Clover Park School District
4th Grade ELA Curriculum Guide 2016-17
Grade 4 ELA Curriculum Guide
Overview
The ELA Curriculum Guide is a guideline to support teachers implementing the Washington State ELA Standards. This version
aligns instructional materials with English Language Arts Washington State Standards (ELA CCSS). Since students will be
assessed on the ELA standards by the Smarter Balanced Assessment, it is critical that teachers fully implement the ELA shifts. 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 standards and core instructional materials are addressed in this guide.
Definition
Standards The Washington 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 standards. 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 document:
http://www.k12.wa.us/CoreStandards/ELAstandards/default.aspx
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.
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4th Grade ELA Curriculum Guide 2016-17
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.
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4th Grade ELA Curriculum Guide 2016-17
Journeys 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 understand how the
• Effective readers bring various experiences to making meaning
characters helped each other and solved their own problem?
from text. (L2)
Lesson 2:
• Similarities and differences are represented in the cultures and
•
How can an author show what it takes to be a leader? (Journeys’ EQ)
traditions of the books we read. (L4)
•
How does asking questions help you clarify the author’s purpose for writing?
Vocabulary
•
How do details in the text give you clues as to the reasons the author is writing
•
Effective readers use context to infer meaning of unknown words.
(to inform, persuade, or entertain)
Lesson 3:
(L1, L2, L4)
• Expanding our vocabulary enriches comprehension. (L3)
•
What happens when one person helps another? (Journeys’ EQ)
• Vocabulary is built through a wide variety of reading. (L5)
•
How does forming pictures of the story events in your mind help identify the
Phonics
causes and effects of the character’s behavior in the story?
• Effective readers use language structure to make sense of whole
•
How do events and clue words help you identify cause and effect
words. (L1– L5)
relationships?
Fluency
Lesson 4:
• Fluent readers are able to read a text with appropriate
•
How do characters’ actions inspire us to do good things (Journeys’ EQ)
pacing, accuracy and expression. (L1–L5)
•
How can using a graphic organizer help you keep track of the
Writing
character’s actions?
• Good writers imagine stories from ordinary moments.
•
How can identifying the plays setting, cast of characters, and their actions

Good writers create realistic fiction by developing
in each scene help you determine the plays theme?
believable characters that have struggles and motivation.
Lesson 5:

Good writers may use a story arc to create their plot.
•
What motivates one character to help another? (Journeys’ EQ)
Grammar
•
How does using details from the story help you figure out something that the
• Written communication and proper grammar mechanics
authors has left unsaid or not stated directly.
promote fluency of communication. (L1–L5)
•
How can details from the text help you understand the personality of the main
Spelling
character and his/her relationships with other characters?
•
Conventional spelling promotes common understanding. (L1–L5)
Writing:
•
How can writers imagine stories from ordinary moments?
•
How do good writers develop believable characters in realistic fiction?
•
How can a story arc help a writer create their plot?
Grammar:
• What is the purpose of applying grammar and mechanics skills?
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4th Grade ELA Curriculum Guide 2016-17
Instructional Materials:
Student book – paired selections
Leveled Readers
Ready-Made Stations
Language Support Cards
Vocabulary in Context Cards
Journey’s Fluency Materials
Writing Units of Study
Spelling:
• How can usage of spelling rules and patterns improve written
communication?
Lexile 4th/5th Grade 740-1010
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4th Grade ELA Curriculum Guide 2016-17
Journeys 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 (one-on-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.*
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).
L 4.2d, L 4.4a, L 4.6
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: Establishing Writer’s Workshop Routines
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.
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4th Grade ELA Curriculum Guide 2016-17
Stage 2 –Evidence for Lesson 1
Evaluative Criteria


Rubrics from Reference tabs
End of lesson assessments
Students will show their learning by…..
Performance Tasks




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.4.10 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
Calkins Grade Specific Teaching 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 Narrative On-Demand Pre-Assessment
Administer the week of September 6th-9th
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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
Learning Centers/Independent Work:

Teacher-Created Accountability Component

Ready Made Work Stations
Differentiated Instruction in phonics, vocabulary,
fluency, and comprehension skills as needed.
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 2016-17
Journeys 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)
Calkins – The Arc of Story: Writing Realistic Fiction Bend 1 Sessions 1-3
Common Core State Standards
Teachers may choose appropriate learning targets from list below.
Students will know and be able to…
RL 4.6 Compare and contrast the point of view from which different stories
Reading: whole group/small group
are narrated, including the difference between first-and third-person
narrations.
Reading Comprehension Focus Skill: Author’s Purpose
RL 4.10
Focus Strategy: Monitor/Clarify
RI 4.6 Compare and contrast a firsthand and secondhand account of the
•
I can define first (narrator tells about her/himself; "I") and third-person
same event or topic; describe the differences in focus and the information
provided.
(narrator tells about others "he/she/it") points of view. RL 4.6
RI 4.8 Explain how an author uses reasons and evidence to support
•
I can understand the difference between a firsthand and secondhand
particular points in a text.
account of the same event or topic. RL 4.6
RI 4. 9 Integrate information from two texts on the same topic in order to write
•
I can locate reasons and evidence which support the main
or speak about the subject knowledgeably.
idea of a text. RI 4.8
RI 4.1, RI 4.2, RI 4.4
•
I
can use information from several texts to write or speak about a topic.
RF 4.3 Know and apply grade-level phonics and word analysis skills in
RI
4.9
decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication
Academic Vocabulary (from Resource tab p R9)author’s purpose, compare,
patterns, and morphology (e.g., roots and affixes) to read accurately
contrast, perspective, narrate, narrator, selections, stories, text, infer, author’s
unfamiliar multisyllabic words in context and out of context.
viewpoint, symbolism
RF 4.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
Vocabulary Focus: Prefixes in-, im-, il-, irb. Read on-level prose and poetry orally with accuracy, appropriate rate,
•
I can determine the meaning of most multisyllabic words by studying
and expression on successive reading.
SL 4.3 Identify the reasons and evidence a speaker provides to support
their roots and affixes.
particular points.
SL 4.1a
Phonics Focus: Open and Closed Syllables
L 4.2 Demonstrate command of the conventions of standard
• I can decode open and closed syllables.
English capitalization, punctuation, and spelling and writing.
b. Use commas and quotation marks to mark direct speech and
Fluency Focus: Phrasing – Pauses
quotations from a text.
• I can read grade level or independent level text aloud with fluency
L 4.4 Determine or clarify the meaning of unknown and multipleand understanding.
meaning words and phrases based on grade 4 reading and
Fluency Focus: Phrasing – Pauses
content, choosing flexibly from a range of strategies.
• I can read grade level or independent level text aloud with fluency
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to
and understanding.
the meaning of a word (e.g., telegraph, photograph, autograph).
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.
W 4.4 Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience. (Grade-specific
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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.)
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 4.8
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).
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 4.3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
a. Choose words and phrases to convey ideas precisely.
Writing Type: Narrative

I can get ideas for stories from small moments in my life.

I can take my small personal moments to imagine books I wish existed in
the world.

I can get ideas by thinking about issues in my life.

I can develop characters from a seed idea by creating their external and
internal traits.
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
Evaluative Criteria



Rubrics from Reference tabs
End of lesson assessments
District Provided Grade-Level Writing Rubrics
Students will show their learning by…..
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 The Arc of Story: Writing Realistic Fiction Bend 1 Sessions 1-3
Teacher observation and anecdotal notes from individual and or small group writing conferences.
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On-demand Opportunities:
• Your Turn “Role Model” 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.
This is a suggested timeline. Please modify and adjust according to the needs of your students.
The Arc of Story: Writing Realistic Fiction Bend 1 Sessions 1-3
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4th Grade ELA Curriculum Guide 2016-17
Journeys Lesson 3: Acquisition of Knowledge and Skill
How Tia Lola Came to Stay Lexile 860 (Literature–Realistic Fiction) & Pizza Pizzazz Lexile 640 (Informational-Expository)
Calkins – The Arc of Story: Writing Realistic Fiction Bend 1 & 2 Sessions 4-6
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 text.
Reading Comprehension Focus Skill: Cause and Effect
RL 4.4 Determine the meaning of words and phrases as they are used in a text,
Focus Strategy: Visualize
including those that allude to significant characters found in mythology (e.g.,
•
I can explain what the text says using details and examples.
Herculean)
RL 4.10
RL 4.1
•
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 information in a
text or part of a text.
Academic Vocabulary (from Resource tab p 8)
RI 4.10
Cause, effect, infer, statement, question, command, exclamation, describe, specific
RF 4.3 Know and apply grade-level phonics and word analysis skills in decoding
details, character, setting, location, environment, sequence, major/minor evens,
words.
dialogue, chronology
a. Use combined knowledge of all letter-sound correspondences, syllabication
patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar
Vocabulary Focus: Context Clues
multisyllabic words in context and out of context.
•
I can determine the meaning of a word or phrase by looking for context
RF 4.4 Read with sufficient accuracy and fluency to support comprehension.
clues.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and
Phonics Focus: VCCV Syllable Pattern
expression on successive reading.
•
I can recognize the VCCV spelling pattern.
c. Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
Fluency Focus: Accuracy
SL 4.4 Report on a topic or text, tell a story, or recount an experience in an
•
I can read aloud grade level text with fluency.
organized manner, using appropriate facts and relevant, descriptive details to
support main ideas or themes; speak clearly at an understandable pace.
Writing Type: Narrative
SL 4.5 Add audio recordings and visual displays to presentations when

I can develop characters by telling about their motivations and struggles.
appropriate to enhance the development of main ideas or themes.

I can use a story arc to sketch out possible plot lines for stories.
SL 4.6 Differentiate between contexts that call for formal English (e.g. presenting

I can show how my characters unfolding step by step.
ideas) and situations where informal discourse is appropriate (e.g. small-group
discussion); use formal English when appropriate to task and situation. (See grade
Grammar: Kinds of Sentences
4 Language standards 1 on pages 28 and 29 for specific expectations).
•
I can identify four kinds of sentences.
SL 4.1a
Spelling Phonics Pattern: Short i and Long i
L 4.3 Use knowledge of language and its conventions when writing, speaking,
•
I can correctly spell grade level words with the short i and long i pattern
reading, or listening.
b. Choose punctuation for effect.*
Listening/Speaking/Viewing: Give and Follow Directions
c. Differentiate between contexts that call for formal English (e.g. presenting
•
I can give and follow directions to do different tasks. (pg. T187)
ideas) and situations where informal discourse is appropriate (e.g. small-group
discussion).
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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.
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, descriptive 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.
d. Use concrete words and phrases and sensory details to convey
experiences and events precisely.
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.)
W 4.4, 4.10
RL 4.1, 4.3, 4.5, 4.10
SL 4.1, 4.2, 4.4
L 4.3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
a. Choose words and phrases to convey ideas precisely.
L 4.1, 4.2
Stage 2 –Evidence For Lesson 3
Evaluative Criteria
Students will show their learning by…..
PERFORMANCE TASKS:



Rubrics from Reference tabs
End of lesson assessments
District Provided Grade-Level
Writing Rubrics
•
•
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
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•
•
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?
W 4.9 a. Making Connections Text to World Research Wheat (T179) Connect Extend Challenge Research (T187)
W 4.3 The Arc of Story: Writing Realistic Fiction Bend 1 & 2 Sessions 4-6
Teacher observation and anecdotal notes from individual and or small group writing conference.
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.
This is a suggested timeline. Please modify and adjust according to the needs of your students.
The Arc of Story: Writing Realistic Fiction Bend 1 & 2 Sessions 4-6
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Journeys 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)
Calkins – The Arc of Story: Writing Realistic Fiction: Bend 2 Sessions 7-10
Common Core State Standards
Teachers may choose appropriate learning targets from list below.
Students will know and be able to…
RL 4.2 Determine a theme of a story, drama, or poem from details in the text;
Reading: whole group/small group
summarize the text.
RL 4.5 Refer to parts of stories, dramas, and poems when writing or speaking
Reading Comprehension Focus Skill: Theme
about a text, using terms such as chapter, scene, and stanza; describe how
Focus Strategy: Analyze/Evaluate
each successive part builds on earlier sections.

I can determine the theme of a text from details that retells the theme RL
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
4.2
descriptions and directions in the text.

I can describe elements of drama such as casts, settings, descriptions,
RL 4.1, RL 4.4, RL 4.10
dialogue, and stage directions. RI 4.3
RI 4.2 Determine the main idea of a text and explain how it is supported by key

I can determine reading strategies ask questions that will help me
details; summarize the text.
comprehend difficult text. RF 4.4
RI 4.10

I can identify key details in the text and explain how they support the main
RF 4.3 Know and apply grade-level phonics and word analysis skills in decoding
idea. RL 4.2
words.
a. Use combined knowledge of all letter-sound correspondences, syllabication

I can write down questions I have about text and ask for help in order to
patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar
understand portions of a text that are too difficult for me RF 4.4
multisyllabic words in context and out of context.
RF 4.4 Read with sufficient accuracy and fluency to support comprehension.
Academic Vocabulary
a. Read on-level text with purpose and understanding.
theme, analyze, evaluate, details, convey, message, summarize, universal
b. Read on-level prose and poetry orally with accuracy, appropriate rate,
themes, characters actions, source
and expression on successive reading.
SL 4.2 Paraphrase portions of a text read aloud or information presented in
Vocabulary Focus: Prefixes non-, misdiverse media and formats, including visually, quantitatively, and orally.
• I can determine the meaning of multisyllabic words by studying their
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 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).
L4.2d
W 4. 3 Write narratives to develop real or imagined experiences or events using
effective technique, descriptive 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.
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
• I can become the main character in my story by standing in their shoes
and seeing through their eyes.
• I can affect leads to engage my readers.
• I can create a scene by keeping the dialogue and action grounded in
the setting.
• I can create an ending that meshes with and serves the purposes of the
story.
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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 4.5 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.)
W 4.4, 4.9a, 4.10
RL 4.1, 4.3, 4.5, 4.10
SL 4.1, 4.4
L 4.1, 4.2, 4.3, 4.5a
Listening/Speaking/Viewing: Summarize a Spoken Message
• I can interview someone in my school or community.
Grammar: Simple and Compound Sentences
• I can identify simple and compound sentences.
Spelling Phonics Pattern: Words with Short o and Long o
• I can spell words with the short o and long o sounds.
Stage 2 –Evidence For Lesson 4
Evaluative Criteria



Rubrics from Reference tabs
End of lesson assessments
District Provided Grade-Level
Writing Rubrics
Students will show their learning by…..
PERFORMANCE TASKS:



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.4.7 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?
W 4.3 The Arc of Story: Writing Realistic Fiction Bend 2 Sessions 7-10
Teacher observation and anecdotal notes from individual and or small group writing conferences.

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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
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.
This is a suggested timeline. Please modify and adjust according to the needs of your students.
The Arc of Story: Writing Realistic Fiction: Bend 2 Sessions 7-10
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Journeys Lesson 5: Acquisition of Knowledge and Skill
Stormalong Lexile 900(Literature-Tall Tale) & Hoderi the Fisherman Lexile NP(Literature-Traditional)
Calkins – The Arc of Story: Writing Realistic Fiction: Bend 3 Sessions 11-13
Common Core State Standards
Teachers may choose appropriate learning targets from list below.
Students will know and be able to… Reading:
RL 4.1 Refer to details and examples in a text when explaining what the text says
whole group/small group
explicitly and when drawing inferences from the text.
RL 4.3 Describe in depth a character, setting, or event in a story or drama,
Reading Comprehension: Focus Skill: Infer/Predict
drawing on specific details in the text (e.g., a character’s thoughts, words, or
Focus Strategy: Understanding Characters
actions).
•
I can understand story characters’ behavior and relationships. RL 4.3
RL 4.4 Determine the meaning of words and phrases as they are
•
I can the infer/predict strategy to make inferences about story
used in a text, including those that allude to significant characters found in
characters and to predict how they might change. RL 4.1
mythology (e.g., Herculean)
•
I can use text details to understand characters’ behavior, changes, and
RL 4.6 Compare and contrast the point of view from which different stories are
relationships. RL 4.3
narrated, including the difference between first-and third-person narrations.
RL 4.10 By the end of the year read and comprehends literature, including stories,
Academic Vocabulary (from Resource tab p R8)
dramas, and poetry, in the grades 4-5 text complexity band proficiently, with
example, details, text, specific, support, author’s purpose character traits,
scaffolding as needed at the high end of the range.
relationships, infer, traits, source
RF 4.3 Know and apply grade-level phonics and word analysis skills in decoding
words.
Vocabulary Focus: Use a Dictionary
a. Use combined knowledge of all letter-sound correspondences, syllabication
• I can use a dictionary to determine meaning, syllabication, and
patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar
pronunciation of unfamiliar words.
multisyllabic words in context and out of context.
RF 4.4 Read with sufficient accuracy and fluency to support comprehension.
Phonics Focus: Decoding Homophones
a. Read on-level text with purpose and understanding.
• I can recognize spelling changes in homophones.
c. Use context to confirm or self-correct word recognition and understanding,
Fluency Focus: Expression
rereading as necessary.
• I can read grade level or independent level text aloud with fluency and
SL 4. 3 Identify the reasons and evidence a speaker provides to support
understanding.
particular points.
SL 4.4 Report on a topic or text, tell a story, or recount an experience in an
Writing Type: Narrative
organized manner, using appropriate facts and relevant, descriptive details to
•
I can revise my story by rereading with a lens so that what I want to write is
support main ideas or themes; speak clearly at an understandable pace
what I actually wrote.
L 4. 1. Demonstrate command of the conventions of standard English grammar
•
I can create space for writing in my notebooks and at home.
and usage when writing or speaking.
•
I can improve my writing by noticing what mentor writers do that work.
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-meaning words
Grammar: Nouns, singular noun, plural noun, common noun, proper noun,
and phrases based on grade 4 reading and content, choosing flexibly from a
• I can identify and understand common and proper nouns.
range of strategies.
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both
Spelling Phonics pattern: Homophones
print and digital, to find the pronunciation and determine or clarify the precise
• I can spell homophones.
meaning of key words and phrases.
L 4.2d
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W 4.3 Write narratives to develop real or imagined experiences or events using
effective technique, descriptive 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.
d. Use concrete words and phrases and sensory details to convey
experiences and events precisely.
W 4.4, W 4.8 W 4.10 W 4.9a
L 4.1 Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
L 4.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling and writing.
L 4. 3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
a. Choose words and phrases to convey ideas precisely.
b. Choose punctuation for effect.*
RL 4.1, 4.3, RL 4.10 RF 4.4
SL 4.1
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




Rubrics from Reference tabs
End of lesson assessments
District Provided Grade-Level
Writing Rubrics
Students will show their learning by…..
PERFORMANCE TASKS:

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?
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
W 4.3 The Arc of Story: Writing Realistic Fiction Bend 3 Sessions 11-13
Teacher observation and anecdotal notes from individual and or small group writing conferences.
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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.
This is a suggested timeline. Please modify and adjust according to the needs of your students.
The Arc of Story: Writing Realistic Fiction: Bend 3 Sessions 11-13
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Journeys Unit 1: After Unit 1 - Extending the Common Core State Standards
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
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

Good writers may use a story arc to create their plot.

Good writers can create good leads, setting and endings.

Good writers preparing for publication by revising.

Good writers create writing space and celebrate their writing.

