4th Grade ELA - williston.k12.sc.us Web viewI can determine the meaning of words and phrases in...

4th Grade ELA

2014-2015

Kelly Edwards Elementary

FOURTH GRADE ELA PACING GUIDE 2014-2015

Unit One – Getting Started

Monday, August 18 toFriday, August 29

(10 days)

Focus Standards: preparationSkills/Strategies:

Classroom procedures ELA procedures (independent, cooperative, and whole group) Individualized Data collection

- Student profiles (interests, influences, learning styles)- Reading (comprehension, fluency, strategies)- Writing (content, organization, voice, conventions)- Vocabulary

Test-taking strategies to be used throughout the year Introduction to Literary and Informational Genres Collaboration (Speaking and Listening, standard 1)

Text:Cold reads, multiple choice questions; writing prompts, student materials, whole-class passages from a variety of genresRead Alouds:

Back to school, character ed./team building, think-aloud modelsOR Tales of a Fourth Grade Nothing by Judy Blume

Assessment: Participation grades, “quizzes” on procedures and routines, etc.

Notes:

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Unit Two – Informational Text and BiographyTheme: Inventions/Inventors

Tuesday, September 2 toMonday, September 22

(15 days)

Focus Standards: RI1-3: Key Ideas and Details RI5: Author’s Use of Structure

Skills/Strategies: Genre Characteristics of Informational Text Genre Characteristics of Biography Close Reading of Informational Text Compare/contrast structure

Text: Biographies of inventors Articles about inventions Brochures, pamphlets Advertisements

Read Alouds: Picture books on inventors Articles about inventions

Writing Objectives: W1, W2, W3 Genre/Author’s Purpose Summary Main idea/detail

Language Skill Focus: Review of 3rd grade standards for parts of speech (L.3.1a-i) Capitalization

Assessment: Reading: Unit test, Info Text and Bio Writing: Baseline assessments for data notebooks

Notes:

Reading Learning Targets:- I can refer to details and examples in a text to explain exactly what a

text is saying- I can refer to details and examples in a text to draw inferences- I can determine the main idea of a text- I can explain how the main idea of a text is supported by key details- I can summarize a text- I can explain what happened and why in a historical text, based on

specific information

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(What is the main idea of this text? How do you know? What are the important ideas in this text? Show where you found them in the text. Summarize the text from beginning to end in a few sentences. Which step comes first? Next? What happened first? After that? Can you tell me how these ideas are the same? Can you tell me how they are different? Think about these historical events. Tell how they are connected.)

- I can describe the overall structure in a piece of informational text.(How is the information presented/organized in this text?)

Writing Learning Targets:

Unit Two Lesson OutlineReading Writing Language

1. Refer to details and examples to explain what a text is saying

Recognize and identify the three forms and purposes of writing

2. “” Framework and annotation, Expository

3. Refer to details and examples to draw inferences

“”

4. “” Framework and annotation, Narrative

5. Determine the main idea

“”

6. “” Using book covers and titles; writing summaries

7. Explain how the main idea is supported by key details and examples

Sorting details by main ideas (expository)

8. “” Pick, List, and Choose9. I can summarize a text

Main idea sentences

10. “” Elaboration/detail generating

11. Explain what happened and why based on specific details in the text

Opinion writing (vocabulary-subjective) distinguish between fact and opinion

Subject/Predicate

12. “” Opinion writing – practice day

13. Describe the overall structure

E/R test prep intro

14. “” E/R baseline assessment

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15. Unit Test Writing baseline assessment

Unit Three: Hybrid Unit – Poetry and MysteryTheme: Autumn/Halloween

Tuesday, September 23 toMonday, October 13

(15 days)

Focus Standards: RL.1-2: Key Ideas and Details RL.5: Structure of poetry

Skills/Strategies: Review of story elements Genre Characteristics of Fantasy and Mystery Genre Characteristics of Poetry Close Reading of a Poem Figurative Language

Text: Mystery stories Nature poems, particularly autumn/seasons

Read Alouds: Bunnicula by James Howe

Writing Objectives: Narrowing focus Story elements Showing vs. Telling Sentence Variety

Language Skill Focus: Parts of speech standards for 4th Grade (L.4.1a-e; f and g in next

month) Commas (simple, compound, complex sentence review) Figurative Language

Assessments: Reading: Unit test, poetry/mystery Writing: Demonstration writing for skills (sentence variety and show,

not tell)

Notes:

Reading Learning Targets:- I can identify the characteristics of fantasy and mystery- I can identify the characteristics of poetry- I can refer to details and examples in a text when explaining what the

text says explicitly- I can draw inferences from a text

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- I can determine the theme of a story- I can determine the theme of a poem- I can summarize a text

(Can you tell me the reasons why the character said…in the story? Show me where you linked your thinking to the text. What are the most important events that happened in the story? How do you know? What is the theme of this text? Summarize the story from beginning to end in a few sentences.

