Pojoaque Valley Schools English Language Arts CCSS Pacing Guide 4th Grade *Skills adapted from Kentucky Department of Education Math Deconstructed Standards ** Evidence of attainment/assessment, Vocabulary, Knowledge, Skills and Essential Elements adapted from Wisconsin Department of Education and Standards Insights Computer-Based Program Version 4 2016-2017
Attainment/Assessment Outcomes (WIDA) Essential Elements Students use writing and/or speaking to: determine a theme of a story, drama, or poem based on details in the text summarize the text theme story drama poem details in the text summarize Students know or are able to: how to summarize a text theme of a story, poem, or drama is conveyed through details determine a theme apply these concepts to stories, dramas, and poems details that develop the theme of a story, drama, or poem lead to a better understanding of other perspectives and cultures. Entering/Beginning (Reading/Listening) Students are able to point to pictures or words which support the theme of a story. (Writing/Speaking) Students are able to Describe pictures or events that support the theme Developing/Expanding (Reading/Listening) Students are able to find words to support the theme. (Writing/Speaking) Students are able to take notes using a graphic organizer Bridging/Reaching (Reading/Listening) Students are able to summarize from multiple sources. (Writing/Speaking) Students are able to produce extended responses to summarize EERL.4.2. Determine the main idea of a text. Level IV Students will: EERL.4.2. Identify the theme of a text. Ex. After determining the main idea, identify the theme from an array of choices. Ex. Given a story that teaches a lesson like “be kind,” identify kind as the theme of the story. Level III Students will: EERL.4.2. Determine the main idea of a text. Ex. When given a text and multiple choices, identify the main idea (e.g., Dogs are fun pets.). Ex. After reading or listening to a text, state the main idea. Level II Students will: EERL.4.2. When given a detail, identify the central idea of a text. Ex. After reading or hearing a text, select an object or picture from choices that goes with the central idea. Level I Students will: EERL.4.2. Identify a word from a familiar text. Ex. After reading or listening to a text, point to a word from the text (e.g., After reading a story about dogs, point to the word dog or representation of a dog.). Ex. After listening to a text, point to an object that was in the story. Common Core ELA Pacing Guide
read and actively engage in comprehending appropriately complex stories and poetry comprehend literature stories dramas poetry grade 4 - 5 text complexity band proficiently scaffolding as needed high end of the range techniques for making meaning from difficult stories and poetry techniques for engaging with and appreciating difficult texts techniques for selecting texts that are interesting, motiving, and appropriate for who they are as readers make meaning from difficult stories, dramas, and poetry Students understand that a reader's understanding of and appreciation for a text grows through deep thinking and active collaborating with others about texts. Students are able to identify elements of a story. (Writing/Speaking) Students are able to answer oral questions with one or two words about a text. Developing/Expanding (Reading/Listening) Students are able to identify main ideas and details from a story. (Writing/Speaking) Students are able to summarize texts. Bridging/Reaching (Reading/Listening) Students are able to answer analytical questions about grade level text. (Writing/Speaking) Students are able to connect personal experiences to text. Element references all elements above. Common Core ELA Pacing Guide 4th Grade
College and Career Readiness (CCR) Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Strand: Reading Informational Text Cluster: Key Ideas and Details Grade: 4 Standard 1 (RI.4.1) Recurring Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Quarter 1: Explain the difference between explicit and inferred information in a text Identify details and examples when: explaining what the text says explicitly drawing inferences from the text Explain what the text says using details and examples when: identifying explicit information drawing inferences Quarter 2: Explain the difference between explicit and inferred information in a text Identify details and examples when: explaining what the text says explicitly drawing inferences from the text Explain what the text says using details and examples when: identifying explicit information drawing inferences Quarter 3: Explain the difference between explicit and inferred information in a text Identify details and examples when: explaining what the text says explicitly drawing inferences from the text Explain what the text says using details and examples when: identifying explicit information drawing inferences Quarter 4: Explain the difference between explicit and inferred information in a text Identify details and examples when: explaining what the text says explicitly drawing inferences from the text Explain what the text says using details and examples when: identifying explicit information drawing inferences Evidence of Student Attainment/Assessment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors
Strand: Reading Informational Cluster: Key Ideas and Details Grade: 4 Standard 2 (RI.4.2) Determine the main idea of a text and explain how it is supported by key details; summarize the text. Quarter 1: Quarter 2: Determine the main idea of a text Explain how the supporting details determine the main idea of a text Summarize text Summarize text using key details Quarter 3: Quarter 4: Determine the main idea of a text Explain how the supporting details determine the main idea of a text Summarize text Summarize text using key details Evidence of Student Attainment/Assessment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students use writing and/or speaking to: main idea Students know or are able to: Entering/Beginning (Reading/Listening) Students are able to EERI.4.2. Determine a main idea of a text. Level IV Students will: ERI.4.2. When given a text, generate a representation of the main idea. Ex. After reading or listening to a selection, create a product (poster, diorama, etc.)