Good writers reflect on the work they’ve done and make new goals for
future writing.
Grammar
•
Effective language users produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
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?
Writing:
•
How can writers create good leads, setting and an ending?
•
How can revisions prepare the writer for publication?
•
How can celebrating ones writing impact their future writing pieces?
•
How can reflection and goal setting impact a writer’s work?
Instructional Materials:
Teacher Support Booklet: Extending the Common Core State Standards
Student Magazines . . . A Storm at Sea
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Journeys 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 (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 4.6 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).
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
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
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
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.
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ideas) and situations where informal discourse is appropriate (e.g., small-group
discussion).
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.
•
•
•
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



Rubrics from Reference tabs
End of lesson assessments
District Provided Grade-Level
Writing Rubrics
Students will show their learning by…..
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)
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.
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Journeys 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’ EQ)
• Effective readers use language structure to make sense of
•
How can using a graphic organizer help you infer what the characters like and predict
whole words. (L6– L10)
what story elements might happen next?
Vocabulary
•
How does comparing and contrasting the two versions of the tale in a graphic organizer
• Effective readers use context to infer meaning of unknown
help you identify how the characters and events are similar and different?
words. (L6, L7, L8, L10)
Lesson 7:
• Expanding our vocabulary enriches comprehension. (L9)
•
How can movies express facts and opinions? (Journeys’ EQ)
Fluency
•
How can retelling the most important parts of the text in your own words help confirm
• Fluent readers are able to read a text with appropriate pacing,
your own understanding?
accuracy and expression. (L6–L10)
•
How can using a reference source help you prove a fact?
• Fluency and accuracy are critical to effective reading. (L10)
Lesson 8:
• Fluent readers focus attention on understanding what they
•
How would you make someone comfortable in a new place? (Journeys’ EQ)
read, rather than concentrating on decoding the text. (L10)
•
How does visualization help you better understand the story?
Comprehension
•
How can using a graphic organizer help you identify how the characters act,
• Effective readers bring various experiences to making meaning
speak, and interact?
from text. (L6, L8. L10)
Lesson 9:
• A text’s structure and using specific strategies improves
•
Why would someone make an insincere apology? (Journeys’ EQ)
comprehension. (L6– L10)
•
How does developing questions help you make conclusions about the narrator’s
• Reading is a critical skill in our world. (L10)
attitude and feelings?
Writing
•
How do details from the text help you make a reasonable conclusion about the story?
Lesson 10:

Good writers prepare for publication by revising.
•
Why do authors write biographies? (Journeys’ EQ)

Good writers create writing space and celebrate their writing.
•
How does using an inference map help you analyze the text and evaluate the

Good writers reflect on the work they’ve done and make new
author’s purpose?
goals for future writing.
•
How does taking notes about the story’s elements help you understand the
 Good writers use frames to structure their essays.
author’s purpose?
 Good writers grow their ideas in different ways.
Writing:
 Good writers develop their writing into more fully formed ideas and
•
How can revisions prepare the writer for publication?
thesis statements.
•
How can reflection and goal setting impact a writer’s work?
 Good writers express their opinions.
•
How can writers use frames to structure their essays?
Grammar
•
How can a writer grow their ideas in different ways?
• Written communication and proper grammar mechanics
•
How can a writer fully form their ideas and thesis statements?
promote fluency of communication. (L6–L10)
•
How can a writer express their opinion in a meaningful way?
Spelling
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
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Conventional spelling promotes common understanding. (L6–
L10)
Grammar:
•
What is the purpose of applying grammar and mechanic skills?
Spelling:
•
How can usage of spelling rules and patterns improve written communication?
Instructional Materials:
Student book – paired selections
Leveled Readers
Ready-Made Stations
Language Support Cards
Vocabulary in Context Cards
Journey’s Fluency Materials
Writing Units of Study
Lexile 4th/5th Grade 740-1010
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Journeys Lesson 6: Acquisition of Knowledge and Skill
Once Upon a Cool Motorcycle Dude Lexile600 (Literature-Fairy Tale) &
Storyteller Diane Ferlatte Lexile 970 (Informational- Text)
The Arc of Story: Writing Realistic Fiction Bend 3 & 4 Sessions 14-17
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 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 4.9 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, 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.
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: Narrative
•
I can edit with different lenses.
•
I can edit with a writing partner.
•
I can celebrate published writing.
•
I can quickly apply my planning, and drafting skills to a new project.
Grammar: Verbs
• I can identify action, main, helping, and linking verbs.
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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 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 4.3 Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
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.)
W 4.4, 4.6, 4.8, 4.10
RL 4.1, 4.3, 4.5, 4.10
RF 4.4, 4.4
SL 4.1, 4.4, 4.5
L 4.1 Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
L 4.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling and writing.
L 4. 3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
b. Choose punctuation for effect.*
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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Stage 2 –Evidence for Lesson 6
Evaluative Criteria


Rubrics from Reference tabs
End of lesson assessments
Students will show their learning by…..
Performance Tasks











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 4.3 (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?
W 4.3, 4.5 The Arc of Story: Writing Realistic Fiction Bend 3 & 4 Sessions 14-17
Teacher observation and anecdotal notes from individual and or small group writing conferences.
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
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:
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District provided Answer Key
Calkins Grade Specific Teaching Rubric
Reading Common Assessment Unit 2 (Targets 3, 4,& 5)

Pre-Assessment Administer Prior to Unit 2

Post-Assessment Administer After Unit 2
Writing Narrative On-Demand Post

Administer the week of October 10th-14th
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
This is a suggested timeline. Please modify and adjust according to the needs of your students.
The Arc of Story: Writing Realistic Fiction Bend 3 & 4 Sessions 14-17
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
Learning Centers/Independent Work:

Teacher-Created Accountability Component

Ready Made Work Stations
Differentiated Instruction in phonics, vocabulary,
fluency, and comprehension skills as needed.
Other Options:

Vocabulary In Context Cards

Fluency

Retelling Cards

Leveled Independent Practice

FCRR (Florida Center for Reading Research)
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Journeys Lesson 7: Acquisition of Knowledge and Skill
Coming Distractions: Questioning Movies Lexile 740(Information-Informational Text)& The Wonder of Animation Lexile 790
Calkins – The Arc of Story: Writing Realistic Fiction Bend 4 Session 18-21
Common Core State Standards
Teachers may choose appropriate learning targets from list below.
Students will know and be able to…
RI 4.1 Refer to details and examples in a text when explaining what the text says
Reading: whole group/small group
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
Reading Comprehension: Focus Skill: Fact and Opinion
details; summarize the text.
Focus Strategy: Summarize
RI 4. 5 Describe the overall structure (e.g., chronology, comparison, cause/effect,
•
I can distinguish the difference between fact and opinion in a text. SL 4.4.
problem/solution) of events, ideas, concepts, or information in a text or part of a
•
I can use facts and opinions to summarize important ideas in the text. RI
text.
4.2
RI 4.8 Explain how an author uses reasons and evidence to support particular
•
I can identify and explain author’s se of word choice,
points in a text.
sentences structure and length, and literary/narrative devices
RI 4.10 By the end of the year, read and comprehend informational texts,
and how they affect the reader. RI 4.8
including history/social studies, science, and technical texts, in the grades 4-5 text
•
I can explain the characteristics of a variety of genres. RI 4.5
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
Academic Vocabulary
words.
Fact, verify, opinion, root, present tense, past tense, future tense
a. Use combined knowledge of all letter-sound correspondences, syllabication
patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar
Vocabulary Focus: Greek and Latin Word Parts: phon, photo, graph, auto, tele
multisyllabic words in context and out of context.
•
I can use Greek and Latin roots and affixes to determine word
RF 4.4 Read with sufficient accuracy and fluency to support comprehension.
meaning.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and
Phonics Focus: Common Consonant Patters: Clusters
expression on successive reading.
•
I can decode words with common consonant clusters.
c. Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
Fluency Focus: Phrasing: Punctuation
•
I can read aloud with grade-appropriate fluency.
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.
Writing Type: Narrative
•
I can study the work I do as a reader of fiction and apply those skills to my
d. Come to discussions prepared having read or studied required material;
writing revisions.
explicitly draw on that preparation and other information known about the topic
•
I can reflect on the work I have done, celebrating accomplishments and
to explore ideas under discussion.
making new goals.
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
Grammar: Simple Verb Tenses
to support main ideas or themes; speak clearly at an understandable pace.
•
I can use and understand verbs and verb tenses.
L 4. 3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
Spelling Phonics pattern: vowel sounds /oo/ bloom and /oo/ crooked
b. Choose punctuation for effect.*
• I can spell words that have the /oo/ bloom and /oo/ crooked vowel
L 4. 4 Determine or clarify the meaning of unknown and multiple-meaning words
sounds.
and phrases based on grade 4 reading and content, choosing flexibly from a
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4th Grade ELA Curriculum Guide 2016-17
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 4.8 Recall relevant information from experiences or gather relevant
information from print and digital sources; take notes and categorize
information, and provide a list of sources
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 4.3, 4.4, 4.5
RL 4.1, 4.3, 4.5, 4.10
RF 4.4
SL 4.1, 4.2
L 4.1 Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
L 4.3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
a. Choose words and phrases to convey ideas precisely.
b. Choose punctuation for effect.*
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 4.1, 4.2
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

District Provided Grade-Level Writing Rubrics
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? 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.
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






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 4.8, 4.10 The Arc of Story: Writing Realistic Fiction Bend 4 Session 18-21
Teacher observation and anecdotal notes from individual and or small group writing conferences.
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
District Grade Level Rubric
OTHER EVIDENCE End of the lesson Assessments Comprehension, Vocabulary, Phonics and Grammar,
Speaking and Listening/ Connect and Extend
District:
Writing Narrative Common Assessment #1

Administer the week of October 17th- 21st
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
This is a suggested timeline. Please modify and adjust according to the needs of your students.
The Arc of Story: Writing Realistic Fiction Bend 4 Session 18-21
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Journeys Lesson 8: Acquisition of Knowledge and Skill
Me and Uncle Romie Lexile 670(Literature-Realistic Fiction) & Sidewalk Artists Lexile NP(Literature -Reader’s Theatre)
Calkins – Boxes and Bullets: Personal and Persuasive Essays Bend 1 Sessions 1-4
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 the text says
Reading: whole group/small group
explicitly and when drawing inferences from the text.
Comprehension: Focus Skill: Understanding Characters
RL 4.2 Determine a theme of a story, drama, or poem from details in the text;
Focus Strategy: Visualize
summarize the text.
•
I
can
understand
story characters’ behavior and relationships. RL 4.3
RL 4.3 Describe in depth a character, setting, or event in a story or drama,
•
I can use text details to visualize story characters and how they
drawing on specific details in the text (e.g., a character’s thoughts, words, or
change. RL 4.1
actions).
•
I can analyze character traits to understand how characters and their
RL 4.4 Determine the meaning of words and phrases as they are used in a text,
relationships change in the story. RL 4.3
including those that allude to significant characters found in mythology (e.g.,
•
I can differentiate between first and third person point of view. RL 4.6
Herculean).
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 narrations.
Motivation, relationship, visualize, analyze, traits, conjunction, compound
RF 4.3 Know and apply grade-level phonics and word analysis skills in decoding
sentence, complex sentence, correlative conjunction
words. 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 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.
Vocabulary Focus: Figurative Language
• I can understand that idioms are a form of figurative language,
Phonics Focus: Stressed and Unstressed Syllables
• I can recognize stressed and unstressed syllables.
Fluency Focus: Stress
• I can read aloud with grade-level fluency using stress to clarify
meanings.
Writing Type: Opinion

I can use an essay frame to structure my writing.

I can use strategies such as using important people, places, and objects
to grow ideas.

I can use elaboration prompts to grow my ideas.
Grammar: Conjunctions
• I can identify and use conjunctions in compound sentences.
L 4.3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
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d. Choose words and phrases to convey ideas precisely.*
L 4. 5 Demonstrate understanding of figurative language, word 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 4.1 Write opinion pieces on topics or texts, supporting a point of view with
reasons and information.
W 4.3 Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
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.)
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.
RI 4.1, 4.2 RL 4.1, 4.2, 4.4
SL 4.1, 4.3, 4.4
L 4.1, 4.2, 4.3, 4.5
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.
Listening/Speaking/Viewing: Discuss Literature with Others
• I can follow agreed upon rules for discussion.
Stage 2 –Evidence For Lesson 8
Evaluative Criteria
Students will show their learning by…..
PERFORMANCE TASKS:



Rubrics from Reference tabs
End of lesson assessments
District Provided Grade-Level
Writing Rubrics
•
•
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?
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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
o (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.
o (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?
o 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.
•
W 4.1 Boxes and Bullets: Personal and Persuasive Essays Bend 1 Sessions 1-4
Opinion Writing Checklist pg. 12
Teacher observation and anecdotal notes from individual and or small group writing conferences.

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
District:
Writing Opinion On-Demand Pre-Assessment

Administer the week of October 24th- 28th
•
•
•
Calkins Grade Specific Teaching
Rubric
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
This is a suggested timeline. Please modify and adjust according to the needs of your students.
Boxes and Bullets: Personal and Persuasive Essays Bend 1 Sessions 1-4
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Journeys 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)
Calkins – Boxes and Bullets: Personal and Persuasive Essays Bend 1 & 2 Sessions 5-8
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 the text says
Reading: whole group/small group
explicitly and when drawing inferences from the text.
Comprehension: Focus Skill: Conclusions and Generalizations
RL.4.3 Describe in depth a character, setting, or event in a story or drama,
Focus Strategy: Question
drawing on specific details in the text (e.g., a character’s thoughts, words, or
•
I can draw conclusions and make generalizations based on text details.
actions).
RL 4.4
RL.4.4 Determine the meaning of words and phrases as they are used in a text,
•
I can ask questions while reading to confirm understanding of text. RL
including those that allude to significant characters found in mythology (e.g.,
4.10
Herculean).
• I can use text details and background knowledge to draw
RL 4.10 By the end of the year, read and comprehend literature, including stories,
conclusions and make generalizations. RL 4.1
dramas, and poetry, in the grades 4–5 text complexity band.
• I can identify and explain author’s use of word choice, sentence
RI 4.6 Compare and contrast a firsthand and secondhand account of the same
structure and length, and literary/narrative devices that affect
event or topic; describe the differences in focus and the information provided.
the reader. RI 4.8
RI 4.7 Interpret information presented visually, orally, or quantitatively (e.g., in
charts, graphs, diagrams, time lines, animations, or interactive elements on Web
Academic Vocabulary (from Resource tab p R9)
pages) and explain how the information contributes to an understanding of the
Conclusions, generalizations, antonyms, analogy, comma, series
text in which it appears.
RI 4.8 Explain how an author uses reasons and evidence to support particular
Vocabulary Focus: Antonyms
points in a text.
• I can understand that antonyms are words with opposite meanings.
RI 4.9 Integrate information from two texts on the same topic in order to write or speak
about the subject knowledgeably.
Phonics Focus: Common Beginning Syllables
RF 4.3 Know and apply grade-level phonics and word analysis skills in decoding
• I can recognize common beginning syllables in words.
words.
.
a. Use combined knowledge of all letter-sound correspondences, syllabication
Fluency Focus: Accuracy
patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar
• I can read aloud with grade-appropriate fluency.
multisyllabic words in context and out of context.
RF 4.4 Read with sufficient accuracy and fluency to support comprehension.
Writing Type: Opinion
a. Read grade-level text with purpose and understanding.

I can develop more fully formed ideas and thesis statements by mining
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and
my entries and my life.
expression on successive reading.

I can support my thesis by developing different types of reasons.
c. Use context to confirm or self-correct word recognition and understanding,

I can support the ideas I want to advance by drawing on narrative
rereading as necessary.
writing and mini-stories.
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,
Grammar: Commas
building on others’ ideas and expressing their own clearly.
• I can use commas correctly in writing.
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.
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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 to support the writer’s purpose.
b. Provide reasons that are supported by facts and details.
W 4.3 Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
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].
W 4.8, 4.9a
RI 4.2, RL 4.1, 4.3, 4.10 RF 4.4
SL 4.3 Identify the reasons and evidence a speaker provides to support particular
points.
Spelling Phonics pattern: Vowel + /r/ Sounds
• I can correctly spell grade-appropriate words that have the vowel + /r/
sounds,
Listening/Speaking/Viewing: Listen and Respond
• I can listen and respond appropriately to express opinions
and introduce new topics,
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Stage 2 –Evidence For Lesson 9
Evaluative Criteria



Rubrics from Reference tabs
End of lesson assessments
District Provided Grade-Level
Writing Rubrics
Students will show their learning by…..
PERFORMANCE TASKS:
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 4.5 Boxes and Bullets: Personal and Persuasive Essays Bend 1 & 2 Sessions 5-8
Developing a seed idea into a thesis statement pg. 54
Teacher observation and anecdotal notes from individual and or small group writing conferences.

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
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.
This is a suggested timeline. Please modify and adjust according to the needs of your students.
Boxes and Bullets: Personal and Persuasive Essays Bend 1 & 2 Sessions 5-8
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Journeys Lesson 10: Acquisition of Knowledge and Skill
Jose’! Born To Dance Lexile 720(Informational-Biography) & Dance to the Beat Lexile NP(Literature-Poetry)
Calkins – Boxes Bullets: Persuasive Essays Bend 2 Sessions 9-11
Common Core State Standards
Teachers may choose appropriate learning targets from list below.
Students will know and be able to… Reading:
RL 4.1 Refer to details and examples in a text when explaining what the text
whole group/small group
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 used in a
Focus Strategy: Analyze/Evaluate
text, including those that allude to significant characters found in mythology
•
I can predict text content using text features and prior knowledge. RL 4.1
(e.g., Herculean)
•
I can make connection to the text with a visual representation RL 4.7
RL.4.5 Explain major differences between poems, drama, and prose, and refer to
• I can use text details and background knowledge to determine the
the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g.,
author’s purpose. RL 4.1
casts of characters, settings, descriptions, dialogue, stage directions) when
writing or speaking about a text.
Academic Vocabulary (from Resource tab p R9)
RL.4.6 Compare and contrast the point of view from which different stories are
Author’s purpose, implied, pronoun, antecedent, reflective pronoun
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
Vocabulary Focus: Analogies
or oral presentation of the text identifying where each version reflects
• I can use knowledge of synonyms and antonyms to complete
descriptions and directions in the text.
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-specific
• I can use vowel +r sound to decode longer words.
words or phrases in a text relevant to a grade 4 topic or subject area.
RI.4.5 Describe the overall structure (e.g., chronology, comparison,
Fluency Focus: Intonation
cause/effect, problem/solution) of events, ideas, concepts, or information in a
• I can read aloud with grade-appropriate fluency.
text or part of a text.
RI 4.6 Compare and contrast a firsthand and secondhand account of the
Writing Type: Opinion
same event or topic; describe the differences in focus and the information

I can make lists to support my reasons.
provided.

I can organize for drafting by checking that my evidence is supportive
RI 4.8 Explain how an author uses reasons and evidence to support particular
and varied.
points in a text.

I can create cohesion with logically sequenced information, transition
RI 4.10 By the end of the year read and comprehend informational texts,
words, and repeated phrases.
including history/social studies, science, and technical texts, in the grades 4-5

I can use transition phrases to connect my ideas/writing.
text complexity band proficiently, with scaffolding as needed at the high end of
the range.
Grammar: Pronouns
RF 4.3 Know and apply grade-level phonics and word analysis skills in
• I can identify pronouns and use subject pronouns and object
decoding words.
pronouns.
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.
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, to
explore ideas under discussion.
Spelling Phonics pattern: more vowel + /r/ sounds
• I can correctly spell grade level words that have the vowel + /r/
sounds.
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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 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.
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 organized
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).
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 4.7 Conduct short research projects that build knowledge through investigation
of different aspects of a topic.
W 4.8 Recall relevant information from experiences or gather relevant
information from print and digital sources; take notes and categorize
information, and provide a list of sources.
RI 4.2, 4.3
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.
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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.
SL 4.1
L 4.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling and writing.
L 4. 3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
a. Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize and event sequence that unfolds naturally.
L 4.1
Stage 2 –Evidence For Lesson 10
Evaluative Criteria



Rubrics from Reference tabs
End of lesson assessments
District Provided Grade-Level Writing
Rubrics
Students will show their learning by…..
PERFORMANCE TASKS:





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 4.1-4.5 Boxes Bullets: Personal and Persuasive Essays Bend 2 Sessions 9-11
Teacher observation and anecdotal notes from individual and or small group writing conferences.


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
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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
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.
This is a suggested timeline. Please modify and adjust according to the needs of your students.
Boxes Bullets: Persuasive Essays Bend 2 Sessions 9-11
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Journeys After Unit 2 - Extending the Common Core State Standards
Stage 1 – Desired Results
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
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Journeys 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).
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).
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.
On-demand Opportunities:
•
Your Turn “Your Turn” Short Response/Paragraph Writing in
StudentMagazine pg. RA31
Writing: Opinion
Grammar: Helping Verbs
• I can use helping verbs to express conditions.
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Stage 2 –Evidence
Evaluative Criteria



Rubrics from Reference tabs
End of lesson assessments
District Provided Grade-Level
Writing Rubrics
Students will show their learning by…..
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)
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.
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Novel Study: Black Stallion
2 Week Unit
Please see below for the Units of Study writing curriculum that will be covered during this novel study.
Stage 1 Desired Results
Transfer
Students will be able to express their opinion within a piece of writing.
Meaning
Understandings
Recommended Essential Questions
Students will understand that…
Students will keep considering…

Good writers gather ideas from their past narrative writing.

How can gathering ideas from past narrative writing help me build the body of my essay?

Good writers build the body of their essay.

How can checking my work in different ways enhance the revision of my writing?

Good writers can check their work in different ways.

How can summarizing and drawing conclusions make a piece of writing better?

