ELA Fourth Grade Pacing Guide 2013-2014 - nrms - homePacing... · ELA Fourth Grade Pacing Guide...

ELA Fourth Grade Pacing Guide 2013-2014

First-Six Weeks (August 27- October 8)

Second-Six Weeks (October 9-November 21)

Third-Six Weeks (November 22-January

17)

Fourth-Six Weeks (January 22-March 6)

Fifth-Six Weeks

(March 7-April 28)

Six-Six Weeks (April 29-June 11)

Embedded Standards: RL.4.10. RI.4.10, W.4.10, SL.4.1, L.4.1, L.4.2, L.4.3

Reading Foundational

RF.4.3

Reading Literature

RL.4.1

RL.4.2

RL.4.4

Reading Informational

RI.4.1

RI.4.2

RI.4.8

Writing

W.4.3

W.4.5

W.4.6

W.4.8

Language

L.4.4

Speaking & Listening

SL.4.2

SL.4.3


RF.4.3

RF.4.4 a

Reading Literature

RL.4.1

RL.4.2

RL.4.4

RL.4.9


RI.4.1

RI.4.3

RI.4.4

RI.4.5

Writing

W.4.1

W.4.5

W.4.9

Language

L.4.5


SL.4.2

SL.4.4


RF.4.3

RF.4.4 a, b

Reading Literature

RL.4.1

RL.4.3

RL.4.4

RL.4.5


RI.4.2

RI.4.6

RI.4.7

RI.4.8

Writing

W.4.2

W.4.4

W.4.7

W.4.9

Language

L.4.6


SL.4.4

SL.4.5

SL.4.6


RF.4.3

RF.4.4 a, b, c

Reading Literature

RL.4.2

RL.4.4

RL.4.7

RL.4.9


RI.4.5

RI.4.6

RI.4.7

RI.4.9

Writing

W.4.1

W.4.4

W.4.7

W.4.9

Language

L.4.4

L.4.5

L.4.6


SL.4.4

SL.4.5


RF.4.3

RF.4.4 a, b, c

Reading Literature

RL.4.3

RL.4.4

RL.4.6

RL.4.9


RI.4.1

RI.4.2

RI.4.3

RI.4.9

Writing

W.4.2

W.4.4

W.4.6

Language

L.4.4

L.4.5

L.4.6


SL.4.6

SL.4.4


RF.4.3

RF.4.4 a, b, c

Reading Literature

RL.4.1

RL.4.2

RL.4.4

RL.4.6


RI.4.1

RI.4.2

RI.4.3

RI.4.9

Writing

W.4.3

W.4.6

W.4.8

Language

L.4.4

L.4.5

L.4.6


SL.4.2

SL.4.4

SL.4.6


Embedded Standards: These standards are embedded in each six-week period. RL.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity

band independently and proficiently.

RI.4.10-By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the

grades 4–5 text complexity band independently and proficiently.

W.4.10-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.

SL.4.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 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 by making comments that contribute to the discussion and elaborate on the remarks of others.

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

L.4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

c. Use verb tense to convey various times, sequences, states, and conditions.

d. Recognize and correct inappropriate shifts in verb tense.*

e. Use correlative conjunctions (e.g., either/or, neither/nor).

L.4.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation to separate items in a series.

b. Use a comma to separate an introductory element from the rest of the sentence.

L.4.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

b. Compare and contras the varieties of English used in stories, dramas, or poems.


Common Core Standard- Reading Foundational 1st 6 Weeks

Supporting Standards RF.4.3 - Know and apply grade-level phonics and word analysis skills in decoding words.

Unpacking: RF.4.3-Students continue learning specific strategies for decoding words in texts. They are required to apply the specific strategies for decoding and spelling

multi-syllabic words.

Use questions and prompts such as:

Does that sound right?

Does that look right?

Does that make sense?

Look at the word, does it look like …?

You said …does it look like …?

Concepts (What

students need to know) Skills (What students must be able to do) Essential

Vocabulary

Essential Questions

Phonics Skills

Word Analysis Skills

Word Structure

Know and apply phonics and

word analysis skills

affix

context

decode

morphology

multi-syllabic words

phonics

root word

syllabication pattern

1. What skills can be used to decode words?

2. What word structures do words have in common?

Text Resources Other Resources/Websites Suggested Thinking Maps

Reading Street Unit 1

Leveled Readers

http://www.spellingcity.com/

FCRR

Tree map

Circle map

Brace map



Common Core Standard- Reading Literature 1st 6 Weeks

Priority Standards Supporting Standards RL 4.1 - Refer to details and examples in a text when explaining what the text

says explicitly and when drawing inferences from the text.

RL 4.2 - Determine a theme of a story, drama, or poem from details in the text;

summarize the text.

RL. 4.4 - 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).

Unpacking: RL.4.1 - Fourth grade students should refer to the text when drawing conclusions as well as when answering directly stated questions.

RL.4.2- Students must identify the main idea and find the most important details that strengthen the main idea.

RL.4.4 - Students will continue to tell the meaning of words and phrases in a text and focus specifically on mythological characters

Concepts (What

students need to know) Skills (What students must be able to

do) Essential

Vocabulary

Essential Questions

Details

Examples

Inferences

Text

Refer to details and examples in

text

Draw inferences

Determine the meaning of words

and phrases

detail, example,

explicit, implicit

text , genre

example, extraneous

1. How do I use details from the text to draw inferences?

2. What words or phrases are necessary for me to

understand text and characters?

Text Resources Other Resources Suggested Thinking Maps


Leveled Readers

WriteToLearn


http://www.readworks.org/

http://www.readinga-z.com/

Flow map

Circle map




Common Core Standard- Reading Informational 1st 6 Weeks

Priority Standards Supporting Standards

RI.4.1- Refer to details and examples in a text when explaining what the text


RI .4.2 - Determine the main idea of a text and explain how it is supported by

key details; summarize the text.

