Common Core State Standards Pacing Guide 1st Edition English Language Arts (ELA) Fourth Grade —2nd Nine Week Period 1st Edition Developed by: Vangie Barela, Jennifer Vasquez, and Deborah Paul `````````````````````````````````````````````````````````````````````````````````````` Mr. Stan Rounds, Superintendent Dr. Steven Sanchez, Deputy Superintendent Prepared By: Lydia Polanco, Coordinator of Elementary Instruction Fourth Grade —2 Nine Week Period 1 nd
Overview of the Common Core State Standards: The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects are the culmination of an extended, broad-­‐based effort to fulfill the charge issued by the states to create the next generation of standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school. The standards define what all students are expected to know and be able to do, not how teachers teach.1 Description of the Pacing Guide: A pacing guide is an interval based description of what teachers teach in a particular grade or course; the order in which it is taught, and the amount of time dedicated to teaching the content. Purpose of a Pacing Guide: The purpose of a pacing guide is to ensure that all of the standards are addressed during the academic year. Each pacing guide is nine weeks in duration. Components of the Pacing Guide: • College and career ready (CCR) anchor standard-­‐-­‐define the skills and understandings that all students must demonstrate. • Grade level standard—defines what students should know and be able to do by the end of each grade level • Unpacked standard—provides a clear picture for the teacher as he/she implements the CCSS • Resources—includes but not limited to current district core resources • Depth of Knowledge — (DOK) Criteria for systematically analyzing the alignment between standards and standardized assessments 1
Retrieved from www.corestandards.org p. 6, Introduction: Common Core State Standards for English Language Arts & Literacy in History/ Social Studies, Science, and Technical Subjects. Fourth Grade —2 Nine Week Period 2 nd
Key Points in English Language Arts Reading • The standards establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college-­‐ and career-­‐level reading no later than the end of high school. The standards also require the progressive development of reading comprehension so that students advancing through the grades are able to gain more from whatever they read. • Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective. Because the standards are building blocks for successful classrooms, but recognize that teachers, school districts and states need to decide on appropriate curriculum, they intentionally do not offer a reading list. Instead, they offer numerous sample texts to help teachers prepare for the school year and allow parents and students to know what to expect at the beginning of the year. • The standards mandate certain critical types of content for all students, including classic myths and stories from around the world, foundational U.S. documents, seminal works of American literature, and the writings of Shakespeare. The standards appropriately defer the many remaining decisions about what and how to teach to states, districts, and schools. Writing • The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing—a basic form of argument—extending down into the earliest grades. • Research—both short, focused projects (such as those commonly required in the workplace) and longer term in depth research —is emphasized throughout the standards but most prominently in the writing strand since a written analysis and presentation of findings is so often critical. • Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments, informational/explanatory texts, and narratives in the various grades. Fourth Grade —2 Nine Week Period 3 nd
Speaking and Listening • The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media. • An important focus of the speaking and listening standards is academic discussion in one-­‐on-­‐one, small-­‐group, and whole-­‐class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems. Language • The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. The standards will help students determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases. • The standards help prepare students for real life experience at college and in 21st century careers. The standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language. • Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading, writing, speaking, and listening. Media and Technology •
Just as media and technology are integrated in school and life in the twenty-­‐first century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards. Fourth Grade —2 Nine Week Period 4 nd
STANDARDS-­‐BASED, STANDARDS-­‐DRIVEN Fourth Grade —2 Nine Week Period 5 nd
