Gloucester Township Public Schools English Language Arts Grade 4 –Unit 1: Think It Through Time Frame: 6 Weeks Description: The Big Idea: How can a challenge bring out our best? (fable: "The Crow and the Pitcher") Unit 1 focuses on vocabulary, comprehension, phonics, and fluency. Students practice narratives: autobiographical sketch and personal narratives. Unit Overview Reading Strategies Reading Skills Writing Vocabulary Grammar/Mechanics Speaking/Listening Making Predictions Sequence Ideas See Weekly Story for Vocabulary Sentences Fluency: Intonation, Phrasing, Accuracy Reread Problem and Solution Organization Subjects and Predicates Publishing Celebrations Compare and Contrast Sentence Fluency Compound Sentences Cause and Effect Clauses and Complex Sentences Main Idea and Key Details Run on Sentences Standards Topics Activities Resources Assessment L.5.2.c Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). L.5.2.e Spell grade-appropriate words correctly, consulting references as needed. L.5.4.a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. L.5.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. Week 1 Weekly Concept: Clever Ideas Essential Question: Where do good ideas come from? Reading Language Vocabulary Phonics Grammar and Mechanics Writing Research and Inquiry Reading Interactive Read Aloud Title: "The Princess and the Pea" Genre: Fairy Tale Strategy: Make, Confirm, or Revise Predictions Reading/Writing Workshop Comprehension Short Text: "The Dragon Problem" Lexile: 740L Genre: Fairy Tale Strategy: Make, Confirm, or Revise Predictions Skill: Character, Setting, Plot: Grade 4, Wonders, McGraw-Hill, 2014 Your Turn Practice Book Gloucester Township Share Network *Benchmark* Wonders Smart Start Assessment Wonders Weekly Assessment Wonders Fluency Assessment Wonders Writing Prompts with Appropriate Rubrics
the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. SL.5.1.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. SL.5.1.b Follow agreed-upon rules for discussions and carry out assigned roles. SL.5.1.c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. SL.5.1.d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. W.5.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.5.3.b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. W.5.3.c Use a variety of transitional words, phrases, and clauses to manage the sequence of events. W.5.3.d Use concrete words and phrases and sensory details to convey experiences E: 430L B: 860L Access Complex Text (ACT) Reading/ Writing Workshop: Connections of Ideas; Specific Vocabulary Literature Anthology: Purpose; Specific Vocabulary; Prior Knowledge; Sentence Structure; Organization; Connection of Ideas; Genre Language Vocabulary Words: brainstorm flattened frantically gracious muttered official original stale Additional Academic Vocabulary: collaborate topic Vocabulary Strategy: Context Clues: Synonyms Phonics Phonics/Spelling Skill: Short Vowels Structural Analysis: Inflectional Endings Grammar Grammar Skill: Sentences
and events precisely. W.5.6 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 two pages in a single sitting. W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Grammar Mechanics: Punctuate sentences Fluency Skill Intonation Writing Writing Trait: Ideas: Descriptive Details Grammar Skill: Sentences Grammar Mechanics: Sentence Punctuation Write to Sources: Reading/Writing Workshop: The Dragon Problem Lit. Anthology: The Princess and the Pizza Your Turn Practice Bk: Coyote's Song Before the Ball Write to Research: Write a List Write About Reading: Write an Analysis (analyze sequence of events) Research & Inquiry Weekly: Effects of Human Actions Handwriting – Practice Spelling words Technology – Go Digital! L.4.1.f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. L.4.2.d Spell grade-appropriate words correctly, consulting references as Week 2: Think of Others Essential Question: How do your actions affect others? Reading Interactive Read Aloud Title: "Say Something" Genre: Realistic Fiction Strategy: Make, Confirm, or Grade 4, Wonders, McGraw-Hill, 2014 Your Turn Practice Book Wonders Weekly Assessment Wonders Fluency Assessment
text when explaining what the text says explicitly and when drawing inferences from the text. 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). 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). RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. SL.4.1.c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. Paired Selections Genre: Informational Text: Expository Titles: A: "Making a Difference" O: "Fresh from the City" E: "Fresh from the City" B: "Backyard Bird Habitats" Lexiles A: 530L O: 710L E: 540L B: 810L Access Complex Text (ACT) Reading/ Writing Workshop: Genre; Connection of Ideas Literature Anthology: Genre; Purpose; Sentence Structure; Organization; Connection of Ideas; Specific Vocabulary Language Vocabulary Words: accountable advise desperately hesitated humiliated inspiration self-esteem uncomfortably Additional Academic Vocabulary: dialogue focus Vocabulary Strategy: Figurative Language: Idioms
W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. W.4.3.e Provide a conclusion that follows from the narrated experiences or events. W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. W.4.9.a Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). W.4.9.b Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). Phonics/Spelling Skill: Phonics/Spelling Skill: Long a Structural Analysis: Inflectional Endings Fluency Skill: Expression and Rate Writing Unit 1 Writing Focus: Narrative Text Unit 1 Writing Products: Friendly Letter; Personal Narrative Writing Trait: Ideas: Focus on an Event Grammar Skill: Subjects and Predicates Grammar Mechanics: Punctuate Compound Subjects and Predicates Write to Sources: Reading/Writing Workshop: The Talent Show Lit. Anthology: Experts, Incorporated Your Turn Practice Bk: The Cyber Bully Paul's Mix-Up Write to Research: Paraphrase Facts Write About Reading: Write an Analysis (analyze problem and solution)
Research & Inquiry Weekly: Great Inventions Handwriting – Practice Spelling words Technology – Go Digital! L.4.2.c Use a comma before a coordinating conjunction in a compound sentence. L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. L.4.3.a Choose words and phrases to convey ideas precisely. L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs. L.4.6 Acquire and use accurately general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). RF.4.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF.4.4.a Read on-level text with purpose Week 3: Take Action Essential Question: How do people respond to natural disasters? Reading Language Vocabulary Phonics Grammar and Mechanics Writing Research and Inquiry Handwriting Technology Reading Interactive Read Aloud Title: "Avalanche!" Genre: Informational Text: Expository Strategy: Reread Reading/Writing Workshop Comprehension Short Text: "A World of Change" Lexile: 790L Genre: Informational Text: Expository Strategy: Reread Skill: Text Structure: Compare and Contrast Text Features: Diagrams; Headings Literature Anthology Strategy: Reread Skill: Text Structure: Compare and Contrast Main Selection Genre: Informational Text: Expository Title: Earthquakes Lexile: 870L Paired Selection Genre: Informational Text: Expository Title: "Tornado" Grade 4, Wonders, McGraw-Hill, 2014 Your Turn Practice Book Gloucester Township Share Network Wonders Weekly Assessment Wonders Fluency Assessment Wonders Writing Prompts with Appropriate Rubrics appropriate
