Quarters 1 & 2

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Quarters 1 & 2

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Unit One
Theme: Foundations
Bradley: Because of Winn Dixie, Tales of the 4th Grade Nothing
Eisenhower: Because of Winn Dixie
MacArthur: Into the Book Website to explore active reading strategies http://reading.ecb.org/

Literature

· Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text (e.g., a character’s thoughts, words, or actions). Skill: Character Traits, Story Elements RL.4.3

· 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. Skill: Compare/Contrast RL.4.7 (ongoing)

· 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. Skill: Comprehension, Fluency, Active Reading Strategies RL.4.10 (ongoing)

Informational

· Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. Skill: Vocabulary RI.4.4 (ongoing)

· 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. Skill: Text Features RI.4.7 (ongoing)

· Explain how an author uses reasons and evidence to support particular points in a text. Skill: Author’s Purpose RI.4.8

· 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. Skill: Comprehension, Fluency, Active Reading Strategies RI.4.10 (ongoing)

Foundational

· 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. RF.4.3

· Read with sufficient accuracy and fluency to support comprehension.

Read on-level text with purpose and understanding.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Skill: Fluency, Comprehension, Self-Correcting, Context Clues R.F.4.4 a,c

Writing:

Narrative

· Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear even 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 development 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. Skill: Paragraph Writing W.4.3

· 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 drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). Skill: Evidentiary writing of story elements in a story. W.4.9

Opinion

· 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.
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
Provide a concluding statement or section related to the opinion presented. Skill: Opinion and Persuasive writing W.4.1

Informative

· Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

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.
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Provide a concluding statement or section related to the information or explanation presented. Skill: Research Paper Writing W.4.2

· Conduct short research projects that build knowledge through investigation of different aspects of a topic. Skill: researching for evidence and support W.4.7

· Draw evidence from literary or informational texts to support analysis, reflection, and research.

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”). Skill: Identifying and developing your purpose for writing W.4.9

Foundational Writing Skills

· Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Skill: Six Traits (Organization, Ideas/Content . . .) W.4.4

· With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Skill: Six Traits (Conventions, Voice, Word Choice, Sentence Fluency) W.4.5

· Write routinely … shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Skill: Quick Writes, Paragraph Writing, Writing Response W.4.10

Speaking and Listening

· Identify the reasons and evidence a speaker provides to support particular points. Skill: Identify speaker’s purpose SL.4.3

· 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. Skill: Oral reports (book reports, oral presentation) SL.4.4

· 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. (See grade 4 Language standards 1 here for specific expectations.) Skills: Presenting, Being a good Audience, Validating, How to ask questions SL.4.6

Language

· Use correct capitalization. L.4.2a

· Spell grade-appropriate words correctly, consulting references as needed. L.4.2d

· Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* L.4.1f

· Choose punctuation for effect.* L.4.3b

· Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). Skills: Presenting, Being a good Audience, Validating, How to ask questions L.4.3c

· 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. L.4.4

· Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). L.4.5c

· 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.4.6 (ongoing)

Unit Two

Theme: Main Idea and Summarizing
Bradley: Because of Winn Dixie, Tales of the 4th Grade Nothing, Storyworks
Eisenhower: Because of Winn Dixie
MacArthur: Tales of the 4th Grade Nothing, Stone Fox, Flora and Ulysses, Because of Winn Dixie

Literature

· Summarize the text. Skill: Main Idea, Details, Summarizing RL.4.2

· 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. Skill: Compare/Contrast RL.4.7 (ongoing)

· 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. Skill: Comprehension, Fluency RL.4.10 (ongoing)

Informational

· Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. Skill: Vocabulary RI.4.4 (ongoing)

· 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. Skill: Text Features RI.4.7 (ongoing)

· 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. Skill: Comprehension, Fluency RI.4.10 (ongoing)

· Determine the main idea of a text and explain how it is supported by key details; summarize the text. Skill: Main Idea, Details, Summarizing RI.4.2

Writing:

Narrative

· Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear even 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 development 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. Skill: Paragraph Writing W.4.3

· 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 drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). Skill: Evidentiary writing of story elements in a story. W.4.9

Opinion

· 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.
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
Provide a concluding statement or section related to the opinion presented. Skill: Opinion and Persuasive writing W.4.1

