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d-Summer 2017

Gloucester Township Public SchoolsEnglish Language Arts Grade 4 –Unit 1: Think It Through

Time Frame: 6 Weeks

Description: The Big Idea: How can a challenge bring out our best? (Fable: "The Crow and the Pitcher")Unit 1 focuses on vocabulary, comprehension, phonics, and fluency. Students practice narratives: autobiographical sketch and personal narratives.

Unit OverviewReading Strategies Reading Skills Writing Vocabulary Grammar/Mechanics Speaking/Listening

Making Predictions Sequence Ideas See Weekly Story for Vocabulary

Sentences Fluency: Intonation, Phrasing, Accuracy

Reread Problem and Solution Organization Subjects and Predicates Publishing CelebrationsCompare and Contrast Sentence Fluency Compound SentencesCause and Effect Clauses and Complex

SentencesMain Idea and Key Details Run on Sentences

Standards Topics Activities Resources Assessment L.5.2.c Use a comma to set off the words

yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). [5 lessons]

L.5.2.e Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]

L.5.4.a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. [12 lessons]

L.5.4.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

Week 1Weekly Concept: Clever Ideas

Essential Question: Where do good ideas come from?

Reading

Language- Vocabulary- Phonics- Grammar and

Mechanics

Writing

Research and Inquiry

Reading

Interactive Read AloudTitle: "The Princess and the Pea"Genre: Fairy TaleStrategy: Make, Confirm, or Revise Predictions

Reading/Writing WorkshopComprehensionShort Text: "The Dragon Problem"Lexile: 740LGenre: Fairy TaleStrategy: Make, Confirm, or Revise PredictionsSkill: Character, Setting, Plot:

Grade 4, Wonders, McGraw-Hill, 2014

Your Turn Practice Book

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Gloucester Township Share Network

See District Benchmark Assessment Plan & K-5 ELA Assessment Plan

Benchmark and Cross Curricular Key

__Red: ELA__ Blue: Math__ Green: Science__ Orange: Social Studies__ Purple: Related Arts__ Yellow: Benchmark Assessment

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phrases. [1 lesson] L.5.6 Acquire and use accurately grade-

appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). [13 lessons]

RF.5.3 Know and apply grade-level

phonics and word analysis skills in decoding words. [2 lessons]

RF.5.3.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. [5 lessons]

RF.5.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]

RF.5.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [6 lessons]

RI.5.1 Quote accurately from a text and

make relevant connections when drawing inferences from the text. [4 lessons]

RI.5.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural content, and background knowledge) information from several texts on the same topic in order to write or speak about the subject knowledgeably. [4 lessons]

RL.5.1 Quote accurately from a text and make relevant connections when drawing inferences from the text. [4 lessons]

Handwriting

Technology

Sequence

Literature AnthologyStrategy: Make, Confirm, or Revise PredictionsSkill: Character, Setting, Plot: Sequence

Main SelectionGenre: Fairy TaleTitle: The Princess and the PizzaLexile: 780L

Paired SelectionGenre: FableTitle: "Tomás and His Sons"Lexile: 650L

Leveled ReadersStrategy: Make, Confirm, or Revise PredictionsSkill: Character, Setting, Plot: Sequence

Main SelectionsGenre: Fairy TaleTitles:A: Clever PussO: Jack and the Extreme StalkE: Jack and the Extreme StalkB: Charming Ella

Paired SelectionsGenre: FolktaleTitles:A: "Rabbit and the Well"O: "Stone Soup"E: "Stone Soup"B: "Ivana and the Ogre"LexilesA: 530LO: 750L

RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). [2 lessons]

RL.5.9 Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) 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. [1 lesson]

SL.5.1 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. [5 lessons]

SL.5.1.aExplicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. [1 lesson]

SL.5.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]

SL.5.1.c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. [1 lesson]

SL.5.1.d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. [1 lesson]

SL.5.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats (e.g., visually, quantitatively, and orally).[1 lesson]

W.5.3.a Orient the reader by establishing a situation and introducing a narrator

E: 430LB: 860LAccess Complex Text (ACT)

Reading/Writing Workshop: Connections of Ideas; Specific Vocabulary

Literature Anthology: Purpose; Specific Vocabulary; Prior Knowledge; Sentence Structure; Organization; Connection of Ideas; Genre

LanguageVocabulary Words: brainstormflattenedfranticallygraciousmutteredofficialoriginalstale

Additional Academic Vocabulary: collaboratetopic

Vocabulary Strategy: Context Clues: Synonyms

PhonicsPhonics/Spelling Skill:Short Vowels

Structural Analysis: Inflectional Endings

Grammar

and/or characters; organize an event sequence that unfolds naturally. [1 lesson]

W.5.3.b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. [1 lesson]

W.5.3.c Use a variety of transitional words, phrases, and clauses to manage the sequence of events. [1 lesson]

W.5.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. [8 lessons]

W.5.6 With some guidance and support from adults and peers, 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 two pages in a single sitting. [1 lesson]

W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different perspectives of a topic. [1 lesson]

W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. [1 lesson]

W.5.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [6 lessons]

Grammar Skill: SentencesGrammar Mechanics: Punctuate sentencesFluency SkillIntonation

WritingWriting Trait: Ideas: Descriptive Details

Grammar Skill: Sentences

Grammar Mechanics: Sentence Punctuation

Write to Sources:Reading/Writing Workshop: The Dragon ProblemLit. Anthology: The Princess and the PizzaYour Turn Practice Bk: Coyote's SongBefore the Ball

Write to Research: Write a List

Write About Reading: Write an Analysis (analyze sequence of events)

Research & InquiryWeekly: Effects of Human Actions

Handwriting – Practice Spelling words

Technology – Go Digital!

L.4.1.f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. [6 lessons]

Week 2: Think of Others

Essential Question:

ReadingInteractive Read AloudTitle: "Say Something"


See District Benchmark Assessment Plan &

L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]

L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [1 lesson]

L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [1 lesson]

L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs. [6 lessons]

L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [4 lessons]

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). [10 lessons]


RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]

RI.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly

How do your actions affect others?

ReadingLanguage

- Vocabulary- Phonics- Grammar and

Mechanics

Writing


Handwriting

Technology

Genre: Realistic FictionStrategy: Make, Confirm, or Revise Predictions

Reading/Writing WorkshopComprehensionShort Text: "The Talent Show"Lexile: 620LGenre: Realistic FictionStrategy: Make, Confirm, or Revise PredictionsSkill: Character, Setting, Plot: Problem and Solution

Literature AnthologyStrategy: Make, Confirm, or Revise PredictionsSkill: Character, Setting, Plot: Problem and SolutionMain SelectionGenre: Realistic FictionTitle: Experts, IncorporatedLexile: 730LPaired SelectionGenre: Informational Text: ExpositoryTitle: "Speaking Out to Stop BullyingLexile: 800L

Leveled Readers

Strategy: Make, Confirm, or Revise PredictionsSkill: Character, Setting, Plot: Problem and Solution

Main SelectionsGenre: Realistic FictionTitles:A: The Dream TeamO: Rosa's Garden


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K-5 ELA Assessment Plan



and when drawing inferences from the text. [5 lessons]

RI.4.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably. [4 lessons]

RL.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [4 lessons]

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). [14 lessons]

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 literature. [2 lessons]

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. [1 lesson]

RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text complexity or above, with scaffolding as needed.[1 lesson]

SL.4.1.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. [3 lessons]

SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse

E: Rosa's GardenB: Saving Grasshopper

Paired SelectionsGenre: Informational Text: ExpositoryTitles:A: "Making a Difference"O: "Fresh from the City"E: "Fresh from the City"B: "Backyard Bird Habitats"LexilesA: 530LO: 710LE: 540LB: 810L

Access Complex Text (ACT)Reading/Writing Workshop: Genre; Connection of Ideas

Literature Anthology: Genre; Purpose; Sentence Structure; Organization; Connection of Ideas; Specific Vocabulary

LanguageVocabulary Words:accountableadvisedesperatelyhesitatedhumiliatedinspirationself-esteemuncomfortably

Additional Academic Vocabulary: dialogue

media and formats, (e.g. visually, quantitatively, and orally). [12 lessons]

W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. [5 lessons]

W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. [1 lesson]

W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. [1 lesson]

W.4.3.e Provide a conclusion that follows from the narrated experiences or events. [1 lesson]

W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [6 lessons]

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. [1 lesson]

W.4.9.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].”). [1 lesson]

W.4.9.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”). [2 lessons]

focus

Vocabulary Strategy: Figurative Language: IdiomsPhonics/Spelling Skill:Phonics/Spelling Skill: Long a

Structural Analysis: Inflectional Endings

Fluency Skill: Expression and Rate

WritingUnit 1 Writing Focus: Narrative Text

Unit 1 Writing Products: Friendly Letter; Personal NarrativeWriting Trait: Ideas: Focus on an Event

Grammar Skill: Subjects and Predicates

Grammar Mechanics: Punctuate Compound Subjects and Predicates

Write to Sources:Reading/Writing Workshop:The Talent ShowLit. Anthology:Experts, IncorporatedYour Turn Practice Bk:The Cyber BullyPaul's Mix-Up

Write to Research: Paraphrase Facts

Write About Reading: Write an Analysis (analyze problem and solution)

Research & InquiryWeekly: Great Inventions



L.4.2.c Use a comma before a coordinating conjunction in a compound sentence. [6 lessons]


L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]

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. [1 lesson]

L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [14 lessons]

L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs. [1 lesson]


Week 3: Take Action

Essential Question:How do people respond to natural disasters?

Reading


Mechanics

Writing


Handwriting

Technology

ReadingInteractive Read AloudTitle: "Avalanche!"Genre: Informational Text: ExpositoryStrategy: Reread

Reading/Writing WorkshopComprehensionShort Text: "A World of Change"Lexile: 790LGenre: Informational Text: ExpositoryStrategy: RereadSkill: Text Structure: Compare and ContrastText Features: Diagrams; Headings

Literature AnthologyStrategy: RereadSkill: Text Structure: Compare and Contrast

Main SelectionGenre: Informational Text: ExpositoryTitle: EarthquakesLexile: 870L



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RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]


RI.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [9 lessons]

RI.4.2Determine the main idea of a text and explain how it is supported by key details; summarize the text. [1 lesson]

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. [2 lessons]

RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. [1 lesson]

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. [8 lessons]

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. [1 lesson]

Paired SelectionGenre: Informational Text: ExpositoryTitle: "Tornado"Lexile: 950L

Leveled Readers

Strategy: RereadSkill: Text Structure: Compare and Contrast

Main SelectionsGenre: Informational Text: ExpositoryTitles:A: Changing LandscapesO: Changing LandscapesE: Changing LandscapesB: Changing Landscapes

Paired SelectionsGenre: Informational Text: ExpositoryTitles:A: "Students Save Wetlands"O: "Students Save Wetlands"E: "Students Save Wetlands"B: "Students Save Wetlands"

LexilesA: 670LO: 840LE: 740LB: 920L

Access Complex Text (ACT)Reading/Writing Workshop: Specific Vocabulary; Purpose


RI.4.10 By the end of the year, read and comprehend literary nonfiction at grade level text complexity or above, with scaffolding as needed. [1 lesson]

SL.4.1 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. [4 lessons]


SL.4.1.d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. [2 lessons]

SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [3 lessons]

SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]

SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. [1 lesson]

W.4.2.b Develop the topic with facts, definitions, concrete details, text evidence, or other information and examples related to the topic. [6 lessons]

W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. [1 lesson]

Literature Anthology: Purpose; Genre; Connection of Ideas; Specific Vocabulary

LanguageVocabulary Words:altercollapsecrisisdestructionhazardseveresubstantialunpredictable

Additional Domain Words: volcanicvolcanoesinlandair masses

Additional Academic Vocabulary: headingsdiagrams

Vocabulary Strategy: Context Clues: Multiple-Meaning Words

Phonics/Spelling Skill:Phonics/Spelling Skill: Long eStructural Analysis: Plurals

Fluency Skill:Accuracy


Unit 1 Writing Products:

W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. [1 lesson]



W.4.3.e Provide a conclusion that follows from the narrated experiences or events. [1 lesson]

W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]


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. [1 lesson]

W.4.9.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”). [1 lesson]


Friendly Letter; Personal NarrativeWriting Trait: Ideas: Supporting Details

Grammar Skill: Compound Sentences

Grammar Mechanics: Punctuating Compound Sentences

Write to Sources:Reading/Writing Workshop:A World of ChangeLit. Anthology:EarthquakesYour Turn Practice Bk:Rising WatersForest Fires

Write to Research:Write Helpful Tips and Notes

Write About Reading: Write an Analysis (analyze compare and contrast text structure)

Research & InquiryWeekly: Preparing for a Natural Disaster



L.4.1.a Use relative pronouns (who,

whose, whom, which, that) and relative adverbs (where, when, why). [5 lessons]






L.4.4.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. [1 lesson]

L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [1 lesson]

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,

Week 4: Ideas in Motion

Essential Question:How can science help you

understand how things work?

Reading

Language- Phonics- Vocabulary- Grammar and

Mechanics

Writing


Handwriting

Technology

ReadingInteractive Read AloudTitle: "Look Out Below!"Genre: Informational Text: Narrative NonfictionStrategy: Reread

Reading/Writing WorkshopComprehensionShort Text: "The Big Race"Lexile: 690LGenre: Informational Text: Narrative NonfictionStrategy: RereadSkill: Text Structure: Cause and EffectText Features: Headings; Speech Balloons

Literature AnthologyStrategy: RereadSkill: Text Structure: Cause and Effect

Main SelectionGenre: Informational Text: Narrative Nonfiction Title: A Crash Course in Forces and Motion with Max Axiom, Super ScientistLexile: 630L

Paired SelectionGenre: Science FictionTitle: "The Box-Zip Project"Lexile: 620L

Leveled Readers








whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [7 lessons]





RI.4.2Determine the main idea of a text and explain how it is supported by key details; summarize the text. [1 lesson]


RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. [2 lessons]


RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines,

Strategy: RereadSkill: Text Structure: Cause and Effect

Main SelectionsGenre: Narrative NonfictionTitles:A: George's Giant WheelO: George's Giant WheelE: George's Giant WheelB: George's Giant Wheel

Paired SelectionsGenre: Science FictionTitles:A: "3001: A Space Mystery"O: "3001: A Space Mystery"E: "3001: A Space Mystery"B: "3001: A Space Mystery"LexilesA: 550LO: 810LE: 610LB: 910L

Access Complex Text (ACT)

Reading/Writing Workshop: Genre; Organization

Literature Anthology: Organization; Purpose; Connection of Ideas; Genre; Specific Vocabulary

LanguageVocabulary Words: accelerateadvantagecapabilitiesfriction

animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [4 lessons]


RL.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [1 lesson]

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. [1 lesson]

SL.4.1.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. [2 lessons]



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. [1 lesson]

W.4.3.a Orient the reader by establishing

gravityidentityinquirythrillingAdditional Domain Words: levelwarp

Additional Academic Vocabulary: restatementstransitions

Vocabulary Strategy: Context Clues: Definitions and Restatements

Phonics/Spelling Skill:

Phonics/Spelling Skill: Long iStructural Analysis: Inflectional Endings

Fluency Skill:Phrasing and Rate


Unit 1 Writing Products: Friendly Letter; Personal Narrative

Writing Trait: Organization: Sequence

Grammar Skill: Clauses and Complex Sentences

Grammar Mechanics: Punctuate Complex Sentences

a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. [7 lessons]

W.4.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations. [1 lesson]

W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. [8 lessons]

W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]


B.2 Position and motion of objects [1 lesson]

B.2.1 The position of an object can be described by locating it relative to another object or the background. [1 lesson]

B.2.2 An object's motion can be described by tracing and measuring its position over time. [3 lessons]

B.2.3 The position and motion of objects can be changed by pushing or pulling. The size of the change is related to the strength of the push or pull. [1 lesson]

Write to Sources:Reading/Writing Workshop:The Big RaceLit. Anthology:A Crash Course in Forces and Motion with Max Axiom, Super ScientistYour Turn Practice Bk:A Firehouse LessonScience in a Soda Bottle

Write to Research:Draft a Plan

Write About Reading: Write an Analysis (analyze strong word choice)

Research & Inquiry

Weekly: Forces and Motion



L.4.1.f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. [6 lessons]


L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

Week 5: Putting Ideas to Work

Essential Question:How can starting a business help others?

