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New Bedford School District
ELA-Grade 4 Units of Study
Standards to Embed in Everyday Instruction
Curriculum Map
Unit 1: Key Ideas and Details
Unit 2: Key Details and Craft and Structure
August 2015
Unit 3: Craft and Structure (4.3)
Unit 4: Integration of Knowledge and Ideas (4.4)
Unit 5: Integration of Knowledge and Ideas, Part 1
New Bedford Grade 4 Unit-Based Curriculum Map
1
How to Use this Document
The New Bedford Grade 4 Curriculum Map outlines the units expected to be covered within
each academic year. The map provides details on timing, topic, the Big Question, Reading/
Writing/Language purposes, and end of unit assessment. The purpose of the curriculum map is
to assist teachers in planning their ELA instruction so that their students can meet grade-level
skills by the end of the school year.
Within the curriculum map, unit plans specify the ELA standards (as identified from the 2011
Massachusetts Framework for English Language Arts and Literacy) students are expected to
master for each unit—these include Reading (Literature and Informational Text), Writing,
Language, and Foundational Skills standards. The unit plans also identify the relevant texts and
assessments (i.e., unit assessments and any district required assessments).
Educators should keep in mind that while specific Speaking & Listening standards and Language
standards are not identified, teachers are expected to integrate these standards throughout all
units/lessons as appropriate. In particular, vocabulary development (L4.4) should be taught on
a daily basis, with students using the newly acquired words in their daily writing and
conversations. Please see the following page for a list of these standards.
Additionally, this document does not address accommodations for ELL/WIDA standards or tier
II/III instruction, so teachers will need to provide appropriate accommodations as they see fit.
What does this mean for teachers?
Teachers can use this document to develop lesson plans with even greater focus than before. It
provides the skill-based content that teachers should be teaching in each unit, while Reading
Street provides teachers with a variety of resources to do so.
What does this mean for administrators and TLSs?
Administrators and TLSs can use this document to understand the content that students in each
grade need to master by the end of the year, and the map teachers are using to help their
students achieve mastery of the grade level standards. This document provides a map of which
content teachers should be focusing on during each time of the school year, which will support
administrators in their role as instructional leaders.
New Bedford Grade 4 Unit-Based Curriculum Map
2
Standards to Embed in Everyday Instruction
Language
L.1.: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
o Use relative pronouns (who, whose, whom, which, that) and relative adverbs
(where, when, why).
o Form and use the progressive (e.g., I was walking; I am walking; I will be walking)
verb tenses.
o Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
o Order adjectives within sentences according to conventional patterns (e.g., a small
red bag rather than a red small bag).
o Form and use prepositional phrases.
o Produce complete sentences, recognizing and correcting inappropriate fragments
and run-ons.*
o Correctly use frequently confused words (e.g., to, too, two; there, their).*
o MA.1.h.: Write legibly by hand, using either printing or cursive handwriting.
For the use of computer technology in writing, see Writing standard 6.
L.2.: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
o Use correct capitalization.
o Use commas and quotation marks to mark direct speech and quotations from a text.
o Use a comma before a coordinating conjunction in a compound sentence.
o Spell grade-appropriate words correctly, consulting references as needed.
L.3.: Use knowledge of language and its conventions when writing, speaking, reading,
or listening.
o Choose words and phrases to convey ideas precisely.*
o Choose punctuation for effect.*
o 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 and multiple-meaning words and
phrases based on grade 4 reading and content, choosing flexibly from a range of
strategies.
o Use context (e.g., definitions, examples, or restatements in text) as a clue to the
meaning of a word or phrase.
New Bedford Grade 4 Unit-Based Curriculum Map
3
o Use common, grade-appropriate Greek and Latin affixes and roots as clues to the
meaning of a word (e.g., telegraph, photograph, autograph).
o 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.5.: Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
o Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in
context.
o Recognize and explain the meaning of common idioms, adages, and proverbs.
o Demonstrate understanding of words by relating them to their opposites (antonyms)
and to words with similar but not identical meanings (synonyms).