Details 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. Quarter 1: Identify : events procedures ideas concepts in an informational text Explain why the: events procedures ideas concepts in an informational text occurred Use specific information in the text to support explanation Quarter 2: Quarter 3: Quarter 4: Explain why the: events procedures ideas concepts in an informational text occurred Use specific information in the text to support explanation Evidence of Student Attainment/Assessment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students use writing and/or speaking to: events Students know or are able to: Entering/Beginning (Reading/Listening) Students are able to EERI.4.3. Use details from text to describe what Level IV Students will: EERI.4.3. Use details from a text to predict upcoming events based on cause/effect understanding.
explain what happened and why in a text including specific information about events, procedures, ideas, or concepts procedures ideas concepts historical text scientific text technical text specific information techniques for explaining events, procedures, ideas, or concepts a thorough explanation includes what happened and why importance of supporting thinking with information from the text explain what happened in a text explain why events in a text happened support thinking with specific information from the text apply these to historical, scientific, and technical texts Students understand that historical, scientific, or technical texts explain events, identify events from oral situations. (Writing/Speaking) Students are able to describe information using phrases or short sentences and answer what and why questions Developing/Expanding (Reading/Listening) Students are able to role play to show events or procedures (Writing/Speaking) Students are able to describe the events or ideas. Bridging/Reaching (Reading/Listening) Students are able to form opinions of events or ideas. (Writing/Speaking) Students are able to explain in detail what happened and why people, places, events or ideas from text. happened. Ex. Indicate what will happen next in a story using events already read using their individual mode of communication or through an array of pictures. Ex. Given two choices, illustrations, etc. of what may happen next or what the next step is in an informational text, indicate the illustration that represents their prediction. Level III Students will: EERI.4.3. Use details from text to describe what happened. Ex. Sequence sentence strips in sequence to show what happened in a text. Ex. Place three pictures in correct sequence to show what happened in a science text (e.g., fish in water, water dirty, fish die). Ex. Given the text projected on an interactive whiteboard, underline details in a historical text that use the underlined details to tell what happened. Level II Students will: EERI.4.3. Given part of a text, label the next step. Ex. Given the first step from a text, tell what happened next. Ex. Told one thing that happened in a text, point to what happened next from two choices. Level I Students will: EERI.4.3. Identify a familiar step from the text. Ex. Asked, “What do we usually do next?,” indicate familiar next step on a classroom picture schedule for familiar routines. Ex. Point to a step in text or a series of pictures.
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. Determine the overall structure: (e.g., chronology comparison cause/effect problem/solution) of a text or a part of a text Describe the overall structure of: events ideas concepts or information in a text or part of a text Evidence of Student Attainment/Assessment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students use writing and/or speaking to describe how events, ideas, concepts, or information in a text or part of a text are structured including: describe overall structure chronology Students know or are able to: common signal words for text structures note-taking devices (graphic organizers) Entering/Beginning (Reading/Listening) Students are able to point to the first event (Writing/Speaking) Students are able to name the structure of a EERI.4.5. Identify the chronological structure of a text (first, then, next). Level IV Students will: EERI.4.5. Use the structure of a text to find information about the sequence of events. Ex. Use text to label a graphic representation of the information (e.g., create a timeline of images). Ex. Use illustrations in the text to understand the information provided. Level III Students will: EERI.4.5. Identify the chronological structure of a text (first, then, next).
