ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4 Describe in depth a character, setting ... • Frindle, Clements • Last Holiday, ... ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4

2011

ENGLISH LANGUAGE ARTS CURRICULUM

GRADE 4

ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4

Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair

2/24/2012 Middletown Public Schools 1




STANDARDS Book Chapter BENCHMARKS

Middletown Public Schools INSTRUCTIONAL

STRATEGIES RESOURCES ASSESSMENT

EVIDENCE 1. READING –

LITERATURE

1.1 Key Ideas and

Details

Students

1.1.1 Refer to details and examples in a text when explaining what the

text says explicitly and when drawing inferences from the text.

• Make inferences about problem, conflict, or solution.

R–4–5.3 (state assessment) (RL.4.1)

• Make logical predictions. R–4–5.1 (state assessment) o e.g. book walk picture walk, literature circles

1.1.2 Determine a theme of a story, drama, or poem from details in the

text; summarize the text. (RL.4.2) • Paraphrase or summarize key ideas/plot, with major

events sequenced, as appropriate to text. R–4–4.2

(state assessment)

• Identify author’s message or theme. R–4–5.5 (state

assessment)

o e.g. readers’ notebook, literature circles

1.1.3 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). (RL.4.3) • Describe main characters’ physical characteristics or

personality traits; or provide examples of thoughts,

words, or actions that reveal characters’ personality

traits. R–4–5.2 (state assessment)

• Identify or describe character(s), setting, problem/

solution, major events, or plot, as appropriate to text;

or identify any significant changes in character(s) over

time. R–4–4.1 1 (state assessment)

• R–4–5.6 Identify causes or effects, including possible

motives of characters.

The teacher

Models the following reading strategies

• using prior knowledge

• sampling a page for readability

• summarizing

• predicting and making text based

inferences

• determining importance

• generating literal, clarifying, and

inferential questions

• constructing sensory images (making

pictures in one’s mind)

• making connections (text to self, text

to text, and text to world)

• taking notes

• locating, using and analyzing text

features e.g. transition words,

subheadings, bold/italicized

• using text structure clues, e.g.

chronological, cause/effect,

compare/contrast, proposition and

support, description, classification,

logical sequential

• using metacognition strategies for

understanding text

Facilitates comprehension strategies

• making connections

• questioning

• visualizing

• inferring


• synthesizing information

• self-monitoring or fix-up

• predicting

• summarizing

Models the use of graphic organizers:

• sequence organizers (chains, cycle),

• concept development (mind map),

• compare/contrast organizers (Venn

diagrams, comparison charts),

• organizers (word web, concept map),

• evaluation organizers (charts, scales),

• categorize/classify organizers

(categories, tree)

Textbook

Core Books Lexile rates

770-980

LITERATURE, REQUIRED

• Chris Van Allsburg, author

study

• Frindle, Clements

• Last Holiday, Clements

• The Janitors Boy, Clements

• The School Story, Clements

LITERATURE, SUGGESTED

• Holes, Louis Sachar

• Maniac Magee, Spinelli

• Something Upstairs, Avi

• The Library Card, Spinelli

• There’s a Boy in the Girls’

Bathroom, Louis Sachar

Literary text

• Poetry, plays, fairytales,

fantasy, fables, realistic

fiction, folktales, historical

fiction, mysteries

INFORMATIONAL

• Map Essentials

• Rhode Island

• Scholastic News • Science trade books

o human body o force (push/pull)

gravitational o constellations o food chain

Informational text

• Reports, encyclopedias,

children’s magazines,

content trade books,

student newspapers,

textbooks, biographies,

Internet websites, etc.

Supplementary books/material

REQUIRED

COMMON

ASSESSMENTS • NECAP Benchmark Problems

• NWEA

• DRA 2/Running Records

• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS • AIMSweb

• Anecdotal records

• A-Z

• Exhibits

• Interviews

• Graphic organizers

• Journals

• Map essentials

• Multiple Intelligences

assessments e.g. role playing

– bodily kinesthetic, graphic

organizing – visual,

collaboration- interpersonal

• Oral presentations

• Performance/problem-

based/common tasks

• Readers’ notebook

• Rigby

• Rubrics







EVIDENCE

o e.g. readers’ notebook, response to literature,

literature circles, oral reports, book walks, book

group, performance based tasks, and graphic

organizers

REQUIRED ASSESSMENTS – REMOVED FOR PUBLIC VIEW

• relational organizers (fish bone, pie

chart)

Employs best practice reading strategies

• read aloud

• think aloud

• shared reading

• guided reading

• self-selected reading

Models readers’/writers’ workshop

Facilitates

• literature circles

• readers’ theater

• 7 Keys to Comprehension:

How to Help Your Kids Read

It and Get It, Zimmermann,

Hutchins

• Common Core Curriculum

Maps

www.commoncore.org/maps

• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects

• Formative Assessment and

Standards-Based Grading,,

Classroom Strategies That

Work, Marzano

• Grade Level and Grade Span Expectations for English Language Arts

• Literature circles, Daniels

• Mosaic of Thought, Keene,

Zimmerman

• Reading Essentials, Routman

• Rhode Island PreK-12 Literacy Policy

• Strategies that Work, Non

Fiction Matters, Harvey

Technology

• Computers

• LCD projectors

• Smartboards

• explorelearning.com

(Gizmo™)