Reading

ReadingInteractive Read AloudTitle: "Kids Can Help"Genre: Informational Text: Persuasive ArticleStrategy: Reread

Reading/Writing WorkshopComprehension




Gloucester Township




[6 lessons] 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). [8 lessons]





RI.4.2Determine the main idea of a text and explain how it is supported by key details; summarize the text. [14 lessons]


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


Mechanics

Writing


Handwriting

Technology

Short Text: "Dollars and Sense"Lexile: 800LGenre: Informational Text: Persuasive ArticleStrategy: RereadSkill: Main Idea and Key DetailsText Features: Graph; Headings

Literature AnthologyStrategy: RereadSkill: Main Idea and Key Details

Main SelectionGenre: Informational Text: Persuasive ArticleTitle: Kids in BusinessLexile: 790L

Paired SelectionGenre: Informational Text: Procedural TextTitle: "Starting a Successful Business"Lexile: 770L

Leveled Readers

Strategy: RereadSkill: Main Idea and Key Details

Main SelectionsGenre: Persuasive TextTitles:A: Start Small, Think BigO: Start Small, Think BigE: Start Small, Think BigB: Start Small, Think Big

Paired SelectionsGenre: Procedural Text

Share Network

appears. [3 lessons] RI.4.9 Integrate and reflect on (e.g.

practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably. [5 lessons]



SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [1 lesson]






W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. [1 lesson]

Titles:A: "Spending and Saving"O: "Spending and Saving"E: "Spending and Saving"B: "Spending and Saving"LexilesA: 660LO: 780LE: 710LB: 890L


Reading/Writing Workshop: Connection of Ideas; Organization

Literature Anthology: Specific Vocabulary; Sentence Structure; Connection of IdeasLanguageVocabulary Words:compassionateenterpriseexceptionalfundsinnovativeprocessroutineundertaking

Additional Domain Words: entrepreneur

Additional Academic Vocabulary: print sourcesdigital sources

Vocabulary Strategy: Suffixes




Phonics/Spelling Skill: Long oStructural Analysis: Compound Words

Fluency Skill:Phrasing and Rate


Unit 1 Writing Products: Friendly Letter; Personal NarrativeWriting Trait: Sentence Fluency: Sentence Length

Grammar Skill: Run-On Sentences

Grammar Mechanics: Correcting Fragments and Run-Ons

Write to Sources:Reading/Writing Workshop:Dollars and SenseLit. Anthology:Kids in BusinessYour Turn Practice Bk:A Helping HandDonating to a Charity

Write to Research:Write a Summary Paragraph

Write About Reading: Write an Analysis (how author informs and explains important topics)

Research & Inquiry

Weekly: Famous Entrepreneurs


Technology – Go Digital! 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. [1 lesson]



W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. [1 lesson]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. [1 lesson]W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]

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.

Week 6Review and Assess

Reading

Writing


Technology

ReadingReader’s Theatre: Focus on Vocabulary

Fluency: Intonation, Phrasing, Accuracy

Level Up Accelerating Progress

WritingShare Your WritingPortfolio ChoiceGenr e Writing: Narrative

Research and InquiryBeginning ResearchUnit ProjectsPresentation of Ideas

TechnologyReading DigitallyNotetakingSkimming and ScanningNavigating Links





*Benchmark*See District Benchmark Assessment Plan & K-5 ELA Assessment Plan



[1 lesson]

Gloucester Township Public SchoolsEnglish Language Arts Grade 4 –Unit 2: Amazing Animals

Time Frame: 6 Weeks

Description: The Big Idea: What can animals teach us?

Unit Overview

Reading Strategies Reading Skills Writing Vocabulary Grammar/Mechanics Speaking/ListeningAsk and Answer Questions

Theme Organization See Weekly Story for Vocabulary

Common and Proper Nouns

Fluency: Accuracy, Rate, and Prosody

Summarize Main Ideas and Key Details

Voice Singular and Plural Nouns

Publishing Celebrations

Literary Elements: Meter and Rhyme

Point of View Ideas Irregular Plural Nouns

Word Choice Possessive NounsCombing Sentences

Standards Topics Activities Resources Assessment L.4.2.a Use correct capitalization. [6

lessons] L.4.2.d Spell grade-appropriate words

correctly, consulting references as needed. [6 lessons]

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

Week 1Weekly Concept: Literary Lessons

Essential Question: What are some messages in animal stories?

Reading

ReadingInteractive Read AloudTitle: "The Coyote and the Hen"Genre: FolktaleStrategy: Ask and Answer Questions

Reading/Writing




Gloucester Township Share




strategies. [1 lesson] L.4.4.a Use context (e.g., definitions,

examples, or restatements in text) as a clue to the meaning of a word or phrase. [6 lessons]







RI.4.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge)


Mechanics

WritingResearch and Inquiry

Handwriting

Technology

WorkshopComprehensionShort Text: "The Fisherman and the Kaha Bird"Lexile: 800LGenre: FolktaleStrategy: Ask and Answer QuestionsSkill: ThemeLiterature AnthologyStrategy: Ask and Answer QuestionsSkill: Theme

Main SelectionGenre: FolktaleTitle: The Secret MessageLexile: 820L

Paired SelectionGenre: FableTitle: "The Fox and the Goat"Lexile: 790L

Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Theme

Main SelectionsGenre: Folktale

Titles:A: The Cockroach and the MouseO: The Badger and the FanE: The Badger and the FanB: The Wings of the Butterfly

Network

information from two texts on the same topic in order to write or speak about the subject knowledgeably. [4 lessons]


RL.4.2 Determine the key details to identify theme in a story, drama, or poem from details in the text; summarize the text. [14 lessons]

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. [2 lessons]

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. [1 lesson]

RL.4.9 Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. [3 lessons]

RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text complexity or above, with scaffolding as needed. [1 lesson]


Paired SelectionsGenre: Fable

Titles:A: "Fox and Crane"O: "Fox and Cat"E: "Fox and Cat"B: "The Fox and the Crow"LexilesA: 600LO: 530LE: 720LB: 770L

Access Complex Text (ACT)Reading/Writing Workshop: Genre; Prior Knowledge

Literature Anthology: Specific Vocabulary; Genre; Sentence Structure; Prior Knowledge; Connection of Ideas; Purpose; Organization

LanguageVocabulary Words:attracteddazzlingfabricgreedhonestrequestedsoaredtrudged

Additional Academic Vocabulary: symbolismoutline


SL.4.1.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. [1 lesson]

SL.4.1.d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. [1 lesson]



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. [1 lesson]


W.4.2.aIntroduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [1 lesson]

W.4.2.b Develop the topic with facts, definitions, concrete details, text evidence, or other information and examples related to the topic. [1 lesson]

W.4.2.c Link ideas within paragraphs and sections of information using words and

Vocabulary Strategy: Root Words

PhonicsPhonics/Spelling Skill: PrefixesStructural Analysis: Inflectional EndingsFluency SkillExpression

Writing

Unit 2 Writing Focus: Informative Text

Unit 2 Writing Products: Explanatory Essay; How-To

Writing Trait: Organization: Strong Openings

Grammar Skill: Common and Proper Nouns

Grammar Mechanics: Capitalizing Proper Nouns

Write to Sources:Reading/Writing Workshop:The Fisherman and the Kaha BirdLit. Anthology:The Secret MessageYour Turn Practice Bk:Anansi and His ChildrenThe Tiger, the Brahmin, and the Jackal

Write to Research:

phrases (e.g., another, for example, also, because). [1 lesson]


W.4.2.e Provide a conclusion related to the information or explanation presented. [1 lesson]

W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. [6 lessons]




Write Notes on Character, Setting, and Plot

Write About Reading: Write an Analysis (analyze theme)

Research & InquiryWeekly: Fables and Folktales





L.4.3.c Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group

Week 2Weekly Concept: Animals in Fiction

Essential Question: How do animal characters change familiar stories?

Reading

ReadingInteractive Read AloudTitle: "A Grasshopper's Sad Tale"Genre: Dramatic SceneStrategy: Ask and Answer QuestionsReading/Writing Workshop




Gloucester Township Share


Common Assessment to Synthesize across text



discussion). [7 lessons] L.4.5 Demonstrate understanding of

figurative language, word relationships, and nuances in word meanings. [1 lesson]






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. [1 lesson]


RL.4.2 Determine the key details to identify theme in a story, drama, or poem from details in the text; summarize the text. [13


Mechanics

Writing


Handwriting

Technology

ComprehensionShort Text: "The Ant and the Grasshopper"Lexile: NPGenre: DramaStrategy: Ask and Answer QuestionsSkill: Theme

Literature AnthologyStrategy: Ask and Answer QuestionsSkill: Theme

Main SelectionGenre: DramaTitle: Ranita, The Frog PrincessLexile: NP

Paired SelectionGenre: MysteryTitle: "The Moonlight Concert Mystery"Lexile: 710L

Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Theme

Main SelectionsGenre: DramaTitles:A: Saving the Green BirdO: The Prince Who Could FlyE: The Prince Who Could FlyB: Behind the Secret Trapdoor

Paired Selections

NetworkArticle 1: http://www.ncsu.edu/project/lancet/fourth_grade/hurricane4th.pdf

Article 2: http://www.readworks.org/passages/storm-chasers-0

Explain in detail what you learned about hurricanes from the two articles you read. Based on your reading, would you like to be a hurricane hunter, explain why or why not.

http://www.readworks.org/passages/storm-chasers-0



http://www.ncsu.edu/project/lancet/fourth_grade/hurricane4th.pdf



lessons] 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. [2 lessons]

RL.4.9 Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics.[6 lessons]

RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. [2 lessons]






Genre: MysteryTitles:A: "The Missing Pie Mystery"O: "The Mystery of the Spotted Dogs"E: "The Mystery of the Spotted Dogs"B: "The Mystery of the Messy Room"

LexilesA: NPO: NPE: NPB: N

Access Complex Text (ACT)Reading/Writing Workshop: Prior Knowledge; Genre

Literature Anthology: Prior Knowledge; Genre; Connection of Ideas; Sentence Structure; Organization

LanguageVocabulary Words:annoyedattitudecommotioncrankyfamiliarfrustratedselfishspecialty

Additional Academic



W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [1 lesson]



W.4.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations. [6 lessons]




W.4.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1

Vocabulary: traditionalcontemporary

Vocabulary Strategy: Context Clues: Antonyms

Phonics/Spelling Skill:Phonics/Spelling Skill: Digraphs

Structural Analysis: PossessivesFluency Skill: Intonation

WritingUnit 2 Writing Focus: Informative Text


Writing Trait: Voice: Informal Voice

Grammar Skill: Singular and Plural Nouns

Grammar Mechanics:Commas in a Series

Write to Sources:Reading/Writing Workshop:The Ant and the GrasshopperLit. Anthology:Ranita, The Frog PrincessYour Turn Practice Bk:Grant and the Flower StemGoldilocks ReturnsWrite to Research:

lesson]

Write a List

Write About Reading: Write an Analysis (analyze dramatic text structure)

Research & InquiryWeekly: Animals and their CharacteristicsHandwriting – PracticeTechnology – Go Digital!




L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]



RF.4.3.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

Week 3Weekly Concept: Natural Connections

Essential Question: How are all living things connected?

Reading


Mechanics

Writing


Handwriting

Technology

ReadingInteractive Read AloudTitle: "Return of the Wolves"Genre: Informational Text: Narrative NonfictionStrategy: Summarize

Reading/Writing WorkshopComprehensionShort Text: "Rescuing Our Reefs"Lexile: 810LGenre: Informational Text: Narrative Nonfiction

Strategy: SummarizeSkill: Main Idea and Key DetailsText Features: Headings; Flow Chart

Literature AnthologyStrategy: SummarizeSkill: Main Idea and Key Details

Main SelectionGenre: Informational Text: Narrative Nonfiction



www.connnected.mcgraw-hill.com





context. [8 lessons] RF.4.4.a Read on-level text with purpose

and understanding. [2 lessons] RF.4.4.b Read on-level prose and poetry

orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]



RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. [12 lessons]


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. [7 lessons]



SL.4.1.d Review the key ideas expressed and explain their own ideas and

Title: The Buffalo Are BackLexile: 800L

Paired SelectionGenre: Informational Text: ExpositoryTitle: "Energy in the Ecosystem"Lexile: 790L

Leveled ReadersStrategy: SummarizeSkill: Main Idea and Key Details

Main SelectionsGenre: Narrative NonfictionTitles:A: Saving San Francisco BayO: Saving San Francisco BayE: Saving San Francisco BayB: Saving San Francisco Bay

Paired SelectionsGenre: Informational Text: ExpositoryTitles:A: "The Great Estuary Ecosystem"O: "The Great Estuary Ecosystem"E: "The Great Estuary Ecosystem"B: "The Great Estuary Ecosystem"

understanding in light of the discussion. [1 lesson]



W.4.2.b Develop the topic with facts, definitions, concrete details, text evidence, or other information and examples related to the topic. [8 lessons]

W.4.2.c Link ideas within paragraphs and sections of information using words and phrases (e.g., another, for example, also, because). [1 lesson]






Access Complex Text (ACT)Reading/Writing Workshop: Genre; Connection of IdeasLiterature Anthology: Genre; Organization; Specific Vocabulary; Connection of Ideas; Purpose

LanguageVocabulary Words:crumbleddroughtsecosystemextinctflourishedfragileimbalanceripples

Additional Domain Words:

replantederodedpreserve

Additional Academic Vocabulary: flow chartcategorize

Vocabulary Strategy: Context Clues: Sentence Clues

Phonics/Spelling Skill:Phonics/Spelling Skill: Three-Letter Blends

Structural Analysis: Words Ending in -er and -est

Fluency Skill: Accuracy



Writing Trait: Ideas: Supporting Details

Grammar Skill: Irregular Plural Nouns

Grammar Mechanics: Correct Plural Forms

Write to Sources:Reading/Writing Workshop:Rescuing Our ReefsLit. Anthology:The Buffalo Are BackYour Turn Practice Bk:A Worm's WorkDad and I See Green Worms

Write to Research:Write Notes and Facts on a Foldable

Write About Reading:

Write an Analysis (analyze text features)

Research & InquiryWeekly: Food Web

Handwriting – Practice Spelling Words




L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [10 lessons]




RF.4.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar

Week 4Weekly Concept: Adaptations

Essential Question: What helps an animal survive?

