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Uni t State Standards OutcomesEssentialQuestions Essential Skills Assessments Faith Integrat ion
Year Long
Module 1: WhatMakes Us WhoWe Are?
(updated 6/3/20)
RL.4.1(A)Refer to details and examples in atext when explaining what the textsays explicitly and when drawinginferences from the text.
RL.4.2(A)Determine a theme of a story,drama, or poem from details in thetext; summarize the text.
RL.4.3(A)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.4.4(A)Determine the meaning of words andphrases as they are used in a text,including those that allude tosignificant characters found inmythology (e.g., Herculean).
RI.4.9(A)Integrate information from two textson the same topic in order to write orspeak about the subjectknowledgeably.
RI.4.10(A)By the end of year, read andcomprehend informational texts,including history/social studies,science, and technical texts, in thegrades 4-5 text complexity bandproficiently, with scaffolding asneeded at the high end of the range.
RF.4.3(A)Know and apply grade-level phonicsand word analysis skills in decodingwords.•a. Use combined knowledge of allletter-sound correspondences,syllabication patterns, andmorphology (e.g., roots and affixes)to read accurately unfamiliarmultisyllabic words in context andout of context.
RF.4.4(A)Read with sufficient accuracy andfluency to support comprehension.•a. Read on-level text with purposeand understanding.•b. Read on-level prose and poetryorally with accuracy, appropriaterate, and expression on successivereadings.•c. Use context to confirm orself-correct word recognition andunderstanding, rereading asnecessary.
W.4.3(A)Write narratives to develop real orimagined experiences or eventsusing effective technique, descriptivedetails, and clear event sequences.•a. Orient the reader by establishinga situation and introducing a narrator
How do yourexperiences helpshape youridentity?LearningMindset: GrowthMindset
WEEK 1VOCABULARY
Big Idea Words: identity,experience, pursuit, wisdomCritical Vocabulary: cynic,defiance, profound,inadvertently, consumed,descended, obliged, mundane,considered, disdainVocabulary Strategy: ContextCluesGenerative Vocabulary: Prefixesun-, in-, im-, re-; Spiral Review:Compound Words
READING WORKSHOPCentral IdeaAsk and Answer QuestionsAuthor’s PurposeText and Graphic FeaturesFigurative Language
FOUNDATIONAL SKILLSDecoding: Short a and Long aSpelling: Short a and Long aFluency: Accuracy andSelf-Correction
COMMUNICATIONListening ComprehensionSpeaking and Listening: Engagein DiscussionMake Connections
WRITING WORKSHOPNarrative WritingParts of a Sentence
WEEK 2VOCABULARY
Critical Vocabulary: heritage,ancient, resolutions, doubts,relying, clumsy, awkwardVocabulary Strategy: ContextCluesGenerative Vocabulary: Prefixesmis-, pre-, dis-; Spiral Review:Prefixes un-, in-, im-, re-
READING WORKSHOPMonitor and ClarifyAuthor’s PurposePoint of ViewCharacters
FOUNDATIONAL SKILLSDecoding: Short e and Long eSpelling: Short e and Long eFluency: Reading Rate
COMMUNICATIONSpeaking and Listening: WorkCollaborativelyMake Connections
WRITING WORKSHOPNarrative Writing
Exit TicketsRunningRecordsFormalAssessments(Formative &Summative)TeacherObservations
Students will learn about theiridentity in Christ.“Before I formed you in the womb Iknew you, before you were born Iset you apart; I appointed you as aprophet to the nations.” Jeremiah1:5
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Curriculum Map - English Language Arts - 4 English Language Arts
a situation and introducing a narratorand/or characters; organize an eventsequence that unfolds naturally.•b. Use dialogue and description todevelop experiences and events orshow the responses of characters tosituations.•c. Use a variety of transitional wordsand phrases to manage the sequenceof events.•d. Use concrete words and phrasesand sensory details to conveyexperiences and events precisely.•e. Provide a conclusion that followsfrom the narrated experiences orevents.
W.4.4(A)Produce clear and coherent writing inwhich the development andorganization are appropriate to task,purpose, and audience.(Grade-specific expectations forwriting types are defined instandards 1-3 above.)
W.4.8(A)Recall relevant information fromexperiences or gather relevantinformation from print and digitalsources; take notes and categorizeinformation, and provide a list ofsources.
W.4.9(A)Draw evidence from literary orinformational texts to supportanalysis, reflection, and research.•a. Apply grade 4 Reading standardsto literature (e.g., Describe in deptha character, setting, or event in astory or drama, drawing on specificdetails in the text [e.g., a character'sthoughts, words, or actions].).•b. Apply grade 4 Reading standardsto informational texts (e.g., Explainhow an author uses reasons andevidence to support particular pointsin a text).
SL.4.4(A)Report on a topic or text, tell a story,or recount an experience in anorganized manner, using appropriatefacts and relevant, descriptive detailsto support main ideas or themes;speak clearly at an understandablepace.
SL.4.5(A)Add audio recordings and visualdisplays to presentations whenappropriate to enhance thedevelopment of main ideas orthemes.
L.4.1(A)Demonstrate command of theconventions of standard Englishgrammar and usage when writing orspeaking.•a. Use relative pronouns (who,whose, whom, which, that) andrelative adverbs (where, when, why).•b. Form and use the progressive(e.g., I was walking; I am walking; Iwill be walking) verb tenses.
Kinds of SentencesWEEK 3VOCABULARY
Critical Vocabulary: cautiously,trickle, marveled, mighty,distant, proclaimed, majestic,sumptuous, hoardVocabulary Strategy: ContextCluesGenerative Vocabulary: Suffixes–y, –ly; Spiral Review: Prefixesmis–, pre–, dis–
READING WORKSHOPRetellLiterary ElementsThemeAuthor’s Craft
FOUNDATIONAL SKILLSDecoding: Short i and Long iSpelling: Short i and Long iFluency: Expression
COMMUNICATIONResearch: Generate a PlanMake Connections
WRITING WORKSHOPNarrative WritingQuotations
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Curriculum Map - English Language Arts - 4 English Language Arts
•c. Use modal auxiliaries (e.g., can,may, must) to convey variousconditions.•d. Order adjectives within sentencesaccording to conventional patterns(e.g., a small red bag rather than ared small bag.).•e. Form and use prepositionalphrases.•f. Produce complete sentences,recognizing and correctinginappropriate fragments and run-ons.•g. Correctly use frequently confusedwords (e.g., to, too, two; there, their).
L.4.2(A)Demonstrate command of theconventions of standard Englishcapitalization, punctuation, andspelling when writing.•a. Use correct capitalization.•b. Use commas and quotation marksto mark direct speech and quotationsfrom a text.•c. Use a comma before acoordinating conjunction in acompound sentence.•d. Spell grade-appropriate wordscorrectly, consulting references asneeded.
L.4.3(A)Use knowledge of language and itsconventions when writing, speaking,reading, or listening.•a. Choose words and phrases toconvey ideas precisely.•b. Choose punctuation for effect.•c. Differentiate between contextsthat call for formal English (e.g.,presenting ideas) and situationswhere informal discourse isappropriate (e.g., small-groupdiscussion).
L.4.4(A)Determine or clarify the meaning ofunknown and multiple-meaningwords and phrases based on grade 4reading and content, choosingflexibly from a range of strategies.•a. Use context (e.g., definitions,examples, or restatements in text) asa clue to the meaning of a word orphrase.•b. Use common, grade-appropriateGreek and Latin affixes and roots asclues to the meaning of a word (e.g.,telegraph, photograph, autograph).•c. Consult reference materials (e.g.,dictionaries, glossaries, thesauruses),both print and digital, to find thepronunciation and determine orclarify the precise meaning of keywords and phrases.
L.4.6(A)Acquire and use accuratelygrade-appropriate general academicand domain-specific words andphrases, including those that signalprecise actions, emotions, or statesof being (e.g., quizzed, whined,stammered) and that are basic to aparticular topic (e.g., wildlife,
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Curriculum Map - English Language Arts - 4 English Language Arts
conservation, and endangered whendiscussing animal preservation).
RL.4.10(I)By the end of the year, read andcomprehend literature, includingstories, dramas, and poetry, in thegrades 4-5 text complexity bandproficiently, with scaffolding asneeded at the high end of the range.
W.4.5(I)With guidance and support frompeers and adults, develop andstrengthen writing as needed byplanning, revising, and editing.(Editing for conventions shoulddemonstrate command of Languagestandards 1-3 up to and includinggrade 4 on pages 28 and 29.)
W.4.6(I)With some guidance and supportfrom adults, use technology,including the Internet, to produce andpublish writing as well as to interactand collaborate with others;demonstrate sufficient command ofkeyboarding skills to type a minimumof one page in a single sitting.
W.4.7(I)Conduct short research projects thatbuild knowledge throughinvestigation of different aspects of atopic.
W.4.10(I)Write routinely over extended timeframes (time for research, reflection,and revision) and shorter time frames(a single sitting or a day or two) for arange of discipline-specific tasks,purposes, and audiences.
SL.4.1(I)Engage effectively in a range ofcollaborative discussions(one-on-one, in groups, andteacher-led) with diverse partners ongrade 4 topics and texts, building onothers' ideas and expressing theirown clearly•a. Come to discussions prepared,having read or studied requiredmaterial; explicitly draw on thatpreparation and other informationknown about the topic to exploreideas under discussion.•b. Follow agreed-upon rules fordiscussions and carry out assignedroles•c. Pose and respond to specificquestions to clarify or follow up oninformation, and make commentsthat contribute to the discussion andlink to the remarks of others.•d. Review the key ideas expressedand explain their own ideas andunderstanding in light of thediscussion.
