Monrovia Uniﬁed Schools Fourth Grade ELA Pacing Guide 2013 ...€¦ · Literature Question Stems...

Monrovia Unified SchoolsFourth Grade ELA Pacing Guide 2013-2014

DRAFT Curriculum/Pacing Guide #1Treasures Unit 1: August 21-October 11

4th Grade PLC: September 17Benchmark: October 7-11

Performance Task: October 7-11

Reading Literature Alignments Reading Informational Text Alignments Reading Foundational Skills Alignments

Writing Alignments Speaking & Listening Alignments Language Alignments










Writing Alignments Speaking & Listening Alignments Language AlignmentsStrand Standard Essential Skills Vocab/ Cognates Resources

1 “What details helped you make inferences about the characters?”“What details helped you make inferences about the characters?”“What details helped you make inferences about the characters?”“What details helped you make inferences about the characters?”“What details helped you make inferences about the characters?”

Week 1

✓ Reading Standards Checklist

Reading Literature

Making predictions and

inferences

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

4th Grade Reading Literature Essential Skills 4th Grade Reading

Literature Vocabulary &Spanish Cognates

4th Grade Reading Literature Question Stems and Prompts

Week 1 Reading Informational

Multi-text integration of information

RI 4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

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

4th Grade Reading Informational Text Essential Skills

4th Grade Reading Informational Text Vocabulary &Spanish Cognates

4th Grade Reading Informational Text Question Stems and Prompts

Wonders pg.168-173

Unit 1 Friday, August 16, 2013

https://docs.google.com/a/monroviaschools.net/document/d/1MDZ95hAmMSnqiPPxgckK8ti0y5RwWIouGNOugLvpNbQ/edit

https://docs.google.com/a/monroviaschools.net/document/d/1MDZ95hAmMSnqiPPxgckK8ti0y5RwWIouGNOugLvpNbQ/edit

https://docs.google.com/a/monroviaschools.net/document/d/1sMQSYL3f3GgdfznKvHcvIqDnKOGs4Ia8jLdeCJmr0As/edit

https://docs.google.com/a/monroviaschools.net/document/d/1sMQSYL3f3GgdfznKvHcvIqDnKOGs4Ia8jLdeCJmr0As/edit

https://docs.google.com/a/monroviaschools.net/document/d/1ShqyBJBgy1dNS8gJyHGmogu9Dtm15aol5hADscDWJ5k/edit

https://docs.google.com/a/monroviaschools.net/document/d/1ShqyBJBgy1dNS8gJyHGmogu9Dtm15aol5hADscDWJ5k/edit

https://docs.google.com/a/monroviaschools.net/document/d/1KkL8vJ-KF-SktfcjF9nyhrvINY1knS-_kTji63flflU/edit

https://docs.google.com/a/monroviaschools.net/document/d/1KkL8vJ-KF-SktfcjF9nyhrvINY1knS-_kTji63flflU/edit

https://docs.google.com/a/monroviaschools.net/document/d/1aE8T6G3ObHXi_00-GYaCM6PSm9LnHA84dwy77oeHDsc/edit

https://docs.google.com/a/monroviaschools.net/document/d/1aE8T6G3ObHXi_00-GYaCM6PSm9LnHA84dwy77oeHDsc/edit

https://docs.google.com/a/monroviaschools.net/document/d/1Xgt-hzJHvLPFZqFBwvvJPdpJVNJDh1MANWcFwsk2Vtw/edit

https://docs.google.com/a/monroviaschools.net/document/d/1Xgt-hzJHvLPFZqFBwvvJPdpJVNJDh1MANWcFwsk2Vtw/edit

http://www.thecurriculumcorner.com/wp-content/pdf/4th%20Grade%20Reading.pdf






https://docs.google.com/a/monroviaschools.net/document/d/1X_2Tf-7a4XXCzRdGuRru7Y9gSZOhvzJb5yti75bUrec/edit




https://docs.google.com/a/monroviaschools.net/document/d/1F-RfhaWViL_M8Bne2SYtpRpW9DvuvqcxCBK3vtekbQ4/edit






https://docs.google.com/a/monroviaschools.net/document/d/1LhbZJPirpW4a1WbEDUGyEEpIAUaRKkfn5KlgE2DPu40/edit






https://docs.google.com/a/monroviaschools.net/document/d/1uK3WNh0MuNcQx4saiJ_OLc4AHx0-4qqDavm6yY62CZE/edit






https://docs.google.com/a/monroviaschools.net/document/d/1jU18GaPQnNPc4xCMs3LNLgUO4cqhh3xnZhh9lfseznE/edit








https://docs.google.com/a/monroviaschools.net/document/d/15vHDQfW1wWl-vP7UVHhUFTNPDm-itwXY480Ju2SBX8M/edit








Week 1 Reading Foundational

SkillsMultisyllabic

words with short vowels

Fluency: Intonation and

expression

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

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

4th Grade Reading Foundational Skills Essential Skills

4th Grade Reading Foundational Skills Vocabulary &Spanish Cognates

4th Grade Reading Foundational Skills Question Stems and Prompts

Week 1

✓Writing Standards Checklist

Writing

Foundational Skills

Narrative(This is not the

Treasures Topic)personal and imaginative

W 4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.a. Orient the reader by establishing a situation and

introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.

c. Use a variety of transitional words and phrases to manage the sequence of events.

d. Use concrete words and phrases and sensory details to convey experiences and events precisely.

e. Provide a conclusion that follows from the narrated experiences or events.

