Benchmark Literacy Small-Group Titles Correlated to the Common Core Standards
GRADE 4 -- UNIT 1
COMMON CORE STANDARD
READING: LITERATURE
Small Group Book Title
Small Book, Teacher's Guide Page - Section
Letter
Level
Number
Level
R
40
Q
40
NOTE: Many Small-Group
Titles Can Be Used for
Literature Purposes
Key Ideas and Details
Refer to details and examples in a text when
explaining what the text says explicitly and when
drawing inferences from the text.
TG p. 6 - Day 3: After Reading: Practice Text Comprehension
Strategies for ELA Assessment
TG p. 7 - Day 4: After Reading: Practice Text Comprehension
Strategies for ELA Assessment
TG p. 3 - Introduce the Book
Colonial Times
TG p. 5 - Focus on Comprehension: Discuss Using Prior
Knowledge
TG pp. 8-9 - Day 5: Analyze & Synthesize: Summarize & Make
Marian Anderson & Frida Kahlo
Connections Across Texts
Marian Anderson & Frida Kahlo
R
40
Colonial Times
TG p. 3 - Set a Purpose for Reading
TG p. 4 - Focus on Comprehension: Discuss Main Ideas and
Supporting Details
TG p. 4 - Focus on Comprehension: Begin the Graphic Organizer:
Identifying Main Ideas and Supporting Details
TG p. 5 - Focus on Comprehension: Continue the Graphic
Organizer: Identifying Main Ideas and Supporting Details
TG p. 6 - Focus on Comprehension: Complete the Graphic
Organizer: Identifying Main Ideas and Supporting Details
TG p. 7 - Synthesize and Assess: Identify Main Ideas and
Supporting Details
Q
40
Pioneers in Medicine
TG p. 4 - Model Metacognitive Strategy: Determine Text
Importance
TG pp. 5-6 - Model Comprehension Strategy: Indentify Main Idea
and Supporting Details
TG p. 7 - Apply Metacognitive Strategy: Determine Text
Importance
TG p. 8 - Guide Comprehension Strategy: Indentify Main Idea and
Supporting Details
TG p. 9 - Apply Metacognitive Strategy: Determine Text
Importance
TG p. 10 - Apply Comprehension Strategy: Indentify Main Idea
and Supporting Details
R
40
N-U
30-50
R
40
N-U
30-50
N-U
30-50
R
40
R
40
Determine a theme of a story, drama, or poem
from details in the text; summarize the text.
Describe in depth a character, setting, or event in a
Eleanor Roosevelt and Marian
story or drama, drawing on specific details in the
TG p. 2 - Build Background
Anderson
text (e.g., a character’s thoughts, words, or actions).
Craft and Structure
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).
Pioneers in Medicine
TG p. 8 - Use Context Clues to Determine Word Meaning:
Descriptions
Eleanor Roosevelt and Marian
TG p. 2 - Introduce the Script
Anderson
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., Eleanor Roosevelt and Marian
TG pgs. 6-7 - Explain the Structure of a Play; Model the Script
casts of characters, settings, descriptions, dialogue,
Anderson
stage directions) when writing or speaking about a
text.
Compare and contrast the point of view from which
different stories are narrated, including the
Marian Anderson & Frida Kahlo TG p. 2 - Introduce the Book
difference between first- and third-person
narrations.
Integration of Knowledge and Ideas
TG p. 2 - Day 1: Prepare to Read: Introduce the Book
Marian Anderson & Frida Kahlo TG p. 3 - Day 2: Before Reading: Introduce "Marian Anderson"
TG p. 5 - Day 3: Before Reading: Introduce "Frida Kahlo"
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.
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.
Range of Reading and Complexity of Text
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.