SL.4.2(I)Paraphrase portions of a text readaloud or information presented indiverse media and formats, includingvisually, quantitatively, and orally.
SL.4.3(I)
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Identify the reasons and evidence aspeaker provides to supportparticular points.
Module 2: ComeTo Your Senses
(updated 6/3/20)
RL.4.3(A)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.4.4(A)Determine the meaning of words andphrases as they are used in a text,including those that allude tosignificant characters found inmythology (e.g., Herculean).
RL.4.10(A)By the end of the year, read andcomprehend literature, includingstories, dramas, and poetry, in thegrades 4-5 text complexity bandproficiently, with scaffolding asneeded at the high end of the range.
RI.4.4(A)Determine the meaning of generalacademic and domain-specific wordsor phrases in a text relevant to agrade 4 topic or subject area.
RI.4.5(A)Describe the overall structure (e.g.,chronology, comparison, cause/effect,problem/solution) of events, ideas,concepts, or information in a text orpart of a text.
RI.4.7(A)Interpret information presentedvisually, orally, or quantitatively (e.g.,in charts, graphs, diagrams, timelines, animations, or interactiveelements on Web pages) and explainhow the information contributes toan understanding of the text in whichit appears.
W.4.2(A)Write informative/explanatory textsto examine a topic and convey ideasand information clearly.•a. Introduce a topic clearly andgroup related information inparagraphs and sections; includeformatting (e.g., headings),il lustrations, and multimedia whenuseful to aiding comprehension.•b. Develop the topic with facts,definitions, concrete details,quotations, or other information andexamples related to the topic.•c. Link ideas within categories ofinformation using words and phrases(e.g., another, for example, also,because).•d. Use precise language anddomain-specific vocabulary to informabout or explain the topic.•e. Provide a concluding statement orsection related to the information orexplanation presented.
W.4.3(A)Write narratives to develop real orimagined experiences or eventsusing effective technique, descriptive
How do peopleand animals usetheir senses tonavigate theworld?
WEEK 1VOCABULARY
Big Idea Words: perception,aroma, distinguish, tactileCritical Vocabulary: luminous,transparent, reflect, illuminates,judgeVocabulary Strategy:Multiple-Meaning WordsGenerative Vocabulary: LatinRoot lumin; Spiral Review:Suffixes -y, -ly
READING WORKSHOPCentral IdeaSummarizeText and Graphic FeaturesText StructureContent-Area Words
FOUNDATIONAL SKILLSDecoding: Short o and Long oSpelling: Short o and Long oFluency: Accuracy andSelf-Correction
COMMUNICATIONListening ComprehensionResearch: Gather InformationMake Connections
WRITING WORKSHOPInformational Text WritingFragments and Run-OnSentences
WEEK 2VOCABULARY
Critical Vocabulary: relish,familiar, savor, enhance,accepted, obstacles, command,denying, adapt, comfortVocabulary Strategy:Multiple-Meaning WordsGenerative Vocabulary: Suffixes-ness, -ment; Spiral Review: LatinRoot lumin
READING WORKSHOPAsk and Answer QuestionsMedia TechniquesFigurative LanguageText Structure
FOUNDATIONAL SKILLSDecoding: Syllable DivisionPatterns: VCCV, VCV, VVSpelling: HomophonesFluency: Reading Rate
COMMUNICATIONSpeaking and Listening:Summarizing/ParaphrasingMake Connections
WRITING WORKSHOPInformational Text WritingProper Noun
WEEK 3VOCABULARY
Exit TicketsRunningRecordsFormalAssessments(Formative &Summative)TeacherObservations
God created all things. He gave usour senses in order to explore Hisworld he created."But as it is, God arranged themembers in the body, each one ofthem, as he chose." 1 Corinthians12:18
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details, and clear event sequences.•a. Orient the reader by establishinga situation and introducing a narratorand/or characters; organize an eventsequence that unfolds naturally.•b. Use dialogue and description todevelop experiences and events orshow the responses of characters tosituations.•c. Use a variety of transitional wordsand phrases to manage the sequenceof events.•d. Use concrete words and phrasesand sensory details to conveyexperiences and events precisely.•e. Provide a conclusion that followsfrom the narrated experiences orevents.
W.4.4(A)Produce clear and coherent writing inwhich the development andorganization are appropriate to task,purpose, and audience.(Grade-specific expectations forwriting types are defined instandards 1-3 above.)
W.4.5(A)With guidance and support frompeers and adults, develop andstrengthen writing as needed byplanning, revising, and editing.(Editing for conventions shoulddemonstrate command of Languagestandards 1-3 up to and includinggrade 4 on pages 28 and 29.)
W.4.6(A)With some guidance and supportfrom adults, use technology,including the Internet, to produce andpublish writing as well as to interactand collaborate with others;demonstrate sufficient command ofkeyboarding skills to type a minimumof one page in a single sitting.
W.4.7(A)Conduct short research projects thatbuild knowledge throughinvestigation of different aspects of atopic.
W.4.8(A)Recall relevant information fromexperiences or gather relevantinformation from print and digitalsources; take notes and categorizeinformation, and provide a list ofsources.
W.4.9(A)Draw evidence from literary orinformational texts to supportanalysis, reflection, and research.•a. Apply grade 4 Reading standardsto literature (e.g., Describe in deptha character, setting, or event in astory or drama, drawing on specificdetails in the text [e.g., a character'sthoughts, words, or actions].).•b. Apply grade 4 Reading standardsto informational texts (e.g., Explainhow an author uses reasons andevidence to support particular pointsin a text).
VOCABULARYCritical Vocabulary: absurd,taunt, forfeit, despised,ferocious, elaborately, covetedVocabulary Strategy: ContextCluesGenerative Vocabulary: Suffixes-y, -ly; Spiral Review: Suffixes-ness, -ment
READING WORKSHOPVisualizePlotFigurative LanguageAuthor’s Craft
FOUNDATIONAL SKILLSDecoding: Vowel Sounds //,/ y / , a n d / /Spelling: Vowel Sounds //,/ y / , a n d / /Fluency: Expression
COMMUNICATIONMedia Literacy: Create aMultimedia PresentationMake Connections
WRITING WORKSHOPInformational Text WritingVerbs
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Curriculum Map - English Language Arts - 4 English Language Arts
L.4.1(A)Demonstrate command of theconventions of standard Englishgrammar and usage when writing orspeaking.•a. Use relative pronouns (who,whose, whom, which, that) andrelative adverbs (where, when, why).•b. Form and use the progressive(e.g., I was walking; I am walking; Iwill be walking) verb tenses.•c. Use modal auxiliaries (e.g., can,may, must) to convey variousconditions.•d. Order adjectives within sentencesaccording to conventional patterns(e.g., a small red bag rather than ared small bag.).•e. Form and use prepositionalphrases.•f. Produce complete sentences,recognizing and correctinginappropriate fragments and run-ons.•g. Correctly use frequently confusedwords (e.g., to, too, two; there, their).
L.4.2(A)Demonstrate command of theconventions of standard Englishcapitalization, punctuation, andspelling when writing.•a. Use correct capitalization.•b. Use commas and quotation marksto mark direct speech and quotationsfrom a text.•c. Use a comma before acoordinating conjunction in acompound sentence.•d. Spell grade-appropriate wordscorrectly, consulting references asneeded.
L.4.4(A)Determine or clarify the meaning ofunknown and multiple-meaningwords and phrases based on grade 4reading and content, choosingflexibly from a range of strategies.•a. Use context (e.g., definitions,examples, or restatements in text) asa clue to the meaning of a word orphrase.•b. Use common, grade-appropriateGreek and Latin affixes and roots asclues to the meaning of a word (e.g.,telegraph, photograph, autograph).•c. Consult reference materials (e.g.,dictionaries, glossaries, thesauruses),both print and digital, to find thepronunciation and determine orclarify the precise meaning of keywords and phrases.
L.4.5(A)Demonstrate understanding offigurative language, wordrelationships, and nuances in wordmeanings.•a. Explain the meaning of simplesimiles and metaphors (e.g., as prettyas a picture) in context.•b. Recognize and explain themeaning of common idioms, adages,and proverbs.
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Curriculum Map - English Language Arts - 4 English Language Arts
•c. Demonstrate understanding ofwords by relating them to theiropposites (antonyms) and to wordswith similar buy not identicalmeanings (synonyms).
Module 3: Riseto the Occasion
(updated 6/3/20)
RL.4.2(A)Determine a theme of a story,drama, or poem from details in thetext; summarize the text.
RL.4.3(A)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.4.5(A)Explain major differences betweenpoems, drama, and prose, and referto the structural elements of poems(e.g., verse, rhythm, meter) anddrama (e.g., casts of characters,settings, descriptions, dialogue,stage directions) when writing orspeaking about a text.
RL.4.6(A)Compare and contrast the point ofview from which different stories arenarrated, including the differencebetween first- and third-personnarrations.
RL.4.10(A)By the end of the year, read andcomprehend literature, includingstories, dramas, and poetry, in thegrades 4-5 text complexity bandproficiently, with scaffolding asneeded at the high end of the range.
W.4.1(A)Write opinion pieces on topics ortexts, supporting a point of view withreasons and information.•a. Introduce a topic or text clearly,state an opinion, and create anorganizational structure in whichrelated ideas are grouped to supportthe writer's purpose.•b. Provide reasons that aresupported by facts and details.•c. Link opinion and reasons usingwords and phrases (e.g., for instance,in order to, in addition).•d. Provide a concluding statement orsection related to the opinionpresented.
W.4.6(A)With some guidance and supportfrom adults, use technology,including the Internet, to produce andpublish writing as well as to interactand collaborate with others;demonstrate sufficient command ofkeyboarding skills to type a minimumof one page in a single sitting.