chronology comparison cause/effect problem/solution comparison cause/effect problem/solution events ideas concepts information texts for text structures identify the structure used to organize a text or part of a text Students understand that categories of information are presented in common text structures written piece. Developing/Expanding (Reading/Listening) Students are able to sequence events in a story (Writing/Speaking) Students are able to define different structures including timeline, cause/effect and compare/contrast Bridging/Reaching (Reading/Listening) Students are able to construct a model to show chronological order, or descriptions (Writing/Speaking) Students are able to explain and give examples of writing with chronological order, descriptions or cause and effect. Ex. Given sentence strips from a science text, place events or changes in chronological order (e.g., water, cold, ice). Ex. Place events from a text in correct chronological order (e.g., first, then, next). Level II Students will: EERI.4.5. Given the chronology of a text, complete missing parts. Ex. Insert missing elements that are provided into an incomplete chart to complete the chronology (e.g., direction chart for routine activity). Ex. Given the first step from a text, tell what happened next. Ex. Reminded of one thing that happened in a text, point to what happened next from two choices. Level I Students will: EERI.4.5. Identify a text that demonstrates chronology. Ex. Touch the icons that show the order of what happens. Ex. Eye gaze at the informational text to identify the end of the story. Common Core ELA Pacing Guide 4th Grade College and Career Readiness (CCR) Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text. Strand: Reading Informational Cluster: Craft and Structure Grade: 4 Standard 6 (RI.4.6) Quarter 1: Quarter 2: Quarter 3: Quarter 4:
Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Identify: firsthand account secondhand account Describe the events or main ideas of each account Compare the accounts of the event or topic Contrast the accounts of the event or topic Describe how the focus and information provided is different in each account Identify: firsthand account secondhand account Describe the events or main ideas of each account Compare the accounts of the event or topic Contrast the accounts of the event or topic Describe how the focus and information provided is different in each account Evidence of Student Attainment/Assessment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students use writing and/or speaking to: compare and contrast the focus of, and information provided by, compare and contrast firsthand account Students know or are able to: techniques for comparing and Entering/Beginning (Reading/Listening) Students are able to identify a single event found in two accounts. (Writing/Speaking) Students are able to take EERI.4.6. Identify a firsthand account of an event. Level IV Students will: EERI.4.6. Compare how a firsthand account is different from a secondhand account. Ex. Identify a difference between when students tell about a personal experience versus when the teacher retells the experience (e.g., “You forgot ______.”). Ex. Given two versions of an event, one firsthand “I” account and one secondhand “he” account, identify differences.
Knowledge and Ideas 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. Quarter 1: Quarter 2: Recognize text features of nonfiction Read: graphs charts diagram timelines, etc. Recognize interactive Web elements Explain information from: charts diagrams graphs time lines animations interactive elements Interpret information that is presented: visually orally quantitatively in text or in the Web Quarter 3: Quarter 4: Recognize text features of nonfiction Read: graphs charts diagram timelines, etc. Recognize interactive Web elements Explain information from: charts diagrams graphs time lines animations interactive elements Interpret information that is presented: visually orally quantitatively in text or in the Web Evidence of Student Attainment/Assessment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students: interpret information presented visually, orally, interpret information presented visually, Students know or are able to: the relationship Entering/Beginning (Reading/Listening) Students are able to point to pictures or identify parts of a reading where EERI.4.7. Interpret information presented visually and orally. Level IV Students will: EERI.4.7. Interpret information presented visually, orally, or quantitatively. Ex. Answer questions about a presentation. Ex. Tell how an illustration in text adds information.
or quantitatively explain how information contributes to an understanding of the text orally, or quantitatively charts graphs diagrams time lines animations interactive elements on Web pages how the information contributes to an understanding text between information presented in words and information presented visually, orally, or quantitatively techniques for reading charts, graphs, diagrams, time lines, animations, interactive Web page elements explain how pieces of information contribute to an understanding of the text Students understand that the impact of a text is influenced by the modes an author uses to present information. they found something interesting. (Writing/Speaking) Students are able to make a list of the different elements used Developing/Expanding (Reading/Listening) Students are able to identify facts from illustrations or charts/graphs used by the teacher (Writing/Speaking) Students are able to talk about how the pictures or other elements help tell the story Bridging/Reaching (Reading/Listening) Students are able to create a model to support the piece of writing. (Writing/Speaking) Students are able to use details from illustrations or other elements to describe how they helped tell the story. Level III Students will: EERI.4.7. Interpret information presented visually and orally. Ex. Answer questions about a video. Ex. Answer questions about a simple timeline about what happened last. Level II Students will: EERI.4.7. Identify information presented in a singular format. Ex. Select a word from choices to describe an illustration in the text. Level I Students will: EERI.4.7. Identify information that is presented visually or orally. Ex. Touch or look at a picture, object, or other representation to gain information. Ex. Given a screenshot from a video, recognize the image as related to the video. Ex. Using a personal schedule, point to or indicate the next activity when asked, “What’s next?” Common Core ELA Pacing Guide 4th Grade College and Career Readiness (CCR) Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Strand: Reading Informational Cluster: Integration of Knowledge and Ideas Grade: 4 Standard 8 (RI.4.8) Explain how an author uses reasons and evidence to support particular points in a text. Quarter 1: Quarter 2: Quarter 3: Recognize differences between fact and opinion Define evidence reasons Identify the author’s reasons and evidence Explain how an author uses: reasons to support particular points in a text evidence to support particular points in a text Quarter 4: Evidence of Student Attainment/Assessment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students use writing and/or speaking to: explain how an author explain Students know or are able to: an author's points Entering/Beginning (Reading/Listening) Students are able to point to evidence to EERI.4.8. Identify the author’s point. Level IV Students will: EERI.4.8. Recognize how the author uses reasons to support points in a text. Ex. Match a reason the author gives for a point in the text. Ex. Choose from options a reason the author gives to support a point in the text.