W 4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

4th Grade Writing Essential Skills

4th Grade Writing Vocabulary & Spanish Cognates

4th Grade Writing Question Stems and Prompts

Online Writing Rubrics

Unit 1

https://docs.google.com/a/monroviaschools.net/document/d/1HYaMdGuqFGdB3ndCSPylYur5tTRQmZICd7fl6LBX6c0/edit






https://docs.google.com/a/monroviaschools.net/document/d/10SLY0hkkLGnh0Jf7m1Q0sFVkl6vbw2Q4lDj4Y_keGS4/edit








https://docs.google.com/a/monroviaschools.net/document/d/1VMOF1Py6SHCHZgOWZJz-ULqDt8S8NGUfW8m-RlSENUM/edit








http://www.thecurriculumcorner.com/wp-content/pdf/4th%20Grade%20Writing.pdf






https://docs.google.com/a/monroviaschools.net/document/d/175pxX5Bz95bli4XOmswqN-oqM8PWvw46QMoVGE8zMQ8/edit




https://docs.google.com/a/monroviaschools.net/document/d/18QCDdI3g8bVFbwH4PoUja-clC9pa0FxNno7Xj41ZPko/edit






https://docs.google.com/a/monroviaschools.net/document/d/1D-YS3Z8ySyWWZExCP9pg_NQpCbpaISeyhCSSIMvEUME/edit






http://blogs.egusd.net/ccss/ela/rubrics-k-12/


Week 1

✓Speaking & Listening Standards Checklist

Speaking andListening

Establishing collaborative discussions

Summarize

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.a. Come to discussions prepared, having read or

studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions and carry out assigned roles.

c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

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

4th Grade Speaking & Listening Essential Skills

4th Grade Speaking & Listening Vocabulary & Spanish Cognates

4th Grade Speaking & Listening Question Stems and Prompts

Week 1

✓Language Standards Checklist

Language

Sentences and sentence fragments

Week 1 Visual Vocabulary

L 4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.f. Produce complete sentences, recognizing and

correcting inappropriate fragments and run-ons.*

L 4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.d. Spell grade-appropriate words correctly, consulting

references as needed.

4th Grade Language Essential Skills

4th Grade Language Vocabulary & Spanish Cognates

4th Grade Language Question Stems and Prompts


http://www.thecurriculumcorner.com/wp-content/pdf/4th%20Grade%20Speaking%20and%20Listening.pdf








https://docs.google.com/a/monroviaschools.net/document/d/1vOSQCERAW5vPzPNoXVRP7fkhIn633Ma6Et5T8w7rU_Y/edit




https://docs.google.com/a/monroviaschools.net/document/d/1eNMCEFNuHqUlZMlB4w3Vo9hJAmSsCohacrFAg_SNdEk/edit






https://docs.google.com/a/monroviaschools.net/document/d/1iWLDm3ytU-vFQoLQ91LSesivcrE-EBF35ogFLYL7y-E/edit






http://www.thecurriculumcorner.com/wp-content/pdf/4th%20Grade%20Language.pdf






https://docs.google.com/a/monroviaschools.net/file/d/0Bz5Zp8uKQOcJSlh2eXhhZWVLblE/edit?usp=sharing




https://docs.google.com/a/monroviaschools.net/document/d/1EV4xEsIT78o8pLQm1yNS3esb4jGo-hq2C9maBEiPhvs/edit




https://docs.google.com/a/monroviaschools.net/document/d/1vBi0MPsM2NMFuuWnSdSgfgtYKGvDhclNEJz8OJD2BSk/edit






https://docs.google.com/a/monroviaschools.net/document/d/1GNBDbNh7VZ5spl9akALXa3km7cLKe_ijV2VrgnrbVGM/edit






2 “How does the setting affect the characters and the main and future events of the plot?”“How does the setting affect the characters and the main and future events of the plot?”“How does the setting affect the characters and the main and future events of the plot?”“How does the setting affect the characters and the main and future events of the plot?”“How does the setting affect the characters and the main and future events of the plot?”

Week 2 Reading Literature

Characters, setting and plot


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).

4th Grade Reading Literature Essential Skills

4th Grade Reading Literature Vocabulary &Spanish Cognates



TextUnderstanding

information and maps





Wonders pg.174-179 (not in Treasures’ order)


SkillsLong a/

multisyllabic words

Fluency: Accuracy

RF 4.3 Know and apply grade-level phonics and word analysis skills in decoding words.a. Use combined knowledge of all letter-sound

correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

RF 4.4 Read with sufficient accuracy and fluency to support comprehension.b. Read grade-level prose and poetry orally with

accuracy, appropriate rate, and expression on successive readings.




Unit 1





























































Week 2 Writing

Foundational Skills/

Narrative (focus on moment)

W 4.3 Write narratives to develop real or imagined experiences or events using effective technique, d. Use concrete words and phrases and sensory details

to convey experiences and events precisely.





Week 2 Speaking and Listening

Summarize text





Week 2 LanguageSynonyms


Subjects/Predicates and

complete/incomplete sentences

L 4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.c. Demonstrate understanding of words by relating them

to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).









































https://docs.google.com/a/monroviaschools.net/file/d/0Bz5Zp8uKQOcJWnB1Zko1YmN5d2s/edit?usp=sharing




















3 “How can recognizing comparison help you to describe the relationships between ideas in the text?”“How can recognizing comparison help you to describe the relationships between ideas in the text?”“How can recognizing comparison help you to describe the relationships between ideas in the text?”“How can recognizing comparison help you to describe the relationships between ideas in the text?”“How can recognizing comparison help you to describe the relationships between ideas in the text?”


N/A


Text

Compare and contrast

Summarize

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

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.







Skills

Multisyllabic words with

long e


Pacing








Unit 1













































Week 3Writing

Narrative(not Treasures

Topic)







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.






Summarizing

Report on a topic


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.







































Week 3 LanguageCompound sentences

Antonyms


L 4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.c. Use a comma before a coordinating conjunction in a

compound sentence.

L 4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.b. Choose punctuation for effect.*

L 4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.c. Demonstrate understanding of words by relating

them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).




Unit 1

https://docs.google.com/a/monroviaschools.net/file/d/0Bz5Zp8uKQOcJQnlNUmVLNHpHX1k/edit?usp=sharing




















4 “How can placing the main events of this story in sequence help you to determine future events?”“How can placing the main events of this story in sequence help you to determine future events?”“How can placing the main events of this story in sequence help you to determine future events?”“How can placing the main events of this story in sequence help you to determine future events?”“How can placing the main events of this story in sequence help you to determine future events?”


Making inferences and

analyzing:

Character



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.





TextN/A


SkillsMultisyllabic words with

long i

Fluency: Pacing and

pausing















































Week 4 WritingNarrative-descriptive sentences

W 4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.d. Use concrete words and phrases and sensory details

to convey experiences and events precisely.