Reading


Mechanics

Writing


Handwriting

Technology

ReadingInteractive Read AloudTitle: "Adaptations at Work"Genre: Informational Text: ExpositoryStrategy: Summarize

Reading/Writing WorkshopComprehensionShort Text: "Animal Adaptations"Lexile: 850LGenre: Informational Text: ExpositoryStrategy: SummarizeSkill: Main Idea and Key DetailsText Features: Photographs and Captions; Headings

Literature AnthologyStrategy: SummarizeSkill: Main Idea and Key Details

Main SelectionGenre: Informational Text: Expository





See District Benchmark Assessment Plan & K-5 ELA Assessment PlanCommon Assessment to Synthesize across text

Article 1: http://www.readworks.org/passages/should-you-be-afraid-sharks

Article 2:http://www.ncsu.edu/project/lancet/fourth_grade/sharkfacts4th.pdf

Based on your reading, create an informational brochure that will help you in the event of a shark attack.

http://www.ncsu.edu/project/lancet/fourth_grade/sharkfacts4th.pdf



http://www.readworks.org/passages/should-you-be-afraid-sharks





multisyllabic words in context and out of context. [11 lessons]





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. [1 lesson]

RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. [1 lesson]




RL.4.6 Compare and contrast the points of view from which different stories are

Title: SpidersLexile: 820L

Paired SelectionGenre: Trickster TaleTitle: "Anansi and the Birds"Lexile: 740L

Leveled ReadersStrategy: Summarize

Skill: Main Idea and Key Details

Main SelectionsGenre: Informational Text: ExpositoryTitles:A: Extreme AnimalsO: Extreme AnimalsE: Extreme AnimalsB: Extreme Animals

Paired SelectionsGenre: Trickster TaleTitles:A: "Hare and the Water"O: "Hare and the Water"E: "Hare and the Water"B: "Hare and the Water"


Access Complex Text (ACT)Reading/Writing Workshop: Prior

narrated, including the difference between first- and third-person narrations. [1 lesson]


SL.4.1.aExplicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.[1 lesson]




SL.CCR.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. [1 lesson]




W.4.4 Produce clear and coherent writing

Knowledge

Literature Anthology: Purpose; Specific Vocabulary; Genre; Connection of Ideas; Sentence Structure; Prior Knowledge

LanguageVocabulary Words:camouflageddribblesextraordinarypoisonouspouncepredatorpreyvibrations

Additional Domain Words:

spinneretspedipalps

Additional Academic Vocabulary:captionsanalyze

Vocabulary Strategy: Prefixes

Phonics/Spelling Skill:Phonics/Spelling Skill: r-Controlled Vowels /är/ and /ôr/

Structural Analysis:

in which the development and organization are appropriate to task, purpose, and audience. [7 lessons]






Suffixes -ful and -less

Fluency Skill:Rate



Writing Trait: Organization: Logical Order

Grammar Skill: Possessive Nouns

Grammar Mechanics: Apostrophes

Write to Sources:Reading/Writing Workshop:Animal AdaptationsLit. Anthology:SpidersYour Turn Practice Bk:The BirdsGiraffes' Adaptations

Write to Research:Write an Outline

Write About Reading: Write an Analysis (analyze main ideas and details)

Research & InquiryWeekly: Plant/Animal Adaptation





L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. [12 lessons]





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. [1 lesson]

Week 5Weekly Concept: Animals All Around

Essential Question: How are writers inspired by animals?

Reading


Mechanics

Writing


Handwriting

Technology

Reading

Interactive Read AloudTitle: Animal HaikuGenre: HaikuStrategy: Ask and Answer Questions

Reading/Writing WorkshopComprehensionShort Texts: "Dog," "The Eagle," "Chimpanzee," "Rat"Lexile: NPGenre: Lyric Poetry and HaikuSkill: Point of View Literary Elements: Meter and Rhyme

Literature AnthologySkill: Point of View

Main SelectionsGenre: Lyric Poetry and HaikuTitles: "The Sandpiper," "Bat," "The Grasshopper Springs," "Fireflies at Dusk"Lexile: NP

Paired Selections









RL.4.2 Determine the key details to identify theme in a story, drama, or poem from details in the text; summarize the text. [1 lesson]



RL.4.6 Compare and contrast the points of view from which different stories are narrated, including the difference between first- and third-person narrations. [9 lessons]

RL.4.9 Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context and background knowledge) stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics. [5 lessons]


SL.4.1.a Explicitly draw on previously read text or material and other information known about the topic to explore ideas

Genre: Lyric Poetry and HaikuTitles: "Fog", "White Cat Winter"Lexile: NPLeveled ReadersSkill: Point of View

Main SelectionsGenre: Realistic Fiction

Titles:A: Putting on an ActO: The Big OneE: The Big OneB: Dolphin Cove

Paired SelectionsGenre: Poetry

Titles:A: HaikuO: HaikuE: HaikuB: Haiku


Access Complex Text (ACT)Reading/Writing Workshop: Specific Vocabulary; OrganizationLiterature Anthology: Genre; Specific Vocabulary; Purpose

under discussion. [1 lesson] SL.4.1.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. [1 lesson]







W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. [7 lessons]


W.4.7 Conduct short research projects that build knowledge through investigation of

LanguageVocabulary Words:brittlecreativedescriptiveoutstretchedPoetry Terms:metaphormeterrhymesimile

Additional Academic Vocabulary: plagiarismpresentation

Vocabulary Strategy: Figurative Language: Similes and Metaphors


Phonics/Spelling Skill: Suffixes

Structural Analysis: Contractions

Fluency Skill:Expression and Phrasing


Unit 2 Writing Products: Explanatory Essay; How-ToWriting Trait: Word Choice: Precise Language

Grammar Skill: Combining

different aspects of a topic. [1 lesson] W.4.10 Write routinely over extended time

frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [6 lessons]

SentencesGrammar Mechanics: Phrases and Interjections

Write to Sources:Reading/Writing Workshop:"Dog," "The Eagle," "Chimpanzee," "Rat"Lit. Anthology:The Sandpiper, Bat, The Grasshopper Springs, Fireflies at DuskYour Turn Practice Bk:The Nautilus

Write to Research:Write a SummaryWrite About Reading: Write an Analysis (analyze poetic structure)

Research & InquiryWeekly: Animals particular to different regionsUnit Level:Research Skill: Reliable SourcesUnit Project: Self-select and develop from options for unit research projects.


Technology – Go Digital! RF.4.4.a Read on-level text with purpose

and understanding. [1 lesson] RF.4.4.b Read on-level prose and poetry

orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]

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


Reading

Writing









understanding, rereading as necessary. [1 lesson]


RI.4.10 By the end of the year, read and comprehend literary nonfiction at grade level text complexity or above, with scaffolding as needed. [4 lessons]

RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text complexity or above, with scaffolding as needed.[1 lesson]




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. [2 lessons]

W.4.2.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. [1 lesson]

W.4.2.b Develop the topic with facts,


Technology


WritingShare Your WritingPortfolio Choice

Research and InquiryBeginning ResearchUnit ProjectsPresentation of Ideas



definitions, concrete details, text evidence, or other information and examples related to the topic. [1 lesson]


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. [2 lessons]


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. [2 lessons]

Gloucester Township Public SchoolsEnglish Language Arts Grade 4 –Unit 3: That's the Spirit!

Time Frame: 6 WeeksDescription: The Big Idea: That's the Spirit!How can you show your community spirit? (Song: "My Country 'Tis of Thee")

Unit 3 Comprehension Skills and Strategies: visualize, point of view, reread. Vocabulary Strategies: context clues: definitions, restatements, synonyms, antonyms, Greek & Latin Suffixes., Greek Roots Writing: sentence fluency, voice, word choice, organization, narrative writing.

Unit Overview

Reading Strategies Reading Skills Writing Vocabulary Grammar/Mechanics Speaking/Listening

Visualize Point of View Sentence Fluency See Weekly Story for Vocabulary

Action Verbs Fluency: Accuracy, Rate, and Prosody

Reread Author’s Point of View Word Choice Verb Tenses Publishing CelebrationsIdeas Main and Helping VerbsOrganization Linking VerbsVoice Irregular Verbs

Standards Topics Activities Resources AssessmentL.4.1.d Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). [6 lessons]L.4.2.b Use commas and quotation marks to mark direct speech and quotations from a text. [5 lessons]L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [1 lesson]L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [2 lessons]L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. [9 lessons]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). [8 lessons]RF.4.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read

Week 1: Friendship

Essential Question:.How can you make new friends feel welcome?

Reading


Mechanics

Writing


Handwriting

Technology

ReadingInteractive Read AloudTitle: "Samson's Advice"Genre: FantasyStrategy: Visualize

Reading/Writing Workshop.ComprehensionShort Text: "At the Library"Lexile: 800LGenre: FantasyStrategy: VisualizeSkill: Point of View

Literature AnthologyStrategy: VisualizeSkill: Point of ViewMain SelectionGenre: FantasyTitle: The Cricket in Times SquareLexile: 780L

Paired SelectionGenre: LegendTitle: "The Girl and the Chenoo"Lexile: 880L








accurately unfamiliar multisyllabic words in context and out of context. [10 lessons]RF.4.4.a Read on-level text with purpose and understanding. [3 lessons]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]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. [1 lesson]RL.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [3 lessons]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). [15 lessons]RL.4.9 Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics. [5 lessons]RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text complexity or above, with scaffolding as needed. [1 lesson]SL.4.1 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. [4 lessons]SL.4.1.a Explicitly draw on previously read text and other information known about the topic to explore ideas under discussion. [1 lesson]SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud

Fluency Skill: ExpressionLeveled Readers

Strategy: RereadStrategy: VisualizeSkill: Point of View

Main SelectionsGenre: FantasyTitles:A: A New Bear in the ForestO: Not from Around HereE: Not from Around HereB: Cara and the Sky Kingdom

Paired SelectionsGenre: Legend

Titles:A: "The Beckoning Cat"O: "Kintaro, Friend of the Animals"E: "Kintaro, Friend of the Animals"B: "Robin Hood's Great Friend"


Access Complex Text (ACT)Reading/Writing Workshop:

or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [2 lessons]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]W.4.1.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. [7 lessons]W.4.2.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. [1 lesson]W.4.2.b Develop the topic with facts, definitions, concrete details, text evidence, or other information and examples related to the topic. [1 lesson]W.4.2.c Link ideas within paragraphs and sections of information using words and phrases (e.g., another, for example, also, because). [1 lesson]W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. [1 lesson]W.4.2.e Provide a conclusion related to the information or explanation presented. [1 lesson]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. [1 lesson]W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]W.4.9.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

Connection of Ideas; GenreLiterature Anthology: Prior Knowledge; Connection of Ideas; Sentence Structure; Specific Vocabulary; Purpose

Language

VocabularyVocabulary Words:acquaintance, cautiously, complementary, jumble, logical, scornfully, scrounging, trustworthy

Additional Academic Vocabulary:primary source, secondary sourceVocabulary Strategy: Context Clues: Paragraph CluesPhonics/Spelling Skill: r-Controlled Vowels er, ir, and urStructural Analysis: Closed SyllablesWriting Trait: Sentence Fluency: Transitions

Grammar Skill: Action VerbsGrammar Mechanics: TitlesWrite to Sources:Reading/Writing Workshop:At the Library

thoughts, words, or actions].”). [1 lesson] Lit. Anthology:The Cricket in Times SquareYour Turn Practice Bk:The Oak Tree and the Tiny BirdA Perfect Room

Write to Research:Write a DescriptionWrite About Reading: Write an Analysis (analyze point of view)

Research Weekly: Important places in your community

Unit 3 Writing Focus: Opinion WritingUnit 3 Writing

Products: Book Review; Opinion Essay



L.4.1.b Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. [6 lessons]L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.a Choose words and phrases to convey ideas precisely. [2 lessons]L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [19 lessons]L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in

Week 2: Helping the Community

Essential Question:In what ways can you help?

Reading


Mechanics

ReadingInteractive Read AloudTitle: "Books"Genre: Historical FictionStrategy: Visualize

Reading/Writing WorkshopComprehensionShort Text: "Remembering Hurricane Katrina"Lexile: 800L








word meanings. [1 lesson]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). [8 lessons]RF.4.3.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. [10 lessons]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]RI.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [1 lesson]RI.4.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably. [1 lesson]RL.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [3 lessons]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). [8 lessons]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). [1 lesson]RL.4.6 Compare and contrast the points of view from which different stories are narrated, including the difference between first- and

Writing


Handwriting

Technology

Genre: Realistic FictionStrategy: VisualizeSkill: Point of View

Literature AnthologyStrategy: VisualizeSkill: Point of View

Main SelectionGenre: Realistic FictionTitle: AguinaldoLexile: 650L

Paired SelectionGenre: Informational Text: ExpositoryTitle: "Partaking in Public Service"Lexile: 770LFluency Skill: Expression

Leveled ReadersStrategy: VisualizeSkill: Point of View

Main SelectionsGenre: Realistic FictionTitles:A: Playground BuddyO: Brick by BrickE: Brick by BrickB: Standing Guard

Paired SelectionsGenre: Informational Text: ExpositoryTitles: A: "Making a Difference"O: "A Big Heart"E: "A Big Heart"B: "The Great Big

third-person narrations. [8 lessons]RL.4.9 Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics.[4 lessons]RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text complexity or above, with scaffolding as needed. [1 lesson]SL.4.1 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. [4 lessons]SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [2 lessons]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]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. [2 lessons]SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. [1 lesson]W.4.1.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. [1 lesson]W.4.1.d Provide a conclusion related to the

Birthday Bash"


Access Complex Text (ACT)Reading/Writing Workshop: Specific Vocabulary, GenreLiterature Anthology Prior Knowledge; Sentence Structure; Genre; Connection of Ideas; Specific Vocabulary; Organization

Language

Vocabulary assigned, generosity, gingerly, mature, organizations, residents, scattered, selectiveAdditional Academic Words: flashback, opinionVocabulary Strategy: Context Clues: Definitions and Restatements

Phonics/Spelling Skill: Phonics/Spelling Skill: Words with Silent LettersStructural Analysis: Open Syllables

Grammar Skill: Verb

opinion presented. [1 lesson]W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. [7 lessons]W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]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. [1 lesson]W.4.9.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].”). [1 lesson]W.4.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [6 lessons]

Tenses

Grammar Mechanics: Subject Verb Agreement

WritingWriting Trait: Word Choice: Strong WordsWrite to Sources:Reading/Writing Workshop:Remembering Hurricane KatrinaLit. Anthology:AguinaldoYour Turn Practice Bk:How Vera HelpedThe Bag Parade

Write to Research:Persuasive Writing

Write About Reading: Write an Analysis (analyze point of view)

Research & InquiryWeekly: Community Service Projects



L.4.1.c Use modal auxiliaries (e.g., can, may, must) to convey various conditions. [4 lessons]L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [2 lessons]L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6

Week 3: Liberty and Justice

Essential Question:How can one person make a difference?