4th Grade Reading Standards for Literature: Craft and Structure 2ndQuarter Nine Weeks Standard Q1 Q2 Q3 Q4 RL 4.4 I/P I/P I/P I/P RL 4.6 X P R R Anchor Standard(s) Reading Standards Unpacked (What does the standard actually mean?) 4.Interpret words and RL 4.4 Determine the meaning of words Students will continue to tell the phrases as they are used in and phrases as they are used in a text, meaning of words and phrases in a a text, including including those that allude to significant text and focus specifically on determining technical, characters found in mythology (e.g., mythological characters. connotative, and figurative Herculean). meanings, and analyze how Students should be able to: specific word choices shape • Identify mythological meaning or tone. characters. • Connect words and phrases with specific mythological characters. • Respond to questions and prompts about the meaning of words and phrases. 6. Assess how point of view RL 4.6 Compare and contrast the point Students will find the similarities and or purpose shapes the of view from which different stories are differences in the narration between content and style of a text. narrated, including the difference a story written in first person and a between first-­‐and third-­‐person story written in third person point of narrations. view. The narrator is the person who tells the story. Sometimes the narrator is a character in the story and uses the pronoun I to tell the story. This type of narrator tells the story from a first-­‐
person point of view. Sometimes the narrator is not a character in the story and refers to the characters by name or as he or she. This type of narrator tells the story from a third-­‐
DOK Depth of Knowledge (DOK 1) In this passage, what does the word herculean mean? (DOK 2) Emma was unable to take her test because she was feeling under the weather. What does the phrase under the weather mean? Use details to support your answer. (DOK 1) Which sentence is written in first person point of view? A. They are ready to be picked. B. She should come to the orchard with us. C. Billy was so glad be could buy apples D. I like to eat apples. Which sentence is written in first person point of view? A. “Go away, and leave me alone!” I screamed. B. Mary thought, “I can beat Henry this Fourth Grade —2 Nine Week Period 6 nd
person point of view time.” C. “You need to think about it before you decide.” said Mom. (DOK 3) Passage 1 Katie looked everywhere for her pet lizard Leo. She could not find her anywhere. Where could Leo be? Katie hoped she was o.k. Passage 2 I went straight to my room to change my clothes and check Dribble. I ran to my dresser to check Dribble. His bowl with the rock was there, but Dribble was gone! I got really scared. • Is the first passage written in first person or third person? Explain how you know. The first passage is written in third person. I know because it uses the person’s name and the pronoun she in the text. • Is the second passage written in first person or third person? Explain how you know. The second passage is written in first person. I know because it uses the pronoun I in the text. Vocabulary: myth, mythological, herculean, Pandora’s box, Achilles’ heel, context clues, phrases myth, mythological, 1st person, 3rd person, narration, point of view Fourth Grade —2 Nine Week Period 7 nd
Resources: Materials: Unit 5, volume 1, week 2 Lost City, Greek Mythology for Kids: http://greece.mrdonn.org/myths.html RL4.6: (First Person Narrative): Unit 1(volume 1) Week 2: Lewis and Clark and Me Audio CD 2 Track 1 (Third Person Narrative): Unit 1(volume 1) Week 3: On the Banks of Plumb Creek Audio CD 2 Track 10 First and Third Person Worksheet First and third narrative paragraphs from Unit 2 Stories Lewis and Clark and Me and On the Banks of Plumb Creek (see attached word document) Fourth Grade —2 Nine Week Period 8 nd
4th Grade Reading Standards for Literature: Integration of Knowledge and Ideas 2ndQuarter Nine Weeks Standard Q1 Q2 Q3 Q4 RL 4.9 I P R R Anchor Standard(s) Reading Standards 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. RL 4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. Unpacked (What does the standard actually mean?) Students will find similarities and differences in themes, topics, and patterns of events among culturally diverse stories, myths, and traditional literature. DOK Depth of Knowledge (DOK 1) A theme that appears in many stories is that hard work has many rewards. Which of the following stories has this same theme? a. Little Red Riding Hood b. The Little Red Hen c. Goldilocks and the Three Bears d. Peter Rabbit (DOK 3) What is the Theme of this poem? Waves Rolling to the shore another rides piggy back Stretching closer and closer Disappearing back out to sea Making space For another one to roll ashore Vocabulary: opposition, connections, culturally diverse, culture, traditional fable, fairy tale, folktale, theme, moral, events, compare, contrast Resources: Text: http://storyit.com/Classics/JustPoems/ The G
rimm’s Brothers Children’s and Household Stories: http://www.pitt.edu/~dash/grimmtales.html Fourth Grade —2 Nine Week Period 9 nd
4th Grade Reading Standards for Literature: Range of Reading and Level of Text Complexity 2ndQuarter Nine Weeks Anchor Reading Standard(s) Standards 10.Read and comprehend complex literary and informational texts independently and proficiently. 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. Standard Q1 Q2 Q3 Q4 RL 4.10 P P P P Unpacked (What does the standard actually mean?) “The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-­‐by-­‐grade “staircase” of increasing text complexity. Students must also show a steadily growing ability to discern more from and make fuller use of text including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.” Students should encounter appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge needed for success in school and life. DOK Depth of Knowledge Students will apply multiple cueing sources to read grade level poetry and prose. By the end of the 1st quarter students should be reading at: DRA 40F Guided Rdg. Q-­‐R AR Level 4.1-­‐
4.5 Rdg A-­‐Z U-­‐V Lexil
e 700-­‐
