Common Core State Standards 4th Grade. English Language Arts Mathematics Curriculum Maps DRAFT

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Common Core State Standards

4th Grade

English Language Arts

Mathematics

Curriculum Maps

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4th Grade - August/September

Literature & Informational

RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Readers use a variety of strategies to recall what they have read.

 What strategies do readers use to recall details from a text?

Readers use text clues to complete “I am thinking” statements.

 What is an inference? How do text clues help the reader make an inference?

RL.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.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Readers use a variety of strategies to recall what they have read.

 What strategies do readers use to recall details from a text?

Readers use text clues to complete “I am thinking” statements.

 What is an inference? How do text clues help the reader make an inference?

RL.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. RL10 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 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.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.

Writing & Language

W.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 to show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events.

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

Writers select an experience, provide details (dialogue, description, sensory descriptions), and include a conclusion of the experience.

 What do writers include in a narrative writing?

W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

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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].”

b. Apply grade 4 reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

W.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.

L.1 (FOCUS) 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. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

L.2 (FOCUS) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use correct capitalization.

b. Use commas and quotation marks to mark direct speech.

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

L.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.

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 Determine or clarify the meaning of unknown words and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

a. Use content (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).

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.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).

Foundational & Speaking

and Listening

RF.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 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 readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

SL.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 discussion 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 (FOCUS) 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.

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SL.6 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.

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4th Grade - August/September

Rationale for Standards Placement

RL1 and RI1 were selected for the beginning of the year to ensure student proficiency in literal comprehension. Once literal comprehension is concrete students will have the foundation to begin using evidence from text to form inferences and deepen their understanding of characters in literary texts.

Narrative writing is generally the easiest form of writing for students because it is based on their personal experiences, which is one reason it has been selected as the first writing unit. The second reason it has been chosen is due to the types of literary texts we select at the beginning of the year to build classroom community, to form concrete literal retell, and to begin introducing character traits make excellent mentor texts for writer’s workshop.

The sub standards under language were selected based on those that best connected with narrative writing and what an entering fourth grade student has been taught in earlier grades. If they are weak in forming complete sentences, knowing when to use capitalization, and/or knowing when to use quotation marks around dialogue, they will be remediated and then held accountable for using these grammar skills proficiently in future writings.

RL4 and RI 4 are on-going standards; however, taking time to teach students vocabulary strategies at the beginning of the school year will provide students with a foundation for vocabulary growth.

Standards RL1/ RI1 and RL10/RI10 are intended to be reinforced all year during the reading of both literature and informational text. RL1and RI1 are ongoing because every thought we form about what we read must be based on information we gain from the text.

Reading Mini-Lesson or

Guided Reading

Notes

To establish routines and procedures for reader’s workshop it is recommended to start the school year with lessons from the First 20 Days. (Guiding Readers and Writers Grades 3-6 by Fountas and Pinnell Pgs. 142-162)

During the first few weeks of school it is critical to establish the structure and routines for a reading workshop with an emphasis being placed on the development of a strong independent reading time. Students are expected to read with increasing stamina and volume throughout the year with both literature and informational texts. Student reading behaviors will need to be observed and monitored to ensure all students are selecting “just right” books and are engaged during independent reading. It is critical for teachers to confer with students who need assistance in understanding their role during independent reading. This work will make independent reading a powerful foundation for their growth as readers in fourth grade.

Embed During IRA:

 5 Finger Retell

 Somebody – Wanted – But – So

 Green Level Questions (Allow students to form and ask green level questions with talk partners.)

 VIP External – Who is the most important character?

What was this characters most important action? (Richardson, p. 215-216)

 Begin Introducing Character Traits (Richardson, p. 228-229)

Genre Study – Taught throughout the entire school year during IRA.

Teacher selects genre (folktale, fables, myth, etc.) and focuses on the genre for multiple days. Ask students to share what they notice about the text. Create an anchor chart to record characteristics students notice for each genre as they are introduced/taught.