Good writers can generalize, summarize and draw conclusions.
Acquisition of Knowledge and Skill
Week 1:
Writing: Opinion
Boxes and Bullets: Personal and Persuasive Essays Bend 2 Sessions 12-15

I can solve my own problems by taking ownership of the writing process.

I can decide which lead works best in my essay by trying out different
W 4.1 Write opinion pieces on topics or texts, supporting a point of view with
ways.
reasons and information.

I can self-assess my writing by using the opinion writing checklist.

I can edit my work by correcting run-on sentences or sentence fragments.
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).
Stage 2: Evidence
W 4.2 Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.
Writing:
a. Introduce a topic clearly and group related information in paragraphs and

W 4.1, 4.5 Boxes and Bullets: Personal and Persuasive Essays
sections; include formatting (e.g., headings), illustrations, and multimedia when
Bend 2 Sessions 12-15
useful to aiding comprehension.
Teacher observation and anecdotal notes from individual and or small
W 4.5 With guidance and support from peers and adults, develop and strengthen
group writing conferences.
writing as needed by planning, revising, and editing. (Editing for conventions
Stage 3: Learning Plan
should demonstrate command of Language standards 1-3 up to and including
Summary of Key Learning Events and Instruction.
grade 4.)
Teacher developed daily/weekly lesson plans. This is a suggested timeline. Please
W 4.10 Write routinely over extended time frames (time for research, reflection,
modify and adjust according to the needs of your students.
and revision) and shorter time frames (a single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and audiences.
RI 4.2 RF 4.4
SL 4.1, 4.2
L 4.1Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L 4.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling and writing.
L 4. 3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
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L 4.5 Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
Week 2:
Includes short week of Thanksgiving Break/Full week After Break
7 Instructional Days
Boxes and Bullets: Personal and Persuasive Essays Bend 3 Sessions 16-21
W 4.1 Write opinion pieces on topics or texts, supporting a point of view with
reasons and information.
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).
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 4.6 With some guidance and support from adults, use technology, including
the Internet, to produce and publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of keyboarding skills to type a
minimum of one page in a single sitting.
W 4.10
RI 4.2, 4.4, 4.5 RF 4.3, 4.4
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, to
explore ideas under discussion.
SL 4.3 Identify the reasons and evidence a speaker provides to support particular
points.
L 4.1Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L 4.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling and writing.
L 4. 3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
L 4.5 Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
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).
Writing: Opinion

I can turn my personal essays into persuasive pieces.

I can be more convincing and persuade my audience by drawing on
evidence from a variety of sources.

I can link my evidence to my reasons and thesis statement.

I can get my essay ready for the world, by carefully checking spelling,
punctuation and other conventions.

I can make sure my opinions will be heard by thinking about where and
how to publish my piece.
Stage 2 : Evidence
Writing:


W 4.1, 4.5 Boxes and Bullets: Personal and Persuasive Essays
Bend 3 Sessions 16-21
Teacher observation and anecdotal notes from individual and or small
group writing conferences.
Published opinion piece
District:
Writing Opinion On-Demand Post/ Calkins Grade Specific Teaching Rubric

Administer the week of November 21st- 23rd
Writing Opinion Common Assessment #2/ District Grade Level Rubric

Administer the week of November 28th-December 2nd
Stage 3- Learning Plan
Summary of Key Learning Events and Instruction. Teacher developed daily/weekly
lesson plans. This is a suggested timeline. Please modify and adjust according to
the needs of your students.
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Journeys 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 that is not stated
whole words. (L11–L15)
directly in the story?
Vocabulary

How can using a graphic organizer help you categorize facts and
 Effective readers use context to infer meaning of unknown words.
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 events?
• Fluent readers are able to read a text with appropriate pacing,

How do clue words, dates, and times help you understand the sequence of
accuracy and expression. (L11, L13, L14, L15)
events?
• Fluency and accuracy are critical to effective reading. (L12)
Lesson 13:
• Fluent readers focus attention on understanding what they

How do events in nature affect other events? (Journeys’ EQ)
read, rather than concentrating on decoding the text. (L12)

How does summarizing help you understand the connections between the
Comprehension
events of the story?
• Effective readers bring various experiences to making meaning

How can identifying cause and effect relationships help you better
from text. (L11, L12, L13, L14)
understand the events of the story?
• A text’s structure and using specific strategies improves
Lesson 14:
comprehension. (L11–L15)

How do illustrations make a text interesting? (Journeys’ EQ)
Writing

How does generating questions before, during, and after reading help you

Good writers use a variety of strategies to plan their essays.
monitor your comprehension?

Good writers study their own writing with a critical eye, looking

How do text and graphic features help you locate information and
for parts that need more detail.
understand the text?

Good writers reflect about their own writing.
Lesson 15:

Good writers organize their writing by using transition words.

How do details help you understand main ideas? (Journeys’ EQ)

Good writers take careful notes by reflecting about what

How does clarifying information help you understand what you read?
they’ve read and how it will contribute to their writing.

Good writers look back over their research and fill in gaps.

Good writers celebrate their accomplishments and set new
goals.
Grammar
• Written communication and proper grammar mechanics
promote fluency of communication. (L11–L15)
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Spelling

Conventional spelling promotes common understanding. (L11–
L15)
Instructional Materials:
Student book – paired selections
Leveled Readers
Ready-Made Stations
Language Support Cards
Vocabulary in Context Cards
Journey’s Fluency Materials
Writing Units of Study
Writing:

How can writers use a variety of strategies to plan their essay?

How can writers study their writing with a critical eye, looking for parts that need
more details?

How can writers use transition words to organize their writing?

How can notes help me reflect and enhance my writing?

What can I use to help me review my research and make sure it is complete?

How can I celebrate what I have accomplished in writing?

What new goals can I set for myself?
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
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Journeys 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)
Calkins – If…Then…Curriculum Historical Fiction Bend 1 ( 3Days) & Begin Bend 2 (2 Days)
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 4.5 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 (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.
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.
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 multiple-meaning words
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: 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: Narrative

I can collect, select, and develop historical fiction writing ideas.

I can reflect on the skills and strategies used in my previous narrative unit.

I can use what I know about historical fiction I have read to generate ideas
about the setting, and time period.

I can ask myself important questions about my setting and time period.

I can study photographs and artwork from the time period I have selected.

I can quickly draft short scenes that introduce the setting and the problem
in the story.

I can begin to generate ideas for the characters in my historical fiction
piece.
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Clover Park School District
4th Grade ELA Curriculum Guide 2016-17
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. 3 Write narratives to develop real or imagined experiences or events using
effective technique, details, and clear event sequences.
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.)
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].”).

I can begin to write a draft.
Grammar: Proper Nouns
• I can capitalize the names of historical events and documents
Spelling Phonics pattern: compound words
 I can correctly spell grade level words that are compound words.
Listening/Speaking/Viewing: Prepare Interview Questions
 I can evaluate interview questions.
Page 50 of 126
Clover Park School District
4th Grade ELA Curriculum Guide 2016-17
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:

R.L. 4.1 Projectable 11.2 Fact and Opinion; Infer/Predict How can you use the story’s details 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)

If…Then…Curriculum Historical Fiction Bend 1 ( 3Days) and Bend 2 (2 days)
Teacher observation and anecdotal notes from individual and or small group writing conferences.
On-demand Writing Opportunities:

Your Turn “Wild or Not?” Short Response/Paragraph Writing on pg. T33

Text to Self-activity in the Making Connections section on pg. T37
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:
Reading Common Assessment Unit 3 (Targets 8 & 13)

Pre-Assessment Administer Prior to Unit 3
District provided grade level

Post-Assessment Administer After Unit 3
Writing rubric
Stage 3-Learning Plan:
Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
This is a suggested timeline. Please modify and adjust according to the needs of your students.
If…Then…Curriculum Historical Fiction Bend 1 ( 3Days)
Begin Bend 2 (2 Days)
Whole Group:
Small Group:
Learning Centers/Independent Work:

Opening routines for Phonics & Vocabulary

Leveled Readers/Write-In-Readers

Teacher-Created Accountability Component

Listening Comprehension

Vocabulary Readers

Ready Made Work StationsOther Options:

Vocabulary in Context

Vocabulary In Context Cards
Differentiated Instruction in phonics, vocabulary,

Phonics Instruction

Fluency
fluency, and comprehension skills as needed.

Develop Background

Retelling Cards

Skill & Strategy Lessons

Leveled Independent Practice

FCRR (Florida Center for Reading Research)

Your Turn & Making Connections

Fluency Model
Page 51 of 126
Clover Park School District
4th Grade ELA Curriculum Guide 2016-17
Journeys Lesson 12: Acquisition of Knowledge and Skill
The Earth Dragon Awakes Lexile 500(Literature-Historical Fiction) & Texas Twisters Lexile 860(Informational-Informational Text)
Calkins – If…Then…Curriculum Historical Fiction Bend 2 ( 2 Days) & Begin Bend 3 (3 Days)
Common Core State Standards
Teachers may choose appropriate learning targets from list below.
Students will know and be able to… Reading:
RL 4.3 Describe in depth a character, setting, or event in a story or drama,
whole group/small group
drawing on specific details in the text (e.g., a character’s thoughts, words, or
actions).
Reading Comprehension: Focus Skill: Sequence of Events
RL 4.5 Explain major differences between poems, drama, and prose, and refer to
Focus Strategy: Visualize
the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g.,
•
I can identify the sequence of events in a passage. RI 4.3
casts of characters, settings, descriptions, dialogue, stage directions) when
•
I can visualize story events and their sequence. RI 4.3
writing or speaking about a text.
•
I can explain how poems, drama, and prose are structured differently
RL 4.6 Compare and contrast the point of view from which different are narrated,
from one another. RI 4.7
including the difference between first-and third-person narrations.
•
I can determine a narrator or speakers point of view in a story. RL 4.6
RL 4.10 By the end of the year, read and comprehend literature, including
•
I can describe how events, ideas, concepts, or information are
stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently,
structured in a text. RI 4.5
with scaffolding as needed at the high end of the range.
•
I can explain how charts, graphs, diagrams, time lines, animations, or
RI 4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or
web pages are helpful in learning about a topic .RI 4.7
technical text, including what happened and why, based on specific
information in the text.
Academic Vocabulary
RI 4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect,
Sequence of events, visualize, synonyms, possessive noun, apostrophe, problem,
problem/solution) of events, ideas, concepts, or information in a text or part of a
solution, composition, infer, example, details, text, specific, support, author’s
text.
purpose, explain, cast, stage directions, genre, literature, drama
RI 4.7 Interpret information presented visually, orally, or quantitatively (e.g., in
charts, graphs, diagrams, time lines, animations, or interactive elements on Web
Vocabulary Focus: Synonyms
pages) and explain how the information contributes to an understanding of the
• I can identify and use synonyms.
text in which it appears.
RI 4.10 By the end of the year, read and comprehend informational texts,
Phonics Focus: Base Words and Endings
including history/social studies, science, and technical texts, in the grades 4-5
• I can decode words with sound/spelling changes.
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.
Fluency Focus: Rate
• I can read grade level or independent level text aloud with fluency
and understanding.
Page 52 of 126
Clover Park School District
4th Grade ELA Curriculum Guide 2016-17
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.
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 4.2b, L 4.2d
Writing Type: Narrative

I can draft my first seed idea.

I can write a clear, focused plot.

I can sketch a micro-sequence of events .

I can make the setting of my story vivid.

I can use strategies used in the historical fiction mentor texts.

I can revise and edit while I write and when I finish my piece.

I can think more critically about the time period my story is set in.

I can develop” expert” vocabulary.
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.
W 4. 3 Write narratives to develop real or imagined experiences or events using
effective technique, details, and clear event sequences.
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.)
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].”).
Page 53 of 126
Clover Park School District
4th Grade ELA Curriculum Guide 2016-17
Stage 2 –Evidence For Lesson 12
Evaluative Criteria



Rubrics from Reference tabs
End of lesson assessments
District Provided Grade-Level
Writing Rubrics
Students will show their learning by…..
PERFORMANCE TASKS:




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 4.3 If…Then…Curriculum Historical Fiction Bend 2 ( 2 Days) and Bend 3 (3 Days)
Teacher observation and anecdotal notes from individual and or small group writing conferences.
On-demand Writing Opportunities:

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.
This is a suggested timeline. Please modify and adjust according to the needs of your students.
If…Then…Curriculum Historical Fiction Bend 2 ( 2 Days)
Begin Bend 3 (3 Days)
Page 54 of 126
Clover Park School District
4th Grade ELA Curriculum Guide 2016-17
Journeys 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)
Calkins – If…Then…Curriculum Historical Fiction Bend 3 ( 1 Day) & Begin Bend 4 (3 Days)
Common Core State Standards
Teachers may choose appropriate learning targets from list below.
Students will know and be able to… Reading:
RI 4.2 Determine the main idea of a text and explain how it is supported by
whole group/small group
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 information in a
Focus Strategy: Summarize
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 order to write
• I can use the summarize strategy to check understanding of cause
or speak about the subject knowledgeably.
and effect. RI 4.5
RI 4.10 By the end of the year, read and comprehend informational texts,
•
I
can use text details and background knowledge to infer causes and
including history/social studies, science, and technical texts, in the grades 4-5
effects. RI 4.2
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 in
cause, effect, infer, theme, root, regular verb, helping verb, past participle,
decoding words.
persuasive letter, voice
a. Use combined knowledge of all letter-sound correspondences, syllabication
patterns, and morphology (e.g., roots and affixes) to read accurately
Vocabulary Focus: Greek and Latin Word Parts spect, struct, tele, vis
unfamiliar multisyllabic words in context and out of context.
• I can determine the meaning of multisyllabic words by studying their
RF 4.4 Read with sufficient accuracy and fluency to support comprehension.
roots and affixes.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate,
Phonics Focus: Recognizing Common Word Parts
and expression on successive reading.
• I can look for common word parts to decode longer words.
c. Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
Fluency Focus: Phrasing: Pauses
SL 4.1 Engage effectively in a range of collaborative discussions (one-on-one,
• I can read grade level or independent level text aloud with fluency
in groups, and teacher led) with diverse partners on grade 4 topics and texts,
and understanding.
building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material;
Writing Type: Narrative
explicitly draw on that preparation and other information known about the

I can revise for historical accuracy.
topic to explore ideas under discussion.
I can end my story without having to resolve the historical struggle.
d. Review the key ideas expressed and explain their own ideas and understanding 

I can finish my story with a satisfying ending that is also historically accurate.
in light of discussion.

I can choose the draft story I want to revise and edit for publication.
L 4.4 Determine or clarify the meaning of unknown and multiple-meaning

I can revisit my editing checklists.
words and phrases based on grade 4 reading and content, choosing flexibly

I can read my writing aloud.
from a range of strategies.

I can publish and celebrate my historical fiction piece.
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).
Grammar: Regular Verbs
• I can identify and use the past tense of regular verbs.
Page 55 of 126
Clover Park School District
4th Grade ELA Curriculum Guide 2016-17
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. 3 Write narratives to develop real or imagined experiences or events using
effective technique, details, and clear event sequences.
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.)
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].”).
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.
Listening/Speaking/Viewing: Non-print Media Sources
•
I can identify the purpose of a non-print media source.
Page 56 of 126
Clover Park School District
4th Grade ELA Curriculum Guide 2016-17
Stage 2 –Evidence For Lesson 13
Evaluative Criteria



Rubrics from Reference tabs
End of lesson assessments
District Provided Grade-Level
Writing Rubrics
Students will show their learning by…..
PERFORMANCE TASKS:
On-demand Reading Opportunities:

R1 4.2-Develop Comprehension T170 (What is the topic of the author’s December 3 rd 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)
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”
Writing:

W 4.3 and W 4.4 If…Then…Curriculum Historical Fiction Bend 3 ( 1 Day) and Bend 4 (3 Days)
Teacher observation and anecdotal notes from individual and or small group writing conferences.
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
Calkins Grade Specific Teaching
Rubric
OTHER EVIDENCE End of the lesson Assessments Comprehension, Vocabulary, Phonics and Grammar, Speaking and Listening/
Connect and Extend
District:
Writing Narrative On-Demand Post

Administer the week of January 3rd -6th
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
This is a suggested timeline. Please modify and adjust according to the needs of your students.
If…Then…Curriculum Historical Fiction Bend 3 ( 1 Day)
Begin Bend 4 (3 Days)
Page 57 of 126
Clover Park School District
4th Grade ELA Curriculum Guide 2016-17
Journeys 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)
Calkins – The Lens of History - Bend 1 Sessions 1-3
Common Core State Standards
Teachers may choose appropriate learning targets from list below.
Students will know and be able to… Reading:
RL 4.3 Describe in depth a character, setting, or event in a story or drama,
whole group/small group
drawing on specific details in the text (e.g., a character’s thoughts, words,
or actions).
Reading Comprehension: Focus Skill: Text and Graphic Features
RL 4.10 By the end of the year, read and comprehend literature, including
Focus Strategy: Q uestion
stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently,
•
I can describe a character in depth and provide specific details from
with scaffolding as needed at the high end of the range.
the text. RL 4.3
RI 4.5 Describe the overall structure (e.g., chronology, comparison,
•
I can describe how events, ideas, concepts, or information are
cause/effect, problem/solution) of events, ideas, concepts, or information in a
structured in a text. RL 4.3
text or part of a text.
•
I can identify and read charts, graphs, diagrams, time lines,
RI 4.7 Interpret information presented visually, orally, or quantitatively (e.g., in
animations, or web pages to learn about a topic. RLI 4.7
charts, graphs, diagrams, time lines, animations, or interactive elements on
•
I can ask questions to understand information presented
graphically. RI
Web pages) and explain how the information contributes to an understanding
4.7
of the text in which it appears.
RI 4.10 By the end of the year, read and comprehend informational texts,
Academic Vocabulary
including history/social studies, science, and technical texts, in the grades 4-5
Text features, boldface print, graphic features, support, persuasive essay, goal
text complexity band proficiently, with scaffolding as needed at the high end of
the range.
Vocabulary Focus: Suffixes –able, -ible
RF 4.3 Know and apply grade-level phonics and word analysis skills in

I can recognize and use words with suffixes –able and –ible
decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication
Phonics Focus: Recognizing Suffixes
patterns, and morphology (e.g., roots and affixes) to read accurately
•
I can use suffixes to decode words.
unfamiliar multisyllabic words in context and out of context.
RF 4.4 Read with sufficient accuracy and fluency to support comprehension.
Fluency Focus: Stress
a. Read on-level text with purpose and understanding.
•
I can read grade level or independent level text aloud with fluency and
b. Read on-level prose and poetry orally with accuracy, appropriate rate,
understanding.
and expression on successive reading.
c. Use context to confirm or self-correct word recognition and understanding,
Writing Type: Informational
rereading as necessary.

I can write about my topic by organizing the information I know about my
SL 4.1 Engage effectively in a range of collaborative discussions (one-on-one,
topic.
in groups, and teacher led) with diverse partners on grade 4 topics and texts,

I can recall all I know about the type of writing I’m about to do.
building on others’ ideas and expressing their own clearly.

