4 th Grade Reading Language Arts Pacing Guide

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1 TN Ready Domains Foundational Skills Writing Standards to Emphasize in Various Lessons throughout the Entire Year State TN Ready Standards I Can Statement Assessment Information RF.4.3 : Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF.4.4: Read with sufficient accuracy and fluency to support comprehension. 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 confirm or selfcorrect word recognition and understanding, rereading as necessary. W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.4.5: With guidance and support from peers and adults, develop and strengthen I can use word study and phonics skills to decode words. I can use knowledge of letter sounds, syllables, and word parts to read unfamiliar words. I can comprehend while reading with accuracy and fluency. I can read with purpose and understanding. I can read with accuracy, fluency, and expression. I can use context clues or reread to correctly read and understand unfamiliar words. I can consider the purpose and the audience when I can plan, revise, and edit my 1 Indirectly Assessed Mastery of these standards influence the mastery of standards being directly assessed. Indirectly Assessed Mastery of these standards influence the Resources Journeys Common Core Writing Handbook: Pgs Prewriting Journeys Common Core Writing Handbook:

2 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: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character s thoughts, words, or actions]. ). b. Apply grade 4 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text ). 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. I can use technology resources to create, publish, and share my I can type a page in one sitting. I can gather information, take and organize notes, and provide sources. I can use evidence from various texts to support my ideas and research. I can use grade-level reading strategies when writing about fiction texts. I can use grade-level reading strategies when writing about informational texts. I can write over different time periods for various purposes and audiences. mastery of standards being directly assessed. Pgs Prewriting; Pgs : Drafting; Pgs : Revising; Pgs : Editing Journeys Common Core Writing Handbook: Pgs Using the Internet Pgs Writing for the Web Journeys Common Core Writing Handbook: Pgs Doing Research Pgs Note taking 2

3 Speaking and Listening Literature 4 th Grade Reading Language Arts Pacing Guide SL.4.1 : Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required materials; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. SL.4.2: Paraphase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 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. I can participate collaboratively in a variety of discussions. I can prepare for discussions and use the information I find to explore and discuss a topic. I can follow the rules and carry out my role in discussions. I can ask and answer questions and make comments that support a discussion. I can summarize a discussion and explain how it relates to my ideas on a topic. I can restate information that is presented in a variety of ways. I can read and comprehend grade-level fiction text. 3 Indirectly Assessed Mastery of these standards influence the mastery of standards being directly assessed. Indirectly Assessed Mastery of these standards

4 influence the mastery of standards being directly assessed. Informational Text RI : By the end of the year, read and comprehend informational text, including history/social studies, science, and technical texts, in grade 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. I can read and comprehend grade-level informational text. Indirectly Assessed Mastery of these standards influence the mastery of standards being directly assessed. TN Ready Domains Writing TN Ready Standards W.4.3. : Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. First Six Weeks : August 7 September 14 I Can Statement Throughout Entire Six Weeks I can write a narrative text. I can establish a situation, introduce characters and a narrator, and organize events in a story. 4 State Assessment Information 1 Test Item 20 out of a total of 24 Score Resources Journeys Textbook: U1L1: Narrative Writing: Descriptive Paragraph/Word Choice T52-T55 Pg. 12 U1L2: Narrative Writing: Story/Word Choice T128-T131 Pg. 24

5 b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. I can use dialogue and descriptions to enhance events and characters in a story. I can use transition words and phrases to help the events in a story flow. I can use descriptive words and details to help readers better understand a story. I can write a conclusion that completes a story. 27% of Total Score from Part 1 and 2 U1L3: Narrative Writing: Dialogue/Voice T206-T209 Pg 36 U1L4: Narrative Writing: Fictional Narrative/Ideas T280 T283 Pg. 48 U1L5: Narrative Writing: Fictional Narrative/Organization T358 T359 Pg. 60 U4L16: Narrative Writing: Descriptive Paragraph/Ideas T52-55 Pg. 204 U4L17: Narrative Writing: Friendly Letter/Voice T126- T129 Pg. 216 U4L18: Narrative Writing: Story/Word Choice T204-T207 Pg. 228 U4L19: Narrative Writing: Personal Narrative/Organization T Pg U4L20: Narrative Writing: Personal Narrative/Ideas T356- T359 Pg. 252