uses reasons and evidence to support points in a text how an author uses reasons evidence support particular points text should be supported by reasons and evidence techniques for identifying an author's point(s) techniques for identifying supporting reasons and evidence identify the reasons an author gives to support point(s) identify evidence used to support points Students understand that reasons and evidence in a text are selected to support an author's assumptions. support a claim (Writing/Speaking) Students are able to make a list of evidence to support a claim Developing/Expanding (Reading/Listening) Students are able to summarize the claim with supporting evidence (Writing/Speaking) Students are able to answer questions with supporting details Bridging/Reaching (Reading/Listening) Students are able to identify the authors claim and their supporting evidence at grade level. (Writing/Speaking) Students are able to justify and defend explanations with evidence Level III Students will: EERI.4.8. Identify the author’s point. Ex. Restate a point the author makes in the text. Ex. Choose from options a point the author makes in the text. Level II Students will: EERI.4.8. With prompts and support, identify from choices a point the author makes. Ex. Given the title and several key details from a story about science, identify a point the author makes. Level I Students will: EERI.4.8. With prompts and support, identify the title of a book and tell what the book is about. Ex. Point to a book title and indicate from an array of choices, what the book is about. Ex. Select a picture from two choices, one related and one unrelated, to indicate what the book is about. Common Core ELA Pacing Guide 4th Grade College and Career Readiness (CCR) Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to
4th Grade College and Career Readiness (CCR) Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently. Strand: Reading Informational Cluster: Range of Reading and Level of Text Complexity Grade: 4 Standard 10 (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. Quarter 1: Comprehend independently in informational text: key ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and readers and task) as seen in standards 1-9, with scaffolding as needed Quarter 2: Comprehend independently in informational text: key ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and readers and task) as seen in standards 1-9, with scaffolding as needed Quarter 3: Comprehend independently in informational text: key ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and readers and task) as seen in standards 1-9, with scaffolding as needed Quarter 4: Comprehend independently in informational text: key ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and readers and task) as seen in standards 1-9, with scaffolding as needed
Evidence of Student Attainment/Assessment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students, with scaffolding as needed: read and actively engage in comprehending appropriately complex informational texts. read and comprehend informational texts history / social studies texts science texts technical texts text complexity band proficiently with scaffolding as needed Students know or are able to: techniques for making meaning from appropriately difficult informational text techniques for engaging with and appreciating difficult texts techniques for selecting texts that are interesting, motiving, and appropriate for who they are as readers Students understand that a reader's understanding of and appreciation for a text grows through deep thinking and active collaborating with others about texts. Entering/Beginning (Reading/Listening) Students are able to identify elements of a story. (Writing/Speaking) Students are able to answer oral questions with one or two words about a text. Developing/Expanding (Reading/Listening) Students are able to identify main ideas and details from a story. (Writing/Speaking) Students are able to summarize texts. Bridging/Reaching (Reading/Listening) Students are able to answer analytical questions about grade level text. (Writing/Speaking) Students are able to connect personal experiences to text. EERI.4.10. **This Informational Text Essential Element references all elements above.