READING: INFORMATIONAL TEXT
Key Ideas and Details
Colonial Times
TG p. 4 - Focus on Comprehension: Use Text Features: Captions
TG p. 5 - Focus on Comprehension: Use Text Features: Bold Text
TG p. 6 - Focus on Comprehension: Use Text Features: Index
Q
40
Pioneers in Medicine
TG p. 6 - Use Graphic Features to Interpret Information: Primary
Source Documents
TG p. 8 - Use Graphic Features to Interpret Information:
Photographs
R
40
N-U
30-50
TG p. 5 - Focus on Comprehension
Q
40
TG p. 6 - Day 3: After Reading: Practice Text Comprehension
Strategies for ELA Assessment
TG p. 7 - Day 4: After Reading: Practice Text Comprehension
Strategies for ELA Assessment
R
40
TG p. 4 - Model Metacognitive Strategy: Ask Questions
TG p. 5 - Discuss the Reading
TG p. 7 - Chapter 2: Apply Metacognitive Strategy: Ask Questions
TG p. 7 - Discuss the Reading
TG p. 9 - Chapter 3: Apply Metacognitive Strategy: Ask Questions
TG p. 9 - Chapter 3: Discuss the Reading
O
34
TG p. 3 - Build Content Background
TG p. 5 - After Reading: Discuss the Reading
TG p. 7 - After Reading: Discuss the Reading
TG p. 9 - After Reading: Discuss the Reading
P
38
Eleanor Roosevelt and Marian
TG p. 4 - Interpret the Script
Anderson
Colonial Times
Marian Anderson & Frida Kahlo
Music Counts
Refer to details and examples in a text when
explaining what the text says explicitly and when
drawing inferences from the text.
Our Government
Page 1 of 6
12/24/2012
Refer to details and examples in a text when
explaining what the text says explicitly and when
drawing inferences from the text.
Benchmark Literacy Small-Group Titles Correlated to the Common Core Standards
GRADE 4 -- UNIT 1
COMMON CORE STANDARD
Small Group Book Title
Colonial Times
Plants We Use
Letter
Level
Number
Level
Q
40
S
44
TG pp. 8-9 - Day 5: Analyze & Synthesize: Summarize & Make
Connections Across Texts
R
40
TG pp. 5-6 - Model Comprehension Strategy: Identify Main Idea
and Supporting Details
TG p. 8 - Guide Comprehension Strategy: Identify Main Idea and
Supporting Details
TG p. 10 - Apply Comprehension Strategy: Identify Main Idea and
Supporting Details
O
34
TG pp. 5-6 - Comprehension Strategy: Identify Main Idea and
supporting Details
TG p. 8 - Comprehension Strategy: Identify Main Idea and
supporting Details
TG p. 10 - Comprehension Strategy: Identify Main Idea and
supporting Details
P
38
Colonial Times
TG p. 3 - Set a Purpose for Reading
TG p. 4 - Focus on Comprehension: Discuss Main Ideas and
Supporting Details
TG p. 4 - Focus on Comprehension: Begin the Graphic Organizer:
Identifying Main Ideas and Supporting Details
TG p. 5 - Focus on Comprehension: Continue the Graphic
Organizer: Identifying Main Ideas and Supporting Details
TG p. 6 - Focus on Comprehension: Complete the Graphic
Organizer: Identifying Main Ideas and Supporting Details
TG p. 7 - Synthesize and Assess: Identify Main Ideas and
Supporting Details
Q
40
Pioneers in Medicine
TG p. 4 - Model Metacognitive Strategy: Determine Text
Importance
TG pp. 5-6 - Model Comprehension Strategy: Indentify Main Idea
and Supporting Details
TG p. 7 - Apply Metacognitive Strategy: Determine Text
Importance
TG p. 8 - Guide Comprehension Strategy: Indentify Main Idea and
Supporting Details
TG p. 9 - Apply Metacognitive Strategy: Determine Text
Importance
TG p. 10 - Apply Comprehension Strategy: Indentify Main Idea
and Supporting Details
R
40
R
40
O
34
P
38
R
40
S
44
R
40
R
40
R
40
R
40
TG p. 8 - Use Graphic Features to Interpret Information: Charts
O
34
TG p. 6 - Use Text Features to Locate Information: Primary
Source Documents
TG p. 11 - Synthesize Information: Draw Conclusions
P
38
TG p. 4 - Focus on Comprehension: Use Text Features: Captions
TG p. 5 - Focus on Comprehension: Use Text Features: Bold Text
TG p. 6 - Focus on Comprehension: Use Text Features: Index
Q
40
R
40
R
40
R
40
O
Q
34
40
Marian Anderson & Frida Kahlo
Music Counts
Our Government
Determine the main idea of a text and explain how
it is supported by key details; summarize the text.
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.