and understanding. RF.4.4.c Use context to confirm or word recognition and understanding, rereading as necessary. RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.4 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.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with Lexile: 950L Leveled Readers Strategy: Reread Skill: Text Structure: Compare and Contrast Main Selections Genre: Informational Text: Expository Titles: A: Changing Landscapes O: Changing Landscapes E: Changing Landscapes B: Changing Landscapes Paired Selections Genre: Informational Text: Expository Titles: A: "Students Save Wetlands" O: "Students Save Wetlands" E: "Students Save Wetlands" B: "Students Save Wetlands" Lexiles A: 670L O: 840L E: 740L B: 920L Access Complex Text (ACT) Reading/ Writing Workshop: Specific Vocabulary; Purpose Literature Anthology: Purpose; Genre; Connection of Ideas; Specific Vocabulary correct
scaffolding as needed at the high end of the range. 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. SL.4.1.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. SL.4.1.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. SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. W.4.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. W.4.3.d Use concrete words and phrases Language Vocabulary Words: alter collapse crisis destruction hazard severe substantial unpredictable Additional Domain Words: volcanic volcanoes inland air masses Additional Academic Vocabulary: headings diagrams Vocabulary Strategy: Context Clues: Multiple-Meaning Words Phonics/Spelling Skill: Phonics/Spelling Skill: Long e Structural Analysis: Plurals Fluency Skill: Accuracy Writing Unit 1 Writing Focus: Narrative Text Unit 1 Writing Products: Friendly Letter; Personal Narrative Writing Trait: Ideas: Supporting Details
and sensory details to convey experiences and events precisely. W.4.3.e Provide a conclusion that follows from the narrated experiences or events. W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W.4.9.b Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Grammar Skill: Compound Sentences Grammar Mechanics: Punctuating Compound Sentences Write to Sources: Reading/Writing Workshop: A World of Change Lit. Anthology: Earthquakes Your Turn Practice Bk: Rising Waters Forest Fires Write to Research: Write Helpful Tips and Notes Write About Reading: Write an Analysis (analyze compare and contrast text structure) Research & Inquiry Weekly: Preparing for a Natural Disaster Handwriting – Practice Spelling words Technology – Go Digital! L.4.1.a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). L.4.2.c Use a comma before a coordinating conjunction in a compound sentence. L.4.2.d Spell grade-appropriate words correctly, consulting references as Week 4: Ideas in Motion Essential Question: How can science help you understand how things work? Reading Reading Interactive Read Aloud Title: "Look Out Below!" Genre: Informational Text: Narrative Nonfiction Strategy: Reread Reading/Writing Workshop Grade 4, Wonders, McGraw-Hill, 2014 Your Turn Practice Book Gloucester Township Wonders Weekly Assessment Wonders Fluency Assessment Wonders Writing
and expression on successive readings. RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.4 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.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person Genre: Science Fiction Titles: A: "3001: A Space Mystery" O: "3001: A Space Mystery" E: "3001: A Space Mystery" B: "3001: A Space Mystery" Lexiles A: 550L O: 810L E: 610L B: 910L Access Complex Text (ACT) Reading/ Writing Workshop: Genre; Organization Literature Anthology: Organization; Purpose; Connection of Ideas; Genre; Specific Vocabulary Language Vocabulary Words: accelerate advantage capabilities friction gravity identity inquiry thrilling Additional Domain Words: level warp Additional Academic Vocabulary: restatements transitions
narrations. SL.4.1.c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.5 Add audio recordings and visual displays to presentations when to enhance the development of main ideas or themes. SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when to task and situation. W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.4.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations. W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.9.b Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). B.2 Position and motion of objects B.2.1 The position of an object can be described by locating it relative to another object or the background. Vocabulary Strategy: Context Clues: Definitions and Restatements Phonics/Spelling Skill: Phonics/Spelling Skill: Long i Structural Analysis: Inflectional Endings Fluency Skill: Phrasing and Rate Writing Unit 1 Writing Focus: Narrative Text Unit 1 Writing Products: Friendly Letter; Personal Narrative Writing Trait: Organization: Sequence Grammar Skill: Clauses and Complex Sentences Grammar Mechanics: Punctuate Complex Sentences Write to Sources: Reading/Writing Workshop: The Big Race Lit. Anthology: A Crash Course in Forces and Motion with Max Axiom, Super Scientist Your Turn Practice Bk: A Firehouse Lesson Science in a Soda Bottle Write to Research:
and expression on successive readings. RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.4 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.4.7 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. 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. SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development Paired Selection Genre: Informational Text: Procedural Text Title: "Starting a Successful Business" Lexile: 770L Leveled Readers Strategy: Reread Skill: Main Idea and Key Details Main Selections Genre: Persuasive Text Titles: A: Start Small, Think Big O: Start Small, Think Big E: Start Small, Think Big B: Start Small, Think Big Paired Selections Genre: Procedural Text Titles: A: "Spending and Saving" O: "Spending and Saving" E: "Spending and Saving" B: "Spending and Saving" Lexiles A: 660L O: 780L E: 710L B: 890L Access Complex Text (ACT) Reading/ Writing Workshop: Connection of Ideas; Organization Literature Anthology: Specific Vocabulary; Sentence Structure; Connection of Ideas
of main ideas or themes. W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.4.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations. W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. W.4.4 Produce clear and coherent writing in which the development and organization are to task, purpose, and audience. W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Language Vocabulary Words: compassionate enterprise exceptional funds innovative process routine undertaking Additional Domain Words: entrepreneur Additional Academic Vocabulary: print sources digital sources Vocabulary Strategy: Suffixes Phonics/Spelling Skill: Phonics/Spelling Skill: Long o Structural Analysis: Compound Words Fluency Skill: Phrasing and Rate Writing Unit 1 Writing Focus: Narrative Text Unit 1 Writing Products: Friendly Letter; Personal Narrative Writing Trait: Sentence Fluency: Sentence Length Grammar Skill: Run-On Sentences