RI 4.8 - Explain how an author uses reasons and evidence to support particular

points in a text.

Unpacking: RI.4.1- Fourth grade students are required to refer to specific examples when explaining the text and drawing conclusions.

RI.4.2-Students must identify the main idea and find the most important details that strengthen the main idea. They must also explain the text in their own

words

RI.4.8-Students give an explanation about how an author uses proof to support a point in the text.

Concepts (What students

need to know) Skills (What students must be

able to do) Essential

Vocabulary

Essential Questions

Details in a text

Examples in a text

Explicit text

Inferences from a text

Draw inferences

Refer to details

Determine the main idea

Explain how the author

uses reasons

article

details

evidence

explicit

inference

informational/

informative text

supporting details

text feature such as title

1. Why are inferences in a text important?

2. What do we need to use when we explain

information from a text?



Leveled Readers

Reading Street Sleuth




Flow map

Circle map

Double bubble map





Common Core Standard- Writing 1st 6 Weeks

Priority Standards Supporting Standards W.4.3 - Write narratives to develop real or imagined experiences or events

using effective technique, descriptive details, and clear event sequences.

W.4.6 - 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.

W.4.5 - With guidance and support from peers and adults, develop and

strengthen writing as needed by planning, revising, and editing

W.4.8 - 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.

Unpacking

W.4.3 – Fourth grade students write real and imaginative stories and students are expected to use description to show characters‟ thoughts and feelings as well as

the details of characters‟ interactions through dialogue.

W.4.5- With assistance from adults and peers, students should develop revising and editing skills.

W.4.6- At this grade level, they should not only use technology for producing and publishing writing, but also to collaborate with others. Fourth grade students are

required to be proficient in keyboarding skills (typing at least one page in a single setting).

W.4.8- Students learn how to locate information from print and digital sources as well as integrate information from their own experiences. They take notes and

organize their information into categories and list the sources they used.

Concepts (What

students need to know) Skills (What students must be able to

do) Essential

Vocabulary

Essential Questions

Narratives

Experiences

Events

Technique

Details

Sequences

Write and develop narratives.

Utilize technology

Recall/gather information

Plan, revise, and edit with support

character, conclusion

concrete detail

description, dialogue

event, narrative

narrator, phrase

sensory, detail, sequence

sequence of events

technique

transitional word/phrase

1. How can I use descriptive details to reflect an

experience in my narrative?

2. What is the relationship between clear sequencing in my

story and the clarity of my story?

3. What writing techniques help me develop my narrative

writing?




WriteToLearn





Bubble map

Circle map

Flow map





Common Core Standard- Language 1st 6 Weeks

Supporting Standards

L.4.4 - 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.

Unpacking:

L.4.4 - The overall focus of language learning in regards to vocabulary acquisition is to guide students as they make purposeful language choices in writing and

speaking in order to communicate effectively in a wide range of print and digital texts. Students need to understand the diversity in standard English and the ways

authors use formal and informal voice (dialects, registers) to craft their message for specific purposes. Students also need strategies for learning to make these

kinds of choices for themselves as they write and speak in different contexts and for different purposes.

Concepts (What students need to

know) Skills (What students must

be able to do) Essential Vocabulary Essential Questions

Meanings of unknown words and

phrases

Multiple‐meaning words and

phrases

Range of Strategies

Determine or clarify

the meaning of

unknown & multiple

meaning words

affix, context, definition

dictionary, digital source

glossary

morphology – greek and latin roots

multiple-meaning word/phrase

phrase, print source

reference material

root word

text

thesaurus

1. How do I use a variety of strategies to

determine the meaning of unknown words,

phrases, and multiple meaning words?


Scott Foresman Reading Street Unit http://www.spellingcity.com/



Brace map

Tree map





Common Core Standard- Speaking and Listening 1st 6 Weeks

Priority Standards Supporting Standards

SL.4.2 - Paraphrase portions of a text read aloud or information

presented in diverse media and formats, including visually,

quantitatively, and orally.

SL.4.3 - Identify the reasons and evidence a speaker provides to support

particular points.

Unpacking:

SL.4.2 & SL.4.3-Fourth grade students should be able to identify the reasons a speaker provides to support points. This can be done through

listening, questioning, and gathering information for a deeper understanding of a topic.


know) Skills (What students

must be able to do) Essential

Vocabulary

Essential Questions

Difference between paraphrase and

retell Paraphrase

portions of a text

Identify the

reasons and

evidence provided

by the speaker

diverse format

diverse media

paraphrase

quantitative

oral presentation

visual display

1. How do you paraphrase?

2. How is paraphrasing different from

retell/summary?



Leveled Readers





Circle map

Double bubble map

Flow map





Common Core Standard- Reading Foundational 2nd

6 Weeks Priority Standards Supporting Standards RF.4.3 - Know and apply grade-level phonics and word analysis skills in

decoding words.

RF.4.4a Read grade-level text with purpose and understanding.

RF.4.4c Use context to confirm or self-correct word recognition and

understanding, rereading as necessary.

Unpacking: RF.4.3-Students continue learning specific strategies for decoding words in texts. They are required to apply the specific strategies for decoding and spelling

multi-syllabic words.

RF.4.4a Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at

this stage reread texts as needed to support understanding.


know) Skills (What students

must be able to do) Essential Vocabulary Essential Questions

Phonics Skills

Word analysis

Word structure

Reading accuracy

Reading fluency

Comprehension

Know & apply

grade level

phonics

Decode words

Read accurately

and fluently

Comprehend

text

affix, context, decode

morphology, multi-syllabic

words, phonics, root word

syllabication pattern,

accuracy, comprehension

context, expression, fluency

poem/poetry, prose

purpose

rate





Leveled Readers





Tree map

Circle map

Brace map





Common Core Standard- Reading Literature 2nd

6 Weeks Priority Standards Supporting Standard RL 4.1 - Refer to details and examples in a text when explaining what the text


RL 4.2 - Determine a theme of a story, drama, or poem from details in the text;

summarize the text.