*These skills and understandings are particularly likely to require continued attention in
higher grades.
Speaking and Listening
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.
o 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.
o Follow agreed-upon rules for discussions and carry out assigned roles.
o 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.
o Review the key ideas expressed and explain their own ideas and understanding in
light of the discussion.
SL.2.: Paraphrase portions of a text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally.
SL.3.: Identify the reasons and evidence a speaker provides to support particular points.
SL.4.: Report on a topic or text, tell a story, or recount an experience in an organized
manner, using appropriate facts and relevant, descriptive details to support main ideas
or themes; speak clearly at an understandable pace.
SL.5.: Add audio recordings and visual displays to presentations when appropriate to
enhance the development of main ideas or themes.
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.
Ne
w B
ed
for
d G
ra
de
4 U
nit
-Ba
se
d C
ur
ric
ulu
m M
ap
4
U
nit
1
Un
it 2
U
nit
3
Un
it 4
U
nit
5
Tim
ing
2nd w
k o
f S
ept-
End o
f O
ct
Nov 1
- E
nd o
f D
ec
1st w
k o
f Jan
-Fe
b V
acatio
n
4th w
k o
f F
eb-A
pril B
reak
1st w
k o
f M
ay-E
OY
RS
Unit
Tu
rnin
g P
oin
ts
Te
am
work
P
att
ern
s in N
atu
re
Puzzle
s a
nd M
yste
rie
s
Adventu
res b
y L
and, A
ir,
and
Wate
r
Big
Q
uestio
n
What can w
e d
iscover
from
new
pla
ces a
nd p
eople
?
What
is the v
alu
e o
f te
am
work
?
What are
som
e p
att
ern
s in
natu
re?
Is t
here
an e
xpla
natio
n f
or
every
thin
g?
W
hat m
akes a
n a
dventu
re?
Readin
g
Purp
ose
Stu
dents
will
be a
ble
to id
entify
and u
se k
ey id
eas a
nd d
eta
ils
to u
nders
tand a
nd a
naly
ze a
te
xt.
Stu
dents
will
be a
ble
to u
se
key id
eas a
nd d
eta
ils t
o b
egin
unders
tandin
g t
he c
raft
and
str
uctu
re o
f a text.
Stu
dents
will
be a
ble
to u
se
their u
nders
tandin
g o
f key
ideas, deta
ils, cra
ft,
and
str
uctu
re to inte
gra
te
know
ledge a
nd id
eas fro
m
one o
r m
ore
texts
to e
valu
ate
specific
cla
ims a
nd
arg
um
ents
.
Stu
dents
will
be a
ble
to u
se
their u
nders
tandin
g o
f key
ideas, deta
ils, cra
ft,
and
str
uctu
re to inte
gra
te k
now
ledge
and id
eas fro
m o
ne o
r m
ore
te
xts
and e
valu
ate
sp
ecific
cla
ims o
r arg
um
ents
.
Stu
dents
will
be a
ble
to u
se
their u
nders
tandin
g o
f key
ideas, deta
ils, cra
ft,
and
str
uctu
re to inte
gra
te
know
ledge a
nd id
eas fro
m
multip
le t
exts
/form
ats
, in
clu
din
g a
naly
zin
g h
ow
diffe
rent te
xts
addre
ss s
imila
r to
pic
s.
Writin
g
Purp
ose
Stu
dents
will
be a
ble
to w
rite
a
narr
ative.
Refe
r to
the G
rade 4
- W
ritin
g R
efe
rence G
uid
e.
Stu
dents
will
be a
ble
to
Write
a L
itera
ry A
naly
sis
E
ssay.
Refe
r to
the G
rade 4
- W
ritin
g R
efe
rence G
uid
e.
Stu
dents
will
be a
ble
to w
rite
a
Researc
h S
imula
tio
n E
ssay
Refe
r to
Gra
de 4
- W
ritin
g R
efe
rence G
uid
e.