ReadingInteractive Read AloudTitle: "Nelson Mandela: Working for Freedom"Genre: Informational Text: BiographyStrategy: Reread







lessons]L.4.3.a Choose words and phrases to convey ideas precisely. [5 lessons]L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [5 lessons]L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [2 lessons]L.4.4.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. [1 lesson]L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [11 lessons]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). [8 lessons]RF.4.3.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. [6 lessons]RF.4.4.a Read on-level text with purpose and understanding. [1 lesson]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading

Reading


Mechanics

Writing


Handwriting

Technology

Reading/Writing WorkshopComprehensionShort Text: "Judy's Appalachia"Lexile: 830LGenre: Informational Text: BiographyStrategy: RereadSkill: Author's Point of ViewText Feature: Time line

Literature AnthologyStrategy: Reread

Skill: Author's Point of View

Main SelectionGenre: Informational Text: Biography

Title: Delivering Justice: W.W. Law and the Fight for Civil Rights

Lexile: 830L

Paired SelectionGenre: Informational Text: Autobiography

Title: "Keeping Freedom in the Family: Coming of Age in the Civil Rights Movement"

Lexile: 940L



as necessary. [2 lessons]RI.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [5 lessons]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. [2 lessons]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. [1 lesson]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. [1 lesson]RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. [13 lessons]RI.4.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably. [5 lessons]SL.4.1 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. [4 lessons]SL.4.1.a Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. [1 lesson]SL.4.1.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. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud

Leveled ReadersStrategy: Skill: Author's Point of View

Main SelectionsGenre: BiographyTitles:A: Jacob Riis: Champion of the PoorO: Jacob Riis: Champion of the PoorE: Jacob Riis: Champion of the PoorB: Jacob Riis: Champion of the Poor

Paired SelectionsGenre: Biography

Titles:A: "The Fight for Equality"O: "The Fight for Equality"E: "The Fight for Equality"B: "The Fight for Equality"


Access Complex Text (ACT)Reading/Writing Workshop: Connection of Ideas; Specific Vocabulary

or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [1 lesson]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]W.4.1.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. [1 lesson]W.4.1.b Provide reasons that are supported by facts from texts and/or other sources. [6 lessons]W.4.1.d Provide a conclusion related to the opinion presented. [1 lesson]W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]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. [2 lessons]W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]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. [1 lesson]W.4.9.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”). [1 lesson]W.4.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or

Literature Anthology: Prior Knowledge; Purpose; Connection of Ideas; Specific Vocabulary; Organization; Sentence Structure; Genre

LanguageVocabularyVocabulary Words:boycott, encouragement, fulfill, injustice, mistreated, protest, qualified, registeredAdditional Domain Words:sit-in, civil rights

Additional Academic Vocabulary:time line, evidenceVocabulary Strategy: Synonyms and Antonyms

Phonics/Spelling Skill: Soft c and g

Structural Analysis: Final e Syllables

Grammar Skill: Main and Helping Verbs

Grammar Mechanics: Punctuation in Contractions

WritingWriting Trait: Ideas:

two) for a range of discipline-specific tasks, purposes, and audiences. [5 lessons]

Relevant Evidence

Write to Sources:Reading/Writing Workshop:Judy's AppalachiaLit. Anthology:Delivering Justice: W.W. Law and the Fight for Civil RightsYour Turn Practice Bk:A Child's Fight for RightsTalia Leman and Randomkid.org

Write to Research: Write a Timeline

Write About Reading: Write an Analysis (analyze author's point of view)

Research & InquiryWeekly: Person Who Has Made a Difference

Handwriting – Practice Spelling Words


L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]L.4.3.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). [1 lesson]

Week 4: Powerful Words

Essential Question:How can words lead to change?

Reading

Language

ReadingInteractive Read AloudTitle: "Bringing Words to the Deaf"

Genre: Informational Text: Biography

Strategy: Reread








L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [2 lessons]L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [13 lessons]L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [1 lesson]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). [8 lessons]RF.4.3.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. [10 lessons]RF.4.4.a Read on-level text with purpose and understanding. [1 lesson]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]RI.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [6 lessons] 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. [5 lessons]RI.4.8 Explain how an author uses reasons and

- Phonics- Vocabulary- Grammar and

Mechanics

Writing


HandwritingTechnology

Reading/Writing WorkshopComprehensionShort Text: "Words for Change"Lexile: 820LGenre: Informational Text: BiographyStrategy: RereadSkill: Author's Point of ViewText Features: Captions; Primary Sources

Literature AnthologyStrategy: RereadSkill: Author's Point of ViewMain SelectionGenre: Informational Text: BiographyTitle: Abe's Honest Words: The Life of Abraham LincolnLexile: 780LPaired SelectionGenre: Informational Text: SpeechTitle: "A New Birth of Freedom"Lexile: 1240LFluency Skill: Expression

Leveled ReadersStrategy: Reread

Skill: Author's Point of View

Main SelectionsGenre: Biography

evidence to support particular points in a text. [13 lessons]RI.4.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably. [5 lessons]RI.4.10 By the end of the year, read and comprehend literary nonfiction at grade level text complexity or above, with scaffolding as needed. [2 lessons]SL.4.1 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. [4 lessons]SL.4.1.a Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. [4 lessons]SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [2 lessons]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]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. [1 lesson]W.4.1.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. [1 lesson]

Titles:A: Nellie Bly: Reporter for the UnderdogO: Nellie Bly: Reporter for the UnderdogE: Nellie Bly: Reporter for the UnderdogB: Nellie Bly: Reporter for the UnderdogPaired SelectionsGenre: Informational Text: Expository

Titles:A: "Around the World"O: "Around the World"E: "Around the World"B: "Around the World"


Access Complex Text (ACT)Reading/Writing Workshop: Organization Purpose; Connection of IdeasLiterature Anthology: Prior Knowledge; Specific Vocabulary; Sentence Structure; Organization; Connection of Ideas; Purpose

LanguageVocabularyVocabulary Words:

W.4.1.b Provide reasons that are supported by facts from texts and/or other sources. [1 lesson]W.4.1.c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). [1 lesson]W.4.3.e Provide a conclusion that follows from the narrated experiences or events. [7 lessons]W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]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. [1 lesson]W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]W.4.9.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”). [1 lesson]W.4.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [6 lessons]

address ,divided, haste, opposed, perish, proclamation,shatteredAdditional Domain Words: office, inaugural, federal, UnionAdditional Academic Words: evaluate, paraphraseVocabulary Strategy: Greek and Latin SuffixesPhonics/Spelling Skill: PluralsStructural Analysis: Suffixes -ment, -ness,-age, -ance, -ence

Grammar Skill: Linking Verbs

Grammar Mechanics: Subject-Verb Agreement

WritingWriting Trait: Organization: Strong ConclusionsWrite to Sources:Reading/Writing Workshop:Words for ChangeLit. Anthology:Abe's Honest Words: The Life of Abraham LincolnYour Turn Practice Bk:A True DeclarationEncouraging Change

Write to Research: Write a sample letter

Write About Reading: Write an Analysis (analyze author's use of reasons and evidence)

Research & InquiryWeekly: Characteristics of a Formal Letter

Unit Level:Research Skill: Beginning ResearchUnit Project: Self-select and develop from options for unit research projects



L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [14 lessons]L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]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). [8 lessons]

Week 5: Feeding The World

Essential Question:In what ways can advances in science be helpful or harmful?

Reading


Mechanics

Writing


ReadingRead AloudTitle: "All About Organic"Genre: Informational Text: Persuasive ArticleStrategy: Reread

Reading/Writing Workshop

ComprehensionShort Text: "Food Fight"Lexile: 870LGenre: Informational Text: Persuasive ArticleStrategy: RereadSkill: Author's Point of ViewText Feature: Maps








RF.4.3.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. [8 lessons]RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]RI.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [7 lessons]RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. [4 lessons]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. [1 lesson]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. [2 lessons]RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. [12 lessons]RI.4.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably. [5 lessons]SL.4.1 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. [4 lessons]

Handwriting

TechnologyLiterature AnthologyStrategy: RereadSkill: Author's Point of ViewMain SelectionGenre: Informational Text: PersuasiveTitle: A New Kind of CornLexile: 880L

Paired SelectionGenre: Informational Text: ProceduralTitle: "The Pick of the Patch"Lexile: 920L

Fluency Skill: Rate

Leveled ReadersSkill: Author's Point of View

Main SelectionsGenre: Persuasive Text

Titles:A: The Battle Against PestsO: The Battle Against PestsE: The Battle Against PestsB: The Battle Against Pests

Paired SelectionsGenre: Procedural TextTitles:A: "Making an Organic

SL.4.1.a Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. [1 lesson]SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [1 lesson]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]W.4.1.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. [1 lesson]W.4.1.b Provide reasons that are supported by facts from texts and/or other sources. [1 lesson]W.4.1.c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). [1 lesson]W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. [7 lessons]W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]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. [1 lesson]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

Garden"O: "Making an Organic Garden"E: "Making an Organic Garden"B: "Making an Organic Garden"


Access Complex Text (ACT)Reading/Writing Workshop: Genre; Connection of IdeasLiterature Anthology: Sentence Structure; Specific Vocabulary

LanguageVocabularyVocabulary Words: advancements, agriculture, characteristics, concerns, disagreed, inherit, prevalent, resistanceAdditional Domain Words: gourdAdditional Academic Words: tone, audienceVocabulary Strategy: Greek RootsPhonics/Spelling Skill: Compound Words

sources. [1 lesson]W.4.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [6 lessons]

Structural Analysis: Roots and Related Words

Grammar Skill: Irregular Verbs

Grammar Mechanics: Correct Verb Usage

WritingWriting Trait: Voice: Audience, PurposeWrite to Sources:Reading/Writing Workshop:Food for FightLit. Anthology:A New Kind of CornYour Turn Practice Bk:Is Nuclear Energy Safe?Should We Use a Virus to Stop Fire Ants?

Write to Research: Write a list

Write About Reading: Write an Analysis (reflect on text structure)

Research & InquiryWeekly: Innovation

Unit Level:Research Skill: Gathering InformationUnit Project: Self-select and develop from options for unit research projects.

Handwriting – Practice

spelling words


RF.4.4.a Read on-level text with purpose and understanding. [1 lesson]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]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. [1 lesson]RI.4.10 By the end of the year, read and comprehend literary nonfiction at grade level text complexity or above, with scaffolding as needed. [4 lessons]RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text complexity or above, with scaffolding as needed. [1 lesson]SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [1 lesson]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. [3 lessons]W.4.1.a Introduce a topic or text clearly, state


Reading

Writing


Technology


Fluency: Accuracy, Rate, Prosody


WritingShare Your WritingPortfolio ChoiceGenre Writing: Narrative

Research and InquiryGathering InformationUnit ProjectsPresentation of Ideas

TechnologyReading DigitallyNotetakingEvaluate SourcesNavigating Links








an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. [1 lesson]W.4.1.b Provide reasons that are supported by facts from texts and/or other sources. [1 lesson]W.4.1.c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). [1 lesson]W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]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. [2 lessons]W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [2 lessons]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. [1 lesson

Gloucester Township Public SchoolsEnglish Language Arts Grade 4 –Unit 4: Fact or Fiction?

Time Frame: 6 WeeksDescription: The Big Idea: Fact or Fiction?How do different writers treat the same topic? (Nursery Rhyme: "Star Light, Star Bright")

Unit 4 Comprehension Skills and Strategies: visualize, point of view, reread. Vocabulary Strategies: context clues: definitions, restatements, synonyms, antonyms, Greek & Latin Suffixes., Greek Roots Writing: ideas, voice, word choice, organization, sentence fluency, narrative writing.

Unit Overview

Reading Strategies Reading Skills Writing Vocabulary Grammar/Mechanics Speaking/ListeningAsk and Answer Questions

Cause and Effect Organization See weekly story for vocabulary words

Pronouns and Antecedents


Make Predictions Point of View Ideas Types of Pronouns Publishing CelebrationLiterary Elements: Stanzas and Repetition

Theme Word Choice Pronoun-Verb AgreementPossessive PronounsPronouns and Homophones

Standards Topics Activities Resources AssessmentL.4.1.a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). [5 lessons]L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]

Week 1: Our Government

Essential Question:.Why do we need government?

