NORWELL PUBLIC SCHOOLSELA CURRICULUM MAP/PACING GUIDE

FOURTH GRADE

SUBJECT: English Language Arts STRANDS: Reading, Language, Speaking and Listening, Writing GRADE LEVEL: Fourth

UNIT ONESUGGESTED TIME FRAME: 7­ 8 Weeks

POWER STANDARDS:

Proficiently read and comprehend literature including stories, drama and poetry. Determine and describe character, setting, plot, significant events and theme in a story or drama. Use knowledge of language and demonstrate command of the conventions of Standard English grammar and usage when writing, speaking and reading. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. Determine and explain events, procedures, ideas or concepts in an historical, scientific, or technical text, including what happened and why, based on specific

information in a text. 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 Opinion Pieces: Write, develop and support opinion pieces on topics or texts. Informative/ Explanatory Pieces: Write, develop and clearly explain a topic or idea to inform the reader Narrative Pieces: write narratives to develop real or imagined experiences using effective technique, descriptive details, and clear event sequences. Engage effectively in a range of collaborative discussions (one­on­one, in groups, and teacher­led) with diverse partners on grade 4 topics and texts, building on

others’ ideas and expressing their own clearly. Engage effectively in a range of collaborative discussions (one­on­one, in groups, and teacher­led) with diverse partners on grade 4 topics and texts, building on

others’ ideas and expressing their own clearly. Read with sufficient fluency and accuracy to support comprehension.

SUPPORTING STANDARDS (to be taught to mastery):

refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text (RL 1 and RI 1) describe in depth a setting drawing on specific details in the text. (RL 3) determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (RL 4) explain how an author uses reasons and evidence to support particular points in a text (RI 8) 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 within an

opinion piece (W 1a) provide a concluding statement or section related to opinion presented (W 1d) introduce a topic clearly and group related information in paragraphs and sections within an informative/explanatory piece (W 2a) provide a concluding statement or section related to the information or explanation presented within an informative/explanatory piece (W 2d) with guidance and support from peers and adults, develop and strengthen writing as needed by planning. (which may or may not include use of technology) (W 5) form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses (L 1b) produce complete sentences, recognizing and correcting inappropriate fragments and run­ons (L 1f) use correct capitalization (L 2a)

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spell grade­appropriate words correctly (L 2d) recognize and explain the meaning of similes and metaphor (L 5a)

NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students

SUBJECT: English Language Arts STRANDS: Reading, Language, Speaking and Listening, Writing GRADE LEVEL: Fourth

UNIT ONESUGGESTED TIME FRAME: 7 ­8 Weeks

EssentialQuestions

Academic Vocabulary CommonResources

Student Outcomes CommonAssessments/ Benchmarks

Why is itimportant toread andcomprehendliterature?

How doauthorsdevelopsetting?

How dospecificdetails helpthe reader tocomprehend?

Why dopeople write?

abbreviation, adjective, adverb,affix, American Literature,analogy, appropriate, argue/argument, article, audience,author, author’s purpose, body,boldface, brainstorm, capital/capitalization, caption, chapter,closing, colon, command,complex sentence, compoundnoun, comprehend/comprehension, conclude/conclusion, conflict, context,context clues, contraction,creative writing, cursive, data,definition, describe/ description,descriptive writing, detail,dictionary, digital, digitalsources, discussion, draft,editing, ending, evidence,example, explain/ explanation,expository text, fable, fact,fantasy, feedback, fiction,footnote, form, fragment, futuretense, general/ generalization,genre, glossary, Google,grammar, group/ categorize,heading, history/ historical,illustrate/ illustration, illustrator,imperative sentence,independent reading, index,inference, inform, informationaltext, introduction, italics, label,legibility, letter closing, linkingwords, literal meaning,literature, magazine, map,

Short Text

Greek Myths:­ Persephone andHades­ Icarus and Daelalus­ Echo and Narcissus­ Hercules­ Pandora’s Box

Social Studies:­ “Grandfather’sJourney”­ “Lewis and Clarkeand Me”­ Immigration TradeBook: When JessieCame Across the Seaby Amy Hess­ Small Reader fromUnit 1 Week 5 ThisLand is Our Land

Science:­ “Letter’s Home fromYosemite”­ Unit 1 Week 1 BlackBears ­ Small Reader fromUnit 1 Week 5 TheAmazing Geography ofthe West

Extended Text

Students will be able to:

refer to details and examplesin a text when explaining whatthe text says explicitly andwhen drawing inferences fromthe text

describe in depth a settingdrawing on specific details inthe text

determine the meaning ofwords and phrases as theyare used in a text, includingthose that allude to significantcharacters found in mythology

explain how an author usesreasons and evidence tosupport particular points in atext

introduce a topic or textclearly, state an opinion andcreate an organizationalstructure in which relatedideas are grouped to supportthe writer’s purpose within anopinion piece

provide a concludingstatement or section relatedto opinion presented

introduce a topic clearly andgroup related information inparagraphs and sectionswithin aninformative/explanatory piece

provide a concluding

Read/Respond to Complex Text ­Routine Writing to Develop and ConveyUnderstanding: Describe the setting of“Grandfather’s Journey” using all applicablesenses. Students need to introduce the topicand text clearly and provide a concludingstatement or section. When applicable,students must form and use the progressiveverb tenses appropriately, produce completesentences, use correct capitalization, andspell grade­level words appropriately.