749 ORF 97 Please remember, when determining if a student is proficient on this standard, each student’s data must be triangluated with different data points. Vocabulary: fluency, proficiently, comprehension Resources: RL1: Reading Street Materials: Unit 2 (volume 1), week 2, Coyote School News, ELL Handbook p.66a online, DVD pages (let’s practice it pages, p.74) RL2: Fables, Fairytales, Stories, and Nursery Rhymes: http://www.ivyjoy.com/fables/ Florida Center for Reading Research: http://www.fcrr.org/studentactivities/literature_45.htm RL3: Reading Street: Materials: Unit 1, week 4, Horned Toad Prince, ELL Handbook page 484 (story map B), Unit 1, volume 1 purple pages CL 12-­‐13, Unit 1, volume 2 purple pages CL 12-­‐13, Student Edition page EI 10-­‐11, 22, Unit 1, Volume 1 -­‐ teacher manual page 79C, Read and Succeed [Yvette has only copy] page 39-­‐40, 41-­‐
42 Fourth Grade —2 Nine Week Period 10 nd
4th Grade Reading Standards for Informational Text: Key Ideas and Details 2ndQuarter Nine Weeks Standard Q1 Q2 Q3 Q4 RI 4.2 X P R R Anchor Standard(s) Reading Standards 2. Determine central ideas RI 4.2 Determine the main idea of a text and or themes of a text and explain how it is supported by key details; analyze their development; summarize the text. summarize the key supporting details and ideas. Unpacked (What does the standard actually mean?) Students must identify the main idea and find the most important details that strengthen the main idea. The main idea of a passage tells you what it is mostly about. The supporting details help you understand the main idea. DOK Depth of Knowledge (DOK 2) The Roadrunner The roadrunner is a fast-­‐running bird that has a long tail and a crest. The bird is found in the southwestern United States and Mexico. The roadrunner is also called a chaparral bird and a chaparral cock.[1][2] Some Road Runners have been clocked at 20 miles per hour and are usually found in the desert. 1. What is the main idea of the passage? 2. Identify a supporting detail and explain how is supports the main idea. Vocabulary: main idea, key details, summarize, supporting Resources: Materials: Unit 4 volume 1, week 3 Navajo Code Talkers ELL Handbook page 54a, page 487 Fourth Grade —2 Nine Week Period 11 nd
4th Grade Reading Standards for Informational Text: Craft and Structure 2ndQuarter Nine Weeks Standard Q1 Q2 Q3 Q4 RI 4.4 I/P I/P I/P I/P RI 4.6 X P R R Unpacked (What does the standard actually mean?) 4.Interpret words and RI 4.4 Determine the meaning of general Fourth grade students continue to phrases as they are used in academic and domain-­‐specific words or phrases find the meanings of general a text, including in a text relevant to a grade 4 topic or subject vocabulary words specific to fourth determining technical, area. grade topics or subjects. connotative, and figurative meanings, and analyze how Students should be able to: specific word choices shape Use context clues or the meaning or tone. glossary/dictionary to determine the meaning of unknown words. Anchor Standard(s) Reading Standards 6. Assess how point of view RI 4.6 Compare and contrast a firsthand and or purpose shapes the secondhand account of the same event or content and style of a text. topic; describe the differences in focus and the information provided. DOK Depth of Knowledge ((DOK 1) The astronauts were quarantined, or isolated, when they returned from the moon in case they were carrying any dangerous germs that could be spread to other people. What is the meaning of the underlined word. A. dangerous germs B. to spread germs C. kept away from other people D. to be quiet (DOK 2) Which word best fits in the blank? _____→bird→animal→living thing A. fish B. eagle C. amphibian D. feathers At this level, students are required to (DOK 1) Which of the following is a find the similarities and differences in primary source? perspectives (first and second hand) A. a newspaper report of a volcano about the same event or subject. erupting They will give descriptions about how B. an eyewitness account of an the information is presented for each earthquake perspective. C. an encyclopedia entry on nd
Fourth Grade —2 Nine Week Period 12 volcanoes (DOK 3) Describe how the focus of a primary source probably differs from the focus of a secondary source on the same event? Vocabulary: firsthand account, secondhand account, perspective, Resources: Text: NM Activity Book Scott Foresman (blue colored) • Early Peoples pp. 46-­‐53 • Spanish Explorers pp. 54-­‐61 • Spanish and Mexican Rule 62-­‐71 • http://www.timeforkids.com Time for Kids Fourth Grade —2 Nine Week Period 13 nd
4th Grade Reading Standards for Informational Text: Range of Reading and Level of Text Complexity 2ndQuarter Nine Weeks Standard Q1 Q2 Q3 Q4 RI 4.10 P P P P Anchor Standard(s) 10.Read and comprehend complex literary and informational texts independently and proficiently. Reading Standards 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. Unpacked (What does the standard actually mean?) RI 4.10 Students are required to read and understand a wide range of informational texts within the fourth to fifth grade text level efficiently, with assistance as needed at the higher end, by the end of the year. Increase text complexity throughout the school year, so that students will show a steadily growing ability in a variety of texts (history/social studies, science, and technical texts) which includes: -­‐ability to recognize and understand more -­‐increasing number and depth of connections -­‐use wider range of reading strategies -­‐provide wider range of textual evidence DOK Depth of Knowledge Students will apply multiple cueing sources to read grade level poetry and prose. By the end of the 1st quarter students should be reading at: DR