Reading


Mechanics

ReadingInteractive Read AloudTitle: "Speaking Out Against Child Labor"Genre: Informational Text: Narrative NonfictionStrategy: Ask and AnswerQuestions

Reading/Writing Workshop.Comprehension








L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [7 lessons]L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [12 lessons]L.4.4.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. [1 lesson]L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [2 lessons]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). [6 lessons]RF.4.3.a Use combined knowledge of all letter-sound correspondences, syllabication

Writing


Handwriting

Technology

Short Text: "A World Without Rules"Lexile: 830LGenre: Informational Text: Narrative NonfictionStrategy: Ask and Answer QuestionsSkill: Text Structure: Cause and EffectText Features: Boldface Words; Pronunciations

Literature AnthologyStrategy: Ask and Answer QuestionsSkill: Text Structure: Cause and EffectMain SelectionGenre: Informational Text: Narrative NonfictionTitle: See How They RunLexile: 870LPaired SelectionGenre: Informational Text: ExpositoryTitle: "The Birth of American Democracy"Lexile: 830L

Fluency Skill: Phrasing and RateLeveled ReadersSkill: Text Structure: Cause and EffectMain SelectionsGenre: Narrative Nonfiction

Titles:A: A Day in the SenateO: A Day in the SenateE: A Day in the Senate

patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. [10 lessons]RF.4.4.a Read on-level text with purpose and understanding. [3 lessons]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]RI.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [5 lessons]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. [2 lessons]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. [13 lessons]RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. [5 lessons]RI.4.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and

B: A Day in the Senate

Paired Selections:Genre: Informational Text: ExpositoryTitles:A: "A New President Takes Office"O: "A New President Takes Office"E: "A New President Takes Office"B: "A New President Takes Office"LexilesA: 680LO: 820LE: 800LB: 890L

Access Complex Text (ACT)Reading/Writing Workshop: Connection of Ideas; PurposeLiterature Anthology: Prior Knowledge; Connection of Ideas; Sentence Structure; Specific Vocabulary; Purpose, Organization

LanguageVocabularyVocabulary Words:amendments, commitment, compromise, democracy, eventually, legislation, privilege, versionAdditional Academic Vocabulary:ballots, talliesAdditional Academic

background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably. [5 lessons]RI.4.10 By the end of the year, read and comprehend literary nonfiction at grade level text complexity or above, with scaffolding as needed. [1 lesson]SL.4.1 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. [4 lessons]SL.4.1.a Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. [1 lesson]SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [2 lessons]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized

Vocabulary:signal clues, narrative nonfictionVocabulary Strategy: Latin RootsPhonics/Spelling Skill: - Inflectional Endings Structural Analysis: Vowel Team SyllablesWriting Trait: Organization: Strong ParagraphsGrammar Skill: Pronouns and AntecedentsGrammar Mechanics: Pronoun Capitalization and Clarity

Write to Sources:Reading/Writing Workshop:A World Without RulesLit. Anthology:See How They RunYour Turn Practice Bk:We the PeopleAn Interview with a State Representative

Write to Research:Write a Research Notes

Write About Reading: Write an Analysis (analyze a text structure)

Research Weekly: State ConstitutionUnit 4 Writing Focus: Narrative Text/PoetryUnit 4 Writing Products: Friendly Letter; Poetry


manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. [1 lesson]W.4.2.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. [7 lessons]W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. [1 lesson]W.4.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations. [1 lesson]W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. [1 lesson]W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. [1 lesson]W.4.3.e Provide a conclusion that follows from the narrated experiences or events. [1 lesson]W.4.5 With guidance and support from peers and adults, develop and

Spelling words


strengthen writing as needed by planning, revising, and editing. [1 lesson]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. [1 lesson]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. [1 lesson]W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. [1 lesson]W.4.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [6 lessons]

L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.a Choose words and

Week 2: Leadership

Essential Question:Why do people run for public

office?

ReadingInteractive Read AloudTitle: "Elephant Versus Monkey"Genre: FantasyStrategy: Make, Confirm, or




phrases to convey ideas precisely. [1 lesson]L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [8 lessons]L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [2 lessons]L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs. [11 lessons]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). [7 lessons]RF.4.3.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. [10 lessons]RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]

Reading


Mechanics

Writing


Handwriting

Technology

Revise Predictions

Reading/Writing WorkshopComprehensionShort Text: "The Time Specs 3000"Lexile: 910LGenre: FantasyStrategy: Make, Confirm, or Revise PredictionsSkill: Point of View

Literature AnthologyStrategy: Make, Confirm, or Revise PredictionsSkill: Point of ViewMain SelectionGenre: FantasyTitle: LaRue for MayorLexile: 890LPaired SelectionGenre: Informational Text: ExpositoryTitles: "Bringing Government Home: Understanding State and Local Government"Lexile: 900LFluency Skill: Phrasing and Expression

Leveled ReadersStrategy: Make, Confirm, or Revise PredictionsSkill: Point of ViewMain SelectionsGenre: FantasyTitles:A: Floozle DreamsO: The Wolves of YellowstoneE: The Wolves of





RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]RI.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [1 lesson]RL.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [9 lessons]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 literature [1 lesson]RL.4.6 Compare and contrast the points of view from which different stories are narrated, including the difference between first- and third-person narrations. [13 lessons]RL.4.7 Make connections between specific descriptions and directions in a text and a visual or oral representation of the text. [1 lesson]RL.4.9 Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) stories in the

YellowstoneB: Krillville

Paired SelectionsGenre: Informational Text: Expository

Titles:A: "The Job of a Governor"O: "Who Wants to Be Mayor?"E: "Who Wants to Be Mayor?"B: "Running a Town"


Access Complex Text (ACT)Reading/Writing Workshop: Genre, Connection of IdeasLiterature Anthology: Purpose; Specific Vocabulary; Organization; Prior Knowledge; Sentence Structure; Connection of Ideas; Genre

LanguageVocabulary accompanies, campaign, governor, intend, opponent, overwhelming, tolerate, weary,Additional Academic

same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics. [5 lessons]RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text complexity or above, with scaffolding as needed. [1 lesson]SL.4.1 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. [4 lessons]SL.4.1.a Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. [1 lesson]SL.4.1.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. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [2 lessons]SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized

Words: political, persuasive techniquesVocabulary Strategy: Figurative Language: Idioms

Phonics/Spelling Skill: Inflectional Endings: Changing y to IStructural Analysis: r-Controlled Vowel Syllables

Grammar Skill: Types of PronounsGrammar Mechanics: Subject and Object Pronouns

WritingWriting Trait: Ideas: Develop CharacterWrite to Sources:Reading/Writing Workshop:The TimeSpecs 3000Lit. Anthology:LaRue for MayorYour Turn Practice Bk:The Sheep in the WildernessThe Aurora's First Mission

Write to Research:Draft a Plan

Write About Reading: Write an Analysis (analyze point of view)

Research & InquiryWeekly: Political Campaigns


manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. [1 lesson]SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. [1 lesson]W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. [1 lesson]W.4.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations. [8 lessons]W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. [1 lesson]W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. [1 lesson]W.4.3.e Provide a conclusion that follows from the narrated experiences or events. [1 lesson]W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and

Spelling words


editing. [1 lesson]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. [1 lesson]W.4.9.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].”). [1 lesson]W.4.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [6 lessons]L.4.2.b Use commas and quotation marks to mark direct speech and quotations from a text. [5 lessons]L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.a Choose words and phrases to convey ideas

Week 3: Breakthroughs

Essential Question:How do inventions and technology affect your life?

Reading

Language- Vocabulary- Phonics

ReadingInteractive Read AloudTitle: "Good-bye Icebox!"Genre: Historical FictionStrategy: Make, Confirm, or Revise Predictions

Reading/Writing WorkshopComprehensionShort Text: "A Telephone Mix-Up"








precisely. [2 lessons]L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [7 lessons]L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [2 lessons]L.4.4.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. [1 lesson]L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [9 lessons]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). [7 lessons]RF.4.3.a Use combined knowledge of all letter-sound

- Grammar and Mechanics

Writing


Handwriting

Technology

Lexile: 950LGenre: Historical FictionStrategy: Make, Confirm, or Revise PredictionsSkill: Point of View

Literature AnthologyStrategy: Make, Confirm, or Revise PredictionsSkill: Point of ViewMain SelectionGenre: Historical FictionTitle: The Moon Over StarLexile: 860L

Paired SelectionGenre: Informational Text: ExpositoryTitle: "3 … 2 … 1 We Have Spin-Off!"Lexile: 900LFluency Skill: Expression

Leveled ReadersStrategy: Make, Confirm, or Revise PredictionsSkill: Point of ViewMain SelectionsGenre: Historical FictionTitles:A: Ron's RadioO: The Freedom MachineE: The Freedom MachineB: A Better Way

Paired SelectionsGenre: Informational Text: ExpositoryTitles:A: "Roosevelt's Fireside Chats"O: "The Interstate Highway

correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. [10 lessons]RF.4.4.a Read on-level text with purpose and understanding. [3 lessons]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]RI.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [1 lesson]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. [1 lesson]RL.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [10 lessons]RL.4.6 Compare and contrast the point of view from which different stories are narrated,

System"E: "The Interstate Highway System"B: "A History of Washing Technology"


Access Complex Text (ACT)Reading/Writing Workshop: Specific Vocabulary, OrganizationLiterature Anthology: Genre; Sentence Structure; Specific Vocabulary; Prior Knowledge; Connection of Ideas; Purpose; Organization

LanguageVocabularyVocabulary Words:decade, directing, engineering, gleaming, scouted, squirmed, technology, tinkeringAdditional Domain Words:launch, ignition sequence, liftoffAdditional Academic Vocabulary:Formal language, third personVocabulary Strategy: Context Clues: Synonyms

Phonics/Spelling Skill: Words with /ü/, /ū/, and /ů/Structural Analysis:

including the difference between first- and third-person narrations. [13 lessons]RL.4.9 Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics. [5 lessons]RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text complexity or above, with scaffolding as needed. [1 lesson]SL.4.1 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. [4 lessons]SL.4.1.a Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. [1 lesson]SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively,

Consonant + le Syllables

Grammar Skill: Pronoun- Verb AgreementGrammar Mechanics: Punctuation in Dialogue

WritingWriting Trait: Ideas: Develop Plot

Write to Sources:Reading/Writing WorkshopA Telephone Mix-UpLit. Anthology:The Moon Over StarYour Turn Practice Bk:Leonardo's Mechanical KnightStarting Work on the Brooklyn Bridge

Write to Research: Write a Description

Write About Reading: Write an Analysis (reflect on point of view)

Research & InquiryWeekly: Plastics and their Impact


Test Preparation – www.standardssolutions.com /lessonplans/statelesson


http://www.standardssolutions.com/

http://www.standardssolutions.com/

and orally). [1 lesson]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]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. [1 lesson]W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. [8 lessons]W.4.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations. [7 lessons]W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. [1 lesson]W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. [1 lesson]W.4.3.e Provide a conclusion that follows from the narrated experiences or events. [1 lesson]W.4.5 With guidance and support from peers and adults, develop and

strengthen writing as needed by planning, revising, and editing. [2 lessons]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. [1 lesson]W.4.9.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].”). [1 lesson]

L.4.1.g Correctly use frequently confused words (e.g., to, too, two; there, their). [5 lessons]L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [17 lessons]L.4.4.b Use common, grade-

Week 4: Wonders in the Sky

Essential Question:How can you explain what you see in the sky?

Reading


MechanicsWriting


ReadingInteractive Read AloudTitle: "Pictures in the Sky"Genre: Informational Text: ExpositoryStrategy: Ask and Answer Questions

Reading/Writing WorkshopComprehensionShort Text: "Wonders of the Night Sky"Lexile: 880LGenre: Informational Text: ExpositoryStrategy: Ask and Answer QuestionsSkill: Text Structure: Cause








appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [4 lessons]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). [7 lessons]RF.4.3.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. [8 lessons]RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [2 lessons]RI.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [7 lessons]

Handwriting

Technology

and EffectText Features: Diagrams; Boldface Words; Pronunciations

Literature AnthologyStrategy: Ask and Answer QuestionsSkill: Text Structure: Cause and EffectMain SelectionGenre: Informational Text: ExpositoryTitle: Why Does the Moon Change Shape?Lexile: 900L

Paired SelectionGenre: MythsTitles: “Why the Sun Travels Across the Sky” (Helios); “Why There Is Thunder and Lightning” (Thor)Lexile: 910L


Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Text Structure: Cause and EffectMain SelectionsGenre: Informational Text: ExpositoryTitles:A: StargazingO: StargazingE: StargazingB: Stargazing

Paired Selections

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. [2 lessons]RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. [1 lesson]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. [13 lessons]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. [1 lesson]RI.4.9 Integrate and reflect on (e.g practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably. [5 lessons]RI.4.10 By the end of the year, read and comprehend literary nonfiction at grade level text

Genre: MythTitles:A: "Orion the Hunter"O: "Orion the Hunter"E: "Orion the Hunter"B: "Orion the Hunter"


Access Complex Text (ACT)Reading/Writing Workshop: Connection of Ideas; Organization

Literature Anthology: Genre; Organization; Specific Vocabulary; Connection of Ideas; Prior Knowledge

LanguageVocabularyVocabulary Words: astronomer, crescent, phases, rotates, series, sliver, specific, telescopeAdditional Domain Words: asteroid, dwarf planet, cometAdditional Academic Words: simile, personificationVocabulary Strategy: Context Clues: Paragraph CluesPhonics/Spelling Skill: Diphthongs /oi/ and /ou/Structural Analysis: Greek and Latin Roots

complexity or above, with scaffolding as needed. [1 lesson]RL.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [1 lesson]SL.4.1 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. [4 lessons]SL.4.1.a Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.[1 lesson]SL.4.1.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. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [2 lessons]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]SL.4.5 Add audio recordings

Grammar Skill: Possessive PronounsGrammar Mechanics: Possessive Nouns and Pronouns

WritingWriting Trait: Word Choice; Figurative LanguageWrite to Sources:Reading/Writing Workshop:Wonders of the Night SkyLit. Anthology:Why Does the Moon Change Shape?Your Turn Practice Bk:Stars: Lights in the Night SkyHow Rainbows Work

Write to Research: Write a plan

Write About Reading: Write an Analysis (analyze themes, topics, events)

Research & InquiryWeekly: Eclipses



and visual displays to presentations when appropriate to enhance the development of main ideas or themes. [1 lesson]W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. [8 lessons]W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. [1 lesson]W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]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. [1 lesson]W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]

L.4.1.g Correctly use frequently confused words (e.g., to, too, two; there, their). [9 lessons]L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [7 lessons]L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [1 lesson]L.4.4.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. [2 lessons]L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]L.4.5.a Explain the meaning of

Week 5: Achievements

Essential Question:How do writers look at success in different ways?