6 Journeys Common Core Writing Handbook: Writing Forms: Narratives Pgs Descriptive Paragraph Pgs Story Pgs Dialogue Pgs Fictional Narrative: Prewriting Pgs Fictional Narrative: Drafting/Revising Writing - 4.L.2. : Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when d. Spell grade-appropriate words correctly, consulting references as needed. I can use correct capitalization, punctuation, and spelling when I can spell words correctly. I can refer to sources when I need help spelling a word. No test items. Assessed in student s Writing Models and Forms Pgs Character Description Pgs Personal Narrative Pgs Biography Pgs Fictional Narrative Pgs Play Pgs. 134 Tall Tale Pgs Myth 4 Score from writing rubric 6

7 5 Test 5 Score 9 Total Score on Part 1 and 2 Reading Literature 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 text. Week of August I can use proper terms to explain the differences between poems, drama, and prose. 12% of Total Score on Possibly aligned with a writing Read alouds: First Day Jitters Salt in Shoes How Full is Your Bucket 23-28% of Total Score for Part 1 and 2 7

8 Language 4 th Grade Reading Language Arts Pacing Guide ***REVIEW OF 3 RD GRADE STANDARDS*** L Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. b. Form and use regular and irregular plural nouns. c. Use abstract nouns (e.g., childhood). I can use grammar correctly in my writing and speaking. I can explain how nouns, pronouns, verbs, adjectives and adverbs work in different sentences. I can correctly say, write and use all kinds of plural nouns. I can use abstract nouns (e.g., childhood, honesty, courage, faith). No test items. Assessed in student s 4 Score from writing rubric 5 Test Journeys Resources: Nouns: U1L1: T50 Pg. 10, 59, 106 Proper Nouns: U1L5: T Pgs. 46, Plural Nouns: U2L10: T348 Pg.118 Literature 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 text. Week of August I can use proper terms to explain the differences between poems, drama, and prose. 8 5 Score 9 Total Score on Part 1 and 2 12% of Total Score on Possibly aligned with a writing Possessive Nouns: U3L12: T Pgs , 155 Pronouns: U2L10: T Pgs , 119 Journeys Anchor Text: Because of Winn Dixie (Realistic Fiction) U1L1 Journeys Connecting Text: Because of Bookends (Informational Text) U1L1

9 Language ***REVIEW OF 3 RD GRADE STANDARDS*** L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. f. Ensure subject-verb and pronoun-antecedent agreement. I can use grammar correctly in my writing and speaking. I can explain how nouns, pronouns, verbs, adjectives and adverbs work in different sentences. I can make sure that all of my pronouns and the nouns they refer to go together correctly in the sentences I say and write % of Total Score for Part 1 and 2 No test items. Assessed in student s 4 Score from writing rubric 5 Test 5 Score 9 Total Score on Part 1 and 2 Journeys Resources: Proper Nouns: U1L5: T Pgs Pronouns: U2L10: T Pgs , , 379 Pronoun Contractions: U6L30 T Pgs , 390 Possessive Pronouns: U6L28: T132-T133 Pgs , 368 Pronoun-Antecedent Agreement U2L10: T347 9

10 Literature 4 th Grade Reading Language Arts Pacing Guide 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.4.7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. Week of August I can use specific details from a text to describe a character, a setting, or an event. I can use illustrations and other visuals to support what I know about a text. I can make connections between text and a visual or an oral presentation of the same text. 12% of Total Score on Possibly aligned with a writing Pg. 117 Journey s Anchor Text: Invasion from Mars (Play) U2L6 Journeys Connecting Text: The History of Radio (Informational) U2L6 Language - L.4.1. : Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when why). I can use grammar correctly in my writing and speaking. I can use relative pronouns and adverbs % of Total Score for Part 1 and 2 No test items. Assessed in student s Journeys Resources: Relative Pronouns: U4L19: T Pgs