A 40 NF Guide
d Rdg. Q-­‐R AR Level 4.1-­‐
4.5 Rdg A-­‐Z U-­‐V Lexil
e 700-­‐
749 ORF 97 Please remember, when determining if a student is proficient on this standard, each student’s data must be triangluated with different data points. Vocabulary: fluency, proficiently, comprehension, Resources: Fourth Grade —2 Nine Week Period 14 nd
4th Grade Reading Standards for Foundational Skills: Phonics and Word Recognition 2ndQuarter Nine Weeks Standard Q1 Q2 Q3 Q4 RF 4.3a I/P I/P I/P I/P Anchor Standard(s) N/A Reading Standards Unpacked (What does the standard actually mean?) RF 4.3 Know and apply grade-­‐level phonics and Students continue learning specific word analysis skills in decoding words. strategies for decoding words in a. Use combined knowledge of all letter-­‐
texts. They are required to apply the sound correspondences, syllabication specific strategies for decoding and patterns, and morphology (e.g., roots spelling multi-­‐syllabic words. and affixes) to read accurately unfamiliar Use questions and prompts such as: multisyllabic words in context and out of • Does that sound right? context. • Does that look right? • Does that make sense? • Look at the word, does it look like …? • You said …does it look like …? Identify, read, and write words with Prefixes in-­‐, non-­‐, re-­‐ Suffixes -­‐ ion Words with: Long a and I (ai, ay, igh) Long e and o (ow, oa, ea, ee, ) Long e (-­‐y, ie) Long u (u, oo, ew, u-­‐e, ui) Vowels Short vowels VCCV Digraphs ng, nk, ph, wh, Spelling Words with ear, ir, our, ur DOK Depth of Knowledge (DOK1) What is the prefix in the word misunderstanding? a) mis b) under c) stand d) ing (DOK 1) How is the word misunderstanding divided in syllables? A. mis/un/der/stand/ing B. mis/understand/ing C. mi/sun/der/stand/ing (DOK 2) Please __________ his shoelaces and ________ them correctly. a. discover, recover b. retie, untie c. uncover, discover d. untie, retie Using the word "port" and the prefix "ex", what is the meaning of the word export? a. making the products b. carrying the products out of the country c. bringing products into the country nd
Fourth Grade —2 Nine Week Period 15 Homophones Compound words Multisyllablic words Spell /shun/ (tion-­‐action, sion-­‐
division, Consonants /j/ -­‐ dge, ge, /ks/ -­‐ ex, and /kw/-­‐ qu Words w/ silent consonants – autumn, island… Greek word parts (graph, micro, tele, phon, meter Latin roots rupt {abrupt} , dict {dictate}, dis {dislocate}, port {export}, loc-­‐ {locat}, Schwa export? A. making the products B. carrying the products out of the country C. bringing products into the country Vocabulary: affix, root, syllable, prefix, suffix, multisyllabic, context Resources: Long u: First Stop page 138 Irregular Plurals: First Stop page 139 Long a and i: First Stop page 138 Long e: First Stop page 138 Words with ear, ir, our, ur: Unit 2, Week 5, So You Want to Be President? Reader’s and Writer’s Notebook page 157, 162, 172 Adding –ed and –ing: Unit 3, Week 1, The Man Who Named the Clouds and Reader’s and Writer’s Notebook page 182, 187 Words with Homophones: Unit 3, Week 2, Adelina’s Whales and Reader’s and Writer’s Notebook page 193, 198 Vowel Sounds in Shout: Unit 3, Week 3, How Night Came from the Sea and Reader’s and Writer’s Notebook page 204, 209 Compound Words: Unit 3, Week 4, Eye of the Storm and Reader’s and Writer’s Notebook page 215, 220 Possessives: Unit 3, Week 5 Paul Bunyan and Reader’s and Writer’s Notebook, page 226, 231 Words with final –le, -­‐al, -­‐en: Unit 4, Week 2 Encantado: Pink Dolphin of the Amazon and Reader’s and Writer’s Notebook, page 262, 267 Contractions: Unit 4, Week 1 The Case of the Gasping Garbage and Reader’s and Writer’s Notebook, page 251, 256 and Let’s Practice DVD p.184 & 190 Words with final –er, -­‐ar: Unit 4, Week 2, Encantado: Pink Dolphin of the Amazon, TE pp. 55c, and Reader’s and Writer’s Notebook p. 262, 267,304 and Let’s Practice It! DVD p. 193, 199 Prefixes un-­‐, dis-­‐, in-­‐ Multisyllabic words with prefix + root word + suffix: Unit 4, Week 5: Encyclopedia Brown /j/, /ks/, and /k/: Unit 4, Week 4, Seeker of Knowledge and Reader’s and Writer’s Notebook p. 284,289, 308 and Let’s Practice It!, DVD p. 211, 217 Consonant Digraph /sh/ Phonics: Unit 4, Week 3, Navajo Code Talkers, TE p. 85c and Reader’s and Writer’s Notebook, p. 273, 278 and Let’s Practice It!, pp. 202, Greek Word parts: Unit 5, Week 3, Cliff Hanger and Reader’s and Writer’s Notebook, p. 342, 347, 375 and Let’s Practice It!, pp. 263, 269 Latin Roots: Unit 5, Week 4, pp. 353, 358 (editing) Worksheets 1-­‐5 Related Words: Unit 5, Week 5 and Let’s Practice It! p. DVD 281, 287 and Reader’s and Writer’s Notebook: p. 364, 369 Suffixes: -­‐ment, -­‐less, -­‐ness, -­‐ful, -­‐ly, -­‐ion: Unit 4, Week 5 and Reader's Writer's Notebook p. 411, 416, 422, 427, p. 444 nd