Informative

· Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

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.
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Provide a concluding statement or section related to the information or explanation presented. Skill: Research Paper Writing W.4.2

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”). Skill: Identifying and developing your purpose for writing W.4.9

Foundational Writing Skills

· Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Skill: Six Traits (Organization, Ideas/Content . . .) W.4.4

· With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Skill: Six Traits (Conventions, Voice, Word Choice, Sentence Fluency) W.4.5

· Write routinely … shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Skill: Quick Writes, Paragraph Writing, Writing Response W.4.10

Speaking and Listening

· Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Skill: Verbal Retelling SL.4.2

· 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. Skill: Oral reports (book reports, oral presentation) SL.4.4

Language

· Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). L.4.1a

· Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). L.4.1d

· Correctly use frequently confused words (e.g., to, too, two; there, their).* L.4.1g

· 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.4.6 (ongoing)

Unit Three
Theme: Poetry, Prose, and Dramas
Bradley: Poetry Packet, Storyworks, Support Coach Reading
Ike: Poetry Packet, Open Mic Night
Mac: Poetry Packet

Literature

· Explain the 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. Skill: Vocabulary related to: poetry, figurative language, drama, and prose. RL.4.5

· 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. Skill: Compare/Contrast RL.4.7 (ongoing)

· 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. Skill: Comprehension, Fluency RL.4.10 (ongoing)

Informational

· Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. Skill: Vocabulary RI.4.4 (ongoing)

· 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. Skill: Text Features RI.4.7 (ongoing)

· 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. Skill: Comprehension, Fluency RI.4.10 (ongoing)

Foundational

· Read with sufficient accuracy and fluency to support comprehension.

Read grade-level prose and poetry orally with accuracy, appropriate rate R.F.4.4

Writing:

Narrative

· Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear even 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 development 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. Skill: Paragraph Writing W.4.3

· 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 drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). Skill: Evidentiary writing of story elements in a story. W.4.9

Opinion

· 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.
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
Provide a concluding statement or section related to the opinion presented. Skill: Opinion and Persuasive writing W.4.1

Informative

· Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

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.
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Provide a concluding statement or section related to the information or explanation presented. Skill: Research Paper Writing W.4.2

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”). Skill: Identifying and developing your purpose for writing W.4.9

· 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.

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.
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. Skill: Speaking, listening, and debating during discussions as it relates to introducing and defending your opinion, and being open to listening to the opinion of others SL.4.1

· 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. Skill: Oral reports (book reports, oral presentation) SL.4.4

· Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. Skill/Ideas: Use of Voki, Book Creator, Comic Book App, Audacity, Keynotes, Glogster, Show Me App, Prezi, Google Drive Presentation or PowerPoint SL.4.5

Language

· Use commas and quotation marks to mark direct speech and quotations from a text. L.4.2b

· Use a comma before a coordinating conjunction in a compound sentence. L.4.2c

· 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.4.6 (ongoing)

Unit Four
Theme: Persuasive/Opinion
Bradley: There's an Owl in the Shower
Eisenhower: There's an Owl in the Shower
MacArthur: There's an Owl in the Shower

Literature

· Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Skill: Inferencing RL.4.1

· 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. Skill: Compare/Contrast RL.4.7 (ongoing)

· 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. Skill: Comprehension, Fluency RL.4.10 (ongoing)

Informational

· Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Skill: Inferencing RI.4.1

· Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. Skill: Vocabulary RI.4.4 (ongoing)

· 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. Skill: Text Features RI.4.7 (ongoing)

· 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. Skill: Comprehension, Fluency RI.4.10 (ongoing)

Writing:

Narrative

· Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear even 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 development 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. Skill: Paragraph Writing W.4.3

· 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 drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). Skill: Evidentiary writing of story elements in a story. W.4.9

Opinion

· 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.
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
Provide a concluding statement or section related to the opinion presented. Skill: Opinion and Persuasive writing W.4.1

Informative

· Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

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.
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Provide a concluding statement or section related to the information or explanation presented. Skill: Research Paper Writing W.4.2

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”). Skill: Identifying and developing your purpose for writing W.4.9

Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
Recognize and explain the meaning of common idioms, adages, and proverbs. Skill: Figurative Language, nuance (mood or connotation) L.4.5

· 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.4.6 (ongoing)

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