Weeks 1 through 6 Aug. 6- Sept. 13 Weeks indicate ... 2014 Curriculum Maps and...6/2013 ELA Grade 4 Curriculum Mapping 1 Weeks 1 through 6 Aug. 6- Sept. 13 Weeks indicate introduction

6/2013 ELA Grade 4

Curriculum Mapping1

Weeks 1 through 6 Aug. 6- Sept. 13 Weeks indicate introduction of standards

Core Standards Grade 4 Deconstructed Standard I Can Vocabulary Resources

FOUNDATIONAL SKILLS

RF4.3. Know and apply grade-level phonics and

word analysis skills in decoding words.

a. Use combined knowledge of all letter-sound

correspondences, syllabication patterns, and

morphology (e.g., roots and affixes) to read

accurately unfamiliar multisyllabic words in

context and out of context.

Know grade level-level phonics and word

analysis skills in decoding words (Knowledge)

Identify:

•syllabication patterns

•root words (Knowledge)

Explain meanings of prefixes and suffixes

(Knowledge)

Accurately read words with Latin roots

(Knowledge)

Apply grade level-level phonics and word

analysis skills in decoding words (Reasoning)

Synthesize phonics and word analysis skills to

decode words (Reasoning)

Read accurately unfamiliar multisyllabic words

in context and out of context. (Performance)

I can understand grade level-level phonics and

word analysis skills in decoding words.

I can identify syllabication patterns

and root words.

I can explain meanings of prefixes and suffixes.

I can accurately read words with Latin roots.

I can apply grade level-level phonics and word

analysis skills in decoding words.

I can synthesize phonics and word analysis

skills to decode words.

I can read accurately unfamiliar multisyllabic

words in context and out of context.

phonics

decoding

root words

multi-syllabic

* context clues

Crosswalk Coach

Textbook Series

Common Core Clinics

Buckle Down

Lexia and Progressive Phonics

Spelling City

FOUNDATIONAL SKILLS

RF4.4. Read with sufficient accuracy and fluency

to support comprehension.

a. Read on-level text with purpose and

understanding.

b. Read on-level prose and poetry orally with

accuracy, appropriate rate, and expression on

successive readings.

c. Use context to confirm or self-correct word

recognition and understanding, rereading as

necessary.

Identify and understand foundational skills for

Reading #1-3

To support comprehension:

•identify the purpose and understanding of

text and identify oral reading with accuracy,

appropriate rate, and expression on successive

readings

•identify rereading, when necessary, as a

strategy when confirming or self-correcting

words in text and understand how context can

help to confirm or self correct word recognition

(Knowledge)

Apply foundational skills reflected in Reading

#1-3

I can identify the purpose and understanding

of text.

I can identify oral reading with accuracy,

appropriate rate, and expression on successive

readings.

I can identify rereading, when necessary, as a

strategy when confirming or self-correcting

words in text.

I can understand how context can help to

confirm or self correct word recognition.

accuracy

*Bolded words

Use Marzano 6 Step Process

6/2013 ELA Grade 4

Curriculum Mapping2


FOUNDATIONAL SKILLS

RF4.4. Standard (continued)

4. Read with sufficient accuracy and fluency to

support comprehension.

a. Read on-level text with purpose and

understanding.

b. Read on-level prose and poetry orally with

accuracy, appropriate rate, and expression on

successive readings.

c. Use context to confirm or self-correct word

recognition and understanding, rereading as

necessary.


•determine the purpose for reading on-level

text

•apply reading strategies to be used with text

for accuracy, appropriate rate, and expression

on successive readings

•confirm or self correct word recognition and

understanding by using context (Reasoning)


•read on-level text fluently and accurately

•reread with fluency as necessary

(Performance)

Read with:

•accuracy •appropriate rate

•expression on successive readings

(Performance)

I can determine the purpose for reading on-

level text.

I can apply reading strategies to be used with

text for accuracy, appropriate rate, and

expression on successive readings.

I can confirm or self correct word recognition

and understanding by using context.

I can read on-level text fluently and accurately

and reread with fluency as necessary.

I can read with:

•accuracy

•appropriate rate

•expression on successive readings.

fluently

LITERATURE

RL4.1. Refer to details and examples in a text

when explaining what the text says explicitly and

when drawing inferences from the text.

Identify key details and examples in a text

(Knowledge)

Explain the difference between explicit and

inferred information (Knowledge)

Explain how details and examples from the text

support making inferences (Reasoning)

I can identify key details in example in text.

I can explain the difference between explicit

and inferred information.

I can explain how details and examples from

the text support making inferences.

identify

explicit

* inferred

The Stranger (inferential)

Amelia and Eleanor (inferential)

Coyote School (Drawing Conclusions)

Grace and the Time Machine (Drawing

Conclusions)

Moonwalk (Drawing Conclusions)

LITERATURE

RL4.2. Determine a theme of a story, drama, or

poem from details in the text; summarize the

text.

Apply details of a text to determine the theme

of a story, drama or poem (Knowledge)

Define “theme” of a story, drama or poem

(Knowledge)

Summarize key ideas and details for the theme

of a story, drama or poem (Reasoning)

I can apply details of a text to determine the

theme of a story, drama or poem.

I can define “theme” of a story, drama or

poem.

I can summarize key ideas and details for the

theme of a story, drama or poem.

theme

drama

* summarize

* genres of Literature

Kapok Tree (theme)

The King in the Kitchen (drama)

Grace and the Time Machine (drama)

Jefferson County Power Points

*Bolded words


6/2013 ELA Grade 4

Curriculum Mapping3


LITERATURE

RL4.3. 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).

Identify the character, setting, and/or events in

a story. (Knowledge owl edge)

Identify specific details about:

characters, settings, or events. (Knowledge)

Describe:

•a character’s actions

•a character’s thoughts

•the setting,

•events based on evidence in the text.

(Reasoning)

I can identify the character, setting, and/or

events in a story.

I can identify specific details about characters,

settings, or events.

I can explain character's actions and thoughts,

the setting, and events based on evidence in

the text.

evidence King in the Kitchen (drama, char., setting)

Tia Lola (char., setting)

Lewis and Clark (char., setting)

Encyclopedia Brown (plot)

Kapok Tree (plot/theme)


LITERATURE

RL4.4. 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).

Recognize words and phrases:

•in a text

•that allude to significant characters found in

mythology, in a text (Knowledge)

Know significant Greek characters and their

defining characteristics (Knowledge)

Determine the meaning of words and phrases:

•as they are used in a text

•that allude to significant characters found in

mythology as they are used in a text

(Reasoning)

I can recognize words and phrases in a text

that allude to significant characters found in

mythology text.

I can understand significant Greek characters

and their defining characterizes.

I can determine the meaning of words and

phrases used in a text that allude to significant

characters found in mythology as they are used

in a text.