- I can determine the meaning of words and phrases in text, particularly figurative language

- I can explain the difference between poetry and prose(What is the difference between poetry and prose? Can you identify different types of figurative language in the texts?)


Unit Three Lesson OutlineReading Writing (VERY FULL!) Language1. Characteristics of mystery

Author’s purpose: Narrative vs. Expository (summarizing frameworks

2. Characteristics of poetry

Organizing details in expository writing

3. Poetry structure terms – review

Organizing details in narrative writing

4. Close reading strategies for poetry

Shaping expository writing by main ideas

5. Drawing inferences Creating broad yet distinct main ideas

6. Drawing inferences Pick, List, and Choose (Expository)

7. Determining theme Revising boring, redundant main idea sentences

8. Summarizing “”9. Summarizing Powerful descriptions of

character, setting, and objects

10. Figurative language Showing, not telling – character’s feelings

11. Figurative language Elaborative detail segment

12. Characteristics of fantasy

Elaborative detail segment

13. Close reading Detail generating

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strategies for fantasy and mystery

questions

14. Theme in any genre Sentence variety15. Unit test Demonstration writing

Unit Four – Informational TextTheme: Habitats

Tuesday, October 14 toWednesday, November 5

(15 days)

Focus Standards: RI.4: Academic vocabulary RI.7-9: Information from multiple sources

Skills/Strategies: Text Features (heading/subheading, captions, charts, graphs, etc.) Online search features Choosing the best source Determining important information

Text: Info text on habitats (will support 4th grade Science standards) Websites

Read Alouds: Picture books on environmentalism

Writing Objectives: Note-taking/research Beginning and endings Expressing opinion Specific details

Language Skill Focus: Fragments vs. run-ons Frequently confused words Reference materials/research process

Assessments: Performance task: Research writing on Habitats

Notes:

Reading Learning Targets:- I can determine the difference between general and subject-specific

vocabulary- I can find the meaning of unknown general and subject-specific

vocabulary

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(What do you do when you come to words you do not know? What features in the text help you find important information about what you are reading? How is the information presented/organized in this text?)

- I can interpret information in visual, oral, or quantitative forms (charts, graphs, diagrams, time lines, animations, interactive elements)

- I can explain how information contributes to my understand of a text- I can explain how an author uses reasons and evidence to support a

point- I can integrate information from two texts on the same topic.- I can use information to write and speak knowledgeably on a topic.

(How does the diagram/image help you understand what you are reading? Can you find the reasons the author gives for his/her thinking? What is the same about the points presented in these texts? What is different? Look at these two texts about the same topic. Can you find the important information from both texts to add to your notes? Can you tell me about the important ideas you found in each text?)


Unit Four Lesson OutlineReading Writing Language

1. Unknown vocabulary strategies

Powerful specific details and sentence variety

Informational text read aloud; workshop on note-taking (dashes and slashes; pg. 165 EW)

2. Informational text features

Sorting details by main ideas

3. Interpreting other forms of information

Recognize features of expository and narrative features (frameworks) and annotation

4. Explaining the role of features in all forms

Narrative beginnings and techniques - analyze

5. Author’s reasons/evidence

Narrative beginnings and techniques – analyze

6. Author’s reasons/evidence

Revising story beginnings

7. Using two texts Annotating practice8. Using two texts Use specific detail

generating questions to write an elaborative

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segment describing a story critical character

9. Research work Narrative endings and techniques – analyze

10. Research work Extend a narrative ending

11. Research work Showing vs. telling the feelings of story characters

12. Research work Revising for good sentence variety

13. Research work Writing a book critique14. Research work Extended narrative

writing15. Research work Extended narrative

writingUnit Five – Fables and Folktales

Theme: Multicultural Studies

Thursday, November 6 toTuesday, December 2

(16 days)

Focus Standards: RL9:Compare/contrast themes and patterns RL6: Point of view

Skills/Strategies: Genre Characteristics – Folklore Examining how themes/morals/lessons are conveyed Compare/contrast patterns Compare/contrast point of view

Text: Fables and folktales from various cultures

Read Alouds: Fractured fairy tales, etc. Informational text about celebrations around the world

Writing Objectives: Building suspense Broad, yet distinct main ideas Formulating and supporting opinions

Language Skill Focus: Context clues Idioms, adages, proverbs Antonyms/synonyms

Assessments: Reading: Unit test, folklore

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Writing: Genre Identification (Quiz) Writing: Mid-year assessments for data notebooks

Notes:

Reading Learning Targets:- I can differentiate between first and third person points of view- I can compare/contrast points of view from different stories- I can compare and contrast the way themes such as good and evil are

presented in different texts(Think about what you read. Do you agree with the way the characters are thinking in theis story? Do you agree with the way the narrator is thinking in this story? How is your thinking the same or different?)