Common Core ELA Pacing Guide 4th Grade College and Career Readiness (CCR) Anchor Standard 3: Know and apply grade-level phonics and word analysis skills in decoding words. Strand: Reading Foundational Skills Cluster: Phonics and Word Recognition Grade: 4 Standard 3 (RF.4.3) Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Quarter 1: Know and apply grade level-level phonics and word analysis skills in decoding words Identify: syllabication patterns root words Explain meanings of prefixes and suffixes Accurately read words with Latin roots Synthesize phonics and word analysis skills to decode words Read accurately unfamiliar multisyllabic words in context and out of context. Quarter 2: Know and apply grade level-level phonics and word analysis skills in decoding words Identify: syllabication patterns root words Explain meanings of prefixes and suffixes Accurately read words with Latin roots Synthesize phonics and word analysis skills to decode words Read accurately unfamiliar multisyllabic words in context and out of context. Quarter 3: Know and apply grade level-level phonics and word analysis skills in decoding words Identify: syllabication patterns root words Explain meanings of prefixes and suffixes Accurately read words with Latin roots Synthesize phonics and word analysis skills to decode words Read accurately unfamiliar multisyllabic words in context and out of context. Quarter 4: Know and apply grade level-level phonics and word analysis skills in decoding words Identify: syllabication patterns root words Explain meanings of prefixes and suffixes Accurately read words with Latin roots Synthesize phonics and word analysis skills to decode words Read accurately unfamiliar multisyllabic words in context and out of context.
Distribution of Writing Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards Quarter 1: Identify the reason for writing a piece to decide on: task purpose audience Determine suitable: idea development strategies, organization, appropriate to task, purpose, and audience Produce a writing piece that is clear and cohesive with: idea development organization appropriate to task, purpose, and audience (Note: Writing Standards 5,6,7 are supporting standards) Quarter 2: Identify the reason for writing a piece to decide on: task purpose audience Determine suitable: idea development strategies, organization, appropriate to task, purpose, and audience Produce a writing piece that is clear and cohesive with: idea development organization appropriate to task, purpose, and audience (Note: Writing Standards 5,6,7 are supporting standards Quarter 3: Identify the reason for writing a piece to decide on: task purpose audience Determine suitable: idea development strategies, organization, appropriate to task, purpose, and audience Produce a writing piece that is clear and cohesive with: idea development organization appropriate to task, purpose, and audience (Note: Writing Standards 5,6,7 are supporting standards Quarter 4: Evidence of Student Attainment/Assessment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students: are flexible in their use of development and clear and coherent writing development and Students know or are able to: qualities of clear and Entering/Beginning (Reading/Listening) Students are able to choose an audience appropriate to EEW.4.4. Produce writing that expresses more than one idea with a logical organization. Level IV Students will: EEW.4.4. Produce writing that expresses multiple ideas with a logical organization. Ex. Write about a personal experience and include multiple events in sequential order.
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4.) With guidance and support from peers and adults, students apply the strategies of : planning revising editing rewriting trying a new approach to strengthen writing. With guidance and support from peers and adults, students apply the strategies of : planning revising editing rewriting trying a new approach to strengthen writing. With guidance and support from peers and adults, students apply the strategies of : planning revising editing rewriting trying a new approach to strengthen writing. Evidence of Student Attainment/Assessment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students, with guidance and support from peers and adults, develop and strengthen writing by: planning guidance and support from peers and adults develop and strengthen writing as Students know or are able to: when to use guidance and support from peers Entering/Beginning (Reading/Listening) Students are able to identify one or two misspelled words (Writing/Speaking) EEW.4.5. With guidance and support from adults and peers, plan by brainstorming and revise own writing by adding more information. Level IV Students will: EEW.4.5. With materials and peer supports, plan by brainstorming and revise own writing by adding more information. Ex. Use a simple checklist, 1. Brainstorm, 2. Write e-mail, 3. Read, 4. Add one related question, 5. Spellcheck. Ex. Using a template in a visual planning tool, choose a topic, add notes, elaborate as text, share with peer, add more information to draft. Level III Students will: EEW.4.5. With guidance and support from adults and peers, plan by brainstorming