Reading


Mechanics

Writing


Handwriting

Technology

Reading

Read AloudTitle: "Sam's Box"Genre: Narrative PoemStrategy: Visualize

Reading/Writing Workshop ComprehensionShort Texts: "Sing to Me," "The Climb"Lexile: NPGenre: Narrative PoemSkill: ThemeLiterary Elements: Stanza; Repetition

Literature AnthologySkill: ThemeMain SelectionGenre: Narrative PoemTitles: "Swimming to the Rock," "The Moondust Footprint"Lexile: NP

Paired SelectionGenre: Narrative PoemTitles: "Genius," "Winner"Lexile: NP

Fluency Skill: Rate

Leveled ReadersSkill: ThemeMain Selections








simple similes and metaphors (e.g., as pretty as a picture) in context. [1 lesson]L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs. [1 lesson]L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [1 lesson]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). [7 lessons]RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words. [1 lesson]RF.4.3.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. [6 lessons]RF.4.4.a Read on-level text with purpose and

Genre: Realistic FictionTitles:A: Try, Try AgainO: The Math-leteE: The Math-leteB: The FinalPaired SelectionsGenre: PoetryTitles:A: "Sunlight Sparkling on Chrome"O: "Cross-Country Race"E: "Cross-Country Race"B: "Talent Show"


Access Complex Text (ACT)Reading/ Writing Workshop: Specific Vocabulary; GenreLiterature Anthology: Sentence Structure; Organization

LanguageVocabularyVocabulary Words: attain, dangling, hovering, triumph, connotation, denotation, repetition, stanzaAdditional Academic Words: sensory, analysisVocabulary Strategy: Connotation, Denotation


understanding. [2 lessons]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]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. [1 lesson]RL.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [3 lessons]RL.4.2 Determine the key details to identify theme in a story, drama, or poem from details in the text; summarize the text. [13 lessons]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). [1 lesson]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

Variant Vowel /ô/

Structural Analysis: Frequently Confused Words

Grammar Skill: Pronouns and Homophones

Grammar Mechanics: Contractions and Possessives

WritingWriting Trait: Word Choice: Sensory LanguageWrite to Sources:Reading/Writing Workshop:"Sing to Me," "The Climb"Lit. Anthology:Swimming to the Rock, The Moondust FootprintYour Turn Practice Bk:The Principal's Office

Write to Research: Write an analysis

Write About Reading: Write an Analysis analyze poetic structure)

Research & InquiryWeekly: Weekly: Poets and their Use of Language

Unit Level:Research Skill: Relevant Facts

Unit Project: Self-select and develop from options for unit research projects.

directions) when writing or speaking about a text. [3 lessons]RL.4.9 Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics.[5 lessons]SL.4.1 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. [4 lessons]SL.4.1.a Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.[1 lesson]SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [1 lesson]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]W.4.3.d Use concrete words and phrases and sensory details to convey experiences



and events precisely. [8 lessons]W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. [1 lesson]W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]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. [1 lesson]RF.4.4.a Read on-level text with purpose and understanding. [1 lesson]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts,


Reading

Writing


Technology




WritingShare Your WritingPortfolio ChoiceGenre Writing: Narrative Poetry









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. [1 lesson]RI.4.10 By the end of the year, read and comprehend literary nonfiction at grade level text complexity or above, with scaffolding as needed. [4 lessons]RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text complexity or above, with scaffolding as needed. [1 lesson]SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [1 lesson]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. [3 lessons]W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. [1

Relevant FactsUnit ProjectsPresentation of Ideas


lesson]W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. [1 lesson]W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]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. [2 lessons]W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [2 lessons]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. [1 lesson]

Gloucester Township Public SchoolsEnglish Language Arts Grade 4 –Unit 5: Figure It Out

Time Frame: 6 Weeks

Description: Figure It Out What helps you understand the world around you? (Myth: "Persephone")Unit 5 focuses on vocabulary, comprehension, phonics, and fluency. Students practice narratives: autobiographical sketch and personal narratives.


Visualize Problem and Solution Organization See weekly story for vocabulary words

Adjectives Fluency: Intonation, Phrasing, Accuracy

Summarize Cause and Effect Sentence Fluency Articles Publishing CelebrationsSequence Voice Adjectives that Compare

Comparing with More and MostComparing with Good and Bad

Standards Topics Activities Resources Assessment L.4.1.d Order adjectives within sentences

according to conventional patterns (e.g., a small red bag rather than a red small bag). [6 lessons]

L.4.2.b Use commas and quotation marks to mark direct speech and quotations from a text. [5 lessons]




L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [2 lessons]

L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in

Week 1Weekly Concept: Making

It Happen

Essential Question: In what ways do people show they

care about each other?

Reading


Mechanics

Writing


Handwriting

ReadingInteractive Read AloudTitle: A Special Birthday HugGenre: Realistic FictionStrategy: Visualize

Reading/Writing WorkshopComprehensionShort Text: Sadie's GameLexile: 850LGenre: Realistic FictionStrategy: VisualizeSkill: Character, Setting, Plot: Problem and Solution

Literature AnthologyStrategy: VisualizeSkill: Character, Setting, Plot: Problem and Solution








context. [9 lessons] L.4.6 Acquire and use accurately grade-








RL.4.9 Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics. [5 lessons]

Technology Main SelectionGenre: Realistic FictionTitle: Mama, I'll Give You the WorldLexile: 970L

Leveled ReadersStrategy: VisualizeSkill: Character, Setting, Plot: Problem and Solution

Main SelectionsGenre: Realistic FictionA: Saving Stolen TreasureO: The Perfect PresentE: The Perfect PresentB: First Edition

Paired SelectionsGenre: Realistic FictionA: Miguel's Amazing Shyness CureO: Fly Me to the MoonE: Fly Me to the MoonB: Magnolia Leaves

Lexiles:A: 560LO: 690LE: 560LB: 750L

Access Complex Text (ACT)Reading/Writing Workshop: Connection of Ideas; Specific VocabularyLiterature Anthology: Prior Knowledge; Sentence Structure; Connection of







W.4.1.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. [7 lessons]




Ideas; Organization; Specific Vocabulary

VocabularyVocabulary Words:bouquet, emotion, encircleexpress, fussy, portraits, sparkleswhirl

Additional Academic Words:foreshadowing, metaphor

Vocabulary Strategy: Figurative Language: Similes and Metaphors

PhonicsPhonics/Spelling Skill:Closed Syllables

Structural Analysis: Latin Prefixes

FluencyFluency Skill: Expression

WritingWriting Trait: Organization: Strong Openings

Grammar Skill: Adjectives

Grammar Mechanics: Punctuation






Write to Sources:Reading/Writing Workshop:Sadie's GameLit. Anthology:Mama, I'll Give You the WorldYour Turn Practice Bk:The Stray Dog,A Change of Heart

Write to Research:Persuasive Writing

Write About Reading: Write an Analysis (analyze character, setting, plot)

Unit 5 Writing Focus: Informational/ Explanatory- Newspaper ArticleUnit 5 Writing Products: Newspaper Article, Newspaper, Friendly Letter; Poetry

Research

Weekly: Aid Organizations


Technology – Go Digital! L.4.2.d Spell grade-appropriate words




Week 2: On the Move

Essential Question:What are some reasons people moved west?

Reading

ReadingInteractive Read AloudTitle: Horse-Tamer Hattie Heads WestGenre: Tall TaleStrategy: Visualize

Reading/Writing










L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. [1 lesson]





RI.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [1 lesson]

RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines,


Mechanics

Writing


Handwriting

Technology

WorkshopComprehensionShort Text: My Big Brother, Johnny KawLexile: 850LGenre: Tall TaleStrategy: VisualizeSkill: Character, Setting, Plot: Cause and Effect

Literature AnthologyStrategy: VisualizeSkill: Character, Setting, Plot: Cause and Effect

Main SelectionTitle: Apples to OregonGenre: Tall TaleLexile: 840L

Paired SelectionTitle: Westward Bound: Settling the American WestGenre: InformationalText: ExpositoryLexile: 830L

Leveled ReadersStrategy: VisualizeSkill: Character, Setting, Plot: Cause and EffectMain SelectionsGenre: Tall TaleA: The Adventures of Sal FinkO: The Great Man of NebraskaE: The Great Man of NebraskaB: The Tale of John Henry

Paired Selections


animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [1 lesson]



RL.4.9 Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context, background knowledge) stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics. [5 lessons]



SL.4.1.aExplicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.[1 lesson]


SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually,

Genre: Informational Text: ExpositoryA: Traveling on the MississippiO: Westward HoE: Westward HoB: The Transcontinental Railroad

Lexiles:A:650LO:730LE:650LB:800L


Reading/Writing Workshop: Connection of Ideas; GenreLiterature Anthology: Genre; Purpose; Specific Vocabulary; Connection of Ideas; Prior Knowledge

LanguageVocabularyVocabulary Words: plunging, prospector, scoffed, settlement, shrivel, territories, topple, withered

Additional Academic Words: hyperbole appositiveVocabulary Strategy:

quantitatively, and orally). [1 lesson] SL.4.3 Identify the reasons and evidence a

speaker provides to support particular points. [1 lesson]



W.4.1.c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). [6 lessons]






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;

Homographs

Phonics/Spelling Skill: Open SyllablesStructural Analysis: Irregular Plurals

FluencyFluency Skill: Intonation and Phrasing

Writing

Writing Trait: Sentence Fluency: Vary Sentence Types

Grammar Skill: ArticlesGrammar Mechanics: Articles and Demonstrative Adjectives

Write to Sources:Reading/Writing Workshop: My Big Brother, Johnny KawLit. Anthology: Apples to OregonYour Turn Practice Bk: Working on the WeatherThe Mighty John HenryWrite to Research:Write a List

Write About Reading: Write an Analysis (reflect on character, setting, plot)

ResearchWeekly: Oregon Trail


demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. [1 lesson]


W.4.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]

Spelling words









Week 3: Inventions

Essential Question:How can inventions solve problems?

Reading


Mechanics

Writing

Research and InquiryHandwriting

Technology

ReadingInteractive Read AloudTitle: George Washington Carver: Scientist and InventorGenre: Informational Text: BiographyStrategy: Summarize

Reading/Writing WorkshopComprehensionShort Text: Stephanie Kwolek: InventorLexile: 830LGenre: Informational Text: BiographyStrategy: SummarizeSkill: Text Structure: Problem and SolutionText Features:Time Lines: Photographs and Captions

Literature AnthologyStrategy: Summarize













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. [1 lesson]




RI.4.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from

Skill: Text Structure: Problem and Solution

Main SelectionTitle: How Ben Franklin Stole the LightningGenre: InformationalLexile: 970L

Paired SelectionTitle: Energy is EverywhereGenre: InformationalLexile: 890L

Leveled ReadersStrategy: SummarizeSkill: Text Structure: Problem and SolutionMain SelectionsGenre: BiographyA: The Inventive Lewis LatimerO: The Inventive Lewis LatimerE: The Inventive Lewis LatimerB: The Inventive Lewis Latimer

Paired SelectionsGenre: Informational Text: Expository:A: The Nature of LightO: The Nature of LightE: The Nature of LightB: The Nature of Light

Lexiles:A:630LO: 800LE:710LB:900L

two texts on the same topic in order to write or speak about the subject knowledgeably. [5 lessons]



SL.4.1.a Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. [1 lesson]






W.4.2.c Link ideas within paragraphs and sections of information using words and phrases (e.g., another, for example, also, because). [8 lessons]

W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain

Access Complex Text (ACT)Reading/Writing Workshop: Specific Vocabulary; Organization

Literature Anthology: Genre; Sentence Structure; organization; Specific Vocabulary; Connection of Ideas; Prior Knowledge

LanguageVocabularyVocabulary Words: dizzy, experiment, genuine, hilarious, mischief, nowadays, politician, procedureAdditional Domain Words: polymer, charted, Gulf StreamAdditional Academic Words: sources, transition

Vocabulary Strategy: Greek Roots

Phonics/Spelling Skill: Vowel Teams

Structural Analysis: Greek and Latin Roots

FluencyFluency Skill: Rate and Accuracy

WritingWriting Trait: Sentence

the topic. [1 lesson] W.4.2.e Provide a conclusion related to the

information or explanation presented. [1 lesson]




Fluency: TransitionsGrammar Skill: Adjectives That CompareGrammar Mechanics: Punctuation in Letters

Write to Sources:Reading/Writing Workshop: Stephanie Kwolek: InventorLit. Anthology: How Ben Franklin Stole the LightningYour Turn Practice Bk: Breaking the SilenceThomas Edison

Write to Research: Write a Report

Write About Reading: Write an Analysis (analyze use of time line)

Research & InquiryWeekly: Inventors



L.4.1.gCorrectly use frequently confused words (e.g., to, too, two; there, their). [3 lessons]



L.4.4.a Use context (e.g., definitions, examples,

Week 4: Zoom In

Essential Question:What can you discover when you look closely at something?

Reading

ReadingInteractive Read AloudTitle: Stick Like a GeckoGenre: Informational Text: ExpositoryStrategy: Summarize

Reading/Writing Workshop







or restatements in text) as a clue to the meaning of a word or phrase. [6 lessons]










RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical


Mechanics

Writing


Handwriting

Technology

ComprehensionShort Text: Your World Up CloseLexile: 860LGenre: Informational Text: ExpositoryStrategy: SummarizeSkill: Text Structure: SequenceText Features: Photographs and Captions

Literature AnthologyStrategy: SummarizeSkill: Text Structure: Sequence

Main SelectionGenre: InformationalTitle: A Drop of WaterLexile: 870L

Paired SelectionGenre: FantasyTitle: The Incredible Shrinking PotionLexile: 980L

Leveled ReadersStrategy: SummarizeSkill: Text Structure: Sequence

Main SelectionsGenre: Informational Text: ExpositoryA: Secrets of the IceO: Secrets of the IceE: Secrets of the IceB: Secrets of the Ice

Paired Selections


text, including what happened and why, based on specific information in the text. [7 lessons]









Genre: FantasyA: Super-visionO: Super-visionE: Super-visionB: Super-vision


Access Complex Text (ACT)Reading/Writing Workshop: Specific Vocabulary; Connection of Ideas

Literature Anthology: Purpose: Organization; Specific Vocabulary: Sentence Structure; Connection of Ideas; Genre

LanguageVocabularyVocabulary Words: cling, dissolves, gritty, humid, magnify, microscope, mingle, typical

Additional Domain Words: micrograph, molecules, particle, pollen, soot, rods, vaporAdditional Academic Words: rate, purpose, expositoryVocabulary Strategy: Context Clues: Antonyms











Phonics/Spelling Skill: r-controlled Vowel Syllables

Structural Analysis: Frequently Misspelled Words

FluencyFluency Skill: Rate

WritingWriting Trait: Voice: Formal Voice

Grammar Skill: Comparing With More and Most

Grammar Mechanics: Combining Sentences

Write to Sources: Reading/Writing Workshop: Your World Up CloseLit. Anthology: A Drop of WaterYour Turn Practice Bk: At Your Fingertips Scott Aldrich’s Micro ArtWrite to Research: Write a SummaryWrite About Reading: Write an Analysis (analyze use of sequence)

Research & InquiryWeekly: Hubble Space Telescope


Spelling words

Technology – Go Digital! L.4.2.c Use a comma before a coordinating

conjunction in a compound sentence. [5 lessons]










Week 5: Digging Up the Past

Essential Question:How can learning about the past help you understand the future?