- I can compare and contrast the pattern of events in traditional literature

(What happened to the characters that is the same? What happened that is different? How did characters solve problems in different ways across texts? How are the plots the same or different across texts?)


Reading Writing Language1. First and third point of view

Using basic research skills

2. Comparing points of view

Relating story details to personal experiences

3. Comparing points of view

Formulating opinions with specific details and reasons

4. Recognizing traditional themes

Opinion writing Word referents

5. Comparing traditional themes

Letter writing Word referents

6. Recognizing traditional patterns

Letter writing Word referents

7. Comparing traditional patterns

Finding suspense

8. Characteristics of folktale subgenres

Building suspense

9. Examining folktales from various cultures

Building suspense

10. Comparing/contrasting folktales from various cultures

Fully elaborated main events (don’t summarize – make a scene)

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11. Culture studies Fully elaborated main events

12. Culture studies Fully elaborated main events

13. Culture studies Pick, List, and Choose14. Culture studies Mid-year assessment15. Culture studies Mid-year assessment16. Unit test Mid-year assessment

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Unit Six: Hybrid Unit – Informational Text and AdventureTheme: Polar Regions

Wednesday, December 3 toFriday, January 9

(16 days)

Focus Standards: RI.6: First and secondhand accounts RI.8: Author’s use of evidence RL.3: Character development

Skills/Strategies: Compare/contrast first and secondhand accounts of a topic Evaluate evidence/reasons in text Plot the path of a character’s change Author’s craft in developing character

Text: Stone Fox by John Reynolds Gardiner Informational text articles about the North and South poles

Read Alouds: Christmas picture books Text on North and South Poles

Writing Objectives: Introductions Conclusions Detail generating questions

Language Skills Focus: Roots and affixes Punctuation in dialogue

Assessments: Reading: Unit test, cumulative Writing: “Partner Pieces” (side-by-side narrative and expository)

Notes:

Reading Learning Targets:- I can compare and contrast first and secondhand accounts of the same

topic- I can describe the differences in focus in informational texts on the

same topic- I can explain how an author uses reasons and evidence to support a

particular point in a text- I can describe the story elements in a narrative text


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Reading Writing Language

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1. Firsthand vs. secondhand accounts

Recognizing different types of leads


Strong topic sentences (stated clearly or implied)


Analyzing conclusions

4. Determining the focus in infotext

Revising conclusions

5. Reasons and evidence

Annotating/analyzing “Partner Pieces”


“”


Simple facts vs. elaborated details


General words and phrases vs. specific examples

9. Genre characteristics of adventure

Breaking up the grocery list

10. Review of story elements

Elaborating for facts

11. Description of events

Comparing summaries and fully elaborated main events (narrative)

12. Description of setting

Forming and writing opinions (yes, but sentences)

Bandwagon adjectives

13. Description of characters

Partner pieces


Partner pieces


Partner pieces

16. Unit test Partner pieces

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Unit Seven – Mythology AND Drama

Monday, January 12 toTuesday, February 3

(15 days)

Focus Standards: RL.7 and 9: Craft and Structure RL.4: Vocabulary from Mythology

Skills/Strategies: Vocabulary specific to mythology Genre characteristics of drama Point of view

Text: Mythology from various cultures Reader’s theater scripts/plays based on myths

Read Alouds: Amazing Greek Myths of Wonder and Blunders by Mike Townsend

Writing Objectives: Prompt analysis Effective frameworks Rubric writing

Language Skills Focus: Possessives Irregulars in parts of speech Roots and affixes, continued…

Assessments: Reading: Unit test, mythology and drama Writing: Revision based on prompt-based, rubric-driven samples

Notes:

Reading Learning Targets:- I can identify the quest pattern in mythology- I can make connections between the text of a story and a visual or oral

presentation of the text - I can identify where and how a description is reflected differently in the

text or presentation of text(What is the same about how the story is presented visually (illustrations) and in writing? What is different? What happened to the characters that is the same? What happened that is different? How did characters solve problems in different ways across texts? How are the plots the same or different across texts?)

- I can explain the characteristics of drama- I can explain the difference between drama and other genres

(What is different about these kinds of texts? What is the same?)