* myth/ mythology

defining characteristics

* allude

Discovery Education

*Bolded words


6/2013 ELA Grade 4

Curriculum Mapping4


LITERATURE

RL4.10. By the end of the year, read and

comprehend literature, including stories,

dramas, and poetry, in the grades 4–5 text

complexity band proficiently, with scaffolding as

needed at the high end of the range.

Identify/Understand in literary text:

•key ideas and details

•craft and structure

•integration of knowledge and ideas

at appropriate complexity (Qualitative,

Quantitative and readers and task) as seen in

standards 1-9, with scaffolding as needed

(Knowledge)

Comprehend independently in literary text:



•integration of knowledge and ideas

at appropriate complexity (Qualitative,

Quantitative and readers and task) as seen in

standards 1-9, with scaffolding as needed

(Reasoning)

I can identify/understand in literary text:



•integration of knowledge and ideas.

I can comprehend independently in literary

text:



•integration of knowledge and ideas.

craft

structure

complexity

integration

Letters Home From Yosemite (Main Idea)

So You Want to be President (Main Idea)

Antarctic Journal (Main Idea)


INFORMATIONAL TEXT

RI4.1. Refer to details and examples in a text

when explaining what the text says explicitly and

when drawing inferences from the text.

Explain the difference between explicit and

inferred information in a text (Knowledge)

Identify details & examples when:

•explaining what the text says explicitly

•drawing inferences from the text

(Knowledge)

Explain what the text says using details and

examples when:

• identifying explicit information

• drawing inferences (Reasoning)

I can explain the difference between explicit

and

inferred information in a text.

I can identify details & examples when:

•explaining what the text says explicitly

•drawing inferences from the text.

I can explain what the text says using details

and examples when:

• identifying explicit information

• drawing inferences.

explicit

* inferred

Scholastic News

Time for Kids

INFORMATIONAL TEXT

RI4.2. Determine the main idea of a text and

explain how it is supported by key details;

summarize the text.

Explain how the supporting details determine

the main idea of a text (knowledge)

Summarize text (Knowledge)

Summarize the text using key details

(Reasoning)

I can explain how the supporting details

determine the main idea of a text.

I can summarize text.

I can summarize the text using key details.

supporting details

* summarize

* context clues

Letters Home From Yosemite (Main Idea)

So You Want to be President (Main Idea)

Antarctic Journal (Main Idea)


*Bolded words


6/2013 ELA Grade 4

Curriculum Mapping5


INFORMATIONAL TEXT

RI4.4. Determine the meaning of general

academic and domain-specific words or phrases

in a text relevant to a grade 4 topic or subject

area.

Identify:

•general academic

•domain- specific

words and phrases in a text relevant to a grade

4 topic or subject areas (Knowledge)

Determine the meaning of:

•general academic

•domain-specific

words and phrases in a text relevant to grade 4

topic or subject areas. (Reasoning)

I can identify specific words and phrases in a

text relevant to a grade 4 topic or subject areas

I can determine the meaning of words and

phrases in a text relevant to grade 4 topic or

subject areas.

relevant

topic

Leveled Readers

Social Studies text

Science text

The Seeker

Eye of the Storm

Scholastic News

Time for Kids

INFORMATIONAL TEXTRI4.5. Describe the overall structure (e.g.,

chronology, comparison, cause/effect,

problem/solution) of events, ideas, concepts, or

information in a text or part of a text.

Determine the overall structure :

•(e.g. , chronology

•comparison

•cause/effect

•problem/solution)

of a text or a part of a text (Knowledge)

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 (Knowledge)

I can determine the overall structure :

•(e.g. , chronology

•comparison

•cause/effect

•problem/solution)

of a text or a part of a text

I can 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.

chronology

* cause/ effect

Trade Books

Leveled Readers

Time for Kids

Scholastic News

Social Studies textbook

Science textbook

What Jo Did C/E

The Stranger C/E

*Bolded words


6/2013 ELA Grade 4

Curriculum Mapping6


INFORMATIONAL TEXT

RI4.10. 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.

Identify/understand in an informational text:

• Key Ideas and Details

• Craft and Structure

• Integration of Knowledge and Ideas

At appropriate complexity (Qualitative,

Quantitative and Reader and Task) as seen in

Standards 1-9 with scaffolding as necessary

(Knowledge)

Comprehend independently in an

informational text:




At appropriate complexity (Qualitative,

Quantitative and Reader and Task) as seen in

Standards 1-9 with scaffolding as necessary

(Reasoning)

I can identify/understand in an informational

text:




I can comprehend independently in an

informational text:




informational text

* context clues

Leveled Readers

Social Studies text

Science text

Scholastic News

Time for Kids

WRITING

W4.1. Write opinion pieces on topics or texts,

supporting appoint of view with reasons and

information.

a. Introduce a topic or text clearly, state an

opinion, and create an organizational structure

in which related ideas are grouped to support

the writer’s purpose.

b. Provide reasons that are supported by facts

and details.

c. Link opinion and reasons using words and

phrases (e.g., for instance, in order to, in

addition).

d. Provide a concluding statement or section

related to the opinion presented.

Recognize facts and details (Knowledge)

Explain :

•organizational structures

•use of linking words and phrases

•purpose of concluding statement or section

•writer’s purpose

•point of view (Knowledge)

Determine how to introduce the topic or text

clearly (Reasoning)

Formulate an opinion (Reasoning)

Organize by grouping related ideas to support

the writer’s purpose (Reasoning)

Provide reasons that are supported with facts

and details (Reasoning)

Link opinions and reasons using words and

phrases (e.g., for instance, in order, in addition)

(Reasoning)

I can recognize facts and details.

I can explain organizational structures, use of

linking words and phrases, purpose of

concluding statements or section, writer's

purpose, and point of view.

I can determine how to introduce the topic or

text clearly.

I can formulate an opinion.

I can organize by grouping related ideas to

support the writer’s purpose.

I can provide reasons that are supported with

facts and details.

I can link opinions and reasons using words and

phrases (e.g., for instance, in order, in addition)

Fact

Opinion

Organization

Introduction

Conclusion

Writer's Purpose

Point of View

(1st/3rd)

Fundamentals in Writing: Launching Unit

All Writing Fundamentals Units

Scholastic News

Common Core Clinics - Writing And Language

(Lesson 1 - Write an Opinion)

Buckle Down (Lesson 15 - Writing Opinions)

*Bolded words


6/2013 ELA Grade 4

Curriculum Mapping7


WRITING

W4.1. Standard (continued)

Provide a conclusion related to the opinion

presented (Reasoning)

Create an opinion piece on topics or texts,

supporting it with reasons and information.

Product should include:

•clear Introduction of topic or text

•statement of opinion

•strong organizational structure in which

related ideas are grouped to support the

writer’s purpose

•reasons that are supported by facts and

details

•links between opinion and reasons using

words and phrases (e.g., for instance, in order

to, in addition)

•a concluding statement or section related to

the opinion presented (Product)

I can provide a conclusion related to the

opinion presented.