Small Book, Teacher's Guide Page - Section
TG p. 3 - Introduce the Book
TG p. 5 - Focus on Comprehension: Discuss Using Prior
Knowledge
TG p. 3 - Build Background
TG pp. 3-4 - Day 2: After Reading: Build Comprehension: Identify
Cause and Effect
TG pp. 5-6 - Day 3: After Reading: Build Comprehension: Identify
Marian Anderson & Frida Kahlo
Cause and Effect
TG pp. 7-8 - Day 4: After Reading: Build Comprehension:
Compare and Contrast
Craft and Structure
TG p. 3 - Before Reading: Introduce the Book
TG p. 6 - Use Context Clues to Determine Word Meaning:
Music Counts
Multiple-Meaning Words
TG p. 10 - Use Context Clues to Determine Word Meaning:
Multiple-Meaning Words
TG p. 8 - Use Context Clues to Determine Word Meaning:
Descriptions
Our Government
Determine the meaning of general academic and
TG p. 10 - Use Context Clues to Determine Word Meaning:
domain-specific words or phrases in a text relevant
Descriptions
to a grade 4 topic or subject area.
TG p. 8 - Use Context Clues to Determine Word Meaning:
Descriptions
Pioneers in Medicine
TG p. 10 - Use Context Clues to Determine Word Meaning:
Descriptions
TG p. 6 - Use Knowledge of Word Structures to Determine Word
Meaning: Inflectional Endings
Plants We Use
TG p. 10 - Use Knowledge of Word Structures to Determine
Word Meaning: Inflectional Endings
Describe the overall structure (e.g., chronology,
TG pp. 8-9 - Day 5: Analyze & Synthesize: Summarize & Make
Marian Anderson & Frida Kahlo
comparison, cause/effect, problem/solution) of
Connections Across Texts
events, ideas, concepts, or information in a text or
TG p. 11 - After Reading: Synthesize Information: Identify
Pioneers in Medicine
part of a text.
Sequence
Compare and contrast a firsthand and secondhand
account of the same event or topic; describe the
differences in focus and the information provided.
Marian Anderson & Frida Kahlo
TG pp. 8-9 - Day 5: Analyze & Synthesize: Summarize & Make
Connections Across Texts
Integration of Knowledge and Ideas
TG p. 2 - Day 1: Prepare to Read: Introduce the Book
Marian Anderson & Frida Kahlo TG p. 3 - Day 2: Before Reading: Introduce "Marian Anderson"
TG p. 5 - Day 3: Before Reading: Introduce "Frida Kahlo"
Music Counts
Interpret information presented visually, orally, or
quantitatively (e.g., in charts, graphs, diagrams,
time lines, animations, or interactive elements on
webpages) and explain how the information
contributes to an understanding of the text in which
it appears.
Our Government
Colonial Times
TG p. 6 - Use Graphic Features to Interpret Information: Primary
Source Documents
TG p. 8 - Use Graphic Features to Interpret Information:
Photographs
TG pp. 8-9 - Day 5: Analyze & Synthesize: Summarize & Make
Marian Anderson & Frida Kahlo
Connections Across Texts
TG pp. 8-9 - Day 5: Analyze & Synthesize: Summarize & Make
Marian Anderson & Frida Kahlo
Connections Across Texts
Music Counts
TG p. 2 - Additional Related Resources
Colonial Times
TG p. 2 - Related Resources
Pioneers in Medicine
Explain how an author uses reasons and evidence
to support particular points in a text.
Integrate information from two texts on the same
topic in order to write or speak about the subject
knowledgeably.
Page 2 of 6
12/24/2012
Benchmark Literacy Small-Group Titles Correlated to the Common Core Standards
GRADE 4 -- UNIT 1
Integrate information from two texts on the same
topic in order
to write or
speak
about the subject
COMMON
CORE
STANDARD
knowledgeably.
Small Group Book Title
Pioneers in Medicine
Plants We Use
Small Book, Teacher's Guide Page - Section
TG p. 2 - Additional Related Resources
TG p. 2 - Additional Related Resources
Letter
Level
R
S
Number
Level
40
44
R
40
P
38
Q
40
R
40
R
40
R
40
O
34
Q
40
Range of Reading and Level of Text Complexity
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.
TG p. 3 - Day 2: Read "Marian Anderson"
Marian Anderson & Frida Kahlo TG p. 5 - Read "Frida Kahlo"
TG p. 7 - Reread "Frida Kahlo"
TG p. 4 - During Reading: Set a Purpose for Reading
Our Government
TG p. 7 - During Reading: Set a Purpose for Reading
TG p. 9 - During Reading: Set a Purpose for Reading
TG p. 4 - Chapters 1 & 2: Read the Text
Colonial Times
TG p. 5 - Chapters 3 & 4: Read the Text
TG p. 6 - Chapters 5 - 7 Read the Text
READING: FOUNDATIONAL SKILLS
Phonics and Word Recognition
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
Marian Anderson & Frida Kahlo
accurately unfamiliar multisyllabic words in context
and out of context.