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- I can determine the meaning of words and phrases that allude to significant characters in mythology


Reading Writing Language1. Characteristics of myths

Prompt-based writing for standardized rubric

2. The quest and other patterns

Rubric study

3. Text vs. multimedia Sample papers, peer review based on rubric

4. Text vs. multimedia Day 25. Text vs. multimedia Day 36. Text vs. multimedia Day 47. Text vs. multimedia Prompt analysis,

narrative8. Mythology from other cultures

Prompt analysis, expository

9. Allusions from mythology

Prompt analysis, opinion

10. Allusions from mythology

Effective prewriting strategies

11. Characteristics of drama

Effective prewriting strategies

12. Drama structure Revision strategies (Golden Bricks)

13. Drama structure Revision strategies (Golden Bricks)

14. Drama in multimedia

Revision strategies (Golden Bricks)

15. Unit Test Revision of work in a previous unit for assessment

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Unit Eight – Realistic Fiction Book ClubsTheme: Sports/Author Study

Wednesday, February 4 toFriday, February 27

(16 days)

Focus Standards: RL1-3: Key Ideas and Details RL9: Compare/Contrast SL.1: Collaboration

Skills/Strategies: Genre Characteristics – Realistic Fiction Close reading in literature Story Elements (character, setting, plot, lesson/moral/theme) Compare/contrast story elements

Text: Short stories (sports and childhood) Author Study: One of the following: Matt Christopher, Mike Lupica,

Gordon Korman, John Ritter, Dan GutmanRead Alouds:

Support for author studyWriting Objectives:

Point of view Powerful elaboration

Language Skills Focus: Context clues Frequently confused words/phrases

Assessments: Reading: Presentation/Author Study Writing: Point of view

Notes:

Reading Learning Targets:- I can recognize elements of everyday life reflected in realistic fiction- I can identify story elements, including theme- I can compare and contrast multiple texts by the same author

(Think about what you read. Do you agree with the way the characters are thinking in this story? Do you agree with the way the narrator is thinking in this story? How is your thinking the same or different?)

- I can participate effectively in collaborative discussions- I can express my ideas clearly- I can build on others’ ideas


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Reading Writing Language1. Characteristics of realistic fiction

Hooking the reader – narrative (The Magic of Three)

2. Expectations for book clubs

Elaboration on main ideas; extending the plot (What if, Why not?)

3. Expectations for author study

Opposing points of view – opinion

4. Book club Elaboration in expository

5. Book club Researching and taking notes

6. Book club Expressing your point of view

7. Book club Opinion projects8. Book club Opinion projects9. Book club Opinion projects10. Book club Opinion projects11. Book club Opinion projects12. Book club Opinion projects13. Book club Opinion projects14. Book club Opinion projects15. Book club Opinion projects16. Presentations Presentations

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Unit Nine – Informational TextTheme: Exploration

Monday, March 2 toThursday, March 26

(15 days)

Focus Standards: RI.1-2: Key Ideas and Details RI.6: Compare/Contrast points of view (multiple accounts) RI.7-9 (Review)

Skills/Strategies: Details to support main idea Compare/contrast multiple accounts Integration of ideas

Text: Articles on exploration throughout history Articles on current exploration initiatives

Read Alouds: Encounter by Jane Yolen

Writing Objectives: Revision Response to Literature

Language Skills Focus: Reference materials/research process

Assessments: Reading: Unit test, informational text (structure emphasis) Writing: SCPASS Writing Test (Tuesday, March 17 and Wednesday,

March 18)

Notes:

Reading Learning Targets:- I can read informational text closely to gain knowledge on a topic- I can compare and contrast a firsthand and secondhand account of the

same event/time period- I can describe the differences in focus and information provided from

multiple accounts- I can integrate ideas from multiple sources in order to speak

knowledgably about a subject.

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Unit Ten – Historical Fiction Book ClubTheme: American Wars (Student Choice)

Monday, April 6 toFriday, April 24

(15 days)

Focus Standards: RL.4: Vocabulary in text RL.6: Point of view

Skills/Strategies: Context clues Author’s use of language Impact of language Author’s choice of point of view

Text: Historical fiction to support 4th grade SS standards

Read Alouds: Historical Fiction picture books

Writing Objectives: Compare/contrast Writing poetry

Language Skills Focus: Poetry study

Assessments: Reading: Cumulative test Writing: Response to literature, how-to’s (survival)

Notes:

End of Year

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Monday, April 27 toMonday, May 4

PASS Review

Tuesday, May 5 PASS ELAWednesday, May 6 PASS MathThursday, May 7 PASS SCI/SS

Friday, May 8 toWednesday, June 3

End of year writing assessment for data notebook

Cursive writing instruction Literature Circles (student

choice)

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