W.4.7(A)Conduct short research projects thatbuild knowledge throughinvestigation of different aspects of atopic.
W.4.8(A)Recall relevant information from
What does ittake to meet achallenge?LearningMindset: SeekingChallenges
WEEK 1VOCABULARY
Big Idea Words: confront,dauntless, endurance, dedicationCritical Vocabulary: auction,drifting, damp, spare, verses,chorus, brimmingVocabulary Strategy: Synonymsand AntonymsGenerative Vocabulary: Suffixes-ful, -ous, -less; Spiral Review:Suffixes -y, -ly
READING WORKSHOPIdentify ClaimSynthesizeAuthor’s CraftPlotTheme
FOUNDATIONAL SKILLSDecoding: Vowel Sounds B and MSpelling: Vowel Sounds B and MFluency: Phrasing
COMMUNICATIONListening ComprehensionSpeaking and Listening: UseFormal and Informal LanguageMake Connections
WRITING WORKSHOPArgument WritingVerb Tenses
WEEK 2VOCABULARY
Critical Vocabulary: surge,perish, debris, adoringly,capable, spectators, disbeliefVocabulary Strategy: Synonymsand AntonymsGenerative Vocabulary: LatinRoots vis, aud, spec; SpiralReview: Suffixes -ful, -ous, -less
READING WORKSHOPVisualizePoint of ViewElements of DramaIdioms, Adages, and Proverbs
FOUNDATIONAL SKILLSDecoding: Vowel Sounds /ou/, /ô/Spelling: Vowel Sounds /ou/, /ô/Fluency: Intonation
COMMUNICATIONResearch: Take NotesMake Connections
WRITING WORKSHOPArgument WritingProgressive Verb Tenses
WEEK 3VOCABULARY
Critical Vocabulary: burst,
Exit TicketsRunningRecordsFormalAssessments(Formative &Summative)TeacherObservations
Students will know that with Godthey can meet all challenges thatcome before them." I can do all this through him whogives me strength." Philippians 4:13
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Curriculum Map - English Language Arts - 4 English Language Arts
experiences or gather relevantinformation from print and digitalsources; take notes and categorizeinformation, and provide a list ofsources.
W.4.9(A)Draw evidence from literary orinformational texts to supportanalysis, reflection, and research.•a. Apply grade 4 Reading standardsto literature (e.g., Describe in deptha character, setting, or event in astory or drama, drawing on specificdetails in the text [e.g., a character'sthoughts, words, or actions].).•b. Apply grade 4 Reading standardsto informational texts (e.g., Explainhow an author uses reasons andevidence to support particular pointsin a text).
L.4.1(A)Demonstrate command of theconventions of standard Englishgrammar and usage when writing orspeaking.•a. Use relative pronouns (who,whose, whom, which, that) andrelative adverbs (where, when, why).•b. Form and use the progressive(e.g., I was walking; I am walking; Iwill be walking) verb tenses.•c. Use modal auxiliaries (e.g., can,may, must) to convey variousconditions.•d. Order adjectives within sentencesaccording to conventional patterns(e.g., a small red bag rather than ared small bag.).•e. Form and use prepositionalphrases.•f. Produce complete sentences,recognizing and correctinginappropriate fragments and run-ons.•g. Correctly use frequently confusedwords (e.g., to, too, two; there, their).
L.4.2(A)Demonstrate command of theconventions of standard Englishcapitalization, punctuation, andspelling when writing.•a. Use correct capitalization.•b. Use commas and quotation marksto mark direct speech and quotationsfrom a text.•c. Use a comma before acoordinating conjunction in acompound sentence.•d. Spell grade-appropriate wordscorrectly, consulting references asneeded.
L.4.4(A)Determine or clarify the meaning ofunknown and multiple-meaningwords and phrases based on grade 4reading and content, choosingflexibly from a range of strategies.•a. Use context (e.g., definitions,examples, or restatements in text) asa clue to the meaning of a word orphrase.•b. Use common, grade-appropriate
opportunities, immigration,refugees, amazingVocabulary Strategy:Multiple-Meaning WordsGenerative Vocabulary: Prefixesover-, under-; Spiral Review:Latin Roots vis, aud, spec
READING WORKSHOPMake and Confirm PredictionsLiterary ElementsPoint of ViewAuthor’s Craft
FOUNDATIONAL SKILLSDecoding: Vowel + /r/ Sounds/är/, /âr/, /îr/Spelling: Vowel + /r/ SoundsFluency: Reading Rate
COMMUNICATIONSpeaking and Listening: Give aPresentationMake Connections
WRITING WORKSHOPArgument WritingCompound and ComplexSentence
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Greek and Latin affixes and roots asclues to the meaning of a word (e.g.,telegraph, photograph, autograph).•c. Consult reference materials (e.g.,dictionaries, glossaries, thesauruses),both print and digital, to find thepronunciation and determine orclarify the precise meaning of keywords and phrases.
L.4.5(A)Demonstrate understanding offigurative language, wordrelationships, and nuances in wordmeanings.•a. Explain the meaning of simplesimiles and metaphors (e.g., as prettyas a picture) in context.•b. Recognize and explain themeaning of common idioms, adages,and proverbs.•c. Demonstrate understanding ofwords by relating them to theiropposites (antonyms) and to wordswith similar buy not identicalmeanings (synonyms).
Module 4: HeroicFeats
(updated 6/3/20)
RL.4.1(A)Refer to details and examples in atext when explaining what the textsays explicitly and when drawinginferences from the text.
RL.4.2(A)Determine a theme of a story,drama, or poem from details in thetext; summarize the text.
RL.4.5(A)Explain major differences betweenpoems, drama, and prose, and referto the structural elements of poems(e.g., verse, rhythm, meter) anddrama (e.g., casts of characters,settings, descriptions, dialogue,stage directions) when writing orspeaking about a text.
RL.4.10(A)By the end of the year, read andcomprehend literature, includingstories, dramas, and poetry, in thegrades 4-5 text complexity bandproficiently, with scaffolding asneeded at the high end of the range.
RI.4.1(A)Refer to details and examples in atext when explaining what the textsays explicitly and when drawinginferences from the text.
RI.4.2(A)Determine the main idea of a textand explain how it is supported bykey details; summarize the text.
RI.4.5(A)Describe the overall structure (e.g.,chronology, comparison, cause/effect,problem/solution) of events, ideas,concepts, or information in a text orpart of a text.
RI.4.9(A)Integrate information from two textson the same topic in order to write orspeak about the subjectknowledgeably.
What makessomeone a hero?LearningMindset:Resilience
WEEK 1VOCABULARY
Big Idea Words: aspire,confidence, endeavor,fearlessnessCritical Vocabulary: elegant,foreboding, episode, scowled,intimidated, subdued,disheveled, rigid, feisty, sulkedVocabulary Strategy:Homographs and HomophonesGenerative Vocabulary: Prefixessub-, fore-; Spiral Review:Prefixes over-, under-
READING WORKSHOPText and Graphic FeaturesVisualizePoint of ViewTheme
FOUNDATIONAL SKILLSDecoding: More Vowel + /r/Sounds /ûr/, /ôr/Spelling: More Vowel + /r/ SoundsFluency: Phrasing
COMMUNICATIONListening ComprehensionSpeaking and Listening: OralInstructionsMake Connections
WRITING WORKSHOPNarrative WritingPronouns
WEEK 2VOCABULARY
Critical Vocabulary: timid,strenuous, devised, distress,odyssey, destiny, mortalVocabulary Strategy:Homographs and HomophonesGenerative Vocabulary: Suffixes-able, -ible; Spiral Review:
Exit TicketsRunningRecordsFormalAssessments(Formative &Summative)TeacherObservations
Students will learn that Jesus is theultimate hero in that He died onthe cross for the salvation of all."For the Son of Man came to seekand to save the lost.” Luke 19:10
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W.4.3(A)Write narratives to develop real orimagined experiences or eventsusing effective technique, descriptivedetails, and clear event sequences.•a. Orient the reader by establishinga situation and introducing a narratorand/or characters; organize an eventsequence that unfolds naturally.•b. Use dialogue and description todevelop experiences and events orshow the responses of characters tosituations.•c. Use a variety of transitional wordsand phrases to manage the sequenceof events.•d. Use concrete words and phrasesand sensory details to conveyexperiences and events precisely.•e. Provide a conclusion that followsfrom the narrated experiences orevents.
L.4.1(A)Demonstrate command of theconventions of standard Englishgrammar and usage when writing orspeaking.•a. Use relative pronouns (who,whose, whom, which, that) andrelative adverbs (where, when, why).•b. Form and use the progressive(e.g., I was walking; I am walking; Iwill be walking) verb tenses.•c. Use modal auxiliaries (e.g., can,may, must) to convey variousconditions.•d. Order adjectives within sentencesaccording to conventional patterns(e.g., a small red bag rather than ared small bag.).•e. Form and use prepositionalphrases.•f. Produce complete sentences,recognizing and correctinginappropriate fragments and run-ons.•g. Correctly use frequently confusedwords (e.g., to, too, two; there, their).
L.4.4(A)Determine or clarify the meaning ofunknown and multiple-meaningwords and phrases based on grade 4reading and content, choosingflexibly from a range of strategies.•a. Use context (e.g., definitions,examples, or restatements in text) asa clue to the meaning of a word orphrase.•b. Use common, grade-appropriateGreek and Latin affixes and roots asclues to the meaning of a word (e.g.,telegraph, photograph, autograph).•c. Consult reference materials (e.g.,dictionaries, glossaries, thesauruses),both print and digital, to find thepronunciation and determine orclarify the precise meaning of keywords and phrases.