I can write an opinion piece on topics or texts,

supporting it with reasons and information.

*Bolded words


6/2013 ELA Grade 4

Curriculum Mapping8


WRITING

w4.3. Write narratives to develop real or

imagined experiences or events using effective

technique, descriptive details, and clear event

sequences.

a. Orient the reader by establishing a situation

and introducing a narrator and/or characters;

organize an event sequence that unfolds

naturally.

b. Use dialogue and description to develop

experiences and events or show the responses of

characters to situations.

c. Use a variety of transitional words and phrases

to manage the sequence of events.

d. Use concrete words and phrases and sensory

details to convey experiences and events

precisely.

e. Provide a conclusion that follows from the

narrated experiences or events.

Identify the:

•story elements

•structure of a narrative

•use of dialogue and description to develop

experiences, events or characters (Knowledge)

Recognize transitional words used to develop

sequence (Knowledge)

Describe how writers use concrete and sensory

details (Knowledge)

Establish a situation, a narrator and/or

characters (Reasoning)

Sequence events logically using transitional

words to move the events along (Reasoning)

Use dialogue and description to develop

experiences and events (Reasoning)

Use concrete and/or sensory details to develop

experiences or events (Reasoning)

Establish conclusions aligned with sequence of

events (Reasoning)

I can identify the story elements, structure of a

narrative, and use of dialogue and description

to develop experiences, events, or characters.

I can recognize transitional words to develop

sequence.

I can describe how writers use concrete and

sensory details.

I can establish a situation, a narrator and/or

characters.

I can sequence events logically using

transitional words to move the events along .

I can use dialogue and description to develop

experiences and events.

I can use concrete and/or sensory details to

develop experiences or events .

I can establish conclusions aligned with

sequence of event.

* Sentence Fluency

Narrator

Narrative

Transitional Words

* Dialogue

* Sensory Details

Writing Fundamentals: Cynthia Rylant Author

Study Unit ( Q2,3)

Writing Fundamentals Launching Unit (Q1)

Writing Fundamentals: Poetry (Q4)

Buckle Down (Lesson 17 - Narrative Writing)

Buckle Down (Lesson 5 - Poetry, Prose and

Drama)

Common Core Clinics -Writing and Language

(Lesson 3 - Write a Narrative)

*Bolded words


6/2013 ELA Grade 4

Curriculum Mapping9


WRITING


Write a narrative to develop real or imagined

experiences that:

•establishes a situation, a narrator or

character(s)

•uses dialogue, descriptions, concrete and

sensory details to develop experiences, events

and reveal characters

•uses transitional words and phrases

•provides a conclusion (Product)

I can write a narrative to develop real or

imagined experiences that establishes a

situation, a narrator or character(s).


imagined experiences that uses dialogue,

descriptions, concrete and sensory details to

develop experiences, events and reveal

characters.


imagined experiences that uses transitional

words and phrases.


imagined experiences that provides a

conclusion.

WRITING

W4.4. Produce clear and coherent writing in

which the development and organization are

appropriate to task, purpose, and audience.

(Grade-specific expectations for writing types are

defined in standards 1–3 above.)

Analyze the reason for writing a piece to

decide on:

•task

•purpose

•audience (Reasoning)

Determine suitable:

•idea development strategies

•organization

appropriate to task, purpose, and audience

(Reasoning)

Produce a writing piece that is clear and

cohesive with:

•idea development

•organization

appropriate to task, purpose, and audience

(Grade-specific expectations and writing types

are found in Writing Standards 1-3)

(Product)

I can analyze the reason for writing a piece to

decide on task, purpose, and audience.

I can determine suitable idea development

strategies, and organization appropriate to

task, purpose, and audience.

I can produce a writing piece that is clear and

cohesive with idea development, organization

are appropriate to task, purpose, and

audience.

Analyze

Audience

* Task


Buckle Down (Lesson 12 - Planning)

*Bolded words


6/2013 ELA Grade 4

Curriculum Mapping10


WRITING

W4.5. With guidance and support from peers

and adults, develop and strengthen writing as

needed by planning, revising, and editing.

(Editing for conventions should demonstrate

command of Language standards 1–3 up to and

including grade 4 on pages 28 and 29.)

With guidance and support from peers and

adults:

Students recognize how to:

• plan, revise, edit, and rewrite, try a new

approach (Knowledge)

Know how to edit for conventions of Writing

demonstrating (see Language standards 1-3 up

to and including grade 4) (Knowledge)

With guidance and support from peers and

adults:

Students develop and strengthen writing by:

• Planning, revising, editing, rewriting or trying

a new approach (Reasoning)

I can plan, revise, edit, and rewrite, try a new

approach with guidance and support.

I can edit for conventions with guidance and

support.

I can strengthen my writing by planning,

revising, editing, rewriting or trying a new

approach with guidance and support.

* Conventions

Revise

Edit

6 Traits of Writing


WRITING

W4.6. With some guidance and support from

adults, use technology, including the Internet, to

produce and publish writing as well as to interact

and collaborate with others; demonstrate

sufficient command of keyboarding skills to type

a minimum of one page in a single sitting.

With some guidance and support:

•use keyboarding skills

•know how to use word processing to produce

and publish writing

•know how to use the Internet to

communicate with others (Knowledge)


evaluate the appropriate technology tools for:

•producing and publishing writing

•for collaborating with others (Reasoning)


•use technology, including the Internet, to

develop, revise, edit, and publish writing

•use technology to communicate and

collaborate with others

•use keyboarding skills to type one page or

more in a single sitting (Performance)

I can use keyboarding skills, word processing to

produce and publish writing, and use the

Internet to communicate with others with

some guidance and support.

I can produce and publish writing and

collaborate with others with some guidance

and support.

I can use technology to develop, revise, edit,

and publish writing and to communicate and

collaborate with others with some guidance

and support.

I can use keyboarding skills to type on page or

more in a single sitting with some guidance

and support.


Glogster

Edmodo

Prezi

Storybird

Photo Story

*Bolded words


6/2013 ELA Grade 4



WRITING

7. Conduct short research projects that build

knowledge through investigation of different

aspects of a topic.

Conduct short research projects (Knowledge)

Conduct short research projects that

investigate different aspects of a topic

(Reasoning)

I can conduct short research projects.

I can conduct short research projects that

investigate different aspects of a topic.

Fundamentals in Writing: Feature Article Unit

(Q2)

Also in All Other Writing Fundamentals Units

Buckle Down (Lesson 18 - Research and

Information)

WRITING

W4.10. Write routinely over extended time

frames (time for research, reflection, and

revision) and shorter time frames (a single sitting

or a day or two) for a range of discipline-specific

tasks, purposes, and audiences.