English Language Arts Grade 4 –Unit 2: Amazing Animals Time Frame: 6 Weeks Description: The Big Idea: What can animals teach us? Unit Overview Reading Strategies Reading Skills Writing Vocabulary Grammar/Mechanics Speaking/Listening Ask and Answer Questions Theme Organization See Weekly Story for Vocabulary Common and Proper Nouns Fluency: Accuracy, Rate, and Prosody Summarize Main Ideas and Key Details Voice Singular and Plural Nouns Publishing Celebrations Literary Elements: Meter and Rhyme Point of View Ideas Irregular Plural Nouns Word Choice Possessive Nouns Combing Sentences Standards Topics Activities Resources Assessment L.4.2.a Use capitalization. L.4.2.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. L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. L.4.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.4.6 Acquire and use accurately general academic and words and phrases, including those that signal precise actions, emotions, or appropriate Week 1 Weekly Concept: Literary Lessons Essential Question: What are some messages in animal stories? Reading Language Vocabulary Phonics Grammar and Mechanics Writing Research and Inquiry Handwriting Reading Interactive Read Aloud Title: "The Coyote and the Hen" Genre: Folktale Strategy: Ask and Answer Questions Reading/Writing Workshop Comprehension Short Text: "The Fisherman and the Kaha Bird" Lexile: 800L Genre: Folktale Strategy: Ask and Answer Questions Skill: Theme Literature Anthology Grade 4, Wonders, McGraw-Hill, 2014 Your Turn Practice Book Gloucester Township Share Network Wonders Weekly Assessment Wonders Fluency Assessment Wonders Writing Prompts with Appropriate Rubrics specific
orally with accuracy, appropriate rate, and expression on successive readings. 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. RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. 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. SL.4.1.c Pose and respond to questions to clarify or follow up on information, and make comments that Leveled ReadersStrategy: Ask and Answer Questions Skill: Theme Main Selections Genre: Drama Titles: A: Saving the Green Bird O: The Prince Who Could Fly E: The Prince Who Could Fly B: Behind the Secret Trapdoor Paired Selections Genre: Mystery Titles: A: "The Missing Pie Mystery" O: "The Mystery of the Spotted Dogs" E: "The Mystery of the Spotted Dogs" B: "The Mystery of the Messy Room" Lexiles A: NP O: NP E: NP B: N Access Complex Text (ACT) Reading/ Writing Workshop: Prior Knowledge; Genre Literature Anthology: Prior Knowledge; Genre; Connection of Ideas;
contribute to the discussion and link to the remarks of others. SL.4.1.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. SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. W.4.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. W.4.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). W.4.2.d Use precise language and vocabulary to inform about or explain the topic. W.4.2.e Provide a concluding statement or section related to the information or explanation presented. W.4.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations. W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. 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 Sentence Structure; Organization Language Vocabulary Words: annoyed attitude commotion cranky familiar frustrated selfish specialty Additional Academic Vocabulary: traditional contemporary Vocabulary Strategy: Context Clues: Antonyms Phonics/Spelling Skill: Phonics/Spelling Skill: Digraphs Structural Analysis: Possessives Fluency Skill: Intonation Writing Unit 2 Writing Focus: Informative Text Unit 2 Writing Products: Explanatory Essay; How-To Writing Trait: Voice: Informal Voice Grammar Skill: Singular and Plural Nouns specific
about the subject knowledgeably. RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. SL.4.1.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. W.4.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. W.4.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). W.4.2.d Use precise language and vocabulary to inform about or explain the topic. W.4.2.e Provide a concluding statement or section related to the information or explanation presented. W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single Text: Expository Titles: A: "The Great Estuary Ecosystem" O: "The Great Estuary Ecosystem" E: "The Great Estuary Ecosystem" B: "The Great Estuary Ecosystem" Lexiles A: 690L O: 850L E: 820L B: 900L Access Complex Text (ACT) Reading/ Writing Workshop: Genre; Connection of Ideas Literature Anthology: Genre; Organization; Specific Vocabulary; Connection of Ideas; Purpose Language Vocabulary Words: crumbled droughts ecosystem extinct flourished fragile imbalance ripples Additional Domain Words: replanted eroded preserve specific
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. 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. SL.4.1.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. SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. SL.4.1.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. SL.CCR.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. W.4.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. W.4.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and O: 830L E: 680L B: 890L Access Complex Text (ACT) Reading/ Writing Workshop: Prior Knowledge Literature Anthology: Purpose; Specific Vocabulary; Genre; Connection of Ideas; Sentence Structure; Prior Knowledge Language Vocabulary Words: camouflaged dribbles extraordinary poisonous pounce predator prey vibrations Additional Domain Words: spinnerets pedipalps Additional Academic Vocabulary: captions analyze Vocabulary Strategy: Prefixes
Write an Analysis (analyze main ideas and details) Research & Inquiry Weekly: Plant/Animal Adaptation Handwriting – Practice Spelling words Technology – Go Digital! L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. L.4.3.a Choose words and phrases to convey ideas precisely. L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. L.4.6 Acquire and use accurately general academic and words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). RF.4.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF.4.4.a Read on-level text with purpose and understanding. RF.4.4.b Read on-level prose and poetry orally with accuracy, rate, and expression on successive readings. 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. RL.4.1 Refer to details and examples in a Week 5 Weekly Concept: Animals All Around Essential Question: How are writers inspired by animals? Reading Language Phonics Vocabulary Grammar and Mechanics Writing Research and Inquiry Handwriting Technology Reading Interactive Read Aloud Title: Animal Haiku Genre: Haiku Strategy: Ask and Answer Questions Reading/Writing Workshop Comprehension Short Texts: "Dog," "The Eagle," "Chimpanzee," "Rat" Lexile: NP Genre: Lyric Poetry and Haiku Skill: Point of View Literary Elements: Meter and Rhyme Literature Anthology Skill: Point of View Main Selections Genre: Lyric Poetry and Haiku Titles: "The Sandpiper," "Bat," "The Grasshopper Springs," "Fireflies at Dusk" Lexile: NP Grade 4, Wonders, McGraw-Hill, 2014 Your Turn Practice Book Gloucester Township Share Network Wonders Weekly Assessment Wonders Fluency Assessment Wonders Writing Prompts with Appropriate Prompts appropriate specific