11 4 Score from writing rubric 5 Test 5 Score 9 Total Score on Part 1 and 2 Literature 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.4.7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. Week of August 31 September 4 I can use specific details from a text to describe a character, a setting, or an event. I can use illustrations and other visuals to support what I know about a text. I can make connections between text and a visual or an oral presentation of the same text. 12% of Total Score on Possibly aligned with a writing Journeys Anchor Text: Because of Winn Dixie (Realistic Fiction) U1L1 Journeys Connecting Text: Because of BookEnds (Informational Text) U1L1 11

12 Language L.4.1. : Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when why). I can use grammar correctly in my writing and speaking. I can use relative pronouns and adverbs % of Total Score for Part 1 and 2 No test items. Assessed in student s Journeys Resources: Relative Pronouns: U4L19: T Pgs Score from writing rubric 5 Test 5 Score 9 Total Score on Part 1 and 2 Literature 12% of Total Score on Week of September 7 11 *** REVIEW*** *** REVIEW *** 12 Journeys Anchor Text:

13 Language 4 th Grade Reading Language Arts Pacing Guide 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 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.4.7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. ***REVIEW 3 RD GRADE STANDARDS*** L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. d. Form and use regular and irregular verbs. e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. f. Ensure subject-verb and pronoun-antecedent agreement. I can use proper terms to explain the differences between poems, drama, and prose. I can use specific details from a text to describe a character, a setting, or an event. I can use illustrations and other visuals to support what I know about a text. I can make connections between text and a visual or an oral presentation of the same text. I can use grammar correctly in my writing and speaking. I can explain how nouns, pronouns, verbs, adjectives and adverbs work in different sentences. I can correctly say, write and use regular and irregular verbs (action words). I can correctly say, write and use different verb tenses (e.g. I walked; I walk; I will walk). Possibly aligned with a writing 23-28% of Total Score for Part 1 and 2 No test items. Assessed in student s 4 Score from writing rubric 5 Test Me and Uncle Romie (Realistic Fiction) U2L8 Journeys Connecting Text: Sidewalk Artists (Readers Theater) U2L8 Journeys Resources: Verbs: U2L6: T48-T50 Pgs , 71, 142 Irregular Verbs: U3L15: T352-T355 Pgs , 191 Verb Tenses: U2L7: T122-T126 Pgs , 83 13

14 I can make sure that all of my subjects and verbs go together correctly in the sentences I say and write. 5 Score 9 Total Score on Part 1 and 2 12% of Total Score on Participles: U3L14: T278-T281 Pgs , 179 Second Six Weeks : September 15 October 29 TN Ready Domains Writing TN Ready Standards W.4.2. : Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and I Can Statement Throughout the Entire Six Weeks I can write an informational text. I can organize my writing and use text features to help readers better understand a topic. I can use specific information like facts, definitions, and details to support a topic. I can use words and phrases to connect ideas within sections State Assessment Information 1 Test Item 20 out of a total of 24 Score 27% of Total Score from Part 1 and 2 Resources Journeys Textbook: U2L6: Informative Writing: New Report/Ideas T52-T55 Pg. 72 U2L7: Informative Writing: Informational Paragraph/Word Choice T126-T129 Pg. 84 U2L8: Informative Writing: Book Report/Organization T202-T205 Pg

15 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. I can use specific words related to the topic to support my I can write a conclusion related to the topic. U2L9: Informative Writing: Explanatory Essay/Organization T Pg. 108 U2L10: Informative Writing: Explanatory Essay/Word Choice T350-T353 Pg. 120 U5L21: Informative Writing: Summary/Ideas T54-T57 Pg. 288 U5L22: Informative Writing: Explanation/Sentence Fluency T130 T133 Pg. 300 U5L23: Informative Writing: Procedural Composition/ Organization T208-T211 Pg. 312 U5L24: Informative Writing: Research Report/Ideas T282- T285 Pg. 324 U5L25: Informative Writing: Research Report/Choice T356 T359 Pg Journeys Common Core Writing Handbook: Writing Forms:

16 Pgs News Report Pgs Informational Paragraph Pgs Book Report Pgs Explanatory Essay: Prewriting Pgs Explanatory Essay: Drafting/Revising Pgs Summary Pgs Explanation Pgs Procedural Composition Writing L.4.2.: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when d. Spell grade-appropriate words correctly, consulting references as needed. I can use correct capitalization, punctuation, and spelling when I can spell words correctly. I can refer to sources when I need help spelling a word. No test items. Assessed in student s Writing Models and Forms: Pgs Summary Pgs Cause-and-Effect Essay Pgs Problem-Solution Composition Pgs Compare-and- Contrast Essay Pgs How-To Essay Pgs Explanation 4 Score from writing rubric 16