• www.commoncore.org/maps • www.corestandards.org

• www.ride.ri.gov

• Science notebook

• Tests and quizzes

• Writing genres

o Informative

o Narrative

o Opinions

o Research

o Responding to literary

and informational

text

1. READING –

LITERATURE

1.2 Craft and

Structure

Students

1.2.1 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)

• Identify literary devices as appropriate to genre:

The teacher




• summarizing


inferences


Textbook


770-980



study


REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks







EVIDENCE rhyme, alliteration, simile, description, or dialogue. R–

4–4.5

• Demonstrate knowledge of use of literary elements and

devices (i.e., imagery, exaggeration) to interpret

intended meanings.

o e.g. readers’ notebook, literature circles, guided

reading. R–4–6.1

1.2.2 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. (RL.4.5)

• Identify or describe character(s), setting, problem/

solution, major events, or plot, as appropriate to text;

or identify any significant changes in character(s) over

time. R–4–4.1 (state assessment)

• Identify the characteristics of a variety of types of

text (e.g., literary texts: poetry, plays, fairytales,

fantasy, fables, realistic fiction, folktales, historical

fiction). R–4–4.4

• Participate in discussions about text, ideas, and

student writing by offering comments and supporting

evidence, recommending books and other materials, and

responding to the comments and recommendations of

peers, librarians, teachers, and others.

o e.g. readers theater, literature circles. R–4–17.2

2

1.2.3 Compare and contrast the point of view from which

different stories are narrated, including the difference between

first- and third-person narrations. (RL.4.6)







• taking notes








logical sequential


understanding text



• questioning

• visualizing

• inferring




• predicting

• summarizing









(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading












Literary text




fiction, mysteries





Hutchins


Maps






Work, Marzano




Zimmerman





Technology

SUGGESTED

FORMATIVE/

SUMMATIVE



• A-Z

• Exhibits

• Interviews


• Journals

• Map essentials








based/common tasks


• Rigby

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions







EVIDENCE • Identify who is telling the story. R–4–5.4 (state

assessment)

o e.g. literature circles, guided reading, modeling,

Venn diagrams

Models readers’/writer’s workshop

Facilitates



• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov

o Research


and informational

text

1. READING –

LITERATURE

1.3 Integration of

Knowledge and

Ideas

Students

1.3.1 Make connections between the text of a story or drama and a

visual or oral presentation of the text, identifying where each

version reflects. (RL.4.7)

o e.g. readers’ notebook, book talk, reading

conference

1.3.2 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. (RL.4.9)

o e.g. Venn diagrams, sequencing charts

• Identify author’s message or theme. R–4–5.5 (state

assessment)



intended meanings. R–4–6.1

• Compare stories or other texts to related personal

experience, prior knowledge, or to other books. R–4–

16.1

o e.g. readers’ notebook, literature circles, graphic

organizers, author studies, and read alouds

The teacher




• summarizing


inferences








• taking notes








logical sequential


understanding text



• questioning

• visualizing

• inferring




• predicting

• summarizing


Textbook


770-980



study












Literary text




fiction, mysteries





Hutchins


Maps


• Common Core State Standards for English Language Arts and Literacy in History/Social Studies,

REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE



• A-Z

• Exhibits

• Interviews


• Journals

• Map essentials













EVIDENCE • sequence organizers (chains, cycle),







(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading



Facilitates



Science and Technical Subjects




Work, Marzano




Zimmerman





Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov


based/common tasks


• Rigby

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text

1. READING –

LITERATURE

1.4 Range of Reading

and Level of Text

Complexity

Students

1.4.1 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

(Lexile rates 770–980 complexity band independently and

proficiently.) (RL.4.10)

• Generate questions before, during, and after reading

to enhance recall, expand understanding and/or gain new information. R–4–4.3

• Read with frequency, including in-school, out-of-school,

and summer reading. R–4–14.1

• Read from a wide range of genres/kinds of text and a

The teacher




• summarizing


inferences








• taking notes





Textbook


770-980



study












REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE



• A-Z







EVIDENCE variety of authors (e.g., literary, informational, and

practical texts). R–5–14. 2

• Read multiple texts for depth of understanding an

author or genre. R–4–14.3

• Use comprehension strategies (flexibly and as needed)

before, during, and after reading literary and

informational text that may include:

o using prior knowledge

o sampling a page for readability; summarizing

o predicting and making text-based inferences

o determining importance; generating literal and

clarifying questions

o constructing sensory images (e.g., making pictures

in one’s mind); making connections (text to self,

text to text, and text to world)

o locating and using text features (e.g. transition

words, subheadings, bold/italicized print, parts of

the book

o using text structure clues (e.g. chronological,

cause/effect, compare/contrast, proposition and

support, description, classification). R–4–13

• Use a range of self-monitoring and self-correction

approaches, e.g. predicting upcoming text, monitoring,

adjusting and confirming, through use of print,

syntax/language structure, semantics/meaning, or

other context cues). R–4–12.1

o e.g. literature circles, guided reading, reader’s

notebook, author study, running records, graphic

organizers, reading conference, and read alouds

• Self-select reading materials aligned with reading

ability and personal interests.




