Standard 5- Logic. theme, point of view), draw and when drawing inferences from the text. conclusions. story and recognize its solution.

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1 Weeks 1-3 Essential Questions: What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken when formulating a summary? Why is sequence important when analyzing the plot of a story? Why is it necessary to use context when determining the meanings of words in a story or passage? How does a narrator s point of view affect the meaning of a story? Reading Complex Texts CC Literature Standard 5- Logic Literature Comprehension skills: Sequence, story RL 1- Refer to details and examples in a text SPI Locate information to Determine the sequence of events elements (plot, character, setting, when explaining what the text says explicitly support opinions, predictions, and in a story theme, point of view), draw and when drawing inferences from the text. conclusions. Describe a character in detail conclusions RL 2- Determine a theme of a story, drama, or SPI Make inferences and draw Discuss the setting and plot in poem from details in the text; summarize the appropriate conclusions from text. detail Comprehension strategies: Summarize, text. Use story structure to make answer questions, graphic organizers, RL 3- Describe in depth a character, setting, or meaning story structure event in a story or drama, drawing on specific Standard 8- Literature Discuss point of view details in the text (e.g., a character s SPI Determine the problem in a Use graphic organizers to derive Text Selections Short Pieces: thoughts, words, or actions). story and recognize its solution. meaning Because of Winn- Dixie (see Edmodo) RL 4- Determine the meaning of words and SPI Identify the forms of text Draw conclusions based on Grandfather s Journey (see Edmodo phrases as they are used in a text, including (e.g., poems, drama, fiction, nonfiction). evidence in the text and Boston) those that allude to significant characters Ask and answer questions about a The Horned Toad Prince (see Edmodo found in mythology (e.g., Herculean). text and Boston) RL 6- Compare and contrast the point of view Build prior knowledge through from which different stories are narrated, close reading Additional : including the difference between first- and Determine the meanings of Written summary of a fresh read third- person narrations. unfamiliar words and academic text or texts, drawing on specific RL 10- By the end of the year, read and language in context details from the text (RL1, RL 2, RI comprehend literature, including stories, 1) Cite evidence from the text to dramas, and poetry, in the grades 4 5 text support key points Plot diagram or story board of a complexity band proficiently, with scaffolding fresh read text) (RL 3) Summarize a story as needed at the high end of the range. assessments in PARCC format (all) Anecdotal evidence from classroom discussions (all) Writing to Texts CC Writing W1- Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer s purpose. b. Provide reasons that are supported by facts and details. W 3- Write narratives to develop real or Standard 3- Writing SPI Choose a topic sentence for a paragraph. SPI Select details that support a topic sentence. SPI Rearrange sentences to form a sequential, coherent paragraph. SPI Choose the supporting sentence that best fits the context and flow of ideas in a paragraph. SPI Identify sentences Writing Write in a variety of modes Write in response to literature Cite evidence from the text to support key points Edit and revise own writing Routine Writing Two column notes Story summaries Constructed responses to teacher questions Explanations of processes (e.g., a science experiment, learning log) 1 0f 12

2 Research Project For Reading and Writing in Each Module imagined experiences or events using irrelevant to a paragraph s theme or Analyses (Opinion) effective technique, descriptive details, and flow. In the story Because of Winn- Dixie, clear event sequences. W4- With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. Miss Franny and Opal, who seem so different from one another, become friends. Write a paper stating your opinion about why they decide to become friends. Use evidence from the text to support your inference. (see Edmodo structured writing lesson) In the story The Horned Toad Prince, a girl makes a deal with a horned toad but she doesn t keep her end of the deal. Write a paper supporting the opinion that Reba Jo is an ill- mannered girl. Use evidence from the text to support your opinion. (see Edmodo structured writing lesson) No research project this three- week period CC Language L 1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run- ons. L 2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade- appropriate words correctly, consulting references as needed. SPI Identify declarative, interrogative, and exclamatory sentences by recognizing appropriate end marks. SPI Select the best way to correct incomplete sentences within context. SPI Identify the correct use of commas (i.e., series, dates, addresses, friendly letters, introductory words, compound sentences) within context. SPI Identify correctly or incorrectly spelled words in context Combine simple sentences into compound sentences. Language Conventions Identify and write declarative, interrogative, imperative, and exclamatory Use correct end punctuation Explain the functions of designated words in sentences (e.g., explain why a particular word is a noun and one sentence but a verb in another) Identify, write, and speak in simple and compound sentences Use commas correctly in compound sentences Combine short, choppy sentences to form compound sentences Independently edit writing for errors in language conventions Language Conventions: Sentence analysis, compound sentences, complex sentences and clauses, punctuating compound sentences, editing Use of language conventions in daily/weekly writing assessments in PARCC format L 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 SPI Identify sentences with correct subject verb agreement. SPI Recognize and use grade Vocabulary Read and understand words with suffixes Use the dictionary or glossary to Vocabulary strategies: Word structure, dictionary/glossary, context clues 2 0f 12

