
Common Core State Standards
RI 4.5 Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or
information in a text or part of a text.
RI 4.6 Compare and contrast a firsthand and secondhand account of
the same event or topic; describe the differences in focus and the
information provided.
RI 4.9 Integrate information from two texts on the same topic in order
to write or speak about the subject knowledgeably.
RI 4.10 By the end of the year, read and comprehend informational
texts, including history/social studies, science, and technical texts, in
the grades 4-5 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
RF 4.4 Read with sufficient accuracy and fluency to support
comprehension. c. Use context to confirm or self-correct word
recognition and understanding, rereading as necessary.
L 4.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
b. Form and use the progressive (e.g., I was walking; I am
walking; I will be walking) verb tenses.
g. Correctly use frequently confused words (e.g., to, too, two; there,
their).*
L 4.6 Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases, including
those that signal precise actions, emotions, or states of being (e.g.,
quizzed, whined, stammered) and that are basic to a particular
topic (e.g., wildlife, conservation, and endangered when
discussing animal preservation).
W 4.1 Write opinion pieces on topics or texts, supporting a point of
view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create
an organizational structure in which related ideas are grouped
to support the writer’s purpose.
b. Provide reasons that are supported by facts and details.
d. Provide a concluding statement or section related to the
opinion presented.
4.10 Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific tasks, purposes, and
Revised 6.6.14
Teachers may choose appropriate learning targets from list below.
Students will know and be able to…
Reading: whole group/small group
Reading Comprehension Focus: Describe Text Structures
•
I can understand the different ways texts are organized, such
as chronological, compare/contrast, cause/effect, and
problem/solution. RI 4.5
•
I can understand the difference between a firsthand and
secondhand account of the same event or topic. RI 4.6
•
I can access information from several texts about the same topic.
RI 4.9
Vocabulary: Domain-Specific Words and Phrases/Commonly Confused
Words
•
I can acquire and use domain-specific words and phrases that
are basic to a particular topic.
Writing Type: Persuasive Writing Structure: Expository
Writing Trait: Organize
Process: Draft, Revise
• I can provide reasons, facts, and details to support an opinion.
Grammar: Progressive Verb Tenses
• I can form and use the progressive verb tenses.
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Clover Park School District
4th Grade ELA Curriculum Guide 2014-15
Revised 6.6.14
audiences.
W 4.4, W4.5
Stage 2 –Evidence
Evaluative Criteria
•
•
•
Students will show their learning by…..
Rubrics from Reference tabs
End of lesson assessments
District Provided GradeLevel Writing Rubrics
DIBELS Next DORF Goals
Fall
Winter
BM
90
103
Spring
115
S
70-89
79-102
95-114
I
0-69
0-78
0-94
PERFORMANCE TASK(S):
•
•
•
End of selection assessments for vocabulary, comprehension, and phonics
Fluency practice passages
Common assessments
o Selected Response (multiple choice) vocabulary (Journeys Grab and Go)

Selected Response (multiple choice) comprehension (Journeys Grab and Go)

Short Response/multiple choice comprehension test aligned to standards
addressed within lesson (Teachers encouraged to build MSP stem questions for
written assessment.)
OTHER EVIDENCE:
• Teacher observation
• Student work from teacher led small group instruction
• Student work from independent work stations
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
Page 65 of 65