logical sequential


understanding text



• questioning

• visualizing

• inferring




• predicting

• summarizing









(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading



Facilitates



Literary text




fiction, mysteries





Hutchins


Maps






Work, Marzano




Zimmerman





Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov

• Exhibits

• Interviews


• Journals

• Map essentials








based/common tasks


• Rigby

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE o e.g. reading logs, reading conference, running

records R–4–17.1

1. READING –

INFORMA-

TIONAL TEXT

1.5 Key Ideas and

Details

Students

1.5.1 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)

• Draw inferences about text, including author’s purpose

(e.g., to inform, explain, entertain) or message; or

drawing basic conclusions; or forming

judgments/opinions about central ideas that are

relevant. R–4–8.3 (state assessment)

• Make inferences about causes or effects. R–4–8.5

(state assessment)

• Use information from the text to answer questions

related to explicitly stated main/central ideas or key

details. R–4–7.2 (state assessment)

o e.g. guided reading, reader’s notebook,

graphic organizers, modeling

1.5.2 Determine the main idea of a text and explain how it is

supported by key details; summarize the text. (RI.4.2)

• Organize information to show understanding (e.g.,

representing main/central ideas or details within text

through charting, mapping, paraphrasing, or

summarizing). R–5–7.3 (state assessment)

o e.g. social studies and science content

reading, science notebook, sticky notes, text

evidence, report writing, reader’s notebook

1.5.3 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. (RI.4.3)

The teacher




• summarizing


inferences








• taking notes








logical sequential


understanding text



• questioning

• visualizing

• inferring




• predicting

• summarizing








Textbook


770-980

INFORMATIONAL

• Map Essentials

• Rhode Island




Informational text




student newspapers,







Hutchins


Maps






Work, Marzano


REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE



• A-Z

• Exhibits

• Interviews


• Journals

• Map essentials








based/common tasks








EVIDENCE • Connect information within a text or across texts. R–4–8.1

(state assessment)

• Synthesize information within or across text(s) (e.g.,

constructing appropriate titles; or formulate assertions or

controlling ideas). R–4–8.2 (state assessment)

o e.g. report writing, KWL, sticky notes, think alouds,

text features to support inferences and

generalizations, informational text based predictions

and inferences, new information to background

knowledge, new information, and cause and effect

graphic organizers


(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading



Facilitates





Zimmerman





Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov

• Rigby

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text

1. READING –

INFORMA-

TIONAL TEXT

1.6 Craft and

Structure

Students

1.6.1 Determine the meaning of general academic and domain-specific

words or phrases in a text relevant to a grade 4 topic or

subject area. (RI.4.4)

• Use strategies to unlock meaning e.g.

o knowledge of word structure, including

prefixes/suffixes and base words; or context

clues

o other resources, such as dictionaries, glossaries;

or prior knowledge. R–4–2.1 (state assessment)

• Select appropriate words to use in context, including

content specific vocabulary, words with multiple

meanings, or precise vocabulary. R–4–3.2 2 (state

assessment)

o e.g. social studies and science content reading,

science notebook, Words Their Way, homonym,

synonym, and antonym instruction

The teacher




• summarizing


inferences








• taking notes








logical sequential


understanding text



Textbook


770-980

INFORMATIONAL

• Map Essentials

• Rhode Island




Informational text




student newspapers,







Hutchins

REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE



• A-Z

• Exhibits

• Interviews


• Journals







EVIDENCE 1.6.2 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. (RI.4.5)

• Make inferences about causes or effects. R–4–8.5

(state assessment)

o e.g. graphic organizers: time lines cause and

effect charts

1.6.3 Compare and contrast a firsthand and secondhand account of

the same event or topic; describe the differences in focus and

the information provided. (RI.4.6)

o e.g. Venn diagrams, whole group discussion, guided

reading groups, and T-charts

• questioning

• visualizing

• inferring




• predicting

• summarizing









(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading



Facilitates




Maps






Work, Marzano




Zimmerman





Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov

• Map essentials








based/common tasks


• Rigby

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text

1. READING –

INFORMA-

TIONAL TEXT

1.7 Integration of

Knowledge and

Ideas

Students

1.7.1 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)

• Evaluate information presented in terms of relevance.

R–4–15.2

The teacher




• summarizing


inferences






Textbook


770-980

INFORMATIONAL

• Map Essentials

• Rhode Island



gravitational

REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/







EVIDENCE

• Gather information and using a given structure (e.g.,

chart, diagram, outline) to organize it. R–4–15

• Use evidence to support conclusions. R–4–15.4

• Obtain information from text features (e.g., table of

contents, glossary, index, transition words/phrases,

bold or italicized text, headings, subheadings, graphic

organizers, charts, graphs, or illustrations). (state assessment)

o e.g. graphic organizers, readers’ notebook, and

guided reading R–4–7.1

1.7.2 Explain how an author uses reasons and evidence to support

particular points in a text. (RI.4.8)

• Draw inferences about text, including author’s purpose

(e.g., to inform, explain, entertain) or message; or draw

basic conclusions; or form judgments/opinions about

central ideas that are relevant. (state assessment) R–

4–8.4

• Distinguishing fact from opinion. (state assessment)

o e.g. reader’s notebook, guided reading,

discussions, T-chart, and graphic organizers

1.7.3 Integrate information from two texts on the same topic in order

to write or speak about the subject knowledgeably. (RI.4.9)