3 strategies. appropriate vocabulary within context. confirm the meaning of multiple a. Use context (e.g., definitions, examples, or SPI Use prefixes, suffixes, and meaning words in context Teacher observation restatements in text) as a clue to the root words as aids in determining Identify and use synonyms to meaning of a word or phrase. b. Use common, grade- appropriate Greek meaning within context. SPI Determine the meaning of determine the meanings of unfamiliar words assessments in PARCC format and Latin affixes and roots as clues to the unfamiliar words using context clues, Use context clues to determine the meaning of a word (e.g., telegraph, photograph, autograph). ( c. Consult reference materials (e.g., dictionaries, glossaries, Thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L 5- Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely. c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small- group discussion). dictionaries, and glossaries meanings of unfamiliar words and academic language CC Speaking and Listening SL 1- Engage effectively in a range of collaborative discussions (one- on- one, in groups, and teacher- led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed- upon rules for discussions and carry out assigned roles. SL 2- Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL 6- Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is Standard 2- Communication SPI Given a list of interactive behaviors (i.e., taking turns, behaving courteously, not interrupting, listening, remaining on task), identify those that are appropriate (or inappropriate) for group activities. CC Speaking and Listening Participate actively in class discussions (all) Follow established rules for group behavior (all) Paraphrase a story or part of a story that was read aloud Make a organized, coherent, and complete oral presentation Use formal and informal English as appropriate to the situation Speaking and Listening: Group behaviors, classroom routines and procedures, collaborative conversations, oral presentation Teacher observation Teacher- made rubric for oral presentation 3 0f 12

4 Reading Foundational Skills appropriate (e.g., small- group discussion); use formal English when appropriate to task and situation. CC Reading Foundational Skills RF 3- Know and apply grade- level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter- sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF 4- Read with sufficient accuracy and fluency to support comprehension. a. Read on- level text with purpose and understanding. b. Read on- level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self- correct word recognition and understanding, rereading as necessary. SPI Identify correctly or incorrectly spelled words in context. Standard 8- Literature (CFU) Read with fluency from a variety of texts (e.g., poetry, drama, current events, novels). Reading Foundational Skills Read grade level text with fluency, accuracy, expression, and comprehension (all) Apply phonics and word analysis skills effectively when reading and writing (all) Word study and spelling: VCCV pattern, word structure for prefixes and suffixes, adding s and es, : Oral reading fluency checks/running records Spelling of grade- appropriate words in daily/weekly writing Fluency: Current goal of WCPM with expression and understanding 4 0f 12