17 5 Test 5 Score 9 Total Score on Part 1 and 2 Informational RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.8. Explain how an author uses reasons and evidence to support particular points in a 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. Week of September I can tell the main idea of a text and use key details to support it. I can summarize a text. I can explain how the author uses evidence to support the ideas in a text. I can use specific information in nonfiction text to explain the main idea. 12% of Total Score on Possibly aligned with a writing Journeys Anchor Text: Ecology for Kids (Informational Text) U3L15 Journeys Connecting Text: Wonderful Weather (Poetry) U3L % of Total Score for Part 17

18 Language 4 th Grade Reading Language Arts Pacing Guide L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. I can use grammar correctly in my writing and speaking. I can form and use progressive verbs. 1 and 2 No test items. Assessed in student s Journey s Resources: Progressive Verb Tenses U2L8: T198 T201 Pgs , 95, 154, 190, 214 Informational RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. Week of September (*** Parent/Teacher Conferences September 25 ***) I can tell the main idea of a text and use key details to support it. I can summarize a text Score from writing rubric 5 Test 5 Score 9 Total Score on Part 1 and 2 12% of Total Score on Possibly aligned with a Journeys Anchor Text: Hurricanes: Earth s Mightiest Storms (Informational Text) U3L11

19 RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text. I can explain how the author uses evidence to support the ideas in a text. writing Journeys Connecting Text: Recovering from Katrina (Newspaper Article) U3L11 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. I can use specific information in nonfiction text to explain the main idea. Language L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. I can use grammar correctly in my writing and speaking. I can use helping verbs such as can, may, and must to express time and mood % of Total Score for Part 1 and 2 No test items. Assessed in student s Journeys Resources: Modal Auxiliaries U3L13: T202-T205 Reader s Notebooks: Pgs , 167, Score from writing rubric 5 Test 5 Score 19

20 9 Total Score on Part 1 and 2 Informational RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.8. Explain how an author uses reasons and evidence to support particular points in a 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. Week of September 28 October 2 I can tell the main idea of a text and use key details to support it. I can summarize a text. I can explain how the author uses evidence to support the ideas in a text. I can use specific information in nonfiction text to explain the main idea. 12% of Total Score on Possibly aligned with a writing Journeys Anchor Text: Sacagawea (Biography) U4L20 Journeys Connecting Text: Native American Nature Poetry (Poetry) U4L20 Language L.4.1. : Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. I can use grammar correctly in my writing and speaking % of Total Score for Part 1 and 2 Journeys Resources Sentences U1L1: T48 T51

21 Literature 4 th Grade Reading Language Arts Pacing Guide f. Produce complete sentences, recognizing and correcting inappropriate fragments and runons. L.4.2. : Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when a. Use correct capitalization. L.4.3. : Use knowledge of language and its conventions when writing, speaking, reading, or listening. b. Choose punctuation for effect. RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. I can form complete sentences and correct fragments and run-on sentences. I can use correct capitalization, punctuation, and spelling when I can correctly capitalize words. I can use language correctly when writing, speaking, reading, or listening. I can use punctuation to affect meaning in my Week of October 5 9 I can use details to determine the theme of a text. I can summarize a text. 21 No test items. Assessed in student s 4 Score from writing rubric 5 Test 5 Score 9 Total Score on Part 1 and 2 12% of Total Score on Possibly aligned with a writing Pgs. 7-9, 11, 335 Kinds of Sentences: U1L2: T124 T126 Pgs , 23, 94 Fragments and Run-On Sentences: U1L4: T276 T279 Pgs , 70, 82, 226 Capitalization: U5L25: T352 Pg. 311 Abbreviations: U4L20: T352-T355 Pgs , 251 Punctuation: U5L23: T Pgs , 311, 332 Journeys Anchor Text: The Power of W.O.W.! (Play) U1L4 Journeys Connecting Text: The Kid s Guide to Money (Informational Text) U1L4

