Language Arts Pacing Guide Fourth Grade Third Quarter (Week 19); Spelling Unit 17 ELA Unit 4: Lesson 17: Domain: Health and Safety Lesson Topic: Service Animals Essential Question: How do people and animals benefit each other? Anchor Text: The Right Dog for the Job (Narrative Nonfiction) ELA Focus Common Core Standard Skills/Strategies Types of Assessments READING INFORMATIONAL TEXT (RI): Skill: Sequence of Events Weekly Comprehension RI.4.1-Refer to details and examples in a text when Skill: Main Idea and Details Test explaining what the text says explicitly and when drawing inferences from the text. Skill: Domain-Specific Vocabulary Running Records RI.4.2-Determine the main idea of a text and explain Strategy: Summarize DRA how it is supported by key details; summarize the text. Reader s Notebook 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. RL.4.4-Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology. RL.4.5-Explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text. RL.4.9-Compare and contrast the treatment of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures. 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. FOUNDATIONAL SKILLS (RF): Complex Consonant: Soft g Exit Slips Spelling Words Word Wall Activities High Frequency Words Writing Samples Vocabulary (Word Wall) Words Spelling Book Work: Phonics & Word Recognition RF.4.3a - Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in context and out of context. Fluency RF.4.4a - Read on-level text with purpose and understanding RF.4.4b - Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Monday: Introduce Word List; Introduce Spelling Strategy; Discuss & Go Over Pg 114. Students should complete Pg 114 for possible grade. Tuesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 115. Students should complete Pg 115 for grade. Wednesday: Review Word List; Go Over Pg 116. Students should complete Pg 116 for grade. Thursday: Review Word List; Go Over 117. Students should complete Pg 117 for possible grade. Friday: Spelling Test; Teacher should dictate word; give a sentence; and repeat word. Spelling Test is a Test/Assessment Grade.
WRITING STANDARDS (W): W.4.1a-Introduce a topic or text clearly, state an Narrative Writing: Friendly Letter opinion, and create an organizational structure in which Focus Trait: Voice related ideas are grouped to support the writer's purpose. W.4.1b-Provide reasons that are supported by facts and details. W.4.1c-Link opinion and reasons using words and phrases. W.4.3a-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.4.3b-Use dialogue and description to develop experiences and events or show the responses of characters to situations. W.4.3c-Use a variety of transitional words and phrases to manage the sequence of events. W.4.3e-Provide a conclusion that follows from the narrated experiences or events. W.4.4-Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.4.7-Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8-Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W.4.9.b-Apply grade 4 Reading standards to informational texts. W.4.10-Write routinely over extended time frames and shorter time frame for a range of discipline-specific tasks, purposes, and audiences. SPEAKING & LISTENING (SL): Skill: Domain-Specific SL.4.1a-Come to discussions prepared, having read or Vocabulary studied required material; explicitly draw on that Strategy: Summarize preparation and other information known about the topic to explore ideas under discussion. SL.4.1b-Follow agreed-upon rules for discussions and carry out assigned roles. SL.4.1c-Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.4-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 Running Records ISEL/DRA Sentence Writing Journaling DOL Sentence Writing Journaling Writing Samples
support main ideas or themes; speak clearly at an understandable pace. LANGUAGE (L): Adverbs L.4.1b-Form and use the progressive verb tenses. L.4.2d-Spell grade-appropriate words correctly, consulting references as needed. L.4.3a-Choose words and phrases to convey ideas precisely. L.4.3c-Differentiate between contexts that call for formal English and situations where informal discourse is appropriate. L.4.4a-Use context as a clue to the meaning of a word or phrase. L.4.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word. L.4.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. Vocabulary Strategy: Suffixes ion, -ation, -ition Student Writing Reader s Notebook Weekly Grammar Test Weekly Vocabulary Test Writing Rubrics Writing Samples DOL
