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4th Grade - ELA Pacing

Week/Date Reading Foundational

Informational/ Literary Reading Writing Language Focus Skills

ELACC4RF3a: Use ELACC4RL1: Refer to details ELACC4W9: Draw ELACC4L1: Literary Text: combined

knowledgeand examples in a text evidence from literary Demonstrate Making Inferences

of all letter-sound when explaining what the or informational texts command of the Story Elements correspondences,

syllabicationtext says explicitly and when drawing inferences

to support analysis, reflection, and

conventions of Standard English Narrative Writing

patterns, and from the text. research. grammar and usage

Week 1morphology (e.g., roots and affixes) to ELACC4RL3: Describe in

a. Apply grade 4 Reading standards to

when writing or speaking.

Complete Sentences, Fragments, and Run-

read accurately unfamiliar multi- syllabic words in

depth a character, setting, or event in a story or drama, drawing on specific

literature (e.g. “Describe in depth a character, setting, or

f. Produce complete sentences,recognizing and

ons

context and out of details in the text (e.g., a event in a story or correcting context. character’s

thoughts, words, or actions).

drama, drawing on specific details in the

inappropriate fragments and run-

ELACC4RF4: Read with sufficient accuracy and fluency to support comprehension.

text [e.g., a character’s thoughts, words, or actions].”).

ELACC4W3: Write narratives to develop

ons.

L.4.2: Demonstrate ELACC4RF3: Know ELACC4RL1: Refer to details real or imagined command of Literary Text: and apply grade- and examples in a text experiences or events conventions of Making Inferences phonics and word when explaining what the using effective standard English Identifying Theme

Week 2 analysis skills in decoding words.

text says explicitly and when drawing inferences

technique, descriptive details, and clear event

capitalization, punctuation, and

(Myths, Legends, etc.)

from the text. sequences. spelling when writing. a. Orient the reader by b. Use commas and Narrative Writing ELACC4RL2: Determine a establishing a situation quotation marks to theme of a story, drama, or and introducing a mark direct speech Using Commas and poem from details in the narrator and/or and quotations from Quotation Marks to

ELACC4RF3: Know and apply grade-level phonics and word analysis skills in decoding words.

characters; organize an event sequence that unfolds naturally.b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.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.

ELACC3W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. .ELACC4W5: With guidance and support from peers and adults, develop and strengthen

texts.L.4.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and are basic to particular topics (e.g., wildlife, conservation, andendangered when discussing animal preservation).

L.4.2: Demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization.

Mark Direct Speech and Quotations from Text

Literary Text: Identifying Theme (Myths, Legends,

etc.) Comparing and

Contrasting Themes

Narrative Writing

Capitalization

Week 3

Week 4

text; summarize the text.

ELACC4RL2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.

ELACC4RL9: 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.



ELACC4W2: Write informative/explanator y 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

L.4.1: Demonstrate command of 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).

ELACC4L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.b. Form and use progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

Literary Text: Compare and

Contrast point of view

Narrative Writing

Relative Pronouns

Informational Text:

Main Idea Summarizing Making Inferences

Informative Writing

Progressive Verb Tenses

ELACC4RL9: 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.

writing as needed by planning, revising, and editing.

ELACC4W6: With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others.

ELACC4RI1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

ELACC4RI2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Week 5

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.

ELACC3W4: Produce clear and coherent writing in which the development and

purpose, and audience. .ELACC4W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.


Week 6

ELACC4RF3: Know and apply grade- level phonics and word analysis skills in decoding words.

ELACC4RI1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

ELACC4RI2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

ELACC4L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

Informational Text:

Main Idea Summarizing

Making Inferences

Informative Writing

Modal Auxiliaries

Week 7 ELACC4RF3: Know and apply grade- level phonics and word analysis skills in decoding words.

ELACC4RI3: 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.

ELACC4L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

Informational Text:

Close Reading Explain concepts in informational texts

Informative Writing

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

Ordering Adjectives

Week 8


ELACC4RI8: Explain how an author uses reasons and evidence to support particular points in a text.

ELACC4RI3: 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.

ELACC4L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.e. Form and use prepositional phrases.