Summarize text





Week 4 LanguageComplex

sentences


L 4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.g. Produce complete sentences, recognizing and


L 4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.c. Use a comma before a coordinating conjunction in a

compound sentence.




Unit 1



































https://docs.google.com/a/monroviaschools.net/file/d/0Bz5Zp8uKQOcJTkpoRkVoQmQwNDQ/edit?usp=sharing




















5 “Why do you think the author wanted to write the story?”“Why do you think the author wanted to write the story?”“Why do you think the author wanted to write the story?”“Why do you think the author wanted to write the story?”“Why do you think the author wanted to write the story?”


Sequence of events in a

story







TextUnderstanding

text

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




Wonders pg. 42-47



long o


Pacing

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

a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.



































































Week 5 Writing

Foundational/Narrative: Object and

setting













Summarize





Unit 1



































Week 5 Language

Run On Sentences

Connotation and denotation




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.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.





https://docs.google.com/a/monroviaschools.net/file/d/0Bz5Zp8uKQOcJR2l4X3pPQUNIQ3c/edit?usp=sharing





















DRAFT Curriculum/Pacing Guide #2Treasures Unit 2: October 13 - November 22

Progress Reports Home: October 16Parent Teacher Conferences: October 16 - October 23

Benchmark #2 November 18-22













1 “How can recognizing literary language and devices help you determine why the author wrote this selection?”“How can recognizing literary language and devices help you determine why the author wrote this selection?”“How can recognizing literary language and devices help you determine why the author wrote this selection?”“How can recognizing literary language and devices help you determine why the author wrote this selection?”“How can recognizing literary language and devices help you determine why the author wrote this selection?”

Week 1✓Reading Standards Checklist

Reading Literature

N/AWeek 1

Reading Informational

Evaluating author’s purpose


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.


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




Wonders 180-186


https://docs.google.com/a/monroviaschools.net/document/d/11vLldzSdFO7URK9LsnMoC4WNQUoE5MEpihro3suDUZg/edit

https://docs.google.com/a/monroviaschools.net/document/d/11vLldzSdFO7URK9LsnMoC4WNQUoE5MEpihro3suDUZg/edit

https://docs.google.com/a/monroviaschools.net/document/d/1HXmkB9Fo-yz7GLYmanjBPMZICEaoa3I0XlO3jyw91xQ/edit

https://docs.google.com/a/monroviaschools.net/document/d/1HXmkB9Fo-yz7GLYmanjBPMZICEaoa3I0XlO3jyw91xQ/edit

https://docs.google.com/a/monroviaschools.net/document/d/1HpnRY2x2sdvD-6gP3AkdvQ4SiTG9YSqQ23o7SakcELc/edit

https://docs.google.com/a/monroviaschools.net/document/d/1HpnRY2x2sdvD-6gP3AkdvQ4SiTG9YSqQ23o7SakcELc/edit

https://docs.google.com/a/monroviaschools.net/document/d/1ahY9FTMowuGqCRIJShCECrgRi4vVKAXpgeh2J7gXdr0/edit

https://docs.google.com/a/monroviaschools.net/document/d/1ahY9FTMowuGqCRIJShCECrgRi4vVKAXpgeh2J7gXdr0/edit

https://docs.google.com/a/monroviaschools.net/document/d/15LET5SNqeYzyFjVUFhYSmRJ7GtySiyhFXkwXPFeVXRo/edit

https://docs.google.com/a/monroviaschools.net/document/d/15LET5SNqeYzyFjVUFhYSmRJ7GtySiyhFXkwXPFeVXRo/edit

https://docs.google.com/a/monroviaschools.net/document/d/1ZbFbRepLget-pVuHQhlKu0addI45CEvcIvTDqDXm_NA/edit

https://docs.google.com/a/monroviaschools.net/document/d/1ZbFbRepLget-pVuHQhlKu0addI45CEvcIvTDqDXm_NA/edit






























Skills

Multisyllabic prefixes

Fluency: Expression and

intonation








Week 1


Writing

Opinion





CCSS Teachers’ Resource Book T37

Week 1



Report on a topic or text





Unit 2









































































Week 1


LanguageCommon and Proper nouns(review from

previous grade level standards

Prefixes


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

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.b. Use common, grade-appropriate Greek and Latin

affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.













https://docs.google.com/a/monroviaschools.net/file/d/0Bz5Zp8uKQOcJdGxXSTJOMTZxTUk/edit?usp=sharing




















2 “How can recognizing literary language and devices help you determine why the author wrote this selection?”“How can recognizing literary language and devices help you determine why the author wrote this selection?”“How can recognizing literary language and devices help you determine why the author wrote this selection?”“How can recognizing literary language and devices help you determine why the author wrote this selection?”“How can recognizing literary language and devices help you determine why the author wrote this selection?”


Author’s purpose


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.




Week 2 Reading Information

al Text

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.




Week 2 Reading Foundationa

l SkillsMultisyllabic words with Diagraphs


context





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




Unit 2





























































Week 2 WritingOpinion

W 4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.a. Introduce a topic or text clearly, state an opinion,

and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

b. Provide reasons that are supported by facts and details.

c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

d. Provide a concluding statement or section related to the opinion presented.






Week 2 Speaking and

ListeningReport on a topic or text








































Week 2 LanguageSingular and plural nouns

Context clues


L 4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (review nouns-previous grade level standards)

L 4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., definitions, examples, or

restatements in text) as a clue to the meaning of a word or phrase.





Unit 2

https://docs.google.com/a/monroviaschools.net/file/d/0Bz5Zp8uKQOcJSXpVaVJqV2dNTlE/edit?usp=sharing




















3 “What do all of the important details in this selection have in common?”“What do all of the important details in this selection have in common?”“What do all of the important details in this selection have in common?”“What do all of the important details in this selection have in common?”“What do all of the important details in this selection have in common?”


N/A


al Text

Main idea and details








l Skills

Multisyllabic words with 3-letter blends

Fluency: Accuracy























































Week 3Writing

Informative/Explanatory: Response to

text

W 4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4)

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






Week 3 Speaking and

ListeningSummarize





Week 3 Language

Idioms

Irregular Plural nouns


L 4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.b. Recognize and explain the meaning of common

idioms, adages, and proverbs.