RL. 4.9 - Compare and contrast the treatment of similar themes and topics (e.g.,

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

stories, myths, and traditional literature from different cultures.

RL. 4.4 - 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).

Unpacking: RL.4.1 - Fourth grade students should refer to the text when drawing conclusions as well as when answering directly stated questions. The central message or

lesson is now referred to as theme (a unifying idea that is a recurrent element in literary or artistic work). Students are continuing to determine a theme and

expanding this work to other genres. They are required to refer to the text to describe various story elements.

RL.4.2- Determine a theme of a story, drama, or poem from details in the text; summarize the text.

RL.4.4 - Students will continue to tell the meaning of words and phrases in a text and focus specifically on mythological characters. Students must tell the

differences between poems, drama, and prose using structural elements to create an oral or written response to a text. Students will find the similarities and

differences in the narration between a story written in first person and a story written in third person point of view.

RL.4.9 -Students at this level must link the reading of the text in a story to listening or viewing the same story. They will make connections by comparing what

they read to what they visualized and heard. Students will find similarities and differences in themes, topics, and patterns of events among culturally diverse

stories, myths, and traditional literature.

Concepts (What students need to know) Skills (What students


Vocabulary

Essential Questions

Details

Examples

Inferences

Text

The treatment of similar themes and topics

Patterns of events

Refer to details

and examples in

texts

Explain the text

Draw Inferences

Compare &

details

explicit

event

text

infer/inference

character




3. How do the themes vary from one novel to the next?

4. How does the pattern of events change the outcome of

stories?


(in stories, myths, and traditional literature

from different cultures)

contrast similar

themes and

topics

context

myth/mythology

phrase

reference

root word – latin and

greek




Leveled Readers





Flow map

Circle map





Common Core Standard- Reading Informational 2nd

6 Weeks Priority Standards

RI.4.1- Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI .4.3 – Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific

information in the text.

RI .4.4 - Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific

word choices shape meaning or tone.

RI .4.5 - Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza)

relate to each other and the whole.

Unpacking: RI.4.1- Fourth grade students are required to refer to specific examples when explaining the text and drawing conclusions. Students must identify the main idea

and find the most important details that strengthen the main idea. They must also explain the text in their own words. At this level, students tell how or why

historical events, scientific ideas or “how to” procedures happened and use the text to support their answers.

RI.4.4 - Fourth grade students continue to find the meanings of general vocabulary words specific to fourth grade topics or subjects. Students must explain how the

events, ideas, or concepts fit into the overall structure of a text. At this level, students are required to find the similarities and differences in perspectives (first and

second hand) about the same event or subject. They will give descriptions about how the information is presented for each perspective.

RI.4.5 - Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate

to each other and the whole.


need to know) Skills (What students


Details in a text

Examples in a text

Explicit text


Events

Procedures

Ideas & Concepts

Information

Structure of texts

Identify

use

understand

explain

determine

analyze

article, details, evidence

explicit, inference

informational/ informative text

supporting details, text feature

organization, context, definition

glossary


2. What do we need to use when we explain information

from a text?

3. How can I support my understanding of the text when

explaining an event, procedure, idea, or concept?

4. How does the vocabulary related to my unit of study

help me better understand the concept?




Leveled Readers





Flow map

Circle map

Double bubble map

Brace map





Common Core Standard- Writing 2nd

6 Weeks Priority Standards Supporting Standards

W.4.1 - Write opinion pieces on topics or texts, supporting a point of view

with reasons and information.

W.4.9 -. Draw evidence from literary or informational texts to support

analysis, reflection, and research.

W.4.5 - With guidance and support from peers and adults, develop

and strengthen writing as needed by planning, revising, and editing.

Unpacking

W.4.1- Fourth grade students should write opinion pieces that clearly state their preferences and supply the reasoning for their thinking.

W.4.5- With assistance from adults and peers, students should develop revising and editing skills.

W.4.9 - Fourth grade students use strategies for reading literary and information text as they investigate topics.



Vocabulary

Essential Questions

Informative/Explanatory Texts

Topics

Ideas

Information

write

convey

examine

organize

investigate

topic

text

opinion organizational structure evidence

writer’s purpose

support

fact

details

concluding statement

1. How can I convey my ideas clearly when

writing informational texts?

2. How can I examine a topic of study and reflect

my understandings into my writing?



Leveled Readers


WriteToLearn




Bubble map

Circle map

Flow map





Common Core Standard- Language 2nd

6 Weeks Supporting Standards

L.4.5 - Demonstrate understanding of word relationships and nuances in word meanings.

Unpacking:

L.4.5 - Learning words at this stage includes exploring the meaning of simple similes, metaphors, idioms, adages, and proverbs; demonstrating

understanding of relationships between words (synonyms and antonyms); growing vocabulary by using known word parts (Greek and Latin affix and

root) to acquire unknown words; and developing print and digital reference use (glossary, dictionary, and thesaurus).


need to know) Skills (What students must be


Vocabulary

Essential Questions

Figurative language

Word relationships

Word meanings

determine

clarify

choose

demonstrate

figurative

literal

connotation

denotation

metaphor

simile

proverb

adage

idiom

homophone

synonym

antonym

1. How do I demonstrate an understanding of

figurative language, word relationships, and word

meanings?



Leveled Readers


FCRR Brace map

Tree map


Common Core Standard- Speaking and Listening 2nd


SL.4.2 - Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.4.4 - 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.

Unpacking:

SL.4.2 – Fourth grade students will also paraphrase portions of a text read aloud or information presented in multiple formats.