I can shift between reading to collect and record information, and writing
a. Come to discussions prepared, having read or studied required material;
to grow ideas.
explicitly draw on that preparation and other information 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 multiple-meaning
words and phrases based on grade 4 reading and content, choosing flexibly
Grammar: Participles
•
I can identify and use present and past participles and participial
phrases.
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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).
Meets or Exceeds 4th Grade Standards. Highlight indicates grade 5 rigor.
W 5.2a Introduce a topic clearly, provide a general observation and focus, and
group related information logically; include formatting (e.g., headings),
illustrations, and multimedia when useful to aiding comprehension.
W 5.2b Develop the topic with facts, definitions, concrete details, quotations, or
other information and examples related to the topic.
W 5.2d Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
W.5.4 Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience.
W.5.5 With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach.
W.5.7 Conduct short research projects that use several sources to build
knowledge through investigation of different aspects of a topic.
W 5.8 Recall relevant information from experiences or gather relevant
information from print and digital sources; summarize or paraphrase information
in notes and finished work, and provide a list of sources.
W 5.10 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 5.2, W 5.9
RI 5.1 Quote accurately from a text when explaining what the text says explicitly
and when drawing inferences from the text.
RI 5.2 Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.
RI 5.3 Explain the relationships or interactions between two or more individuals,
events, ideas, or concepts in a historical, scientific, or technical text based on
specific information in the text.
RI 5.4 Determine the meaning of general academic and domain-specific words
and phrases in a text relevant to a grade 5 topic or subject area.
RI 5.5 RI 5.7, RI 5.9
SL 5.1, SL 5.4
L 5.6 Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases, including those that signal contrast,
addition, and other logical relationships.
L 5.1, L 5.2, L 5. 3
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.
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Stage 2 –Evidence For Lesson 14
Evaluative Criteria



Rubrics from Reference tabs
End of lesson assessments
District Provided Grade-Level Writing
Rubrics
Students will show their learning by…..
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 4.2 Bringing History to Life Bend 1 Sessions 1-4
Teacher observation and anecdotal notes from individual and or small group writing conferences.
Students’ Information Writing Checklist and on-going student self-assessment.
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
OTHER EVIDENCE End of the lesson Assessments Comprehension, Vocabulary, Phonics and Grammar, Speaking and Listening/
Connect and Extend
District:
Writing Informational On-Demand Pre-Assessment

Administer the week of January 9th-13th
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
This is a suggested timeline. Please modify and adjust according to the needs of your students.
The Lens of History - Bend 1 Sessions 1-3
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Journeys 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)
Calkins – The Lens of History - Bend 1 Sessions 4-7
Common Core State Standards
Teachers may choose appropriate learning targets from list below.
Students will know and be able to… Reading:
RL 4.2 Determine a theme of a story, drama, or poem from details in the text;
whole group/small group
summarize the text.
RL 4.4 Determine the meaning of words and phrases as they are used in a text,
Reading Comprehension: Focus Skill: Main Idea and Details
including those that allude to significant characters found in mythology (e.g.,
Focus Strategy: Monitor/Clarify
Herculean).
•
I can summarize main ideas and details. RL 4.2
RL 4.10 By the end of the year, read and comprehend literature, including
•
I can identify key details in the text and explain how they support the
stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently,
main idea. RL 4.2
with scaffolding as needed at the high end of the range.
•
I can locate reasons and evidence which support the main idea of a
RI 4.2 Determine the main idea of a text and explain how it is supported by key
text. RL 4.2
details; summarize the text.
RI 4. 3 Explain events, procedures, ideas, or concepts in a historical, scientific, or
Academic Vocabulary (from Resource tab p R10)
technical text, including what happened and why, based on specific
Main idea, supporting details, theme-message, convey, summarize, infer, facts
information in the text.
and examples, persuade, multiple-meaning words, context
RI 4.4 Determine the meaning of general academic and domain-specific words
or phrases in a text relevant to a grade 4 topic or subject area.
Vocabulary Focus: Multiple-Meaning Words
RI 4.8 Explain how an author uses reasons and evidence to support particular
•
I can explain that the meaning of a word can vary when used in
points in a text.
different content areas.
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
Phonics Focus: Three Syllable Words
complexity band proficiently, with scaffolding as needed at the high end of the
•
I can decode multi-syllable words.
range.
RF 4.3 Know and apply grade-level phonics and word analysis skills in decoding
Fluency Focus: Expression
words.
•
I can read grade level or independent level text aloud with fluency and
a. Use combined knowledge of all letter-sound correspondences, syllabication
understanding.
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 known about the
topic to explore ideas under discussion.
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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
Meets or Exceeds 4th Grade Standards. Highlight indicates grade 5 rigor.
W 5.2b Develop the topic with facts, definitions, concrete details, quotations,
or other information and examples related to the topic.
W 5.2c Link ideas within and across categories of information using words,
phrases, and clauses (e.g., in contrast, especially).
W 5.2d Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
W.5.5 With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
W 5.8 Recall relevant information from experiences or gather relevant
information from print and digital sources; summarize or paraphrase
information in notes and finished work, and provide a list of sources.
W 5.9b Apply grade 5 Reading standards to informational texts (e.g., "Explain
how an author uses reasons and evidence to support particular points in a
text, identifying which reasons and evidence support which point[s]"").
W 5.2, W5.7
RI 5.5 Compare and contrast the overall structure (e.g., chronology,
comparison, cause/effect, problem/solution) of events, ideas, concepts, or
information in two or more texts.
RI 5.1, RI 5.3, RI 5.4, RI 5.7, RI 5.9
SL 5.1, SL 5.4
Writing Type: Informational

I can keep in mind the qualities of good history by being mindful of
geography.

I can think about the information I’m learning by asking questions and
figuring out the answers to those questions.

I can keep in mind the qualities of good history by keeping in mind the
relationship between events and history.

I can make a plan to fill in any gaps by talking stock of all the information
I’ve collected so far.
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.
Listening/Speaking/Viewing: Listen to Summarize Ideas
•
I can listen to summarize ideas.
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Stage 2 –Evidence For Lesson 15
Evaluative Criteria



Rubrics from Reference tabs
End of lesson assessments
District Provided Grade-Level
Writing Rubrics
Students will show their learning by…..
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 4.2 The Lens of History - Bend 1 Sessions 4-7
Teacher observation and anecdotal notes from individual and or small group writing conferences.
Students’ Information Writing Checklist and on-going student self-assessment.
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.
This is a suggested timeline. Please modify and adjust according to the needs of your students.
The Lens of History - Bend 1 Sessions 4-7
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Journeys After Unit 3 - Extending the Common Core State Standards
Stage 1 – Desired Results
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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Journeys 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 4.10 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.
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: Informational
Grammar: Progressive Verb Tenses
• I can form and use the progressive verb tenses.
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Stage 2 –Evidence
Evaluative Criteria



Rubrics from Reference tabs
End of lesson assessments
District Provided Grade-Level
Writing Rubrics
Students will show their learning by…..
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)
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.
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Journeys Unit 4: Never Give Up!
Stage 1 – Desired Results
Transfer
Students will be able to independently use their reading to understand that there is more than one secret to success.
Meaning
Understandings
Recommended Essential Questions
Students will keep considering …
Students will understand that …
(L abbreviation indicates Journeys’ lesson. Example: L1=Lesson 1)
Lesson 16:
•
What traits do successful people have in common? (Journeys’ EQ)
Phonics
•
Effective readers use language structure to make sense of whole words.
•
How does using a graphic organizer help you compare and contrast
(L16–L20)
story elements?
•
How does comparing and contrasting the characters’ actions and
Vocabulary
•
Expanding our vocabulary enriches comprehension. (L16, L18, L19, L20)
thoughts help you understand the story?
•
Effective readers use context to infer meaning of unknown words. (L16, L17,
Lesson 17:
•
What steps can you take towards success? (Journeys’ EQ)
L19, L20)
•
How does using your own words when sequencing events help you
Fluency
•
Fluency and accuracy are critical to effective reading. (L 16)
understand the selection?
•
Fluent readers are able to read a text with appropriate pacing, accuracy
•
How do clue words and dates help you understand the sequence of
and expression. (L16–L20)
events in the story?
Comprehension
Lesson 18:
•
Effective readers bring various experiences to making meaning from text.
•
How can people share their successes? (Journeys’ EQ)
•
How does asking questions before, during, and after reading help you
(L17, L18, L19)
•
A text’s structure and using specific strategies improves comprehension.
understand a character’s behavior and personality?
(L16–L20)
•
How does taking notes help you determine a character’s feelings and
Writing
motives?

Good writers look back over their research and fill in gaps.
Lesson 19:

Good writers celebrate their accomplishments.
•
Why might a leader use persuasion? (Journeys’ EQ)

Good writers collect facts from various sources.
•
How does making inferences help you determine the author’s purpose?

Good writers analyze the structure of their writing to make it more
•
How does the author’s word choice persuade you to think or act a
accessible for their audience.
certain way?

Good writers have things to teach their audience through their writing.
Lesson 20:

Good writers read and listen closely to gather ideas.
•
What makes a team successful? (Journeys’ EQ)

Good writers craft theses and revise them accordingly.
•
How does visualization help you identify the main ideas and supporting
Grammar
details?
•
Written communication and proper grammar mechanics promote fluency of
•
How do the story’s facts help you understand the main idea?
communication. (L16–L20)
Spelling
•
Conventional spelling promotes common understanding. (L16–L20)
Page 67 of 126
Instructional Materials:
Student book – paired selections
Leveled Readers
Ready-Made Stations
Language Support Cards
Vocabulary in Context Cards
Journeys Fluency Materials
Writing Units of Study
Lexile 4th/5th Grade 740-1010
Clover Park School District
4th Grade ELA Curriculum Guide 2016-17
Writing:

How does looking back over their research help writers?

Why do writers celebrate their accomplishments?

How can writers use various sources to collect facts and information?

How is the structure of your writing important?

What is the best way to teach an audience through your writing?

How do good writers gather ideas?

Why do writers revise their theses?
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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Journeys Lesson 16:Acquisition of Knowledge and Skill
Riding Freedom Lexile 640 (Literature-Historical Fiction) & Spindletop Lexile 750 ((Informational-Informational Text)
Calkins – The Lens of History (Information Writing) – Bends 1 & 2 Sessions 8-10
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
Students will know and be able to…
explicitly and when drawing inferences from the text or poem from details in the
Reading: whole group/small group
text; summarize the text.
Comprehension: Focus Skill: Compare and Contrast
RL 4.2 Determine a theme of a story, drama, or poem from details in the text;
Focus Strategy: Monitor/Clarify
summarize the text.
•
I can compare and contrast plots, characters, and settings in multiple
RL 4.3 Describe in depth a character, setting, or event in a story or drama,
texts. RI 4.6, RL 4.3
drawing on specific details in the text (e.g., a character’s thoughts, words, or
• I can identify similarities and differences in text and reread to clarify my
actions).
understanding. RI 4.6
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 4.10 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 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 4.4 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
Academic Vocabulary
•
Compare, contrast, example, infer, theme, convey, summarize,
monitor/clarify, context, similarity, adjective of purpose, vivid detail,
topic sentence
Vocabulary Focus: Using Context
•
I can use context to determine the meaning of unfamiliar and multiplemeaning words.
Phonics Focus: Sound/Spelling Changes
•
I can recognize sound/spelling changes in related words.
Fluency Focus: Rate
•
I can read aloud with grade-appropriate fluency.
Writing Type: Informational

I can come up with an image of what I hope to write by sketching an
outline and then writing fast off of my outline.

I can celebrate my accomplishment so far and set new goals for future
work.

I can write in a way that draws readers in by angling my research
appropriately.
Grammar: Adjectives
•
I can identify adjectives and the nouns they describe.
Spelling Phonics pattern: words with /k/, /ng/, and /kw/
•
I can correctly spell grade level words with the /k/, /ng/ and /kw/
sounds.
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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 and speaking.
d. Order adjectives within sentences according to conventional patterns (e.g., a
small red bag rather than a red small bag).
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 4.2 d
Meets or Exceeds 4th Grade Standards. Highlight indicates grade 5 rigor.
W 5.5 With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach.
W.5.7 Conduct short research projects that use several sources to build
knowledge through investigation of different aspects of a topic.
W 5.8 Recall relevant information from experiences or gather relevant
information from print and digital sources; summarize or paraphrase information
in notes and finished work, and provide a list of sources.
W 5.2, 5.2a,5.2e, W.5.4, W.5.5, W 5.6, W 5.9b
RI 5.1, RI 5.4, RI 5.7, RI 5.9, RI 5.10
SL 5.2 Summarize a written text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally.
SL 5.1, SL 5.3, SL 5.4
L 5.1, L 5.2, L 5. 3, L 5.5, L 5.6
Listening/Speaking/Viewing: Evaluate Media Sources (Connect and Extend T43)
• I can present instructions on evaluating media sources.
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Stage 2 –Evidence For Lesson 16
Evaluative Criteria


Rubrics from Reference tabs
End of lesson assessments
Students will show their learning by…..
On-demand Reading Opportunities:
RL 4.1 T 24 What can you infer from what you have read so far? What does the author mean when he says ___? T22, T24, T25,
T28
RL 4.2 How do the characters actions help determine the theme? How is the central message/central idea conveyed
throughout the story?
Summarize the text using key details. How does the author use details to describe the storm? (Analyze supporting details)
W 4.2 The Lens of History (Information Writing)
Bends 1 & 2 Sessions 8-10
District provided Answer key
Teacher observation and anecdotal notes from individual and or small group writing conference.
OTHER EVIDENCE: End of lesson assessments (Comprehension, Vocabulary, Phonics and Grammar), Common assessments,
speaking and listening from Connect and Extend
DISTRICT:
Reading Common Assessment Unit 4 (Targets 9 & 10)
Pre-Assessment Administer Prior to Unit 4
Post-Assessment Administer after Unit 4, Lesson 20
District provided grade-level
Writing rubric
Stage 3 – Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
This is a suggested timeline. Please modify and adjust according to the needs of your students.
The Lens of History (Information Writing) – Bends 1 & 2 Sessions 8-10
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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Journeys Lesson 17: Acquisition of Knowledge and Skill
The Right Dog for the Job Lexile 940(Literature-Narrative Nonfiction) & The Sticky Coyote Lexile NP(Literature-Traditional Tale/Reader’s Theatre)
Calkins – The Lens of History (Information Writing) - Bend 2 Sessions 11-13
Common Core State Standards
Teachers may choose appropriate learning targets from list below.
RI.4.1 Refer to details and examples in a text when explaining what the text says
Students will know and be able to…
explicitly and when drawing inferences from the text.
Reading: whole group/small group
RI.4.2 Determine the main idea of a text and explain how it is supported by key
Comprehension: Focus Skill: Sequence of Events
details; summarize the text.
Focus Strategy: Summarize
•
I can summarize events, information, ideas, plot, and the message. RI 4.2
RI.4.4 Determine the meaning of general academic and domain-specific words
or phrases in a text relevant to a grade 4 topic or subject area.

I can use sequence of events to summarize text RI 4.2
RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect,

I can identify and explain the author’s use of word choice and how it
problem/solution) of events, ideas, concepts, or information in a text or part of a
affects the reader. RI 4.4
text.
RI.4.10 By the end of year, read and comprehend informational texts, including
Academic Vocabulary
history/social studies, science, and technical texts, in the grades 4–5 text
•
Chronological order, infer, sequence of events, greeting, closing.
complexity band proficiently, with scaffolding as needed at the high end of the
range.
Vocabulary Focus: Suffixes –ion, -ation, -ition
•
I can learn and use words with suffixes –ion, -ation, -ition.
RF 4.3 Know and apply grade-level phonics and word analysis skills in decoding
words.
Phonics Focus: More Sounds/Spelling Changes
a. Use combined knowledge of all letter-sound correspondences, syllabication
•
I can recognize words with sound/spelling changes.
patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar
multisyllabic words in context and out of context.
Fluency Focus: Intonation
RF 4.4 Read with sufficient accuracy and fluency to support comprehension.
•
I can read aloud with grade-appropriate fluency.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and
Writing Type: Informational
expression on successive reading.

I can make sense of primary source documents by careful, close reading.
c. Use context to confirm or self-correct word recognition and understanding,

I can organize my research by categorizing facts and analysis I’ve
rereading as necessary.
collected.
SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting

I can make the structure of my writing the best it can be by studying
ideas) and situations where informal discourse is appropriate (e.g., small-group
mentor authors.
discussion); use formal English when appropriate to task and situation. (See
grade 4 Language standards 1 here for specific expectations.)
Grammar: Adverbs
L 4.1 Demonstrate command of the conventions of standard English grammar and

I can identify adverbs and the verbs that describe them.
usage hen writing or speaking.

I can use adverbs in writing and speaking.
a. Use relative pronouns (who, whom, which, that) and relative adverbs (where, when, why).
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).
L 4.5 Demonstrate understanding of figurative language, word relationships, and nuances
Spelling Phonics pattern: Words with Final /j/ and /s/
•
I can correctly spell grade level words with the final /j/ and /s/ sounds.
in word meanings.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
L 4.2 d
Listening/Speaking/Viewing: Evaluate and Adapt Spoken Language (Connect
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Meets or Exceeds 4th Grade Standards. Highlight indicates grade 5 rigor.
W 5.2 Write informative/explanatory text to examine a topic and convey
ideas and information clearly,
W 5.7Conduct short research projects that use several sources to build
knowledge through investigation of different aspects of a topic.
W 5.8 Recall relevant information from experiences or gather relevant
information from print and digital sources; summarize or paraphrase
information in notes and finished work, and provide a list of sources.
W 5.9b Apply grade 5 Reading standards to informational texts (e.g., "Explain
how an author uses reasons and evidence to support particular points in a
text, identifying which reasons and evidence support which point[s]"").
W 5.2a,5.2b,5.2c, 5.2d,5.2e
RI 5.4 Determine the meaning of general academic and domain-specific
words and phrases in a text relevant to a grade 5 topic or subject area.
RI 5.5 Compare and contrast the overall structure (e.g., chronology,
comparison, cause/effect, problem/solution) of events, ideas, concepts, or
information in two or more texts.
RI 5.6 Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
RI 5.7 Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or to
solve a problem efficiently.
RI 5.9 Integrate information from several texts on the same topic in order to
write or speak about the subject knowledgeably.
RI 5.1, RI 5.2 RI 5.10
SL 5.1, SL 5.5
L 5.1, L 5.2, L 5. 3, L 5.4c, L 5.5, L 5.6
and Extend T115)

I can adapt my word choice to fit my audience.
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4th Grade ELA Curriculum Guide 2016-17
Stage 2 –Evidence For Lesson 17
Evaluative Criteria



Rubrics from Reference tabs
End of lesson assessments
District Provided Grade-Level Writing
Rubrics
Students will show their learning by…..
PERFORMANCE TASKS




RI 4.1 What is the message so far? What does the author mean when he/she says ______? Give examples of
other pieces that were written with the same purpose. The Right Dog …
RI 4.2 Stop and Think T99 Summarize Graphic Organizer #4 Can you give me a sentence that tells what this
story is about? Write a short summary about what you learned. Writers Handbook 54,106 How does knowing
the sequence of events help you when writing a summary? Please explain how the main idea is supported by
key details?
RI 4.5 Projectable 17.3b Flow Chart (Sequence of Events) Stop and Think T 95 projectable 17.3a Is the author
comparing ideas? What is the problem in this section of the book? What was the result of..?
W 4.2 The Lens of History (Information Writing)
Bend 2 Sessions 11-13
Teacher observation and anecdotal notes from individual and or small group writing conferences.
On-demand Opportunities:
•
Your Turn “Best Friends” Short Response/Paragraph Writing on pg. T103
•
Text to Self-activity in the Making Connections section on pg. T107:
OTHER EVIDENCE: End of lesson assessments (Comprehension, Vocabulary, Phonics and Grammar), Common
assessments, speaking and listening from Connect and Extend
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans
This is a suggested timeline. Please modify and adjust according to the needs of your students.
The Lens of History (Information Writing) - Bend 2 Sessions 11-13
Page 74 of 126
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4th Grade ELA Curriculum Guide 2016-17
Journeys Lesson 18: Acquisition of Knowledge and Skill
Moon Runner Lexile 610 (Literature-Realistic Fiction) & A Day for the Moon Lexile 900(Informational-Informational Text)
Calkins – The Lens of History (Information Writing) - Bend 2 Sessions 14-16
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
Students will know and be able to…
explicitly and when drawing inferences from the text
Reading: whole group/small group
RL.4.3 Describe in depth a character, setting, or event in a story or drama,
Comprehension: Focus Skill: Understanding Characters
drawing on specific details in the text (e.g., a character’s thoughts, words, or
Focus Strategy: Question
actions).

I can determine characters’ traits using situations, actions, motivations,
RL.4.4 Determine the meaning of words and phrases as they are used in a text,
feelings, and physical attributes. RL 4.3
including those that allude to significant characters found in mythology (e.g.,

I can differentiate between first and third person point of view .RL 4.6
Herculean).

I can infer characters’ feelings and motives based on their behavior. RL 4.1
RL 4.6 Compare and contrast the point of view from which different stories are

I can ask questions to understand characters and their relationships. RL 4.1
narrated, including the difference between first-and third-person narrations.

I can understand how a story’s plot advances as the characters
RL 4.10 By the end of the year, read and comprehend literature, including stories,
change. RL 4.3
dramas, and poetry, in the grades 4–5 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
Academic Vocabulary
•
Character, traits, homonyms, homophones, narrative, synonym
RI 4.2 Determine the main idea of a text and explain how it is supported by key
details; summarize the text.
Vocabulary Focus: Homophones, Homonyms, and Homographs
RI 4.10 By the end of the year, read and comprehend informational texts,
•
I can learn to recognize and use homonyms, homophones, and
including history/social studies, science, and technical texts, in the grades 4-5
homographs.
text complexity band proficiently, with scaffolding as needed at the high end of
the range.
Phonics Focus: Recognizing Prefixes re-, un-, disRF 4.3 Know and apply grade-level phonics and word analysis skills in decoding
•
I can recognize prefixes in longer words.
words.
a. Use combined knowledge of all letter-sound correspondences, syllabication
Fluency Focus: Accuracy and Self-Correction
patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar
•
I can read aloud with grade-appropriate fluency.
multisyllabic words in context and out of context.
RF 4.4 Read with sufficient accuracy and fluency to support comprehension. c.
Writing Type: Informational
Use context to confirm or self-correct word recognition and understanding,

I can understand that every single story and fact have multiple points of
rereading as necessary.
view by asking myself what are some other ways to see this.
SL 4.1 Engage effectively in a range of collaborative discussions (one-on-one, in

I can make my writing accessible and easier for readers to take in by
groups, and teacher-led) with diverse partners on grade 4 topics and texts,
relying on patterning in words, structures and meanings.
building on others’ ideas and expressing their own clearly.