Prefixes sub-, fore-READING WORKSHOP
SynthesizeText StructureAsk and Answer QuestionsElements of DramaFigurative Language
FOUNDATIONAL SKILLSDecoding: Regular and IrregularPluralsSpelling: HomophonesFluency: Intonation
COMMUNICATIONResearch: Evaluate and OrganizeInformationMake Connections
WRITING WORKSHOPNarrative WritingFrequently Confused Words
WEEK 3VOCABULARY
Critical Vocabulary: surrendered,rebellion, furious, tyrant,occasionally, secureVocabulary Strategy: Synonymsand AntonymsGenerative Vocabulary: Suffixes-en, -ic; Spiral Review: Suffixes-able, -ible
READING WORKSHOPMake InferencesCentral IdeaText StructureAuthor’s Purpose
FOUNDATIONAL SKILLSDecoding: Recognize Root WordsSpelling: Adding -ed or -ingFluency: Reading Rate
COMMUNICATIONResearch: Cite SourcesMake Connections
WRITING WORKSHOPNarrative WritingPossessive Nouns
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Module 5: ArtEverywhere
(updated 6/3/20)
RL.4.1(A)Refer to details and examples in atext when explaining what the textsays explicitly and when drawinginferences from the text.
RL.4.2(A)Determine a theme of a story,drama, or poem from details in thetext; summarize the text.
RL.4.4(A)Determine the meaning of words andphrases as they are used in a text,including those that allude tosignificant characters found inmythology (e.g., Herculean).
RL.4.10(A)By the end of the year, read andcomprehend literature, includingstories, dramas, and poetry, in thegrades 4-5 text complexity bandproficiently, with scaffolding asneeded at the high end of the range.
RI.4.2(A)Determine the main idea of a textand explain how it is supported bykey details; summarize the text.
RI.4.5(A)Describe the overall structure (e.g.,chronology, comparison, cause/effect,problem/solution) of events, ideas,concepts, or information in a text orpart of a text.
RI.4.7(A)Interpret information presentedvisually, orally, or quantitatively (e.g.,in charts, graphs, diagrams, timelines, animations, or interactiveelements on Web pages) and explainhow the information contributes toan understanding of the text in whichit appears.
RI.4.8(A)Explain how an author uses reasonsand evidence to support particularpoints in a text.
W.4.2(A)Write informative/explanatory textsto examine a topic and convey ideasand information clearly.•a. Introduce a topic clearly andgroup related information inparagraphs and sections; includeformatting (e.g., headings),il lustrations, and multimedia whenuseful to aiding comprehension.•b. Develop the topic with facts,definitions, concrete details,quotations, or other information andexamples related to the topic.•c. Link ideas within categories ofinformation using words and phrases(e.g., another, for example, also,because).•d. Use precise language anddomain-specific vocabulary to informabout or explain the topic.•e. Provide a concluding statement orsection related to the information orexplanation presented.
W.4.3(A)
How far can yourtalents take you?LearningMindset:Belonging
WEEK 1VOCABULARY
Big Idea Words: sculpture,creativity, inspiration, expressiveCritical Vocabulary: dignified,stunned, polished, regretted,hilarious, observant, flattered,trampledVocabulary Strategy: Shades ofMeaningGenerative Vocabulary: Suffixes-ity, -ty; Spiral Review: Suffixes-en, -ic
READING WORKSHOPIdeas and SupportAsk and Answer QuestionsText StructureFigurative Language
FOUNDATIONAL SKILLSDecoding: Recognize Root WordsSpelling: Adding -ed or -ingFluency: Reading Rate
COMMUNICATIONListening ComprehensionResearch: ParaphraseMake Connections
WRITING WORKSHOPInformational Text WritingModal Auxiliaries
WEEK 2VOCABULARY
Critical Vocabulary: curator,foreground, background,rhythmic, distinctive, highlight,horizontalVocabulary Strategy: Shades ofMeaningGenerative Vocabulary: Suffixes-er, -or, -ist; Spiral Review:Suffixes -ity, -ty
READING WORKSHOPMonitor and ClarifyCentral IdeaText StructureText and Graphic Features
FOUNDATIONAL SKILLSDecoding: Final Long eSpelling: Final Long eFluency: Phrasing
COMMUNICATIONSpeaking and Listening: Engagein DiscussionMake Connections
WRITING WORKSHOPInformational Text WritingParticiples
WEEK 2VOCABULARY
Critical Vocabulary: necessary,unsurpassed, stir,extraordinarily, cruising, plungesVocabulary Strategy:Homographs and HomophonesGenerative Vocabulary: Prefixes
Exit TicketsRunningRecordsFormalAssessments(Formative &Summative)TeacherObservations
Students will learn that sharingtheir talents with others can bringpeople closer together. "Each ofyou should use whatever gift youhave received to serve others, asfaithful stewards of God’s grace inits various forms." 1 Peter 4:10
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Write narratives to develop real orimagined experiences or eventsusing effective technique, descriptivedetails, and clear event sequences.•a. Orient the reader by establishinga situation and introducing a narratorand/or characters; organize an eventsequence that unfolds naturally.•b. Use dialogue and description todevelop experiences and events orshow the responses of characters tosituations.•c. Use a variety of transitional wordsand phrases to manage the sequenceof events.•d. Use concrete words and phrasesand sensory details to conveyexperiences and events precisely.•e. Provide a conclusion that followsfrom the narrated experiences orevents.
W.4.4(A)Produce clear and coherent writing inwhich the development andorganization are appropriate to task,purpose, and audience.(Grade-specific expectations forwriting types are defined instandards 1-3 above.)
W.4.5(A)With guidance and support frompeers and adults, develop andstrengthen writing as needed byplanning, revising, and editing.(Editing for conventions shoulddemonstrate command of Languagestandards 1-3 up to and includinggrade 4 on pages 28 and 29.)
W.4.7(A)Conduct short research projects thatbuild knowledge throughinvestigation of different aspects of atopic.
W.4.8(A)Recall relevant information fromexperiences or gather relevantinformation from print and digitalsources; take notes and categorizeinformation, and provide a list ofsources.
L.4.1(A)Demonstrate command of theconventions of standard Englishgrammar and usage when writing orspeaking.•a. Use relative pronouns (who,whose, whom, which, that) andrelative adverbs (where, when, why).•b. Form and use the progressive(e.g., I was walking; I am walking; Iwill be walking) verb tenses.•c. Use modal auxiliaries (e.g., can,may, must) to convey variousconditions.•d. Order adjectives within sentencesaccording to conventional patterns(e.g., a small red bag rather than ared small bag.).•e. Form and use prepositionalphrases.•f. Produce complete sentences,
Generative Vocabulary: Prefixesun-, in-; Spiral Review: Suffixes-er, -or, -ist
READING WORKSHOPVisualizeElements of PoetryFigurative LanguageTheme
FOUNDATIONAL SKILLSDecoding: Recognize Root WordsSpelling: Changing Final y to iFluency: Expression
COMMUNICATIONSpeaking and Listening: OralInstructionsMake Connections
WRITING WORKSHOPInformational Text WritingIrregular Verbs
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recognizing and correctinginappropriate fragments and run-ons.•g. Correctly use frequently confusedwords (e.g., to, too, two; there, their).
L.4.4(A)Determine or clarify the meaning ofunknown and multiple-meaningwords and phrases based on grade 4reading and content, choosingflexibly from a range of strategies.•a. Use context (e.g., definitions,examples, or restatements in text) asa clue to the meaning of a word orphrase.•b. Use common, grade-appropriateGreek and Latin affixes and roots asclues to the meaning of a word (e.g.,telegraph, photograph, autograph).•c. Consult reference materials (e.g.,dictionaries, glossaries, thesauruses),both print and digital, to find thepronunciation and determine orclarify the precise meaning of keywords and phrases.
L.4.5(A)Demonstrate understanding offigurative language, wordrelationships, and nuances in wordmeanings.•a. Explain the meaning of simplesimiles and metaphors (e.g., as prettyas a picture) in context.•b. Recognize and explain themeaning of common idioms, adages,and proverbs.•c. Demonstrate understanding ofwords by relating them to theiropposites (antonyms) and to wordswith similar buy not identicalmeanings (synonyms).
Module 6:Marvels ofNature
(updated 6/6/19)
RL.4.4(A)Determine the meaning of words andphrases as they are used in a text,including those that allude tosignificant characters found inmythology (e.g., Herculean).
RL.4.5(A)Explain major differences betweenpoems, drama, and prose, and referto the structural elements of poems(e.g., verse, rhythm, meter) anddrama (e.g., casts of characters,settings, descriptions, dialogue,stage directions) when writing orspeaking about a text.
RI.4.1(A)Refer to details and examples in atext when explaining what the textsays explicitly and when drawinginferences from the text.
RI.4.2(A)Determine the main idea of a textand explain how it is supported bykey details; summarize the text.
RI.4.5(A)Describe the overall structure (e.g.,chronology, comparison, cause/effect,problem/solution) of events, ideas,concepts, or information in a text orpart of a text.
What makesEarth’s naturalwonders excitingand unique?LearningMindset: Wonder
WEEK 1VOCABULARY
Big Idea Words: scenic,landscape, canyon, landformCritical Vocabulary: trench,summit, thrive, prehistoric, vital,glimpse, submersible, remotely,autonomousVocabulary Strategy: ReferenceSourcesGenerative Vocabulary: GreekRoots auto, bio, photo, graph;Spiral Review: Prefixes un-, in-
READING WORKSHOPText and Graphic FeaturesSynthesizeCentral IdeaText Structure
FOUNDATIONAL SKILLSDecoding: Words with /k/, /ng/,and /kw/Spelling: Words with /k/, /ng/,and /kw/Fluency: Accuracy andSelf-Correction
COMMUNICATIONListening Comprehension
Exit TicketsRunningRecordsFormalAssessments(Formative &Summative)TeacherObservations
Students will learn that Godcreated our world full of uniqueplaces with amazing wonders onland, in the ocean, and in the sky."In his hand are the depths of theearth, and the mountain peaksbelong to him. The sea is his, forhe made it, and his hands formedthe dry land." Psalm 95:4-5
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RI.4.8(A)Explain how an author uses reasonsand evidence to support particularpoints in a text.