22 Language ***REVIEW 3 RD GRA DE STANDARDS*** L.3.1 Demo strate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. I can use grammar correctly in my writing and speaking. I can explain how nouns, pronouns, verbs, adjectives and adverbs work in different sentences. I can correctly use comparative and superlative adjectives and adverbs correctly in my speech and 23-28% of Total Score for Part 1 and 2 No test items. Assessed in student s 4 Score from writing rubric 5 Test Journey s Resources: Adjectives: U4L16: T48-T51 Pgs , 203 Comparative Adjectives: U5L21: T50-T53 Pgs Comparative Adjectives: U6L26: T40-T41 Pgs , Score 9 Total Score on Part 1 and 2 22

23 Literature RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. Week of October (*** FALL BREAK OCTOBER ***) I can use details to determine the theme of a text. I can summarize a text. 12% of Total Score on Possibly aligned with a writing Journeys Anchor Text: The World According to Humphrey (Fantasy) U5L21 Journeys Connecting Text: Make the Switch (Advertisement) U5L21 Language L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. d. Order adjectives within sentences according to conventional patterns (e.g., a small I can use grammar correctly in my writing and speaking. I can use adjectives in the correct order in a sentence % of Total Score for Part 1 and 2 No test items. Assessed in student s Journey s Resources: Adjectives: U4L16: T48-T51 Pgs , 203, 310

24 red bag rather than a red small bag). 4 Score from writing rubric 5 Test 5 Score 9 Total Score on Part 1 and 2 Literature RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. Week of October I can use details to determine the theme of a text. I can summarize a text. 12% of Total Score on Possibly aligned with a writing Journeys Anchor Text: Hercules Quest (Myth) U4L18 Journeys Connecting Text: Zomo s Friends (Folktale) U4L18 24

25 Language ***REVIEW 3 RD GRA DE STANDARDS*** L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. I can use grammar correctly in my writing and speaking. I can explain how nouns, pronouns, verbs, adjectives and adverbs work in different sentences % of Total Score for Part 1 and 2 No test items. Assessed in student s 4 Score from writing rubric Journeys Resources: Adverbs: U4L17: T122-T125 Pgs , 215, 285 Comparative Adverbs: U6L27: T86-87 Pg Test 5 Score 9 Total Score on Part 1 and 2 Week of October % of Total Score on

26 Literature 4 th Grade Reading Language Arts Pacing Guide ***REVIEW*** RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. I can use details to determine the theme of a text. I can summarize a text. Possibly aligned with a writing Journeys Anchor Text: Jose! Born to Dance (Biography) U2L10 Journeys Connecting Text: Dance to the Beat (Poetry) U2L10 Informational ***REVIEW*** RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text. ***REVIEW*** I can tell the main idea of a text and use key details to support it. I can summarize a text. I can explain how the author uses evidence to support the ideas in a text % of Total Score for Part 1 and 2 Possibly aligned with a writing Journeys Anchor Text: Jose! Born to Dance (Biography) U2L10 Journeys Connecting Text: Dance to the Beat (Poetry) U2L10 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. I can use specific information in nonfiction text to explain the main idea. 26

27 Language L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). I can use grammar correctly in my writing and speaking. I can use relative pronouns and adverbs % of Total Score for Part 1 and 2 No test items. Assessed in student s Journeys Resources: Relative Adverbs: U4L19: T274-T277 Pgs. 235,237, 298, Score from writing rubric 5 Test 5 Score 9 Total Score on Part 1 and 2 12% of Total Score on 27

28 TN Ready Domains Writing 4 th Grade Reading Language Arts Pacing Guide Third Six Weeks : October 30 December 18 State TN Ready Standards I Can Statement Assessment Information W.4.1. : Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented. Throughout the Entire Six Weeks I can write using reasons and information to support an opinion. I can organize my writing to support an opinion. I can use facts and details to support reasons. I can use words and phrases to connect an opinion and reasons. I can write a conclusion related to an opinion. 1 Test Item 20 out of a total of 24 Score 27% of Total Score from Part 1 and 2 Resources Journeys Textbook: U3L11: Opinion Writing: Persuasive Paragraph/Ideas T52-T55 Pg. 144 U3L12: Opinion Writing: Persuasive Letter/Voice T Pg. 168 U3L13: Opinion Writing: Persuasive Essay/ Organization T282-T285 Pg. 180 U3L14: Opinion Writing: Persuasive Essay/ Ideas T356- T359 Pg.192 U6L26: Opinion Writing: Response to Fiction/Word Choice T42-T45 Pg. 347 U6L27: Opinion Writing: Journal Entry/Voice T88-T91 Pg