Stu
dents
will
be a
ble
to
Write
a N
arr
ative
Refe
r to
Gra
de 4
- W
ritin
g R
efe
rence G
uid
e.
Stu
dents
will
be a
ble
to w
rite
an I
nfo
rmative/E
xpla
nato
ry
essay u
sin
g the L
itera
ry
Analy
sis
form
at.
Refe
r to
Gra
de 4
-Writin
g
Refe
rence G
uid
e.
Language
Purp
ose
Dete
rmin
e o
r cla
rify
the
meanin
g o
f unknow
n a
nd m
ulti-
meanin
g w
ord
s a
nd p
hra
ses
based o
n g
rade 4
readin
g a
nd
conte
nt, c
hoosin
g fle
xib
ility
fr
om
a r
ange o
f str
ate
gie
s.
Use c
onte
xt
(e.g
., d
efinitio
ns,
exam
ple
s, or
resta
tem
ents
in
te
xt)
as a
clu
e to the m
eanin
g
of
a w
ord
or
phra
se).
Acquire a
nd u
se a
ccura
tely
, gra
de a
ppro
pria
te g
enera
l academ
ic a
nd d
om
ain
specific
w
ord
s a
nd p
hra
ses, in
clu
din
g
those that sig
nal pre
cis
e
actio
ns, em
otio
ns,
or
sta
tes o
f bein
g (
e.g
., q
uiz
zed,
whin
ed,
sta
mm
ere
d).
Acquire a
nd u
se a
ccura
tely
gra
de-a
ppro
pria
te g
enera
l academ
ic a
nd d
om
ain
specific
w
ord
s a
nd p
hra
ses, in
clu
din
g
those that sig
nal pre
cis
e
actio
ns, em
otio
ns,
or
sta
tes o
f bein
g a
nd a
re b
asic
to a
part
icula
r to
pic
(e
.g., w
ildlif
e,
conserv
atio
n, and e
ndangere
d
when d
iscussin
g a
nim
al
pre
serv
atio
n).
Acquire a
nd u
se a
ccura
tely
gra
de-a
ppro
pria
te g
enera
l academ
ic a
nd d
om
ain
specific
w
ord
s a
nd p
hra
ses, in
clu
din
g
those that sig
nal pre
cis
e
actio
ns, em
otio
ns,
or
sta
tes o
f bein
g a
nd a
re b
asic
to a
part
icula
r to
pic
(e
.g., w
ildlif
e,
conserv
atio
n, and e
ndangere
d
when d
iscussin
g a
nim
al
pre
serv
atio
n).
Acquire a
nd u
se a
ccura
tely
gra
de-a
ppro
pria
te g
enera
l academ
ic a
nd d
om
ain
specific
w
ord
s a
nd p
hra
ses, in
clu
din
g
those that sig
nal pre
cis
e
actio
ns, em
otio
ns,
or
sta
tes o
f bein
g a
nd a
re b
asic
to a
part
icula
r to
pic
(e
.g., w
ildlif
e,
conserv
atio
n, and e
ndangere
d
when d
iscussin
g a
nim
al
pre
serv
atio
n).
Unit T
est
Readin
g S
treet
Unit T
est
Com
mon F
orm
ative
Assessm
ent W
ritin
g;
Narr
ative
Readin
g S
treet
Unit T
est
Com
mon F
orm
ative
Assessm
ent W
ritin
g;
Litera
ry A
naly
sis
Readin
g S
treet
Unit T
est
Com
mon F
orm
ative
Assessm
ent
Researc
h S
imula
tio
n
Readin
g S
treet
Unit T
est
Com
mon F
orm
ative
Assessm
ent
Narr
ative
Readin
g S
treet
Unit T
est
Com
mon F
orm
ative
Assessm
ent W
ritin
g;
Litera
ry A
naly
sis
and
Researc
h S
imula
tio
n
New Bedford Grade 4 Unit-Based Curriculum Map
5
Unit 1: Key Ideas and Details
Timing 2nd
wk of Sept- End of Oct (4.1)
Topic of RS Unit Turning Points
Big Question What can we discover from new places and people?