5 Weeks 4-6 Essential Questions: What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken when formulating a summary? Why is sequence important when analyzing the plot of a novel? Why is it necessary to use context when determining the meanings of words in a story or passage? How does a narrator s point of view affect the meaning of a story? Reading Complex Texts CC Literature Standard 5- Logic Determine the sequence of events Comprehension Skills RL 1- Refer to details and examples in a text SPI Locate information to in a story Sequence of events, story elements, when explaining what the text says explicitly support opinions, predictions, and Describe a character in detail and when drawing inferences from the text. conclusions. Discuss the setting and plot in academic language, make inference/draw conclusions RL 2- Determine a theme of a story, drama, or SPI Recognize cause- effect detail poem from details in the text; summarize the relationships within context. Discuss the influence of setting on Extended Text: Literature text. SPI Make inferences and draw plot and characters The Tale of Despereaux by Kate RL 3- Describe in depth a character, setting, or appropriate conclusions from text. Use story structure to make DiCamillo or The Mountain Meets the event in a story or drama, drawing on specific SPI Indicate the sequence of meaning Moon by Grace Lin (Appendix B) Focus details in the text (e.g., a character s events in text. Discuss point of view standards: RL1, RL2, RL3, RL 4, RL6, RL thoughts, words, or actions). Use graphic organizers to derive 10, W2 RL 4- Determine the meaning of words and meaning Or: phrases as they are used in a text, including Draw conclusions based on Teachers may substitute an equally those that allude to significant characters evidence in the text complex extended work of literature if found in mythology (e.g., Herculean). the substituted novel better suits the Ask and answer questions about a RL 6- Compare and contrast the point of view text needs of their students and allows from which different stories are narrated, them to address the same standards. Build prior knowledge through including the difference between first- and See Appendix B of the CCSS for close reading third- person narrations. suggestions. Determine the meanings of RL 10- By the end of the year, read and unfamiliar words and academic comprehend literature, including stories, See CCSS sample performance task language in context dramas, and poetry, in the grades 4 5 text references for The Mountain Meets the Cite evidence from the text to complexity band proficiently, with scaffolding Moon in Appendix B page 66 & 70 support key points as needed at the high end of the range. Summarize a chapter or a story Additional : Written summary of a fresh read text or texts, drawing on specific details from the text (RL1, RL 2, RI 1) Plot diagram or story board of a fresh read text) (RL 3) assessments in PARCC format (all) Anecdotal evidence from classroom discussions (all) Writing to Texts CC Writing W 2- Write informative/explanatory texts to examine a topic and convey ideas and Standard 3- Writing SPI Choose a topic sentence for a paragraph. Writing Write in a variety of modes Write in response to literature Routine Writing Two column notes Story summaries 5 0f 12

6 Research Project For Reading and Writing in Each Module information clearly. SPI Select details that support Cite evidence from the text to a. Introduce a topic clearly and group related a topic sentence. support key points information in paragraphs and sections; SPI Rearrange sentences to Edit and revise own writing include formatting (e.g., headings), form a sequential, coherent paragraph. illustrations, and multimedia when useful to SPI Choose the supporting aiding comprehension. sentence that best fits the context and b. Develop the topic with facts, definitions, flow of ideas in a paragraph. concrete details, quotations, or other SPI Identify sentences information and examples related to the irrelevant to a paragraph s theme or topic. flow. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain- specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. W 3- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W 4- With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. No research project this three- week period CC Language L 1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run- ons. L 2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade- appropriate words correctly, SPI Identify declarative, interrogative, and exclamatory sentences by recognizing appropriate end marks. SPI Select the best way to correct incomplete sentences within context. SPI Identify the correct use of commas (i.e., series, dates, addresses, friendly letters, introductory words, compound sentences) within context. SPI Identify correctly or incorrectly spelled words in context Combine simple Language Conventions Identify and write declarative, interrogative, imperative, and exclamatory sentences Use correct end punctuation Explain the functions of designated words in sentences (e.g., explain why a particular word is a noun and one sentence but a verb in another) Identify, write, and speak in simple, compound, and complex sentences Use commas correctly in compound sentences Combine short, choppy sentences Constructed responses to teacher questions Performance Task: (Explanatory) Students will write a paper describing the importance of sequence when reading a novel. To do this, they must delineate the key events in The Tale of Despereaux or The Mountain Meets the Moon (or other selected novel) and draw on specific details from the text to illustrate key points. (RL1, RL3, RL 4, RL6, W2) Narrative Rewrite a scene from a different point of view Language Conventions: Sentence analysis, sentence combining, compound sentences, complex sentences and clauses, punctuating compound and complex sentences, editing Use of language conventions in daily/weekly writing assessments in PARCC format 6 0f 12

7 consulting references as needed. sentences into compound to form compound sentences sentences. Identify and correct fragments and run- on sentences Form complex sentences correctly Distinguish between dependent and independent clauses Independently edit writing for errors in language conventions L 4- Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. L 5- 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 formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small- group discussion). CC Speaking and Listening SL 1- Engage effectively in a range of collaborative discussions (one- on- one, in groups, and teacher- led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed- upon rules for discussions and carry out assigned roles. SL 2- Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, SPI Identify sentences with correct subject verb agreement. SPI Select appropriate antonyms, synonyms, and homonyms within context. SPI Recognize and use grade appropriate vocabulary within context. SPI Use prefixes, suffixes, and root words as aids in determining meaning within context. SPI Determine the meaning of unfamiliar words using context clues, dictionaries, and glossaries Standard 2- Communication SPI Given a list of interactive behaviors (i.e., taking turns, behaving courteously, not interrupting, listening, remaining on task), identify those that are appropriate (or inappropriate) for group activities. Vocabulary Read and understand words with suffixes Use the dictionary or glossary to confirm the meaning of multiple meaning words in context Identify and use synonyms to determine the meanings of unfamiliar words Use context clues to determine the meanings of unfamiliar words and academic language Discuss an author s use of dialect and informal language CC Speaking and Listening Participate actively in class discussions Follow established rules for group behavior Paraphrase a story or part of a story that was read aloud Use formal and informal English as appropriate to the situation Vocabulary Strategies and Skills: Multiple meaning words, context clues, dictionary/glossary, dialect Teacher observation assessments in PARCC format Speaking and Listening: Group behaviors, classroom routines and procedures, collaborative conversations Teacher observation 7 0f 12