Read/Respond to Complex Text ­Analyses Focused on Informing andExplaining:Provide reasons that are supported by factsand details. After reading “Grandfather’sJourney” explain in writing why Grandfatherreturned to Japan when it was so clear heloved the United States. Students need tointroduce the title and topic clearly, grouprelated information into paragraphs orsections and provide a concluding statement.When applicable, students must form anduse the progressive verb tensesappropriately, produce complete sentences,use correct capitalization, and spellgrade­level words appropriately

Reading/Writing to Complex Text ­Analysis Focused on Opinions:After reading the stories from Unit 1 inReading Street and common Greek Myths,pick the setting from one story and state whyit is your favorite setting using evidence from

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margin, meaning, media,message, mood, moral,multi­syllabic, myth/mythology, news, nonfiction,nonliteral, novel, opinion,parenthesis, passage,permitted, personal pronoun,persuade/ persuasive, phrase,planning, poem/ poetry, poet,points, policy, precise/precision, predicate, predict,proficiently, progressive verbtense, proof, proper noun,publish, punctuation, purpose,reason, reflection, respond,restatement, review, revise, rootword, run­on sentence,schedule, search engine,self­monitoring, sequence,sequence of events, setting,shades of meaning, simile,similar, simple sentence,singular, specific, standardEnglish, stanza, story,structure, style, subject,superlative, support,supporting details, syllabicationpattern, synonym, table ofcontents, text, text features,text structure, textbook,thesaurus, topic, topicsentence, transitional words,understand/ understanding,unknown, valid, valid reason,venn diagram, verb, verbphrase, vocabulary, when,writing process

Literature:­ Shiloh

statement or section relatedto the information orexplanation presented withinan informative/explanatorypiece

form and use the progressiveverb tenses

produce complete sentences,recognizing are correctinginappropriate fragments andrun­ons

use correct capitalization spell grade­level words

appropriately recognize and explain the

meaning of similes andmetaphors

Use questions and prompts suchas:

Can you tell me the reasonsthe character said...in thestory?

What are the most importantevents that happened in thestory? How do you know?

What is the setting of thetext?

What predictions can youmake about the story basedon title and pictures?

Can you describe how thecharacter is feeling in thispart?

How do you think the modernphrase/word relates to themyth_____? Use details fromthe myth to support yourclaim.

the text to support your opinion. Studentsneed to introduce the topic and text clearly,state an opinion, create an organizationalstructure in which related ideas are groupedto support the writer’s purpose and provide aconcluding statement or section related tothe the opinion presented. When applicable,students must form and use the progressiveverb tenses appropriately, produce completesentences, use correct capitalization, andspell grade­level words appropriately

Research Project:Immigration

Reading and Writing Foundational Skills

Phonics, Word Recognition and Fluency:­ Running record using independent readinglevel appropriate text. Read with appropriatepace and a rate of 130 words per minute.

Study and Apply Grammar:

­ Assess student ability to form and use theprogressive verb tenses­ Assess student ability to recognize andcorrect inappropriate fragments and run­ons­ Assess student ability to recognize andexplain metaphors and similes

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SUBJECT: English Language Arts STRANDS: Reading, Language, Speaking and Listening, Writing GRADE LEVEL: Fourth

UNIT TWOSUGGESTED TIME FRAME: 7 ­ 8 Weeks

POWER STANDARDS:

Proficiently read and comprehend literature including stories, drama and poetry. Determine and describe character, setting, plot, significant events and theme in a story or drama. 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. Informative/ Explanatory Pieces: Write, develop and clearly explain a topic or idea to inform the reader Read and comprehend informational texts. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Narrative Pieces: write narratives to develop real or imagined experiences using effective technique, descriptive details, and clear event sequences. Engage effectively in a range of collaborative discussions (one­on­one, in groups, and teacher­led) with diverse partners on grade 4 topics and texts, building on

others’ ideas and expressing their own clearly. Read with sufficient fluency and accuracy to support comprehension. 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. Use knowledge of language and demonstrate command of the conventions of Standard English grammar and usage when writing, speaking and reading. Determine, clarify and acquire the meaning of unknown and multiple­meaning words and phrases based on grade four reading and content, choosing flexibly from a

range of strategies.

SUPPORTING STANDARDS (to be taught to mastery):

describe in depth a character in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions) (RL 3) locate and analyze examples of similes and metaphors in stories, poems, folk tales and plays, and explain how these literary devices enrich the text. (MA.8.A) determine the main idea of a text and explain how it is supported by key details (RI 2) provide reasons that are supported by facts and details within an opinion piece. (W 1b) link ideas within categories of information using words and phrases within an informative/explanatory piece (W 2c) use a variety of transitional words and phrases to manage the sequence of events within a narrative piece (W 3c) 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 (SL 1a) follow agreed­upon rules for discussions and carry out assigned roles (SL 1b) review the key ideas expressed and explain their own ideas and understanding in light of the discussion (SL 1d) identify the reasons and evidence a speaker provides to support particular points (SL 3) order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag) (L 1d) form and use prepositional phrases (L 1e) use comma before a coordinating conjunction in a compound sentence (L 2c) use common, grade­appropriate Greek and Latin affixes and roots (e.g., telegraph, photograph, autograph) as a clue to the meaning of a word (L 4b)

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consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciations and determine or clarify the precisemeaning of key words and phrases (L 4c)

SUBJECT: English Language Arts STRANDS: Reading, Language, Speaking and Listening, Writing GRADE LEVEL: Fourth

UNIT TWOSUGGESTED TIME FRAME: 7 ­ 8 Weeks

EssentialQuestions

Academic Vocabulary CommonResources

Student Outcomes Common Assessments/ Benchmarks

How can weuse contextclues to helpus understandwords orphrases wedon’tcomprehend?