Fourth Grade —2 Nine Week Period 16 4th Grade Reading Standards for Foundational Skills: Fluency 2ndQuarter Nine Weeks Standard Q1 Q2 Q3 Q4 RF 4.4 a-­‐c I/P I/P I/P I/P Anchor Standard(s) N/A Reading Standards RF 4.4 Read with sufficient accuracy and fluency to support comprehension a. Read on-­‐level text with purpose and understanding. b. Read grade-­‐level prose and poetry orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-­‐correct word recognition and understanding, rereading as necessary. Unpacked (What does the standard actually mean?) Fluent readers are able to focus attention on the meaning of the text. Fluency helps the reader process language for meaning and enjoyment. Readers at this stage reread texts as needed to support understanding. DOK Depth of Knowledge (DOK 1-­‐2) Read on grade level text with sufficient accuracy and fluency: (DOK 1) Use questions and prompts such as: • Does that sound right? • Does that look right? • Does that make sense? • Look for chunks you know and say them. • Look at the beginning of the word and try it again. • Look at the end of the word and try it again. (DOK 2) Use questions and prompts such as: • Make your reading sound like the characters are talking. • Make your voice go down when you see the period at the end. (DOK 2) Go back and reread when it doesn’t sound or look like you think it should. Vocabulary: Fluency, accuaracy Resources: Scott Foresman Day 3 of every week: May use Model Fluency and Reread for Fluency Fourth Grade —2 Nine Week Period 17 nd
4th Grade Writing Standards: Text Types and Purposes 2ndQuarter Nine Weeks Standard Q1 Q2 Q3 Q4 W 4.1 a-­‐d X P R R Anchor Standard(s) 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Writing Standards 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. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented. Unpacked (What does the standard actually mean?) Fourth grade students should write opinion pieces that clearly state their preferences and supply the reasoning for their thinking. What is the writers’ opinion? Students need to understand how their reasoning supports their opinion, search and find facts to support their viewpoint, and share this thinking. Students also build their argument by linking their ideas together. At this level, students are using a variety of sentence structures and more complex sentences. They are developing the use of more complex linking phrases like (for instance, in order to, in addition). Fourth grade students are required to include a concluding statement or section in their writing. Students need to use strategies for concluding their thoughts (using summary statements) when writing. DOK Depth of Knowledge (DOK 4) Create an opinion piece and state about your favorite after school activity and state your reasons why it is your favorite. (DOK 4) Create an opinion piece after reading a text on your favorite part and why. (Use linking words such as because and also). Fourth Grade —2 Nine Week Period 18 nd
Vocabulary: conclusion, quick summary, opinion, transition, evidence, analyze, make a connection Resources: Nancy Fetzer Literacy Connections Writing Institutes: Strategies and Techniques Aligned to the CCSS 4-­‐6: The Writing Process: Plan, Talk, and Write p. 15 Common Core Opinion Writing Lessons p. 217 Opinion Writing Tools p. 237 Nancy Fetzer Writing Connections: K-­‐6 Program Overview and Assessment Guide pp. 48-­‐50 http://www.nancyfetzer.com/pdf/writing/AtaGlance7-­‐12.pdf Fourth Grade —2 Nine Week Period 19 nd
4th Grade Writing Standards: Production and Distribution of Writing 2ndQuarter Nine Weeks Q1 Q2 Q3 Q4 W 4.4 I/P I/P I/P I/P W 4.5 I I/P I/P I/P W4.6 I I/P I/P I/P Standard Anchor Standard(s) Writing Standards 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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 W 4.1, W 4.2, W 4.3) 5.Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 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) Unpacked (What does the standard actually mean?) Fourth grade students are expected to produce writing that is clear and understandable to the reader. Task (type of writing assignment) and purpose (the writer’s designated reason for writing) should be reflected in the student’s organization and development of a topic. With assistance from adults and peers, students should develop revising and editing skills. In order to do so, students need to understand how to change word choice and sentence structure in their writing to strengthen their piece. They need DOK Depth of Knowledge (DOK 2) Put these sentences in order. 1. While we were shopping we saw my cousin Lucy. 2. My mom said we should all eat lunch together. 3. This morning my mom and I went shopping for a prom dress. 4. Lucy was looking for a prom dress too. (DOK 3) How does thinking about your audience help you decide what tone of voice you should use? (DOK 4) Create an opinion piece after reading a text on your favorite part and why. (Use linking words such as because and also). (DOK 2) What feedback can you give your parnter about their writing? (DOK 3) What changes can you make to your writing to improve your informative essay? Fourth Grade —2 Nine Week Period 20 nd
assistance with planning for writing using graphic organizers (story frames, story mountains, story maps). They also need to develop the ability to recognize spelling, grammar, and punctuation errors and have strategies for correcting these errors with assistance (conferences, check sheets, peer editing). 