8 Reading Foundational Skills quantitatively, and orally. SL 6- Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small- group discussion); use formal English when appropriate to task and situation. CC Reading Foundational Skills RF 3- Know and apply grade- level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter- sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF 4- Read with sufficient accuracy and fluency to support comprehension. a. Read on- level text with purpose and understanding. b. Read on- level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self- correct word recognition and understanding, rereading as necessary. SPI Identify correctly or incorrectly spelled words in context. Standard 8- Literature (CFU) Read with fluency from a variety of texts (e.g., poetry, drama, current events, novels). Reading Foundational Skills Read grade level text with fluency, accuracy, expression, and comprehension Apply phonics and word analysis skills effectively when reading and writing Word study and spelling: plurals, r- controlled vowels : Oral reading fluency checks/running records Spelling of grade- appropriate words in daily/weekly writing Fluency: Current goal of WCPM with expression and understanding 8 0f 12

9 Weeks 7-9 Essential Questions: What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken when formulating a summary? Why is it important to be able to determine the main idea of an informational text? Reading Complex Texts Writing to Texts CC Informational Text RI 1- Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI 2- Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI 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 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 9- Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. RI 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. CC Writing W1- Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer s purpose. b. Provide reasons that are supported by facts and details. W 2- Write informative/explanatory texts to examine a topic and convey ideas and Standard 5- Logic SPI Locate information to support opinions, predictions, and conclusions. SPI Recognize cause- effect relationships within context. SPI Make inferences and draw appropriate conclusions from text. Standard 6- Informational Text SPI Identify the stated main idea and supporting details in text. SPI Use table of contents, title page, and glossary to locate information. Standard 3- Writing SPI Choose a topic sentence for a paragraph. SPI Select details that support a topic sentence. SPI Rearrange sentences to form a sequential, coherent paragraph. SPI Choose the supporting sentence that best fits the context and flow of ideas in a paragraph. SPI Identify sentences irrelevant to a paragraph s theme or Informational Text Determine stated and implied main idea Use text features to make meaning Determine the meanings of unfamiliar words and academic language in context Cite evidence from the text to support key points Build prior knowledge through close reading Compare and contrast different types of text structures Use parts of a text (table of contents, etc.) to conduct research Writing Write in a variety of modes Write in response to literature Cite evidence from the text to support key points Edit and revise own writing Comprehension skills: Main idea and supporting details, make inference and draw conclusions, text features, text structure, compare and contrast Comprehension Strategies: Graphic organizers, summarize Text Selections- - Short Pieces: Letters Home from Yosemite- week 7 Horses- week 7 (entire trade book or use excerpt from CCSS Appendix B, p. 73; see district- created support documents) So You Want to Be President- week 9 (see Boston) Selected texts for research project Additional : Written summary of a fresh read text or texts, drawing on specific details from the text (RL1, RL 2, RI 1) assessments in PARCC format (all) Anecdotal evidence from classroom discussions (all) Routine Writing Two column notes Page summaries Constructed responses to teacher questions Explanations of processes (e.g., how a horse moves) Analysis: Opinion Writing Students will write a brief description of the overall structure (e.g., chronology, comparison, cause/effect, 9 0f 12