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Comprehension Strategies:

Prior to moving into an inference focus remediate students weak in literal comprehension as needed in small group. This information should be gathered through observation of students during IRA and QRI assessments.

Literary Inferences…

2 Column Notes: In the Book / In My Head

 Speaker Tags (Richardson, p. 231)

 Dialogue (Richardson, p. 231)

 Character’s Action and Interactions (Richardson, p. 233-234)

 Physical Descriptions (Richardson, p. 234

 Inner Thoughts (Richardson, p. 235)

IMPORTANT: All inferences need to begin with text clues before using background knowledge.

Informational Inferences…

 Infer using Headings and Titles – Infer Meaning, Comprehension Toolkit, p.39

 Red Level Question – Three Column Notes Fact – Question – Inference (Richardson, p. 214)

 2 Column Notes: If….Fact and Then…Inference

IMPORTANT: All inferences need to begin with text clues before using background knowledge.

Vocabulary:

Strategies to gain meaning of unknown words (Richardson, p. 200-203 and 288)

Emphasize vocabulary during IRA throughout the entire year and during guided reading.

Writing

Raising the Quality of Narrative Writing (Lucy)

Performance Assessment - Prior to starting each unit use the following steps:

1. Give students an on-demand writing prompt that matches the style of writing to be taught in the upcoming unit to gain information on where to begin your instruction.

2. Collect entries and evaluate them according to Calkins Continuum found at the website below:

http://readingandwritingproject.com/resources/assessments/writing-assessments.html

3. Sort entries into levels – Which level has the most entries?

4. Plan your whole group teaching to the next level. Example: If a majority of the class performed at a level 5 then you would begin instruction at a level 6.

5. Remediate / Accelerate students that fall below or above the level selected for whole group instruction in small guided writing groups.

Architecture of a Writing Conference (5 minutes)

1. Research

 What are you working on as a writer?

 Show me where you are doing that? If there is no evidence,..Do you want me to show you how….? 2. Compliment

 “I love that you are (craft move) …because….

3. Decide what would be most beneficial to the student as a writer and teach.

 Model writing strategy within your own writing OR explain a writing strategy and provide students with an example using a mentor text. 4. Link

 Restate the teaching point and allow students to try the writing strategy.

Quality Narrative Writing Includes the Following….

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 Beginning – Middle – End

 Characters/Setting

 Dialogue

 Inner Thinking

 Action

 Meaning – Significance – Expresses what you really want to say.

 Details are descriptive and precise Testing

as a Genre

What is the most likely reason… The reader can conclude… The reader can infer that… The author probably thinks….

Based on the information in the passage, it is reasonable to conclude….

Resources

Reading Text:

When Jessie Comes Across the Sea,Hest Cheyenne Again, Bunting

A Boy Called Slow, Bruchac A River Ran Wild, Cherry Up North at the Cabin, Chall Mr. Peabody’s Apples, Madonna Heetunka’s Harvest, Jones

Pedro’s Journal (character’s thoughts), Conrad

Chris van Allsburg books such as Garden of Abdul Gaszi, Two Bad Ants, The Stranger

Writing Texts:

“Eleven” Cisneros Ish – Reynolds

I’m in Charge of Celebrations – Baylor Fireflies – Brinkloe

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4th Grade - October

RL.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).

Readers gain a better understanding of text characters based on the characters’ thoughts, actions, and dialogue.

 What strategies do readers use to better understand characters?

Readers use text details to gain a deeper understanding of characters, setting, and events.

 What text details do readers use to better understand characters, setting, and events found in literary texts?

RL.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.

Readers use details to show how two or more stories’ events are similar or different.

 How do readers compare and contrast patterns of events in multiple texts?

RL.4 Determine the meaning of words and phrases as they are used in text, including those that allude to significant characters found in mythology (e.g., Herculean).

RL.5 (FOCUS) Explain and refer to the structural elements of drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

RL.6 (FOCUS) Compare and contrast the point of view from which different stories are narrated, including the difference between first-and third-person narrations.