I can support a reader’s navigation through the text by using text
a. Come to discussions prepared, having read or studied required material;
features.
explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.
Grammar: Prepositions and Prepositional Phrases
b. Follow agreed-upon rules for discussions and carry out assigned roles.

I can identify prepositions and prepositional phrases.
c. Pose and respond to specific questions to clarify or follow up on information,

I can use prepositions and prepositional phrases in writing and speaking.
and make comments that contribute to the discussion and link to the remarks of
others.
Spelling Phonics pattern: Prefixes re-, un-, disd. Review the key ideas expressed and explain their own ideas and
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understanding in light of the 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 clearly at an understandable pace.
L 4.1 Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
e. Form and use prepositional phrases.
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-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 4.5 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).
Meets or Exceeds 4th Grade Standards. Highlight indicates grade 5 rigor.
W.5.2.a Introduce a topic clearly, provide a general observation and focus, and
group related information logically; include formatting (e.g., headings),
illustrations, and multimedia when useful to aiding comprehension.
W.5.5 With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
W 5.8
RI 5.10 By the end of the year, read and comprehend informational texts,
including history/social studies, science, and technical texts, at the high end of
the grades 4-5 text complexity band independently and proficiently.
RI 5.1, RI 5.6, RI 5.7
SL 5.1, SL 5.3, SL 5.5
L 5.1, L 5.2, L 5.3, L 5.5, L 5.6

I can correctly spell grade level words with the prefixes re-, un-, and
dis-.
Listening/Speaking/Viewing: Prepare for Oral Summaries

I can prepare for oral summaries.
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4th Grade ELA Curriculum Guide 2016-17
Stage 2 –Evidence For Lesson 18
Evaluative Criteria
Students will show their learning by…..




Rubrics from Reference tabs
End of lesson assessments



Calkins Grade Specific Teaching Rubric
RL. 4.1 Why do you think the author includes a description of the birds and their actions?
RI 4.2 Using projectable 18.3 b determine the main idea of the selection and include details to support the
main idea
RL 4.3 Target Skill Understanding Characters T 163, graphic Projectable 18.2
W 5.2 The Lens of History (Information Writing)
Bend 2 Sessions 14-16
Teacher observation and anecdotal notes from individual and/or small group writing conferences.
W4.3/4.8 Text to Self-activity in the Making Connections section on pg. T17
OTHER EVIDENCE: End of lesson assessments (Comprehension, Vocabulary, Phonics and Grammar), Common
assessments, speaking and listening from Connect and Extend
District:
Writing Informational On-Demand Post Assessment

Administer the week of February 6th- 10th
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
This is a suggested timeline. Please modify and adjust according to the needs of your students.
The Lens of History (Information Writing) - Bend 2 Sessions 14-16
Page 77 of 126
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4th Grade ELA Curriculum Guide 2016-17
Journeys Lesson19: Acquisition of Knowledge and Skill
Harvesting Hope The Story of Cesar Chavez (Informational-Biography) & The Edible Schoolyard Lexile 830(Informational Text)
Calkins – The Lens of History (Information Writing) - Bend 2 Sessions 17-20
Teachers may choose appropriate learning targets from list below.
Common Core State Standards
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.
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 domain-specific words
or phrases in a text relevant to a grade 4 topic or subject area.
RI. .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.
a.
RF 4.3 Know and apply grade-level phonics and word analysis skills in decoding
words.
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.
RF4.4 Read with sufficient accuracy and fluency to support comprehension.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and
expression on successive readings.
SL 4.1 Participate in collaborative conversations with diverse partners about grade
1 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others with care,
speaking one at a time about the topics and texts 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 remark of others.
SL 4.6 Differentiate between contexts that call for formal English (e.g., presenting
ideas) and situation 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.)
Students will know and be able to…
Reading: whole group/small group
Comprehension: Focus Skill: Persuasion
Focus Strategy: Infer/Predict
• I can recognize the author’s use of language to influence readers.
• I can make inferences/use textual evidence. RI 4.1
• I can use text details to evaluate author’s use of language to influence
the reader. RI 4.1
• I can make, confirm, and revise inferences and predictions. RI 4.1
• I can determine the author’s purpose supported by evidence. RI 4.8
Academic Vocabulary
• Author’s goal, persuade, evaluate, dictionary entry, pronunciation,
pronunciation key, personal narrative, organize, topic
Vocabulary Focus: Use a Dictionary
• I can use a dictionary to determine meaning, syllabication, and
pronunciation of unfamiliar words.
• I can understand dictionary organization.
Phonics Focus: More Common Suffixes
• I can recognize common suffixes.
• I can decode words with common suffixes.
Fluency Focus: Stress
• I can read aloud with grade-appropriate fluency.
• I can read fluently by stressing words as needed, for comprehension.
Writing Type: Informational

I can explain the structure of my writing and lure readers in by crafting
introductions.

I can use mentor texts for strategies and techniques and for revision ideas.

I can use punctuation to pack facts and information into my sentences.

I can teach my audience all I’ve learned by sharing my writing.
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
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4th Grade ELA Curriculum Guide 2016-17
ideas) and situations where informal discourse is appropriate (e.g., small-group
discussion).
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.
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 4.5 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.
Grammar: Transitions
• I can identify transition words.
• I can use transition words in writing and speaking.
Spelling Phonics pattern: suffixes –ful, -less, -ness, -ment
• I can correctly spell grade level words with the suffixes –ful, -less, -ness,
and –ment.
Listening/Speaking/Viewing: Deliver a Summary
• I can deliver and oral summary on the author’s meaning of a poem
events.
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
Meets or Exceeds 4th Grade Standards. Highlight indicates grade 5 rigor.
W 5.2 Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.
W.5.2.a Introduce a topic clearly, provide a general observation and focus, and
group related information logically; include formatting (e.g., headings),
illustrations, and multimedia when useful to aiding comprehension.
W 5.2.e Provide a concluding statement or section related to the information or
explanation presented.
W.5.5 With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
W5.6, W5.7, W5.8, W5.9b
RI 5.1, RI 5.10
RF5.4
SL 5.1
L5.1, L5.2, L 5.2d, L5.3
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Stage 2 –Evidence For Lesson 19
Evaluative Criteria
Students will show their learning by…..
PERFORMANCE TASKS



Rubrics from Reference tabs
End of lesson assessments
District Provided Grade-Level Writing
Rubrics
District Grade Level Rubric
RI 4.1 Stop and Think T239 What is the purpose of this piece? Give examples of other pieces that were written
with the same purpose. What conclusions can you draw from this text? What does “read between the lines”
mean? How does the author want readers to feel about La Causa? Think Aloud Inference T 245

RI 4.3 Develop Comprehension #14 Analyze Story Structure T246 Can you explain what is happening in this text?
Why do you think this is happening? What events helped resolve the farmworkers’ problem?

RI 4.5 Develop Comprehension #5 T240, #13 T244

RI 4.8 Develop Comprehension #11 T244, Stop and Think T2456

W 4.2 The Lens of History (Information Writing) - Bend 2 Sessions 17-20
Teacher observation and anecdotal notes from individual and/or small group writing conferences.
Students’ final information draft for publication, Information Writing Checklists and on-going self-assessments.
On-demand Speaking and Listening Opportunities:

Teacher Read Aloud T228-229

Listening and Speaking T259
On Demand Writing:

W 4.3 Your Turn “Leading the Way” Short Response/Paragraph Writing on pg. T247

W 4.3 Text to Self-activity in the Making Connections section on pg. T251

OTHER EVIDENCE: End of lesson assessments (Comprehension, Vocabulary, Phonics and Grammar), Common
assessments, speaking and listening from Connect and Extend
District:
Writing Informational Common Assessment #3

Administer the week of February 13th-16th
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
This is a suggested timeline. Please modify and adjust according to the needs of your students.
The Lens of History (Information Writing) - Bend 2 Sessions 17-20
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4th Grade ELA Curriculum Guide 2016-17
Journeys Lesson 20: Acquisition of Knowledge and Skill
Sacagawea Lexile 830(Informational-Biography) and Native American Nature Poetry Lexile NP(Literature-Poetry)
Calkins – The Literary Essay: Writing About Fiction Bend 1 Sessions 1-4
Common Core State Standards
Teachers may choose appropriate learning targets from list below.
RL 4.5 Explain major differences between poems, drama, and prose, and refer to
Students will know and be able to…
the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g.,
Reading: whole group/small group
casts of characters, settings, descriptions, dialogue, stage directions) when writing
Comprehension: Focus Skill: Main Idea and Details
or speaking about a text.
Focus Strategy: Visualize
• I can identify the main idea and supporting details in informational text .RI
RI.4.1 Refer to details and examples in a text when explaining what the text says
4.2
explicitly and when drawing inferences from the text.
• I can explain the meaning and identify examples of onomatopoeia as it
RI 4.2 Determine the main idea of a text and explain how it is supported by key
relates to author’s choice of words.
details; summarize the text.
• I can use text details and background knowledge to infer main ideas
RI 4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or
and supporting details. RI 4.1
technical text, including what happened and why, based on specific
•
I can summarize the main idea and details while maintaining the text’s
information in the text.
meaning. RI 4.2
RI 4.4 Determine the meaning of general academic and domain-specific words
or phrases in a text relevant to a grade 4 topic or phrases in a text relevant to a
Academic Vocabulary
grade 4 topic or subject area.
•
Topic, main idea, supporting detail, compound word, revise,
RI 4.5 Describe the overall structure (e.g., chronology, comparison,
dialogue
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 Vocabulary Focus: Compound words
•
I can learn and use compound words.
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
Phonics Focus: VCCV Pattern and Word Parts
range.
•
I can recognize words with the VCCV word pattern.
RF 4.3 Know and apply grade-level phonics and word analysis skills in decoding
words.
Fluency Focus: Phrasing: Punctuation
a. Use combined knowledge of all letter-sound correspondences, syllabication
•
I can read aloud with grade-appropriate fluency.
patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar
multisyllabic words in context and out of context.
Writing Type: Opinion
RF 4.4 Read with sufficient accuracy and fluency to support comprehension.

I can read with attentiveness to detail that can spark ideas for my own
a. Read on-level text with purpose and understanding.
writing.
SL 4.1 Engage effectively in a range of collaborative discussions (one-on-one, in

I can study characters with special attention.
groups, and teacher-led) with diverse partners on grade 4 topics and texts,

I can elaborate on my ideas by using simple prompts.
building on others’ ideas and expressing their own clearly.

I can select ideas to craft into a thesis.
a. Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the
Grammar: Abbreviations
topic to explore ideas under discussion.
• I can identify abbreviations.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
• I can use correct abbreviations in writing.
d. Review the key ideas expressed and explain their own ideas and understanding
in light of the discussion.
L 4.4 Determine or clarify the meaning of unknown and multiple-meaning words
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a.
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.
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 4.5 Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
Recognize and explain the meaning of common idioms, adages, and
proverbs.
L4.2.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.
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.)
W 4.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W 4.5, 4.7, 4.8
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 4.10, RF 4.4
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.
SL 4.3, 4.4
L 4.3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
a. Choose words and phrases to convey ideas precisely.
L 4.5 Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
L 4.1, 4.2, L 4.4a, L 4.6
Spelling Phonics pattern: Words with VCCV Pattern
• I can correctly spell grade level words with the VCCV pattern.
Listening/Speaking/Viewing: Interpret Poetry
• I can listen to interpret poetry.
•
I can read aloud a poem and give an interpretation of meaning.
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Stage 2 –Evidence For Lesson 20
Evaluative Criteria



Rubrics from Reference tabs
End of lesson assessments
District Provided Grade-Level Writing
Rubrics
Students will show their learning by…..
PERFORMANCE TASKS
RL 4.5 Connect to Poetry T324 Can you explain the difference between a poem and a drama? Where is the
drama set? What does free verse mean and how is it used in this poem? How do the line breaks help create
the poem’s feelings of wind movement?

RI 4.1 Develop Comprehension Questions #1, #4, #5, #11, #14,#15, #19 What conclusion can you draw from
this text? What details lead you to this conclusion?

RI 4.2 Projectable 20.3b Main Idea projectable 20.2

RI 4.3 Projectable 20.3a

RI 4.5 Create a timeline of events for the story “Sacagawea”

W 4.1 The Literary Essay: Writing About Fiction Bend 1 Sessions 1-4
Teacher observation and anecdotal notes from individual and or small group writing conferences.
On-demand Speaking and Listening Opportunities:

SL 4.1 Teacher Read Aloud T300

SL 4.1 Listening and Speaking T335
On-demand Writing Opportunities:
•
Your Turn “Join the Corps” Short Response/Paragraph Writing on pg. T323
•
Text to Self-activity in the Making Connections section on pg. T327
•
Text to Text activity in the Making Connections section on pg. T237

OTHER EVIDENCE: End of lesson assessments (Comprehension, Vocabulary, Phonics and Grammar), Common
assessments, speaking and listening from Connect and Extend
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
This is a suggested timeline. Please modify and adjust according to the needs of your students.
The Literary Essay: Writing About Fiction Bend 1 Sessions 1-4
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Journeys Unit: After Unit 4  Extending the Common Core State Standards
Stage 1 – Desired Results
Transfer
•Students will be able to independently use their reading to understand that there is more than one way to be successful.
Meaning
Understandings
Recommended Essential Questions
Students will understand that …
Students will keep considering …
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.
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.
Instructional Materials:
•
•
•
How do certain personality traits contribute to someone’s ability to be
successful?
How can you determine the theme of a story from details in the text?
How can you describe a character in a story in depth?
Teacher Support booklet: Extending the Common Core State Standards
Student Magazines - Hercules Quest and Zomo’s Friends.
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Journeys After Unit 4:Acquisition of Knowledge and Skill
Extending the Common Core State Standards
Hercules’ Quest; Zomo’s Friends (Literature-Myth; Folktale)
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 4.2 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 4.4 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 third-person narrations
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.
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.
L 4.1 Demonstrate command of the conventions of standard English grammar
and usage when writing and speaking.
d. Order adjectives within sentences according to conventional patterns (e.g., a
small red bag rather than a red small bag).
W 4.3 Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize and event sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the
responses of character to situations.
e. Provide a conclusion that follows form 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, W 4.5
Students will know and be able to…
Reading: whole group/small group
Comprehension Focus: Compare and Contrast
•
I can determine the theme of a story from details in the text.
•
I can describe a character in a story in depth.
•
•
I can compare and contrast the treatment of similar themes in
traditional literature from different cultures.
I can refer to text details and examples when drawing inferences from
the text.
Vocabulary: Words from Mythology; Adages and Proverbs
•
I can determine the meaning of words and phrases that allude to
character found in mythology.
•
I can recognize and explain the meaning of common adages and
proverbs.
Writing Type: Opinion
Grammar: Ordering Adjectives
•
I can order adjectives within sentences according to conventional
patterns.
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Stage 2 – Evidence
Evaluative Criteria
•
•
Rubrics from Reference
Tabs
End of lesson assessments
Students will show their learning by…
PERFORMANCE TASK(S):
•
•
•
•
•
•
End of selection assessments for vocabulary, comprehension, and phonics
Fluency practice passages
Common assessments
 Selected Response (multiple choice) vocabulary (Journeys Grab and Go)
 Selected Response (multiple choice) comprehension (Journeys Grab and Go)
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 to plan whole group and small group activities using the lists below for support.
Whole Group:
Small Group:
Learning Centers/Independent Work:

Opening routines for Phonics & Vocabulary

Leveled Readers/Write-In-Readers

Teacher-Created Accountability Component

Listening Comprehension

Vocabulary Readers

Ready Made Work Stations

Vocabulary in Context

Differentiated Instruction in phonics, vocabulary,
Other Options:

Phonics Instruction
fluency, and comprehension skills as needed.

Vocabulary In Context Cards

Develop Background

Fluency

Skill & Strategy Lessons

Retelling Cards

Your Turn & Making Connections

Leveled Independent Practice

Fluency Model

FCRR (Florida Center for Reading Research)
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Novel Study: Building Team Selection
2 Week Unit
Please see below for the Units of Study writing curriculum that will be covered during this novel study.
Stage 1 Desired Results
Transfer
Students will be able to use a variety of strategies to support their writing.
Meaning
Understandings
Recommended Essential Questions
Students will understand that…
Students will keep considering…
 Good writers read and listen closely to gather ideas.
 How can attentiveness to detail spark ideas in writing?
 Good writers craft theses and revise them accordingly.
 How can I select ideas to craft into a thesis statement?
 Good writers use a variety of strategies to support their thesis.
 How can I select mini-stories as evidence to support my ideas?
 Good writers study mentor texts to help structure their own essay.
 How can studying published literary essays help find structures for my
own literary essays?
 Good writers can generalize, summarize and draw conclusions.
Acquisition of Knowledge and Skill
Week 1:
The Literary Essay: Writing About Fiction Bend 1 Sessions 5-8
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
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).
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 4.9 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 4.10 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 4.3ab, 4.5
RL 4.1 Refer to details and examples in a text when explaining what the text says
Writing: Opinion
 I can select mini-stories as evidence to support my ideas.
 I can use direct quotes to support my claims about text.
 I can use lists to support my claims.
 I can study published literary essays to find structures for my own
literary essays.
Stage 2: Evidence
Writing:
 The Literary Essay: Writing About Fiction Bend 1 Sessions 5-8
Teacher observation and anecdotal notes from individual and or
small group writing conferences.
Stage 3-Learning Plan:
Summary of Key Learning Events and Instruction. Teacher developed daily/weekly
lesson plans. This is a suggested timeline. Please modify and adjust according to
the needs of your students.
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4th Grade ELA Curriculum Guide 2016-17
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
SL 4.3 Identify the reasons and evidence a speaker provides to support particular
points.
SL 4.1, 4.4
L 4.1Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L 4.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling and writing.
L 4.3, 4.6
Week 2:
The Literary Essay: Writing About Fiction Bend 2 Sessions 9-12
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
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.)
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.
RL 4.2 Determine a theme of a story, drama, or poem from details in the text;
summarize the text.
RL 4.1
SL 4.1, 4.4
L 4. 3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
a. Choose words and phrases to convey ideas precisely.
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).
Writing: Opinion
 I can use patterns in books and stories to develop ideas about the
story’s theme or message.
 I can add depth to my writing by looking at all sides of the text and
forming complex ideas.
 I can get my thoughts down quickly on paper in flash draft essays.
 I can give readers the larger context for my claim in my
introduction.
Stage 2 : Evidence
Writing:
 W 4.1 The Literary Essay: Writing About Fiction Bend 2 Sessions 9-12
Teacher observation and anecdotal notes from individual and or
small group writing conferences.
Stage 3-Learning Plan:
Summary of Key Learning Events and Instruction. Teacher developed daily/weekly
lesson plans. This is a suggested timeline. Please modify and adjust according to
the needs of your students.
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Journeys Unit 5: Change is All Around
Stage 1 – Desired Results
Transfer
• Students will be able to independently use their reading to understand that change happens to us and because of us.
Meaning
Understandings
Students will understand that …
(L abbreviation indicates Journeys’ lesson. Example: L1=Lesson 1)
Phonics
•
Effective readers use language structure to make sense of whole words. (L21–
L25)
Vocabulary
•
Expanding our vocabulary enriches comprehension. (L21, L23, L24, L25)
•
Vocabulary is built through wide variety of reading. (L21, L23, L24, L25)
•
Effective readers use context to infer meaning of unknown words. (L21–L25)
Fluency
•
Fluency and accuracy are critical to effective reading. (L21, L25)
•
Fluent readers are able to read a text with appropriate pacing, accuracy
and expression. (L21–L25)
Comprehension
•
Understanding a text’s structure and using specific strategies improves
comprehension. (L21–L25)
•
Effective readers bring various experiences to making meaning from text.
(L22, L23)
Recommended Essential Questions
Students will keep considering …
Lesson 21:
• How would your day differ without TV? (Journeys’ EQ)
• How does using a graphic organizer help you summarize the main
events of a story?
• How does using a graphic organizer to identify the lessons of the story
help you determine the story’s theme?
Lesson 22:
•
What causes change in a community? (Journeys’ EQ)
•
How do context clues help you figure out what the author doesn’t
directly state?
•
How can one cause have several effects? How can this lead to a
chain of events?
Lesson 23:
•
How do forests and trees show changes? (Journeys’ EQ)
•
How does using a graphic organizer help keep track of events that
happen in a story?
•
How do graphic and text features help you better understand the
selection? How do they help you locate specific information?
Lesson 24:
•
How can friendship help us find things in common? (Journeys’ EQ)
•
How does asking questions, while reading, help you understand why
W
Owen and Mzee’s relationship is unique?
r •
How do plot and character details help you determine the author’s
i
purpose?
t
Lesson
25:
i •
Why might an author write about change? (Journeys’ EQ)
n •
How does taking notes help you understand the story theme and
g
author’s purpose?
: •
How do the plot and character details help you determine the author’s
• purpose?
H
o
w
i
s
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Writing
 Good writers gather resources to develop ideas for their essays.
 Good writers get their thoughts down quickly.
 Good writers pay careful attention to introductions and conclusions.
 Good writers read an author’s text closely to support their thesis.
Grammar
• Written communication and proper grammar mechanics promote fluency of
communication. (L21–L25)
Spelling
• Conventional spelling promotes common understanding. (L21–L25)
Writing:

How can good writers gather resources to develop ideas for their essays?