29 U6L28: Opinion Writing: Public Service Announcement/ Organization T134-T137 Pg. 369 U6L29: Opinion Writing: Opinion Essay/Ideas T182-T185 Pg. 380 U6L30: Opinion Writing: Opinion Essay/ Sentence Fluency T Pg. 391 Journeys Common Core Writing Handbook: Writing Forms: Pgs Persuasive Paragraph Pgs Problem-Solution Composition Pgs Persuasive Letter Pgs Persuasive Essay: Prewriting Pgs Persuasive Essay: Drafting/Revising Writing Models and Forms: Pgs Opinion Essay Pgs Persuasive Essay Pgs Response to Literature: Play Pgs Response to Poetry Pgs Author Response 29

30 Language 4 th Grade Reading Language Arts Pacing Guide L.4.2. : Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when d. Spell grade-appropriate words correctly, consulting references as needed. I can use correct capitalization, punctuation, and spelling when I can spell words correctly. I can refer to sources when I need help spelling a word. No test items. Assessed in student s Pgs Book Review/ Report Pgs Personal Narrative 4 Score from writing rubric 5 Test 5 Score 9 Total Score on Part 1 and 2 Literature 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. Week of November 2 6 I can use details and examples in a text to explain and draw inferences % of Total Score on Journeys Anchor Text: Dear Mr. Winston (Realistic Fiction) U2L9

31 Possibly aligned with a writing Informational 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. I can use details and examples from a text to explain and draw inferences % of Total Score for Possibly aligned with a writing Journeys Connecting Text: Field Guide to Snakes of the Southwest (Informational Text) U2L % of Total Score for 31

32 Language 4 th Grade Reading Language Arts Pacing Guide L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. e. Form and use prepositional phrases. I can use grammar correctly in my writing and speaking. I can form and use prepositional phrases. No test items. Assessed in student s Journeys Resources: Prepositions and Prepositional Phrases: U4L18: T200-T203 Pgs , 227, 238, Score from writing rubric 5 Test 5 Score 9 Total Score on Part 1 and 2 Literature 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. Week of November 9 13 I can use details and examples in a text to explain and draw inferences. 12% of Total Score on Possibly aligned with a writing Journeys Anchor Text: Harvesting Hope: The Story of Cesar Chavez (Biography) U4L19 32

33 Informational 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. I can use details and examples from a text to explain and draw inferences % of Total Score for Possibly aligned with a writing Journeys Connecting Text: The Edible Schoolyard (Informational Text) U4L % of Total Score for 33

34 Language 4 th Grade Reading Language Arts Pacing Guide L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meanings of a word or phrase. I can use strategies to understand unfamiliar words and phrases. I can use context clues to understand an unfamiliar word or phrase. 4 8 Test 7 9 Score 9 12 % of Total Score on Part 1 and 2 Journeys Resources: Context Clues: U1L3: T Pg. 195 Using Context: U3L15: T344-T345 Pg. 183 Literature 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. Week of November I can use details and examples in a text to explain and draw inferences. Possibly aligned with a writing Using Context: U5L21: T42-T43 Pg. 279 Journeys Anchor Text: The Earth Dragon Awakes (Historical Fiction) U3L12 34

35 Informational 4 th Grade Reading Language Arts Pacing Guide 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. I can use details and examples from a text to explain and draw inferences % of Total Score for Possibly aligned with a writing Journeys Anchor Text: Twisters (Informational Text) U3L12 Language L.4.4 Dete mine 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 meanings of a word or phrase. I can use strategies to understand unfamiliar words and phrases. I can use context clues to understand an unfamiliar word or phrase % of Total Score for 4 8 Test 7 9 Score 9 12 % of Total Score on Part 1 and 2 Journeys Resources: Context Clues: U1L3: T Pg. 195 Using Context: U3L15: T344-T345 Pg. 183