Informational Text:Close Reading Text Evidence

Informative Writing

Prepositional Phrases

Week 9



ELACC4RI3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific

ELACC4W9: Draw evidence from literary or informational texts to support analysis, reflections, and research.b. Apply grade 4 Reading standards to informational texts (e.g. “Explain how an author uses reasons and

ELACC4L4: 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.

Informational Text:

Close Reading Text Evidence

Informational Writing

Consulting Reference Materials

information in the text. evidence to support particular points in a text”).

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.

Week 10


ELACC4RL6: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

ELACC4L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.a. Use context as a clue to the meaning of a word or phrase.

Literary Text:

Point of View Comparing and

Contrasting

Context Clues


Week 11


ELACC4RL6: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

ELACC4W1: Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce a topic or text clearly, state an opinion, and create an

ELACC4L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly

Literary Text:

Point of View Comparing and

Contrasting

Greek and Latin Affixes and Roots

organizational structure in which related ideas are grouped to support the writer’s purpose.b. Provide reasons that are supported by facts and details.c. Link opinion and reasons using words and phrases (e.g. for instance, in order to, in addition).d. Provide a concluding statement or section related to the opinion presented.

ELACC4W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

ELACC4W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

ELACC4W6: With guidance and support

from a range of strategies. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g. telegraph, photograph, autograph)

Opinion Writing

Week 12


ELACC4RL7: Makeconnections 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.

ELACC4L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.g. Correctly use frequently confused words (e.g., to, too, two; there, their).

Literary Texts:Making Connections

Frequently Confused Words

Opinion Writing

Week 13


ELACC4RL7: Makeconnections 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.

ELACC4L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when

Literary Texts:Making Connections

Commas and Coordinating

Conjunctions in Compound Sentences

from adults, use technology to produce and publish writing as well as to interact and collaborate with others.

writing.c. Use a comma before a coordinating conjunction in a compound sentence.

Opinion Writing

Week 14


ELACC4RL4: 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).

ELACC4L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g. definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

Literary Text:

Vocabulary Development

Figurative Language

Context Clues

Opinion Writing

Week 15


ELACC4RI5: 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.

ELACC4RI8: Explain how an

ELACC4W2: Write informative/explanator y 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

ELACC4L4: 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.

Informational Text:Text Structures Text Evidence


Greek & Latin Affixes and Suffixes

Week 16

Week 17



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.

ELACC3W4: Produce clear and coherent

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g. telegraph, photograph, autograph)

ELACC4L1: 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).

author uses reasons and evidence to support particular points in a text.




ELACC4L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.b. Form and use the

Informational Text: Text Structures- Comparing and

Contrasting

InformationalWriting

Informational Text: Text Structures Text Evidence


Relative Pronouns

ELACC4RI6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

writing in which the development and organization are appropriate to task, purpose, and audience. .ELACC4W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.


progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

Progressive Tense Verbs

Week 18

ELACC4RF3: Know and apply grade- level phonics and word analysis skills in decoding word


ELACC4RI6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

ELACC4L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

Informational Text:Text Structures- Comparing and

Contrasting


Modal Auxiliaries

Week 19


ELACC4RL5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, dialogue, stage directions)

ELACC4W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 4 Reading standards to literature (e.g.

ELACC4L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Explain the meaning of simple similes and

Poetry/Drama:Poetry Elements

Identifying Theme

Similes and Metaphors

Narrative Writing

Week 20



when writing or speaking about text


ELACC4RL5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, dialogue, stage directions) when writing or speaking about textELACC4RL2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.

ELACC4RL5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g.,

verse, rhythm, meter) and drama (e.g., casts of characters, settings, dialogue, stage directions) when writing or speaking about text

“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].”).

ELACC4W3: Write narratives to develop real or imagined experiences or events using effective technique,

descriptive details, and clear event sequences.a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.c. Use a variety of transitional words and phrases to manage the sequence of events.d. Use concrete words

Poetry/Drama: Poetry Elements

Identifying Theme

Idioms, Adages, and Proverbs

Narrative Writing

Week 21

metaphors (e.g. as pretty as a picture) in context.

ELACC4L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.c. Demonstrate understanding of words by relating them to their

Poetry/Drama: Drama Elements Identifying Theme

Synonyms & Antonyms

Narrative Writing

ELACC4L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.b. Recognize and explain the meaning of common idioms, adages, and proverbs.