SL.4.4- While adept at reporting on a topic or text, telling a story, or recounting an event, fourth graders will focus on doing so in an organized,

logical manner.



be able to do) Essential

Vocabulary

Essential Questions

Topic/text/story

Experience

Facts

Relevant details

Main ideas

Themes

Pace

report

tell/Speak

recount

use

support

pacing

fluency

word choice

eye contact

confidence

evidence

logic

1. How will students effectively communicate

about a shared topic, experience, or story?



Leveled Readers


Paideia

Double Bubble

Circle

Brace Map


Common Core Standard- Reading Foundational 3rd


RF.4.3 - Know and apply grade-level phonics and word analysis skills in decoding words.

RF. 4.4-Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with purpose and understanding.

b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. .

Unpacking:

RF.4.3-Students continue learning specific strategies for decoding words in texts. They are required to apply the specific strategies for decoding and

spelling multi-syllabic words.

Use questions and prompts such as:

Does that sound right?

Does that look right?

Does that make sense?

Look at the word, does it look like …?

You said …does it look like …?

RF.4.4- Readers at this stage reread texts as needed to support understanding.




Vocabulary

Essential Questions

Phonics Skills

Word analysis Skills

Word structure

Know

Apply

Decode

affix

context

decode

morphology

multi-syllabic words

phonics

root word

syllabication pattern


2. What word structures do words have in

common?



Leveled Readers


FCRR

Tree map

Circle map

Brace map


Common Core Standard- Reading Literature 3rd


RL 4.1 - Refer to details and examples in a text when explaining what the

text says explicitly and when drawing inferences from the text.

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).

RL. 4.5-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

RL. 4.4 - 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).

Unpacking:

RL.4.1 - Fourth grade students should refer to the text when drawing conclusions as well as when answering directly stated questions

RL.4.3- They are required to refer to the text to describe various story elements.

RL.4.4 - Students will continue to tell the meaning of words and phrases in a text and focus specifically on mythological characters. Students must tell the

differences between poems, drama, and prose using structural elements to create an oral or written response to a text.

RL.4.5-Students must tell the differences between poems, drama, and prose using structural elements to create an oral or written response to a text.

Concepts (What

students need to know) Skills (What students must be able to do) Essential

Vocabulary

Essential Questions

Details

Examples

Inferences

Text

Refer

Explain

Draw

Describe

Determine

detail, example,

explicit, implicit, text

genre, example, stage

directions, drama,

rhythm, meter, prose

dialogue






Leveled Readers





Flow map

Circle map

Multi-flow map





Common Core Standard- Reading Informational 3rd


RI .4.2 - Determine the main idea of a text and explain how it is supported

by key details; summarize the text.

RI 4.7 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.

RI 4.6 Compare and contrast a firsthand and secondhand account of

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

information provided.

RI 4.8 - Explain how an author uses reasons and evidence to support

particular points in a text.

Unpacking: RI.4.2-Students must identify the main idea and find the most important details that strengthen the main idea.

RI.4.6- At this level, students are required to find the similarities and differences in perspectives (first and second hand) about the same event or

subject. They will give descriptions about how the information is presented for each perspective.

RI.4.7- Fourth grade students must understand what is heard, viewed, or presented through various media formats to help make meaning of the text.

RI.4.8- Students give an explanation about how an author uses proof to support a point in the text.




Vocabulary

Essential Questions

Main ideas

Key details

Reasons

Evidence

Timelines

Summarize

Compare/contrast

Describe

Interpret

Explain

Diagrams

Animations

Firsthand account

Second hand account






Leveled Readers




Flow map

Circle map

Double bubble map




Common Core Standard- Writing 3rd 6 Weeks Priority Standards

W4.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

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.)

W4.7-Conduct short research projects that build knowledge through investigation of different aspects of a topic.

W4.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.

Unpacking

W.4.2- Fourth grade students write informative/ explanatory pieces. They must be able to find and group information together in a logical way.

W.4.4- Fourth grade students are expected to produce writing that is clear and understandable to the reader.

W.4.7- Fourth grade students are required to research a topic through investigation. Investigation includes exploring a topic in greater detail by

developing a research question that helps bring focus to the topic.

W.4.9- Fourth grade students use strategies for reading literary and information text as they investigate topics.




Vocabulary

Essential Questions

Informative text

Explanatory text

Purpose

Examine

Convey

Produce

Research

Investigate

Analyze

Reflect

Conduct

Audience

Coherent

1. How can I convey my ideas clearly when writing

informational texts?

2. How can I examine a topic of study and reflect my

understandings into my writing?



Leveled Readers


WriteToLearn



Circle map

Tree map




Common Core Standard- Language 3rd


L.4.6 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).

Unpacking

L.4.6-“Tier One words are the words of everyday speech usually learned in the early grades, albeit not at the same rate by all children.”

“General academic vocabulary (Tier 2) words appear in all sorts of texts; informational, technical texts, and literary texts.”

“Domain-specific vocabulary (Tier 3) words are specific to a domain or field of study and key to understanding a new concept within a text. Because of

their specificity and close ties to content knowledge, Tier Three words are far more common in informational texts than in literature.”



Vocabulary

Essential Questions

Academic phrases

Domain-specific

phrases

Acquire

Use

Accurate

Academic

domain

1. How can I use grade appropriate vocabulary

in different writing genres?

2. How can I distinguish between content and

domain terminology when applying writing

techniques?



Leveled Readers


WriteToLearn




Circle map

Tree map





Common Core Standard- Speaking and Listening 3rd


SL.4.4 Report on a topic or text, tell a story, or recount an experience in

an organized manner, using appropriate facts and relevant, descriptive

details to support main ideas or themes; speak clearly at an

understandable pace.