6.Use technology, including W 4.6 With some guidance and support from Students in fourth grade are Collaborate with others to use the Internet, to produce adults, use technology, including the Internet, developing strategies with peers and technology in order to create and publish and publish writing and to to produce and publish writing as well as to adults to use digital tools. At this their writing. interact and collaborate interact and collaborate with others; grade level, they should not only use with others. demonstrate sufficient command of technology for producing and Appropriately use Internet resources to keyboarding skills to type a minimum of one publishing writing, but also to create, post, and publish your writing. page in a single sitting. collaborate with others. Fourth grade students are required to be proficient in keyboarding skills (typing at least one page in a single setting). Vocabulary: purpose, audience, development, organization, task, planning, revising, editing, internet, publish Resources: Nancy Fetzer Literacy Connections Writing Institutes: Strategies and Techniques Aligned to the CCSS 4-­‐6: The Writing Process: Plan, Talk, and Write p. 15 Common Core Opinion Writing Lessons p. 217 Opinion Writing Tools p. 237 Nancy Fetzer Writing Connections: K-­‐6 Program Overview and Assessment Guide pp. 48-­‐50 http://www.nancyfetzer.com/pdf/writing/AtaGlance7-­‐12.pdf 4th Grade 2ndQuarter Nine Weeks Writing Standards: Range of Writing Standard Q1 Q2 Q3 Q4 W 4.10 I/P I/P I/P I/P Anchor Standard(s) Reading Standards Unpacked (What does the standard actually mean?) DOK Depth of Knowledge Fourth Grade —2 Nine Week Period 21 nd
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 tasks, purposes, and audiences. 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. Students are required to produce numerous pieces of writing over various time frames to develop skills in research and allow time for reflection and revision. Task (type of writing assignment), audience (the intended reader), and purpose (the writer’s designated reason for writing) should be reflected in the student’s development of a topic related to the content area for which they are writing about. Students will write routinely over extended time frames and shorter time frames in order to: • develop research skills • reflect upon and revise their work • explain the task, the purpose, and the audience. relate the task, the purpose, and the audience to the time frame needed for student’s writing. To be determinded Vocabulary: research, reflection, revision Resources: Nancy Fetzer Literacy Connections Writing Institutes: Strategies and Techniques Aligned to the CCSS 4-­‐6: The Writing Process: Plan, Talk, and Write p. 15 Common Core Opinion Writing Lessons p. 217 Opinion Writing Tools p. 237 Nancy Fetzer Writing Connections: K-­‐6 Program Overview and Assessment Guide pp. 48-­‐50 4th Grade Speaking and Listening Standards: Presentation of Knowledge and Ideas 2ndQuarter Nine Weeks Standard Q1 Q2 Q3 Q4 SL 4. 4 I P R R Fourth Grade —2 Nine Week Period 22 nd
Anchor Standard(s) Speaking and Listening Standards 4.Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 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. Unpacked (What does the standard actually mean?) While adept at reporting on a topic or text, telling a story, or recounting an event, fourth graders will focus on doing so in an organized, logical manner. This should be done orally and in coherent, spoken sentences. Fourth graders will do so at an appropriate pace. Attention to details to support main ideas or themes is important in fourth grade. DOK Depth of Knowledge (DOK 2) Use the following checklist: • Communicate my knowledge on a topic • Tell a story • Recount an event • Speak in an organized and logical manner. • Speak audibly in coherent, spoken sentences. • Speak in an appropriate pace. • Use details to support my main ideas or themes. Vocabulary: Resources: Scotts Foresman English Language Learners handbook: -­‐ELL Posters -­‐Daily Team Talks Scott Foresman Units 1-­‐6 (volumes 1 and 2): -­‐Concept Talk (launches each day) -­‐Wrap Up Your Day (ends each day) Kagan Cooperative Learning: by Spencer Kagan Fourth Grade —2 Nine Week Period 23 nd
4th Grade Language Standards: Conventions of Standard English nd
2 Quarter Nine Weeks Standard Q1 Q2 Q3 Q4 L 4.2 a-­‐c X P R R L 4.2 d I/P I/P I/P I/P Anchor Standard(s) Language Standards Unpacked (What does the standard actually mean?) 2. Demonstrate command L 4.2 Demonstrate command of the With conventions, students are adept of the conventions of conventions of standard English capitalization, at ending punctuation, comma usage, standard English punctuation, and spelling when writing. and appropriate use of capitalization. capitalization, punctuation, Capitalize proper nouns that name and spelling when writing. a. Use correct capitalization. historical events or documents, languages, races, or nationalities. b. Use commas and quotation marks Examples: -­‐We learned about the to mark direct speech and Revolutionary War in class. quotations from a text. -­‐ My grandmother is Asian. c. Use a comma before a coordinating Capitalize the first and last words and conjunction in a compound all important words in the titles of sentence. books and newspapers. Examples: -­‐ I finished reading The Kapok Tree last night. -­‐ My sister reads our local newspaper, The Chicago Tribune. d. Capitalize proper adjectives. Example: Our teacher has a French Accent. d. Spell grade-­‐appropriate words Students at this level are spelling correctly, consulting references as grade level words appropriately and needed. consulting reference materials for spelling as needed. DOK Depth of Knowledge (DOK 1) Choose the sentence with the correct use of capital letters. A. Yesterday Ms. Simms’ class went to see Polar Express. B. My friend William has visited Italy and france. C. We like to sing “jingle bells” at Christmas time D. My dad says the best time to catch fish is in may. (DOK 1) The boiling water in the pot was __________ as I _______________ the spaghetti. Which choice shows the correct spelling Fourth Grade —2 Nine Week Period 24 nd
of the words that fit into the sentence? A.
B.
C.