text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on details in the text (e.g., a character’s thoughts, words, or actions). RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. 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. SL.4.1.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. SL.4.1.c Pose and respond to questions to clarify or follow up on information, and make comments that Paired Selections Genre: Lyric Poetry and Haiku Titles: "Fog", "White Cat Winter" Lexile: NP Leveled Readers Skill: Point of View Main Selections Genre: Realistic Fiction Titles: A: Putting on an Act O: The Big One E: The Big One B: Dolphin Cove Paired Selections Genre: Poetry Titles: A: Haiku O: Haiku E: Haiku B: Haiku Lexiles A: 620L O: 690L E: 530L B: 780L Access Complex Text (ACT) Reading/ Writing Workshop: Specific Vocabulary; Organization Literature Anthology: Genre; Specific Vocabulary;
RF.4.4.a Read on-level text with purpose and understanding. RF.4.4.b Read on-level prose and poetry orally with accuracy, rate, and expression on successive readings. RF.4.4.c Use context to confirm or word recognition and understanding, rereading as necessary. 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.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. SL.4.1.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. SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and Week 6 Review and Assess Reading Writing Research and Inquiry Technology Reading Reader’s Theatre: Focus on Vocabulary Fluency: Intonation, Phrasing, Accuracy Level Up Accelerating Progress Writing Share Your Writing Portfolio Choice Research and Inquiry Beginning Research Unit Projects Presentation of Ideas Technology Reading Digitally Notetaking Skimming and Scanning Navigating Links Grade 4, Wonders, McGraw-Hill, 2014 Your Turn Practice Book Gloucester Township Share Network Wonders Weekly Assessment *Benchmark* Required Common Assessments: Wonders Unit 2 Assessment Wonders Fluency Assessment Published Genre Pieces
draw on that preparation and other information known about the topic to explore ideas under discussion. SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. W.4.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. W.4.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. W.4.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). W.4.2.d Use precise language and vocabulary to inform about or explain the topic. W.4.2.e Provide a concluding statement or section related to the information or explanation presented. W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.9.a Apply grade 4 Reading standards to Access Complex Text (ACT) Reading/ Writing Workshop: Connection of Ideas; Genre Literature Anthology: Prior Knowledge; Connection of Ideas; Sentence Structure; Specific Vocabulary; Purpose Language Vocabulary Vocabulary Words: acquaintance, cautiously, complementary, jumble, logical, scornfully, scrounging, trustworthy Additional Academic Vocabulary: primary source, secondary source Vocabulary Strategy: Context Clues: Paragraph Clues Phonics/Spelling Skill: r-Controlled Vowels er, ir, and ur Structural Analysis: Closed Syllables Writing Trait: Sentence Fluency: Transitions Grammar Skill: Action Verbs Grammar Mechanics: specific
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].”). Titles Write to Sources: Reading/Writing Workshop: At the Library Lit. Anthology: The Cricket in Times Square Your Turn Practice Bk: The Oak Tree and the Tiny Bird A Perfect Room Write to Research: Write a Description Write About Reading: Write an Analysis (analyze point of view) Research Weekly: Important places in your community Unit 3 Writing Focus: Opinion Writing Unit 3 Writing Products: Book Review; Opinion Essay Handwriting – Practice Spelling words Technology – Go Digital! L.4.1.b Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. L.4.3.a Choose words and phrases to convey ideas precisely. L.4.4.a Use context (e.g., definitions, examples, Week 2: Helping the Community Essential Question: In what ways can you help? Reading Reading Interactive Read Aloud Title: "Books" Genre: Historical Fiction Strategy: Visualize Reading/Writing Workshop Grade 4, Wonders, McGraw-Hill, 2014 Your Turn Practice Book Gloucester Township Wonders Weekly Assessment Wonders Fluency Assessment Wonders Writing Prompts with
RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. 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. SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL.4.5 Add audio recordings and visual displays to presentations when to enhance the development of main ideas or themes. W.4.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. W.4.1.d Provide a concluding statement or section related to the opinion presented. W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. E: "A Big Heart" B: "The Great Big Birthday Bash" Lexiles A: 590L O: 690L E: 500L B: 760L Access Complex Text ( ACT) Reading/Writing Workshop: Specific Vocabulary, Genre Literature Anthology Prior Knowledge; Sentence Structure; Genre; Connection of Ideas; Specific Vocabulary; Organization Language Vocabulary assigned, generosity, gingerly, mature, organizations, residents, scattered, selective Additional Academic Words: flashback, opinion Vocabulary Strategy: Context Clues: Definitions and Restatements Phonics/Spelling Skill: Phonics/Spelling Skill: Words with Silent Letters Structural Analysis: Open Syllables
Write About Reading: Write an Analysis (analyze author's use of reasons and evidence) Research & Inquiry Weekly: Characteristics of a Formal Letter Unit Level: Research Skill: Beginning Research Unit Project: Self-select and develop from options for unit research projects Handwriting – Practice Spelling words Technology – Go Digital! L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. L.4.3.a Choose words and phrases to convey ideas precisely. L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.4.6 Acquire and use accurately general academic and words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). RF.4.3.a Use combined knowledge of all Week 5: Feeding The World Essential Question: In what ways can advances in science be helpful or harmful? Reading Language Phonics Vocabulary Grammar and Mechanics Writing Research and Inquiry Reading Read Aloud Title: "All About Organic" Genre: Informational Text: Persuasive Article Strategy: Reread Reading/Writing Workshop Comprehension Short Text: "Food Fight" Lexile: 870L Genre: Informational Text: Persuasive Article Strategy: Reread Skill: Author's Point of View Text Feature: Maps Grade 4, Wonders, McGraw-Hill, 2014 Your Turn Practice Book Gloucester Township Share Network Wonders Weekly Assessment Wonders Fluency Assessment Wonders Writing Prompts with Appropriate Rubrics appropriate specific
Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). L.4.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). RF.4.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF.4.4.a Read on-level text with purpose and understanding. RF.4.4.b Read on-level prose and Research and Inquiry Handwriting Technology Genre: Informational Text: Narrative Nonfiction Strategy: Ask and Answer Questions Skill: Text Structure: Cause and Effect Text Features: Boldface Words; Pronunciations Literature Anthology Strategy: Ask and Answer Questions Skill: Text Structure: Cause and Effect Main Selection Genre: Informational Text: Narrative Nonfiction Title: See How They Run Lexile: 870L Paired Selection Genre: Informational Text: Expository Title: "The Birth of American Democracy" Lexile: 830L Fluency Skill: Phrasing and Rate Leveled Readers Skill: Text Structure: Cause and Effect Main Selections Genre: Narrative Nonfiction Titles: A: A Day in the Senate O: A Day in the Senate E: A Day in the Senate B: A Day in the Senate Paired Selections: appropriate
poetry orally with accuracy, rate, and expression on successive readings. RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on information in 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. RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. 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, Genre: Informational Text: Expository Titles: A: "A New President Takes Office" O: "A New President Takes Office" E: "A New President Takes Office" B: "A New President Takes Office" Lexiles A: 680L O: 820L E: 800L B: 890L Access Complex Text (ACT) Reading/Writing Workshop: Connection of Ideas; Purpose Literature Anthology: Prior Knowledge; Connection of Ideas; Sentence Structure; Specific Vocabulary; Purpose, Organization Language Vocabulary Vocabulary Words: amendments, commitment, compromise, democracy, eventually, legislation, privilege, version Additional Academic Vocabulary: ballots, tallies Additional Academic Vocabulary: signal clues, narrative nonfiction
building on others’ ideas and expressing their own clearly. SL.4.1.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. SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. 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. W.4.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.4.3.b Use dialogue and description to develop experiences Vocabulary Strategy: Latin Roots Phonics/Spelling Skill: - Inflectional Endings Structural Analysis: Vowel Team Syllables Writing Trait: Organization: Strong Paragraphs Grammar Skill: Pronouns and Antecedents Grammar Mechanics: Pronoun Capitalization and Clarity Write to Sources: Reading/Writing Workshop: A World Without Rules Lit. Anthology: See How They Run Your Turn Practice Bk: We the People An Interview with a State Representative Write to Research: Write a Research Notes Write About Reading: Write an Analysis (analyze a text structure) Research Weekly: State Constitution Unit 4 Writing Focus: Narrative Text/Poetry Unit 4 Writing Products: Friendly Letter; Poetry Handwriting – Practice Spelling words Technology – Go Digital!
“Describe in depth a character, setting, or event in a story or drama, drawing on details in the text [e.g., a character’s thoughts, words, or actions].”). W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. L.4.2.b Use commas and quotation marks to mark direct speech and quotations from a text. L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. L.4.3.a Choose words and phrases to convey ideas precisely. L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. L.4.4.b Use common, Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). L.4.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.4.5.c Demonstrate understanding of words by relating them to their opposites Week 3: Breakthroughs Essential Question: How do inventions and technology affect your life? Reading Language Vocabulary Phonics Grammar and Mechanics Writing Research and Inquiry Handwriting Technology Reading Interactive Read Aloud Title: "Good-bye Icebox!" Genre: Historical Fiction Strategy: Make, Confirm, or Revise Predictions Reading/Writing Workshop Comprehension Short Text: "A Telephone Mix-Up" Lexile: 950L Genre: Historical Fiction Strategy: Make, Confirm, or Revise Predictions Skill: Point of View Literature Anthology Strategy: Make, Confirm, or Revise Predictions Skill: Point of View Main Selection Genre: Historical Fiction Title: The Moon Over Star Lexile: 860L Paired Selection Genre: Informational Text: Expository Grade 4, Wonders, McGraw-Hill, 2014 Your Turn Practice Book Gloucester Township Share Network Wonders Weekly Assessment Wonders Fluency Assessment Wonders writing Prompts with Appropriate Rubrics appropriate
(antonyms) and to words with similar but not identical meanings (synonyms). L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). RF.4.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF.4.4.a Read on-level text with purpose and understanding. RF.4.4.b Read on-level prose and poetry orally with accuracy, rate, and expression on successive readings. RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.7 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 Title: "3 … 2 … 1 We Have Spin-Off!" Lexile: 900L Fluency Skill: Expression Leveled Readers Strategy: Make, Confirm, or Revise Predictions Skill: Point of View Main Selections Genre: Historical Fiction Titles: A: Ron's Radio O: The Freedom Machine E: The Freedom Machine B: A Better Way Paired Selections Genre: Informational Text: Expository Titles: A: "Roosevelt's Fireside Chats" O: "The Interstate Highway System" E: "The Interstate Highway System" B: "A History of Washing Technology" Lexiles A: 620L O: 690L E: 540L B: 790L Access Complex Text (ACT) Reading/Writing Workshop: Specific Vocabulary, Organization Literature Anthology:
contributes to an understanding of the text in which it appears. RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. 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. SL.4.1.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. SL.4.1.b Follow agreed-upon rules Genre; Sentence Structure; Specific Vocabulary; Prior Knowledge; Connection of Ideas; Purpose; Organization Language Vocabulary Vocabulary Words: decade, directing, engineering, gleaming, scouted, squirmed, technology, tinkering Additional Domain Words: launch, ignition sequence, liftoff Additional Academic Vocabulary: Formal language, third person Vocabulary Strategy: Context Clues: Synonyms Phonics/Spelling Skill: Words with /ü/, /ū/, and /ů/ Structural Analysis: Consonant + le Syllables Grammar Skill: Pronoun- Verb Agreement Grammar Mechanics: Punctuation in Dialogue Writing Writing Trait: Ideas: Develop Plot Write to Sources: Reading/Writing Workshop A Telephone Mix-Up Lit. Anthology: The Moon Over Star Your Turn Practice Bk: Leonardo's Mechanical
for discussions and carry out assigned roles. SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. 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. W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.4.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations. W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. W.4.3.e Provide a conclusion that follows from the narrated experiences or events. W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed Knight Starting Work on the Brooklyn Bridge Write to Research: Write a Description Write About Reading: Write an Analysis (reflect on point of view) Research & Inquiry Weekly: Plastics and their Impact Handwriting – Practice Spelling words Test Preparation – /lessonplans/statelesson Technology – Go Digital!