SL.4.6 Differentiate between contexts that call for formal English (e.g.,

presenting ideas) and situations where informal discourse is appropriate

(e.g., small-group discussion); use formal English when appropriate to

task and situation.

SL.4.5 Add audio recordings and visual displays to presentations when

appropriate to enhance the development of main ideas or themes.

Unpacking:

SL.4.4- While adept at reporting on a topic or text, telling a story, or recounting an event, fourth graders will focus on doing so in an organized,

logical manner.

SL.4.5- Students in the fourth grade will combine audio recordings and visual displays, when appropriate, to enhance the development of main ideas

or themes.

SL.4.6 - Students in the fourth grade should be exposed to a numerous variety of speaking tasks so they will be able to distinguish between formal

and informal discourse.



Vocabulary

Essential Questions

Facts

Relevant details

Descriptive details

Main ideas

Theme

Formal English

Informal English

Report

Recount

Organize

Differentiate

Appropriate

Pace

Sufficient

Audio recordings

Visual displays

1. How can a speaker or writer differentiate

between situations that call for the use of

formal English versus situations that call for

informal English?




Leveled Readers





Circle map

Double bubble map





Common Core Standard- Reading Foundational 4th



RF.4.4a – Read grade-level text with purpose and understanding.

RF.4.4b - Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

RF.4.4c - Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Unpacking:

RF.4.3-Students continue learning specific strategies for decoding words in texts

RF.4.4a, b, c - Fluent readers are able to focus attention on the meaning of the text. Readers at this stage reread texts as needed to support

understanding. Make your reading sound like the characters are talking. Go back and reread when it does not sound or look like you think it should.


know)

Skills (What students

must be able to do)

Essential Vocabulary Essential Questions

Phonics Skills

Word analysis Skills

Word structure

Know

Apply

Decode

Read accurately

and fluently

Comprehend


morphology, multi-

syllabic words, phonics

root word, syllabication

pattern, accuracy

comprehension ,

context

expression, fluency

poem/poetry, prose

purpose, rate



3. Why do we need to know how to read accurately

and fluently?

4. What can we do to better comprehend what we

read?



Leveled Readers


www.fcrr.org

NCDPI ELA wikispace

NRMS ELA wikispace

Circle Map

Brace Map

http://www.fcrr.org/


Common Core Standard- Reading Literature 4th


RL.4.2 - Determine a theme of a story, drama, or poem from details in

the text; summarize the text.

RL.4.9 - 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.

RL.4.7 - 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.

RL.4.4 - 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).

Unpacking: RL.4.2 - Students must tell the differences between poems, drama, and prose using structural elements to create an oral or written response to a text.


RL.4.7 - Students will find similarities and differences in themes, topics, and patterns of events among culturally diverse stories, myths, and traditional literature.


know)


must be able to do)


Details

Examples

Inferences

Text

Similar themes and

topics

Patterns of events

(in stories, myths,

and traditional

literature

from different

cultures)

Meaning of

words/phrases in

relation to

characters in new

text.

Refer

Explain

Draw

Compare

Contrast

Determine

Context, infer/inference

myth/mythology, phrase

reference, root word –

Latin and Greek, text ,

detail, example , explicit

implicit, text, genre,

compare, contrast

connection, description

drama




3. How do the themes vary from one novel to the next?

4. How does the pattern of events change the outcome of

stories?



Leveled Readers


www.readworks.org

NCDPI ELA wikispace

NRMS ELA wikispace

Double Bubble Map

Tree Map

Bridge Map



Common Core Standard- Reading Informational 4th


RI.4.5 - 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.

RI.4.7 - 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.

RI.4.9 - Integrate information from two texts on the same topic in order to write

or speak about the subject knowledgeably.

RI.4.6 - Compare and contrast a firsthand and secondhand account of the same

event or topic; describe the differences in focus and the information provided..

Unpacking: RI.4.5, RI.4.6, RI.4.7 - Students must explain how the events, ideas, or concepts fit into the overall structure of a text.

RI.4.9 - At this level, students will combine information from two texts about the same subject in a written or oral response that demonstrates knowledge of the

subject.


know)


must be able to do)


Information from two texts Integrate cause/effect , chronology

compare, concept, event

ideas, informational text

problem/solution, structure, text,

contrast

topic, event, focus, chart,

firsthand, secondhand

animation, diagram, graph,

quantitative

time line,visual display

1. How can I use more than one text to answer

questions

about a certain topic?

2. Why do I need to use more than one text to draw

information?



Leveled Readers


www.freereading.net, NRMS ELA wikispace

www.readworks.org

NCDPI ELA wikispace

Flow Map

Multi-Flow Map

Double Bubble

http://www.freereading.net/



Common Core Standard- Writing 4th


W.4.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W.4.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

W.4.7 - Conduct short research projects that build knowledge through investigation of different aspects of a topic.

W.4.9 -Draw evidence from literary or informational texts to support analysis, reflection, and research.

Unpacking W.4.1 - Fourth grade students should write opinion pieces that clearly state their preferences and supply the reasoning for their thinking.

W.4.4 - Fourth grade students are expected to produce writing that is clear and understandable to the reader. Task (type of writing assignment) and purpose (the

writer’s designated reason for writing) should be reflected in the student’s organization and development of a topic.

W.4.7 - Fourth grade students are required to research a topic through investigation. Investigation includes exploring a topic in greater detail by developing a

research question that helps bring focus to the topic.

W.4.9 - When reading literary texts, fourth grade students have to refer to the text when drawing conclusions as well as when answering directly stated questions.


must be able to do)


Opinion Pieces

Point of View

Topics

Texts

Reasons

Projects

Knowledge

Investigation

Aspects

Topic

Write

Support

Conduct

Build

audience , writing style,

concluding statement,

opinion piece, evidence

organizational structure,

point of view, supporting

detail, writer’s purpose,

character motivation

informational/informative

1. How will various points of view, help my writing?

2. How do I use information to create my own writing on a

topic?