RL.7 (FOCUS) 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.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.

Writing & Language

W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

Writers select a topic and provide facts/details on that topic throughout the writing.

 What do writers include in a personal essay?

W.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].”

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b. Apply Grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

L.2 (FOCUS) 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 (FOCUS) 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, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Foundational & Speaking and

Listening

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 or others.

d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. SL.3 (FOCUS) Identify the reasons and evidence a speaker provides to support particular points.

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4th Grade - October

During our August and September unit we began inferring and identifying character traits so it seems natural to continue deepening student understanding of literary texts through analyzing all story elements at a literal and inferential level. During this deepening of literary

comprehension, we felt it would be an appropriate place to introduce drama structural elements and make connections between literary texts. We will also begin analyzing the point of view of multiple literary texts to see how they are similar and different since it again flows well with a literary unit.

Personal essays were chosen as the writing unit focus because it will create the organization foundation needed to write a persuasive essay in the following writing unit. In addition to students using mechanics in writing correctly, we have selected L2d to ensure proficiency in using reference materials to locate appropriate spelling and word usage. L2c was selected to teach students to use various sentence structures in their writing.

Guided Reading

Notes

Review Literary Inference (As Needed) - Inference Cards (Richardson, p.235) Character/Event Analysis

 VIP Internal – character’s feelings, including conflicts (Richardson, p. 216)

 Who has the problem? What is the problem?

How is the problem resolved? Resolution: 3 Possibilities -Character solves problem

-Character learns to live with the problem -Problem defeats the character

 Identify the motive (cause) of a character’s action – What was the effect of the character’s action?

 2 Column Notes: Character Action – Character Trait (Richardson, p. 228 – 230)

 Character Trait Web (Richardson, p. 230)

 Sociogram (Richardson, p. 230)

Compare/Contrast Character and Pattern of Events

 What is the same about how the story is presented visually (illustrations) and in writing? What is different?

 What happened to the characters that is the same? What happened that is different?

 How did characters solve problems in different ways across text?

 How are the plots the same or different across texts?

Compare/Contrast Point of View

 Thesis Proof (Richardson, p. 243)

 Venn Diagram or a V-Diagram

Connection RL7

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Writing

Breathing Life Into Essays (Lucy)

Performance Assessment (Day 1) - Refer to August Writing Block for Steps

Architecture of a Writing Conference – Refer to August Notes as Needed

Refer to lesson outline in Lucy’s “Breathing Life into Essays” unit to introduce the format for writing a personal essay. What should a Personal Essay include?

 Select topic that has meaning and importance to the writer

 The topic must be familiar to the writer

 Writer must use background information vs. information found in text (We will use information from text in the following unit.)

 Details must support the thesis statement and stay on topic

 Introduce essay organization…clear introduction with thesis…a middle containing details supporting the thesis statement…and a conclusion that restates the thesis.

Note: Essays will vary in length. Essays can range from 3 to 5 paragraphs depending on the writer. We want to emphasize the development of content vs pushing for length.

Testing as a Genre

(The character’s) relationship with her brother is best described as…. Why does (character) change her feelings about…

The (character) is able to find a subject for her poem because…. According to the passage, why did…or what caused…?

The conflict in the passage is…

These characters are similar because …

Resources

Encounter, Yolen

Now Let Me Fly, Johnson Katie’s Trunk, Turner

You Wouldn’t Want to be a Viking Explorer, Langley Redcoats and Petticoats, Kirkpatrick

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4th Grade - November/December

RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Readers develop and revise main idea statements as they read literature.

 What is a main idea statement? How can a reader determine a main idea statement?

Readers are able to summarize what they have read.

 What is a summary? How do you summarize a literary text?

RL.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.

Readers use details from multiple texts to compare and contrast how two or more stories have similar or different themes.

 How do readers compare and contrast themes in multiple texts?

RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Readers develop and revise main idea statements as they read informational texts.

Readers are able to summarize what they have read by locating keywords.

 What is a summary? How do you summarize an informational text?