How can weuse detailsand examplesfrom text tosupportinferences?

How can weinterpret andconveyinformation?

How doauthorsdevelopcharacters in astory?

How doconversationsdeepen ourunderstandingof literature?

affix, alliteration,almanac, analogy,appropriate, argue/argument, audience,biography, body,boldface, book review,caption, character,characteristics/ traits,classified ad, clause,clue, comma, compoundsentence, conclude/conclusion, conflict,conjunction,conversation, creativewriting, data, definition,describe/ description,descriptive writing, detail,determine, dialogue,dictionary, discussion,draft, drawingconclusions, editing,ending, entertain,environment, evidence,explain/ explanation,expository text, fact,feedback, general/generalization,grammar,group/ categorize,homographs, idiom, inlight of, inform,

Short Texts

Literature:­What Jo Did?­Coyote SchoolNews­Marvin and theGreat North Woods

Drama:Grace and the TimeMachine

Social Studies:So You Want to BePresident

Science:Small Reader:~Plant and Animal~How Plants Growand Change~Energy fromPlants

Extended Text

Informational:Individual BiographySelections

Students will be able to:

describe in depth a character locate and analyze examples of

similes and metaphors determine the main idea of a text

and explain how it is supported bykey details

provide reasons that are supportedby facts and details within anopinion piece

link ideas within categories ofinformation using words andphrases within aninformative/explanatory writingpiece

use a variety of transitional wordsand phrase to manage thesequence of events within anarrative piece

come to discussions prepared follow agreed­upon rules for

discussions and carry out assignedroles

review the key ideas expressed andexplain own ideas andunderstanding in light of thediscussion

identify the reasons and evidence aspeaker provides to supportparticular points

order adjectives within sentencesaccording to conventional patterns

Reading/Responding to Complex Text ­Routine Writing to Develop and ConveyUnderstanding:After reading a text at their independent readinglevels, students create a summary focusing onthe characters and setting from the text.Students need to introduce the text clearly,provide a concluding statement or section anduse a variety of transitional words and phrasesto manage the sequence of events. Whenapplicable, students must form and use theprogressive verb tenses, produce completesentences, use correct capitalization, orderadjectives, form and use prepositional phrases,and use a comma before a coordinatingconjunction appropriately. Also students need tospell grade­level words appropriately and consultreference materials to determine or clarify theprecise meaning of words and phrases.

Reading/Responding to Complex Text ­Analysis Focused on Informing andExplaining:After reading a text at their independent readinglevels, students must describe in depth acharacter. Students need to introduce the textclearly, provide a concluding statement orsection and use complex adjectives, within avariety of sentences. When applicable, studentsmust form and use the progressive verb tenses,produce complete sentences, use correctcapitalization, order adjectives, form and useprepositional phrases, and use a comma before

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informational text, keydetails, linking words,location, main idea/ mainpoint, major event,manual, media, memo,multiple meaning,narrative, news,permitted, persuade/persuasive, planning,plot, points, policy,precise/ precision,prepositional phrase,problem/ solution,reason, referencematerials, reflection,report, review, revise,role, science fiction,self­monitoring,sequence, shades ofmeaning, speaker,specific, structure,summary/ summarize,support, syllabicationpattern, topic, transitionalwords, valid, valid reason,vocabulary, writingprocess

form and use prepositional phrases use comma before a coordinating

conjunction in a compoundsentence

use common, grade­appropriateGreek and Latin affixes and rootsas clues to the meaning of a word

consult reference materials to findthe pronunciation and determine orclarify the precise meaning of keywords and phrases

Use questions and prompts such as:

Can you tell me the reasons thecharacter said...in the story?

What can you infer from thepassage/ data/ picture?

What is this information telling you? What detail from the text supports

your inference? What clues in the sentence can

help you with the meaning of thatword?

a coordinating conjunction appropriately. Alsostudents need to spell grade­level wordsappropriately and consult reference materials todetermine or clarify the precise meaning ofwords and phrases.

Research Project:Use a Biography Extended Text and includeadditional resources. Biography Presentation inwhich students create a Q&A interview based onresearch from the perspective of the biographer.All Speaking and Listening standards from UnitsOne and Two need to be assessed duringpresentations.

Reading and Writing Foundational Skills

Phonics, Word Recognition and Fluency:­ Running record using independent reading levelappropriate text. Read with appropriate pace anda rate of 133 words per minute.

Study and Apply Grammar:­ Assess student ability to order adjectiveswithin sentences according to conventionalpatterns­ Assess student ability to form and useprepositional phrases­ Assess student ability to use a comma beforea coordinating conjunction in a compoundsentence

Study and Apply Vocabulary:­ Assess student ability to use common,grade­appropriate Greek and Latin affixes androots as a clue to the meaning of a word­ Assess student use of dictionary skills todetermine or clarify the precise meaning of keywords and phrases

NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students

SUBJECT: English Language Arts STRANDS: Reading, Language, Speaking and Listening, Writing GRADE LEVEL: Fourth

UNIT THREESUGGESTED TIME FRAME: 7­ 8 Weeks

Power Standards:

Proficiently read and comprehend literature including stories, drama and poetry. Determine and describe character, setting, plot, significant events and theme in a story or drama. Use knowledge of language and demonstrate command of the conventions of Standard English grammar and usage when writing, speaking and reading. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. Determine and explain events, procedures, ideas or concepts in an historical, scientific, or technical text, including what happened and why, based on specific

information in a text. 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 Opinion Pieces: Write, develop and support opinion pieces on topics or texts. Informative/ Explanatory Pieces: Write, develop and clearly explain a topic or idea to inform the reader Narrative Pieces: write narratives to develop real or imagined experiences using effective technique, descriptive details, and clear event sequences. Engage effectively in a range of collaborative discussions (one­on­one, in groups, and teacher­led) with diverse partners on grade 4 topics and texts, building on

others’ ideas and expressing their own clearly. Engage effectively in a range of collaborative discussions (one­on­one, in groups, and teacher­led) with diverse partners on grade 4 topics and texts, building on

others’ ideas and expressing their own clearly. Read with sufficient fluency and accuracy to support comprehension.