3. How do I use information from a text to produce an

opinion piece?

4. How does audience affect my writing style?



Leveled Readers


WriteToLearn

www.readwritethink.org

Bubble Map

Tree Map

http://www.readwritethink.org/


Common Core Standard- Language 4th


L.4.4 - 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.

L.4.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.4.6 - 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 endangeredwhen discussing

animal preservation).

Unpacking:

L.4.4 - Students need to understand the diversity in standard English and the ways authors use formal and informal voice (dialects, registers) to craft their message

for specific purposes.

L.4.5 - Learning words at this stage includes exploring the meaning of simple similes, metaphors, idioms, adages, and proverbs’

L.4.6 - General academic vocabulary (Tier 2) words appear in all sorts of texts. Domain-specific vocabulary (Tier 3) Tier Three words are far more

common in informational texts than in literature. Domain-specific vocabulary (Tier 3) Tier Three words are far more common in informational texts.


must be able to do)


Meanings of

unknown words and

phrases

Multiple‐meaning

words and phrases

Range of Strategies

Figurative language

Word relationships

Word meanings

Determine

Clarify

Choose

Demonstrate

context, glossary,

proverb, morphology,

simile, idiom, nuance,

adage, antonym,

metaphor, thesaurus,

figurative language

1. How do I use a variety of strategies to determine the

meaning of unknown words, phrases, and multiple

meaning words?

2. How do I demonstrate an understanding of figurative

language, word relationships, and meanings?



Leveled Readers


Frayer Model

Tree Map

Bridge Map

Circle Map


Common Core Standard- Speaking and Listening 4th


SL.4.4 - Report on a topic or text, tell a story, or recount an experience in an

organized manner, using appropriate facts and relevant, descriptive details to

support main ideas or themes; speak clearly at an understandable pace.

SL.4.5 - Add audio recordings and visual displays to presentations when

appropriate to enhance the development of main ideas or themes.

Unpacking:

SL.4.4 - Fourth graders will focus on presenting orally and in coherent, spoken sentences.

SL.4.5 - Fourth grade should be exposed to a numerous variety of speaking tasks so they will be able to distinguish between formal and informal discourse.


must be able to do)


Topic/text/story

Experience

Facts

Relevant details

Main ideas

Themes

Pace

Report

Tell/Speak

Recount

Use

Support

detail

fact

main idea

oral presentation

text

theme

topic

main ideas

multimedia

presentation

theme

visual display

1.How will students effectively communicate about a

shared topic, experience, or story?



Leveled Readers


Paideia Seminar

Flow Map





RF.4.4a Read grade-level text with purpose and understanding.

RF. 4.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

RF. 4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Unpacking:

RF.4.3-Students continue learning specific strategies for decoding words in texts. They are required to apply the specific strategies for decoding and

spelling multi-syllabic words.

RF.4.4 -Fluency helps the reader process language for meaning and enjoyment.



Vocabulary

Essential Questions

Phonics Skills

Word analysis

Skills

Word structure

Purpose, Prose,

Poetry, Context

Word recognition

Know

Apply

Decode, analyze,

understand, confirm

affix

context

decode, morphology,

multi-syllabic words,

phonics, root words,

syllabication pattern,

accuracy, rate,

expression, successive


2. What word structures do words have in common? Why do we need to know how to read accurately and fluently? What can we do to better comprehend what we read?



Leveled Readers



NCDPI/ELA Wiki

NRMS ELA Wiki

FCRR

Tree map

Circle map

Brace map





RL.4.3 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. 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. 4.6 Compare and contrast the point of view from which different stories are narrated,

including the difference between first- and third-person narrations.

RL 4.9 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.

RL. 4.4 - 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).

Unpacking:

RL.4.3 They are required to refer to the text to describe various story elements.

RL.4.4 -Students will continue to tell the meaning of words and phrases in a text and focus specifically on mythological characters.

RL.4.6-Students at this level must link the reading of the text in a story to listening or viewing the same story. They will make connections by comparing

RL.4.9-Students will find similarities and differences in themes, topics, and patterns of events among culturally diverse stories, myths, and traditional

literature.




Vocabulary

Essential Questions

characters, mythology, point of view,

first/third person, themes, patterns of

events, setting, drama, details, definitions

determine

compare/contrast

describe

allude, narrated,

opposition, culture,

traditional



2. Why do I need to be able to compare and contrast

different points of view?

3. Why are first and third person narrations important?

4. How does point of view shape a story?



Leveled Readers



NCDPI/ELA Wiki

NRMS ELA Wiki

Double bubble map

Bubble Map

Circle Map



Common Core Standard- Reading Informational 5th 6 Weeks Priority Standards

RI.4.1-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.4.2 -Determine the main idea of a text and explain how it is supported by key details; summarize the text.

RI.4.3-Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific

information in the text.

RI. 4.9-Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Unpacking: RI.4.1- Fourth grade students are required to refer to specific examples when explaining the text and drawing conclusions.

RI.4.2-Students must identify the main idea and find the most important details that strengthen the main idea. They must also explain the text in their

own words.

RI.4.3-At this level, students tell how or why historical events, scientific ideas or “how to” procedures happened and use the text to support their

answers.

RI. 4.9-At this level, students will combine information from two texts about the same subject in a written or oral response that demonstrates

knowledge of the subject.

Concepts (What

students need to know) Skills (What students


Details, examples,

inferences, main idea

Refer, explain,

summarize, integrate,

write, speak

explicitly, procedures,

historical, technical,

topic, knowledgeable

1. Why is the main idea of a text important to know?

2. Why are key details in what we read important?

3. How and why should we summarize what we read?

4. How can I support my understanding of the text when

explaining an event, procedure, idea, or concept?