• Connect information within a text or across texts. R–4–8.1 (state assessment)

• Synthesize information within or across text(s) (e.g.,

constructing appropriate titles; or formulate

assertions or controlling ideas). R–4–8.2 (state

assessment)



• taking notes








logical sequential


understanding text



• questioning

• visualizing

• inferring




• predicting

• summarizing









(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading


models readers’/writers’ workshop

Facilitates


o constellations o food chain

Informational text




student newspapers,







Hutchins


Maps






Work, Marzano




Zimmerman





Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


SUMMATIVE



• A-Z

• Exhibits

• Interviews


• Journals

• Map essentials








based/common tasks


• Rigby

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE • Research by reading multiple sources (including print

and non-print texts) to report information or to

formulate a judgment by using sources provided. R–

4–15.1

o e.g. author study, topic study, guided reading,

readers’ notebook


• www.ride.ri.gov

1. READING –

INFORMA-

TIONAL TEXT

1.8 Range of Reading

Level of Text

Complexity

Students

1.8.1 By the end of year, read and comprehend informational texts,

including history/social studies, science, and technical texts, in

the grades 4–5 text complexity band proficiently, with

scaffolding as needed at the high end of the range. (Lexile rates

770- 980). (RI.4.10)

• Generate questions before, during, and after reading

to enhance recall, expand understanding and/or gain

new information. R–4–7.4

• Identify the characteristics of a variety of types of

text e.g.

o reference: dictionaries, glossaries, encyclopedias,

children’s magazines, content trade books,

textbooks, student newspapers

o practical/functional texts: procedures,

instructions, book orders, announcements,

invitations. R–4–7.5

o e.g. sticky notes, KWL, picture walks, reading

conference, reader’s notebook, Scholastic News, social studies and science content, reading class

discussions, and performance-based tasks

The teacher




• summarizing


inferences








• taking notes








logical sequential


understanding text



• questioning

• visualizing

• inferring




• predicting

• summarizing


Textbook


770-980

INFORMATIONAL

• Map Essentials

• Rhode Island




Informational text




student newspapers,







Hutchins


Maps




REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE



• A-Z

• Exhibits

• Interviews


• Journals

• Map essentials













EVIDENCE • sequence organizers (chains, cycle),







(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading



Facilitates





Work, Marzano




Zimmerman





Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov


based/common tasks


• Rigby

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text

1. READING

STANDARDS:

1.9 Foundational

Phonics and

Word

Recognition

1.9.1 Know and apply grade-level phonics and word analysis skills in

decoding words. (RF.4.3)

• 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.4.3a)

• Identify multi-syllabic words by using knowledge of

sounds, six syllable types/syllable division, or word

patterns (including prefixes, and suffixes). R–4–1.1

• Read multi-syllabic words, by using knowledge of

sounds, syllable types, or word patterns. R–4–1.2

• Read grade-level appropriate words (in connected text)

with automaticity. R–4–1.3

The teacher




• summarizing


inferences








• taking notes








Textbook


770-980



study












Literary text


REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE



• A-Z

• Exhibits







EVIDENCE

• Read grade-appropriate words (including irregularly

spelled words). R–4–1.4

• Identify synonyms, antonyms, homonyms/ homophones,

or shades of meaning. (state assessment) R–4–3.1

o e.g. Words Their Way, social studies and science

content, vocabulary, reading conferences,

modeling, and small group instruction

logical sequential


understanding text



• questioning

• visualizing

• inferring




• predicting

• summarizing









(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading



Facilitates





fiction, mysteries

INFORMATIONAL

• Map Essentials

• Rhode Island




Informational text




student newspapers,







Hutchins


Maps






Work, Marzano




Zimmerman


• Rhode Island PreK-12

• Interviews


• Journals

• Map essentials








based/common tasks


• Rigby

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE Literacy Policy



• Words Their Way

Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov

1. READING

STANDARDS

1.10 Foundational

Skills

Fluency

1.10.1 Read with sufficient accuracy and fluency to support

comprehension. (RF.4.4)

• Read on-level text with purpose and understanding.

(RF.4.4a)

• Read on-level prose and poetry orally with accuracy,

appropriate rate, and expression on successive readings.

(RF.4.4b)

• Use context to confirm or self-correct word recognition

and understanding, rereading as necessary. (RF.4.4c)

• Accuracy: reading material appropriate for grade 4

with at least 90-94% accuracy. R–4–11.1

• Fluency: reading with oral fluency rates of at least 115-

140 words correct per minute (students’ rates of

reading will and should vary in response to text

difficulty, purpose of reading, and other factors.) R–

4–11.2

• Fluency: reading familiar text with phrasing and

expression, and with attention to text features, such

as punctuation, italics, and dialogue. R–4-11.3

o e.g. reading conference, reader’s notebook,

The teacher




• summarizing


inferences








• taking notes








logical sequential


understanding text



• questioning

• visualizing

• inferring


Textbook


770-980



study












Literary text




fiction, mysteries

INFORMATIONAL

• Map Essentials

• Rhode Island


o human body

REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE



• A-Z

• Exhibits

• Interviews


• Journals

• Map essentials








EVIDENCE Literature circles, reading logs, running records,

modeling, guided reading, read alouds, readers’

theater, and partner reading



• predicting

• summarizing









(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading


Models Readers’/Writers’ Workshop

Facilitates



o force (push/pull) gravitational

o constellations o food chain

Informational text




student newspapers,







Hutchins


Maps






Work, Marzano




Zimmerman





Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)







based/common tasks


• Rigby

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE • www.commoncore.org/maps • www.corestandards.org

• www.ride.ri.gov

2. WRITING

2.1 Text Types and

Purposes

2.1.1 Write opinion pieces on topics or texts, supporting a point of

view with reasons and information. (W.4.1)

• Introduce a topic or text clearly, state an opinion, and

create an organizational structure in which ideas are

logically grouped to support the writer’s purpose. (W.4.1a)

• Provide reasons that are supported by facts and details.