Identify the various purposes for writing

(Knowledge)

Identify and understand the various

organizational structures related to different

genres or purposes for writing (Knowledge)

Determine:

•when to write for short or extended time

frames for a range of discipline-specific tasks,

purposes, and audiences

•the appropriate organizational structure

needed for specific audiences and purposes

(Reasoning)

Write for various purposes and to various

audiences for short or extended time frame for

a range of discipline-specific tasks, purposes,

and audiences (Performance)

I can identify the various purposes for writing.

I can identify and understand the different

genres or purposes for writing .

I can determine when to write for short or

extended time frames for a range of purposes

and audiences.

I can determine the appropriate structure

needed for specific audiences and purposes.

I can write for short or extended time frames

for a range of purposes and audiences.

Structure All Writing Fundamentals Units

Buckle Down (Lesson 14 - Revising, Editing,

Publishing and Lesson 13 - Drafting)

*Bolded words


6/2013 ELA Grade 4



LANGUAGE

L4.1. Demonstrate command of the conventions

of standard English grammar and usage when

writing or speaking.

a. Use relative pronouns (who, whose, whom,

which, that) and relative adverbs (where, when,

why).

b. Form and use the progressive (e.g., I was

walking; I am walking; I will be walking) verb

tenses.

c. Use modal auxiliaries (e.g., can, may, must) to

convey various conditions.

d. Order adjectives within sentences according

to conventional patterns (e.g., a small red bag

rather than a red small bag).

e. Form and use prepositional phrases.

f. Produce complete sentences, recognizing and

correcting inappropriate fragments and run-

ons.*

g. Correctly use frequently confused words (e.g.,

to, too, two; there, their).*

Identify relative:

•pronouns

•adverbs (Knowledge)

Recognize:

•progressive verb tenses

•modal auxiliaries/ helping verbs (Knowledge)

Identify prepositional phrases (Knowledge)

Recognize:

•fragments

•run-ons (Knowledge)

Identify frequently confused

words/homophones (Knowledge)

Demonstrate command of the conventions of

standard English grammar and usage when

writing (Reasoning)

I can identify pronouns and adverbs.

I can recognize verb tenses.

I can recognize modal auxiliaries (helping

verbs).

I can identify prepositional phrases.

I can recognize fragments and run-ons.

I can identify frequently confused

words/homophones.

I can use conventions of English grammar and

usage when writing.

Pronouns

Adverbs

* Modal Auxiliaries

(helping verbs)

Prepositional

Phrases

* Fragments

* Homophones

Fundamental in Grammar & Conventions:

Unit 1 - Lesson 4

Unit 2 - Lessons 1 & 2

Unit 2 - Lesson 3 & 4

Unit 3

Buckle Down (Lesson 20 - Grammar and Usage)

Buckle Down (Lesson 21 - Writing Sentences)

Common Core Clinics - Writing and Language

(Lessons 4-Lesson 10)

Grammar Tales (Scholastic) - Trade books for

grammar

BrainPop

Grammar Rock

gheenacademy (Jefferson County Public Schools)

LANGUAGE

L4.1. Standard (continued)

Use modal auxiliaries to convey various

conditions (Reasoning)

Order adjectives according to conventional

patterns (Reasoning)

Correct inappropriate:

•fragments

•run-ons in sentences (Reasoning)

Demonstrate command of the conventions of

standard English grammar and usage when

speaking (Performance)

Use modal auxiliaries to convey various

conditions (Performance)

Correct inappropriate fragments

(Performance)

I can use modal auxiliaries to convey various

conditions.

I can order adjectives according to

conventional patterns.

I can correct inappropriate fragments and run-

on sentences.

I can use conventions of English grammar and

usage when speaking.

I can use modal auxiliaries to convey various

conditions .

I can correct inappropriate fragments.

*Bolded words


6/2013 ELA Grade 4



LANGUAGE


of standard English capitalization, punctuation,

and spelling when writing.

a. Use correct capitalization.

d. Spell grade-appropriate words correctly,

consulting references as needed.

Apply correct capitalization

when writing (Knowledge)

Recall and apply spelling rules (Knowledge)

Identify and correct misspelled words

(Knowledge)

Know procedures for efficiently finding correct

spelling (Knowledge)

Consult references as needed (Knowledge)

I can apply correct capitalization when writing.

I can recall and apply spelling rules.

I can identify and correct misspelled words.

I know procedures for efficiently finding

correct spelling.

I can consult references as needed.

Fundamentals In Grammar & Conventions:

Unit 2 - Lesson 3, 5 & 6

Unit 1 - Lesson 3

Unit 3 - Lesson 1

Unit 1- Lesson 2

Scattered throughout Writing Fundamentals

Units


(Lessons 11-14)

Buckle Down (Lesson 22, 23)

Daily Oral Language

BrainPop

Perfect Copy Program Software


LANGUAGE

L4.4. Determine or clarify the meaning of

unknown and multiple-meaning words and

phrases based on grade 4 reading and content,

choosing flexibly from a range of strategies.

a. Use context (e.g., definitions, examples, or

restatements in text) as a clue to the meaning of

a word or phrase.

c. Consult reference materials (e.g., dictionaries,

glossaries, thesauruses), both print and digital,

to find the pronunciation and determine or

clarify the precise meaning of key words and

phrases.

Identify common context clues (definitions,

examples, restatements) in text (Knowledge)

Use common reference materials (e.g.,

thesaurus, dictionary, glossary) (Knowledge)

Use a pronunciation guide (Knowledge)

Know how to use print and digital reference

materials (dictionaries, glossaries,thesauri) to:

•find pronunciation

•determine the meaning of key words and

phrases (Knowledge)

Choose flexibly from a range of vocabulary

strategies to determine or clarify the meaning

of an unknown word or phrase (Reasoning)

I can identify common context clues in text.

I can use common reference materials.

I can use a pronunciation guide.

I can use print and digital reference materials

to find pronunciation and determine the

meaning of key words and phrases.

I can choose from a range of vocabulary

strategies to determine the meaning of an

unknown word or phrase.

Affixes

Context Clues

Buckle Down (Lesson 1-2 and 25)


(Lessons 15-17)

Testing Fundamentals

Scott Foresman Spelling Units


*Bolded words


6/2013 ELA Grade 4



LANGUAGE

5. Demonstrate understanding of figurative

language, word relationships, and nuances in

word meanings.

a. Explain the meaning of simple similes and

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

context.

c. Demonstrate understanding of words by

relating them to their opposites (antonyms) and

to words with similar but not identical meanings

(synonyms).

Define:

• simple similes

• metaphors

(Knowledge)

Recognize:

• simple similes in context

• metaphors in context

(Knowledge)

Identify synonyms and antonyms (Knowledge)

Explain the meaning of :

•simple similes and metaphors in context

(Reasoning)

Distinguish between:

•synonyms & antonyms

•similes & metaphors (Reasoning)

I can define simple similes and metaphors

I can recognize simple similes and metaphors

in context.