Fluency
Read with sufficient accuracy and fluency to
support comprehension:
Read grade-level text with purpose and
understanding.
Read grade-level prose and poetry orally with
accuracy, appropriate rate, and expression.
Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
TG p. 6 - Day 3: After Reading: Fluency: Read with
Inflection/Tone: Pitch
TG p. 8 - Day 4: After Reading: Fluency: Read with
Inflection/Tone: Pitch
TG p. 9 - Reinforce Skills: Reread for Fluency: Oral Reading
Performance
TG p. 9 - Reinforce Skills: Reread for Fluency: Oral Reading
Performance
TG p. 6 - Day 3: After Reading: Fluency: Read with
Inflection/Tone: Pitch
Marian Anderson & Frida Kahlo
TG p. 8 - Day 4: After Reading: Fluency: Read with
Inflection/Tone: Pitch
TG p. 3 - Before Reading: Introduce the Book
TG p. 6 - Use Context Clues to Determine Word Meaning:
Music Counts
Multiple-Meaning Words
TG p. 10 - Use Context Clues to Determine Word Meaning:
Multiple-Meaning Words
TG p. 4 - Use Context Clues
Colonial Times
TG p. 5 - Use Context Clues
TG p. 6 - Use Context Clues
Marian Anderson & Frida Kahlo
WRITING
Text Types and Purposes
Write opinion pieces on topics or texts, supporting
a point of view with reasons and information:
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.
Provide reasons that are supported by facts and
details.
Plants We Use
TG p. 12 - Model the Writing Process: Write a Paragraph of
Purpose
S
44
Colonial Times
TG p. 8 - Mini-Lesson: Writing Focus: Using Main Idea and
Supporting Details
Q
40
TG p. 12 - Model the Writing Process: Write with Main Idea and
Supporting Details
R
40
TG p. 12 - Write a Personal Response
TG p. 12 - Write to a Text Prompt
TG p. 12 - Write to a Picture Prompt
P
38
TG p. 2 - Day 1: Prepare to Read: Introduce the Tools Writer's
Use: A Strong Lead
TG p. 9 - Reinforce Skills: Review Writer's Tools: A Strong Lead
TG p. 10 - Write a Biography
R
40
O
34
P
38
Q
40
R
40
S
44
Link opinion and reasons using words and phrases
(e.g., for instance, in order to, in addition).
Pioneers in Medicine
Provide a concluding statement or section related
to the opinion presented.
Our Government
Write informative/explanatory texts to examine a
topic and convey ideas and information clearly:
Marian Anderson & Frida Kahlo
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.
Music Counts
Our Government
Colonial Times
Pioneers in Medicine
Plants We Use
TG p. 12 - Model the Writing Process: Write a Paragraph
Including Main Idea and Supporting Details
TG p. 12 - Write a Personal Response
TG p. 12 - Write to a Text Prompt
TG p. 12 - Write to a Picture Prompt
TG p. 8 - Mini-Lesson: Writing Focus: Using Main Idea and
Supporting Details
TG p. 12 - Model the writing Process: Write with Main Idea and
Supporting Details
TG p. 12 - Model the Writing Process: Write a Paragraph of
Purpose
Marian Anderson & Frida Kahlo TG p. 10 - Write a Biography
Music Counts
Develop the topic with facts, definitions, concrete
details, quotations, or other information and
examples related to the topic.
Our Government
Colonial Times
Pioneers in Medicine
Plants We Use
TG p. 12 - Model the Writing Process: Write a Paragraph
Including Main Idea and Supporting Details
TG p. 12 - Write a Personal Response
TG p. 12 - Write to a Text Prompt
TG p. 12 - Write to a Picture Prompt
TG p. 8 - Mini-Lesson: Writing Focus: Using Main Idea and
Supporting Details
TG p. 12 - Model the writing Process: Write with Main Idea and
Supporting Details
TG p. 12 - Model the Writing Process: Write a Paragraph of
Purpose
Marian Anderson & Frida Kahlo TG p. 10 - Write a Biography
Music Counts
Link ideas within categories of information using
words and phrases (e.g., another, for example, also,
because).