Reading Purpose
Students will be able to identify and use key ideas and details to understand and analyze a text.
Literary Texts Because of Winn Dixie (RS) A Film with a Message of Hope (RS) Lewis and Clark and Me (RS) On the Banks of Plum Creek (RS) The Horned Toad Prince (RS) The Fox and the Tiger (RS) Teachers will select supplemental texts from the Reading Street Leveled Library
What Skills Look Like in 4th Grade
Literature
Students will be able to:
Refer to details and examples in a text when explaining what the text says explicitly (RL 4.1)
Determine a theme of a story, drama, or poem from details in the text; summarize the text (RL 4.2)
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g.; a character’s thoughts, words, or actions (RL 4.3)
Informational Texts
Ellen Ochoa: Space Pioneer (RS) Laura Ingalls Wilder-Online Reference Sources (RS) Letters Home from Yosemite (RS) The Bison of Caprock Canyons (RS) Teachers will select supplemental texts from the Reading Street Leveled Library.
What Skills Look Like in 4th Grade
Info. Texts
Students will be able to:
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text (RI 4.1)
Determine the main idea of a text and explain how it is supported by key details; summarize the text (RI 4.2)
Explain events , procedures, ideas, or concepts in a historical, scientific or technical text, including what happened and why, based on specific information in the text (RI 4.3)
Foundational Skills
Word Analysis
Students will be able to:
Construct and decode words with word endings ed, ing, ist, ive, ness, or, and er.
Identify and synonyms, antonyms and multiple meaning words . Fluency
Students will be able to read with sufficient fluency, phrasing, accuracy, and rate to support grade-level comprehension.
Writing Purpose Students will be able to: (narrative and expository organization and voice (word choice))
Write a narrative to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Use dialogue and transition words (W 4.3)
Write routinely over extended time frames (time for research, reflection, and revision,) and shorter time frames (a single sitting, or a day or two) for a range of discipline-specific tasks, purposes, and audiences (W 4.10)
Language Purpose
Students will be able to:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibility 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. (L4.4)
Unit Assessment Reading: Reading Street Weekly and Unit Tests Writing: Refer to the Grade 4-Writing Reference Guide; Common Formative Assessment-Narrative
District Tests During Unit
BOY Galileo
DIBELS
Common Formative Assessment for Narrative Writing
New Bedford Grade 4 Unit-Based Curriculum Map
6
Unit 2: Key Details and Craft and Structure
Timing Nov 1- End of Dec (4.2)
Topic of RS Unit Teamwork
Big Question What is the value of teamwork?
Reading Purpose
Students will be able to use key ideas and details to begin understanding the craft and structure of a text.
Literary Texts What Jo Did (RS) Stickfast Hoop (RS) Coyote School News (RS) Scene Two (RS) Home and Front Porch (RS)
What Skills Look Like in 4th
Grade Literature
Students will be able to:
Determine a theme of a story, drama, or poem from details in the text, summarize the text. (RL 4.2)
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions) (RL 4.3)
Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean) (RL 4.4)
Informational Texts
How to Start a School Newspaper (RS) Horse Heroes: True Stories of Amazing Horses (RS) Riding the Pony Express (RS) So You Want to Be President? (RS) Our National Parks (RS)
What Skills Look Like in 4th Grade Info.
Texts
Students will be able to:
Determine the main idea of a text and explain how it is supported by key details; summarize the text (RI 4.2)
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. (RI 4.3)
Determine the meaning of general academic, and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area (RI 4.4)
Foundational Skills
Word Analysis Students will be able to:
Construct, decode, and read words with words ending in “s” “es”, and prefixes using “un,” and “in”.
Fluency Students will be able to read with sufficient fluency, phrasing, accuracy, and rate to support grade-level comprehension.