How can writers get their thoughts down quickly?

How can writers pay close attention to introductions and conclusions?
Grammar:

What is the purpose of applying grammar and mechanics skills?
Spelling:

How can usage of spelling rules and patterns improve written
communication?
Instructional Materials:
Student book – paired selections
Leveled Readers
Ready-Made Stations
Language Support Cards
Vocabulary in Context Cards
Journeys Fluency Materials
Writing Units of Study
Lexile 4th/5th Grade 740-101
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Journeys Lesson 21: Acquisition of Knowledge and Skill
The World According To Humphrey Lexile 660 (Literature-Fantasy) & Make the Switch Lexile 720 (Informational-Advertisement)
Calkins – The Literary Essay: Writing About Fiction Bend 2 Sessions 13-16
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
Students will know and be able to…
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 4.4 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 third-person narrations. 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.
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 4.7 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 known about the
topic to explore ideas under discussion.
Reading: whole group/small group
Comprehension: Focus Skill: Theme
Focus Strategy: Summarize
•
I can state the theme and message with text based evidence. RL4.2
•
I can summarize events, information, ideas, plot and message. RL 4.2
•
I can explain the meaning of idioms. L.4.5.b

I can describe characters. Setting and main events in the story. RL 4.3
Academic Vocabulary (from Resource tab p R12)
•
Theme, summarize, multiple-meaning words, summary, important details
Vocabulary Focus: Multiple-Meaning Words
•
I can understand and use words with multiple meanings.
Phonics Focus: VCV Pattern and Word Parts
•
I can decode words with the VCV syllable pattern.
Fluency Focus: Accuracy
•
I can read aloud with grade-appropriate fluency.
Writing Type: Opinion

I can find evidence to support my claims by studying the choices authors make in
their text.

I can notice similarities and differences between texts.

I can categorize my observations into patterns or ideas.

I can write compare and contrast essays by looking at similar themes across texts.

I can name how the characters are similar and different.
Grammar: Comparative and Superlative Adjectives and Adverbs
•
I can use adjectives to compare.
Spelling Phonics pattern: Words with VCV Pattern
•
I can correctly spell grade level words with the VCV pattern.
Listening/Speaking/Viewing: Listen Critically: Persuasive Techniques
•
I can discuss and apply tips for listening critically to persuasive techniques.
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b.
SL.4.3 Identify the reasons and evidence a speaker provides to support particular
points.
L 4.5 Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
Recognize and explain the meaning of common idioms, adages, and
proverbs.
L 4.2d
Writing:
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
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.)
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.)
W 4.7 Conduct short research projects that build knowledge through investigation
of different aspects of a topic.
W 4.8 Recall relevant information from experiences or gather relevant information
from print and digital sources; take notes and categorize information, and provide
a list of sources.
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 4.9 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.
RL 4.1, 4.2
SL 4.1
L 4.1Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L 4.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling and writing.
L 4.3, 4.5, 4.6
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Stage 2 –Evidence For Lesson 21
Evaluative Criteria



Rubrics from Reference tabs
End of lesson assessments
District Provided Grade-Level Writing Rubrics
Students will show their learning by…..
PERFORMANCE TASKS

On-demand Opportunities:

Your Turn “Power Failure” Short Response/Paragraph Writing on pg. T33
•
Text to Self-activity in the Making Connections sections

RL 4.1, RL 4.2 (Use Stop and Think on T30-31) Using your inference map from the story answer the following
question: A.J. learns a lesson when Garth comes to his house. What message does their new friendship
teach? Support your answer with details from the text.

RL 4.3(Use Projectable 21.4, and Turn and Talk on T39) Using an inference map to answer the question,
“Using your inference map and specific details from the text explain how not having a television helps
A.J. and Garth’s friendship?

RL 4.4 (Use Comprehension Question on T26) Use words and phrases from the text that tell why Humphrey
describe pulling the plug from the wall as “one of the most difficult feats” of his life?

RL 4.6, RL 4.9 How does the author use Humphrey’s point of view and the things he says to make her own
feelings about TV known? How does this point of view compare to the Thomas family? Use details from
the text to support your answer.

RI 4.2 What is the main idea of Make The Switch? What text details support this idea?

RI4.7 (Use Make The Switch to answer) How do colors of the ads and arrows persuade the reader?

W 4.1 The Literary Essay: Writing About Fiction Bend 2 Sessions 13-16
Teacher observation and anecdotal notes from individual and or small group writing conferences.
OTHER EVIDENCE: End of lesson assessments (Comprehension, Vocabulary, Phonics and Grammar),
Common assessments, speaking and listening from Connect and Extend
DISTRICT:
Reading Common Assessment Targets 11,12 & 14
Pre-Assessment Administer Prior to Unit 5
Post-Assessment Administer After Lesson 25
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
This is a suggested timeline. Please modify and adjust according to the needs of your students.
The Literary Essay: Writing About Fiction Bend 2 Sessions 13-16
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Journeys Lesson 22: Acquisition of Knowledge
and Skill
I Could Do That! Esther Morris gets Women The Vote Lexile 760 (Informational-Biography) & Working for the Vote NPNP(Literature-Play)
Calkins – The Literary Essay: Writing About Fiction Bend 3 Sessions 17-20
Common Core State Standards
Teachers may choose appropriate learning targets from list below.
RL 4.5 Explain major differences between poems, drama, and prose, and refer
Students will know and be able to…
to the structural elements of poems (e.g., verse, rhythm, meter) and drama
Reading:
whole group/small group
(e.g., casts of characters, settings, descriptions, dialogue, stage directions)
Comprehension:
Focus Skill: Cause and Effect
when writing or speaking about a text.
Focus Strategy: Infer/Predict
RI 4.1 Refer to details and examples in a text when explaining what the text says
•
I can recognize and explain cause and effect relationships using
explicitly and when drawing inferences from the text.
evidence. RI 4.5
RI 4.2 Determine the main idea of a text and explain how it is supported by key
•
I can distinguish between cause and effect. RI 4.5
details; summarize the text.
•
I can predict text content using text features and prior knowledge. RI 4.1
RI 4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or
•
I can make, confirm, and revise inferences and predictions. RI 4.1
technical text, including what happened and why, based on specific
•
I can use cause-and-effect relationships to find and recall information RI
information in the text.
4.5
RI 4.4 Determine the meaning of general academic and domain-specific words
Academic Vocabulary (from Resource tab p R12)
or phrases in a text relevant to a grade 4 topic or subject area.
•
Cause, effect, negative transitions, etymology
RI 4.5 Describe the overall structure (e.g., chronology, comparison,
Vocabulary
Focus: Use a Dictionary
cause/effect, and problem/solution) of events, ideas, concepts, or information
•
I
can
use
a dictionary to identify the pronunciation, syllabication,
in a text or part of a text.
meaning,
and etymology of unknown words.
RI 4.8 Explain how an author uses reasons and evidence to support particular
points in a text.
Phonics Focus: Syllable Patterns and Word Parts
RI 4.9 Integrate information from two texts on the same topic in order to write or
•
I can recognize words with VCV and VCCV syllable patterns.
speak about the subject knowledgeably.
RI 4.10 By the end of the year read and comprehend informational texts,
Fluency Focus: Phrasing: Pauses
including history/social studies, science, and technical texts, in the grades 4-5
•
I can read aloud with grade-appropriate fluency.
text complexity band proficiently, with scaffolding as needed at the high end of
the range.
Writing Type: Opinion
RF 4.3 Know and apply grade-level phonics and word analysis skills in decoding

I can draw on all I know about essay writing as I tackle new projects.
words.

I can elaborate on each of my individual supporting ideas with evidence.
a. Use combined knowledge of all letter-sound correspondences, syllabication

I can get my writing ready by editing and polishing.
patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar

I can celebrate my writing success.
multisyllabic words in context and out of context.
RF 4.4 Read with sufficient accuracy and fluency to support comprehension.
Grammar: Negatives
a. Read on-level text with purpose and understanding.
•
I can use negatives correctly.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and
expression on successive reading.
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Clover Park School District
4th Grade ELA Curriculum Guide 2016-17
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 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.
Spelling Phonics pattern: VCCV and VCV Patterns
•
I can correctly spell grade level words with the VCCV and VCV patterns.
Listening/Speaking/Viewing: Create and Use Visuals
•
I can create and use visuals in presentations.
L 4.5 Demonstrate understanding of figurative language, word 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).
Writing:
W 4.1 Write opinion pieces on topics or texts, supporting a point of view
with reasons and information.
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).
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.)
W 4.10
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.
RL 4.1, 4.2 RF 4.4
SL 4.1, 4.4,4.6
L 4.1, 4.2, 4.3, 4.6
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Stage 2 Evidence Lesson 22
Stage 2 –Evidence For Lesson 22
Evaluative Criteria



Rubrics from Reference tabs
End of lesson assessments
District Provided Grade-Level Writing Rubrics
Students will show their learning by…..
PERFORMANCE TASKS

On-demand Opportunities:

Your Turn “I Could Do That!” Short Response/ Paragraph Writing on Pg. T105

Text to Self-activity in the Making Connections section on pg. T109

RL 4.5 How do the dialogue and stage directions work together to move the action along in the play
“Working for the Vote?”

RI 4.1, RI 4.3, RI 4.5 (Use Projectable 22.4) Complete Turn and Talk on p.T111, and deepen comprehension
Question 3 Identify the chain of cause and effect relationships on pp. 566-568 that led to the Wyoming
legislature giving women in that state the right to vote.

RI 4.2 T 96 Question: What details on page 563 support the main idea that Esther is a resourceful and
independent young lady?

RI 4.5 Stop and Think on T 104 What events cause Esther Morris to become the first woman in the country
to hold public office? What might have happened to her next?
RI 4.8 Why do you think the author reminds readers that after the Civil War, African American men
were granted the right to vote?


W 4.1 The Literary Essay: Writing About Fiction Bend 3 Sessions 17-20
Teacher observation and anecdotal notes from individual and or small group writing conferences.
Shared literary work.
OTHER EVIDENCE: End of lesson assessments (Comprehension, Vocabulary, Phonics and Grammar),
Common assessments, speaking and listening from Connect and Extend
District Grade Level Rubric
District:
Writing Opinion Common Assessment #4

Administer the week of March 20th-24th
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
This is a suggested timeline. Please modify and adjust according to the needs of your students.
The Literary Essay: Writing About Fiction Bend 3 Sessions 17-20
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Journeys Lesson 23: Acquisition of Knowledge and Skill
The Ever Living Tree Lexile 970(Informational-Informational Text) & Towering Trees Lexile NP(Literature-Poetry)
Writing – Test Preparation
Teachers may choose appropriate learning targets from list below.
Common Core State Standards
RL 4.5 Explain major differences between poems, drama, and prose, and refer to
Students will know and be able to…
the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts Reading: whole group/small group
of characters, settings, descriptions, dialogue, stage directions) when writing or
Comprehension: Focus Skill: Text and Graphic Features
speaking about a text.
Focus Strategy: Monitor/Clarify
• I can identify text features and how they are used. RI 4.5
RI 4.1 Refer to details and examples in a text when explaining what the text says
• I can use text and graphic features to preview text and monitor
explicitly and when drawing inferences from the text.
comprehension. RI 4.7
RI 4.2 Determine the main idea of a text and explain how it is supported by key
• I can interpret information from graphic features .RI 4.7
details; summarize the text.
• I can use graphic features to gain overview and locate information in
RI 4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or
text. RI 4.7
technical text, including what happened and why, based on specific information
in the text.
Academic Vocabulary (from Resource tab p R12)
RI 4.4 Determine the meaning of general academic and domain-specific words or
• Text features, graphic features, visuals, caption, prefix, procedural
phrases in a text relevant to a grade 4 topic or subject area.
composition, supporting facts, process transitions
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
Vocabulary Focus: Prefixes pre-, inter-, extext.
• I can learn and use words with prefixes pre-, inter-, and ex-.
RI 4.7 Interpret information presented visually, orally, or quantitatively (e.g., in
charts, graphs, diagrams, time lines, animations, or interactive elements on Web
Phonics Focus: Difficult VCCV Patterns
pages) and explain how the information contributes to an understanding of the
• I can recognize words with difficult VCCV patterns.
text in which it appears.
RI 4.10 By the end of year, read and comprehend informational texts, including
Fluency Focus: Stress
history/social studies, science, and technical texts, in the grades 4–5 text
• I can read grade level or independent level text aloud with fluency and
complexity band proficiently, with scaffolding as needed at the high end of the
understanding.
range.
RF 4.3 Know and apply grade-level phonics and word analysis skills in decoding
Writing Type: Test Preparation
words.
a. Use combined knowledge of all letter-sound correspondences, syllabication
Grammar: Quotations
patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar
•
I can recognize direct quotations in sentences.
multisyllabic words in context and out of context.
RF 4.4 Read with sufficient accuracy and fluency to support comprehension. b.
Spelling Phonics pattern: Words with the VCCV Pattern
Read grade-level prose and poetry orally with accuracy, appropriate rate, and
•
I can correctly spell grade level words with the VCCV pattern.
expression on successive readings.
SL 4.1 Engage effectively in a range of collaborative discussions (one-on-one, in
Listening/Speaking/Viewing: Organize Ideas for a Speech
groups, and teacher-led) with diverse partners on grade 4 topics and texts,
•
I can organize ideas for a speech.
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.
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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 4.6 Differentiate between contexts that call for formal English (e.g., presenting
ideas) and situations where informal discourse is appropriate (e.g., small-group
discussions); use formal English when appropriate to task and situation. (See grade 4
Language standards 1 on pages 28 and 29 for specific expectations).
L 4.2 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 correct capitalization.
b. Use commas and quotation marks to mark direct speech and quotations
from a text.
L 4.3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
a. Choose words and phrases to convey ideas precisely.
L 4.6 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.
L 4.2 d
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Stage 2 –Evidence For Lesson 23
Evaluative Criteria
Students will show their learning by…..
PERFORMANCE TASKS



Rubrics from Reference tabs
End of lesson assessments
District Provided Grade-Level Writing Rubrics








District Grade Level Rubric
On-demand Opportunities:
Your Turn “Web of Life” Short Response/Paragraph Writing on pg. T181
Text to Self-activity in the Making Connections section on pg. T185
RL 4.5 T 184 How would you describe the tone of the poem “Ancestors of Tomorrow” based on the
word choices the poet uses?
RI 4.1 What does the author mean when he/she says ____? Why do you think that? Can you give
specific examples of to support your thinking?
RI 4.2 Summarize what happened to the tree on page 596-597. What a short summary about what you
have learned. Why do you use key details when you summarize a text? How do you decide which are
key details? T 178 Summarize what happened to the tree on pages 596 and 597. Supporting details
Analyze (21) T 180
RI 4.3 Can you explain what is happening in the text? What is the main idea of the text? What was the
result of _____idea?
RI 4.4 What resources do you think hunters, loggers, tanners and miners exploit? Use the text to support
your answer. T.178
RI 4.5
RI 4.7 (Use Projectable 23.4 Deepen Comprehension Question 3) Turn and Talk on p T187 How does the
cutaway drawing on page 588 deepen your understanding of the text?
OTHER EVIDENCE: End of lesson assessments (Comprehension, Vocabulary, Phonics and Grammar),
Common assessments, speaking and listening from Connect and Extend
District:
Writing Narrative Common Assessment

Administer the week of March 27th-31st
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly
lesson plans.
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Journeys Lesson 24: Acquisition of Knowledge and Skill
Owen and Mzee: The True Story of a Remarkable Friendship Lexile880(Informational-Narrative Nonfiction) & Sea Sanctuary Lexile790 (Informational-Informational Text)
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 4.4 Determine the meaning of general academic and domain-specific words
or phrases in a text relevant to a grade 4 topic or subject area.
RI 4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect,
and 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 4.9 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 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.
Teaches may choose appropriate learning targets from list below.
Students will know and be able to…
Reading: whole group/small group
Comprehension: Focus Skill: Compare and Contrast
Focus Strategy:
Analyze/Evaluate
•
I can identify compare and contrast relationships in a text. RI 4.9
•
I can use the Analyze/Evaluate strategy to check understanding of
compare and contrast relationships. RI 4.9
•
I can identify and explain the relationship of ideas in text by analyzing
their similarities and differences. RI 4.9
Academic Vocabulary (from Resource tab p R12)
•
Compare, contrast, analyze, evaluate, suffix, outline, research, source
Vocabulary Focus: Suffixes –ed, -ly
•
I can recognize and use words with the suffixes –ed and –ly.
Phonics Focus: VCCCV Pattern
•
I can recognize words with the VCCCV syllable pattern.Fluency Focus:
Intonation
•
I can read aloud with grade-appropriate fluency.
•
I can adjust intonation to increase fluency and comprehension.
Writing Type: Test Preparation
Grammar: More Commas
•
I can use commas with introductory words.
Spelling Phonics pattern: Words with VCCCV pattern.
•
I can correctly spell grade level words with the VCCCV pattern.
Listening/Speaking/Viewing: Give a Narrative Speech
•
I can give a narrative speech.
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4th Grade ELA Curriculum Guide 2016-17
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.
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 4.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
c. Use a comma before or coordination conjunction in a compound sentence.
Evaluative Criteria



Rubrics from Reference tabs
End of lesson assessments
District Provided Grade-Level Writing Rubrics
Stage 2 –Evidence For Lesson 24
Students will show their learning by…..
PERFORMANCE TASKS

RI 4.1 Using text details, what are some reasons that caused Owen to run to Mzee when he arrived at
Haller Park?


RI 4.2 T.250 What is the main idea the authors imply about the friendship between Owen and Mzee?
RI 4.5, SL 4.1 Use projectable 24.4 T 259 Turn and Talk, Deepen Comprehension question #3 Compare
and contrast the friendship between Owen and Mzee with a friendship between two humans.
 RI 4.7 After examining the diagram on page 626, explain how a food chain works?
On-demand Writing Opportunities:

Your Turn “An Unusual Pair” Short Response/Paragraph Writing on pg.T253

Text to Self-activity in the Making Connections section on pg. T257
OTHER EVIDENCE: End of lesson assessments (Comprehension, Vocabulary, Phonics and Grammar), Common
assessments, speaking and listening from Connect and Extend
District:
Writing Informational Common Assessment

Administer the week of April 10th-14th
District Grade Level Rubric
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
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a.
Journeys Lesson 25: Acquisition of Knowledge and Skill
The Fun They Had from Isaac Asimov The Complete Stories Lexile 740 (Literature-Science Fiction) & Technology for All Learners Lexile 840 (Informational-Informational
Text)
Calkins – If…Then…Curriculum Journalism pg. 83 Bend 1 ( 5 Days)
Teachers may choose appropriate learning targets from list below.
Common Core Standards
RL 4.1 Refer to details and examples in a text when explaining what the text says
Students will know and be able to…
explicitly and when drawing inferences from the text.
Reading: whole group/small group
RL 4.4 Determine the meaning of words and phrases as they are used in a
Comprehension: Focus Skill: Author’s Purpose
text, Including those that allude to significant characters found in mythology
Focus Strategy: Question
(e.g., Herculean).