D.
bubbeling…stirred bubbleing…stird bubbling…stirred bubbling…stired Vocabulary: command, standard English Resources: Use correct capitalization: Reader’s Writer’s Notebook (RWN) pp. 399, 343 Commas and quotation marks: Reader’s Writer’s Notebook (RWN) pp. 421, 428, 447 Comma before a coordinating conjunction in a compound sentence: RWN pp. 76, 102, 314, 388, 441 Spell grade appropriate words: RWN McGraw Hill Education: http://macmillanmh.com/ccssreading/imagineit/grade4/ccslh_g4_toc_p6.html#6.1 Fourth Grade —2 Nine Week Period 25 nd
4th Grade Language Standards: Vocabulary Acquisition and Use 2ndQuarter Nine Weeks Standard Q1 Q2 L 4.4 a-­‐c I/P I/P I/P I/P L 4.5 a-­‐c I/P I/P I/P I/P L 4.6 I/P I/P I/P I/P Q3 Q4 Anchor Standard(s) Language Standards 4. Determine or clarify the meaning of unknown and multiple-­‐meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 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 Unpacked (What does the standard actually mean?) Determine Meaning of Words and Phrases When you come to a word or phrase you do not know in a passage, there are several strategies you can use to determine meaning. -­‐use context clues “Context” refers to the words in the same or surrounding sentences. These other words and sentences can help you figure out the unknown word’s meaning. Sometimes writers use definitions or examples to help readers understand unfamiliar words. b. Use common, grade-­‐appropriate Greek and Latin affixes and roots as a clue to the meaning of a word (e.g., telegraph, photograph, autograph). Determine Meaning of Words and Phrases When you come to a word or phrase you do not know in a passage, there are several strategies you can use to determine meaning. -­‐think about word parts Many English words are formed by DOK Depth of Knowledge (DOK 2) Use context clues to find the meaning of the underlined word. 1. My aunt sighed. “Sometimes I wonder if they would have been better off in the canyon, living in the wilderness instead of around humankind,” she said. DOK 1) Underline the prefixes in the following words: 1. disobey 2. unsure 3. misunderstood (DOK 1) Fourth Grade —2 Nine Week Period 26 nd
adding prefixes and suffixes to a root word. Prefixes, suffixes, and roots often come from Latin and Greek. A prefix is a word part that is added to the beginning of a word to change its meaning. pre-­‐, sub-­‐, in-­‐/im-­‐ A suffix is a word part that is added to the end of a word to change its meaning. -­‐able/-­‐ible, -­‐er/-­‐or, -­‐fy/-­‐ify The root of a word is its basic meaning before a prefix or a suffix is added to it. Ex. port = carry tele = far 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. Determine Meaning of Words and Phrases: When you come to a word or phrase you do not know in a passage, there are several strategies you can use to determine meaning. Dictionaries, glossaries, and a thesaurus are helpful tools. Look at each word and identify the Greek or Latin Root, by underlining it. 1. astronomer 2. telephone (DOK 2) Underline the suffix. Then circle its meaning. 1. cloudy a. full of clouds b. without clouds c. in a clouded way (DOK 3) Using your knowledge of word parts, what does the word unaturally mean in the following sentence. Jessica unnaturally bent her body to fit into a small space in the wall. DOK 1) Find the word stress in the glossary and then answer the following question. 1. What part of speech is the word stress as it is defined in this glossary entry? (DOK 2) Use the dictionary to answer the question: 1. Which meaning of distort do you find in the following sentence? Eduardo twisted the hanger and distorted its shape. a. Meaning #1 b. Meaning #2 (DOK 1) Use a thesaurus to replace the word in nd
Fourth Grade —2 Nine Week Period 27 5. Demonstrate understanding of word relationships and nuances in word meanings. L 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. A simile compares two things that are not alike by using the words like or as. A metaphor compares two things that are not alike but without using like or as. Similes: Use the word like or as to signal the comparison. • Example: The cat’s eyes glowed in the dark like fiery coals. • The river shimmered as if jewels were beneath the water. Metaphors: States that one thing is the other; does NOT use like or as. • Example: The cat’s eyes were fiery coals in the dark. • Frank’s excited little sister was a spinning top. Both: Compare two like things, help the reader picture what is being described, and may relate unfamiliar things to familiar things. An idiom is an expression common to a particular culture that does not mean what it literally says. You have to learn the meanings of idioms, just like you learn the meanings of words. parenthesis with a synonym. “Don’t (interfere) with my plans to be king of the road!” (DOK 1) Identify the similie/metaphor in a given sentence. (DOK 2) Similes Complete these sentences. Pick words that would help readers picture what is being described. 1. The pillow was as soft as ______________ 2. His heart pounded like _______________ Metaphors Write your own sentence using a metaphor to relate stars to diamonds. (DOK 3) Compare and contrast similes and metaphors. Write a simile and metaphor using the same idea: Example Simile: Jose is as fast as the wind. Metaphor: Jose is the wind when he runs. DOK 1) Underline the adage or proverb in each sentence, and then circle the correct meaning. nd