Primary Source Readers: Early CongressesBen FranklinThe ConstitutionBill of RightsJohn Jay

Primary Source Readers: Early CongressesBen FranklinThe ConstitutionBill of RightsJohn JaySimple Machines and InventionsEdHeads (simple machines simulationLeonardo

Primary Source Readers: Early CongressesBen FranklinThe ConstitutionBill of RightsJohn Jay


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

opposites (antonyms) and to words with similar but not identical meanings (synonyms).

ELACC4RF3: Know ELACC4RL5: Explain major events. ELACC4L6: Acquire Poetry/Drama: and apply grade- differences between and use accurately level phonics and

word analysis skillspoems, drama, and prose, and refer to the structural

ELACC3W4: Produce clear and coherent

grade-appropriate general academic and

Drama Elements Identifying Theme

in decoding words. elements of poems (e.g., verse, rhythm, meter) and

writing in which the development and

domain-specific vocabulary, including Academic and

drama (e.g., casts of organization are words and phrases Domain-Specific characters, settings,

dialogue, stage directions)appropriate to task, purpose, and audience.

that signal precise actions, emotions, or

Vocabulary

when writing or speaking . states of being (e.g. Narrative WritingWeek 22 about text


ELACC4W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.


quizzed, whined, stammered) and words and phrases basic to a particular topic (e.g. wildlife conservation, and endangered when discussing animal preservation).

Week 23 ELACC4W1: Write ELACC4RF3: Know ELACC4RI7: Interpret opinion pieces on ELACC4L3: Use Informational Text:

and apply grade- information presented topics or texts, knowledge of Graphic Features

Week 24

Week 25

level phonics and word analysis skills in decoding words.



visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or elements on Web pages) and explain how the information contributes to an understanding of the text it appears in

ELACC4RI7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or elements on Web pages) and explain how the information contributes to an understanding of the text it appears in

ELACC4RI9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

supporting a point of view with reasons.a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.b.Provide reasons that are supported by facts and details.c. Link opinion and reasons using words and phrases (e.g. for instance, in order to, in addition).d.Provide a concluding statement or section related to the opinion presented.

ELACC4W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

ELACC4W5: With guidance and support from peers and adults, develop and strengthen writing as needed by

language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely.ELACC4L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. b. Choose punctuation for effect

ELACC4L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. c. Differentiate between contexts that call for formal English (e.g. presenting ideas) and situations where

S4L1. Students will describe the roles of organisms and the flow of energy within an ecosystem.

Social Studies Unit: Westward Expansion SS4H6 The student will explain westward expansion of America between 1801 and 1861.

Primary Source Readers: Expanding the Nation Lewis & Clark

Extended Text: Westward to Home: Joshua’s Oregon Trail Story by Patricia Hermes

Westward Movement Social StudiesLibrary:Ten Mile Day by Mary Ann FraserThe Battle of the Alamo by Gary JeffreyA Timeline of the California Gold Rush by Kerri O’DonnellHow We Crossed the West: The Adventuresof Lewis and Clark by Rosalyn SchanzerDaily Life in a Covered by Paul Erickson(in the Resource Box)

What’s the Point-Comparing Text Center: Wagon Train to Oregon & 1846: Heading West

Leveled Sets: Life in the West by Teresa Domnauer

(charts, diagrams, timelines,

animations, etc.)

Choosing Words & Phrases to Convey

Ideas

Opinion Writing

Informational Text: Graphic Features (charts, diagrams,

timelines, animations, etc.)

Using Punctuation for Effect

Opinion Writing

Informational Text: Compare and

Contrast Two Texts on the same topic

Informal vs. Informal Language

Opinion Writing

planning, revising, and editing.


informal discourse is appropriate (e.g. small-group discussion.)

Children of the Wild Westby Russell FreedmanYou Wouldn’t Want to be an AmericanPioneer! A Wilderness You’d Rather NotTame by Jacqueline Morley

Week 26


ELACC4RI9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

ELACC4L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.d. Order adjectives within sentences according to conventional patterns (e.g. a small red bag rather than a red small bag).

Informational Text:The Lewis and Clark Expeditionby John Perritano

Research and Respond Comprehension Center:“Sacagawea, Teenage Explorer”“The Way West”

Compare and Contrast Two Texts on the same topic

Ordering Adjectives

Opinion Writing

Week 27


ELACC4RL1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

ELACC4W2: Write informative/explanator y texts to examine a topic and convey ideas and information clearly.