W.4.2(A)Write informative/explanatory textsto examine a topic and convey ideasand information clearly.•a. Introduce a topic clearly andgroup related information inparagraphs and sections; includeformatting (e.g., headings),il lustrations, and multimedia whenuseful to aiding comprehension.•b. Develop the topic with facts,definitions, concrete details,quotations, or other information andexamples related to the topic.•c. Link ideas within categories ofinformation using words and phrases(e.g., another, for example, also,because).•d. Use precise language anddomain-specific vocabulary to informabout or explain the topic.•e. Provide a concluding statement orsection related to the information orexplanation presented.
L.4.1(A)Demonstrate command of theconventions of standard Englishgrammar and usage when writing orspeaking.•a. Use relative pronouns (who,whose, whom, which, that) andrelative adverbs (where, when, why).•b. Form and use the progressive(e.g., I was walking; I am walking; Iwill be walking) verb tenses.•c. Use modal auxiliaries (e.g., can,may, must) to convey variousconditions.•d. Order adjectives within sentencesaccording to conventional patterns(e.g., a small red bag rather than ared small bag.).•e. Form and use prepositionalphrases.•f. Produce complete sentences,recognizing and correctinginappropriate fragments and run-ons.•g. Correctly use frequently confusedwords (e.g., to, too, two; there, their).
L.4.4(A)Determine or clarify the meaning ofunknown and multiple-meaningwords and phrases based on grade 4reading and content, choosingflexibly from a range of strategies.•a. Use context (e.g., definitions,examples, or restatements in text) asa clue to the meaning of a word orphrase.•b. Use common, grade-appropriateGreek and Latin affixes and roots asclues to the meaning of a word (e.g.,telegraph, photograph, autograph).•c. Consult reference materials (e.g.,dictionaries, glossaries, thesauruses),both print and digital, to find thepronunciation and determine or
Research: Plan and GatherInformationMake Connections
WRITING WORKSHOPCorrespondence WritingAdjectives
WEEK 2VOCABULARY
Critical Vocabulary: eternal,organic, intriguing, diverse, idle,core, fathom, wrath, collisionVocabulary Strategy: ReferenceSourcesGenerative Vocabulary: Suffixes-ness, -ment; Spiral Review:Greek Roots auto, bio, photo,graph
READING WORKSHOPAsk and Answer QuestionsText StructureAuthor’s CraftElements of Poetry
FOUNDATIONAL SKILLSDecoding: Words with Final /j/and /s/Spelling: Words with Final /j/ and/s/Fluency: Reading Rate
COMMUNICATIONResearch and Media Literacy:Create a Multimodal PresentationMake Connections
WRITING WORKSHOPCorrespondence WritingAdverbs
WEEK 3VOCABULARY
Critical Vocabulary: shatter,sentries, chasm, glistens,embedded, erodingVocabulary Strategy: Shades ofMeaningGenerative Vocabulary: Prefixinter-; Spiral Review: Suffixes-ness, -ment
READING WORKSHOPMake InferencesIdeas and SupportSimile and MetaphorAuthor’s Craft
FOUNDATIONAL SKILLSDecoding: Prefixes re-, un-, dis-in multisyllabic wordsSpelling: Prefixes re-, un-, dis-Fluency: Intonation
COMMUNICATIONSpeaking and Listening: Give aPresentationMake Connections
WRITING WORKSHOPCorrespondence WritingPrepositions and PrepositionalPhrases
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clarify the precise meaning of keywords and phrases.
L.4.5(A)Demonstrate understanding offigurative language, wordrelationships, and nuances in wordmeanings.•a. Explain the meaning of simplesimiles and metaphors (e.g., as prettyas a picture) in context.•b. Recognize and explain themeaning of common idioms, adages,and proverbs.•c. Demonstrate understanding ofwords by relating them to theiropposites (antonyms) and to wordswith similar buy not identicalmeanings (synonyms).
Module 7:Tricksters andTall Tales
(updated 6/3/20)
RL.4.1(A)Refer to details and examples in atext when explaining what the textsays explicitly and when drawinginferences from the text.
RL.4.2(A)Determine a theme of a story,drama, or poem from details in thetext; summarize the text.
RL.4.3(A)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.4.4(A)Determine the meaning of words andphrases as they are used in a text,including those that allude tosignificant characters found inmythology (e.g., Herculean).
RL.4.5(A)Explain major differences betweenpoems, drama, and prose, and referto the structural elements of poems(e.g., verse, rhythm, meter) anddrama (e.g., casts of characters,settings, descriptions, dialogue,stage directions) when writing orspeaking about a text.
RL.4.6(A)Compare and contrast the point ofview from which different stories arenarrated, including the differencebetween first- and third-personnarrations.
RL.4.7(A)Make connections between the textof a story or drama and a visual ororal presentation of the text,identifying where each versionreflects specific descriptions anddirections in the text.
RL.4.9(A)Compare and contrast the treatmentof similar themes and topics (e.g.,opposition of good and evil) andpatterns of events (e.g., the quest) instories, myths, and traditionalliterature from different cultures.
RL.4.10(A)By the end of the year, read and
What lessons canyou learn fromcharacters intraditional tales?LearningMindset:Self-Reflection
WEEK 1VOCABULARY
Big Idea Words: trickster,shrewd, exaggeration, legendaryCritical Vocabulary: recall,vividly, accentuated, partial,splendor, resourceful,disposition, commendable,devastationVocabulary Strategy: AnalogiesGenerative Vocabulary: Suffix-ion; Spiral Review: Prefix inter-
READING WORKSHOPCentral IdeaRetellFigurative LanguageCharactersAdages and Proverbs
FOUNDATIONAL SKILLSDecoding: Suffixes -ful, -less,-ness, -mentSpelling: Suffixes -ful, -less,-ness, -mentFluency: Accuracy andSelf-Correction
COMMUNICATIONListening ComprehensionSpeaking and Listening: Engagein DiscussionMake Connections
WRITING WORKSHOPNarrative WritingRelative Pronouns and Adverbs
WEEK 2VOCABULARY
Critical Vocabulary: thrifty,generous, character, fascinated,succulent, clampedVocabulary Strategy: AnalogiesGenerative Vocabulary: Prefixesmis-, pre-, dis-; Spiral Review:Suffix -ion
READING WORKSHOPMake and Confirm PredictionsThemeFigurative LanguageCharacters
Exit TicketsRunningRecordsFormalAssessments(Formative &Summative)TeacherObservations
Students will learn that traditionalstories can teach many lessonsabout life and the world aroundus. Similarly, Jesus used parablesto help his followers understandthe things of heaven. "With manysuch parables he spoke the word tothem, as they were able to hear it."Mark 4:33
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comprehend literature, includingstories, dramas, and poetry, in thegrades 4-5 text complexity bandproficiently, with scaffolding asneeded at the high end of the range.
RI.4.1(A)Refer to details and examples in atext when explaining what the textsays explicitly and when drawinginferences from the text.
RI.4.2(A)Determine the main idea of a textand explain how it is supported bykey details; summarize the text.
RI.4.3(A)Explain events, procedures, ideas, orconcepts in a historical, scientific, ortechnical text, including whathappened and why, based on specificinformation in the text.
RI.4.5(A)Describe the overall structure (e.g.,chronology, comparison, cause/effect,problem/solution) of events, ideas,concepts, or information in a text orpart of a text.
RI.4.6(A)Compare and contrast a firsthandand secondhand account of the sameevent or topic; describe thedifferences in focus and theinformation provided.
RI.4.7(A)Interpret information presentedvisually, orally, or quantitatively (e.g.,in charts, graphs, diagrams, timelines, animations, or interactiveelements on Web pages) and explainhow the information contributes toan understanding of the text in whichit appears.
RI.4.8(A)Explain how an author uses reasonsand evidence to support particularpoints in a text.
RI.4.9(A)Integrate information from two textson the same topic in order to write orspeak about the subjectknowledgeably.
RI.4.10(A)By the end of year, read andcomprehend informational texts,including history/social studies,science, and technical texts, in thegrades 4-5 text complexity bandproficiently, with scaffolding asneeded at the high end of the range.
W.4.4(A)Produce clear and coherent writing inwhich the development andorganization are appropriate to task,purpose, and audience.(Grade-specific expectations forwriting types are defined instandards 1-3 above.)
W.4.5(A)With guidance and support frompeers and adults, develop andstrengthen writing as needed byplanning, revising, and editing.
FOUNDATIONAL SKILLSDecoding: Multisyllabic Wordswith VCCV Syllable DivisionPatternSpelling: Words with VCCVPattern and Closed SyllablesFluency: Expression
COMMUNICATIONSpeaking and Listening: Give aPresentationMake Connections
WRITING WORKSHOPNarrative WritingAbbreviations
WEEK 3VOCABULARY
Critical Vocabulary: gratitude,withered, scorching, reckless,assumed, prosperVocabulary Strategy: ReferenceSourcesGenerative Vocabulary: Suffixes-ity, -ty; Spiral Review: Prefixesmis-, pre-, dis-
READING WORKSHOPSynthesizeText and Graphic FeaturesMedia TechniquesLiterary Elements
FOUNDATIONAL SKILLSDecoding: Words with VCVSyllable Division PatternSpelling: Words with VCVPattern, Open or Closed SyllablesFluency: Reading Rate
COMMUNICATIONMedia Literacy: Interpret/AnalyzeMediaMake Connections
WRITING WORKSHOPNarrative WritingComparative and SuperlativeAdjectives and Adverbs
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planning, revising, and editing.(Editing for conventions shoulddemonstrate command of Languagestandards 1-3 up to and includinggrade 4 on pages 28 and 29.)