Supporting Standards (to be taught to mastery):

determine the theme of a story, drama or poem from details in the text; summarize the text (RL 2) make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and

directions in the text (RL 7) determine the meaning of general academic and domain­specific words or phrases in a text relevant to a grade 4 topic or subject area (RI 4) describe the overall structure of events, ideas, concepts, or information in a text or part of a text (RI 5) compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided (RI 6) used combined knowledge of all letter­sound correspondences, syllable types (closed, open, vowel teams, silent­e, r­controlled, diphthongs, consonant ­le),

syllabication patterns (vc/cv, c/vc, vc/v, v/v), and morphology to read accurately unfamiliar multi­syllabic words in context and out of context (RF 3a) use context to confirm or self­correct word recognition and understanding, rereading as necessary (RF 4c) link opinion and reasons using transitional words, prepositional phrases and order words within an opinion piece. (W 1c) develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic within an informative/explanatory piece.

(W 2b) establish a situation and introduce a narrator and/or characters; organize an event that unfolds naturally (W 3a) with guidance and support from peers and adults, develop and strengthen writing as needed by planning. (which may or may not include use of technology) (W 5)

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draw evidence from literary or informational texts to support analysis, reflection, and research (W 9) pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to discussion and link to the remarks of others

(SL 1c) paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually and orally (SL 2) report on a topic, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant descriptive details to support main ideas and

themes; speak clearly and at an understandable pace (SL 2) correctly use frequently confused words (L 1g) use commas and quotation marks to mark direct speech and quotations from a text (L 2b) choose words and phrases to convey ideas precisely (L 3a) choose punctuation for effect (L 3b) differentiate between contexts that call for formal English and situations where informal discourse is appropriate (L 3c) use context as a clue to the meaning of a word or phrase (L 4a) demonstrate an understanding of words by relating them to their opposites and to words with similar but not identical meanings (L 5c)

NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students

SUBJECT: English Language Arts STRANDS: Reading, Language, Speaking and Listening, Writing GRADE LEVEL: Fourth

UNIT THREESUGGESTED TIME FRAME: 7 ­8 Weeks

EssentialQuestions

AcademicVocabulary

CommonResources

Student Outcomes Common Assessments/Benchmarks

What is theme?

Why do wesummarizetext?

How do literarydevices enrichtext?

What are thedifferencesbetweenfirsthand andsecondhandaccounts?

accounts, accurate/accuracy, actions,advertise, affix,analogy, analysis/analyze, appropriate,argue/ argument,audience, base word,book review, cause,cause and effect,character,characteristics/ traits,chart, clause, climax,clue, compare/contrast,composition,comprehend/comprehension,context, convey, data,describe/ description,descriptive writing,detail, develop,dialogue, difference/different, differentiate,direct speech,direction, discourse,diverse, domain, draft,drama, drawingconclusions, editing,effect, events,evidence, experience,explain/ explanation,expression, fact,feedback, figurativelanguage, figure ofspeech, firsthand,fluently/ fluency,

Short Texts

Poetry:­ Joyful Noise:Poems for TwoVoices by PaulFleischman

­ Book Speak:Poems aboutBooks. by LauraPurdie Salas

­ All SmallPoems andFourteen MoreBy ValerieWorth, NatalieBabbitt

­ Outside YourWindow: A FirstBook of Natureby NicolaDavies, MarkHearld

­ Zorgamazoo byRobert PaulWeston

Drama:­ The King andThe Kitchen

Students will be able to:

determine the theme of a story, drama,or poem from details in the text

summarize text make connections between the text of a

story or drama and a visual or oralpresentation of the text, identifyingwhere each version reflects specificdescriptions and directions in the text

determine the meaning of generalacademic and domain­specific words orphrases in a text

describe the overall structure of events,ideas, concepts, or information in a textor part of a text

compare and contrast a firsthand andsecondhand account of the same eventor topic

use combined knowledge of allletter­sound correspondences, syllabletypes and morphology to readaccurately unfamiliar multisyllabic wordsin and out of context

use context to confirm or self­correctword recognition and understanding,rereading as necessary

link opinion and reasons usingtransitional words, prepositional phrasesand order words within an opinion piece

develop the topic with facts, definitions,concrete details, quotations, or otherinformation and examples related to thetopic within an informative/explanatorypiece

establish a situation and introduce a

Reading/Responding to Complex Text ­Develop and Convey Understanding:Summarize a poem using details from the text todescribe the theme. Students need to introducethe topic and text clearly, create anorganizational structure in which related ideasare grouped to support the writer’s purpose,provide a concluding statement, and use a varietyof transitional words and phrases, Students mustapply all taught language and foundational skillsfound in units 1 ­ 3.

Reading/Responding to Complex TextsDevelop and Convey Understanding:Analyze a poem’s theme through the figurativelanguage and literary devices from the text.Students need to introduce the topic and textclearly, create an organizational structure inwhich related ideas are grouped to support thewriter’s purpose, provide a concluding statement,and use a variety of transitional words andphrases, Students must apply all taughtlanguage and foundational skills found in units 1 ­3.