5. How can I use more than one text to answer questions about

a certain topic?

6.Why do I need to use more than one text to draw

Information?




Leveled Readers




NCDPI/ELA Wiki & NRMS ELA Wiki

Flow map

Circle map

Double bubble map






W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

W.4.6 - 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.

Unpacking

W.4.2- Fourth grade students write informative/ explanatory pieces. They must be able to find and group information together

in a logical way

For example, fourth grade students need to be able to choose precise vocabulary in their writing that clarifies their thinking about a topic

W.4.4-Fourth grade students are expected to produce writing that is clear and understandable to the reader.

W.4.6-Students in fourth grade are developing strategies with peers and adults to use digital tools. At this grade level, they should not only use

technology for producing and publishing writing but also to collaborate with others

Concepts (What students need

to know) Skills (What students must be


Vocabulary

Essential Questions

Informational text

Explanatory text

Purpose

Audience

keyboarding

examine, convey,

produce, organize,

develop, publish, interact,

collaborate, demonstrate

coherent, appropriate,

expectations, sufficient 1. How can I convey my ideas clearly when writing

informational texts?

2. How can I examine a topic of study and reflect my

understandings into my writing?

3. How can I use technology to publish collaborated

ideas?



Leveled Readers




NCDPI/ELA Wiki

NRMS ELA Wiki

Flow map

Circle map






L.4.4 - 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.

L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.4.6 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).

Unpacking:

L.4.4 - The overall focus of language learning in regards to vocabulary acquisition is to guide students as they make purposeful language choices in

writing and speaking in order to communicate effectively in a wide range of print and digital texts.

L4.5 Learning words at this stage includes exploring the meaning of simple similes, metaphors, idioms, adages, and proverbs; demonstrating

understanding of relationships between words (synonyms and antonyms); growing vocabulary by using known word parts (Greek and Latin affix and

root) to acquire unknown words; and developing print and digital reference use (glossary, dictionary, and thesaurus).

L.4.6 “General academic vocabulary (Tier 2) words appear in all sorts of texts; informational, technical texts, and literary texts.”

“Domain-specific vocabulary (Tier 3) words are specific to a domain or field of study and key to understanding a new concept within a text.



Vocabulary

Essential Questions

Word meanings,

Multiple meanings,

Figurative language

determine,

clarify,

demonstrate,

understand,

acquire, use

flexible, strategy,

relationships,

accurately, academic,

domain-specific

1. How do I use a variety of strategies to

determine the meaning of unknown words,

phrases, and multiple meaning words?

2. How can I use figurative language

appropriately to convey meaning?

3. How can I effectively use and incorporate

domain and academic phrases when

communicating?




Leveled Readers




NCDPI/ELA Wiki

NRMS ELA Wiki

Tree map

Circle map





-6 Weeks Priority Standards

SL. 4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive


SL. 4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate

(e.g., small-group discussion); use formal English when appropriate to task and situation.

Unpacking:

SL.4.4 While adept at reporting on a topic or text, telling a story, or recounting an event, fourth graders will focus on doing so in an organized,

logical manner. The aforementioned items should be done orally and in coherent, spoken sentences. Fourth graders will do so at an appropriate pace.

Attention to details to support main ideas or themes is important in fourth grade.

SL. 4.6 Students in the fourth grade will combine audio recordings and visual displays, when appropriate, to enhance the development of main ideas

or themes. Students in the fourth grade should be exposed to a numerous variety of speaking tasks so they will be able to distinguish between formal

and informal discourse. Small-group discussions and formal presentations would be one example of each type of discourse.



Vocabulary

Essential Questions

topic, relevant details, descriptive details,

main ideas, themes, formal and informal

English

Report

tell,

Recount

Organize

Speak

appropriate, context,

discourse

1. How can I clearly retell an experience using

relevant and descriptive supporting details?

2. How can I differentiate between situations

when it is appropriate to use formal or

informal speech?



Leveled Readers




NCDPI/ELA Wiki

NRMS ELA Wiki

Circle map

Double bubble map

Flow map







RF.4.4a – Read grade-level text with purpose and understanding.

RF.4.4b - Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

RF.4.4c - Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Unpacking:

RF.4.3-Students continue learning specific strategies for decoding words in texts

RF.4.4a, b, c - Fluent readers are able to focus attention on the meaning of the text. Readers at this stage reread texts as needed to support

understanding. Make your reading sound like the characters are talking. Go back and reread when it does not sound or look like you think it should.


know)


must be able to do)


Phonics Skills

Word analysis

Skills

Word structure

Know

Apply

Decode

Read accurately

and fluently

Comprehend


morphology, multi-

syllabic words, phonics

root word, syllabication

pattern, accuracy

comprehension ,

context

expression, fluency

poem/poetry, prose

purpose, rate



3. Why do we need to know how to read accurately

and fluently?

4. What can we do to better comprehend what we

read?



Leveled Readers


www.fcrr.org

NCDPI ELA wikispace

NRMS ELA wikispace

Circle Map

Brace Map

http://www.fcrr.org/



6 Weeks Priority Standards Supporting Documents RL.4.1 - Refer to details and examples in a text when explaining what the text


RL.4.2 - Determine a theme of a story, drama, or poem from details in the text;

summarize the text.

RL.4.6 - Compare and contrast the point of view from which different stories

are narrated, including the difference between first- and third-person narrations

RL.4.4 - 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).

Unpacking:

RL.4.1 - Students determine a theme and expand work to other genres. They are required to refer to the text to describe various story elements.

RL.4.2 - Students must tell the differences between poems, drama, and prose using structural elements to create an oral or written response to a text.


RL.4.6 - Students will find the similarities and differences in the narration between a story written in first person and a story written in third person point of

view.


must be able to do)


Details

Examples

Inferences

Text

Meaning of

words/phrases in

relation to

characters in new

text.