through investigation of different aspects of a topic. Select research topic Identify resources for research investigation Conduct short research projects that investigate different aspects of a topic Evidence of Student Attainment/Assessment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students: conduct short research projects about topics of individual interest to build understandings of different aspects of topics conduct short research projects build knowledge investigation of different aspects of a topic Students know or are able to: research is a way to build knowledge steps in the research process (i.e. define question, locate Entering/Beginning (Reading/Listening) Students are able to identify one source to support topic (Writing/Speaking) Students are able to fill in skeleton using research from one EEW.4.7. Gather information about a topic from two or more sources for a group research project. Level IV Students will: EEW.4.7. Gather information about a topic from multiple sources for a group research project. Ex. Use sticky notes to mark pages in several books where there is relevant information, and then write that information in a group research project. Ex. Given screen reading software that reads the text on a webpage, explore two or more websites to identify relevant information and then include that information in a group research project. Level III Students will:
sources; take notes and categorize information, and provide a list of sources. Gather relevant information from print and digital sources Categorize information Distinguish between relevant and irrelevant information Take notes Provide source list Gather relevant information from print and digital sources Categorize information Distinguish between relevant and irrelevant information Take notes Provide source list Evidence of Student Attainment/Assessment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students: recall relevant information from experiences gather relevant information from print and digital sources take notes recall relevant information gather relevant information from print and digital sources take notes categorize information Students know or are able to: the difference between print and digital sources techniques for categorizing information what to include in a Entering/Beginning (Reading/Listening) Students are able to match a phrase to a topic (Writing/Speaking) Students are able to answer yes or no questions Developing/Expanding (Reading/Listening) EEW.4.8. Recall information from personal experiences and sort into provided categories. Level IV Students will: EEW.4.8. Recall and record information from personal experiences or gather relevant information from print and digital sources, and sort into categories. Ex. Recall information from a vacation to the beach on sticky notes and then sort the information into two self-selected categories (e.g., things done and things seen). Then, copy each category into a short list. Ex. Recall things the group did in completing a science project on a whiteboard and then sort by dragging them into two self-selected categories (e.g., things the student did and things others did). Then, copy each category into a short list. Level III Students will: EEW.4.8. Recall information from personal experiences and sort into provided categories. Ex. Recall information from a vacation to the beach on sticky notes and then sort the
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. different genres or purposes for writing Write routinely and determine: when to write for short or extended time frames for a range of discipline-specific tasks, purposes, and audiences the appropriate organizational structure needed for specific audiences and purposes different genres or purposes for writing Write routinely and determine: when to write for short or extended time frames for a range of discipline-specific tasks, purposes, and audiences the appropriate organizational structure needed for specific audiences and purposes Write routinely and determine: when to write for short or extended time frames for a range of tasks, purposes, and audiences the appropriate organizational structure needed for specific audiences and purposes Write routinely and determine: when to write for short or extended time frames for a range of tasks, purposes, and audiences the appropriate organizational structure needed for specific audiences and purposes Evidence of Student Attainment/Assessment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors With practice and support, students: produce writing for a range of tasks, purposes, and audiences, including writing in short and/or extended time frames. write routinely range of tasks, purposes, and audiences extended time frames shorter time frames Students know or are able to: techniques for writing in short and/or extended time frames techniques for creating writing appropriate for Entering/Beginning (Reading/Listening) Students can routinely match pictures with topics. (Writing/Speaking) Students can routinely copy new academic vocabulary on own. EEW.4.10. Write routinely for a variety of tasks, purposes, and audiences. Level IV Students will: EEW.4.10. Write routinely with elaboration for a variety of tasks, purposes, and audiences. Ex. Write a note using descriptive words to include in the home-school notebook. Ex. Send an e-mail to a friend that includes descriptive adjectives or other details about a recent activity. Level III Students will: EEW.4.10. Write routinely for a variety of tasks, purposes, and audiences. Ex. Write a note to include in the home-school notebook. Ex. Send an e-mail to a friend. Ex. Write labels to go with a display for a group research project.