Our Government
Colonial Times
Pioneers in Medicine
TG p. 12 - Model the Writing Process: Write a Paragraph
Including Main Idea and Supporting Details
TG p. 12 - Write a Personal Response
TG p. 12 - Write to a Text Prompt
TG p. 12 - Write to a Picture Prompt
TG p. 8 - Mini-Lesson: Writing Focus: Using Main Idea and
Supporting Details
TG p. 12 - Model the writing Process: Write with Main Idea and
Supporting Details
Page 3 of 6
R
40
O
34
P
38
Q
40
R
40
S
44
R
40
O
34
P
38
Q
40
R
40
12/24/2012
Link ideas within categories of information using
words and phrases (e.g., another, for example, also,
because).
COMMON CORE STANDARD
Benchmark Literacy Small-Group Titles Correlated to the Common Core Standards
GRADE 4 -- UNIT 1
Small Group Book Title
Plants We Use
Small Book, Teacher's Guide Page - Section
TG p. 12 - Model the Writing Process: Write a Paragraph of
Purpose
Marian Anderson & Frida Kahlo TG p. 10 - Write a Biography
Music Counts
Use precise language and domain-specific
vocabulary to inform about or explain the topic.
Our Government
Colonial Times
Pioneers in Medicine
Plants We Use
TG p. 12 - Model the Writing Process: Write a Paragraph
Including Main Idea and Supporting Details
TG p. 12 - Write a Personal Response
TG p. 12 - Write to a Text Prompt
TG p. 12 - Write to a Picture Prompt
TG p. 8 - Mini-Lesson: Writing Focus: Using Main Idea and
Supporting Details
TG p. 12 - Model the writing Process: Write with Main Idea and
Supporting Details
TG p. 12 - Model the Writing Process: Write a Paragraph of
Purpose
Marian Anderson & Frida Kahlo TG p. 10 - Write a Biography
Number
Level
S
44
R
40
O
34
P
38
Q
40
R
40
S
44
R
40
O
34
P
38
Q
40
R
40
S
44
Reader's Theater: The Corps of
TG p. 5 - Literacy Extensions
Discovery
R-T
40-44
Reader's Theater: The Corps of
TG p. 5 - Literacy Extensions
Discovery
R-T
40-44
Eleanor Roosevelt and Marian
TG p. 2 - Introduce the Script
Anderson
N-U
30-50
Music Counts
Provide a concluding statement or section related
to the information or explanation presented.
Letter
Level
Our Government
Colonial Times
Pioneers in Medicine
Plants We Use
TG p. 12 - Model the Writing Process: Write a Paragraph
Including Main Idea and Supporting Details
TG p. 12 - Write a Personal Response
TG p. 12 - Write to a Text Prompt
TG p. 12 - Write to a Picture Prompt
TG p. 8 - Mini-Lesson: Writing Focus: Using Main Idea and
Supporting Details
TG p. 12 - Model the writing Process: Write with Main Idea and
Supporting Details
TG p. 12 - Model the Writing Process: Write a Paragraph of
Purpose
Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences:
Orient the reader by establishing a situation and
introducing a narrator and/or characters; organize
an event sequence that unfolds naturally.
Use dialogue and description to develop
experiences and events or show the responses of
characters to situations.
Use a variety of transitional words and phrases to
manage the sequence of events.
Use concrete words and phrases and sensory
details to convey experiences and events precisely.
Provide a conclusion that follows from the narrated
experiences or events.
Production and Distribution of Writing
Music Counts
TG p. 4 - Model Metacognitive Strategy: Ask Questions
O
34
Colonial Times
TG p. 7 - Draw Conclusions
Q
40
R
40
P
38
R
40
S
44
R
40
P
38
S
44
R
40
Marian Anderson & Frida Kahlo TG p. 10 - Write a Biography
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.)
Our Government
Pioneers in Medicine
Plants We Use
TG p. 12 - Write a Personal Response
TG p. 12 - Write to a Text Prompt
TG p. 12 - Write to a Picture Prompt
TG p. 12 - Model the writing Process: Write with Main Idea and
Supporting Details
TG p. 12 - model the Writing Process: Write a Paragraph of
Purpose
Marian Anderson & Frida Kahlo TG p. 10 - Write a Biography
With guidance and support from peers and adults,
develop and strengthen writing as needed by
planning, revising, and editing.