Writing Purpose Students will be able to:
Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (W 4.2)
Introduce a topic and develop a topic using facts, ideas, phrases, and specific vocabulary. (W 4.2)
Language Purpose
Students will be able to:
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)(L4.6)
Unit Assessment Reading: Reading Street Weekly and Unit Tests Writing: Refer to Grade 4-Writing Reference Guide; Common Formative Assessment- Literary Analysis
District Tests During Unit
DIBELS
MOY Galileo
Common Formative Assessment for Literary Analysis
New Bedford Grade 4 Unit-Based Curriculum Map
7
Unit 3: Craft and Structure (4.3) Timing 1
st week of January-February vacation
Topic of RS Unit Patterns in Nature
Big Question What are some patterns in nature?
Reading Purpose Students will be able to use their understanding of key ideas, details, craft, and structure to integrate knowledge and ideas from one or more texts and evaluate specific claims and arguments
Literary Texts How Night Came from the Sea (RS) The Ant and the Bear (RS) Paul Bunyan (RS) Teachers will select additional poems, songs, etc. from the Reading Street Leveled Library
What Skills Look Like in 4th Grade
Literature
Students will be able to:
Determine the meaning of words or phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). (RL4.4)
Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions when writing or speaking about a text. (RL4.5)
Compare and contrast the point of view from which different stories are narrated, including the difference between first-and third-person narrations. (RL4.6)
Informational Texts
The Man Who Named the Clouds (RS) My Weather Journal (RS) Adelina’s Whales (RS) Sea Animals on the Move (RS) Eye of the Storm (RS) Severe Weather Safety (RS) A Very Grand Canyon (RS) Teachers will select supplemental texts from the Reading Street Leveled Library.
What Skills Look Like in 4th Grade
Info. Texts
Students will be able to:
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 4 topic or subject area (RI4.4)
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. (RI4.5)
Compare and contrast a firsthand and a second hand account of the same event or topic; describe the differences in focus and the information provided. (RI4.6)
Foundational Skills
Word Analysis Students will be able to:
Construct, decode, and read words with Latin and Greek roots such as: Greek roots; bio-, phon, graph; Latin roots such as: struct, scrib, and script. Spelling
Students will be able to:
Add word endings: ed, ing; identify and understand homophones and compound words, and understand the vowel sound ou and how to properly use possessives.
Fluency
Students will be able to read with expression and appropriate phrasing.
Writing Purpose Students will be able to:
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (W4.5)
With guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. (W4.6)
Conduct short research projects that build knowledge through investigation of different aspects of a topic. (W4.7)
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (W4.8)
Draw evidence from literary or informational texts to support analysis, reflection, and research. (W4.9)
Language Purpose
Students will be able to:
Acquire and use accurately, when writing and speaking, grade-appropriate conversational, general academic and domain specific words and phrases, including those that signal precise actions, emotions, or states of being, and are basic to a particular topic(e.g., wildlife, conservation, and endangered when discussing animal preservation) (L4.6)
Unit Assessment Reading: Reading Street Weekly and Unit Tests Writing: Refer to Grade 4-Writing Reference Guide; Common Formative Assessment-Research Simulation
District Tests During Unit
DIBELS
New Bedford Grade 4 Unit-Based Curriculum Map
8
Unit 4: Integration of Knowledge and Ideas (4.4)
Timing 2nd week of March- End of April
Topic of RS Unit Puzzles and Mysteries
Big Question
Is there an explanation for everything?
Reading Purpose Students will be able to use their understanding of key ideas, details, craft, and structure to integrate knowledge and ideas from one or more texts and evaluate specific claims or arguments.
Literary Texts The Case of the Gasping Garbage(RS) Encyclopedia Brown (RS) The Young Detectives of Potterville Middle School (RS) Integrate a series of books with the same author and characters to access (R.L. 4. 9)
What Skills Look Like in 4th Grade
Literature
Students will be able to:
Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. (R.L. 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. (RL. 4.7)
Informational Texts
Mr. Talberg’s Famous Bread Recipe (Recipe) (RS) Encantado: Pink Dolphin of the Amazon (RS) Mysterious Animals (RS) Navajo Code Talkers (RS) Your Own Secret Language (RS) Seeker of Knowledge (RS) Making Mummies (RS) Teachers will select supplemental texts from the Reading Street Leveled Library.