Reading/Responding to Complex Texts ­Develop and Convey Understanding

Discuss themes and recite portions or all ofpoems. After practicing, students need to readpoems aloud. During practice, student need to beusing context to confirm or self­correct wordrecognition and understanding, rereading asnecessary. Students need to read with accuracy,appropriate rate and expression on successivereadings with purpose and understanding. During

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focus, folk tale, formalEnglish, format,general/generalization,grammar, graph,graphics, Greek,group/ categorize,homographs, ideas,inform, informationaltext, jobannouncement, Latin,link, linking words,literal meaning,literary, literaryanalysis, meaning,media, message,multiple meaning,nonliteral, oral, order/organize, peers,permitted, persuade/persuasive, plot,portion, precise/precision, prefix,presentation,problem/ solution,proofread, purpose,quotation mark,reason, reflection,rereading, review,revise, rhyme,rhythm, rising action,root word, scanning/skimming,secondhand,self­monitoring,shades of meaning,skills, specific,stanza, strengthen,structure, suffix,summary sentence,support, syllabicationpattern, tell, theme,topic, transitionalwords, universalthemes, valid, validreason, version, video,

narrator and/or characters; organize anevent that unfolds naturally

with guidance and support from peersand adults, develop and strengthenwriting as needed by planning

draw evidence from literary orinformational texts to support analysis,reflection, and research

pose and respond to specific questionsto clarify or follow up on information, andmake comments that contribute todiscussion and link to the remarks ofothers

paraphrase portions of a text read aloudor information presented in diversemedia and formats, including visuallyand orally

report on a topic, tell a story, or recountan experience in an organized manner,using appropriate facts and relevantdescriptive details to support main ideasand themes

speak clearly and at an understandablepace

correctly use frequently confused words use commas and quotation marks to

mark direct speech and quotations froma text

choose words and phrases to conveyideas precisely

choose punctuation for effect differentiate between contexts that call

for formal English and situations whereinformal discourse is appropriate

use context as a clue to the meaning ofa word or phrase

demonstrate an understanding of wordsby relating them to their opposites andto words with similar but not identicalmeanings

Use questions and prompts such as:

What is the theme? How do you know?

discussion students should be assessed on theSpeaking and Listening Standards for Units One,Two and Three.

Narrative: Establish a Situation (fiction)Create a make­believe setting and one maincharacter that goes through a sequence of events(i.e. going to the beach to surf, flying to themoon, building an underwater city). The settingneeds to be described in depth using specificdetails to describe how the setting looks,sounds, feels, smells and tastes. Studentsshould use sensory descriptions embedded intheir sentences through the use of similes,metaphors, vivid adjectives and clauses. Thecharacter needs to be described in depthincluding a description of the character’spersonality and appearance through the use ofvivid adjectives, description of the character’sactions and inclusion of the character’s thoughts.The sequence of events should establish asituation and include a variety of transitionalwords and phrases (students do NOT need toproduce a complete plot, only establish asituation). Students must apply all taughtlanguage and foundational skills found in units 1 ­3. A visual should be included with the piece thatcontains the main character involved in the mainevent described in the writing within themake­believe setting. Students may draw thisvisual before drafting as a form of prewriting.

Research Project:Poetry and Figurative Language

Reading and Writing Foundational Skills

Phonics, Word Recognition, Fluency:­ Assess students’ abilities to form, use andidentify seven syllable types (closed, open, vowelteams, silent­e, r­controlled, diphthongs,consonant ­le)­ Assess students’ abilities to form, use andidentify four syllabication patterns (vc/cv, c/vc,vc/v, v/v)­ Running record using independent reading level

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visual, vocabulary,writing process

Find five similes and five metaphors inthe text How does this vocabulary wordhelp build your understanding of thetext?

How is this firsthand account differentfrom this secondhand account?

What type of syllable is this? What syllabic pattern does this word

follow? Reread the sentence. Does thatword make sense?

How can you link your opinion to yourreasons using transitional phrases?

What facts, details or quotations canyou use to develop your topicwell/better?

How can you plan before you write?

appropriate text. Read with appropriate pace anda rate of 135 words per minute.

Study and Apply Grammar:­ Assess student ability to use commas andquotation marks to mark direct speech andquotations from a text

Study and Apply Vocabulary:­ Assess student ability to use context as a clueto the meaning of a word or phrase­ Assess student ability to demonstrate anunderstanding of words by relating them to theiropposites and to words with similar but notidentical meanings

NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students

SUBJECT: English Language Arts STRANDS: Reading, Language, Speaking and Listening, Writing GRADE LEVEL: Fourth

UNIT FOURSUGGESTED TIME FRAME: 7 ­ 8 Weeks

Power Standards:

Proficiently read and comprehend literature including stories, drama and poetry. Determine and describe character, setting, plot, significant events and theme in a story or drama. Use knowledge of language and demonstrate command of the conventions of Standard English grammar and usage when writing, speaking and reading. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. Determine and explain events, procedures, ideas or concepts in an historical, scientific, or technical text, including what happened and why, based on specific

information in a text. 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 Opinion Pieces: Write, develop and support opinion pieces on topics or texts. Informative/ Explanatory Pieces: Write, develop and clearly explain a topic or idea to inform the reader Narrative Pieces: write narratives to develop real or imagined experiences using effective technique, descriptive details, and clear event sequences. Engage effectively in a range of collaborative discussions (one­on­one, in groups, and teacher­led) with diverse partners on grade 4 topics and texts, building on

others’ ideas and expressing their own clearly. Engage effectively in a range of collaborative discussions (one­on­one, in groups, and teacher­led) with diverse partners on grade 4 topics and texts, building on

others’ ideas and expressing their own clearly. Read with sufficient fluency and accuracy to support comprehension