Our Government
Plants We Use
TG p. 12 - Write a Personal Response
TG p. 12 - Write to a Text Prompt
TG p. 12 - Write to a Picture Prompt
TG p. 12 - Model the Writing Process: Write a Paragraph of
Purpose
With some guidance and support from adults, use
technology, including the Internet, to produce and
publish writing as well as to interact and collaborate
Marian Anderson & Frida Kahlo TG p. 10 - Write a Biography
with others; demonstrate sufficient command of
keyboarding skills to type a minimum of one page in
a single sitting.
Research to Build and Present Knowledge
Marian Anderson & Frida Kahlo TG p. 10 - Write a Biography
Conduct short research projects that build
knowledge through investigation of different
aspects of a topic.
Music Counts
Pioneers in Medicine
Plants We Use
TG p. 11 - Synthesize Information: Complete KWHL Chart
TG p. 12 - Model the writing Process: Write with Main Idea and
Supporting Details
TG p. 12 - Model the Writing Process: Write a Paragraph of
Purpose
Marian Anderson & Frida Kahlo TG p. 10 - Write a Biography
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.
Our Government
Plants We Use
TG p. 12 - Write a Personal Response
TG p. 12 - Write to a Text Prompt
TG p. 12 - Write to a Picture Prompt
TG p. 12 - Model the Writing Process: Write a Paragraph of
Purpose
R
40
O
34
R
40
S
44
R
40
P
38
S
44
N-U
30-50
R
40
P
38
R
40
S
44
Draw evidence from literary or informational texts
to support analysis, reflection, and research:
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].”).
Eleanor Roosevelt and Marian
TG p. 4 - Interpret the Script
Anderson
Marian Anderson & Frida Kahlo
Apply grade 4 Reading standards to informational
texts (e.g., “Explain how an author uses reasons
and evidence to support particular points in a
text”).
Our Government
Pioneers in Medicine
Plants We Use
TG p. 7 - Day 4: After Reading: Analyze the Writer's Craft
TG p. 10 - Write a Biography
TG p. 12 - Write a Personal Response
TG p. 12 - Write to a Text Prompt
TG p. 12 - Write to a Picture Prompt
TG p. 12 - Model the writing Process: Write with Main Idea and
Supporting Details
TG p. 12 - Model the Writing Process: Write a Paragraph of
Purpose
Page 4 of 6
12/24/2012
Benchmark Literacy Small-Group Titles Correlated to the Common Core Standards
GRADE 4 -- UNIT 1
COMMON CORE STANDARD
Range of Writing
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.
Small Group Book Title
Letter
Level
Number
Level
R
40
P
38
N-U
30-50
R
40
P
38
R
40
P
38
Q
40
R
40
S
44
R
40
S
44
R
40
P
38
P
38
P
38
N-U
30-50
P
38
TG p. 4 - Perform the Script
N-U
30-50
TG p. 12 - Writing Workshop
R
40
TG p. 4 - Perform the Script
N-U
30-50
Small Book, Teacher's Guide Page - Section
Marian Anderson & Frida Kahlo TG p. 10 - Write a Biography
Our Government
TG p. 12 - Write a Personal Response
TG p. 12 - Write to a Text Prompt
TG p. 12 - Write to a Picture Prompt
SPEAKING AND LISTENING
Comprehension and Collaboration
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and
texts, building on others’ ideas and expressing
their own clearly:
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.
Follow agreed-upon rules for discussions and carry
out assigned roles.
Eleanor Roosevelt and Marian
TG p. 4 - Assign Roles & Rehearse the Script
Anderson
TG p. 6 - Day 3: After Reading: Focus on Vocabulary: Word
Marian Anderson & Frida Kahlo Origins
TG p. 9 - Rules for Good Discussion
Our Government
TG p. 5 - After Reading: Discuss the Reading
TG p. 3 - Day 1: Prepare to Read: Reflect and Review
Marian Anderson & Frida Kahlo TG p. 4 - Day 2: After Reading: Reflect and Review
TG p. 8 - Day 4: After Reading: Reflect and Review
Our Government
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.
Review the key ideas expressed and explain their
own ideas and understanding in light of the
discussion.
Paraphrase portions of a text read aloud or
information presented in diverse media and
formats, including visually, quantitatively, and
orally.
Identify the reasons and evidence a speaker
provides to support particular points.
Presentation of Knowledge and Ideas
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.
Add audio recordings and visual displays to
presentations when appropriate to enhance the
development of main ideas or themes.
Differentiate between contexts 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.