I can identify synonyms and antonyms.

I can explain the meaning of simple similes and

metaphors in context.

I can distinguish between synonyms and

antonyms; similes and metaphors.

* Similes

* Metaphors

* Imagery


Study Unit ( Q2,3)


Buckle Down (Lessons 2, 5, 7, 8, and 9)

Common Core Clinic

Parts by Ted Arnold (book)

LANGUAGE

L4.6. Acquire and use accurately grade-

appropriate general academic and domain-

specific words and phrases, including those that

signal precise actions, emotions, or states of

being (e.g., quizzed, whined, stammered) and

that are basic to a particular topic (e.g., wildlife,

conservation, and endangered when discussing

animal preservation).

Acquire grade appropriate:

•general academic

•domain-specific

words and phrases including those that:

•signal precise actions

•signal emotions

•signal states of being

•are basic to a particular topic (Knowledge)

Use accurately grade-appropriate:

•general academic

•domain-specific

words and phrases, including those that:

•signal precise actions

•signal emotions

•signal states of being

•are basic to a particular topic (Reasoning)

I can acquire and use grade appropriate words

and phrases that signal precise actions,

emotions, states of being, and are basic to a

particular topic.

Buckle Down (Lesson 2)


(Lesson 21)

*Bolded words


6/2013 ELA Grade 4



SPEAKING AND LISTENING

SL4.1. Engage effectively in a range of

collaborative discussions (one-on-one, in groups,

and teacher led) with diverse partners on grade

4 topics and texts, building on others’ ideas and

expressing their own clearly.

a. Come to discussions prepared, having read or

studied required material; explicitly draw on that

preparation and other information known about

the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions and

carry out assigned roles.

c. Pose and respond to specific questions to

clarify or follow up on information, and make

comments that contribute to the discussion and

link to the remarks of others.

d. Review the key ideas expressed and explain

their own ideas and understanding in light of the

discussion.

Identify key ideas from reading material

(Knowledge)

Identify ways to listen effectively (Knowledge)

Describe discussion rules and roles

(Knowledge)

Know how to pose questions and provide

feedback (Knowledge)

Identify key ideas presented during discussion

(Knowledge)

Relate information read to discussion topics

(Reasoning)

Evaluate implementation of discussion rules

and roles (Reasoning)

Formulate questions and responses based on

comments made by others during discussion

(Reasoning)

Explain the topic using personal ideas,

opinions, and reasoning (Reasoning)

Think critically about ideas posed (Reasoning)

I can identify key ideas from reading material .

I can identify ways to listen effectively.

I can describe discussion rules and roles.

I can pose questions and provide feedback.

I can identify key ideas presented during

discussion.

I can relate information read to discussion

topics.

I can evaluate implementation of discussion

rules and roles.

I can formulate questions and responses based

on comments by others during discussion.

I can explain the topic using personal ideas,

opinions, and reasoning.

I can think critically about ideas posed.

* prose

*Bolded words


6/2013 ELA Grade 4




SL4.1. Standard (continued)

1. Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher

led) with diverse partners on grade 4 topics and

texts, building on others’ ideas and expressing

their own clearly.

a. Come to discussions prepared, having read or

studied required material; explicitly draw on that

preparation and other information known about

the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions and

carry out assigned roles.

c. Pose and respond to specific questions to

clarify or follow up on information, and make

comments that contribute to the discussion and

link to the remarks of others.

d. Review the key ideas expressed and explain

their own ideas and understanding in light of the

discussion.

Justify responses by providing evidence to

support reasoning (Reasoning)

Engage in a variety of discussions by sharing

acquired and prior knowledge of grade 4 topics

and texts (Performance)

Listen actively to discussions and presentations

(Performance)

Follow agreed-upon rules during discussion

(Performance)

Carry out assigned roles during discussions

(Performance)

Pose and respond to specific questions to

clarify understanding of discussion or

presentation (Performance)

Connect comments to the remarks of others

(Performance)

Express ideas clearly (Performance)

I can justify responses by providing evidence to

support reasoning.

I can engage in a variety of discussions by

sharing acquired and prior knowledge of grade

4 topics and texts.

I can listen actively to discussions and

presentations.

I can follow agreed-upon rules during

discussion.

I can carry out assigned roles during

discussions.

I can pose and respond to specific questions to

clarify understanding of discussion or

presentation.

I connect comments to the remarks of others.

I can express ideas clearly.

justify

prior knowledge


SL4.2. Paraphrase portions of a text read aloud

or information presented in diverse media and

formats, including visually, quantitatively, and

orally.

Paraphrase information from a text presented

orally from a variety of media formats

including:

•visual

•quantitative

•oral (Knowledge)

I can paraphrase information from a text

presented orally from a variety of media

formats including:

•visual

•quantitative

•oral

paraphrase

quantitative

*Bolded words


6/2013 ELA Grade 4



Weeks 7 through 12 Sept. 16 - Nov. 8LITERATURE

RL4.5. 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.

Explain major differences between:

•poems

•drama

•prose

and refer to the structural elements:

•poems (e.g., verse, rhyme, meter)

• drama (e.g., cast of characters, settings,

descriptions, dialogue, stage directions)

•prose (e.g., characters, settings,

descriptions, dialogue)

when speaking or writing about text

(Knowledge)

I can explain major differences between

poems, drama, and prose

and refer to the structural elements.

Structural Elements

•poems (e.g., verse, rhyme, meter)

• drama (e.g., cast of characters, settings,

descriptions, dialogue, stage directions)

•prose (e.g., characters, settings,

descriptions, dialogue)

when speaking or writing about text

prose

stage directions

dialogue

Fundamentals in Writing:

Poetry (Q4)

LITERATURE

RL4.7. Make connections between the text of a

story or drama and a visual or oral presentation

of the text, identifying where each version

reflects specific descriptions and directions in the

text.

8. (Not applicable to literature)

Identify:

•story

•drama

in text, visually, and orally (Knowledge)

Identify descriptions in a story or drama:

•in text

•visually and orally (Knowledge)

Recognize stage directions in a story / drama

both in text and a visual/oral presentation

(Knowledge)

Connect the text of a story or drama to the text

of a visual or oral presentation recognizing the

descriptions and direction in each version

(Reasoning)

I can identify story and drama

within text, both visually, and orally.

I can identify descriptions in a story or drama

within text both visually and orally.

I can recognize stage directions in a story /

drama both in text and a visual/oral

presentation.

I can connect the text of a story or drama to

the text of a visual or oral presentation

recognizing the descriptions and direction in

each version.

descriptions

connect

visually

orally

recognize

* drama

The Witches by

Roald Dahl (text and movie)

*Bolded words


6/2013 ELA Grade 4



INFORMATIONAL TEXT

RI4.3. 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.