Reading


Mechanics

Writing


Handwriting

Technology

ReadingInteractive Read AloudTitle: Pictures From Long AgoGenre: Informational TextStrategy: Summarize

Reading/Writing WorkshopComprehensionShort Text: Where It All BeganLexile: 930LGenre: Informational Text: Informational ArticleStrategy: SummarizeSkill: Text Structure: SequenceText Features:Sidebar; Map

Literature AnthologyStrategy: SummarizeSkill: Text Structure: SequenceMain SelectionGenre: Informational Text: Informational ArticleTitle: Rediscovering Our Spanish BeginningsLexile: 940LPaired SelectionGenre: Informational Text: Informational ArticleTitle: History’s MysteriesGenre: Technical TextLexile: 890L

Leveled Readers





Newspaper Article Writing: www.readwritethink.org/ classroom-resources/les sonplans/creating-classroom-newspaper-249


http://www.readwritethink.org/

http://www.readwritethink.org/









RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. [1 lesson]



SL.4.1.a Explicitly draw on previously read text or material and other information known

Strategy: SummarizeSkill: Text Structure: SequenceMain SelectionsGenre: Informational TextA: History DetectivesO: History DetectivesE: History Detectives?B: History Detectives?

Paired SelectionsGenre: Informational TextTitles:A: Uncovering the PastO: Uncovering the PastE: Uncovering the PastB: Uncovering the Past


Access Complex Text (ACT)Reading/Writing Workshop: Sentence Structure

Literature Anthology: Prior Knowledge; Purpose; Specific Vocabulary

LanguageVocabularyVocabulary Words:

about the topic to explore ideas under discussion. [2 lessons]



SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. [2 lessons]


W.4.2.e Provide a conclusion related to the information or explanation presented. [7 lessons]



W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [2 lessons]


archaeology, document, era, evidence, expedition, permanent, tremendous, uncoverAdditional Domain Words: excavatingAdditional Academic Words: sidebar, listening skillsVocabulary Strategy: Figurative Language: Proverbs and Adages

Phonics/Spelling Skill: Consonant + le Syllables

Structural Analysis: Latin Suffixes

FluencyFluency Skill: Rate and Expression

WritingWriting Trait: Organization: Strong Conclusions

Grammar Skill: Comparing With Good and BadGrammar Mechanics: Combining SentencesWrite to Sources:Reading/Writing Workshop: Where It All BeganLit. Anthology: Rediscovering Our Spanish BeginningsYour Turn Practice Bk: Eastern Influence: A Visit

to the PastWrite to Research: Write a DescriptionWrite About Reading: Write an Analysis (reflect on author’s support)

Unit 5 Writing Focus: Informational/ Explanatory- Newspaper ArticleUnit 5 Writing Products: Newspaper Article, Newspaper, Friendly Letter; Poetry

Research & InquiryWeekly: Archaeologists

Unit Level Research Skill: Citing SourcesUnit Project: Self-select and develop from options for unit research projects

Unit Level:Research Skill: Beginning ResearchUnit Project: Self-select and develop from options for unit research projects

Handwriting – Practice Spelling wordsTechnology – Go Digital!

RF.4.4.a Read on-level text with purpose and understanding. [1 lesson]


RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]


Reading

Writing




Level Up Accelerating















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

TechnologyProgress

Research and InquiryCiting SourcesConducting the ResearchChoose a Project: Television commercial, write a blog, create an encyclopedia entry, present a slideshow, conduct an interview

WritingShare Your WritingInformative/Explanatory - Newspaper Article WritingPortfolio Choice

TechnologyReading DigitallyClose Reading Online: Take Notes, Access Interactive Elements, Navigate Links to Information


keyboarding skills to type a minimum of one page in a single sitting. [2 lessons]



Gloucester Township Public SchoolsEnglish Language Arts Grade 4 –Unit 6: Past, Present, and Future

Time Frame: 6 Weeks

Description: Past, Present, and Future How can you build on what came before? (Chinese Proverb)

Unit 6 focuses on vocabulary, comprehension, phonics, and fluency. Students practice opinion writing and research reports.


Reread Theme Word Choice See weekly story for vocabulary words

Adverbs Fluency: Accuracy, Rate, and Prosody

Ask and Answer Questions

Main Idea and Key Details

Organization Comparing with Adverbs Publishing Celebrations

Literary Elements: Imagery and Personification

Ideas Negatives

PrepositionsSentences using prepositions

Standards Topics Activities Resources Assessment L.4.1.a Use relative pronouns (who, whose,

whom, which, that) and relative adverbs (where, when, why). [6 lessons]





RF.4.3.a Use combined knowledge of all

Week 1Weekly Concept: Old and

New

Essential Question: How do traditions connect people?

Reading


Mechanics

Writing


Handwriting

Technology

ReadingInteractive Read AloudTitle: Reading the SkyGenre: Historical FictionStrategy: Reread

Reading/Writing WorkshopComprehensionShort Text: A Surprise ReunionLexile: 650LGenre: Historical FictionStrategy: RereadSkill: Theme

Literature AnthologyStrategy: RereadSkill: ThemeMain SelectionGenre: Historical FictionTitle: The Game of SilenceLexile: 900L








letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. [12 lessons]







RL.4.2Determine a theme of a story, drama, or poem from details in the text; summarize the text. [14 lessons]

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). [1 lesson]

RL.4.9 Compare, contrast, and reflect on

Paired SelectionGenre: Informational Text: ExpositoryTitle: Native Americans: Yesterday and TodayLexile: 900L

Leveled Readers

Strategy: RereadSkill: Theme

Main Selections:Genre: Historical FictionA: The VisitO: Our Teacher, the HeroE: Our Teacher, the HeroB: Continuing On

Paired SelectionsGenre: Informational Text: ExpositoryA: Native American Boarding SchoolsO: The Life of Sarah WinnemuccaE: The Life of Sarah WinnemuccaB: Behind the Trail of TearsLexiles:A: 620LO: 700LE: 600LB: 790LAccess Complex Text (ACT)Reading/Writing Workshop: Prior Knowledge: Connection of IdeasLiterature Anthology: Prior Knowledge; Specific

(e.g. practical knowledge, historical/cultural context, and background knowledge) stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics. [5 lessons]









W.4.3.b Use dialogue and description to develop experiences and events or show the

Vocabulary; Connection of Ideas; Sentence Structure; Genre

VocabularyVocabulary Words:Ancestors, despised, endurance, forfeit, honor, intensity, irritating, retreatedAdditional Academic Words:Denotation, Connotation

Vocabulary Strategy: Connotation and Denotation

Phonics/Spelling Skill: Words with /ən/

Structural Analysis: Number Prefixes

FluencyFluency Skill: Rate and Accuracy

WritingWriting Trait: Word Choice: Strong Words

Grammar Skill: Adverbs

Grammar Mechanics: Good vs. WellWrite to Sources:Reading/Writing Workshop:A Surprise ReunionLit. Anthology:The Game of SilenceYour Turn Practice Bk:The Generation BeltA Roman Tradition

responses of characters to situations. [6 lessons]



Write to Research:Write a Report

Write About Reading: Write an Analysis (analyze theme)

ResearchWeekly: Traditional Festivals


Technology – Go Digital! L.4.2.a Use correct capitalization. [5 lessons] L.4.2.b Use commas and quotation marks to

mark direct speech and quotations from a text. [5 lessons]




L.4.3.b Choose punctuation for effect. [1 lesson]




L.4.5 Demonstrate understanding of

Week 2: Notes From The Past

Essential Question:Why is it important to keep a record of the past?

Reading


Mechanics

Writing


HandwritingTechnology

ReadingRead AloudTitle: Waiting for Battle OrdersGenre: Historical FictionStrategy: Reread

Reading/Writing Workshop ComprehensionShort Text: Freedom at Fort MoseLexile: 1000LGenre: Historical FictionStrategy: RereadSkill: Theme

Literature AnthologyStrategy: RereadSkill: Theme

Main SelectionGenre: Historical FictionTitle: Valley of the MoonLexile: 800L

Paired SelectionGenre: Informational Text:








figurative language, word relationships, and nuances in word meanings. [1 lesson]







RI.4.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably. [1 lesson]

ExpositoryTitle: One Nation, Many CulturesLexile: 1050L

Leveled ReadersStrategy: RereadSkill: ThemeMain SelectionsGenre: Historical FictionA: Mabuhay!O: Nonna’s RecipesE: Nonna’s RecipesB: Song and Dance

Paired SelectionsGenre: Informational Text: ExpositoryA: The PensionadosO: Little ItalyE: Little ItalyB: In Search of a Better Life


Access Complex Text (ACT)Reading/Writing Workshop: Genre; Connection of IdeasLiterature Anthology: Purpose; Organization; Sentence Structure; Connection of Ideas; Prior Knowledge; Specific Vocabulary; Genre

Language


RL.4.2Determine the key details to identify theme in a story, drama, or poem from details in the text; summarize the text. [14 lessons]



RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text complexity or above, with scaffolding as needed. [2 lessons]




SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse

VocabularyVocabulary Words: depicts, detested, discarded, eldest, ignored, obedience, refuge, treacherousAdditional Academic Words: diary, intonationVocabulary Strategy: Homophones

PhonicsPhonics/Spelling Skill: HomophonesStructural Analysis: Latin Suffixes

FluencyFluency Skill: Intonation

WritingWriting Trait: Organization: Sequence

Grammar Skill: Comparing with AdverbsGrammar Mechanics: Review Punctuation and Capitalization

Write to Sources:Reading/Writing Workshop: Freedom at Fort MostLit. Anthology: Valley of the MoonYour Turn Practice Bk: The Last Diary of Princess ItetAugust 23, 1886: Arrival in America

Write to Research:Write a Description

media and formats, (e.g. visually, quantitatively, and orally). [1 lesson]

W.4.2.c Link ideas within paragraphs and sections of information using words and phrases (e.g., another, for example, also, because). [6 lessons]

W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. [7 lessons]


Write About Reading: Write an Analysis (reflect on theme)

ResearchWeekly: Immigration in the 19th Century



L.4.1.e Form and use prepositional phrases. [1 lesson]








L.4.6 Acquire and use accurately grade-

Week 3: Resources

Essential Question:How have our energy resources changed over the years?

Reading


Mechanics

Writing


Handwriting

Technology

ReadingInteractive Read AloudTitle: Light Through the AgesGenre: Informational Text: Narrative NonfictionStrategy: Ask and Answer questions

Reading/Writing WorkshopComprehensionShort Text: The Great Energy DebateLexile: 910LGenre: Informational Text: Narrative NonfictionStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsText Features:Sidebars

Literature AnthologyStrategy: Ask and Answer QuestionsSkill: Main Idea and Key Details













RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. [14 lessons]



RI.4.9 Integrate and reflect on (e.g. practical

Main SelectionTitle: How Ben Franklin Stole the LightningGenre: Informational Text: Narrative NonfictionLexile: 840L

Paired SelectionGenre: MythsTitle: The Gift of Fire (Prometheus): Water vs. Wisdom (Poseidon and Athena)Lexile: 910L

Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Main Idea and Key Details

Main SelectionsGenre: Narrative NonfictionA: Planet PowerO: Planet PowerE: Planet PowerB: Planet Power

Paired SelectionsGenre: MythA: Helios and PhaetonO: Helios and PhaetonE: Helios and PhaetonB: Helios and Phaeton

Lexiles::A: 700LO: 850LE: 770LB: 920L

knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably. [5 lessons]



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). [3 lessons]






W.4.1.c Link opinion and reasons using

Access Complex Text (ACT)Reading/Writing Workshop: Organization; Genre

Literature Anthology: Genre; Prior Knowledge; Connection of Ideas; Sentence Structure; Specific Vocabulary; Purpose

LanguageVocabularyVocabulary Words: coincidence, consequences, consume, converted, efficient, incredible, installed, renewableAdditional Domain Words: resourceAdditional Academic Words: Venn diagram, transition wordsVocabulary Strategy: Latin and Greek Prefixes

PhonicsPhonics/Spelling Skill: Prefixes

Structural Analysis: Words from Mythology

FluencyFluency Skill: Expression

WritingWriting Trait: Word Choice: Transition WordsGrammar Skill: NegativesGrammar Mechanics:

words and phrases (e.g., for instance, in order to, in addition). [7 lessons]

Correcting Double Negatives

Write to Sources:Reading/Writing Workshop: The Energy DebateLit. Anthology: Energy IslandYour Turn Practice Bk: Energy from the SeaCooling Our Homes

Write to Research: Compare and Contrast

Write About Reading: Write an Analysis (main idea and key details)

Research & InquiryWeekly: Energy Sources

Handwriting – Practice Spelling wordsTechnology – Go Digital!

L.4.1.e Form and use prepositional phrases. [6 lessons]

L.4.2.b Use commas and quotation marks to mark direct speech and quotations from a text. [5 lessons]





Week 4: Money Matters

Essential Question:What has been the role of

money over time?

Reading


Mechanics

Writing


ReadingInteractive Read AloudTitle: All About MoneyGenre: Informational Text: ExpositoryStrategy: Ask and Answer Questions

Reading/Writing WorkshopComprehensionShort Text: The History of MoneyLexile: 900LGenre: Informational Text: ExpositoryStrategy: Ask and Answer QuestionsSkill: Main Idea and Key

















RI.4.3 Explain events, procedures, ideas, or

Handwriting

Technology

DetailsText Features: Headings; Glossary

Literature AnthologyStrategy: Ask and Answer QuestionsSkill: Main Idea and Key Details

Main SelectionGenre: Informational Text: ExpositoryTitle: The Big Picture of EconomicsLexile: 970L

Paired SelectionGenre: Fiction: FolktaleTitle: The Miller’s Good LuckLexile: 830L

Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsMain SelectionsGenre: Informational Text: ExpositoryA: The Bike CompanyO: The Bike CompanyE: The Bike CompanyB: The Bike Company

Paired SelectionsGenre: FolktaleA: The Shirt of HappinessO: The Shirt of HappinessE: The Shirt of Happiness

concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. [5 lessons]




RL.4.2Determine the key details to identify theme in a story, drama, or poem from details in the text; summarize the text. [1 lesson]





B: The Shirt of HappinessLexiles:A: 600LO: 790LE: 710LB: 860L

Access Complex Text (ACT)Reading/Writing Workshop: Prior Knowledge

Literature Anthology: Genre; Specific Vocabulary; Purpose; Connection of Ideas

LanguageVocabularyVocabulary Words: currency, economics, entrepreneur, global, invest, marketplace, merchandise, transactionAdditional Domain Words: scarcity, opportunity costAdditional Academic Words: scanning, skimmingVocabulary Strategy: Figurative Language: Proverbs and Adages

Phonics/Spelling Skill: Suffixes

Structural Analysis: Greek and Latin Roots

FluencyFluency Skill: Accuracy

WritingWriting Trait: Choice:





W.4.1.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. [1 lesson]

W.4.1.b Provide reasons that are supported by facts from texts and/or other sources. [1 lesson]

W.4.1.c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). [1 lesson]




Content Words

Grammar Skill: Prepositions

Grammar Mechanics: Review Using Quotations

Write to Sources: Reading/Writing Workshop: The History of MoneyLit. Anthology: The Big Picture of EconomicsYour Turn Practice Bk: American MoneyWhere Does Collar Come From?Write to Research: Write a SummaryWrite About Reading: Write an Analysis (reflect on main idea and key details)

Research & InquiryWeekly: Currencies



L.4.2.d Spell grade-appropriate words Week 5: Finding My Place Reading Grade 4, Wonders, See District Benchmark






L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. [10 lessons]




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

Essential Question:What shapes a person’s identity?