TG p. 4 - Before Reading: Monitor-Reading Strategies: Visualize
TG p. 5 - After Reading: Discuss the Reading
TG p. 7 - Before Reading: Monitor-Reading Strategies: Visualize
TG p. 9 - Before Reading: Monitor-Reading Strategies: Visualize
Colonial Times
TG p. 7 - Synthesize and Assess: Respond
TG p. 3 - Before Reading: Build Background
TG p. 5 - Discuss the Reading
Pioneers in Medicine
TG p. 7 - Discuss the Reading
TG p. 9 - Discuss the Reading
TG p. 4 - Model Metacognitive Strategy: Make Connections
TG p. 5 - Discuss the Reading
Plants We Use
TG p. 7 - Discuss the Reading
TG p. 9 - Discuss the Reading
TG p. 3 - Day 1: Prepare to Read: Reflect and Review
Marian Anderson & Frida Kahlo TG p. 4 - Day 2: After Reading: Reflect and Review
TG p. 8 - Day 4: After Reading: Reflect and Review
Plants We Use
TG p. 11 - After Reading: Synthesize Information: Pros and Cons
TG p. 6 - Day 3: After Reading: Focus on Vocabulary: Word
Marian Anderson & Frida Kahlo
Origins
TG p. 5 - After Reading: Discuss the Reading
Our Government
TG p. 7 - After Reading: Discuss the Reading
TG p. 9 - After Reading: Discuss the Reading
TG p. 5 - After Reading: Discuss the Reading
Our Government
TG p. 7 - After Reading: Discuss the Reading
TG p. 9 - After Reading: Discuss the Reading
Our Government
TG p. 5 - After Reading: Discuss the Reading
TG p. 7 - After Reading: Discuss the Reading
TG p. 9 - After Reading: Discuss the Reading
Eleanor Roosevelt and Marian
TG p. 4 - Staging and Performance Suggestions
Anderson
Our Government
TG p. 5 - After Reading: Discuss the Reading
TG p. 7 - After Reading: Discuss the Reading
TG p. 9 - After Reading: Discuss the Reading
LANGUAGE
Conventions of Standard English
Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking:
Use relative pronouns (who, whose, whom, which,
that) and relative adverbs (where, when, why).
Form and use the progressive (e.g., I was walking; I
am walking; I will be walking) verb tenses.
Use modal auxiliaries (e.g., can, may, must) to
convey various conditions.
Order adjectives within sentences according to
conventional patterns (e.g., a small red bag rather
than a red small bag).
Form and use prepositional phrases.
Eleanor Roosevelt and Marian
Anderson
Pioneers in Medicine
Eleanor Roosevelt and Marian
Anderson
Pioneers in Medicine
Eleanor Roosevelt and Marian
Anderson
Pioneers in Medicine
Eleanor Roosevelt and Marian
Anderson
Pioneers in Medicine
Eleanor Roosevelt and Marian
Anderson
Pioneers in Medicine
TG p. 12 - Writing Workshop
R
40
TG p. 4 - Perform the Script
N-U
30-50
TG p. 12 - Writing Workshop
R
40
TG p. 4 - Perform the Script
N-U
30-50
TG p. 12 - Writing Workshop
R
40
TG p. 4 - Perform the Script
N-U
30-50
TG p. 12 - Writing Workshop
R
40
Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.
Marian Anderson & Frida Kahlo TG p. 10 - Write a Biography
R
40
P
38
Correctly use frequently confused words (e.g., to,
too, two; there, their).
Marian Anderson & Frida Kahlo TG p. 10 - Write a Biography
R
40
P
38
R
40
P
38
Our Government
Our Government
TG p. 12 - Write a Personal Response
TG p. 12 - Write a Personal Response
Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing:
Use correct capitalization.
Marian Anderson & Frida Kahlo TG p. 10 - Write a Biography
Our Government
TG p. 12 - Write a Personal Response
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Benchmark Literacy Small-Group Titles Correlated to the Common Core Standards
GRADE 4 -- UNIT 1
Letter
Level
Number
Level
R
40
P
38
R
40
TG p. 12 - Write a Personal Response
P
38
Spell grade-appropriate words correctly, consulting Marian Anderson & Frida Kahlo TG p. 10 - Write a Biography
references as needed.
Our Government
TG p. 12 - Write a Personal Response
R
40
P
38
R
40
P
38
R
40
TG p. 12 - Write a Personal Response
P
38
Differentiate between contexts that call for formal Marian Anderson & Frida Kahlo TG p. 10 - Write a Biography
English (e.g., presenting ideas) and situations where
informal discourse is appropriate (e.g., small-group
Our Government
TG p. 12 - Write a Personal Response
discussion).