Language Arts Pacing Guide Fourth Grade Third Quarter (Week 20); Unit 18 ELA Unit 4: Lesson 18: Domain: Cultures Lesson Topic: Traditional Tales Essential Question: What makes a character memorable? Anchor Text: Hercules Quest (Myth) ELA Focus Common Core Standard Skills/Strategies Types of Assessments READING LITERATURE (RL): Skill: Story Structure Weekly Comprehension RL.4.1-Refer to details and examples in a text when Skill: Theme Test explaining what the text says explicitly and when Skill: Allusion Running Records drawing inferences from the text. Strategy: Question RL.4.2-Determine a theme of a story, drama, or poem DRA from details in the text; summarize the text. Reader s Notebook RL.4.3-Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text. RL.4.4-Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology. 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. RL.4.9-Compare and contrast the treatment of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures. RL.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. READING INFORMATIONAL TEXT (RI): 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. Exit Slips FOUNDATIONAL SKILLS (RF): Review Units 13-17 Phonics & Word Recognition RF.4.3a - Use combined knowledge of all letter-sound o Review r-controlled Vowels: /ar/, /ar/ correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic o Review More Letters Than Sounds words in context and out of context. Fluency RF.4.4a - Read on-level text with purpose and understanding o Review Silent Consonants, Complex Consonants RF.4.4b - Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive o Review Complex Consonants qu, squ readings. RF.4.4c-Use context to confirm or self-correct word o Review Complex Consonant: Soft g recognition and understanding, rereading as necessary. Spelling Words High Frequency Words Vocabulary (Word Wall) Words Word Wall Activities Writing Samples Spelling Book Work: Monday: Introduce Word List; Introduce Spelling Strategy; Discuss & Go Over Pg 120. Students should complete Pg 120 for possible grade. Tuesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 121. Students should complete Pg 121 for grade. Wednesday: Review Word List; Go Over Pg 122-123. Students should complete Pg 122-123 for grade. Thursday: Review Word List; Go Over 124-125. Students should complete Pg 124-125 for possible grade. Friday: Review Word List; Review Spelling Strategy; Discuss & Go Over 126-127. Students should
complete Pg 126-127 for possible grade. Running Records ISEL/DRA Sentence Writing Journaling DOL WRITING STANDARDS (W): Narrative Writing: Story Sentence Writing W.4.3a-Orient the reader by establishing a situation and Focus Trait: Word Choice Journaling introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.4.3b-Use dialogue and description to develop experiences and events or show the responses of characters to situations. W.4.3c-Use a variety of transitional words and phrases to manage the sequence of events. W.4.3d-Use concrete words and phrases and sensory details to convey experiences and events precisely. W.4.3e-Provide a conclusion that follows from the narrated experiences or events. W.4.9a-Apply grade 4 Reading standards to literature. W.4.10-Write routinely over extended time frames and shorter time frame for a range of discipline-specific tasks, purposes, and audiences. SPEAKING & LISTENING (SL): Strategy: Question Writing Samples SL.4.1c-Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.4-Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL.4.5-Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. SL.4.6-Differentiate between contexts that call for formal English and situations where informal discourse is appropriate; use formal English when appropriate to task and situation. LANGUAGE (L): Prepositions and L.4.1e-Form and use prepositional phrases. Prepositional Phrases L.4.1f-Produce complete sentences, recognizing and Vocabulary Strategy: Adages correcting inappropriate fragments and run-ons and Proverbs Student Writing L.4.2d-Spell grade-appropriate words correctly, Reader s Notebook consulting references as needed. Weekly Grammar Test L.4.3a-Choose words and phrases to convey ideas Weekly Vocabulary Test precisely. Writing Rubrics L.4.3b-Choose punctuation for effect. Writing Samples L.4.3c-Differentiate between contexts that call for formal DOL English and situations where informal discourse is appropriate.
L.4.4a-Use context as a clue to the meaning of a word or phrase. L.4.5a-Explain the meaning of simple similes and metaphors in context. L.4.5b-Recognize and explain the meaning of common idioms, adages, and proverbs. L.4.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.