RL.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. RL.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 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.8 (FOCUS)—Explain how an author uses reasons and evidence to support particular points in a text.

RI.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.

Writing & Language

W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

b. Provide reasons that are supported by facts and details.

c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement of section related to the opinion presented.

Writers create a clear opinion statement, provide facts/details to support the opinion statement, and include a conclusion aligned with the opinion statement when writing opinion pieces.

 What do writers include in an opinion piece?

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particular points in a text”]

L.1 (FOCUS) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. c. Use model auxiliaries (e.g., can, may, must) to convey various conditions.

d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). L.2 (FOCUS) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

b. Use quotation marks from a text.

L.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 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.

Listening

SL.2 (FOCUS) Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.3 (FOCUS) Identify the reasons and evidence a speaker provides to support particular points.

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4th Grade - November/December

After deepening students’ understanding of literary story elements, it will be important for the students to be able to sift through the details they use to analyze story elements to determine the main idea and create short summaries of the stories they read. Forming informational main idea statements and summaries has been paired with forming literary main idea statements and summarizing due to the natural fit.

RL 9 has been added to the mix due to the theme of a story being uncovered when looking at the most important parts of a literary text. Once students are able to identify the theme of a single story we want to push their thinking to the next level by using multiple literary texts to compare and contrast the themes.

In writer’s workshop students will be working on persuasive writing due to it naturally fitting with main idea and details. Persuasive writing is about choosing a central focus which states you are for or against something and when trying to convince others to think like you must provide details that support your thinking.

When writing a persuasive piece, it is important to use correct phrasing to convince the reader which is why language standards 1.c and d were selected.

Guided Reading

Notes

Literary:

 2 Column Notes: Important/Interesting Details (Richardson, p. 217)

 Use important details to create a main idea statement.

 Use main idea statement to create titles.

 Summarize (Richardson, p. 220-221)

 Analyze Author’s Purpose to Determine Theme (Richardson, p. 217)

 Compare/Contrast Themes in stories, myths, and traditional literature from different cultures.

Informational:

 Two Column Notes: Classify details as important or interesting – how does it relate to the title. (Richardson, p. 217)

 Two Column Notes: Heading or Subheadings- Use text with headings written as questions. (Richardson, p. 218-219)

 Two Column Notes: Use text without question headings and turn headings into a question and list supporting details in bullet form.

 3 Column Notes: Main Idea Question – Details – Central Idea Statement

Identify keywords within supporting details to create a bullet list and form a central idea statement. (Richardson, p.219)

 Students create title/heading/subheading to represent central idea.

 Summarize: Students select keywords from details and combine them with the heading to create a summary. (Richardson, p. 222-223)

 Deconstruct and Reconstruct (Stead, Reality Checks, p. 34)

Informational Point of View (RI.8)

 Teacher provides thesis, students record facts that agree or disagree with thesis. (Richardson, p. 243)

 Student reads a text, selects a position, list supporting evidence and unsupported evidence.

 Evaluating Author Craft - Supports Persuasive Writing (Stead, Reality Checks, p. 125-127)

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Writing

Persuasive Writing: Argument Structures for Essay Writing (Lucy)

Persuasive Writing - Students will need to be taught how to….

 Write a letter

 Use background information and text information to support their thesis

 Use text information pulled from multiple sources (example: articles, videos, charts, etc.)

 Take notes

 Classify information as a pro or con (T-Chart)

 Classify information as factual or opinioned (We want students to use factual information.)

 Use direct quotation from text (We will teach them to place quotation marks around info they pull, but not site the source.)

 Organize information using the essay format taught in the previous writing unit. Reminder: Essay length will vary from student to student.

Testing as a Genre

The passage is mostly about… What is the main idea of the story… What is the central idea of this article?

If the article needed a new title, which title would be best? According to the passage, why does…what did…who…

Which detail best supports the main/central idea of the passage… Which detail best tells…

Which of these is the best summary of the passage?