W.4.6(A)With some guidance and supportfrom adults, use technology,including the Internet, to produce andpublish writing as well as to interactand collaborate with others;demonstrate sufficient command ofkeyboarding skills to type a minimumof one page in a single sitting.
W.4.7(A)Conduct short research projects thatbuild knowledge throughinvestigation of different aspects of atopic.
W.4.8(A)Recall relevant information fromexperiences or gather relevantinformation from print and digitalsources; take notes and categorizeinformation, and provide a list ofsources.
SL.4.2(A)Paraphrase portions of a text readaloud or information presented indiverse media and formats, includingvisually, quantitatively, and orally.
SL.4.3(A)Identify the reasons and evidence aspeaker provides to supportparticular points.
SL.4.4(A)Report on a topic or text, tell a story,or recount an experience in anorganized manner, using appropriatefacts and relevant, descriptive detailsto support main ideas or themes;speak clearly at an understandablepace.
L.4.1(A)Demonstrate command of theconventions of standard Englishgrammar and usage when writing orspeaking.•a. Use relative pronouns (who,whose, whom, which, that) andrelative adverbs (where, when, why).•b. Form and use the progressive(e.g., I was walking; I am walking; Iwill be walking) verb tenses.•c. Use modal auxiliaries (e.g., can,may, must) to convey variousconditions.•d. Order adjectives within sentencesaccording to conventional patterns(e.g., a small red bag rather than ared small bag.).•e. Form and use prepositionalphrases.•f. Produce complete sentences,recognizing and correctinginappropriate fragments and run-ons.•g. Correctly use frequently confusedwords (e.g., to, too, two; there, their).
L.4.2(A)Demonstrate command of theconventions of standard English
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capitalization, punctuation, andspelling when writing.•a. Use correct capitalization.•b. Use commas and quotation marksto mark direct speech and quotationsfrom a text.•c. Use a comma before acoordinating conjunction in acompound sentence.•d. Spell grade-appropriate wordscorrectly, consulting references asneeded.
L.4.3(A)Use knowledge of language and itsconventions when writing, speaking,reading, or listening.•a. Choose words and phrases toconvey ideas precisely.•b. Choose punctuation for effect.•c. Differentiate between contextsthat call for formal English (e.g.,presenting ideas) and situationswhere informal discourse isappropriate (e.g., small-groupdiscussion).
L.4.4(A)Determine or clarify the meaning ofunknown and multiple-meaningwords and phrases based on grade 4reading and content, choosingflexibly from a range of strategies.•a. Use context (e.g., definitions,examples, or restatements in text) asa clue to the meaning of a word orphrase.•b. Use common, grade-appropriateGreek and Latin affixes and roots asclues to the meaning of a word (e.g.,telegraph, photograph, autograph).•c. Consult reference materials (e.g.,dictionaries, glossaries, thesauruses),both print and digital, to find thepronunciation and determine orclarify the precise meaning of keywords and phrases.
L.4.5(A)Demonstrate understanding offigurative language, wordrelationships, and nuances in wordmeanings.•a. Explain the meaning of simplesimiles and metaphors (e.g., as prettyas a picture) in context.•b. Recognize and explain themeaning of common idioms, adages,and proverbs.•c. Demonstrate understanding ofwords by relating them to theiropposites (antonyms) and to wordswith similar buy not identicalmeanings (synonyms).
L.4.6(A)Acquire and use accuratelygrade-appropriate general academicand domain-specific words andphrases, including those that signalprecise actions, emotions, or statesof being (e.g., quizzed, whined,stammered) and that are basic to aparticular topic (e.g., wildlife,conservation, and endangered when
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discussing animal preservation).SL.4.5(I)
Add audio recordings and visualdisplays to presentations whenappropriate to enhance thedevelopment of main ideas orthemes.
SL.4.6(I)Differentiate between contexts thatcall for formal English (e.g.,presenting ideas) and situationswhere informal discourse isappropriate (e.g., small-groupdiscussion); use formal English whenappropriate to task and situation.(See grade 4 Language standards 1on pages 28 and 29 for specificexpectations.)
Module 8: FoodFor Thought
(updated 6/6/19)
RL.4.6(A)Compare and contrast the point ofview from which different stories arenarrated, including the differencebetween first- and third-personnarrations.
RL.4.7(A)Make connections between the textof a story or drama and a visual ororal presentation of the text,identifying where each versionreflects specific descriptions anddirections in the text.
RI.4.1(A)Refer to details and examples in atext when explaining what the textsays explicitly and when drawinginferences from the text.
RI.4.7(A)Interpret information presentedvisually, orally, or quantitatively (e.g.,in charts, graphs, diagrams, timelines, animations, or interactiveelements on Web pages) and explainhow the information contributes toan understanding of the text in whichit appears.
RI.4.8(A)Explain how an author uses reasonsand evidence to support particularpoints in a text.
W.4.1(A)Write opinion pieces on topics ortexts, supporting a point of view withreasons and information.•a. Introduce a topic or text clearly,state an opinion, and create anorganizational structure in whichrelated ideas are grouped to supportthe writer's purpose.•b. Provide reasons that aresupported by facts and details.•c. Link opinion and reasons usingwords and phrases (e.g., for instance,in order to, in addition).•d. Provide a concluding statement orsection related to the opinionpresented.
L.4.1(A)Demonstrate command of theconventions of standard Englishgrammar and usage when writing or
What can we doto make morehealthful foodchoices?LearningMindset:Planning Ahead
WEEK 1VOCABULARY
Big Idea Words: digest,sustainable, nutrition, compostCritical Vocabulary: assess,disposable, convenient,transported, hydrated, impact,intensiveVocabulary Strategy: ContextCluesGenerative Vocabulary: LatinRoots port, dict; Spiral Review:Suffixes -ity, -ty
READING WORKSHOPText and Graphic FeaturesMonitor and ClarifyAuthor’s PurposeIdeas and Support
FOUNDATIONAL SKILLSDecoding: VCCV and VCVSyllable Division PatternsSpelling: VCCV and VCVPatterns, Open and ClosedSyllablesFluency: Phrasing
COMMUNICATIONListening ComprehensionResearch: Take Notes andOrganize InformationMake Connections
WRITING WORKSHOPArgument WritingNegatives
WEEK 2VOCABULARY
Critical Vocabulary: adventurous,unique, pests, edible, attitudes,forbiddenVocabulary Strategy: ContextCluesGenerative Vocabulary: Prefixessub-, fore-; Spiral Review: LatinRoots port, dict
READING WORKSHOPAsk and Answer QuestionsMedia TechniquesCentral Idea
Exit TicketsRunningRecordsFormalAssessments(Formative &Summative)TeacherObservations
Students will learn that eatinghealthful, sustainable food is goodfor our bodies and ourworld. “Behold, I have given youevery plant yielding seed that is onthe face of all the earth, and everytree with seed in its fruit. You shallhave them for food." Genesis 1:29
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speaking.•a. Use relative pronouns (who,whose, whom, which, that) andrelative adverbs (where, when, why).•b. Form and use the progressive(e.g., I was walking; I am walking; Iwill be walking) verb tenses.•c. Use modal auxiliaries (e.g., can,may, must) to convey variousconditions.•d. Order adjectives within sentencesaccording to conventional patterns(e.g., a small red bag rather than ared small bag.).•e. Form and use prepositionalphrases.•f. Produce complete sentences,recognizing and correctinginappropriate fragments and run-ons.•g. Correctly use frequently confusedwords (e.g., to, too, two; there, their).
L.4.2(A)Demonstrate command of theconventions of standard Englishcapitalization, punctuation, andspelling when writing.•a. Use correct capitalization.•b. Use commas and quotation marksto mark direct speech and quotationsfrom a text.•c. Use a comma before acoordinating conjunction in acompound sentence.•d. Spell grade-appropriate wordscorrectly, consulting references asneeded.
L.4.4(A)Determine or clarify the meaning ofunknown and multiple-meaningwords and phrases based on grade 4reading and content, choosingflexibly from a range of strategies.•a. Use context (e.g., definitions,examples, or restatements in text) asa clue to the meaning of a word orphrase.•b. Use common, grade-appropriateGreek and Latin affixes and roots asclues to the meaning of a word (e.g.,telegraph, photograph, autograph).•c. Consult reference materials (e.g.,dictionaries, glossaries, thesauruses),both print and digital, to find thepronunciation and determine orclarify the precise meaning of keywords and phrases.
L.4.5(A)Demonstrate understanding offigurative language, wordrelationships, and nuances in wordmeanings.•a. Explain the meaning of simplesimiles and metaphors (e.g., as prettyas a picture) in context.•b. Recognize and explain themeaning of common idioms, adages,and proverbs.•c. Demonstrate understanding ofwords by relating them to theiropposites (antonyms) and to wordswith similar buy not identicalmeanings (synonyms).