Identify:

•events

•procedures

•ideas

•concepts

in an informational text. (Knowledge)

Explain why the

•events

•procedures

•ideas

•concepts

in an informational text occurred. (Reasoning)

Use specific information in the text to support

explanation. (Reasoning)

I can identify:

•events

•procedures

•ideas

•concepts

in an informational text.

I can explain why the

•events

•procedures

•ideas

•concepts

in an informational text occurred.

I can use specific information in the text to

support explanation.

procedures

concepts

Trade Books

Leveled Readers

Time for Kids

Scholastic News


Science textbook

INFORMATIONAL TEXT

RI4.7. Interpret information presented visually,

orally, or quantitatively (e.g., in charts, graphs,

diagrams, time lines, animations, or interactive

elements on Web pages) and explain how the

information contributes to an understanding of

the text in which it appears.

Define interpret (Knowledge)

Recognize text features of nonfiction

(Knowledge)

Read:

•graphs •charts •diagram •timelines, etc.

(Knowledge)

Recognize interactive Web elements

(Knowledge)

Explain information from:

•charts

•diagrams

•graphs

•time lines

•animations

•interactive elements (Reasoning)

I can define interpret.

I can recognize text features of nonfiction.

I can read:

•graphs •charts •diagram •timelines, etc.

I can recognize interactive Web elements.

I can explain information from:

•charts

•diagrams

•graphs

•time lines

•animations

•interactive elements.

nonfiction

animation

interactive

quantitative

Trade Books

Leveled Readers

Time for Kids

Scholastic News


Science textbook

Far Side of the Moon

*Bolded words


6/2013 ELA Grade 4



INFORMATIONAL TEXT

RI4.7. Standard (continued)

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

Interpret information that is presented:

•visually •orally •quantitatively

in text or in the Web (Reasoning)

Explain how information presented :


adds to a better understanding of the text or

on the Web (Reasoning)

I can interpret information that is presented:


in text or in the Web

I can explain how information presented :


adds to a better understanding of the text or

on the Web.

*Eye of the Storm

*The Seeker

*Pop: The History of Bubble Gum

by Meghan McCarthy

*The History of Yum by Lauren Tarshis

http://www.scholastic.com/browse/article.jsp?id

=3757545

*Writing Fundamentals (Feature Articles)


WRITING

W4.2. Write informative/explanatory texts to

examine a topic and convey ideas and

information clearly.

a. Introduce a topic clearly and group related

information in paragraphs and sections; include

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

multimedia when useful to aiding

comprehension.

b. Develop the topic with facts, definitions,

concrete details, quotations, or other

information and examples related to the topic.

c. Link ideas within categories of information

using words and phrases (e.g., another, for

example, also, because).

d. Use precise language and domain-specific

vocabulary to inform about or explain the topic.

e. Provide a concluding statement or section

related to the information or explanation

presented.

Identify:

•a topic that is clear

•related-information grouped together in:

o paragraphs

o sections

that contain:

o formatting

o illustrations

o multimedia

when useful in aiding comprehension

•a topic developed with:

o facts

o definitions

o concrete details

o quotations

o other information

o examples related to the topic.

•linked ideas within categories of information

using words and phrases

•precise language and domain-specific

vocabulary to inform about or explain the

topic. •a concluding statement or section


presented (Knowledge)

I can identify a topic that is clear.

I can identify related-information grouped

together in paragraphs and sections that

contain formatting, illustrations, multimedia.

I can identify a topic developed with facts,

definitions, concrete details, quotations, other

information, and examples related to the topic.

I can identify linked ideas within categories of

information using words and phrases.

I can identify precise language and domain-

specific vocabulary to inform about or explain

the topic.

I can identify a concluding statement or section


presented.

Idea Development

* Voice

* Word Choice

* Format

Writing Fundamentals: Feature Article Unit (Q2)

Writing Fundamentals Biography Unit (Q3)

Buckle Down (Lesson 16 - Writing to Inform and

Lesson 8 - Informational Test)

Common Core Clinic - Writing and Language

(Lesson 2 - Write an Informative Piece)

*Bolded words


6/2013 ELA Grade 4



WRITING


Write informative/explanatory texts that

includes:

•a topic that is clearly introduced

•related-information grouped in:

o paragraphs

o sections

that contain:

o formatting

o illustrations

o multimedia

when useful in aiding comprehension

•a topic developed with:

o facts

o definitions

o concrete details

o quotations

o other information

o examples related to the topic.

•linked ideas within categories of information

using words and phrases

•precise language and domain-specific

vocabulary to inform about or explain the topic

•a concluding statement or section related to

the information or explanation presented

(Product)

I can write informative/explanatory texts that

includes a topic that is clearly introduced.

I can write informative/ explanatory texts that

includes related-information grouped in

paragraphs and sections that contain

formatting, illustrations, and multimedia.


develops a topic using facts, definitions,

details, quotations, other information, and

examples related to the topic.


includes language and vocabulary that informs

about or explain the topic.


includes a concluding statement or section


presented.

*Bolded words


6/2013 ELA Grade 4



LANGUAGE




b. Use commas and quotation marks to mark

direct speech and quotations from a text.

Use commas and quotation marks in dialogue

and when quoting from a text (Knowledge)

I can use commas and quotation marks in

dialogue and when quoting from a text.

* Quotation Marks Fundamentals In Grammar & Conventions:


Unit 1 - Lesson 3

Unit 3 - Lesson 1

Unit 1- Lesson 2


Units


(Lessons 11-14)


Daily Oral Language

BrainPop



LANGUAGE

L4.4. Determine or clarify the meaning of

unknown and multiple-meaning words and

phrases based on grade 4 reading and content,

choosing flexibly from a range of strategies.

b. Use common, grade-appropriate Greek and

Latin affixes and roots as clues to the meaning of

a word (e.g., telegraph, photograph, autograph).

Identify and define Greek and Latin affixes and

roots (Knowledge)

Determine the meaning of unknown and

multiple-meaning words by:

•examining a text to find clues to the meanings

of words (e.g., definitions, examples and

restatements in text)

•using common Greek and Latin affixes and

roots as clues to the meanings of words (e.g.,

telegraph, photograph, autograph)

(Reasoning)

I can identify and define Greek and Latin affixes

and roots.

I can determine the meaning of unknown and

multiple-meaning words by examining a text to

find clues to the meanings of words and using

common Greek and Latin affixes and roots as

clues to the meaning of words.

Affixes

Context Clues

Buckle Down (Lesson 1-2 and 25)


(Lessons 15-17)

Testing Fundamentals

Scott Foresman Spelling Units

*Bolded words


6/2013 ELA Grade 4



LANGUAGE

L4.5. Demonstrate understanding of figurative

language, word relationships, and nuances in

word meanings.

b. Recognize and explain the meaning of

common idioms, adages, and proverbs.