Resources If You Lived in Colonial Times, McGovern The Voyage of the Mayflower, Lessieur

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4th Grade - January

RL.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.

Readers find how themes, topics and patterns are alike and different.

 How do readers compare and contrast themes, topics and patterns of events in multiple texts?

RL.4 Determine the meaning of words and phrases as they are used in text, including those that allude to significant characters found in mythology (e.g., Herculean).

RL.5 (FOCUS) Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter)

RL.6 (FOCUS) Compare and contrast the point of view from which different stories are narrated, including the difference between first-and third-person narrations.

RL.7 (FOCUS) 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.

Writing & Language

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. Writers select a topic and provide facts/details on that topic throughout the writing.

 What do writers include in an informational piece?

L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

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

Readers explain the meaning of figurative language and demonstrate knowledge of word relationships.

 What types of figurative language have we learned? How do we determine the meaning?

 What is the difference between a synonym and an antonym?

L.1 (FOCUS) 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)

e. Form and use prepositional phrases.

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

L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. d. Spell grade-appropriate words correctly, consulting references as needed.

Listening

d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. SL.3 (FOCUS) Identify the reasons and evidence a speaker provides to support particular points.

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4th Grade - January

On standardized tests students will be required to analyze poetry. Due to students needing to gain meaning and demonstrate deep levels of comprehension there needs to be a time to focus on poetry. During this focus, poetry structural elements, strategies for understanding the poem’s message, and gaining meaning from figurative language will be taught. Comparing/contrasting and making connections have been coupled with this standard due to standardized test sample questions. From the sample test questions we have learned there will be times where students will be required to determine similarities between poetry and literary passages.

Literary essays have been placed with the poetry focus due to first semester having a large emphasis on literary text, story elements, themes, etc. Literary essays will bring everything we have already taught in reader’s workshop together before we move into a focus on informational texts and writing during second nine weeks.

Guided Reading

Notes

Poetry Analysis

 Start with one poetry strategy focus and as students become proficient with that focus add additional poetry strategies for analyzing a poem.

Start with clarification, add visualization, summarizing, etc. (Richardson, 239-241)

*Our goal is to build students to the point where they are able to combine the strategies to analyze poetry stanza by stanza.

Compare / Contrast RL.9

 Analyze author’s purpose to determine theme.. Why did he/she write this?

What is the message or lesson?

 Use Venn Diagram to compare/contrast theme of two poems or a poem and literary text. (Sample Test Item) CCSS

Make Connections RL7

 Text to Text and Text to World –

 Make connections between two poems or a poem and literary text. (Richardson, p. 208)

Writing

Literary Essays (Calkins)

Literary Essay Writing - Students will need to….

 Select a theme or character trait evident in multiple literary texts to form a thesis statement.

 Analyze multiple literary text and record similarities

 Refer to examples within literary texts to support the thesis

 Details must support the thesis statement and stay on topic

 Follow essay organization taught during the previous writing units Reminder: Essays will vary in length.

Testing as a Genre

Which of these is an example of a (simile/metaphor, etc….)?

In sentence 3, the author uses the words, “like a talented artist’s paintbrush across a canvas” to show that (the character) … Based on the poem, the reader can tell that …

Resources Owl Moon, Yolen

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4th Grade - February

RI.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.

Readers will be able to gain and explain information found in graphic features.

 What are graphic features? How do they help readers?

RI.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.

RL.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. RL.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 if the range,

RI.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.

Writing & Language

W.1 (FOCUS) Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

b. Provide reasons that are supported by facts and details.

c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement of section related to the opinion presented.

W.2 (FOCUS) Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

W.3 (FOCUS)—Write narratives to develop read 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 to show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events.

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

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].

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b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

W.10 (FOCUS) 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.

L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling in writing. d. Spell grade-appropriate words correctly, consulting references as needed.

L.4 Determine or clarify the meaning of unknown words 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.

Listening

F.3 Know and apply grade-level phonics and word analysis skills in decoding words.

F.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding.