36 Week of November (***Thanksgiving Break November 25 27***) ***REVIEW*** ***REVIEW*** ***REVIEW*** Week of November 30 December 4 Informational 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, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. I can explain the way a text is organized. I can use the visuals in a text to better understand the subject. I can explain how the visuals support the text. Possibly aligned with a writing Using Context: U5L21: T42-T43 Pg. 279 Journeys Anchor Text: My Librarian is a Camel (Informational Text) U1L3 Journeys Connecting Text: From Idea to Book (Informational Text) U1L3 Language L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when I can use correct capitalization, punctuation, and spelling when I can use correct punctuation when writing quotations and dialogue % of Total Score for No test items. Assessed in Journeys Resources: Quotations: U1L3: T202-T205 Pgs , 35, 334, 367, 378

37 b. Use commas and quotations marks to mark direct speech and quotations from a text. student s 4 Score from writing rubric 5 Test 5 Score 9 Total Score on Part 1 and 2 Commas with Direct Speech and Names: U5L24: T278 Pg. 319 Informational 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, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Week of December 7 11 I can explain the way a text is organized. I can use the visuals in a text to better understand the subject. I can explain how the visuals support the text. 12% of Total Score on Possibly aligned with a writing Journeys Anchor Text: The Earth Dragon Awakes (Historical Fiction) U3L12 Journeys Connecting Text: Twisters (Informational Text) U3L12 37

38 Language L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when c. Use a comma before a coordinating conjunction in a compound sentence. I can use correct capitalization, punctuation, and spelling when I can use a comma before a coordinating conjunction in a compound sentence % of Total Score for No test items. Assessed in student s Journeys Resources: Compound and Complex Sentences: U2L9: T272-T275 Pgs , 107, 166, 320, 333, Score from writing rubric Sentence Fluency: U1L4: T278 Pg. 47, 321, Test 5 Score 9 Total Score on Part 1 and 2 Week of December % of Total Score on 38

39 Informational 4 th Grade Reading Language Arts Pacing Guide 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, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. I can explain the way a text is organized. I can use the visuals in a text to better understand the subject. I can explain how the visuals support the text. Possibly aligned with a writing Journeys Anchor Text: I Could Do That! (Biography) U5L22 Journeys Connecting Text: The Role of the Constitution (Informational Text) U5L22 Language L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when b. Use commas and quotations marks to mark direct speech and quotations from a text. c. Use a comma before a coordinating conjunction in a compound sentence. I can use correct capitalization, punctuation, and spelling when I can use correct punctuation when writing quotations and dialogue. I can use a comma before a coordinating conjunction in a compound sentence % of Total Score for No test items. Assessed in student s 4 Score from writing rubric Journeys Resources: Quotations: U1L3: T202-T205 Pgs , 35, 58 5 Test 39

40 5 Score 9 Total Score on Part 1 and 2 12% of Total Score on TN Ready Domains Writing Fourth Six Weeks : January 5 17 State TN Ready Standards I Can Statement Assessment Information W.4.7 Cond ct short research projects that build knowledge through investigation of different aspects of a topics. Throughout the Entire Six Weeks I can research different aspects of a topic Test Item 20 out of a total of 24 Score 27% of Total Score from Part 1 and 2 Resources Journeys Common Core Writing Handbook: Writing Forms: Pgs Research Report: Prewriting Pgs Research Report: Drafting/Revising Writing Models and Forms: Pgs Science Observation Report Pgs Research Report Pgs Graphs, Diagrams, and Charts Pgs Labels and Captions Pgs Notetaking Strategies

41 Writing 4 th Grade Reading Language Arts Pacing Guide L Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when d. Spell grade-appropriate words correctly, consulting references as needed. I can use correct capitalization, punctuation, and spelling when I can spell words correctly. I can refer to sources when I need help spelling a word. No test items. Assessed in student s 4 Score from writing rubric 5 Test 5 Score 9 Total Score on Part 1 and 2 Speaking and Language 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. I can name the reasons and evidence a speaker uses to support points. I can give a report that is clear and organized and includes necessary details and facts. 12% of Total Score on Indirectly Assessed Mastery of these standards influence the mastery of standards being 4-H Speeches 41