L 4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use correct capitalization.d. Spell grade-appropriate words correctly, consulting

references as needed.




Unit 2



































https://docs.google.com/a/monroviaschools.net/file/d/0Bz5Zp8uKQOcJWVYzelc2QlNrS1k/edit?usp=sharing




















4 “How can recognizing cause and effect as a text structure help you to describe the relationships between ideas in this text?”“How can recognizing cause and effect as a text structure help you to describe the relationships between ideas in this text?”“How can recognizing cause and effect as a text structure help you to describe the relationships between ideas in this text?”“How can recognizing cause and effect as a text structure help you to describe the relationships between ideas in this text?”“How can recognizing cause and effect as a text structure help you to describe the relationships between ideas in this text?”



RL 4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.





al TextCause and

Effect







l Skillsr controlled

vowels

Context clues

Fluency: Pacing






































































Week 4 Writing

Opinion-strong verbs

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

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.







Week 4 Speaking and

ListeningSummarize





Week 4 LanguagePossessive

nouns (review from previous

grade standards)

Context clues


L 4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.d. Spell grade-appropriate words correctly,

consulting references as needed.

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.

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




5 “How can placing the main events of this story in sequence help you to determine future events?”“How can placing the main events of this story in sequence help you to determine future events?”“How can placing the main events of this story in sequence help you to determine future events?”“How can placing the main events of this story in sequence help you to determine future events?”“How can placing the main events of this story in sequence help you to determine future events?”

Unit 2



































https://docs.google.com/a/monroviaschools.net/file/d/0Bz5Zp8uKQOcJYkhlUmdhY3lfc2c/edit?usp=sharing




















Week 5 Reading LiteratureSequence

and summarizing

stories


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






al TextUnderstanding

Tables in informational

text






Wonder 150-151









































l SkillsPhonics: suffixes,

homophones

Fluency: intonation/

pacing



RF 4.4 Read with sufficient accuracy and fluency to support comprehension.a. Read grade-level text with purpose and

understanding.b. Read grade-level prose and poetry orally with






Week 5 Writing

Opinion-strong verbs

W 4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.a. Introduce a topic or text clearly, state an

opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.






Week 5 Speaking and

ListeningSummarize





Unit 2

























































Week 5 LanguagePlurals and Possessives(3rd grade standard review)





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





https://docs.google.com/a/monroviaschools.net/file/d/0Bz5Zp8uKQOcJbVJzZ3BJeFRUVGc/edit?usp=sharing





















DRAFT Curriculum/Pacing Guide #3Treasures Unit 3: November 25 - January 24Report Cards January 15 (middle of week 5)

Benchmark: January 20-24Performance Task: January 21-24













1 “What details help you make inferences about characters’ relationships?”“What details help you make inferences about characters’ relationships?”“What details help you make inferences about characters’ relationships?”“What details help you make inferences about characters’ relationships?”“What details help you make inferences about characters’ relationships?”

Week 1

✓Reading Standards Checklist

Reading LiteratureGenerating

questions to make inferences




4th Grade Reading Literature Vocab/Cognates



https://docs.google.com/a/monroviaschools.net/document/d/1x5KzVrcv2A-xHzIHiRcqM07xkaB0TZ7zexyCHpuouXc/edit

https://docs.google.com/a/monroviaschools.net/document/d/1x5KzVrcv2A-xHzIHiRcqM07xkaB0TZ7zexyCHpuouXc/edit

https://docs.google.com/a/monroviaschools.net/document/d/1RBgo1RiVJBGstvhJRU1KyfcgMGlPblaeUkb89nE2src/edit

https://docs.google.com/a/monroviaschools.net/document/d/1RBgo1RiVJBGstvhJRU1KyfcgMGlPblaeUkb89nE2src/edit

https://docs.google.com/a/monroviaschools.net/document/d/1DYSSaj0zRYHHvGIqHhofc8KGyVLh04I7tdFonZZys28/edit

https://docs.google.com/a/monroviaschools.net/document/d/1DYSSaj0zRYHHvGIqHhofc8KGyVLh04I7tdFonZZys28/edit

https://docs.google.com/a/monroviaschools.net/document/d/1WO3vApAXEp3S2ciHw6ehfbV9pQukZy1gKfigK0zCbr4/edit

https://docs.google.com/a/monroviaschools.net/document/d/1WO3vApAXEp3S2ciHw6ehfbV9pQukZy1gKfigK0zCbr4/edit

https://docs.google.com/a/monroviaschools.net/document/d/1Eu4d-KdxmS7rvFrm9rT-dNW72UI8jJUDy7WdkqAfQUE/edit

https://docs.google.com/a/monroviaschools.net/document/d/1Eu4d-KdxmS7rvFrm9rT-dNW72UI8jJUDy7WdkqAfQUE/edit

https://docs.google.com/a/monroviaschools.net/document/d/1FEdSrxGOhlcTkCgo5tcSeLAseK9SKw9AGU8y9CxHq9E/edit

https://docs.google.com/a/monroviaschools.net/document/d/1FEdSrxGOhlcTkCgo5tcSeLAseK9SKw9AGU8y9CxHq9E/edit





























Week 1

Reading Informational Using electronic

sources







Skills

r-controlled vowels -er, ir, ur in

multisyllabic words

Fluency: Intonation



RF 4.4 Read with sufficient accuracy and fluency to support comprehension.a. Read grade-level text with purpose and

understanding.b. Read grade-level prose and poetry orally with






Unit 3













































Week 1

✓Writing Standards Checklist Writing

Opinion in response to text






di.





CCSS Teacher Resource Book pg T67

Week 1



Facts that support an opinion

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

































































Week 1


LanguageAction Verbs/

helping verbs and tenses

Base/Root Words


L 4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.c. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

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.b. Use common, grade-appropriate Greek and

Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).