(W.4.1b)

• Link opinion and reasons using words, phrases, and clauses

(e.g., for instance, in order to, in addition). (W.4.1c)

• Provide a concluding statement or section related to the

opinion presented. (W.4.1d)

• Group ideas logically (e.g., predictable categories, steps of a procedure, reasons/arguments). W–4–6.1

(state assessment)

• Write an introduction that sets the context (including

materials list in procedures). W–4–6.2 a (state

assessment)

• Select appropriate information to set

context/background. W–4–6.2 b

• Use transition words or phrases. W–4–6.3 a (state

assessment)

o e.g. graphic organizer, report and procedural

writing, science notebook

2.1.2 Write informative/explanatory texts to examine a topic and

The teacher

Models the rituals and routines of W’iters'

Workshop using the 10/40/10 model

• focus lesson (10 minutes)

• guided practice (40)

• share (10)

Models characteristics of good writing,

e.g.

• organization

• idea

• voice

• sentence fluency

• convention

• word choice

Models the writing process

• prewriting/planning

• drafting

• revising

• editing

• publishing









(categories, tree)


chart)

Textbook


770-980



study












Literary text




fiction, mysteries

INFORMATIONAL

• Map Essentials

• Rhode Island




Informational text




student newspapers,


REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE



• A-Z

• Exhibits

• Interviews


• Journals

• Map essentials








based/common tasks








EVIDENCE convey ideas and information clearly. (W.4.2)

• Introduce a topic clearly, provide a general observation and

focus, and group related information logically; include

formatting (e.g., headings), illustrations, and multimedia

when useful to aiding comprehension. (W.4.2a)

• Develop the topic with facts, definitions, concrete details,

quotations, or other information and examples related to

the topic. (W.4.2b)

• Link ideas within and across categories of information using

words and phrases (e.g., another, for example, also,

because). (W.4.2c)

• Use precise language and domain-specific vocabulary to

inform about or explain the topic. (W.4.2d)

• Provide a concluding statement or section related to the

information or explanation presented. (W.4.2e)

• Use numbering or words to arrange the steps in a

logical manner. W–4–6.3 b

• Write a conclusion. W–4–6.4 (state assessment)

• Establish a topic. W–4–7.1 (state assessment)

• State and maintain a focus/controlling idea on a topic.

W–4–7.2 (state assessment)

• Include facts and details relevant to focus/controlling

idea. W–4–8.1 (state assessment)

• Include sufficient details or facts for appropriate

depth of information: naming, describing, explaining,






Hutchins


Maps






Work, Marzano




Zimmerman





Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov

• Rigby

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE comparing, use of visual images. W–4–8.2 (state

assessment)

o e.g. graphic organizer, report and procedural

writing, peer and teacher conferencing

2.1.3 Write narratives to develop real or imagined experiences or

events using effective technique, descriptive details, and clear

event sequences. (W.4.3)

• Orient the reader by establishing a situation and

introducing a narrator and/or characters; organize an event

sequence that unfolds naturally. (W.4.3a)

• Use dialogue and description to develop experiences and

events or show the responses of characters to situations.

(W.4.3b)

• Use a variety of transitional words and phrases to manage

the sequence of events. (W.4.3c)

• Use concrete words and phrases and sensory details to convey experience and events precisely. (W.4.3d)

• Provide a conclusion that follows from the narrated

experiences or events. (W.4.3e)

• Create a clear, understandable story line with a

beginning, middle, and end. W-4-4.1 (state

assessment)

• Establish a problem and solution. W-4-4.2 (state

assessment)

• Establish transitions by using signal words/phrases.

W-4-4.3

• Use relevant and descriptive details. W–4–5.1







EVIDENCE (state assessment)

• Identify characters. W–4–5.3a (state assessment)

• Create character(s) through description of physical

attributes and behaviors. W–4–5.3 b

• Write about observations and experiences. W–4–5.5

• Select and elaborate on important ideas. W–4–5.6

o research science – constellations

o e.g. graphic organizer, discussions, editing

checklists, quick writes, journals, science

notebook, peer and teacher conferencing

2. WRITING

2.2 Production and

Distribution of

Writing

Students

2.2.1 Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and

audience. (Grade-specific expectations for writing types are

defined in standards 1–3 above.) (W.4.4)

• Use pre-writing, drafting, revising, editing, and

critiquing to produce final drafts of written products.

W-4-10

• Write in a variety of genres. W–4–11.4

o e.g. writing process (visual posting), graphic

organizers, peer and teacher conferencing, rituals

and routines of writing, clear criteria using

rubrics and checklists

2.2.2 With guidance and support from peers and adults, develop and

strengthen writing as needed by

• planning

• revising

• editing

The teacher

Models the rituals and routines of Writers’




• share (10)


e.g.