42 Literature 4 th Grade Reading Language Arts Pacing Guide SL.4.5: Add audio recordings and visual displays to presentations when appropriate 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 appropriate to task and situation. 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. I can use audio and visuals in my presentations to support main ideas or themes. I can choose to use formal or informal language in different situations. Week of January 5 8 I can compare and contrast the points of view from which different stories are narrated. directly assessed. Possibly aligned with a writing Journeys Anchor Text: Stormalong (Tall Tale) U1L5 Journeys Connecting Text: Hoderi the Fisherman (Folktale) U1L5 Language L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. I can use grammar correctly in my writing and speaking. I can correctly use frequently confused words such as to, too, and two % of Total Score for No test items. Assessed in Journeys Resources: Frequently Confused Words: U3L11: T48-T51 Pgs , 143, 178, 250

43 g. Correctly use frequently confused words (e.g., to, too, two; there, their). student s 4 Score from writing rubric 5 Test 5 Score 9 Total Score on Part 1 and 2 Negatives: U5L22: T126-T129 Pgs , 299 Reading - Literature RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patters of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. Week of January I can compare and contrast themes, topics, and patterns of events in various texts. 12% of Total Score on Possibly aligned with a writing Journeys Anchor Text: Riding Freedom (Historical Fiction) U4L16 Journeys Connecting Text: Spindletop (Informational Text) U4L16 43

44 Language - L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. g. Correctly use frequently confused words (e.g., to, too, two; there, their). L.4.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word. I can use grammar correctly in my writing and speaking. I can correctly use frequently confused words such as to, too, and two. I can use strategies to understand unfamiliar words and phrases. I can use prefixes, suffixes, and roots to understand unfamiliar words % of Total Score for **For L.4.1.** No test items. Assessed in student s 4 Score from writing rubric 5 Test Journeys Resources: Frequently Confused Words: U3L11: T48-T51 Pgs , 143, 178, 250 Negatives: U5L22: T126-T129 Pgs , 299 Prefixes: re-, un-, dis- U1L1: T40-T41 Reader s Notebook Pg. 3 5 Score 9 Total Score on Part 1 and 2 12% of Total Score on Prefixes: in-, im-, il-, ir- U1L2: T116-T117 Pg. 15 Prefixes: non-, mis- U1L4: T268-T269 Pg

45 **For L.4.4. ** 4 8 Test 7 9 Score Prefixes: pre-, inter-, ex- U5L23: T196-T197 Pg. 303 Literature RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patters of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. Week of January I can compare and contrast themes, topics, and patterns of events in various texts % of Total Score on Part 1 and 2 Possibly aligned with a writing Journeys Anchor Text: My Brother Martin (Biography) U1L2 Journeys Connecting Text: Langston Hughes: A Poet and a Dreamer (Poetry) U1L2 ***Use Other Martin Luther King Jr. themed read alouds*** Language L.4.4. Determine or clarify the meaning of unknown and multiple-meaning words and I can use strategies to understand unfamiliar words and phrases % of Total Score for Journey s Resources: Suffixes: -y, -ous

46 phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. b. b. Use common, gradeappropriate Greek and Latin affixes and roots as clues to the meaning of a word. I can use prefixes, suffixes, and roots to understand unfamiliar words. 4 8 Test 7 9 Score 9 12 % of Total Score on Part 1 and 2 U2L6: T40-T41 Pg. 63 Suffixes: -ful, -less, -ness, -ment U2L11: T40-T41 Pg. 135 Suffixes: -able, -ible U3L14: T270-T271 Pg. 171 Informational RI.4.6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. RI.4.9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Week of January I can compare and contrast two different accounts of the same event or topic. I can use information from two sources to write or talk about a subject. Possibly aligned with a writing Suffixes: -ed, -ly U5L24: T270-T271 Pg. 315 Journeys Anchor Text: Owen and Mzee (Narrative Nonfiction) U5L24 Journeys Connecting Text: Sea Sanctuary (Informational Text) U5L24 46

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