Unit 3













https://docs.google.com/a/monroviaschools.net/file/d/0Bz5Zp8uKQOcJZ3FadHNHa1ZQUnc/edit?usp=sharing




















2 “How can drawing conclusions help you to sequence the plot’s main events and explain their influence on future events?”“How can drawing conclusions help you to sequence the plot’s main events and explain their influence on future events?”“How can drawing conclusions help you to sequence the plot’s main events and explain their influence on future events?”“How can drawing conclusions help you to sequence the plot’s main events and explain their influence on future events?”“How can drawing conclusions help you to sequence the plot’s main events and explain their influence on future events?”


Drawing conclusions







TextUnderstanding

text; Interpreting graphs in text







SkillsMultisyllabic

words with silent letters



































































Week 2 WritingOpinion:

Supporting a point of view

W 4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.a. Introduce a topic or text clearly, state an opinion,

and create an organizational structure in which related ideas are grouped to support the writer’s purpose.




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.





Wonders and CCSS Teachers Resource Book page T71








Unit 3



































Week 2 LanguageVerb Tenses

Progressive verbs

Prefixes


L 4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Use relative pronouns (who, whose, whom,

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

b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.







https://docs.google.com/a/monroviaschools.net/file/d/0Bz5Zp8uKQOcJWnBmbFl6ekt3QVk/edit?usp=sharing




















3 “How did thinking about your own experiences help you make judgements about an event or a character in the story?”“How did thinking about your own experiences help you make judgements about an event or a character in the story?”“How did thinking about your own experiences help you make judgements about an event or a character in the story?”“How did thinking about your own experiences help you make judgements about an event or a character in the story?”“How did thinking about your own experiences help you make judgements about an event or a character in the story?”


Making judgements








Text

Theme


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.





Unit 3








































Skills

Multisyllabic words with soft c

and g

Fluency: Expression

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

RF 4.4




Week 3Writing

Opinion: Response to

text

W 4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.a. Introduce a topic or text clearly, state an opinion, and

create an organizational structure in which related ideas are grouped to support the writer’s purpose.









Week 3 Speaking and ListeningSummarize































































Week 3 LanguageMain and

helping verbs

Antonyms


L 4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.b. Form and use the progressive (e.g., I was

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

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



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

c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).




Unit 3

https://docs.google.com/a/monroviaschools.net/file/d/0Bz5Zp8uKQOcJMTg4eHZPZklOVGc/edit?usp=sharing




















4 “Why is it important to verify facts and distinguish them from opinions when you read?”“Why is it important to verify facts and distinguish them from opinions when you read?”“Why is it important to verify facts and distinguish them from opinions when you read?”“Why is it important to verify facts and distinguish them from opinions when you read?”“Why is it important to verify facts and distinguish them from opinions when you read?”


N/A


TextMaking

judgements: Fact vs. Opinion


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





SkillsDecoding plural

words

Fluency: Accuracy

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

RF 4.4




Week 4 Writing

Opinion:

W 4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.a. Introduce a topic or text clearly, state an opinion, and

create an organizational structure in which related ideas are grouped to support the writer’s purpose.








CCSS Teacher Resource Book pg T85
































































Week 4 Speaking and ListeningPresent an

opinion (from writing above)





Week 4 Language

Linking verbs

Latin prefixes












Unit 3





































5 “How does the setting affect the characters and the main and future events of the plot?”“How does the setting affect the characters and the main and future events of the plot?”“How does the setting affect the characters and the main and future events of the plot?”“How does the setting affect the characters and the main and future events of the plot?”“How does the setting affect the characters and the main and future events of the plot?”

Week 5 Reading LiteratureCharacter, setting, plot







Text

Understanding directions in Informational

text


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





SkillsCompound

words

Context Clues

Fluency: Pacing



RF 4.4

































































Week 5 Writing

Opinion: Using technology to

write








Week 5 Speaking and ListeningIdentifying

speaker’s main points





Unit 3



































Week 5 LanguageIrregular verbs

Compound words










https://docs.google.com/a/monroviaschools.net/file/d/0Bz5Zp8uKQOcJTkFZZm81WVUyaVE/edit?usp=sharing





















DRAFT Curriculum/Pacing Guide #4Treasures Unit 4: January 27 - March 7

Benchmark: March 3-7













1 “Why is the theme of a work of fiction important?”“Why is the theme of a work of fiction important?”“Why is the theme of a work of fiction important?”“Why is the theme of a work of fiction important?”“Why is the theme of a work of fiction important?”

Week 1


Reading Literature

Making inferences

determining theme





Week 1


Evaluating author’s purpose







https://docs.google.com/a/monroviaschools.net/document/d/1TfL-TQQ5RhsWt7-cCN76M236GgjvcS7UUNpgCdggoMs/edit

https://docs.google.com/a/monroviaschools.net/document/d/1TfL-TQQ5RhsWt7-cCN76M236GgjvcS7UUNpgCdggoMs/edit

https://docs.google.com/a/monroviaschools.net/document/d/12NNTciWJnuCcXLV1vUoCkUEAe0qwB0cpXpVgB9Vn0d0/edit

https://docs.google.com/a/monroviaschools.net/document/d/12NNTciWJnuCcXLV1vUoCkUEAe0qwB0cpXpVgB9Vn0d0/edit

https://docs.google.com/a/monroviaschools.net/document/d/1kxvOcnNXCCHfuc6bOKNneT_LMm0FvJSMKKD5ViqCMRQ/edit

https://docs.google.com/a/monroviaschools.net/document/d/1kxvOcnNXCCHfuc6bOKNneT_LMm0FvJSMKKD5ViqCMRQ/edit

https://docs.google.com/a/monroviaschools.net/document/d/1dKmc9KH17uuhUvwy0Es7aiqF_XyUDE0wElNDcAAXbKA/edit

https://docs.google.com/a/monroviaschools.net/document/d/1dKmc9KH17uuhUvwy0Es7aiqF_XyUDE0wElNDcAAXbKA/edit

https://docs.google.com/a/monroviaschools.net/document/d/1JMzWUevSPmXh0qGxHolrMTCEFRrIcWVP_ub8IsF31fE/edit

https://docs.google.com/a/monroviaschools.net/document/d/1JMzWUevSPmXh0qGxHolrMTCEFRrIcWVP_ub8IsF31fE/edit

https://docs.google.com/a/monroviaschools.net/document/d/1vNka4cF2Q-eINP8lj6Iw1ufytFUtQ_OWLlbw7Ixp758/edit

https://docs.google.com/a/monroviaschools.net/document/d/1vNka4cF2Q-eINP8lj6Iw1ufytFUtQ_OWLlbw7Ixp758/edit


















































Skills

Multisyllabic words with inflectional

endings

Fluency: intonation and expression



RF 4.4




Week 1


Writing

Informative/Explanatory

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

information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Provide a concluding statement or section related to the information or explanation presented.