• organization

• idea

• voice


• convention

• word choice



• drafting

• revising

• editing

• publishing




Textbook


770-980



study












Literary text




fiction, mysteries

INFORMATIONAL

REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE



• A-Z

• Exhibits

• Interviews








EVIDENCE (Editing for conventions should demonstrate command of

Language standards) (W.4.5)

• Use pre-writing, drafting, revising, editing, and

critiquing to produce final drafts of written products.

W-4-10

o e.g. editing rubrics/checklists, peer and teacher

conferences, graphic organizers, writing process

2.2.3 With guidance and support from adults, produce writing in which

the development and organization are appropriate to task and

purpose. (Grade-specific expectations for writing types are

defined in standards 1–3 above.) (W.4.6)

o e.g. teacher conferences, modeling

2.2.4 Use the writing process

• Prewriting

o establish a purpose and central/controlling idea or

focus

o generate ideas – mapping, webbing, note taking,

interviewing, researching, etc.

o organize ideas – consider other models of good writing,

appropriate text structures to match purpose, various

ways to organize information, etc.

• Drafting

o written draft(s) for an intended audience

o develop topic, elaborate, explore sentence variety and

language use

• Revising (Content/Ideas)

o reflect, add, delete, define/redefine content by self,

teacher, peer

o consider voice, tone, style, intended audience,

coherence, transitions, pacing

o compare with rubric criteria and benchmark

papers/models

• Editing (Conventions and Mechanics)

o check for correctness with self, teacher, peer

o compare with rubric criteria and benchmark






(categories, tree)


chart)

• Map Essentials

• Rhode Island




Informational text




student newspapers,







Hutchins


Maps






Work, Marzano




Zimmerman





Technology

• Journals

• Map essentials








based/common tasks


• Rigby

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE papers/models

o use resources to support editing

o read aloud with self, teacher, peer

• Publishing

o share final draft with intended audience – orally, in

print, electronically, etc.

• Write a variety of complete simple and compound

sentences. W-4-1.1 (state assessment)

• Use the paragraph form: indenting, main idea, supporting

details. W-4-1.2 (state assessment)

• Apply directionality as appropriate to text. W-4-1.6

• Write an introduction that sets context/background. W-

4-2.1b

• Summarize ideas. W-4-2.2

• State and maintain a focus (purpose) when responding to a

given question. W-4-3.1 (state assessment)

• Organize ideas, using transition words/phrases and write a

conclusion. W-4-3.4 (state assessment)

o e.g. graphic organizers, rubrics/checklists,

conferences, modeling, visual guides and models

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov

2 WRITING

2.3 Research to Build

and Present

Knowledge

Students

2.3. 1 Conduct short research projects that build knowledge through

investigation of different aspects of a topic. (W.4.7)

o science – constellations

o e.g. science notebook, graphic organizers

2.3.2 Recall relevant information from experiences or gather relevant

information from print and digital sources; take notes and

The teacher

Models the rituals and routines of Writers’




• share (10)


e.g.

• organization

Textbook


770-980



study





REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED







EVIDENCE categorize information, and provide a list of sources. (W.4.8)

• W-4-6.5 Providing a list of resources (e.g. materials

used in a task; sources used for reference)

o e.g. modeling, conferencing

2.3.3 Draw evidence from literary or informational texts to support

analysis, reflection, and research. (W.4.9)

• 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”). (W.4.9a)

• 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.4.9b)


context/background. W-4-2.1a (state assessment)

• Connect what has been read (plot/ideas/concepts) to

prior knowledge, which might include other texts. W-

4-2.3 (state assessment)

• Make inferences about content, events, characters,

setting, or common themes. W-4-3.2 (state

assessment)

• Use specific details and references to text to support

focus. W-4-3.3 (state assessment)

• Include facts and details relevant to focus/controlling

idea. W-4-8.1 (state assessment)

o e.g. think-pair-share, turn and talk, graphic

organizers, conferences, mini lessons, quick

writes, exit cards, reader’s notebook, and

sticky notes

• idea

• voice


• convention

• word choice



• drafting

• revising

• editing

• publishing









(categories, tree)


chart)








Literary text




fiction, mysteries

INFORMATIONAL

• Map Essentials

• Rhode Island




Informational text




student newspapers,







Hutchins


Maps




FORMATIVE/

SUMMATIVE



• A-Z

• Exhibits

• Interviews


• Journals

• Map essentials








based/common tasks


• Rigby

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational







EVIDENCE Standards-Based Grading,,


Work, Marzano




Zimmerman





Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov

text

2 WRITING

2.4 Range of

Writing

Students

2.4.1 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)

• Write with frequency, including in-school, out-of-school,

and during the summer. W–4–11.1

• Share thoughts, observations, or impressions. W–4–11.2

• Generate topics for writing. W–4–11.3

• Write in a variety of genres. W–4–11.4

o e.g. conferences, lists of ideas for writing, daily

writing (quick writes, free writes, writing prompts),

student share out (questions, comments, suggestions)

The teacher

Models the rituals and routines of W’iters'




• share (10)


e.g.