I can identify author’s purpose.
RL 4.9 Compare and contrast the treatment of similar themes and topics (e.g.,

I can question text details to identify author’s purpose and
opposition of good and evil) and patterns of events (e.g., the quest) in stories,
viewpoint. RL 4.6
myths, and traditional literature from different cultures.

I can use text details and background knowledge to
RI 4.1 Refer to details and examples in a text when explaining what the text says
examine the author’s purpose and viewpoint. RL 4.6
explicitly and when drawing inferences from the text

I can describe how the author’s purpose affects text
RI 4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or
organization and language choices. RL 4.6
technical text, including what happened and why, based on specific
information in the text
Academic Vocabulary (from Resource tab p R12)
•
Author’s purpose, infer, question, author’s purpose,
RI 4.4 Determine the meaning of general academic and domain-specific words
or phrases in a text relevant to a grade 4 topic or subject area.
apostrophe, contraction, research report, introductory
RI 4.5 Describe the overall structure (e.g., chronology, comparison,
paragraph
cause/effect, problem/solution) of events, ideas, concepts, or information in a
Vocabulary Focus: Greek and Latin Word Parts meter, therm, aud, fac
text or part of a text.
•
I can learn and use Greek and Latin word roots and affixes
RI 4.7 Interpret information presented visually, orally, or quantitatively (e.g., in
charts, graphs, diagrams, time lines, animations, or interactive elements on
to understand the meaning of words.
Web pages) and explain how the information contributes to an understanding
of the text in which it appears.
Phonics Focus: VV Pattern
•
I can recognize words with the VV syllable pattern.
RF 4.3 Know and apply grade-level phonics and word analysis skills in decoding
words.
Fluency Focus: Adjust Rate to Purpose
•
I can read aloud with grade-appropriate fluency.
a. Use combined knowledge of all letter-sound correspondences, syllabication
• I can read fluently by adjusting rate to purpose.
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.
Writing Type: Informational
Read on-level text with purpose and understanding.

I can identify a mini-drama that is newsworthy.

I can write a news story.
SL 4.1 Engage effectively in a range of collaborative discussions (one-on-one, in

I can begin to make changes to my news story.
groups, and teacher led) with diverse partners on grade 4 topics and texts,

I can add a title to my news story.
building on others’ ideas and expressing their own clearly.

I can use vivid words in my writing.
L 4.2 Demonstrate command of the conventions of standard English

I can generate a news story from the world around me.
capitalization, punctuation, and spelling when writing.

I can take note on newsworthy events.
a. Use correct capitalization

I can collect enough information to write a newsworthy story.
L 4.3 Use knowledge of language and its conventions when writing, speaking,

I can use the five W’s and H to write my story.
reading or listening
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b. Choose punctuation for effect.*
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 4.4 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.
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 4.2 d
W 4.2 Write informative/explanatory texts to examine atopic 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.
d. Use precise language and domain-specific vocabulary to inform about or
explain the topic.
W 4.7 Conduct short research projects that build knowledge through
investigation of different aspects of a topic.
W 4.8 Recall relevant information from experiences or gather relevant information
from print and digital sources; take notes and categorize information, and
provide a list of sources.
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.
Grammar: Proper Mechanics
• I can use capitalization/punctuation correctly.
Spelling Phonics pattern: Words with VV Pattern
• I can correctly spell grade level words with the VV pattern.
Listening/Speaking/Viewing: Present a Research Report
• I can present a research report.
•
I can rehearse a presentation.
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Stage 2 –Evidence For Lesson 25
Evaluative Criteria



Rubrics from Reference tabs
End of lesson assessments
District Provided Grade-Level Writing Rubrics
Students will show their learning by…..
PERFORMANCE TASKS

RL 4.1 Use Projectable 25.4 Deepen Comprehension
Question 3 What do the genre and details of this selection suggest about the author’s viewpoint
about the value of technology in education?
How do the characters action’s actions help determine the theme?

RL 4.4 Stop and Think on page 641 (T 320) Which details in this section help you figure out what a
sector is?
Can you read the words or sentences around the word to help you determine its meaning?

RL 4.9 Can you see any patterns in the events in this story and other stories we have read?
How is a myth different from a story?

RI 4.1, RI 4.7 (Use question on T 326) How is the PEBBLES system different from Margie’s in, “The Fun
They Had?”

W 4.2 If…Then…Curriculum Journalism pg. 83 Bend 1 ( 5 Days)
Teacher observation and anecdotal notes from individual and or small group writing conferences.
On-demand Opportunities:
• Your Turn “Now and Then” Short Response/Paragraph Writing on pg. T323
• Text to Text activity in the Making Connections section on pg. T327
OTHER EVIDENCE: End of lesson assessments (Comprehension, Vocabulary, Phonics and Grammar),
Common assessments, speaking and listening from Connect and Extend
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
This is a suggested timeline. Please modify and adjust according to the needs of your students.
If…Then…Curriculum Journalism pg. 83 Bend 1 ( 5 Days)
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Journeys Unit: After Unit 5  Extending the Common Core State Standards
Stage 1 – Desired Results
Transfer
• Students will be able to independently use their reading to understand that change happens to us and because of us.
Meaning
Understandings
Students will understand that …
Recommended Essential Questions
Students will keep considering …
Vocabulary
•
Expanding our vocabulary enriches comprehension.
•
Vocabulary is built through wide variety of reading.
•
Effective readers use context to infer meaning of unknown words.
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.
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.
Instructional Materials: Writers Handbook
Student book - paired selections
Language Support Cards
Leveled Readers
Vocabulary in Context Cards
•
•
•
•
How do you put a plan into action?
How can you read and comprehend technical text?
How can you describe the overall structure of informational text?
How can you use content specific words and phrases?
Ready-Made Stations
Journeys’ Fluency Materials
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Journeys After Unit 5: Extending the Common Core State Standards
Acquisition of Knowledge and Skill
Exploring and Building Pyramids (Informational Text-Informational)
Students will know and be able to…
Common Core State Standards
Reading: whole group/small group
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 details and examples in a
Comprehension Focus: Procedures
text when explaining what the text says explicitly and when drawing inferences
•
I can read and comprehend technical text.
from the text.
•
I can describe the overall structure of information in a text or part of a
RI 4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or
technical text, including what happened and why, based on specific
text.
information in the text.
•
I can acquire and use domain specific words and phrases.
•
I can explain procedures in technical 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
•
I can describe the overall structure of information in part of a text.
text.
•
I can read and comprehend technical 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
Research and Technology: Visual Presentations
pages) and explain how the information contributes to an understanding of the
•
I can paraphrase information presented in diverse media and formats.
text in which it appears.
•
I can interpret information presented visually and quantitatively, and
RI 4.10 By the end of year read and comprehend informational texts, including
explain how it contributes to an understanding of the text.
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.
Writing Type: Informational
SL 4.2 Paraphrase portions of a text read aloud or information presented in
Grammar: Relative Pronouns and Adverbs
diverse media and formats, including visually, quantitatively, and orally.
•
I can use relative pronouns and relative adverbs
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 and themes.
L.4.1 Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs
(where, when, why).
L 4.3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
a. Choose words and phrases to convey ideas precisely.
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.
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Stage 3-Learning Plan
Summary of Key Learning Events and Instruction Teacher to plan whole group and small group activities using the lists below for support.
Whole Group:
Small Group:
Learning Centers/Independent Work:

Opening routines for Phonics & Vocabulary

Leveled Readers/Write-In-Readers

Teacher-Created Accountability Component

Listening Comprehension

Vocabulary Readers

Ready Made Work Stations

Vocabulary in Context

Differentiated Instruction in phonics, vocabulary,
Other Options:

Phonics Instruction
fluency, and comprehension skills as needed.

Vocabulary In Context Cards

Develop Background

Fluency

Skill & Strategy Lessons

Retelling Cards

Your Turn & Making Connections

Leveled Independent Practice

Fluency Model

FCRR (Florida Center for Reading Research)
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Journeys Unit 6: Paths to Discovery
Stage 1 – Desired Results
Transfer
•
Students will be able to independently use their reading to understand that exploration leads people to discovery.
Meaning
Understandings
Recommended Essential Questions
Students will keep considering …
Students will understand that …
(L abbreviation indicates Journeys’ lesson. Example: L1=Lesson 1)
Lesson 26:
• How does exploring nature build story elements? (Journeys’ EQ)
Phonics
•
Effective readers use language structure to make sense of whole words.
• How does visualization help you better comprehend the story?
• How does a story map help you understand the story’s characters,
(L26– L30)
Vocabulary
setting, and plot?
•
Effective readers use context to infer meaning of unknown words. (L26,
Lesson 27:
• What are the most important ideas about amphibians? (Journeys’ EQ)
L27, L30)
•
Vocabulary is built through wide variety of reading. (L27, L28)
•
How does asking questions before, during, and after reading help you
•
Expanding our vocabulary enriches comprehension. (L28, L29)
understand the story?
Fluency
• How does identifying the most important details help you determine the
•
Fluency and accuracy are critical to effective reading. (L26, L27, L28, L29)
main idea?
•
Fluent readers are able to read a text with appropriate pacing,
Lesson 28:
• How do facts about museums help shape opinions? (Journeys’ EQ)
accuracy and expression. (L26, L27, L28, L29)
•
Fluent readers focus attention on understanding what they read, rather
•
How does stopping to clarify unclear information help you better
than concentrating on decoding the text. (L27, L29)
understand what you read?
•
How can you verify a fact?
Comprehension
•
A text’s structure and using specific strategies improves comprehension.
Lesson 29:
•
What lessons can people learn by working for a cause? (Journeys’ EQ)
(L26– L30)
•
Effective readers bring various experiences to making meaning from
• How do the text details help you infer or make predictions about a
text. (L29)
character’s motives and personality?
• How do timelines help you understand who a character is and how
Writing
•
Using the writing process (planning, revising, editing) strengthens one’s
certain events shaped them?
Lesson 30:
writing.
• How does exploring nature help people form conclusions? (Journeys’
•
Writing for a range of tasks, purposes, and audiences develops one’s
EQ)
writing skills.
• How does summarizing what you read help you understand the main
Grammar
•
Written communication and proper grammar mechanics promote fluency
events, characters, and setting of the text?
• How can using your “background knowledge” and information from
of communication. (L26–L30)
Spelling
the text help you draw conclusions and make generalizations?
•
Conventional spelling promotes common understanding. (L26–L30)
Writing:
• How can journalism help me understand how to write
using factual information?
 How can revising and editing my writing pieces help me understand what
real authors do?
Page 108 of 126
Instructional Materials:
Student book – paired selections
Leveled Readers
Ready-Made Stations
Language Support Cards
Vocabulary in Context Cards
Journeys Fluency Materials
Writing Units of Study
Lexile 4th/5th Grade 740-1010
Clover Park School District
4th Grade ELA Curriculum Guide 2016-17
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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Journeys Lesson 26: Acquisition of Knowledge and Skill
The Girl Who Loved Spiders (Literature-Realistic Fiction), Web Wise (Informational-Expository Nonfiction), & The Spider, Spider Ropes (Literature-Poetry)
Calkins – If…Then…Curriculum Journalism pg. 83 Bend 2 ( 5 Days)
Common Core State Standards
Teachers may choose appropriate learning targets from list below.
RL 4.3 Describe in depth a character, setting, or event in a story or drama,
Students will know and be able to…
drawing on specific details in the text (e.g., a character’s thoughts, words, or
Reading: whole group/small group
actions).
Comprehension: Focus Skill: Story Structure
RL 4.5 Explain major differences between poems, drama, and prose, and refer to
Focus Strategy: Visualize
the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g.,
•
I can identify story structure. RL 4.5
casts of characters, settings, descriptions, dialogue, stage directions) when
•
I can describe a character in depth and provide specific details from the
writing or speaking about a text.
text. RL 4.3
•
I can describe elements of poetry such as verse, rhythm, and meter. RL
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
4.5
scaffolding as needed at the high end of the range.
•
I can describe how events, ideas, concepts, or information are
structured in a text. RL 4.3
RI 4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect,
•
I can locate portions of a text that I understand versus portions that I
problem/solution) of events, ideas, concepts, or information in a text or part of a
don’t understand. RF 4.4
text.
RF 4.3 Know and apply grade-level phonics and word analysis skills in decoding
Academic Vocabulary (from Resource tab p R11)
words.
•
Story elements, setting, character(s), plot, conflict, resolution, root,
a. Use combined knowledge of all letter-sound correspondences, syllabication
stanza, rhythm, rhyme
patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar
Vocabulary Focus: Greek and Latin Roots
multisyllabic words in context and out of context.
•
I can determine the meaning of most multisyllabic words by studying
RF 4.4 Read with sufficient accuracy and fluency to support comprehension.
their roots and affixes.
RF 4.4 Read with sufficient accuracy and fluency to support comprehension.
Phonics Focus: Common Final Syllables
RF 4.3 Know and apply grade-level phonics and word analysis skills in decoding
•
I can divide words into syllables.
words.
Fluency Focus: Expression
a. Use combined knowledge of all letter-sound correspondences, syllabication
•
I can read fluently using expression to create a conversational, naturalpatterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar
sounding reading.
multisyllabic words in context and out of context.
RF 4.4 Read with sufficient accuracy and fluency to support comprehension.
Writing Type: Informational
a. Read on-level text with purpose and understanding.

I can learn how to put a news story together.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and

I can write a lead with hard facts.
expression on successive reading.

I can use articles from a newspaper to help write a news story.
c. Use context to confirm or self-correct word recognition and understanding,

I can write using a detailed description.
rereading as necessary.

I can write the big information of my story first.
SL 4.1 Engage effectively in a range of collaborative discussions (one-on-one, in

I can write with a more detailed description of the events.
groups, and teacher-led) with diverse partners on grade 4 topics and texts,

I can write about two sides to the news story.
building on others’ ideas and expressing own clearly.

I can revise my news story.
a. Come to discussions prepared, having read or studied required material;
.
explicitly draw on that preparation and other information known about the topic
Grammar: Making Comparisons
to explore ideas under discussion.
•
I can use and understand adjectives that compare.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
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4th Grade ELA Curriculum Guide 2016-17
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 4.4 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 ideas and themes.
L 4. 3. Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
a. Choose words and phrases to convey ideas precisely.*
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).
W 4. 2 Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.
W 4.7 Conduct short research projects that build knowledge through investigation
of different aspects of a topic.
W4.8 Recall relevant information from experiences or gather relevant
information from print and digital sources; take notes and categorize
information, and provide a list of sources
W 4.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
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 4.10 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, audiences.
Spelling Phonics pattern: The Final Schwa + /r/ Sounds
•
I can correctly spell grade level words that have the final schwa + /r/
sound.
•
Listening/Speaking/Viewing: Presenting/Viewing a Dramatic Performance
I can discuss and apply tips for viewing a dramatic performance.
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Stage 2 –Lesson 26
Evaluative Criteria



Rubrics from Reference tabs
End of lesson assessments
District Provided Grade-Level Writing
Rubrics
Extending the Common Core State Standards
Students will show their learning by…..
PERFORMANCE TASKS:
On-demand Opportunities:
• Your Turn “Advanced High” in the English Language Learners Scaffold pg. T28

RL 4.3 Describe the characters and setting in The Importance of Spiders Projectable 26.4
Graphic Organizer #11
Why is it important to understand characters and setting in a story?
How can it help your comprehension?
What words let you know what the character is thinking?
RL 4.5 Read Poetry Place
Complete a compare and contrast between structure of poem and structure of a drama i.e. prose versus
setting
Projectable 26.3 Story Structure
Connect/Extend-Compare and Contrast The Girl Who loved Spiders and Web Wise
RL 4.10 Develop Comprehension-T-18-20 Paths To Discovery E 6 Think Aloud Setting and Story
Does Louis like spiders and scorpions at the beginning of the story?
What does Ashanti do…..
W 4.2 If…Then…Curriculum Journalism pg. 83 Bend 2 ( 5 Days)
Teacher observation and anecdotal notes from individual and or small group writing conferences.
OTHER EVIDENCE: End of lesson assessments (Comprehension, Vocabulary, Phonics and Grammar), Common
assessments, speaking and listening from Connect and Extend
DISTRICT:
Reading Common Assessments Targets 6 & 7
Pre-Assessments Administer Prior to Unit 6
Post-Assessment Administer After Lesson 30
Calkins Grade Specific Teaching Rubric
Writing Performance Task:
Informational Post-Assessment
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans
This is a suggested timeline. Please modify and adjust according to the needs of your students.
If…Then…Curriculum Journalism pg. 83 Bend 2 ( 5 Days)
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Journeys Lesson 27: Acquisition of Knowledge and Skill
Amphibian Alert! (Informational-Informational Text), The Frog in the Milk Pail (Literature-Fable), & Toad by Road/The Poison-Dart Frogs (Narrative-Poetry)
Calkins – If…Then…Curriculum Journalism pg. 83 Bend 3 ( 5 Days)
Common Core State Standards
Teachers may choose appropriate learning targets from list below.
RL 4.2 Determine a theme of a story, drama, or poem from details in the text;
Students will know and be able to…
summarize the text.
Reading: whole group/small group
RL 4.5 Explain major differences between poems, drama, and prose, and refer to
Comprehension: Focus Skill: Main Idea and Details
the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g.,
Focus Strategy: Question
casts of characters, settings, descriptions, dialogue, stage directions) when
•
I can summarize what the text says. RI 4.2
writing or speaking about a text.
•
I can describe elements of poetry such as verse, rhythm, and meter. RL
RL 4.10 By the end of the year, read and comprehend literature, including stories,
4.5
dramas, and poetry, in the grades 4-5 text complexity band proficiently, with
•
I can determine reading strategies (ask questions) that will help me
scaffolding as needed at the high end of the range.
comprehend difficult text. RL 4.10
•
I can identify key details in the text and explain how they support the
RI 4.2 Determine the main idea of a text and explain how it is supported by key
main idea. RL 4.2
details; summarize the text.
RI 4.8 Explain how an author uses reasons and evidence to support particular
Academic Vocabulary (from Resource tab p R11)
points in a text.
•
Topic, main idea, supporting detail, analogy, journal entry
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
Vocabulary Focus: Analogies
complexity band proficiently, with scaffolding as needed at the high end of the
•
I can review analogies.
range.
RF 4.3 Know and apply grade-level phonics and word analysis skills in decoding
Phonics Focus: More Final Syllables
words.
•
I can divide words into syllables.
a. Use combined knowledge of all letter-sound correspondences, syllabication
patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar
Fluency Focus: Phrasing: Punctuation
multisyllabic words in context and out of context.
•
I can read stories aloud clearly and at a steady pace when asked to
RF 4.4 Read with sufficient accuracy and fluency to support comprehension.
do so in class.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and
Writing Type: Informational
expression on successive reading.

I can interview a witness to my news story.
c. Use context to confirm or self-correct word recognition and understanding,

I can use the interview protocol when conducting an interview.
rereading as necessary.

I can plan out the questions I will ask in the interview.

I can get another perspective to the same story.
SL 4.1 Engage effectively in a range of collaborative discussions (one-on-one, in

I can select the quotes I want to use in my news story.
groups, and teacher-led) with diverse partners on grade 4 topics and texts,

I can write a lead using the active voice.
building on others’ ides and expressing their own clearly

I can write an ending that provides closure.
a. Come to discussions prepared, having read or studied required material;

I can cover all sides and angles to my story.
explicitly draw on that preparation and other information known about the topic

I can create a headline for my news story.
to explore ideas under discussion.