Supporting Standards (to be taught to mastery):

compare and contrast the point of view from which different stories are narrated, including the differenc between first­ and third­ person (RL 6) compare and contrast the treatment of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures (RL 9) explain events, procedures, ideas or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the

text (RI 3) interpret information presented visually, orally, or quantitatively and explain how the information contributes to the understanding of the text in which it appears (RI

7) read grade­level text, prose, and poetry orally with accuracy, appropriate rate, and expression on successive readings with purpose and understanding (RF 4b) use precise language and domain­specific vocabulary to inform about or explain the topic within an informative/explanatory writing piece (W 2d) use concrete words, sensory details and dialogue to describe and develop experiences and events or show the responses of characters to situations within

narrative pieces (W 3b) provide a conclusion that follows from the narrated experiences or events within a narrative writing piece (W 3e) conduct short research projects that build knowledge through investigation of different aspects of a topic (W 7) students must understand how to write routinely over extended and shorter time frames in a range of disciplines (W 10)

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report on a topic, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas orthemes; speak clearly at an understandable pace (SL 4)

differentiate between contexts that call for formal English and situations when informal discourse is appropriate; use formal English when appropriate to task andsituation (SL 6)

use relative pronouns and relative adverbs (L 1a) acquire and use accurately grade­appropriate general academic and domain specific words and phrases, including those that signal precise actions, emotions or

states of being and that are basic to a particular topic (L 6)

NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students

SUBJECT: English Language Arts STRANDS: Reading, Language, Speaking and Listening, Writing GRADE LEVEL: Fourth

UNIT FOURSUGGESTED TIME FRAME: 7 ­ 8 Weeks

EssentialQuestions

AcademicVocabulary

CommonResources

Student Outcomes Common Assessments/Benchmarks

What is pointof view?

How do weinterpretinformation?

How do wewrite overshorter timeperiods?

How do wewrite overextended timeperiods?

academic, actions,adverb, Americanliterature, analysis/analyze, animation,aspect, audience,base word, chart,cite, clause, clear,climax, closing,compare/ contrast,comparison,composition,concept, conclude/conclusion,context, contrast,contribute,convention/conventional,culture, data,decrease,describe/description,descriptive writing,detail, diagram,discourse, domain,drawingconclusions,emotion, events,explain/explanation, firstperson, formalEnglish, general/generalization,genre, grammar, graph,group/ categorize,ideas, increase,inform,

Short Texts

Nonfiction:­ To Fly: TheStory of theWright Brothers

­ Seeker ofKnowledge

­ Cracking theGerman Code

­ Code Talkers

­ The RosettaStone

Extended Texts

Literature:City of Ember

Students will be able to:

compare and contrast the point of viewfrom which different stories are narrated,including the difference between first­ andthird­ person

compare and contrast the treatment ofsimilar themes and topics and patterns ofevents in stories, myths, and traditionalliterature from different cultures

explain events, procedures, ideas orconcepts in a historical, scientific, ortechnical text, including what happenedand why, based on specific information inthe text

interpret information presented visually,orally, or quantitatively and explain how theinformation contributes to theunderstanding of the text in which itappears

read grade­level text, prose, and poetryorally with accuracy, appropriate rate, andexpression on successive readings withpurpose and understanding

use precise language and domain­specificvocabulary to inform about or explain thetopic within an informative/explanatorywriting piece

use concrete words, sensory details anddialogue to describe and developexperiences and events or show theresponses of characters to situations

Reading/Writing to Complex Text ­ AnalysesFocused on Informing and Explaining:Read the story “City of Ember”. Then interpretand explain the procedures, ideas and conceptsand summarize the story. When explaining theprocedures, ideas and concepts, students needto include a writing piece in which they introducethe topic clearly, group related information inparagraphs and sections, link ideas withincategories of information using words andphrases, develop the topic with facts, definitions,concrete details, and quotations, use preciselanguage and domain­specific vocabulary toinform about or explain the topic and provide aconcluding statement or section related to theinformation or explanation presented. Whensummarizing the story, students need toestablish a situation, introduce a narrator and/orcharacters, use a variety of transitional wordsand phrases to manage the sequence of events,use concrete words, sensory details, anddialogue to describe and develop experiencesand events or show the response of charactersto situations and provide a conclusion thatfollows from the narrated summary. Thesummary should include setting and maincharacter descriptions and development of theplot.Students must apply all taught language andfoundational skills found in units 1 ­ 4.

Teacher can choose to have his/her studentspresent their knowledge based on their interest.The forms could be essay, brochure, slideshow,etc. However all products need to have the twowriting pieces described above.