Reading


Mechanics

Writing


Handwriting

Technology

Interactive Read AloudTitle: Papa’s Pastry Shop, One DayGenre: Free Verse PoetryStrategy: Reread

Reading/Writing WorkshopComprehensionShort Texts: Climbing Blue Hill, My Name Is Ivy, CollageLexile: NPGenre: Free Verse PoetrySkill: ThemeLiterary Elements:Imagery; Personification

Literature AnthologySkill: ThemeMain SelectionGenre: Free Verse PoetryTitles: The Drum, Birdfoot’s Grampa, My ChinatownLexile: NPPaired SelectionGenre: Free Verse PoetryTitles: Growing Up, My PeopleLexile: NP

Leveled ReadersSkill: Theme

Main SelectionsGenre: Realistic FictionA: HookedO: Homesick for American SamoaE: Homesick for American SamoaB: Saving Snowdrop

Paired Selections

McGraw-Hill, 2014




Assessment Plan & K-5 ELA Assessment Plan



contributes to an understanding of the text in which it appears. [1 lesson]


RL.4.2Determine the key details to identify the theme in a story, drama, or poem from details in the text; summarize the text. [14 lessons]

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). [1 lesson]





SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1

Genre: PoetryA: Let’s Make MusicO: Piecing It All TogetherE: Piecing It All TogetherB: I Can Do It!


Access Complex Text (ACT)Reading/Writing Workshop: Prior Knowledge; Specific Vocabulary

Literature Anthology: Purpose; Prior Knowledge

LanguageVocabularyVocabulary Words: gobble, individuality, mist, roots,Poetry Terms: free verse, imagery, metaphor, personificationAdditional Academic Vocabulary: meter, supportingVocabulary Strategy: Figurative Language: Metaphors

Phonics/Spelling Skill: Prefixes and Suffixes

Structural Analysis: Words From Around the World

Fluency

lesson] SL.4.2 Paraphrase portions of a text read

aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [1 lesson]




W.4.1.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. [1 lesson]

W.4.1.b Provide reasons that are supported by facts from texts and/or other sources. [1 lesson]

W.4.1.c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). [1 lesson]



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

Fluency Skill: Phrasing

WritingWriting Trait: Supporting Details

Grammar Skill: Using PrepositionsGrammar Mechanics: Using Commas with Phrases

Write to Sources:Reading/Writing Workshop: Climbing Blue Hill, My Name is Ivy, CollageLit. Anthology: The Drum, Birdfoot’s Grampa, My ChinatownYour Turn Practice Bk: Quiet Room

Write to Research: Write a Short Summary

Write About Reading: Write an Analysis (reflect on word choice)

Research & InquiryWeekly: Research Identity and Individuality

Unit Level Research Skill: PresentingUnit Project: Self-select and develop from options for unit research projects

Unit Level:Research Skill: Beginning ResearchUnit Project: Self-select and

page in a single sitting. [1 lesson] W.4.7 Conduct short research projects that

build knowledge through investigation of different aspects of a topic. [1 lesson]

develop from options for unit research projects



RF.4.4.a Read on-level text with purpose and understanding. [1 lesson]









Reading

Writing


Technology

ReadingReader’s Theatre



TechnologyClose Reading Online: Take notes, Access Interactive Elements, Navigate Links to Information

Research and InquiryResearch Skill: PresentingAdding Audio and Visual Elements to Presentations, Evaluating MediaChoose a Project: Demonstrate a Festival Tradition, Record an Interview, Create a Multimedia Presentation, Make a Chart, Present a Biography

WritingShare Your WritingPortfolio ChoiceGenre Writing: Opinion








Appendix A Adaptations for Special Education Students, English Language Learners, and

Gifted and Talented Students

Making Instructional Adaptations

Instructional Adaptations include both accommodations and modifications.

An accommodation is a change that helps a student overcome or work around a disability or removes a barrier to learning for any student.

Usually a modification means a change in what is being taught to or expected from a student.

-Adapted from the National Dissemination Center for Children with Disabilities

ACCOMMODATIONS MODIFICATIONSRequired when on an IEP or 504 plan, but can be implemented for any student to support their learning.

Only when written in an IEP.

Special Education Instructional Accommodations

Use the Wonders Social Studies/Science Workstation Cards orange activity. Teachers shall implement any instructional adaptations written in student IEPs. Teachers will implement strategies for all Learning Styles (Appendix B) Teacher will implement appropriate UDL instructional adaptations (Appendix C)

Gifted and Talented Instructional Accommodations

Use the Wonders Science/Social Studies Workstation Cards green activity. Teacher will implement Adaptations for Learning Styles (Appendix Teacher will implement appropriate UDL instructional adaptations (Appendix

English Language Learner Instructional Accommodations

Use the Wonders Social Studies/Science Workstation Cards orange activity. Teachers will implement the appropriate instructional adaptions for English Language

Leaners (Appendix E)

APPENDIX B

Learning StylesAadapted from The Learning Combination Inventories (Johnson, 1997)and VAK (Fleming, 1987)

Accommodating Different Learning Styles in the Classroom:All learners have a unique blend of sequential, precise, technical, and confluent learning

styles. Additionally, all learners have a preferred mode of processing information- visual, audio, or kinesthetic.

It is important to consider these differences when lesson planning, providing instruction, and when differentiating learning activities. The following recommendations are accommodations for learning styles that can be utilized for all students in your class.

Since all learning styles may be represented in your class, it is effective to use multiple means of presenting information, allow students to interact with information in multiple ways, and allow multiple ways for students to show what they have learned when applicable.

Visual Utilize Charts, graphs, concept maps/webs, pictures, and cartoons

Watch videos to learn information and concepts

Encourage students to visulaize events as they read

Study using flash cards

Model by demonstrating tasks or showing a finished product

Have written directions available for student

Audio Allow students to give oral presentations or explain concepts verbally

Present information and directions verbally or encourage students to read directions aloud to themselves.

Utilize read alouds

Utilize songs, rhymes, chants and choral response,

Kinesthetic Act out concepts and dramatize events

Trace words/sounds on paper, sand, or water

Use manipulatives

Allow students to depen knowledge through hands on projects

Sequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan work carefully, and complete the assignment from beginning to end without interruptions.Accommodations:Repeat/rephrase directionsProvide a checklist or step by step written directionsBreak assignments in to chunksProvide samples of desired productsHelp the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing and improving a plan, spending too much time on directions and neatness and overlooking concepts

Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed notes, asks questions to find out more information, seeks and responds with exact answers, and reads and writes in a highly specific manner.Accommodations:Provide detailed directions for assignmentsProvide checklistsProvide frequent feedback and encouragementHelp precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on details only and not concepts

Technical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The learner uses technical reasoning to figure out how to do things, works alone without interference, displays knowledge by physically demonstrating skills, and learns from real-world experiencesAccommodations:Allow to work independently or as a leader of a groupGive opportunities to solve problems and not memorize informationPlan hands-on tasksExplain relevance and real world application of the learningWill be likely to respond to intrinsic motivators, and may not be motivated by gradesHelp technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while seated, does not see the relevance of many assignments, difficulty paying attention to lengthy directions or lectures

Confluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The learner often starts before all directions are given; takes a risk, fails, and starts again; uses imaginative ideas and unusual approaches; and improvises.Accommodations:Allow choice in assignmentsEncourage creative solutions to problemsAllow students to experiment or use trial and error approachWill likely be motivated by autonomy within a task and creative assignmentsHelp confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to detail

APPENDIX CUniversal Design for Learning Adaptations

Adapted from Universal Design For Learning

Teachers will utilize the examples below as a menu of adaptation ideas.

Provide Multiple Means of Representation

Strategy #1: Options for perception

Goal/Purpose ExamplesTo present information through different modalities such as vision, hearing, or touch.

Use visual demonstrations, illustrations, and models

Present a power point presentation.

Strategy #2: Options for language, mathematical expressions and symbols

Goal/Purpose ExamplesTo make words, symbols, pictures, and mathematical notation clear for all students.

Use larger font size

Highlight important parts of text

Strategy #3: Options for Comprehension

Purpose ExamplesTo provide scaffolding so students can access and understand information needed to construct useable knowledge.

Use KWL strategies or charts.

Provide written notes

Make predictions

Graphic organizers and concept maps

Provide Multiple Means of Action and Expression

Strategy #4: Options for physical action

Purpose ExamplesTo provide materials that all learners can physically utilize

Use of computers to type when available

Provide help with cutting, pasting, or other physical tasks

Preferential or alternate seating

Provide assistance with organization

Strategy #5: Options for expression and communication

Purpose ExamplesTo allow the learner to express their knowledge in different ways

Allow oral responses or presentations

Students show their knowledge with webs, charts, graphs, or non-linguistic representations

Strategy #6: Options for executive function

Purpose ExamplesTo scaffold student ability to set goals, plan, and monitor progress

Provide clear learning goals, scales, and rubrics

Modeling skills and tasks

Utilize checklists

Give examples of desired finished product

Chunk longer assignments into manageable parts

Teach and practice organizational skills

Provide Multiple Means of Engagement

Strategy #7: Options for recruiting interest

Purpose ExamplesTo make learning relevant, authentic, interesting, and engaging to the student.

Provide choice and autonomy on assignments

Use colorful and interesting designs, layouts, and graphics on written documents

Use games, challenges, or other motivating activities

Provide positive reinforcement for effort

Strategy #8: Options for sustaining effort and persistence

Purpose ExamplesTo create extrinsic motivation for learners to stay focused and work hard on tasks.

Show real world applications of the lesson

Utilize collaborative learning

Incorporate student interests into lesson

Praise growth and effort

Recognition systems

Behavior plansStrategy #9: Options for self-regulation

Purpose ExamplesTo develop intrinsic motivation to control behaviors and to develop self-control.

Give prompts or reminders about self-control

Self-monitored behavior plans using logs, records, journals, or checklists

Ask students to reflect on behavior and effort

Appendix D Gifted and Talented Instructional Adaptations

How do the State of NJ regulations define gifted and talented students?

Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities.

What types of instructional accommodations must be made for students identified as gifted and talented?

The State of NJ Department of Education regulations require that district boards of education provide appropriate K-12 services for gifted and talented students. This includes appropriate curricular and instructional modifications for gifted and talented students indicating content, process, products, and learning environment. District boards of education must also take into consideration the PreK-Grade 12 National Gifted Program Standards of the National Association for Gifted Children in developing programs..

What is differentiation?

Curriculum Differentiation is a process teachers use to increase achievement by improving the match between the learner’s unique characteristics:

Prior knowledge Cognitive LevelLearning Rate Learning StyleMotivation Strength or Interest

And various curriculum components:Nature of the Objective Teaching ActivitiesLearning Activities ResourcesProducts

Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with the use of appropriate classroom management, retesting, flexible small groups, access to support personal, and the availability of appropriate resources, and necessary for gifted learners and students who exhibit gifted behaviors (NRC/GT, University of Connecticut).

Gifted & Talented Accommodations Chart

Adapted from Association for Supervision and Curriculum Development

Teachers will utilize the examples below as a menu of adaptation ideas.

Strategy Description Suggestions for AccommodationHigh Level Questions

Discussions and tests, ensure the highly able learner is presented with questions that draw on advanced level of information, deeper understanding, and challenging thinking.

Require students to defend answers Use open ended questions Use divergent thinking questions Ask student to extrapolate answers when given

incomplete informationTiered assignments

In a heterogeneous class, teacher uses varied levels of activities to build on prior knowledge and prompt continued growth. Students use varied approaches to exploration of essential ideas.

Use advanced materials Complex activities Transform ideas, not merely reproduce them Open ended activity

Flexible Skills Grouping

Students are matched to skills work by virtue of readiness, not with assumption that all need same spelling task, computation drill, writing assignment, etc. Movement among groups is common, based on readiness on a given skill and growth in that skill.

Exempt gifted learners from basic skills work in areas in which they demonstrate a high level of performance

Gifted learners develop advanced knowledge and skills in areas of talent

Independent Projects

Student and teacher identify problems or topics of interest to student. Both plan method of investigating topic/problem and identifying type of product student will develop. This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topic

Primary Interest Inventory Allow student maximum freedom to plan, based

on student readiness for freedom Use preset timelines to zap procrastination Use process logs to document the process

involved throughout the study

Learning Centers

Centers are “Stations” or collections of materials students can use to explore, extend, or practice skills and content. For gifted students, centers should move beyond basic exploration of topics and practice of basic skills. Instead it should provide greater breadth and depth on interesting and important topics.

Develop above level centers as part of classroom instruction

Interest Centers or Interest Groups

Interest Centers provide enrichment for students who can demonstrate mastery/competence with required work/content. Interest Centers can be used to provide students with meaningful learning when basic assignments are completed.

Plan interest based centers for use after students have mastered content

Contracts and Management Plans

Contracts are an agreement between the student and teacher where the teacher grants specific freedoms and choices about how a student will complete tasks. The student agrees to use the freedoms appropriately in

Allow gifted students to work independently using a contract for goal setting and accountability

designing and completing work according to specifications.

Compacting A 3-step process that (1) assesses what a student knows about material “to be” studied and what the student still needs to master, (2) plans for learning what is not known and excuses student from what is known, and (3) plans for freed-up time to be spent in enriched or accelerated study.

Use pretesting and formative assessments Allow students who complete work or have

mastered skills to complete enrichment activities

Appendix E English Language Learner Instructional Accommodations

Adapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English Speakers of Other Languages guidelines, State of NJ Department of Education Bilingual Education and Haynes and Zacarian (2010).

Grades 3-5

Use visuals, manipulative, and real objects

Allow responses through physical movement or manipulation of objects

Allow student to listen and observe (don’t force speaking)

Group student with more advanced ELLs or cooperative peers

Provide simplified text and numerous pictures

Sight word cards

Alphabet Folder

Coloring Packet

Phonics

Vowel books

Word book to draw

Pictionary

Use short written or verbal measures frequently

Increase amount of time for test

Prepare short answer questions

Use checklist observing academic behaviors based on unit

Assess participation indicating student mastery of content

Measure progress on class project in teacher narrative

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