Define:

• common idioms

• adages

• proverbs (Knowledge)

Recognize:

• idioms in context

• adages in context

• proverbs in context (Knowledge)

Explain the meaning of :

•common idioms, adages, and proverbs in

context. (Reasoning)

I can define common idioms, adages, and

proverbs.

I can recognize idioms, adages, and proverbs in

context.

I can explain the meaning of common idioms,

adages, and proverbs.

Idioms

Adages

Proverbs

* Imagery


Study Unit ( Q2,3)


Buckle Down (Lessons 2, 5, 7, 8, and 9)

Common Core Clinic

Parts by Ted Arnold (book)


SL4.3. Identify the reasons and evidence a

speaker provides to support particular points.

Identify a speaker’s points (Knowledge)

Identify the reasons and evidence that support

the speaker’s particular points (Reasoning)

I can identify a speaker’s points.

I can identify the reasons and evidence that

support the speaker’s particular points.

identify

evidence


SL4.4. Report on a topic or text, tell a story, or

recount an experience in an organized manner,

using appropriate facts and relevant, descriptive

details to support main ideas or themes; speak

clearly at an understandable pace.

Identify:

•a topic

•a text

•facts

•descriptive details (Knowledge)

Identify and recall an experience (Knowledge)

Identify:

•clearly pronounced and enunciated words

•understandable pace (Knowledge)

Use a logical sequence of events to tell a story,

report on a topic or text, or recount an

experience (Reasoning)

I can identify:

•a topic

•a text

•facts

•descriptive details

I can identify and recall an experience.

I can identify:

•clearly pronounced and enunciated words

•understandable pace.

I can use a logical sequence of events to tell a

story, report on a topic or text, or recount an

experience.

enunciated

logical

pace

descriptive details

main idea

*Bolded words


6/2013 ELA Grade 4




SL4.4. Standard (continued)

Determine appropriate facts that support main

ideas or themes (Reasoning)

Determine relevant descriptive details that

support main ideas or themes (Reasoning)

Speak clearly at an understandable

pace while:

•reporting on a topic

•telling a story

•recounting an experience

in an organized manner using:

o appropriate facts

o relevant, descriptive details

to support main ideas or themes

(Performance)

I can determine appropriate facts that support

main ideas or themes.

I can determine relevant descriptive details

that support main ideas or themes.

I can speak clearly at an understandable

pace while:

•reporting on a topic

•telling a story

•recounting an experience

in an organized manner using:

o appropriate facts

o relevant, descriptive details

to support main ideas or themes


SL4.5. Add audio recordings and visual displays

to presentations when appropriate to enhance

the development of main ideas or themes.

Identify main idea (Knowledge)

Identify theme (Knowledge)

Determine when appropriate to enhance main

idea or theme main idea and theme in audio

(Reasoning)

Add audio recordings to enhance the

development of main idea or theme in

presentations (Performance)

Add visual displays to enhance the


presentations (Performance)

I can identify main idea.

I can identify theme.

I can determine when appropriate to enhance

main idea or theme main idea and theme in

audio.

I can add audio recordings to enhance the


presentations.

I can add visual displays to enhance the


presentations.

main idea

theme

enhance

*Bolded words


6/2013 ELA Grade 4



Weeks 13 through 18 Nov. 11 - Jan. 10LITERATURE

RL4.6. Compare and contrast the point of view

from which different stories are narrated,

including the difference between first- and third-

person narrations.

Define:

•vocabulary

•compare, contrast

•point of view

•first and third narrations (Knowledge)

Recognize first and third narrations

(Knowledge)

Identify point of view (including first and third

person narrations) in a variety of stories

(Knowledge)

Compare the points of view from which

different stories are narrated, including 1st and

3rd narrations (Reasoning)

Contrast the points of view from which

different stories are narrated, including first

and third person narrations (Reasoning)

I can define:

•vocabulary

•compare, contrast

•point of view

•first and third narrations

I can recognize first and third narrations.

I can identify point of view (including first and

third person narrations) in a variety of stories.

I can compare the points of view from which


and third narrations.

I can contrast the points of view from which


and third person narrations.

Vocabulary

first narrations

third narrations

* point of view 1st/ 3rd

person

The Houdini Box C/C Encantado C/C

Lost City C/C

Lewis and Clark POV

What Jo Did POV


*Bolded words


6/2013 ELA Grade 4



LITERATURE

RL4.9. Compare and contrast the treatment of

similar themes and topics (e.g., opposition of

good and evil) and patterns of events (e.g., the

quest) in stories, myths, and traditional literature

from different cultures.

Identify specific details that describe:

•themes •topics •patterns of events

in stories, myths, or traditional literature from

different cultures (Knowledge)

Identify similarities of two or more:




Identify differences of two or more:




Identify key features for comparing and

contrasting:




Compare/Contrast two or more:



different cultures ( Reasoning)

I can identify specific details that describe:



different cultures.

I can identify similarities of two or more:



different cultures.

I can identify differences of two or more:



different cultures.

I can identify key features for comparing and

contrasting:



different cultures.

I can compare/contrast two or more:



different cultures.

topics

tradition

cultures

patterns

When Night Came From the Sea (cultures)

The Horned Toad Prince (compare to traditional

literature)

*Bolded words


6/2013 ELA Grade 4



INFORMATIONAL TEXT

RI4.6. Compare and contrast a firsthand and

secondhand account of the same event or topic;

describe the differences in focus and the

information provided.

Define vocabulary:

•compare

•contrast

•firsthand account

•secondhand account (Knowledge)

Describe the events or main ideas of each

account (Knowledge)

Compare the accounts of the event or topic

(Reasoning)

Contrast the accounts of the event or topic

(Reasoning)

Describe how the focus and information

provided is different in each account

(Reasoning)

I can define vocabulary:

•compare

•contrast

•firsthand account

•secondhand account.

I can describe the events or main ideas of each

account.

I can compare/contrast the accounts of the

event or topic.

I can describe how the focus and information

provided is different in each account.

first hand account

focus

The Titanic - bbc.co.uk/archive/titanic/

WRITING

W4.8. Recall relevant information from

experiences or gather relevant information from

print and digital sources; take notes and

categorize information, and provide a list of

sources.

Identify relevant information in a passage

(Knowledge)

Recall and gather relevant information from

experience (Knowledge)

Take notes (Knowledge)

Provide source list (Knowledge)

Gather relevant information from print and

digital sources (Reasoning)

Categorize information (Reasoning)

Distinguish between relevant and irrelevant

information (Reasoning)

I can identify important information in a

passage.

I can recall and gather important information

from experience.

I can' t are notes.

I can provide source list.

I can gather relevant information from print

and digital sources.

I can categorize information.

I can distinguish between relevant and

irrelevant information.