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informational text,interpret,interrogativepronouns,investigate, legend/map key, linkingwords, math/mathematical,media, myth/mythology, narrate,narrator, pace/pacing, patterns,permitted, personalpronoun,perspective, plot,point of view,precise/ precision,primary sources,problem/ solution,procedure, project,proofread, reason,recollection,recount, reflection,relate, relevant,research,resolution,resource,restatement,results, review,revise, risingaction, scanning/skimming, science/scientific,selection,self­monitoring,shades of meaning,situations, skills,social sciences,sources, specific,speech, standardEnglish, summarysentence, support,technical text, thirdperson, topic,traditional,transitional words,

within narrative pieces provide a conclusion that follows from the

narrated experiences or events within anarrative writing piece

conduct short research projects that buildknowledge through investigation of differentaspects of a topic

students must understand how to writeroutinely over extended and shorter timeframes in a range of disciplines

report on a topic, tell a story, or recount anexperience in an organized manner, usingappropriate facts and relevant, descriptivedetails to support main ideas or themes;speak clearly at an understandable pace

differentiate between contexts that call forformal English and situations wheninformal discourse is appropriate; useformal English when appropriate to taskand situation

use relative pronouns and relative adverbs acquire and use accurately

grade­appropriate general academic anddomain specific words and phrases,including those that signal precise actions,emotions or states of being and that arebasic to a particular topic

Use questions and prompts such as:

From whose point of view is the story told? How do you interpret that information? Explain the events, procedures, ideas or

concepts that came up when you read theinformational text.

Can you add three domain­specificvocabulary words to your writing piece?

What facts did you find when you did yourresearch?

Is there a relative pronoun in thatsentence/paragraph?

Is there a relative adverb in that paragraph?

Reading/Writing to Complex Text ­ AnalysesFocused on Opinions:If you were the leader of the City of Ember wouldyou have run the city in the same manner as theMayor? Within the opinion piece, students needto introduce the topic and text clearly, state anopinion, create an organizational structure inrelated ideas are grouped to support the writer’spurpose, provide reasons that are supported byfacts and details, provide logically orderedreasons that are supported by facts and detailswith an opinion piece, link opinion and reasonsusing transitional words, prepositional phrases,and order words, and provided a concludingstatement or section. Students must apply applyall taught language and foundational skills foundin units 1 ­ 4.

Reading/Responding to Complex Text ­Compare and Contrast to Develop andConvey Understanding:

Use the “Seeker of Knowledge” and leveledreaders to compare and contrast theprocess/method used to solve problems. Withinthe compare/contrast writing piece, studentsneed to introduce the topic and texts clearly,develop the topic with facts, definitions, concretedetails, quotations, information, concrete words,sensory details, or dialogue that relate to thetopic. In addition, students need to provide aconclusion that is related to the information orexplanation presented within the piece. Ideasneed to be linked using transitionalwords/phrases and prepositional phrases.Students must apply all taught language andfoundational skills found in units 1 ­ 4.

Research Project:

Invention Convention

Reading and Writing Foundational Skills

Phonics, Word Recognition, Fluency:

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vocabulary, writingprocess

When/Why might we write over a shortperiod of time?

When/Why might we write over a longerperiod of time?

­ Running record using grade­level appropriatetext, prose or poetry. Read with appropriate paceand a rate of 138 words per minute.

Study and Apply Grammar:

­ Assess students abilities to use relativepronouns and adverbs

NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students

SUBJECT: English Language Arts STRANDS Reading, Language, Speaking and Listening, Writing GRADE LEVEL: Fourth

UNIT FIVESUGGESTED TIME FRAME: 7 ­ 8 Weeks

Power Standards:

Proficiently read and comprehend literature including stories, drama and poetry. Determine and describe character, setting, plot, significant events and theme in a story or drama. 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. Informative/ Explanatory Pieces: Write, develop and clearly explain a topic or idea to inform the reader Read and comprehend informational texts. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Narrative Pieces: write narratives to develop real or imagined experiences using effective technique, descriptive details, and clear event sequences. Engage effectively in a range of collaborative discussions (one­on­one, in groups, and teacher­led) with diverse partners on grade 4 topics and texts, building on

others’ ideas and expressing their own clearly. Read with sufficient fluency and accuracy to support comprehension. 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. Use knowledge of language and demonstrate command of the conventions of Standard English grammar and usage when writing, speaking and reading. Determine, clarify and acquire the meaning of unknown and multiple­meaning words and phrases based on grade four reading and content, choosing flexibly from a

range of strategies.

Supporting Standards (to be taught to mastery):

explain major differences between poems, drama and prose, and refer to the structural elements of poems and drama when writing or speaking about a text (RL 5) by the end of the year, read and comprehend literature, including stories, dramas and poetry in the grades 4­5 text complexity band proficiently, with scaffolding as

needed at the high end of the range (RL 10) integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably (RI 9) by the end of the year, read and comprehend informational texts, including history/social studies, science and technical texts, in the grades 4­5 text complexity

band proficiently, with scaffolding as needed at the high end of the range (RI 10) include formatting, illustrations and multimedia when useful to aiding comprehension within an informative/explanatory writing piece (W 2a) produce clear coherent writing in which the development and organization are appropriate to the task, purpose and audience (W 4) with guidance and support from adults and peers, produce and publish writing as well as interact and collaborate with others; demonstrate sufficient command of

keyboarding skills to type a minimum of one page in one single sitting (W 6) 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 (W 8) add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes (SL 5)

NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students

SUBJECT: English Language Arts STRANDS: Reading, Language, Speaking and Listening, Writing GRADE LEVEL: Fourth

UNIT FIVESUGGESTED TIME FRAME: 7 ­ 8 Weeks

EssentialQuestions

AcademicVocabulary

CommonResources

Student Outcomes Common Assessments/Benchmarks

How do weread andcomprehendinformationaltexts?

How can thevivid words ofpoems, prose,and dramahelp determinethe mood andtone?

How do wegather,organize,understand andconveyinformation?

How docollaborativediscussionshelp buildunderstanding?