CCSS Teachers Resource Book pg. T97

Unit 4

















































Week 1









Week 1


LanguagePronouns and antecedents

Context Clues


L 4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Use interrogative relative pronouns (who,

whose, whom, which, that) and relative adverbs (where, when, why).














































https://docs.google.com/a/monroviaschools.net/file/d/0Bz5Zp8uKQOcJOThLV1hZTjZaUVU/edit?usp=sharing




















2 “How can recognizing a description text structure help you to describe the relationships between ideas?”“How can recognizing a description text structure help you to describe the relationships between ideas?”“How can recognizing a description text structure help you to describe the relationships between ideas?”“How can recognizing a description text structure help you to describe the relationships between ideas?”“How can recognizing a description text structure help you to describe the relationships between ideas?”


Theme- moral of the story





Week 2 Reading Informationa

l TextAnalyzing text

structure







SkillsMultisyllabic words with inflectional

endings: y to i

Fluency: pacing



RF 4.4




Unit 4





























































Week 2 WritingInformative/Explanatory







W 4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 4 Reading standards to literature

(e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).





Wonders pgs. 18-23 CCSS Teacher Resource book pg. T101




















Week 2 Speaking and

ListeningReport on a topic





Week 2 LanguageSingular and plural nouns

(review from 3rd grade standards)

Frequently confused words

Figurative language-

personification


L 4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.g. Correctly use frequently confused words (e.g.,

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

L 4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Explain the meaning of simple similes and

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

b. Recognize and explain the meaning of common idioms, adages, and proverbs.




Unit 4

















https://docs.google.com/a/monroviaschools.net/file/d/0Bz5Zp8uKQOcJREhLUEJKNm5qenM/edit?usp=sharing




















3 “Why is it important to verify facts and distinguish them from opinions when you read?”“Why is it important to verify facts and distinguish them from opinions when you read?”“Why is it important to verify facts and distinguish them from opinions when you read?”“Why is it important to verify facts and distinguish them from opinions when you read?”“Why is it important to verify facts and distinguish them from opinions when you read?”


N/A





l Text

Fact and opinion







Skills

Multisyllabic words with /u/, /

u/, /u/

Fluency: Accuracy



RF 4.4

































































Week 3Writing

Informative/Explanatory:

summary












Unit 4



















Week 3 Speaking and

ListeningAsk and answer

questions

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.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.




Week 3 Language

Pronoun/verb agreement

(review from earlier grade

standard)

Model Auxiliaries(helping verbs)

Word Origins




























https://docs.google.com/a/monroviaschools.net/file/d/0Bz5Zp8uKQOcJZmVJVEZkd1NrQWs/edit?usp=sharing




















4 “How can drawing conclusions help you to explain the roles and functions of characters in the plot?”“How can drawing conclusions help you to explain the roles and functions of characters in the plot?”“How can drawing conclusions help you to explain the roles and functions of characters in the plot?”“How can drawing conclusions help you to explain the roles and functions of characters in the plot?”“How can drawing conclusions help you to explain the roles and functions of characters in the plot?”


Drawing conclusions


RL 4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.





l Text Understanding and integrating

texts on the same topic






Wonders pg. 108-113



diphthongs io and ou

Fluency: expression



RF 4.4




Unit 4





























































Week 4 Writing












CCSS Teachers Resource Book pg. T110-T113

Week 4 Speaking and

ListeningReport on a

topic








































Week 4 Languagemultiple

meaning word

Possessive pronouns (review)








Unit 4

https://docs.google.com/a/monroviaschools.net/file/d/0Bz5Zp8uKQOcJZFNoX3doYlhwSTg/edit?usp=sharing




















5 “What is the author’s perspective toward the subject of the selection?”“What is the author’s perspective toward the subject of the selection?”“What is the author’s perspective toward the subject of the selection?”“What is the author’s perspective toward the subject of the selection?”“What is the author’s perspective toward the subject of the selection?”


Poetry

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).






al TextAuthor’s

perspective








variant vowel /o/

Fluency: pacing



RF 4.4

































































Week 5 Writing












Week 5 Speaking and

ListeningSummarize





Unit 4



































Week 5 LanguagePronouns and homophones

Figurative (personification)




g. Correctly use frequently confused words (e.g., to, too, two; there, their).*

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





https://docs.google.com/a/monroviaschools.net/file/d/0Bz5Zp8uKQOcJUjFBU243WHdMUVU/edit?usp=sharing





















DRAFT Curriculum/Pacing Guide #5Treasures Unit 5: March 9 - April 18Progress Reports: March 14 (week 2)

Parent Teacher Conferences: March 4-26Performance Task: April 14-18














Week 1✓Reading Standards Checklist

Reading Literature

N/A

Week 1

Reading Informational Main idea and detail, author’s

perspective








https://docs.google.com/a/monroviaschools.net/document/d/1p-O-q2wv2L67ioCeV4AugCJVleoI1sJ7TnFp6C4PdGc/edit

https://docs.google.com/a/monroviaschools.net/document/d/1p-O-q2wv2L67ioCeV4AugCJVleoI1sJ7TnFp6C4PdGc/edit

https://docs.google.com/a/monroviaschools.net/document/d/1cvD_4WUT0rcpsfOR5fnDQsMsDPXh9BYDHk1YCWFwTVI/edit

https://docs.google.com/a/monroviaschools.net/document/d/1cvD_4WUT0rcpsfOR5fnDQsMsDPXh9BYDHk1YCWFwTVI/edit

https://docs.google.com/a/monroviaschools.net/document/d/1u7kiUBCbXvt33QO9XxPWna6rM-Ir0fsWBxQ41zKgeBo/edit

https://docs.google.com/a/monroviaschools.net/document/d/1u7kiUBCbXvt33QO9XxPWna6rM-Ir0fsWBxQ41zKgeBo/edit