Fundamentals in Writing: Featured Article (Q2)

Biography Unit (Q3)

Also Other Writing Fundamental Units

Buckle Down (Lesson 8 - Research and

Information)

Citationmachine.net

EasyBib.com

*Bolded words


6/2013 ELA Grade 4



WRITING

W4.9. Draw evidence from literary or

informational texts to support analysis,

reflection, and research.

a. Apply grade 4 Reading standards to literature

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

event in a story or drama, drawing on specific

details in the text [e.g., a character’s thoughts,

words, or actions].”).

b. Apply grade 4 Reading standards to

informational texts (e.g., “Explain how an author

uses reasons and evidence to support particular

points in a text”).

Identify key ideas and details which provide

evidence to support conclusions about the text

accessed through research (Knowledge)

Cite textual evidence to support analysis of

what the text says explicitly (Knowledge)

Draw evidence from key ideas and details as

support for research (Reasoning)

Analyze key ideas and details in a text as

evidence for support understanding of text

(Reasoning)

Reflect on key ideas and details in a text as

evidence for support understanding of text

(Reasoning)

I can identify key ideas and details which

provide evidence to support conclusions about

the text accessed through research.

I can find evidence to support what the text

says.

I can draw evidence from key ideas and details

as support for research.

I can analyze key ideas and details in a text as

evidence for support understanding of text.

I can reflect on key ideas and details in a text as

evidence for support understanding of text.

* Key Ideas Fundamentals in Writing: Featured Article (Q2)

Biography Unit (Q3)

Also Other Writing Fundamental Units

Buckle Down (Lesson 19 - Writing a Response)

Buckle Down (Lesson 8 - Informational Text)

Buckle Down (Lesson 11 - Comparing Passages)

*Bolded words


6/2013 ELA Grade 4



LANGUAGE

L4,3. Use knowledge of language and its

conventions when writing, speaking, reading, or

listening.

a. Choose words and phrases to convey ideas

precisely.*

b. Choose punctuation for effect.*

c. Differentiate between contexts that call for

formal English (e.g., presenting ideas) and

situations where informal discourse is

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

Recognize the conventions of language for:

writing, speaking, reading, listening

(Knowledge)

Recognize types of punctuation (Knowledge)

Recognize the fundamentals of formal and

informal English (Knowledge)

Apply knowledge of language

when: writing , reading , listening (Reasoning)

Apply knowledge of language conventions

when: writing , reading , listening (Reasoning)

Choose words and phrases to convey ideas

precisely when writing or speaking (Reasoning)

Choose punctuation for effect (Reasoning)

Differentiate between contexts that call for

formal English (Reasoning)

I can recognize the conventions of language

for: writing, speaking, reading, listening.

I can recognize types of punctuation.

I can recognize the fundamentals of formal and

informal English.

I can apply knowledge of language

when: writing , reading , listening.

I can apply knowledge of language conventions

when: writing , reading , listening.

I can choose words and phrases to convey

ideas precisely when writing or speaking.

I can choose punctuation for effect.

I can differentiate between contexts that call

for formal English.


Unit 1

Unit 2

Buckle Down (Lessons 2, 22 and 23)

Writing Fundamentals Units

LANGUAGE

L4.3 Standard (continued)

Use knowledge of language when speaking

(Performance)

Use knowledge of language conventions when

speaking (Performance)

Use words and phrases to convey ideas

precisely when speaking (Performance)

I can use knowledge of language when

speaking.

I can use knowledge of language conventions

when speaking.

I can use words and phrases to convey ideas

precisely when speaking.

*Bolded words


6/2013 ELA Grade 4




SL.46. 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.)

Identify:

audience

task

situation (Knowledge)

Identify characteristics of formal and informal

speaking (Knowledge)

(The underpinning knowledge targets are

found in Language Standards 1 and 3)

Distinguish between formal and informal

speech (Reasoning)

Analyze situation to determine appropriate

speech use (formal English or informal

discourse) (Reasoning)

Speak using formal English when appropriate

to task and situation (Performance)

I can identify audience,

task, and situation.

I can identify characteristics of formal and

informal speaking.

I can distinguish between formal and informal

speech.

I can analyze situation to determine

appropriate speech use (formal English or

informal discourse).

I can speak using formal English when

appropriate to task and situation.

audience

* situation

formal speech

informal speech

*Bolded words


6/2013 ELA Grade 4



Weeks 19 through 24 Jan. 13 - Feb. 21

INFORMATIONAL TEXT

RI4.8. Explain how an author uses reasons and

evidence to support particular points in a text.

Recognize differences between fact and

opinion. (Knowledge)

Define:

•evidence

•reason (Knowledge)

Identify the author’s reasons and evidence

(Knowledge)

Explain how an author uses:

•reasons to support particular points in a text.

•evidence to support points in a text.

(Reasoning)

I can recognize differences between fact and

opinion.

I can define evidence and reason.

I can identify the author’s reasons and

evidence.

I can explain how an author uses:

•reasons to support particular points in a text.

•evidence to support points in a text.

fact

opinion

reason

evidence

support

Jim Thorpe F/O

Marvin of the Great Woods F/O

Adelina's Whales F/O

Horned Toad Prince AP

Sailing Home AP

These are examples of fictional text.

Time for Kids

Scholastic News

Social Studies text

Science text

Amelia and Eleanor

Because of Winn Dixie

Grandfather's Journey

INFORMATIONAL TEXT

RI4.9. Integrate information from two texts on

the same topic in order to write or speak about

the subject knowledgeably.

Identify information within two texts on the

same topic (Knowledge)

Integrate information from two texts on same

topic (Reasoning)

I can identify information within two texts on

the same topic.

I can integrate information from two texts on

same topic.

integrate Trade Books

Leveled Readers

Time for Kids

Scholastic News


Science textbook

*Bolded words


6/2013 ELA Grade 4



LANGUAGE




c. Use a comma before a coordinating

conjunction in a compound sentence.

Know many of the coordinating conjunctions

(e.g., and, but, for, or, nor, so, yet) and that

they connect two or more independent clauses

(grammatically complete statements,

questions or exclamations that could stand

alone as full sentences) (Knowledge)

Use comma before a coordinating conjunction

in a compound sentence (Knowledge)

I know many of the coordinating conjunctions

and that they connect two or more

independent clauses.

I can use a comma before a coordinating

conjunction in a compound sentence.

Coordinating

Conjunction

Compound & Complex

Sentences



Unit 1 - Lesson 3

Unit 3 - Lesson 1

Unit 1- Lesson 2


Units


(Lessons 11-14)


Daily Oral Language

BrainPop



Weeks 25 through 30 Feb. 24 - April 11All standards that still need to be mastered.

Weeks 31 through 36 Apr. 14 - May 22All standards that still need to be mastered.

*Bolded words


Documents

Weeks 1 through 6 Aug. 6- Sept. 13 Weeks indicate ... 2014 Curriculum Maps and...6/2013 ELA Grade 4 Curriculum Mapping 1 Weeks 1 through 6 Aug. 6- Sept. 13 Weeks indicate introduction