support main ideas or themes speaking clearly speaking at an understandable pace relevant, descriptive details main ideas or themes speak clearly understandable pace the importance of speaking an understandable pace report on a topic or text, tell a story, or recount an experience use appropriate facts and relevant, descriptive details organize the presentation around main ideas or themes speak clearly speak at an understandable pace bank or word wall Developing/Expanding (Reading/Listening) Students can sequence events from a story (Writing/Speaking) Students can clearly discuss a simple expository or narrative Bridging/Reaching (Reading/Listening) Students can answer analytical questions about grade level text. (Writing/Speaking) Students can clearly discuss an extended expository or narrative at grade level Ex. Before writing, tell the teacher what they are going to write about (e.g., The student says, “I went to party. Grandma Red Hat party. Aunt Stephanie and me have party. I got new dress.”). Level II Students will: EESL.4.4. Recount a personal experience including details. Ex. Using a multiple message voice output device, select three symbols to show how he or she made the cookies (e.g., mix, cook, oven). Ex. Use a multiple voice output communication device to report on weekend activities during a morning meeting (e.g., The student says, “Shopping with mom. Shoes, DVD, lunch.”). Level I Students will: EESL.4.4. Identify a picture, object, or other artifact from a personal experience. Ex. Given an array of pictures, point to the appropriate picture when the teacher says, “You got a new puppy? Show me the picture of your new puppy.” Ex. Given a display of class art projects, identify own project. Common Core ELA Pacing Guide 4th Grade College and Career Readiness (CCR) Anchor Standard 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Strand: Speaking and Listening Cluster: Presentation of Knowledge and Ideas Grade: 4 Standard 5 (SL.4.5) Add audio recordings and visual displays to presentations when Quarter 1: Quarter 2: Determine when appropriate to enhance main idea or theme main idea Quarter 3: Quarter 4: Determine when appropriate to enhance main idea or theme main idea and theme in audio
appropriate to enhance the development of main ideas or themes. and theme in audio Add audio recordings to enhance the development of main idea or theme in presentations Add visual displays to enhance the development of main idea or theme in presentations Add audio recordings to enhance the development of main idea or theme in presentations Add visual displays to enhance the development of main idea or theme in presentations Evidence of Student Attainment/Assessment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students: add audio recordings and visual displays to presentations when appropriate to enhance development of main ideas and themes audio recordings visual displays presentations when appropriate to enhance main ideas or themes Students know or are able to: techniques for creating audio recordings or visual displays that enhance the development of main ideas or Entering/Beginning (Reading/Listening) Students are able to select appropriate images to go with writing (Writing/Speaking) Students are able to print a picture to show the theme of a story EESL.4.5. Add audio recordings or visuals to a presentation about a personally relevant topic. Level IV Students will: EESL.4.5. Create a simple presentation about a curriculum-based topic. Ex. Select artifacts that reflect the topic being studied in science, write labels for each, and arrange them in a visual display to talk about during the school science fair. Ex. Select illustrations from a book read during class and give a short presentation describing each illustration and its relationship to the story. Level III Students will: EESL.4.5. Add audio recordings or visuals to a presentation about a personally relevant topic. Ex. Select pictures from a family vacation, label the pictures (e.g., people’s names and
situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 on pages 28 and 29 for specific expectations.) Analyze situation to determine appropriate speech use (formal English or informal discourse) Speak using formal English when appropriate to task and situation Analyze situation to determine appropriate speech use (formal English or informal discourse) Speak using formal English when appropriate to task and situation Analyze situation to determine appropriate speech use (formal English or informal discourse) Speak using formal English when appropriate to task and situation Analyze situation to determine appropriate speech use (formal English or informal discourse) Speak using formal English when appropriate to task and situation Evidence of Student Attainment/Assessment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors When speaking, students: differentiate between contexts that require formal English and situations that require informal discourse use formal English in differentiate contexts that call for Formal English situations where informal discourse is appropriate Students knows or are able to: what types of contexts call for formal English what types of situations call for Entering/Beginning (Reading/Listening) Students are able to identify cognates (Writing/Speaking) Students are able to express needs in English. EESL.4.6. Differentiate between communication partners and contexts that call for formal and informal communication. Level IV Students will: EESL.4.6. Use formal and informal language as appropriate. Ex. Upon entering the classroom, greets peers informally (e.g., “Hey!”) and teachers formally (e.g., “Good morning.”). Ex. During a group discussion, informally comment on a peer’s remarks (e.g., “No way!”) and formally offer own remarks (e.g., “I think it was the man.”). Level III Students will: EESL.4.6. Differentiate between communication partners and contexts that call for formal and informal communication.