Point of view

First Person

Narration

Third Person

Narration

Refer

Explain

Draw

Determine

Compare

Contrast

character, details, event,

explicit, infer/inference,

text, context, phrase,

myth/mythology, theme,

reference, root word,

drama, poem/poetry,

sequence of events,

summarize, first person,

narrate, narrator, point of

view, third person




3. Why do I need to be able to compare and contrast

different points of view?

4. Why are first and third person narrations important?



Leveled Readers


www.freereading.net

NCDPI ELA wikispace

NRMS ELA wikispace

Double Bubble Map

Tree Map

Bridge Map

http://www.freereading.net/


Common Core Standard- Reading Informational 6th

6 Weeks

RI.4.1 – Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.4.2 - Determine the main idea of a text and explain how it is supported by key details; summarize the text.

RI.4.3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information

in the text.

RI.4.9 - Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Unpacking:

RI.4.1 - Students are required to refer to specific examples when explaining the text and drawing conclusions.

RI.4.2 - Students identify the main idea and find the most important details that strengthen the main idea.

RI.4.3 - In their own words, tell how or why historical events, scientific ideas or “how to” procedures happened and use the text to support their answers. RI.4.9 - Students will combine information from two texts about the same subject in a written or oral response that demonstrates knowledge of the subject.


must be able to do)


Information from two texts

Details in a text

Examples in a text

Explicit text


Main idea

Key details

Integrate

Identify

Use

Understand

Determine

Explain

Identify

evidence, explicit, events,

concept, inference,

informational/informative

text, text feature, key

detail, main idea,

summarize, supporting

detail, historical text,

technical, procedure,

scientific text sequence,


2. What do we need to use when we explain information

from a text?

3. Why is the main idea of a text important to know?

4. Why are key details in what we read important?

5. How can I use more than one text to answer questions

about a certain topic?



Leveled Readers


www.readworks.org

NCDPI ELA wikispace

NRMS ELA wikispace

Tree Map

Multi-Flow Map

Double Bubble





W.4.3 - Write narratives to develop real or imagined experiences or events

using effective technique, descriptive details, and clear event sequences.

W.4.6 - 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.

W.4.8 - 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.

Unpacking

W.4.3 - Students write informative/ explanatory pieces. They find and group information together in a logical way from beginning to end.

W.4.6 – Students use digital tools and are required to be proficient in keyboarding skills (typing at least one page in a single setting).

W.4.8 - Students learn how to locate information from print and digital sources as well as integrate information from their own experiences.


must be able to do)


Descriptive details

Narratives

Relevant information

Interact

Collaborate

Demonstrate

Note-taking

Categorize

conclusion, concrete

detail, description,

audience, dialogue,

narrative, narrator,

phrase, sensory sequence

of events, publish,

technique, transitional

word/phrase, technology,

print source,

word processing, digital

source, graphic organizer

1. How does the audience influence the format of your

writing?

2. How does the purpose influence the format of your

writing?

3. How does technology aid in the publishing process?

4. What can I use to find what I need and where are the

sources located?

5. How can I find information within sources and take

notes?



WriteToLearn

www.readwritethink.org

NCDPI ELA wikispace

NRMS ELA wikispace

Flow Map

Tree Map

http://www.readwritethink.org/




L.4.4 - 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.

L.4.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.4.6 - 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 endangeredwhen discussing animal preservation).

Unpacking:

L.4.4 - Students need to understand the diversity in standard English and the ways authors use formal and informal voice (dialects, registers) to craft

their message for specific purposes.

L.4.5 - Learning words at this stage includes exploring the meaning of simple similes, metaphors, idioms, adages, and proverbs’

L.4.6 - General academic vocabulary (Tier 2) words appear in all sorts of texts. Domain-specific vocabulary (Tier 3) Tier Three words are far more

common in informational texts than in literature. Domain-specific vocabulary (Tier 3) Tier Three words are far more common in informational texts.


know)


must be able to do)


Meanings of

unknown words

and phrases

Multiple‐meaning

words and phrases

Range of Strategies

Figurative language

Word relationships

Word meanings

Determine

Clarify

Choose

Demonstrate

context, glossary,

proverb, morphology,

simile, idiom, nuance,

adage, antonym,

metaphor, thesaurus,

figurative language

1. How do I use a variety of strategies to determine

the meaning of unknown words, phrases, and

multiple meaning words?

2. How do I demonstrate an understanding of

figurative language, word relationships, and

meanings?



Leveled Readers


Frayer Model

Tree Map

Bridge Map

Circle Map




SL.4.2 - Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.4.4 - Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive


SL.4.6 - Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate

(e.g., small-group discussion); use formal English when appropriate to task and situation.

Unpacking:

SL.4.2 – Students will paraphrase portions of a text read aloud or information presented in multiple formats.

SL.4.4 - Students will focus on presenting orally and in coherent, spoken sentences.

SL.4.6 - Students should be exposed to a numerous variety of speaking tasks so they will be able to distinguish between formal and informal

discourse.


must be able to do)


Topic/text/story

Experience

Facts

Relevant details

Main ideas

Themes

Pace

Formal English

Informal English

Context

Situations (difference

of…)

Tasks

Report on a

topic

Tell/Speak

Recount am

experience

Support main

ideas with

details

Differentiate

diverse format, diverse

media, paraphrase, ideas,

quantitative, context,

oral presentation, task,

visual display, formal

English, informal

discourse, situation, detail

fact, main idea, text,

theme, topic

1. How can the speaker demonstrate their learning

through paraphrasing information from text or other

formats?

2. How will students effectively communicate about a

shared topic, experience, or story?

3. When would you use formal English?

4. When would you use informal English?



Leveled Readers


Paideia Seminar

Flow Map

Tree Map

Circle Map

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