by planning, revising, and editing. W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. W.4.9.a Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on details in the text [e.g., a character’s thoughts, words, or actions].”). L.4.1.g Correctly use frequently confused words (e.g., to, too, two; there, their). L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. L.4.3.a Choose words and phrases to convey ideas precisely. L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. L.4.4.b Use common, Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific Week 4: Wonders in the Sky Essential Question: How can you explain what you see in the sky? Reading Language Phonics Vocabulary Grammar and Mechanics Writing Research and Inquiry Handwriting Technology Reading Interactive Read Aloud Title: "Pictures in the Sky" Genre: Informational Text: Expository Strategy: Ask and Answer Questions Reading/Writing Workshop Comprehension Short Text: "Wonders of the Night Sky" Lexile: 880L Genre: Informational Text: Expository Strategy: Ask and Answer Questions Skill: Text Structure: Cause and Effect Text Features: Diagrams; Boldface Words; Pronunciations Grade 4, Wonders, McGraw-Hill, 2014 Your Turn Practice Book Gloucester Township Share Network Wonders Weekly Assessment Wonders Fluency Assessment Wonders Writing Prompts with Appropriate Rubrics appropriate
words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). RF.4.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF.4.4.a Read on-level text with purpose and understanding. RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.4 Determine the meaning of general academic and words or phrases in a text relevant to a grade 4 topic or subject area. RI.4.5 Describe the overall structure (e.g., chronology, Literature Anthology Strategy: Ask and Answer Questions Skill: Text Structure: Cause and Effect Main Selection Genre: Informational Text: Expository Title: Why Does the Moon Change Shape? Lexile: 900L Paired Selection Genre: Myths Titles: “Why the Sun Travels Across the Sky” (Helios); “Why There Is Thunder and Lightning” (Thor) Lexile: 910L Fluency Skill: Accuracy Leveled Readers Strategy: Ask and Answer Questions Skill: Text Structure: Cause and Effect Main Selections Genre: Informational Text: Expository Titles: A: Stargazing O: Stargazing E: Stargazing B: Stargazing Paired Selections Genre: Myth Titles: A: "Orion the Hunter" O: "Orion the Hunter" specific
sufficient command of keyboarding skills to type a minimum of one page in a single sitting. W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. L.4.1.g Correctly use frequently confused words (e.g., to, too, two; there, their). L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. L.4.3.a Choose words and phrases to convey ideas precisely. L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. L.4.4.b Use common, Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). L.4.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.4.5.a Explain the meaning of simple similes and metaphors Week 5: Achievements Essential Question: How do writers look at success in different ways? Reading Language Phonics Vocabulary Grammar and Mechanics Writing Research and Inquiry Handwriting Technology Reading Read Aloud Title: "Sam's Box" Genre: Narrative Poem Strategy: Visualize Reading/Writing Workshop Comprehension Short Texts: "Sing to Me," "The Climb" Lexile: NP Genre: Narrative Poem Skill: Theme Literary Elements: Stanza; Repetition Literature Anthology Skill: Theme Main Selection Genre: Narrative Poem Titles: "Swimming to the Rock," "The Moondust Footprint" Lexile: NP Paired Selection Genre: Narrative Poem Titles: "Genius," "Winner" Lexile: NP Fluency Skill: Rate Grade 4, Wonders, McGraw-Hill, 2014 Your Turn Practice Book Gloucester Township Share Network Wonders Weekly Assessment Wonders Fluency Assessment Wonders Writing Prompts with Appropriate Rubrics appropriate
(e.g., as pretty as a picture) in context. L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs. L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). RF.4.3 Know and apply phonics and word analysis skills in decoding words. RF.4.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF.4.4.a Read on-level text with purpose and understanding. RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RI.4.7 Interpret information Leveled Readers Skill: Theme Main Selections Genre: Realistic Fiction Titles: A: Try, Try Again O: The Math-lete E: The Math-lete B: The Final Paired Selections Genre: Poetry Titles: A: "Sunlight Sparkling on Chrome" O: "Cross-Country Race" E: "Cross-Country Race" B: "Talent Show" Lexiles A: 600L O: 740L E: 510L B: 800L Access Complex Text (ACT) Reading/ Writing Workshop: Specific Vocabulary; Genre Literature Anthology: Sentence Structure; Organization Language Vocabulary Vocabulary Words: attain, dangling, hovering, triumph, connotation, denotation, repetition, stanza Additional Academic Words: sensory, analysis Vocabulary Strategy: level
topic. W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). W.4.2.d Use precise language and vocabulary to inform about or explain the topic. W.4.2.e Provide a concluding statement or section related to the information or explanation presented. W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.9.a Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on details in the text [e.g., a character’s thoughts, words, or actions].”). Writing Writing Trait: Organization: Strong Openings Grammar Skill: Adjectives Grammar Mechanics: Punctuation Write to Sources: Reading/Writing Workshop: Sadie's Game Lit. Anthology: Mama, I'll Give You the World Your Turn Practice Bk: The Stray Dog, A Change of Heart Write to Research: Persuasive Writing Write About Reading: Write an Analysis (analyze character, setting, plot) Unit 5 Writing Focus: Informational/ Explanatory- Newspaper Article Unit 5 Writing Products: Newspaper Article, Newspaper, Friendly Letter; Poetry Research Weekly: Aid Organizations specific
comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. 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. SL.4.1.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. SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. W.4.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. W.4.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). W.4.2.d Use precise language and vocabulary to inform about or explain the topic. W.4.2.e Provide a concluding statement or section related to the information or explanation presented. W.4.5 With guidance and support from peers A:630L O: 800L E:710L B:900L Access Complex Text (ACT) Reading/Writing Workshop: Specific Vocabulary; Organization Literature Anthology: Genre; Sentence Structure; organization; Specific Vocabulary; Connection of Ideas; Prior Knowledge Language Vocabulary Vocabulary Words: dizzy, experiment, genuine, hilarious, mischief, nowadays, politician, procedure Additional Domain Words: polymer, charted, Gulf Stream Additional Academic Words: sources, transition Vocabulary Strategy: Greek Roots Phonics/Spelling Skill: Vowel Teams Structural Analysis: Greek and Latin Roots Fluency Fluency Skill: Rate and specific
and adults, develop and strengthen writing as needed by planning, revising, and editing. W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. W.4.9.b Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). Accuracy Writing Writing Trait: Sentence Fluency: Transitions Grammar Skill: Adjectives That Compare Grammar Mechanics: Punctuation in Letters Write to Sources: Reading/Writing Workshop: Stephanie Kwolek: Inventor Lit. Anthology: How Ben Franklin Stole the Lightning Your Turn Practice Bk: Breaking the Silence Thomas Edison Write to Research: Write a Report Write About Reading: Write an Analysis (analyze use of time line) Research & Inquiry Weekly: Inventors Handwriting – Practice Spelling words Technology – Go Digital! L.4.1.g Correctly use frequently confused words (e.g., to, too, two; there, their). L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. L.4.3.a Choose words and phrases to convey Week 4: Zoom In Essential Question: What can you discover when you look closely at Reading Interactive Read Aloud Title: Stick Like a Gecko Genre: Informational Text: Expository Grade 4, Wonders, McGraw-Hill, 2014 Your Turn Practice Book Wonders Weekly Assessment Wonders Fluency Assessment
quantitatively, and orally. SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). W.4.2.e Provide a concluding statement or section related to the information or explanation presented. W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. 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. Language Vocabulary Vocabulary Words: archaeology, document, era, evidence, expedition, permanent, tremendous, uncover Additional Domain Words: excavating Additional Academic Words: sidebar, listening skills Vocabulary Strategy: Figurative Language: Proverbs and Adages Phonics/Spelling Skill: Consonant + le Syllables Structural Analysis: Latin Suffixes Fluency Fluency Skill: Rate and Expression Writing Writing Trait: Organization: Strong Conclusions Grammar Skill: Comparing With Good and Bad Grammar Mechanics: Combining Sentences Write to Sources: Reading/Writing Workshop: Where It All Began Lit. Anthology:
Time Frame: 6 Weeks Description: Past, Present, and Future How can you build on what came before? (Chinese Proverb) Unit 6 focuses on vocabulary, comprehension, phonics, and fluency. Students practice opinion writing and research reports. Unit Overview Reading Strategies Reading Skills Writing Vocabulary Grammar/Mechanics Speaking/Listening Reread Theme Word Choice See weekly story for vocabulary words Adverbs Fluency: Accuracy, Rate, and Prosody Ask and Answer Questions Main Idea and Key Details Organization Comparing with Adverbs Publishing Celebrations Literary Elements: Imagery and Personification Ideas Negatives Prepositions Sentences using prepositions Standards Topics Activities Resources Assessment L.4.1.a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.4.6 Acquire and use accurately general academic and words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a Week 1 Weekly Concept: Old and New Essential Question: How do traditions connect people? Reading Language Vocabulary Phonics Grammar and Mechanics Writing Research and Inquiry Reading Interactive Read Aloud Title: Reading the Sky Genre: Historical Fiction Strategy: Reread Reading/Writing Workshop Comprehension Short Text: A Surprise Reunion Lexile: 650L Genre: Historical Fiction Strategy: Reread Skill: Theme Literature Anthology Strategy: Reread Skill: Theme Grade 4, Wonders, McGraw-Hill, 2014 Your Turn Practice Book Gloucester Township Share Network Wonders Weekly Assessment Wonders Fluency Assessment Wonders writing prompts with Appropriate Rubrics specific appropriate
W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. Lit. Anthology: The Game of Silence Your Turn Practice Bk: The Generation Belt A Roman Tradition Write to Research: Write a Report Write About Reading: Write an Analysis (analyze theme) Research Weekly: Traditional Festivals Handwriting – Practice Spelling words Technology – Go Digital! L.4.2.a Use capitalization. L.4.2.b Use commas and quotation marks to mark direct speech and quotations from a text. L.4.2.c Use a comma before a coordinating conjunction in a compound sentence. L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. L.4.3.a Choose words and phrases to convey ideas precisely. L.4.3.b Choose punctuation for effect. L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). Week 2: Notes From The Past Essential Question: Why is it important to keep a record of the past? Reading Language Vocabulary Phonics Grammar and Mechanics Writing Research and Inquiry Handwriting Technology Reading Read Aloud Title: Waiting for Battle Orders Genre: Historical Fiction Strategy: Reread Reading/Writing Workshop Comprehension Short Text: Freedom at Fort Mose Lexile: 1000L Genre: Historical Fiction Strategy: Reread Skill: Theme Literature Anthology Strategy: Reread Skill: Theme Main Selection Genre: Historical Fiction Grade 4, Wonders, McGraw-Hill, 2014 Your Turn Practice Book Gloucester Township Share Network Wonders Weekly Assessment Wonders Fluency Assessment Wonders Writing Prompts with Appropriate Rubric