How can theelements of astory bedeveloped infictionalstories?

act/ scene,alliteration, audience,audio recording,bibliography, cast,chronological order/chronology, citationpage, cite, clear,climax, ClipArt,closing, coherent,combine, complexity,composition, detail,develop, digitalsources, display,drama, drawingconclusions,encyclopedia,enhance, explain/explanation, font,format, general/generalization, group/categorize, inform,informational text,integrate, internet,internet search,keyboarding,knowledgable, level,linking words, list,media, menu,note­taking,paragraph,paraphrasing,permitted, pertinent,plot, PowerPoint,precise/ precision,presentation,Publisher, quote/

Short Texts

Science:Scott ForesmanChapters 12, 13,14, 15

Literature:­Amelia andEleanor Go for aRide

­Sailing Home: AStory of aChildhood at Sea

Poetry:The Sea byBarry Cornwall

Extended Text

Informational:EIE: AReminder forEmily

Students will be able to:

explain major differencesbetween poems, drama andprose, and refer to thestructural elements ofpoems and drama whenwriting or speaking about atext

read and comprehendliterature, including stories,dramas and poetry in thegrades 4­5 text complexityband proficiently, withscaffolding as needed at thehigh end of the range

integrate information fromtwo texts on the same topicin order to write or speakabout the subjectknowledgeably

read and comprehendinformational texts, includinghistory/social studies,science and technical texts,in the grades 4­5 textcomplexity band proficiently,with scaffolding as needed atthe high end of the range

establish a situation andintroduce a narrator and/orcharacters; organize anevent that unfolds naturally

Reading/Writing to Complex Text ­ Analyses Focusedon Opinions:

Amelia Earhart and Eleanor Roosevelt were really friends anddid take a night flight together on April 20, 1933. The secretservice were discouraging Amelia and Eleanor to go flying atnight. Amelia and Eleanor were often looking for thrills andexcitement. In your opinion is being a thrill seeker adangerous way to be?

Within the opinion piece, students need to introduce the textand topic clearly, state an opinion, create an organizationalstructure in which related ideas are grouped to support thewriter’s purpose, provide reasons that are supported by factsand details, link opinion and reasons using transitionalwords, prepositional phrases and order words, and provide aconcluding statement or section related to the opinionpresented. Overall, the writing needs to be clear andcoherent in which the development and organization areappropriate to the task , purpose and audience. Studentsmust apply all taught language and foundational skills foundin units 1 ­ 5.

Personal Narrative:Special Place ­ Write about a real or imaginary place that isyour special place. Describe what it looks like, how you getthere, what you do there, how you feel there and why you gothere.

Within the narrative, students need to establish a situationand introduce a narrator and/or characters, organize an eventthat unfolds naturally, use concrete words, sensory detailsand dialogue to describe and develop experiences andevents or show the responses of characters to situations,use a variety of transitional words and phrases to managethe sequence of events and provide a conclusion that follows

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quotation, reason,recall, recipe,reflection, relevant,research, resolution,resource, review,revise, rhythm, risingaction, save, science/scientific,self­monitoring, socialstudies, sources,specific, spellcheck,stage directions,subject, summarysentence, support,symbolism, task,technical text, theme,verse, visual,vocabulary, wordprocessing, writingprocess

recall relevant informationfrom experiences or gatherrelevant information fromprint and digital sources;take notes and categorizeinformation, and provide alist of sources

add audio recordings andvisual displays topresentations whenappropriate to enhance thedevelopment of main ideasor themes

Use questions and prompts suchas:

Can you refer to the text toback­up what you justshared?

Can you find informationfrom two sources thatsupports your topic?

Who is your audience forthis writing piece?

What is the purpose of yourwriting piece?

What information from thetext should you take noteof?

What are your sources? Are your sourced credible?

How do you know? Is that information valid?

precise?

the narrated experiences or events within the piece.Students must apply all taught language and foundationalskills found in units 1 ­ 5

Narrative:

Students may choose any fiction genre to create; Fantasy,Myth, Fairy Tale, and Folklore. The story must includedeveloped setting, characters, and plot which incorporatessignificant events and theme.

Within the narrative, students need to establish a situationand introduce a narrator and/or characters, organize an eventthat unfolds naturally, use concrete words, sensory detailsand dialogue to describe and develop experiences andevents or show the responses of characters to situations,use a variety of transitional words and phrases to managethe sequence of events and provide a conclusion that followsthe narrated experiences or events within the piece.Students must apply all taught language and foundationalskills found in units 1 ­ 5

Research Project:

Conduct research on energy using Pearson and onlineresources. Then within a presentation, answer the followingquestions:­ What are the basic forms of energy?­ How does energy change from one form to another?­ How does sound and light travel?­ How are forces, motion, and energy are related?Answers to questions need to be presented in a formatsimilar to an informational text with the inclusion of textfeatures (i.e. headings, title, illustrations with captions,glossary) Within answers, students need to group relatedinformation into paragraphs and sections, link ideas withincategories of information using words and phrases, usefacts, definitions, concrete details and other informationrelated to the topic, and use precise language anddomain­specific vocabulary to inform about or explain thetopic. Students must apply all taught language andfoundational skills found in units 1 ­ 5. A list of sourcesshould accompany the final product.

Teachers should provide students choice with how they

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would prefer to present their information (i.e slideshow,brochure, poster, movie) However, the presentation needs toinclude a visual display to enhance the development of themain idea. When presenting, students need to apply allspeaking and listening skills taught in Units 1 ­ 5.

Reading and Writing Foundational Skills

Phonics, Word Recognition, Fluency:

­ Running record using grade­level appropriate text, prose orpoetry. Read with appropriate pace and a rate of 140 wordsper minute

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