10 Research Project For Reading and Writing in Each Module information clearly. W4- With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. flow. problem/solution) of events, ideas, concepts, or information in Horses. They will then write an opinion paper explaining which informational text they preferred- - Horses or Letters Home from Yosemite. They should cite evidence from the texts to support their opinions. CC Writing W5- With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W7- Conduct short research projects that build knowledge through investigation of different aspects of a topic. W8- 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. CC Informational Text RI 9- Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. CC Language L 1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). f. Produce complete sentences, recognizing and correcting inappropriate fragments and run- ons. L 2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade- appropriate words correctly, Standard 4- Research SPI Select appropriate sources from which to gather information on a given topic. SPI Complete a graphic organizer (e.g., chart, web) organizing material collected from text or technological sources. SPI Identify the correct use of nouns (i.e., common and proper, plurals, possessives) and pronouns (i.e., subject, object, and agreement) within context. SPI Select the best way to correct incomplete sentences within context. SPI Identify correctly or incorrectly spelled words in context. SPI Identify sentences with correct subject- verb agreement (person and number). Research Select and narrow a topic for an extended writing piece (factual report) Use a graphic organizer (web) to group ideas and information Gather information from a variety of sources Synthesize information from a variety of sources Edit and revise own writing Use technology to prepare and present writing Use all the steps of the writing process Present findings orally to the class Language Conventions Explain the functions of designated words in sentences (e.g., explain why a particular word is a noun and one sentence but a verb in another) (all) Identify and correct fragments and run- on sentences Discuss how an author s use of adjectives enhances the writing Use multiple adjectives in personal writing Independently edit writing for errors in language conventions Factual report Students will select a topic from Social Studies or Science, conduct research, and prepare and present a factual report that synthesizes information from multiple sources. The report may be in the form of a poster, PowerPoint presentation, or other designated mode, as directed by the teacher. Language Conventions: Nouns and their correct usage within sentences, order of adjectives, editing Use of language conventions in daily/weekly writing assessments in PARCC format 10 0f 12

11 consulting references as needed. L 4- Determine or clarify the meaning of Vocabulary unknown and multiple- meaning words and SPI Recognize and use grade Read and understand words with phrases based on grade 4 reading and appropriate vocabulary within context. suffixes content, choosing flexibly from a range of SPI Use prefixes, suffixes, and Use the dictionary or glossary to strategies. a. Use context (e.g., definitions, examples, or root words as aids in determining meaning within context. confirm the meaning of multiple meaning words in context restatements in text) as a clue to the SPI Determine the meaning of Identify and use synonyms to meaning of a word or phrase. b. Use common, grade- appropriate Greek unfamiliar words using context clues, dictionaries, and glossaries determine the meanings of unfamiliar words and Latin affixes and roots as clues to the Use context clues to determine the meaning of a word (e.g., telegraph, photograph, autograph). meanings of unfamiliar words and academic language L 5- Use knowledge of language and its Discuss an author s use of dialect conventions when writing, speaking, reading, and informal language or listening. a. Choose words and phrases to convey ideas precisely. b. Choose punctuation for effect. CC Speaking and Listening SL 1- Engage effectively in a range of collaborative discussions (one- on- one, in groups, and teacher- led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed- upon rules for discussions and carry out assigned roles. SL 2- Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL 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. Standard 2- Communication SPI Given a list of interactive behaviors (i.e., taking turns, behaving courteously, not interrupting, listening, remaining on task), identify those that are appropriate (or inappropriate) for group activities. Speaking and Listening Participate actively in class discussions (all) Follow established rules for group behavior (all) Paraphrase a story or part of a story that was read aloud Make a organized, coherent, and complete oral presentation Use formal and informal English as appropriate to the situation Vocabulary Strategies: Word structure, dictionary/glossary, context clues Teacher observation assessments in PARCC format Speaking and Listening: Group behaviors, classroom routines and procedures, collaborative conversations, oral presentation Teacher observation Teacher- made rubric for oral presentation 11 0f 12

12 Reading Foundational Skills SL 6- Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small- group discussion); use formal English when appropriate to task and situation CC Reading Foundational Skills RF 3- Know and apply grade- level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter- sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF 4- Read with sufficient accuracy and fluency to support comprehension. a. Read on- level text with purpose and understanding. b. Read on- level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self- correct word recognition and understanding, rereading as necessary. SPI Identify correctly or incorrectly spelled words in context. Standard 8- Literature (CFU) Read with fluency from a variety of texts (e.g., poetry, drama, current events, novels). Reading Foundational Skills Read grade level text with fluency, accuracy, expression, and comprehension Apply phonics and word analysis skills effectively when reading and writing Word study and spelling: plurals, r- controlled vowels : Oral reading fluency checks/running records Spelling of grade- appropriate words in daily/weekly writing Fluency: Current goal of WCPM, with expression and understanding 12 0f 12