https://docs.google.com/a/monroviaschools.net/document/d/1ClyAdKU7BFAJUBzN1Dr-mf3fJvtBiqUJ8Z4zcKigDYY/edit

https://docs.google.com/a/monroviaschools.net/document/d/1ClyAdKU7BFAJUBzN1Dr-mf3fJvtBiqUJ8Z4zcKigDYY/edit

https://docs.google.com/a/monroviaschools.net/document/d/1hwIoEA-1WXujwAZQgUNU8q4NyC2Y0hEMvIsSnr-b9Vw/edit

https://docs.google.com/a/monroviaschools.net/document/d/1hwIoEA-1WXujwAZQgUNU8q4NyC2Y0hEMvIsSnr-b9Vw/edit

https://docs.google.com/a/monroviaschools.net/document/d/1Lk5VxuN4h7NO9Kb9lZ-nDVJ4rGNVWK4Tcy-gYfYL9Ls/edit

https://docs.google.com/a/monroviaschools.net/document/d/1Lk5VxuN4h7NO9Kb9lZ-nDVJ4rGNVWK4Tcy-gYfYL9Ls/edit






























Skills

Multisyllabic words with closed syllables

Fluency: Pacing



RF 4.4




Unit 5























Week 1


Writing

Narratives: Chronology







W 4.4 Produce clear and coherent writing (including multiple-paragraph texts) in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)






Week 1



Summarize
























































Week 1


Language

Adjectives

Context Clues


L 4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.d. Order adjectives within sentences according to

conventional patterns (e.g., a small red bag rather than a red small bag).






Unit 5









https://docs.google.com/a/monroviaschools.net/file/d/0Bz5Zp8uKQOcJNFNxZy0yVU1DOXc/edit?usp=sharing




















2 “How did identifying the author’s purpose help help you understand the character’s of the story?”“How did identifying the author’s purpose help help you understand the character’s of the story?”“How did identifying the author’s purpose help help you understand the character’s of the story?”“How did identifying the author’s purpose help help you understand the character’s of the story?”“How did identifying the author’s purpose help help you understand the character’s of the story?”


Author’s purpose

Summarize


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.






l TextN/A


l SkillsMultisyllabic

words with open syllables

Fluency: pacing



RF 4.4











































Week 2 WritingInformative












CCSS Teachers’ Resource Book pg T133

Unit 5



















Week 2 Speaking and

ListeningReport on a topic or text


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




Week 2 Languagea and an (1st

grade standard)

Idioms, adages, proverbs

synonyms




idioms, adages, and proverbs.c. Demonstrate understanding of words by relating

them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).




Idioms and Adages






































http://flashmedia.glynn.k12.ga.us/Greer.cfm?subpage=46090

http://flashmedia.glynn.k12.ga.us/Greer.cfm?subpage=46090



N/A


l Text

Main idea and details







iPad app: Park Guides- National Parks by National Geographic


l Skills


vowel teams

Fluency: Accuracy



RF 4.4




Unit 5













































Week 3Writing

Opinion: Support an argument












Week 3 Speaking and

ListeningPresent


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








































Week 3 Language

Adjectives

Latin Roots




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






Unit 5

https://docs.google.com/a/monroviaschools.net/file/d/0Bz5Zp8uKQOcJQXNlT1gzekkyQTA/edit?usp=sharing




















4 “How can recognizing comparison as a text structure help you to describe the relationships between ideas in this text?”“How can recognizing comparison as a text structure help you to describe the relationships between ideas in this text?”“How can recognizing comparison as a text structure help you to describe the relationships between ideas in this text?”“How can recognizing comparison as a text structure help you to describe the relationships between ideas in this text?”“How can recognizing comparison as a text structure help you to describe the relationships between ideas in this text?”

Week 4 Reading LiteratureMythology

(protagonist and hyperbole)

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).






l TextCompare and

contrast














































l Skillsr controlled

vowels

Context clues

Fluency: Intonation/expression



RF 4.4




Week 4 WritingInformational:

Research paper

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






Unit 5









































Week 4 Speaking and

ListeningGroup

research

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.a. Come to discussions prepared, having read or

studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions and carry out assigned roles.

c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.





Week 4 LanguageUsing more and most(review

standard)

Adjective order

Context clues


























https://docs.google.com/a/monroviaschools.net/file/d/0Bz5Zp8uKQOcJTVp5emxVOGVsZzg/edit?usp=sharing




















5 “How can recognizing sequence as a text structure help you to describe the relationships between ideas and text?”“How can recognizing sequence as a text structure help you to describe the relationships between ideas and text?”“How can recognizing sequence as a text structure help you to describe the relationships between ideas and text?”“How can recognizing sequence as a text structure help you to describe the relationships between ideas and text?”“How can recognizing sequence as a text structure help you to describe the relationships between ideas and text?”


Poetry-Limericks






l TextSequence







Unit 5








































l SkillsMultisyllabic words with

consonant +-le

homographs

Fluency: Expression



RF 4.4




Week 5 Writing

Finish up from week 4





Week 5 Speaking and

ListeningContinue from

week 4





























































Week 5 Language

Comparing with Good and

Bad(review)

Homographs


L 4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).






Unit 5

https://docs.google.com/a/monroviaschools.net/file/d/0Bz5Zp8uKQOcJeDdQaTBBZjY1RWM/edit?usp=sharing





















DRAFT Curriculum/Pacing Guide #6Treasures Unit 6: April 20 - May 30

Report Cards: June 6













1 “What was the problem in this story, and how was it solved?“What was the problem in this story, and how was it solved?“What was the problem in this story, and how was it solved?“What was the problem in this story, and how was it solved?“What was the problem in this story, and how was it solved?