L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.4.6 Acquire and use accurately general academic and words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). RF.4.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF.4.4.a Read on-level text with purpose and understanding. RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.7 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. 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. Title: Valley of the Moon Lexile: 800L Paired Selection Genre: Informational Text: Expository Title: One Nation, Many Cultures Lexile: 1050L Leveled Readers Strategy: Reread Skill: Theme Main Selections Genre: Historical Fiction A: Mabuhay! O: Nonna’s Recipes E: Nonna’s Recipes B: Song and Dance Paired Selections Genre: Informational Text: Expository A: The Pensionados O: Little Italy E: Little Italy B: In Search of a Better Life Lexiles: A: 580L O: 740L E: 510L B: 800L Access Complex Text (ACT) Reading/Writing Workshop: Genre; Connection of Ideas Literature Anthology: Purpose; Organization; Sentence Structure; appropriate specific
and phrases to manage the sequence of events. W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. America Write to Research: Write a Description Write About Reading: Write an Analysis (reflect on theme) Research Weekly: Immigration in the 19th Century Handwriting – Practice Spelling words Technology – Go Digital! L.4.1.e Form and use prepositional phrases. L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. L.4.3.b Choose punctuation for effect. L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs. L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). L.4.6 Acquire and use accurately general academic and words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, Week 3: Resources Essential Question: How have our energy resources changed over the years? Reading Language Vocabulary Phonics Grammar and Mechanics Writing Research and Inquiry Handwriting Technology Reading Interactive Read Aloud Title: Light Through the Ages Genre: Informational Text: Narrative Nonfiction Strategy: Ask and Answer questions Reading/Writing Workshop Comprehension Short Text: The Great Energy Debate Lexile: 910L Genre: Informational Text: Narrative Nonfiction Strategy: Ask and Answer Questions Skill: Main Idea and Key Details Text Features: Sidebars Literature Anthology Strategy: Ask and Answer Questions Grade 4, Wonders, McGraw-Hill, 2014 Your Turn Practice Book Gloucester Township Share Network Wonders Weekly Assessment Wonders Fluency Assessment Wonders Writing prompts with Appropriate Rubrics appropriate specific
stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). RF.4.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF.4.4.a Read on-level text with purpose and understanding. RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on information in the text. RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band Skill: Main Idea and Key Details Main Selection Title: How Ben Franklin Stole the Lightning Genre: Informational Text: Narrative Nonfiction Lexile: 840L Paired Selection Genre: Myths Title: The Gift of Fire (Prometheus): Water vs. Wisdom (Poseidon and Athena) Lexile: 910L Leveled Readers Strategy: Ask and Answer Questions Skill: Main Idea and Key Details Main Selections Genre: Narrative Nonfiction A: Planet Power O: Planet Power E: Planet Power B: Planet Power Paired Selections Genre: Myth A: Helios and Phaeton O: Helios and Phaeton E: Helios and Phaeton B: Helios and Phaeton Lexiles:: A: 700L O: 850L
proficiently, with scaffolding as needed at the high end of the range. RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.4 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). 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. SL.4.1.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. SL.4.1.c Pose and respond to questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. W.4.1.c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). E: 770L B: 920L Access Complex Text (ACT) Reading/Writing Workshop: Organization; Genre Literature Anthology: Genre; Prior Knowledge; Connection of Ideas; Sentence Structure; Specific Vocabulary; Purpose Language Vocabulary Vocabulary Words: coincidence, consequences, consume, converted, efficient, incredible, installed, renewable Additional Domain Words: resource Additional Academic Words: Venn diagram, transition words Vocabulary Strategy: Latin and Greek Prefixes Phonics Phonics/Spelling Skill: Prefixes Structural Analysis: Words from Mythology Fluency Fluency Skill: Expression Writing Writing Trait: Word Choice: Transition Words
print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs. L.4.6 Acquire and use accurately general academic and words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). RF.4.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF.4.4.a Read on-level text with purpose and understanding. RF.4.4.c Use context to confirm or word recognition and understanding, rereading as necessary. RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on information in the text. RI.4.9 Integrate information from two texts on the same topic in order to write or speak Research and Inquiry Handwriting Technology Questions Skill: Main Idea and Key Details Text Features: Headings; Glossary Literature Anthology Strategy: Ask and Answer Questions Skill: Main Idea and Key Details Main Selection Genre: Informational Text: Expository Title: The Big Picture of Economics Lexile: 970L Paired Selection Genre: Fiction: Folktale Title: The Miller’s Good Luck Lexile: 830L Leveled Readers Strategy: Ask and Answer Questions Skill: Main Idea and Key Details Main Selections Genre: Informational Text: Expository A: The Bike Company O: The Bike Company E: The Bike Company B: The Bike Company Paired Selections Genre: Folktale A: The Shirt of Happiness appropriate
displays to presentations when appropriate to enhance the development of main ideas or themes. W.4.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. W.4.1.b Provide reasons that are supported by facts and details. W.4.1.c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. Grammar Mechanics: Using Commas with Phrases Write to Sources: Reading/Writing Workshop: Climbing Blue Hill, My Name is Ivy, Collage Lit. Anthology: The Drum, Birdfoot’s Grampa, My Chinatown Your Turn Practice Bk: Quiet Room Write to Research: Write a Short Summary Write About Reading: Write an Analysis (reflect on word choice) Research & Inquiry Weekly: Research Identity and Individuality Unit Level Research Skill: Presenting Unit Project: Self-select and develop from options for unit research projects Unit Level: Research Skill: Beginning Research Unit Project: Self-select and develop from options for unit research projects Handwriting – Practice Spelling words Technology – Go Digital!