R
40
P
38
O
34
Q
40
Use common, grade-appropriate Greek and Latin
TG p. 4 - Day 2: After Reading: Focus on Vocabulary: Word
affixes and roots as clues to the meaning of a word Marian Anderson & Frida Kahlo
Origins
(e.g., telegraph, photograph, autograph).
R
40
Consult reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to
TG p. 9 - Reinforce Skills: Reinforce Vocabulary: Word History
Marian Anderson & Frida Kahlo
find the pronunciation and determine or clarify the
TG p. 10 - Write a Biography
precise meaning of key words and phrases.
R
40
R
40
P
38
R
40
P
38
COMMON CORE STANDARD
Small Group Book Title
Small Book, Teacher's Guide Page - Section
Use commas and quotation marks to mark direct
speech and quotations from a text.
Marian Anderson & Frida Kahlo TG p. 10 - Write a Biography
Use a comma before a coordinating conjunction in
a compound sentence.
Marian Anderson & Frida Kahlo TG p. 10 - Write a Biography
Our Government
Our Government
TG p. 12 - Write a Personal Response
Knowledge of Language
Use knowledge of language and its conventions
when writing, speaking, reading, or listening:
Choose words and phrases to convey ideas
precisely.
Choose punctuation for effect.
Marian Anderson & Frida Kahlo TG p. 10 - Write a Biography
Our Government
TG p. 12 - Write a Personal Response
Marian Anderson & Frida Kahlo TG p. 10 - Write a Biography
Our Government
VOCABULARY ACQUISITION AND USE
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:
Use context (e.g., definitions, examples, or
restatements in text) as a clue to the meaning of a
word or phrase.
Music Counts
Colonial Times
TG p. 6 - Use Context Clues to Determine Word Meaning:
Multiple-Meaning Words
TG p. 10 - Use Context Clues to Determine Word Meaning:
Multiple-Meaning Words
TG p. 4 - Use Context Clues
TG p. 5 - Use Context Clues
TG p. 6 - Use Context Clues
Demonstrate understanding of figurative
language, word relationships, and nuances in word
meanings:
Pioneers in Medicine
Explain the meaning of simple similes and
metaphors (e.g., as pretty as a picture) in context.
Our Government
Pioneers in Medicine
Recognize and explain the meaning of common
idioms, adages, and proverbs.
Our Government
Pioneers in Medicine
TG p. 8 - Use Context Clues to Determine Word Meaning:
Descriptions
TG p. 10 - Use Context Clues to Determine Word Meaning:
Descriptions
R
40
Our Government
TG p. 8 - Use Context Clues to Determine Word Meaning:
Descriptions
TG p. 10 - Use Context Clues to Determine Word Meaning:
Descriptions
P
38
O
34
P
38
R
40
S
44
Demonstrate understanding of words by relating
them to their opposites (antonyms) and to words
with similar but not identical meanings (synonyms).
Music Counts
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).
TG p. 8 - Use Context Clues to Determine Word Meaning:
Descriptions
TG p. 10 - Use Context Clues to Determine Word Meaning:
Descriptions
TG p. 8 - Use Context Clues to Determine Word Meaning:
Descriptions
TG p. 10 - Use Context Clues to Determine Word Meaning:
Descriptions
TG p. 8 - Use Context Clues to Determine Word Meaning:
Descriptions
TG p. 10 - Use Context Clues to Determine Word Meaning:
Descriptions
TG p. 8 - Use Context Clues to Determine Word Meaning:
Descriptions
TG p. 10 - Use Context Clues to Determine Word Meaning:
Descriptions
Our Government
Pioneers in Medicine
Plants We Use
TG p. 6 - Use Context Clues to Determine Word Meaning:
Multiple-Meaning Words
TG p. 10 - Use Context Clues to Determine Word Meaning:
Multiple-Meaning Words
TG p. 8 - Use Context Clues to Determine Word Meaning:
Descriptions
TG p. 10 - Use Context Clues to Determine Word Meaning:
Descriptions
TG p. 8 - Use Context Clues to Determine Word Meaning:
Descriptions
TG p. 10 - Use Context Clues to Determine Word Meaning:
Descriptions
TG p. 6 - Use Knowledge of Word Structures to Determine Word
Meaning: Inflectional Endings
TG p. 10 - Use Knowledge of Word Structures to Determine
Word Meaning: Inflectional Endings
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