Ideas and SupportFOUNDATIONAL SKILLS
Decoding: Words with the VCCVSyllable Division PatternSpelling: Words with the VCCVPatternFluency: Intonation
COMMUNICATIONMedia Literacy: Interpret/AnalyzeMediaMake Connections
WRITING WORKSHOPArgument WritingPunctuation
WEEK 3VOCABULARY
Critical Vocabulary: react,astounded, luscious, culinary,offense, crestfallen, optedVocabulary Strategy: AnalogiesGenerative Vocabulary: GreekRoots meter, therm, phon, tele;Spiral Review: Prefixes sub-, fore-
READING WORKSHOPMake and Confirm PredictionsText and Graphic FeaturesIdiomsPoint of View
FOUNDATIONAL SKILLSDecoding: Words with VCCCVSyllable Division PatternSpelling: Words with VCCCVPatternFluency: Accuracy andSelf-Correction
COMMUNICATIONSpeaking and Listening: OralInstructionsMake Connections
WRITING WORKSHOPArgument WritingCommas
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Curriculum Map - English Language Arts - 4 English Language Arts
meanings (synonyms).
Module 9: GlobalGuardians
(updated 6/6/19)
RL.4.2(A)Determine a theme of a story,drama, or poem from details in thetext; summarize the text.
RL.4.4(A)Determine the meaning of words andphrases as they are used in a text,including those that allude tosignificant characters found inmythology (e.g., Herculean).
RI.4.5(A)Describe the overall structure (e.g.,chronology, comparison, cause/effect,problem/solution) of events, ideas,concepts, or information in a text orpart of a text.
RI.4.7(A)Interpret information presentedvisually, orally, or quantitatively (e.g.,in charts, graphs, diagrams, timelines, animations, or interactiveelements on Web pages) and explainhow the information contributes toan understanding of the text in whichit appears.
RI.4.8(A)Explain how an author uses reasonsand evidence to support particularpoints in a text.
W.4.2(A)Write informative/explanatory textsto examine a topic and convey ideasand information clearly.•a. Introduce a topic clearly andgroup related information inparagraphs and sections; includeformatting (e.g., headings),il lustrations, and multimedia whenuseful to aiding comprehension.•b. Develop the topic with facts,definitions, concrete details,quotations, or other information andexamples related to the topic.•c. Link ideas within categories ofinformation using words and phrases(e.g., another, for example, also,because).•d. Use precise language anddomain-specific vocabulary to informabout or explain the topic.•e. Provide a concluding statement orsection related to the information orexplanation presented.
L.4.1(A)Demonstrate command of theconventions of standard Englishgrammar and usage when writing orspeaking.•a. Use relative pronouns (who,whose, whom, which, that) andrelative adverbs (where, when, why).•b. Form and use the progressive(e.g., I was walking; I am walking; Iwill be walking) verb tenses.•c. Use modal auxiliaries (e.g., can,may, must) to convey variousconditions.•d. Order adjectives within sentencesaccording to conventional patterns
What can peopledo to care forour planet?LearningMindset: Grit
WEEK 1VOCABULARY
Big Idea Words: ecology, recycle,conservation, sanctuaryCritical Vocabulary: frequent,sufficient, oasis, permission,installing, abandonedVocabulary Strategy: Synonymsand AntonymsGenerative Vocabulary: Suffixes-able, -ible; Spiral Review: GreekRoots meter, therm, phon, tele
READING WORKSHOPIdeas and SupportMake InferencesText and Graphic FeaturesThemeIdioms
FOUNDATIONAL SKILLSDecoding: Words with VVSyllable Division PatternSpelling: Words with VV PatternFluency: Expression
COMMUNICATIONListening ComprehensionSpeaking and Listening: WorkCollaborativelyMake Connections
WRITING WORKSHOPInformational Text WritingProper Mechanics
WEEK 2VOCABULARY
Critical Vocabulary: obsessed,disoriented, blunt, recruiting,appointed, stranded, estimate,decayVocabulary Strategy: Synonymsand AntonymsGenerative Vocabulary: Suffixes-ful, -ous, -less; Spiral Review:Suffixes -able, -ible
READING WORKSHOPRetellFigurative LanguageSummarizeText and Graphic FeaturesIdeas and Support
FOUNDATIONAL SKILLSDecoding: Final Syllable(r-controlled vowel) Final Schwa+ /r/ SoundSpelling: Final Schwa + /r/ SoundFluency: Reading Rate
COMMUNICATIONResearch: Organize and EvaluateInformationMake Connections
WRITING WORKSHOPInformational Text WritingMaking Comparisons
WEEK 3
Exit TicketsRunningRecordsFormalAssessments(Formative &Summative)TeacherObservations
Students will learn that it is up toall of us to work together topreserve our planet and its naturalresources. "This, then, is how youought to regard us: as servants ofChrist and as those entrusted withthe mysteries God hasrevealed. Now it is required thatthose who have been given a trustmust prove faithful." 1 Corinthians4:1-2
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(e.g., a small red bag rather than ared small bag.).•e. Form and use prepositionalphrases.•f. Produce complete sentences,recognizing and correctinginappropriate fragments and run-ons.•g. Correctly use frequently confusedwords (e.g., to, too, two; there, their).
L.4.2(A)Demonstrate command of theconventions of standard Englishcapitalization, punctuation, andspelling when writing.•a. Use correct capitalization.•b. Use commas and quotation marksto mark direct speech and quotationsfrom a text.•c. Use a comma before acoordinating conjunction in acompound sentence.•d. Spell grade-appropriate wordscorrectly, consulting references asneeded.
L.4.4(A)Determine or clarify the meaning ofunknown and multiple-meaningwords and phrases based on grade 4reading and content, choosingflexibly from a range of strategies.•a. Use context (e.g., definitions,examples, or restatements in text) asa clue to the meaning of a word orphrase.•b. Use common, grade-appropriateGreek and Latin affixes and roots asclues to the meaning of a word (e.g.,telegraph, photograph, autograph).•c. Consult reference materials (e.g.,dictionaries, glossaries, thesauruses),both print and digital, to find thepronunciation and determine orclarify the precise meaning of keywords and phrases.
L.4.5(A)Demonstrate understanding offigurative language, wordrelationships, and nuances in wordmeanings.•a. Explain the meaning of simplesimiles and metaphors (e.g., as prettyas a picture) in context.•b. Recognize and explain themeaning of common idioms, adages,and proverbs.•c. Demonstrate understanding ofwords by relating them to theiropposites (antonyms) and to wordswith similar buy not identicalmeanings (synonyms).
VOCABULARYCritical Vocabulary: ancestors,swirled, currents, sneered,outspoken, canopy, envisionVocabulary Strategy: ContextCluesGenerative Vocabulary: Suffixes-en, -ic; Spiral Review: Suffixes-ful, -ous, -less
READING WORKSHOPAsk and Answer QuestionsAuthor’s CraftLiterary ElementsText Structure
FOUNDATIONAL SKILLSDecoding: Final Stable SyllablesSpelling: Final Schwa + /l/ SoundFluency: Phrasing
COMMUNICATIONResearch: Paraphrase/CiteSourcesMake Connections
WRITING WORKSHOPInformational Text WritingPossessive Pronouns
Module 10:CommunicationNation
(updated 6/6/19)
RL.4.1(A)Refer to details and examples in atext when explaining what the textsays explicitly and when drawinginferences from the text.
RL.4.3(A)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).
What forms cancommunicationtake?LearningMindset: ProblemSolving
WEEK 1VOCABULARY
Big Idea Words: broadcast,publication, blog, correspondCritical Vocabulary: significantly,enabled, patent, peak,transmitted, plucked, proposed,influenceVocabulary Strategy: ReferenceSources
Exit TicketsRunningRecordsFormalAssessments(Formative &Summative)TeacherObservations
Students will learn that throughouthistory, God's people have alwaysfound a way to communicate witheach other. "Let your speechalways be gracious, seasoned withsalt, so that you may know howyou ought to answer each person."Colossians 4:6
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or actions).RL.4.6(A)
Compare and contrast the point ofview from which different stories arenarrated, including the differencebetween first- and third-personnarrations.
RI.4.2(A)Determine the main idea of a textand explain how it is supported bykey details; summarize the text.
RI.4.5(A)Describe the overall structure (e.g.,chronology, comparison, cause/effect,problem/solution) of events, ideas,concepts, or information in a text orpart of a text.
RI.4.7(A)Interpret information presentedvisually, orally, or quantitatively (e.g.,in charts, graphs, diagrams, timelines, animations, or interactiveelements on Web pages) and explainhow the information contributes toan understanding of the text in whichit appears.
W.4.2(A)Write informative/explanatory textsto examine a topic and convey ideasand information clearly.•a. Introduce a topic clearly andgroup related information inparagraphs and sections; includeformatting (e.g., headings),il lustrations, and multimedia whenuseful to aiding comprehension.•b. Develop the topic with facts,definitions, concrete details,quotations, or other information andexamples related to the topic.•c. Link ideas within categories ofinformation using words and phrases(e.g., another, for example, also,because).•d. Use precise language anddomain-specific vocabulary to informabout or explain the topic.•e. Provide a concluding statement orsection related to the information orexplanation presented.