ELACC4L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.e. Form and use prepositional phrases.

Informational Text:

Weeks 27-31Science Unit:Survival & Extinction of Organisms S4L2. Students will identify factors that affect the survival or extinction of organisms such as adaptation, variation of behaviors (hibernation), and external features (camouflage and protection).

Social Studies Unit:Personal FinanceSS4E2 The student will identify the elements of a personal budget and explain

Compare and Contrast Two Texts on the same topic

Prepositional Phrases


Week 28




ELACC4W9: 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].”).ELACC4W3: Write narratives to develop

ELACC4L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.f. Produce complete sentences, recognizing and correcting rhetorically poor fragments and run-ons.ELACC4L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.g. Correctly use frequently confused words (e.g. to, too, two; there, their).

ELACC4L2: Demonstrate command of the conventions of standard English capitalization,

why personal spending and saving decisions are important.

Online Resourceshttp://mrnussbaum.com/habitatmaker2

Personal FinanceIt's My Life Secret Millionaires Club Financial Literacy Video lessonsMinyanland

Junior Achievement-Personal Finance

Week 29

Week 30




Literary Texts: Cumulative Review

(All Standards)

Sentences, Fragments, and Run-

ons


Literary Texts: Cumulative Review

(All Standards)

Frequently Confused Words

Narrative Writing

Informational Text: Cumulative Review

(All Standards)

Capitalization

real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

punctuation, and spelling when writing.a. Use correct capitalization

Narrative Writing

Week 31



ELACC4W1: Write opinion pieces on topics or texts, supporting a point of view with reasons.

ELACC4L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.b. Use commas and quotation marks to mark direct speech and quotations from a text.

Informational Text:

Cumulative Review

(All Standards)

Using Commas and Quotations Marks

Opinion Writing

Week 32 GMAP Testing

Week 33 GMAP Testing

Week 34

ELACC5RF.5.3 - Know and apply grade-level phonics and word analysis skills in decoding words.

ELACC5RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.

ELACC5RL1: Quote

ELACC5W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

ELACC5L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Literary Texts:

Text Evidence Narrative Writing

accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.(Preview of 5th Grade Standards)

Week 35

ELACC5RF.5.3 - Know and apply grade-level phonics and wordanalysis skills in decoding words

ELACC5RL3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

(Preview of 5th Grade Standards)



Literary Texts:

Story Elements Text Evidence

Narrative Writing

Week 36

ELACC5RF.5.3 - Know and apply grade-level phonics and wordanalysis skills in decoding words.

ELACC5RL2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.(Preview of 5th Grade Standards)



Literary Texts:


Narrative Writing

Week 37 ELACC5RF.5.3 - Know and apply grade-level phonics and word

ELACC5RL2: Determine a theme of a story, drama, or poem from details in the text, including how

ELACC5W3: Write narratives to develop real or imagined experiences or events

ELACC5L3: Use knowledge of language and its conventions when

Literary Texts:


analysis skills in decoding words.

characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.(Preview of 5th Grade Standards)

using effective technique, descriptive details, and clear event sequences.

writing, speaking, reading, or listening.

Narrative Writing

Ongoing Speaking & Listening StandardsComprehension and Collaboration(ELACC4SL1)Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.b. Follow agreed-upon rules for discussions and carry out assigned roles.c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

(ELACC4SL2)Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (ELACC4SL3) Identify the reasons and evidence a speaker provides to support particular points.

Presentation of Knowledge and Ideas(ELACC4SL5) 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.(ELACC4SL6) Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.(ELACC4SL7) 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 on pages 28 and 29 for specific expectations.)

Technology:

Reading, Writing, and Skills Block

http://readingandwritingproject.com/resources/classroom-libraries/text-

sets.html http://www.turtlediary.com/kids-stories.html

http://www.k12reader.com

http://www.eduplace.com/kids/hme/k_5/grammar/

www.storyplace.org/sp/storyplace.asp

http://www.comprehensiontoolkit.com/gradek_2/spanishTexts.asp

http://en.childrenslibrary.org

http://tech4elementary.pbworks.com/w/browse/#view=ViewAllObjects

http://www.studyspanish.com/verbs/lessons/justar.htm

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