appropriate tasks and situations small-group discussion formal English appropriate to task and situation informal discourse the differences between formal English and informal discourse techniques for evaluating whether formal English is appropriate to a task and situation appropriately adapt their speech to task and situation move fluidly between use of formal English and informal discourse based on situation use formal English when appropriate to task and situation Students understand that a speaker is flexible in his/her use of language and technique based on task and situation. Developing/Expanding (Reading/Listening) Students are able to follow multi-step oral directions (Writing/Speaking) Students are able to retell stories Bridging/Reaching (Reading/Listening) Students are able to understand both formal and informal language (Writing/Speaking) Students are able to use formal and informal language as needed Ex. When asked, “Should you answer with one word right now?,” respond appropriately, “yes” or “no.” Ex. Upon entering the principal’s office, select an appropriate message on the voice output device (e.g., The student says, “I have something to say, but it will take me a minute.” And then begins to construct a formal message linking multiple symbols together.). Ex. Upon joining a group of peers at a lunch table, navigate to a page in a communication device with preprogrammed messages for friends. Level II Students will: EESL.4.6. Expand upon or clarify informal language when asked to use more formal language. Ex. Restate a greeting using more formal language when asked (e.g., When asked to greet to a new person, the student says, “Hi.” When the teacher says, “How else could you say that?,” the student says, “Morning.”) Ex. When a class guest asks if the student wants a turn and he or she selects the message “No way!,” the student responds to the teacher’s request to be polite by selecting the message that says, “No thanks.” Level I Students will: EESL.4.6. Communicate informally with others. Ex. Gesture (e.g., wave hand, nod head) to communicate informally with someone in the hallway. Ex. Use a single message voice output device to comment informally during shared reading, “No Way!”
quotation marks to mark quotations from a text using a comma and a coordinating conjunction to join two complete sentences spelling words consulting word reference materials to check and correct spellings comma quotation mark direct speech quotations from a text coordinating conjunction compound sentence grade-appropriate words references (for spelling) join two complete sentences spelling of grade-appropriate words techniques for consulting word references use correct capitalization use commas and quotation marks to mark direct speech use commas and quotation marks to mark quotations from a text use a comma and a coordinating conjunction to join two complete sentences spell grade-appropriate words consult word reference materials to check and correct spellings Students understand that the effectiveness of a message is enhanced through correct capitalization, punctuation, and spelling. Students are able to match appropriate punctuation with sentence strips. (Writing/Speaking) Students are able to use punctuation in their own writing Bridging/Reaching (Reading/Listening) Students are able to identify incorrect/missing conventions in their own writing. (Writing/Speaking) Students are able to use correct conventions in own writing Level II Students will: EEL.4.2.a. With guidance and support, indicate that the first word in a sentence must be capitalized. Ex. The teacher is writing the morning message and stops to ask, “What do I need to do to that first word in the sentence?” The student responds, “Capital.” EEL.4.2.d. Identify the consonant to represent the initial phoneme in familiar words. Ex. Use letter tiles to indicate the beginning consonant of a familiar word. Ex. Use letter tiles to indicate the beginning sound of a familiar word (e.g., selects either c or k as the first sound in the word, cat). Level I Students will: EEL.4.2.a. With guidance and support, indicate a letter that is capitalized. Ex. Recognize the first letter in their name when it is capitalized. Ex. Given two choices, identify (pointing, eye gaze, etc.) the capital letter. EL.4.2.d. Identify letter names.
Common Core ELA Pacing Guide 4th Grade College and Career Readiness (CCR) Anchor Standard 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Strand: Language Cluster: Knowledge of Language Grade: 4 Standard 3 (L.4.3) Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely.* b. Choose punctuation for effect.* c. Differentiate between contexts that call for Quarter 1: Apply knowledge of language when: writing reading listening Apply knowledge of language conventions when: writing reading listening Quarter 2: Apply correct: capitalization punctuation spelling when writing Use commas and quotation marks in dialogue and when quoting from a text Quarter 3: Apply correct: capitalization punctuation spelling when writing Use commas and quotation marks in dialogue and when quoting from a text Know many of the coordinating conjunctions Quarter 4: Apply correct: capitalization punctuation spelling when writing Use commas and quotation marks in dialogue and when quoting from a text Know many of the coordinating conjunctions
sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. Strand: Language Cluster: Vocabulary Acquisition and Use Grade: 4 Standard 6 (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). Quarter 1: Acquire and use accurately grade appropriate: general academic domain-specific words and phrases including those that: signal precise actions signal emotions signal states of being are basic to a particular topic Quarter 2: Acquire and use accurately grade appropriate: general academic domain-specific words and phrases including those that: signal precise actions signal emotions signal states of being are basic to a particular topic Quarter 3: Acquire and use accurately grade appropriate: general academic domain-specific words and phrases including those that: signal precise actions signal emotions signal states of being are basic to a particular topic Quarter 4: Acquire and use accurately grade appropriate: general academic domain-specific words and phrases including those that: signal precise actions signal emotions signal states of being are basic to a particular topic Evidence of Student Attainment/Assessment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students acquire and use accurately acquire Students know or are Entering/Beginning (Reading/Listening) EEL.4.6. Use domain-specific Level IV Students will: EEL.4.6. Use domain-specific words and phrases.