L.4.1(A)Demonstrate command of theconventions of standard Englishgrammar and usage when writing orspeaking.•a. Use relative pronouns (who,whose, whom, which, that) andrelative adverbs (where, when, why).•b. Form and use the progressive(e.g., I was walking; I am walking; Iwill be walking) verb tenses.•c. Use modal auxiliaries (e.g., can,may, must) to convey variousconditions.•d. Order adjectives within sentencesaccording to conventional patterns(e.g., a small red bag rather than ared small bag.).•e. Form and use prepositionalphrases.•f. Produce complete sentences,recognizing and correcting
SourcesGenerative Vocabulary: LatinRoots tele, port, graph; SpiralReview: Suffixes -en, -ic
READING WORKSHOPText and Graphic FeaturesMonitor and ClarifyText StructureCentral Idea
FOUNDATIONAL SKILLSDecoding: Multisyllabic WordsSpelling: Three-Syllable WordsFluency: Intonation
COMMUNICATIONListening ComprehensionResearch: Plan and GatherInformationMake Connections
WRITING WORKSHOPInformational Text WritingCorrect Pronouns
WEEK 2VOCABULARY
Critical Vocabulary:astonishment, gestures,linguist(s), instinct, practical,operation, immaculateVocabulary Strategy: ReferenceSourcesGenerative Vocabulary: Prefixesil-, ir-; Spiral Review: Latin Rootstele, port, graph
READING WORKSHOPAsk and Answer QuestionsText StructureCentral IdeaMedia Techniques
FOUNDATIONAL SKILLSDecoding: Words with SilentConsonantsSpelling: Words with SilentConsonantsFluency: Accuracy andSelf-Correction
COMMUNICATIONMedia Literacy: Interpret/AnalyzeMediaMake Connections
WRITING WORKSHOPInformational Text WritingPronoun Contractions
WEEK 3VOCABULARY
Critical Vocabulary: inspect,liveliest, stammered,expectantly, demonstratedVocabulary Strategy: Synonymsand AntonymsGenerative Vocabulary: Prefixesin-/im-; Spiral Review: Prefixes il-,ir-
READING WORKSHOPMake InferencesPlot
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recognizing and correctinginappropriate fragments and run-ons.•g. Correctly use frequently confusedwords (e.g., to, too, two; there, their).
L.4.2(A)Demonstrate command of theconventions of standard Englishcapitalization, punctuation, andspelling when writing.•a. Use correct capitalization.•b. Use commas and quotation marksto mark direct speech and quotationsfrom a text.•c. Use a comma before acoordinating conjunction in acompound sentence.•d. Spell grade-appropriate wordscorrectly, consulting references asneeded.
L.4.4(A)Determine or clarify the meaning ofunknown and multiple-meaningwords and phrases based on grade 4reading and content, choosingflexibly from a range of strategies.•a. Use context (e.g., definitions,examples, or restatements in text) asa clue to the meaning of a word orphrase.•b. Use common, grade-appropriateGreek and Latin affixes and roots asclues to the meaning of a word (e.g.,telegraph, photograph, autograph).•c. Consult reference materials (e.g.,dictionaries, glossaries, thesauruses),both print and digital, to find thepronunciation and determine orclarify the precise meaning of keywords and phrases.
Point of ViewAuthor’s Craft
FOUNDATIONAL SKILLSDecoding: Decoding UnusualSpelling PatternsSpelling: PrefixesFluency: Reading Rate
COMMUNICATIONSpeaking and Listening: Give aPresentationMake Connections
WRITING WORKSHOPInformational Text WritingFrequently Misspelled Words
Module 11:Genre Study:Nonfiction
(updated 6/6/19)
RI.4.2(A)Determine the main idea of a textand explain how it is supported bykey details; summarize the text.
RI.4.5(A)Describe the overall structure (e.g.,chronology, comparison, cause/effect,problem/solution) of events, ideas,concepts, or information in a text orpart of a text.
RI.4.7(A)Interpret information presentedvisually, orally, or quantitatively (e.g.,in charts, graphs, diagrams, timelines, animations, or interactiveelements on Web pages) and explainhow the information contributes toan understanding of the text in whichit appears.
RI.4.8(A)Explain how an author uses reasonsand evidence to support particularpoints in a text.
W.4.3(A)Write narratives to develop real orimagined experiences or eventsusing effective technique, descriptivedetails, and clear event sequences.•a. Orient the reader by establishinga situation and introducing a narratorand/or characters; organize an event
What are thecharacteristics ofinformationaltext?LearningMindset: ProblemSolving
WEEK 1READING WORKSHOP
Text StructureText and Graphic FeaturesCentral Idea
FOUNDATIONAL SKILLSDecoding: Homophones: UsingContext to Determine MeaningSpelling: Unusual SpellingsFluency: Accuracy andSelf-Correction
WRITING WORKSHOPPoetry WritingGrammar Minilessons: ReviewProper Nouns, Review Negatives,Review Kinds of Sentences,Review Quotations, Review Partsof a Sentence
WEEK 2READING WORKSHOP
Ideas and SupportText StructureAuthor’s Craft
FOUNDATIONAL SKILLSDecoding: Recognize Root WordsSpelling: Review: AddingInflectional EndingsFluency: Phrasing
Exit TicketsRunningRecordsFormalAssessments(Formative &Summative)TeacherObservations
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sequence that unfolds naturally.•b. Use dialogue and description todevelop experiences and events orshow the responses of characters tosituations.•c. Use a variety of transitional wordsand phrases to manage the sequenceof events.•d. Use concrete words and phrasesand sensory details to conveyexperiences and events precisely.•e. Provide a conclusion that followsfrom the narrated experiences orevents.
L.4.1(A)Demonstrate command of theconventions of standard Englishgrammar and usage when writing orspeaking.•a. Use relative pronouns (who,whose, whom, which, that) andrelative adverbs (where, when, why).•b. Form and use the progressive(e.g., I was walking; I am walking; Iwill be walking) verb tenses.•c. Use modal auxiliaries (e.g., can,may, must) to convey variousconditions.•d. Order adjectives within sentencesaccording to conventional patterns(e.g., a small red bag rather than ared small bag.).•e. Form and use prepositionalphrases.•f. Produce complete sentences,recognizing and correctinginappropriate fragments and run-ons.•g. Correctly use frequently confusedwords (e.g., to, too, two; there, their).
WRITING WORKSHOPPoetry WritingGrammar Minilessons: ReviewFragments and Run-OnSentences, Review Verbs,Review Verb Tenses, ReviewPossessive Nouns, ReviewCompound and ComplexSentences
WEEK 3READING WORKSHOP
Text and Graphic FeaturesPoint of ViewIdeas and Support
FOUNDATIONAL SKILLSDecoding: Multisyllabic Wordswith AffixesSpelling: Review: Adding Prefixesand SuffixesFluency: Reading Rate
WRITING WORKSHOPPoetry WritingGrammar Minilessons: ReviewProgressive Verb Tenses, ReviewFrequently Confused Words,Review Pronouns, Review:Correct Pronouns, ReviewPunctuation
Module 12:Genre Study:Fiction
(updated 6/6/19)
RL.4.2(A)Determine a theme of a story,drama, or poem from details in thetext; summarize the text.
RL.4.3(A)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.4.4(A)Determine the meaning of words andphrases as they are used in a text,including those that allude tosignificant characters found inmythology (e.g., Herculean).
RL.4.6(A)Compare and contrast the point ofview from which different stories arenarrated, including the differencebetween first- and third-personnarrations.
W.4.1(A)Write opinion pieces on topics ortexts, supporting a point of view withreasons and information.•a. Introduce a topic or text clearly,state an opinion, and create anorganizational structure in whichrelated ideas are grouped to supportthe writer's purpose.
What are thecharacteristics ofrealistic fiction?LearningMindset: Noticing
WEEK 1READING WORKSHOP
Point of ViewPlotCharacters
FOUNDATIONAL SKILLSDecoding: Review SyllableDivision PatternsSpelling: Review: SyllableDivision PatternsFluency: Expression
WRITING WORKSHOPArgument WritingGrammar Minilessons: ReviewModal Auxiliaries, ReviewParticiples, Review Adverbs,Review Prepositions andPrepositional Phrases, ReviewIrregular Verbs
WEEK 2READING WORKSHOP
ThemeLiterary ElementsFigurative Language
FOUNDATIONAL SKILLSDecoding: Compound WordsSpelling: Compound WordsFluency: Intonation
Exit TicketsRunningRecordsFormalAssessments(Formative &Summative)TeacherObservations
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•b. Provide reasons that aresupported by facts and details.•c. Link opinion and reasons usingwords and phrases (e.g., for instance,in order to, in addition).•d. Provide a concluding statement orsection related to the opinionpresented.
L.4.1(A)Demonstrate command of theconventions of standard Englishgrammar and usage when writing orspeaking.•a. Use relative pronouns (who,whose, whom, which, that) andrelative adverbs (where, when, why).•b. Form and use the progressive(e.g., I was walking; I am walking; Iwill be walking) verb tenses.•c. Use modal auxiliaries (e.g., can,may, must) to convey variousconditions.•d. Order adjectives within sentencesaccording to conventional patterns(e.g., a small red bag rather than ared small bag.).•e. Form and use prepositionalphrases.•f. Produce complete sentences,recognizing and correctinginappropriate fragments and run-ons.•g. Correctly use frequently confusedwords (e.g., to, too, two; there, their).
L.4.2(A)Demonstrate command of theconventions of standard Englishcapitalization, punctuation, andspelling when writing.•a. Use correct capitalization.•b. Use commas and quotation marksto mark direct speech and quotationsfrom a text.•c. Use a comma before acoordinating conjunction in acompound sentence.•d. Spell grade-appropriate wordscorrectly, consulting references asneeded.
WRITING WORKSHOPArgument WritingGrammar Minilessons: ReviewAbbreviations, Review RelativePronouns and Adverbs, ReviewAdjectives, Review Comparativeand Superlative Adjectives andAdverbs, Review Commas
WEEK 3READING WORKSHOP
Author’s CraftThemeSetting
FOUNDATIONAL SKILLSDecoding: Multisyllabic WordsSpelling: Review: Affixes andRoots; Syllable Division Patterns,Syllable TypesFluency: Phrasing
WRITING WORKSHOPArgument WritingGrammar Minilessons: ReviewProper Mechanics, ReviewMaking Comparisons, ReviewPossessive Pronouns, ReviewSpelling, Review PronounContractions
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Curriculum Map - English Language Arts - 4 English Language Arts