SL.2 (FOCUS) Paraphrase portions of a text aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

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4th Grade - February

Interpreting information that is visually, orally, or quantitatively presented requires multiple levels of comprehension and needs to be a focus. We paired this with the focus of explaining what happened and why (cause and effect) due to the type of informational text we will pull to teach interpreting visual/oral/quantitative information.

Testing as a Genre (TAG) writing unit has been included to prepare students for the state writing assessment in March. The writing units will need to be rearranged for 2ns semester once the state writing assessment is moved to May.

Guided Reading

Notes

Informational:

 Teacher flags effect with stated or inferred cause. Students create questions using Think Trix. (Richardson, p. 225-227 and Think Trix in The New Guided Reading Handbook 2007 – 2008 p. 125)

 Students flag the effect and create questions using Think Trix.

 Students predict events using…What would have happened if….you change or delete a certain event, procedure, idea, or concept. Jan

 Student predicts events using charts, graphs, etc.

 Red Questions Using Graphic

 Draw conclusions using graphic features. (Stead, Reality Checks, p. 150)

Writing

Testing as a Genre: A 20-Day Unit of Study in Test Preparation

DAYS 1-3: Whole Class Guided Writing

DAYS 4-9: Mini-lessons to Teach the Steps of the Process (Children complete 1 essay by the end of these 5 days) DAY 10: On-Demand Assessment (Children will answer one PASS prompt in one sitting)

DAYS 11-15: Assessment-Based Teaching in a Workshop Format (Children will complete 3-5 essays over the next 5 days) DAYS 16-20: Testing Simulation and Test Condition Practice (Children will complete 5 essays over the next 5 days) Testing

as a Genre

Resources

Exploring Weather. Wilmore Hurricanes, Lauber

Lightning, Simon Snow is Falling, Branley

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4th Grade - March

RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Readers develop and revise main idea statements as they informational texts.

Readers are able to summarize what they have read by locating keywords.

 What is a summary? How do you summarize a text?

RI.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Readers read first and second hand accounts about a topic or event and decide what is similar and different.

 How do readers tell what is similar and different about information in two articles about the same topic or event?

RL.4 Determine the meaning of words and phrases as they are used in text, including those that allude to significant characters found in \ mythology (e.g., Herculean).

RI.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.9 (FOCUS)—Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Writing & Language

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. Writers select a topic and provide facts/details on the chosen topic throughout the writing.

 What do writers include in an informational piece?

W.8 (FOCUS) Recall relevant information from experiences or gather relevant information from print or digital sources; take notes and categorize information, and provide a list of sources.

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L.2 (FOCUS)—Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. b. Use quotation marks from a text.

L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely

Listening

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Determining main idea and summarizing is a prerequisite to integrating information from two texts. RI 1 and RI 2 are paired with an informational writing unit due to students needing to be able to pull information from two sources to create an informative piece. To gain knowledge on a subject found in multiple texts, it is important for students to be able to compare and contrast the information to determine what information may be most pertinent to the audience.

Guided Reading

Notes

RI2 and RI 9

 3 Column Notes: Main Idea Question – Details – Central Idea Statement

Identify key words within supporting details to create a bullet list and form a central idea statement. (Richardson, p.219)

 Create 3 Column Notes Main Idea Question – Details – Central Idea Statement

with two sections of texts and combine the details from both sections of texts to integrate the central idea of both texts. RI 6

V-Diagram or Venn Diagram

Writing

Informational Writing: Building on Expository Structures to Write Lively, Voice-Filled Non-fiction Picture Books

Note: The first informational text students write should not include research. Write about a topic that is familiar. Informational Writers Include:

 Print features (charts, photos, illustrations, captions, etc.)

 Text features (table of contents, glossary, etc.)

 Content related vocabulary

 Factual – Teaches the reader

 Organized using headings and subheadings

 Real and/or imagined anecdotes Testing

as a Genre

Resources

The Planets in our Solar System, Branley Our Solar System, Simon

"Time for Kids: Planets", Aug 2, 2005 The Moon Seems to Change, Branley