Fourth Grade —2 Nine Week Period 28 For example, to play it by ear means “to do something without planning.” 1. We use coupons when we buy our groceries, because a penny saved is a penny earned. A proverb is a statement of practical A. Holding on to money you already have is as useful as getting more wisdom expressed in a simple way. An example of a proverb is “Beauty is of it. B. It is hard to save money without skin deep,” which means that using coupons someone’s appearance doesn’t tell you what he or she is really like. DOK 2) Read each idiom. Write what you think it An adage is a well-­‐known proverb means on the line. that has been used for a long time. An example of an adage would be 1. He has a nose for the news _______ “Actions speak louder than words,” which means that doing something is more effective than just talking about it. * Adages and proverbs are so closely related that the terms are often used interchangeably. c. Demonstrate understanding of Synonyms are words that have the words by relating them to their same, or nearly the same, meaning. opposites (antonyms) and to words In order to be considered synonyms, with similar but not identical two words must be the same part of meanings (synonyms). speech. For example, in the sentence below, the verbs destroyed and ruined are synonyms. The hurricane destroyed several buildings and ruined the power lines. Antonyms are words that have opposite meanings. In order to be antonyms, two words must be the same part of speech. Words like but, not, on the other hand, instead of, (DOK 1) happy (adj.) -­‐-­‐ feeling as you do when you are well and are having a good time. (I am happy to be in this class.) SYNONYMS: cheerful, glad, jolly, joyful, merry (DOK 2) ANTONYMS: gloomy, sad Use another word for happy to complete the following sentence: New Year's is always a _____ holiday. A. merry B. laugh Fourth Grade —2 Nine Week Period 29 nd
and rather often signal that an antonym might be used in the text. For example, in the sentence below, the adjectives humid and dry are antonyms. Some people dislike hot and humid weather but enjoy the dry heat of the desert. 6.Aquire and use accurately L 4.6 Acquire and use accurately grade-­‐
Using precise language is important a range of general appropriate general academic and domain-­‐
in expressing exactly what you mean. academic and domain-­‐
specific words and phrases, including those that For example, an author who writes specific words and phrases signal precise actions, emotions, or states of “the snake slithered through the sufficient for reading, being (e.g., quizzed, whined, stammered) and grass “gives a clearer—and more writing, speaking, and that are basic to a particular topic (e.g., wildlife, interesting—description of that listening at the college and conservation, and endangered when discussing action than an author who writes career readiness level; animal preservation). “the snake moved through the demonstrate independence grass.” Words such as slithered and in gathering vocabulary moved express action. When you knowledge when choose an action verb, think about encountering an unknown exactly what kind of information you term important to want to give your readers or comprehension or listeners. What do you want them to expression. visualize? Other words describe emotions or states of being. Study the words below. Notice how the choice of a word affects your idea of how someone might feel or act. Ex. angry, annoyed, furious, irritated Content words and phrases are specific to a topic or course of study, and they give meaning to new concepts. For example, imagine you are discussing the topic of natural C. gloomy D. sad In the blank, write an antonym for the underlined word: 1. My dad was overjoyed when he saw my report card. _______________ Precise Language: (DOK 2) Select the more precise word in parenthesis that fits the sentence. 1. Anne (dashed, ran) to catch the train before it left. 2. The teacher (asked, quizzed) us about last night’s reading assignment. (DOK 2) Define vocabulary words using context clues. (DOK 3) Use a variety of precise language in written work. Domain (Content) Specific Vocabulary: (DOK 2) Select the word that would not be found in a math book glossary: a. polygon b. parallel c. perpendicular d. precipitation (DOK 2) Define vocabulary words using context clues. nd
Fourth Grade —2 Nine Week Period 30 resources. You might use words such (DOK 3) as renewable, nonrenewable, biofuel, Use a variety of domain (content) specific nuclear, solar, alternative, energy, vocabulary in written work. hydropower, and environment when talking about ecosystems. Vocabulary: nuances, adages, proverbs, acquire, domain-­‐specific, context clues, affix, prefix, suffix, root, dictionary, glossary, thesaurus, pronunciation, simile, metaphor, idiom, synonym, antonym Resources: Use context clues: Reader’s Writer’s Notebook (RWN) pp. 184, 124 Greek and Latin Affixes and Roots: RWN pp. 333, 355, 391 Consult Reference Materials: RWN pp. 287, 414 Antonyms and Synonyms: RWN pp. 79 297, 366 Grade Appropriate Vocabulary: each story in Scot Foresman. Fourth Grade —2 Nine Week Period 31 nd
Balanced Classroom Assessment Strategies Selected Response Multiple Choice True–False Matching Constructed Response Fill-­‐in-­‐the-­‐blank (words, phrases) Essay Short answer (sentences, paragraphs) Diagram Web Concept Map Flowchart Graph Table Matrix Illustration Performance Assessment Presentation Movement Science lab Athletic skill Dramatization Enactment Project Debate Model Exhibition Recital Informal Assessment Oral questioning Observation Interview Conference Process description Checklist Rating scale Journal sharing Thinking aloud process Student self-­‐assessment Peer review Fourth Grade —2 Nine Week Period 32 nd