Week 1


Reading Literature

Problem/Solution






Week 1


Problem solution, primary v

secondary sources







https://docs.google.com/a/monroviaschools.net/document/d/15MwKnYUHUqoQbh-laSjtDvZLmRuFSq8J_14J9Npn9yw/edit

https://docs.google.com/a/monroviaschools.net/document/d/15MwKnYUHUqoQbh-laSjtDvZLmRuFSq8J_14J9Npn9yw/edit

https://docs.google.com/a/monroviaschools.net/document/d/132Mjfyc4hDuRmMr5IwCE4e0-9FQQmuYG5XpYPMnC7eg/edit

https://docs.google.com/a/monroviaschools.net/document/d/132Mjfyc4hDuRmMr5IwCE4e0-9FQQmuYG5XpYPMnC7eg/edit

https://docs.google.com/a/monroviaschools.net/document/d/136an5Srj88C7KgIv8Z_39W9574uLeRIp_To9OX6l5Cg/edit

https://docs.google.com/a/monroviaschools.net/document/d/136an5Srj88C7KgIv8Z_39W9574uLeRIp_To9OX6l5Cg/edit

https://docs.google.com/a/monroviaschools.net/document/d/1boAe0w3wRl_GfZjdyplGE-yrGmxVUTmbvwKTx4HAtzA/edit

https://docs.google.com/a/monroviaschools.net/document/d/1boAe0w3wRl_GfZjdyplGE-yrGmxVUTmbvwKTx4HAtzA/edit

https://docs.google.com/a/monroviaschools.net/document/d/1r8XiUxYR1g_dk9KJbKyIR28igQMq9JS1r5vDCb5d4SI/edit

https://docs.google.com/a/monroviaschools.net/document/d/1r8XiUxYR1g_dk9KJbKyIR28igQMq9JS1r5vDCb5d4SI/edit

https://docs.google.com/a/monroviaschools.net/document/d/1fCWZBnUsudjyH7ODM0Fbq95_Gjn3ChmPggoL5D20SzY/edit

https://docs.google.com/a/monroviaschools.net/document/d/1fCWZBnUsudjyH7ODM0Fbq95_Gjn3ChmPggoL5D20SzY/edit


















































Skills

Multisyllabic word with /en/

-in -on -en

Fluency: accuracy



RF 4.4




Week 1

✓Writing Standards Checklist Writing

Informational Essay:

W 4.2








Week 1








Unit 6













































































Week 1


LanguageAdverbs

Unfamiliar words

Song: formal and informal language




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

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.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.















https://docs.google.com/a/monroviaschools.net/file/d/0Bz5Zp8uKQOcJXzEwbFdqbldvSmM/edit?usp=sharing




















2 “How did recognizing cause and effect relationships help you to sequence the events of the plot?”“How did recognizing cause and effect relationships help you to sequence the events of the plot?”“How did recognizing cause and effect relationships help you to sequence the events of the plot?”“How did recognizing cause and effect relationships help you to sequence the events of the plot?”“How did recognizing cause and effect relationships help you to sequence the events of the plot?”


Cause and effect







l Text

Structure of text

Timelines







Unit 6








































SkillsHomophones

Fluency: Intonation



RF 4.4



























Week 2 WritingWrite to inform/

explain














CCSS Teacher’s Resource Book pg T163

Week 2 Speaking and

ListeningSummarize





Unit 6



































Week 2 LanguageComparing with adverbs (review)and combining sentences with

prepositions

Suffixes


L 4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.e. Form and use prepositional phrases.







https://docs.google.com/a/monroviaschools.net/file/d/0Bz5Zp8uKQOcJdzBscTBuX1BJR2s/edit?usp=sharing




















3 “How can making generalizations help you understand the important points of the text?”“How can making generalizations help you understand the important points of the text?”“How can making generalizations help you understand the important points of the text?”“How can making generalizations help you understand the important points of the text?”“How can making generalizations help you understand the important points of the text?”


N/A


l Text

Making generalizations








Skills

Prefixes

Fluency: Expression



RF 4.4




Unit 6













































Week 3Writing

Informative/Expository

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






Week 3 Speaking and

ListeningSummarize





Week 3 Language

Negatives (review)

Latin and Greek Roots

Similes and metaphors













































https://docs.google.com/a/monroviaschools.net/file/d/0Bz5Zp8uKQOcJalhxZ0d0d29rOW8/edit?usp=sharing




















4 “How can drawing conclusions help you to identify the major events in this biography?“How can drawing conclusions help you to identify the major events in this biography?“How can drawing conclusions help you to identify the major events in this biography?“How can drawing conclusions help you to identify the major events in this biography?“How can drawing conclusions help you to identify the major events in this biography?


Poetry: Haiku

Figurative language






l TextDrawing

Conclusions







Skills


suffixes

Fluency: Accuracy



RF 4.4




Unit 6





























































Week 4 Writing

Biography


W 4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4 here.)






Week 4 Speaking and

ListeningPresent

biography

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.a. Plan and deliver a narrative presentation that:

relates ideas, observations, or recollections; provides clear context; and includes clear insight into why the event or experience is memorable.





http://www.corestandards.org/ELA-Literacy/L/4




































Week 4 LanguagePrepositions

Figurative Language

Suffixes










Unit 6

https://docs.google.com/a/monroviaschools.net/file/d/0Bz5Zp8uKQOcJVVBuRk5SS0h4RFk/edit?usp=sharing




















5 “How can identifying the problem and the solution help you understand the main ideas of the story?”“How can identifying the problem and the solution help you understand the main ideas of the story?”“How can identifying the problem and the solution help you understand the main ideas of the story?”“How can identifying the problem and the solution help you understand the main ideas of the story?”“How can identifying the problem and the solution help you understand the main ideas of the story?”


PoetryConcrete

Poem






l TextProblem/Solution















































SkillsPrefixes and

suffixes

fluency



RF 4.4




Week 5 Writing

Biography continued


W 4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4 here.)






Unit 6











































Week 5 Speaking and

ListeningPresent

biography continued

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.a. Plan and deliver a narrative presentation that:

relates ideas, observations, or recollections; provides clear context; and includes clear insight into why the event or experience is memorable.




Week 5 LanguageUsing

prepositions

Affixes

Idioms






idioms, adages, and proverbs.





















https://docs.google.com/a/monroviaschools.net/file/d/0Bz5Zp8uKQOcJOFo3TXBycndwd1U/edit?usp=sharing




















Monrovia Uniﬁed Schools Fourth Grade ELA Pacing Guide 2013 ...€¦ · Literature Question Stems...

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