I can revise my news story.
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
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organized manner, using appropriate facts and relevant, descriptive details to
support main ideas or themes; speak clearly at an understandable pace.
Grammar: More Comparisons
•
I can use and understand adjectives that compare.
L 4.3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
a. Choose words and phrases to convey ideas precisely.*
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.
L 4.2 d
W 4. 2 Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.
W 4.7 Conduct short research projects that build knowledge through investigation
of different aspects of a topic.
W4.8 Recall relevant information from experiences or gather relevant
information from print and digital sources; take notes and categorize
information, and provide a list of sources
W 4.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
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.
Spelling Phonics pattern: The Final Schwa + /l/ Sounds
•
I can correctly spell grade level words that have the final schwa + /l/
sound.
Listening/Speaking/Viewing: Make an Informational Presentation
•
I can discuss and apply tips for oral presentations.
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4th Grade ELA Curriculum Guide 2016-17
Stage 2 –Lesson 27
Students will show their learning by…..
Evaluative Criteria



Extending the Common Core State Standards
Rubrics from Reference tabs
End of lesson assessments
District Provided Grade-Level Writing
Rubrics
PERFORMANCE TASKS
On-demand Opportunities:
•
Your Turn “Save the Frogs!” in the Review Writing Mode pg. T73.
RI 4.2 –T 58/59 Comprehension Main Idea Amphibian Alert
How would you summarize this article?
Summarize the article
Projectable 27.3 and graphic 27.4 for main idea Main IdeaWhat is the main idea in the article Nowhere else on Earth?
RL 4.5 Explain the structure of Poetry
Why is understanding structure important?
What is the rhyming pattern of the poem?
Compare and Contrast Toad by the Road and The poison Dart Frogs
Can you explain the difference between a poem and a selection of prose?
Find an example of where the author uses rhythm in the poem.
W 4.2 If…Then…Curriculum Journalism pg. 83 Bend 3 ( 5 Days)
Teacher observation and anecdotal notes from individual and or small group writing conferences.
Connect/Extend- Theme
What are the most important ideas about amphibians?
OTHER EVIDENCE: End of lesson assessments (Comprehension, Vocabulary, Phonics and Grammar), Common
assessments, speaking and listening from Connect and Extend
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
This is a suggested timeline. Please modify and adjust according to the needs of your students.
If…Then…Curriculum Journalism pg. 83 Bend 3 ( 5 Days)
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Journeys Lesson 28: Museums: Acquisition of Knowledge and Skill
Museums: Worlds of Wonder (Informational-Expository Nonfiction), Making the Most from Trash (Informational-Photo Essay), &
Dinosaur Bone/Museum Farewell (Literature-Poetry)
Calkins – If…Then…Curriculum Journalism pg. 83 Bend 4 ( 5 Days)
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
Students will know and be able to…
explicitly and when drawing inferences from the text.
Reading: whole group/small group
RL 4.5 Explain major differences between poems, drama, and prose, and refer to
Comprehension: Focus Skill: Fact and Opinion
the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g.,
Focus Strategy: Monitor/Clarify
casts of characters, settings, descriptions, dialogue, stage directions) when writing
•
I can identify fact and opinion. RI 4.7
or speaking about a text.
•
I can monitor understanding of text information while reading and
RI 4.1 Refer to details and examples in a text when explaining what the text says
clarify confusion. RI 4.7
explicitly and when is drawing inferences from the text.
RI 4.7 Interpret information presented visually, orally, or quantitatively and
Academic Vocabulary (from Resource tab p R11)
explain how the information contributes to an understanding of the text in
•
Fact, opinion, prefix, distinguish, public service announcement, analyze
which it appears
RI 4.8 Explain how an author uses reasons and evidence to support particular
Vocabulary Focus: Prefixes con-, com-, in-, impoints in a text.
•
I can review prefixes con-, com-, in-, imRF 4.3 Know and apply grade-level phonics and word analysis skills in decoding
words.
Phonics Focus: Stress in Multisyllable Words
a. Use combined knowledge of all letter-sound correspondences, syllabication
•
I can decode multisyllable words.
patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar
multisyllabic words in context and out of context.
Fluency Focus: Rate
RF 4.4 Read with sufficient accuracy and fluency to support comprehension.
•
I can read fluently at an appropriate rate.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and
Writing Type: Informational
expression on successive reading.

I can edit my own work as well as others.
c. Use context to confirm or self-correct word recognition and understanding,

I can edit for conventions, paragraphing, and the five W’s and H within
rereading as necessary.
the headline and leads.
SL 4.4 Report on a topic or text, tell a story, or recount an experience in an

I can polish my headline.
organized manner, using appropriate facts and relevant, descriptive details to

I can help create a mini- newspaper to share around the school.
support main ideas or themes; speak clearly at an understandable pace.

I can add photographs and illustrations to enhance my news story.
L 4.4 Determine or clarify the meaning of unknown and multiple-meaning words

I can celebrate my news story.
and phrases based on grade 4 reading and content, choosing flexibly from a
range of strategies.
Grammar: Possessive Pronouns
a. Use context (e.g., definitions, examples, or restatements in text) as a clue to
• I can identify and use possessive pronouns
the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to
Spelling Phonics pattern: Three-Syllable
the meaning of a word (e.g., telegraph, photograph, autograph).
•
I can correctly spell grade level words that have three syllables.
W 4. 2 Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.
Listening/Speaking/Viewing: Make an Informal Presentation
W 4.7 Conduct short research projects that build knowledge through investigation
• I can discuss and apply tips for oral presentations.
of different aspects of a topic.
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W4.8 Recall relevant information from experiences or gather relevant
information from print and digital sources; take notes and categorize
information, and provide a list of sources
W 4.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
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.
Stage 2 –Lesson 28
Evaluative Criteria
Extending the Common Core State Standards
Students will show their learning by…..
PERFORMANCE TASKS



Rubrics from Reference tabs
End of lesson assessments
District Provided Grade-Level Writing
Rubrics
Calkins Grade Specific Teaching Rubric
• On-demand Opportunities:
•
Your Turn “Express Yourself!” in the Review Writing Mode pg. T117.
RL 4.1 Poetry Place T 112 What was the author’s purpose in writing this text?
Why do you think that? Can you give specific details to support your thinking?
Students discuss setting purpose T 105
Why do you think the author included the American cowboy Museum in this article?
Author’s viewpoint-How does the author feel about trash?
RL 4.5 Poetry Place T 112 What type of rhyme does this poem have?
How can the understanding of poetic elements better your comprehension of the text?
Find an example of how the author uses rhythm in the poem.
Explain the differences between a poem and a drama.
RL 4.4 What does unfurled mean in the poem?
W 4.2 If…Then…Curriculum Journalism pg. 83 Bend 4 ( 5 Days)
Teacher observation and anecdotal notes from individual and or small group writing conferences. Published
news stories.
District:
Writing Opinion On-Demand Post

Administer the week of May 8th- 12th
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
This is a suggested timeline. Please modify and adjust according to the needs of your students.
If…Then…Curriculum Journalism pg. 83 Bend 4 ( 5 Days)
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Journeys Lesson 29: Acquisition of Knowledge and Skill
Save Timber Woods! (Literature-Play), Following John Muir: A Persuasive Essay (Informational-Persuasive Essay), & The Comb of Trees/Enjoy the Earth (Literature- Poetry)
Calkins – If…Then…Curriculum Revision Pg. 40 Bend 1 ( 5 Days)
Teachers may choose appropriate learning targets from list below.
Common Core State Standards
RL 4.1 Refer to details and examples in a text when explaining what the text says
Students will know and be able to…
explicitly and when drawing inferences from the text.
Reading: whole group/small group
RL 4.3 Describe in depth a character, setting, or event in a story or drama,
Comprehension: Focus Skill: Understanding Characters
drawing on specific details in the text (e.g., a character’s thoughts, words, or
Focus Strategy: Infer/Predict
actions).
•
I can understand characters’ motivations and actions .RL 4.3
RL 4.10 By the end of the year, read and comprehend literature, including stories,
•
I can make inferences and predictions about characters’ actions and
dramas, and poetry, in the grades 4-5 text complexity band proficiently, with
behaviors. RL 4.3
scaffolding as needed at the high end of the range.
•
I can draw conclusions/make inferences about a text using details and
RF 4.3 Know and apply grade-level phonics and word analysis skills in decoding
examples. RL 4.1
words.
•
I can describe a character in depth and provide specific details from
a. Use combined knowledge of all letter-sound correspondences, syllabication
the text. RL 4.3
patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar
multisyllabic words in context and out of context.
Academic Vocabulary (from Resource tab p R11)
RF 4.4 Read with sufficient accuracy and fluency to support comprehension.
•
Infer, predict, trait, behavior, word origin, genre, multi-genre collage
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and
Vocabulary Focus: Word Origins
•
I can use origins to understand meaning.
expression on successive reading.
c. Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
Phonics Focus: Words with Silent Consonants
•
I can decode words with silent consonants.
SL 4.1 Engage effectively in a range of collaborative discussions (one-on-one, in
Fluency Focus: Phrasing: Pauses
groups, and teacher led) with diverse partners on grade 4 topics and texts,
•
I can read fluently by phrasing using punctuations and grouping of
building on others’ ideas and expressing their own clearly.
words.
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.
Writing Type: Narrative/Informational Revisions
b. Follow agreed-upon rules for discussions and carry out assigned roles.

I can revise work from many months ago and make it better.
c. Pose and respond to specific questions to clarify or follow up on information,

I can look at my old work critically and self-assess how to make it better.
and make comments that contribute to the discussion and link to the remarks

I can use examples of other’s writing revisions to help me revise my work.
of others.

I can reread my old writing to inspire new ideas and thoughts.

I can use the writing checklists to revise my work.
L 4.4 Determine or clarify the meaning of unknown and multiple-meaning words

I can declutter my writing.
and phrases based on grade 4 reading and content, choosing flexibly from a

I can choose my adjectives and adverbs carefully.
range of strategies.

I can revise my writing with the audience in mind.
a. Use context (e.g., definitions, examples, or restatements in text) as a clue to
the meaning of a word or phrase.
Grammar: Correct Pronouns
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to
•
I can identify and use correct pronouns.
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.
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Clover Park School District
4th Grade ELA Curriculum Guide 2016-17
a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a
picture) in context.
W 4.2 Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
W 4.3 Write narrative to develop real or imagined experiences or events using
effective technique, descriptive detail, 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.
d. Use concrete words and phrases and sensory details to convey experiences
and events precisely.
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.)
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.
Spelling Phonics pattern: Words with Silent Consonants
•
I can correctly spell grade level words that have silent consonants.
Listening/Speaking/Viewing: Discuss Symbols and Images in Media
•
I can discuss symbols and images in media.
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Clover Park School District
4th Grade ELA Curriculum Guide 2016-17
Stage 2 –Lesson 29 Extending the Common Core State Standards
Evaluative Criteria



Rubrics from Reference tabs
End of lesson assessments
District Provided Grade-Level Writing
Rubrics
Students will show their learning by…..
PERFORMANCE TASKS:
RL 4.1 Comprehension Projectable 29.3 29.4 Infer
How can I use details from the text to help me make inferences about the text?
Turn and Talk T 147 Students will complete an inference map
Write three details about Gina’s words and actions. Then make an inference about Gina.
T 150
Think Aloud T 153
RL 4.3 What do you know about Gina, Laura, Lucas, and Hector after reading this play?
What does the sentence “ Muir decided that his life’s goal was to protect this gift”, tell you?
W 4.10 If…Then…Curriculum Revision Pg. 40 Bend 1(5 Days)
Teacher observation and anecdotal notes from individual and or small group writing conferences.
On-demand Opportunities:
•
Your Turn “Your Turn” Short Response/Paragraph Writing in Student Magazine pg. RA17
OTHER EVIDENCE: End of lesson assessments (Comprehension, Vocabulary, Phonics and Grammar), Common
assessments, speaking and listening from Connect and Extend
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans
This is a suggested timeline. Please modify and adjust according to the needs of your students.
If…Then…Curriculum Revision Pg. 40 Bend 1 ( 5 Days)
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Clover Park School District
4th Grade ELA Curriculum Guide 2016-17
Journeys Lesson 30: Acquisition of Knowledge and Skill
Mystery at Reed’s Pond (Literature-Mystery), A Big Python Problem (Informational-Informational Text), & Naming the Turtle/Greater Flamingo (Literature-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
Students will know and be able to…
explicitly and when drawing inferences from the text.
Reading: whole group/small group
RL 4.2 Determine a theme of a story, drama, or poem from details in the text;
Comprehension: Focus Skill: Understanding Characters
summarize the text.
Focus Strategy: Infer/Predict
•
I can draw conclusions about a text using details and examples. RL 4..1
RL 4.3 Describe in depth a character, setting, or event in a story or drama,
•
I can summarize what the text says. RL 4.2
drawing on specific details in the text (e.g., a character’s thoughts, words, or
•
I can describe a character in depth and provide specific details from
actions).
RL 4.10 By the end of the year, read and comprehend literature, including stories,
the text. RL 4.1
•
I can read closely and find answers that require an inference. RL 4.1
dramas, and poetry, in the grades 4-5 text complexity band proficiently, with
•
I can write a summary stating the key points of a text. RL 4.1
scaffolding as needed at the high end of the range.
•
I can locate reasons and evidence which support the main idea of a
RI 4.1 Refer to details and examples in a text when explaining what the text says
text. RL 4.2
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
Academic Vocabulary (from Resource tab p R11)
details; summarize the text.
•
Conclusion, generalization, summarize, suffix, contraction, homophone
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 Vocabulary Focus: Suffixes –er, -or, -ist
•
I can review suffixes –er, -or, -ist.
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
Phonics Focus: Unusual Spellings
range.
•
I can recognize words with unusual spellings.
RF 4.3 Know and apply grade-level phonics and word analysis skills in decoding
words.
Fluency Focus: Accuracy and Self-Correction
a. Use combined knowledge of all letter-sound correspondences, syllabication
•
I can read fluently by monitoring accuracy and self-correcting.
patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar
multisyllabic words in context and out of context.
Writing Type: Narrative/Informational Revisions
RF 4.4 Read with sufficient accuracy and fluency to support comprehension.

I can select a piece of writing to revise more deeply.
a. Read on-level text with purpose and understanding.

I can make decisions about my writing that is irrelevant.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and

I can reread my writing to make changes to the voice and tone of
expression on successive reading.
the writing piece.
c. Use context to confirm or self-correct word recognition and understanding,

I can share my writing with others and ask for feedback.
rereading as necessary.
SL 4.1 Engage effectively in a range of collaborative discussions (one-on-one, in
Grammar: Pronoun Contractions
groups, and teacher-led) with diverse partners on grade 4 topics and texts,
•
I can use pronoun contractions and homophones in speaking and
building on others’ ideas and expressing their own clearing.
writing.
a. Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the topic
Spelling Phonics pattern: Unusual Spellings
to explore ideas under discussion.
•
I can correctly spell grade level words that have unusual spelling
SL 4.2 Paraphrase portions of a text read aloud or information presented in
patterns.
diverse media and formats, including visually, quantitatively, and orally.
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4th Grade ELA Curriculum Guide 2016-17
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 4.4 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.
a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a
picture) in context.
W 4.2 Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.
W 4.3 Write narrative to develop real or imagined experiences or events using
effective technique, descriptive detail, and clear event sequences
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.)
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.
Listening/Speaking/Viewing: Dramatize a Story
• I can discuss and apply tips for dramatizing a
Page 122 of 126
Clover Park School District
4th Grade ELA Curriculum Guide 2016-17
Revised June 2016
Stage 2 – Evidence
Evaluative Criteria



Rubrics from Reference tabs
End of lesson assessments
District Provided Grade-Level Writing
Rubrics
Students will show their learning by…
PERFORMANCE TASK(S):

RL 4.1 T 202 Inference A Big Python Problem Why do you think pythons might not survive as well in the Northern
part of the United States?

RL 4.2 Comprehension T 192 Summarize Projectable 30.4 Inference Map
How can an inference map be used to draw conclusions?
What are the main events that lead Mara to declare “This is the case of the missing turtle and eggs?
How can details from the text help you to identify the theme?

RL 4.3 How would describe Mara’s personality?

W 4.5 If…Then…Curriculum Revision Pg. 40 Bend 2 (4 Days)
Teacher observation and anecdotal notes from individual and or small group writing conferences.
On-demand Opportunities:
• Your Turn “Pets Need You!” in the Review Writing Mode pg. T209.
OTHER EVIDENCE: End of lesson assessments (Comprehension, Vocabulary, Phonics and Grammar), Common
assessments, speaking and listening from Connect and Extend
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans
This is a suggested timeline. Please modify and adjust according to the needs of your students.
Calkins – If…Then…Curriculum Revision Pg. 40 Bend 2 (4 Days)
Summary of Key Learning Events and Instruction Teacher to plan whole group and small group activities using the lists below for support.
Whole Group:

Opening routines for Phonics & Vocabulary

Listening Comprehension

Vocabulary in Context

Phonics Instruction

Skill & Strategy Lessons

Your Turn & Making Connections

Fluency Model
Small Group:
Learning Centers/Independent Work:

Leveled Readers/Write-In-Readers

Teacher-Created Accountability Component

Vocabulary Readers

Ready Made Work Stations

Differentiated Instruction in phonics,
Other Options:
vocabulary, fluency, and comprehension skills

Vocabulary In Context Cards
as needed.

Fluency
If…Then…Curriculum Revision Pg. 40 Bend 1 ( 5 Days)

Retelling Cards

FCRR (Florida Center for Reading Research)
Page 123 of 126
Clover Park School District
4th Grade ELA Curriculum Guide 2016-17
Revised June 2016
Week 31
Units of Study Writing If…Then…Curriculum pg. 40 Revision
Please see below for the Units of Study writing curriculum that will be covered during the final weeks of school.
Stage 1 Desired Results
Transfer
Students will be able to revise an old narrative and informational piece to make it even better.
Meaning
Acquisition of Knowledge and Skill
Understandings
Recommended Essential Questions
Students will understand that…
Students will keep considering …

Good writers revise previous work.

How to use mentor texts for ideas?

Good writers use mentor text for new ideas.

How to use a check-list to edit a piece of writing?

Good writers use check-list to edit their work.

How to select previous work to be revised?
If…Then…Curriculum Revision pg. 40 Bend 3 (4 Days)
W 4.3 Write narrative to develop real or imagined experiences or
events using effective technique, descriptive detail, and clear event
sequences
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.)
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.
Writing: Narrative/Informational Revisions




I can select a narrative piece of writing to revise.
I can use the narrative checklist to revise my writing.
I can write in a way that is showing verses telling.
I can revise and polish my writing to include all the narrative
elements.
I can read a mentor text to help my revise my writing.
I can revise with the reader’s point of view in mind.


Stage 2:
Writing:

W 4.3 If…Then…Curriculum Revision pg. 40
Bend 3 ( 4 days)
Teacher observation and anecdotal notes from individual and
or small group writing conferences.
District:
Writing Informational On-Demand Post/ Calkins Grade Specific Teaching
Rubric

Administer the week of May 30th-June 2nd
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction.
Teacher developed daily/weekly lesson plans
This is a suggested timeline. Please modify and adjust according to the
needs of your students.
If…Then…Curriculum Revision Pg. 40 Bend 3 ( 4 Days)
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Clover Park School District
4th Grade ELA Curriculum Guide 2016-17
Revised June 2016
Week 32
Units of Study Writing If…Then…Curriculum pg. 40 Revision
If…Then…Curriculum Revision pg. 40
Bend 3 (3 Days) Bend 4 (2 Days)
Writing: Narrative/Informational Revisions

W 4.2 Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
W 4.3 Write narrative to develop real or imagined experiences or
events using effective technique, descriptive detail, and clear event
sequences
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.)
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.





I can work in a group to get feedback and support on my
writing.
I can take a museum walk to notice how powerful writing
revisions can become.
I can revise informational writing.
I can write with the expository structure in mind.
I can use the information checklist to revise my writing.
I can use linking words to connect one paragraph to the next.
Stage 2:
Writing:

W 4.2 and 4.3 If…Then…Curriculum Revision pg. 40
Bend 3 ( 3 days) Bend 4 (2 Days)
Teacher observation and anecdotal notes from individual and
or small group writing conferences.
District:
Writing Narrative Common Assessment #5/ District Grade Level Rubric
Administer the week of June 5th- 9th
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction.
Teacher developed daily/weekly lesson plans
This is a suggested timeline. Please modify and adjust according to the
needs of your students.
If…Then…Curriculum Revision Pg. 40
Bend 3(3 Days) Bend 4 (2 days)
Page 125 of 126
Clover Park School District
4th Grade ELA Curriculum Guide 2016-17
Revised June 2016
Week 33
Units of Study Writing If…Then…Curriculum pg. 40 Revision
Writing: Narrative/Informational Revisions
If…Then…Curriculum Revision pg. 40
Bend 5 (2 Days)
W 4.2 Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
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.)
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 4.3







I can use a variety of anchor charts to revise my writing.
I can edit my writing.
I can edit my writing to correct misspelled words.
I can share my before and after writing pieces.
I can write a reflection on what I have learned in writing this
year.
I can share my writing aloud.
I can set writing goals for my future.
Stage 2:
Writing:

W 4.2 and 4.3 If…Then…Curriculum Revision pg. 40
Bend 5 (2 Days)
Teacher observation and anecdotal notes from individual and
or small group writing conferences. Compare original work to
new published pieces.
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction.
Teacher developed daily/weekly lesson plans
This is a suggested timeline. Please modify and adjust according to the
needs of your students.
If…Then…Curriculum Revision Pg. 40
Bend 5 (2 days)
Page 126 of 126