• organization

• idea

• voice


• convention

• word choice



• drafting

• revising

• editing

Textbook


770-980



study












Literary text


REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE



• A-Z

• Exhibits







EVIDENCE • publishing









(categories, tree)


chart)



fiction, mysteries

INFORMATIONAL

• Map Essentials

• Rhode Island




Informational text




student newspapers,







Hutchins


Maps






Work, Marzano




Zimmerman


• Rhode Island PreK-12

• Interviews


• Journals

• Map essentials








based/common tasks


• Rigby

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE Literacy Policy



Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov

3. SPEAKING and

LISTENING

3.1 Comprehension

and Collaboration

Students

3.1.1 Engage effectively in a range of collaborative discussions (one-

on-one, in groups, and teacher led) with diverse partners on

grade 4topics, texts, and issues, building on others’ ideas and expressing their own clearly. (SL.4.1)

• 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. (SL.4.1a)

• Follow agreed-upon rules for discussions and carry out

assigned roles. (SL.4.1b)

• Pose and respond to specific questions by making comments

that contribute to the discussion and elaborate on the

remarks of others. (SL.4.1c)

• Review the key ideas expressed and draw conclusions in

light of information and knowledge gained from the

discussions. (SL.4.1d)

• Follow verbal instructions to answer questions, to

perform tasks, or to solve problems. OC–4–1.1

The teacher









(categories, tree)


chart)

Employs ELA best practices e.g.

• balanced literacy


• think/read/write aloud

• conferencing


Textbook


770-980



study












Literary text




fiction, mysteries

INFORMATIONAL

• Map Essentials

• Rhode Island



REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE



• A-Z

• Exhibits

• Interviews


• Journals

• Map essentials









EVIDENCE

• Paraphrase and ask questions about content. OC–4–1.2

• Participate in large and small group discussions to show

understanding how other group members think. OC–4–

1.4

• Identify choices, alternatives and consequences for

problem solving. OC–4–1.5 a

• Attend to speaker and wait for appropriate turn to

speak. OC–4–1.5 b

• Use rules that regulate social conventions in small

groups (e.g., interviews, small group discussions). OC–

4–2.1

o e.g. oral presentations, student share-outs,

collaborative grouping, jig sawing, think-pair-

share, visual prompts, modeling, checklists

3.1.2 Paraphrase portions of a text read aloud or information

presented in diverse media and formats, including visually,

quantitatively, and orally. (SL.4.2)

• Paraphrase and ask questions about content. OC–4–1.2

o e.g. discussions, literature circles, conferences,

response to literature, oral presentations

3.1.3 Identify the reasons and evidence a speaker provides to support

particular points. (SL.4.3)


Informational text




student newspapers,







Hutchins


Maps






Work, Marzano




Zimmerman





Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)

• www.commoncore.org/maps






based/common tasks


• Rigby

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE • www.corestandards.org

• www.ride.ri.gov

3 SPEAKING AND

LISTENING

3.2 Presentation of

Knowledge and

Ideas

Students

3.2.1 Report on a topic or text, tell a story, or recount an experience

in an organized manner, using appropriate facts and relevant,

descriptive details to support main ideas or themes; speak

clearly at an understandable pace. (SL.4.4)

• Tell stories, giving information using details, provide

conclusions that include inflectional tone to convey

meaning. OC–4–2.3

• Provide effective and appropriate feedback to

audience. OC–4–2.4

• Use a variety of strategies to engage audience (e.g.,

eye contact, voice tone, and gestures). OC–4–2.5

o e.g. oral presentation, reports, modeling,

checklists, group presentations

3.2.2 Add audio recordings and visual displays to presentations when

appropriate to enhance the development of main ideas or

themes. (SL.4.5)

• Tell stories, giving information using details, providing

conclusions that include inflectional tone to convey

meaning. OC–4–2.3

o e.g. oral presentations, visual guides, technology

3.2.3 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.)

(SL.4.6)

The teacher









(categories, tree)


chart)





• conferencing


Textbook


770-980



study












Literary text




fiction, mysteries

INFORMATIONAL

• Map Essentials

• Rhode Island




Informational text




student newspapers,



REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE



• A-Z

• Exhibits

• Interviews


• Journals

• Map essentials








based/common tasks








EVIDENCE • Use rules that regulate social conventions in small

groups (e.g., interviews, small group discussions). OC–

4–2.1

• Identify how different verbal and nonverbal choices

alter the meanings conveyed to others. OC–4–2.2

o e.g. oral presentations (individual and group),

modeling, group discussions





Hutchins


Maps






Work, Marzano




Zimmerman





Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov

• Rigby

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text

4. LANGUAGE

4.1 Conventions of

Standard English

Students

4.1.1 Apply and use background knowledge of:

• Adjectives - comparative and superlative

• Adverbs

• Coordinating and subordinating conjunctions

The teacher







Textbook


770-980



study

REQUIRED

COMMON


• NWEA


• Writing Prompts







EVIDENCE

• Nouns - regular, irregular, plural, abstract

• Simple, compound, and complex sentences.

• Subject-verb and pronoun-antecedent agreement

• Verbs - regular, irregular, verb tenses

o e.g. teacher modeling, application of knowledge, mini

lessons

4.1.2 Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking.

• Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

• Form and use the progressive verb tenses e.g., o I was walking

o I am walking

o I will be walking

• Use modal auxiliaries verbs to convey various conditions,

they come before another verb and tell more about the

verb that follows. e.g.

o Can, may, must, shall

o You must be starving (fact)

o You must leave now (requirement)

• Order adjectives within sentences according to

conventional patterns, e.g.

o a small, red bag rather than a red, small bag.

• Form and use prepositional phrases, e.g.

o locational/directional, down, under, below, above

o Bob, in room eight, is my brother (in room eight is an

adjective prepositional phrase)

o I go to the store (to the store is an adverbial

prepositional phrase)



(categories, tree)


chart)





• conferencing













Literary text




fiction, mysteries

INFORMATIONAL

• Map Essentials

• Rhode Island




Informational text




student newspapers,







Hutchins


Maps


• Common Core State Standards for English Language Arts and Literacy

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE



• A-Z

• Exhibits

• Interviews


• Journals

• Map essentials








based/common tasks


• Rigby

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions







EVIDENCE • Produce complete sentences, recognizing and correcting

inappropriate fragments and run-ons.

• Correctly use frequently confused words e.g.,

o to, too, two

o there, their, they’re

o which, witch

o are and our

o your and you’re

o its and it’s o hear, here

o e.g. checklists, conferences, modeling, mini lessons,

application of knowledge

4.1.3 Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.

• Use correct capitalization.

• Use commas and quotation marks to mark direct speech and

quotations from a text.

• Use a comma before a coordinating conjunction in a

compound sentence.

• Spell grade-appropriate words correctly, consulting

references as needed.

• Apply basic capitalization rules. W–4–9.2 (state

assessment)

• Use commas correctly in dates and in a series (Note: either

form is correct – x, y, and z or x, y and z). W–4–9.3

(state assessment)

• Use end punctuation correctly in a variety of sentence structures. W–4-9.4 (state assessment)

in History/Social Studies, Science and Technical Subjects




Work, Marzano




Zimmerman





Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov

o Research


and informational

text







EVIDENCE

• Correctly spell grade-appropriate, high-frequency words

and recognize syllables and affix patterns/rules that are

characteristic of the English spelling system. W–4–9.5

(state assessment)

o e.g. editing checklists, conferences, spelling and

vocabulary, written pieces in various genres

4 LANGUAGE

4.2 Knowledge of

Language

Students

4.2.1 Use knowledge of language and its conventions when writing,

speaking, reading, or listening.

• Choose words and phrases to convey ideas precisely.

• Choose punctuation for effect.

• Differentiate between contexts that call for formal English

(e.g., presenting ideas) and situations where informal

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

• Identify grammatical errors, when given examples. W–

4–9.1 (state assessment)

• Use end punctuation correctly in a variety of sentence structures. W–4–9.4 (state assessment)

o e.g. written pieces in various genres, checklists,

conferences, presentations, mini lessons, modeling,

group work

The teacher









(categories, tree)


chart)





• conferencing


Textbook


770-980



study












Literary text




fiction, mysteries

INFORMATIONAL

• Map Essentials

• Rhode Island




REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE



• A-Z

• Exhibits

• Interviews


• Journals

• Map essentials












EVIDENCE Informational text




student newspapers,







Hutchins


Maps






Work, Marzano




Zimmerman





Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov



based/common tasks


• Rigby

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE 4 LANGUAGE

4.3 Vocabulary

Acquisition and Use

Students

4.3.1 Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

• Use context (e.g., cause/effect relationships and

comparisons in text) as a clue to the meaning of a word or

phrase.

• Use common, grade-appropriate Greek and Latin affixes and

roots as clues to the meaning of a word (e.g., telegraph,

photograph, autograph).

• 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.


context/background. R–4–2.1a (state assessment)

• Make inferences about content, events, characters,

setting, or common themes. R–4–3.2 (state

assessment)

o e.g. Words Their Way, dictionary skills,

conferences, modeling, mini lessons

4.3.2 Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings.

• Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

• Recognize and explain the meaning of common idioms,

adages, and proverbs.

• Demonstrate understanding of words by relating them to

The teacher









(categories, tree)


chart)





• conferencing


Textbook


770-980



study












Literary text




fiction, mysteries

INFORMATIONAL

• Map Essentials

• Rhode Island




Informational text




student newspapers,






REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE



• A-Z

• Exhibits

• Interviews


• Journals

• Map essentials








based/common tasks


• Rigby

• Rubrics







EVIDENCE their opposites (antonyms) and to words with similar but not

identical meanings (synonyms).

• Identify synonyms, antonyms, homonyms/ homophones,

or shades of meaning. R–4–3.1 (state assessment)

• Select appropriate words to use in context, including

content specific vocabulary, words with multiple

meanings, or precise vocabulary. R–4–3.2 (state

assessment)

• Identify literary devices as appropriate to genre:

rhyme, alliteration, simile, description, or dialogue. R–

4–4.5



intended meanings. R–4–6.1

o e.g. Words Their Way, dictionary skills,

conferences, modeling, mini lessons

4.3.3 Acquire and use accurately grade-appropriate general academic

and domain-specific words and phrases, including those that

signal contrast, addition, and other logical relationships (e.g.,

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

o e.g. conferences, modeling, mini lessons


Hutchins


Maps






Work, Marzano




Zimmerman





• Words Their Way

Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text

Documents

ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4 Describe in depth a character, setting ... • Frindle, Clements • Last Holiday, ... ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4