What Skills Look Like in 4th Grade
Info. Texts
Students will be able to:
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. (R.I.4.5.)
Interpret information presented visually, orally, or quantitatively (e.g., in charts, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. (RI 4.7.)
Foundational Skills Word Analysis Students will be able to:
Construct, decode, and read words with singular and plural nouns, kinds of pronouns, pronouns and antecedents, constants: /j/, /ks/, and /kw/, Prefixes im,-in,-un,-dis, –in. Greek and Latin prefixes: trans-, tele, amphi, and –anti. Suffixes, -ian, ist, and ism. Consonants: /j/, /ks/, and /kw/. Consonant digraph /sh/.
Synonyms and antonyms
Contractions and negatives
Possessive pronouns Fluency
Students will be able to read with sufficient fluency, accuracy, and rate to support grade-level comprehension.
Writing Purpose Students will be able to use selected vocabulary words from the unit to:
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Use dialogue and a variety of transitional words and phrases to manage the sequence of events. (W 4.3)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames ( a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (W 4.10)
Language Purpose Students will be able to:
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)M and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). (L.4.6.)
Unit Assessment Reading: Reading Street Weekly and Unit Tests Writing: Refer to Grade 4- Writing Reference Guide; Common Formative Assessment- Narrative
District Tests During Unit
DIBELS
PARCC
New Bedford Grade 4 Unit-Based Curriculum Map
9
Timing 1st week of May-EOY (4.5)
Topic of RS Unit Adventures by Land, Air, and Water
Big Question What makes an adventure?
Reading Purpose Students will be able to use their understanding of key ideas, details, craft, and structure to integrate knowledge and ideas from multiple texts/formats, including analyzing how different texts address similar topics.
Literary Texts Smokejumpers (RS) Camp with Care (RS) Cliff Hanger (RS) Moonwalk (RS) A Walk on the Moon (RS) Add Reading Street leveled texts to the selection.
What Skills Look Like in 4th Grade
Literature
Students will be able to:
Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. (RL. 4.7)
Locate and analyze examples of similes and metaphors in stories, poems, folktales, and plays, and explain how these literary devices enrich the text. (MA.8.A)
Informational Texts Lost City (RS) Rock Climbing (RS) Antarctic Journal (RS) Swimming Towards Ice (RS) Add Reading Street leveled texts to the selection.
What Skills Look Like in 4th Grade Info.
Texts
Students will be able to:
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. (RI 4.7)
Explain how an author uses reasons and evidence to support particular points in a text. (RI 4.8)
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (RI 4.9)
Foundational Skills Word Analysis Students will be able to:
Construct and read words with homographs, Greek and Latin roots and synonyms.
Suffixes: “ous, able, ible, and ion.”
Student will understand: Adjectives and Articles, adverbs and comparative and superlative adjectives and adverbs:
Students will be able to use in sentences: Prepositional and preposition phrases. Fluency Students will be able to read with sufficient fluency, accuracy, and rate to support grade-level comprehension.
Writing Purpose Students will be able to:
Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly with facts, definitions, and provide a concluding statement or section related to the information or explanation presented. (W 4.2)
Students will be able to:
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (W4.5)
With guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. (W4.6)
Conduct short research projects that build knowledge through investigation of different aspects of a topic. (W4.7)
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (W4.8)
Draw evidence from literary or informational texts to support analysis, reflection, and research. (W4.9)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences). (W 4.10)
Language Purpose Students will be able to:
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). (L4.6)
Unit Assessment Reading: Weekly and Unit Reading Street tests/assessments. Writing: Refer to the Grade 4-Writing Reference Guide; Common Formative Assessment-Literary Analysis and Research Simulation
District Tests During Unit
PARC
EOY Galileo and DIBELS