Language Arts Pacing Guide Fourth Grade Third Quarter (Week 21); Spelling Unit 19 ELA Unit 4 : Lesson 19: Domain: American History; Lesson Topic: Agriculture Essential Question: Why is farming important? Anchor Text: Harvesting Hope: The Story of Cesar Chavez (Biography) ELA Focus Common Core Standard Skills/Strategies Types of Assessments READING LITERATURE (RL): Skill: Conclusions and Weekly Comprehension RL.4.10-By the end of the year, read and comprehend Generalizations Test literature, including stories, dramas, and poetry, in the Skill: Problem and Solution Running Records grades 4-5 text complexity band proficiently, with Skill: Idioms scaffolding as needed at the high end of the range. Strategy: Infer/Predict DRA READING INFORMATIONAL TEXT (RI): Reader s Notebook RI.4.1-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.2-Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.3-Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.4-Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. RI.4.5-Describe the overall structure of events, ideas, concepts, or information in a text or part of a text. RI.4.7-Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears. RI.4.8-Explain how an author uses reasons and evidence to support particular points in a text. RI.4.9-Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. RI.4.10-By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. FOUNDATIONAL SKILLS (RF): Double Consonants, Final -le Exit Slips Spelling Words Word Wall Activities High Frequency Words Writing Samples Vocabulary (Word Wall) Words Spelling Book Work: Phonics & Word Recognition RF.4.3a - Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in context and out of context. Fluency RF.4.4a - Read on-level text with purpose and understanding RF.4.4b - Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings Monday: Introduce Word List; Introduce Spelling Strategy; Discuss & Go Over Pg 128. Students should complete Pg 128 for possible grade. Tuesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 129. Students should complete Pg 129 for grade. Wednesday: Review Word List; Go Over Pg 130. Students should complete Pg 130 for grade. Thursday: Review Word List;
WRITING STANDARDS (W): W.4.3a-Orient the reader by establishing a situation and Narrative Writing: Personal Narrative introducing a narrator and/or characters; organize an Focus Trait: Organization event sequence that unfolds naturally. W.4.3b-Use dialogue and description to develop experiences and events or show the responses of characters to situations. W.4.3d-Use concrete words and phrases and sensory details to convey experiences and events precisely. W.4.3e-Provide a conclusion that follows from the narrated experiences or events. 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 writing as needed by planning, revising, and editing. W.4.7-Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8-Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W.4.9b-Apply grade 4 Reading standards to informational texts. W.4.10-Write routinely over extended time frames and shorter time frame for a range of discipline-specific tasks, purposes, and audiences. SPEAKING & LISTENING (SL): Skill: Conclusions and SL.4.1a-Come to discussions prepared, having read or Generalizations studied required material; explicitly draw on that Strategy: Infer/Predict preparation and other information known about the topic to explore ideas under discussion. SL.4.1c-Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.3-Identify the reasons and evidence a speaker provides to support particular points. SL.4.4-Report on a topic or text, tell a story, or recount Go Over 131. Students should complete Pg 131 for possible grade. Friday: Spelling Test; Teacher should dictate word; give a sentence; and repeat word. Spelling Test is a Test/Assessment Grade. Running Records ISEL/DRA Sentence Writing Journaling DOL Sentence Writing Journaling Writing Samples
an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL.4.5-Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. LANGUAGE (L): Relative Pronouns and L.4.1a-Use relative pronouns and relative adverbs. L.4.1e-Form and use prepositional phrases. L.4.2d-Spell grade-appropriate words correctly, consulting references as needed. L.4.4c-Consult reference materials both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.4.5b-Recognize and explain the meaning of common idioms, adages, and proverbs. L.4.5c-Demonstrate understanding of words by relating them to their opposites and to words with similar but not identical meanings. L.4.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. Adverbs Vocabulary Strategy: Reference Materials Student Writing Reader s Notebook Weekly Grammar Test Weekly Vocabulary Test Writing Rubrics Writing Samples DOL
Language Arts Pacing Guide Fourth Grade Third Quarter (Week 22); Spelling Unit 20 ELA Unit 4 : Lesson 20: Domain: Cultures; Lesson Topic: Native American History Essential Question: How do people from different cultures contribute to American history? Anchor Text: Sacagawea (Biography) ELA Focus Common Core Standard Skills/Strategies Types of Assessments READING LITERATURE (RL): Skill: Main Ideas and Details Weekly Comprehension RL.4.2-Determine a theme of a story, drama, or poem Skill: Text Structure Test from details in the text; summarize the text. Skill: Onomatopoeia Running Records RL.4.5-Explain major differences between poems, Strategy: Visualize drama, and prose, and refer to the structural elements DRA of poems and drama when writing or speaking about a Reader s Notebook text. RL.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. READING INFORMATIONAL TEXT (RI): RI.4.1-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.2-Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.3-Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.4-Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. RI.4.5-Describe the overall structure of events, ideas, concepts, or information in a text or part of a text. RI.4.7-Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears. FOUNDATIONAL SKILLS (RF): Final le, Final -en Exit Slips Spelling Words Word Wall Activities High Frequency Words Writing Samples Vocabulary (Word Wall) Words Spelling Book Work: Phonics & Word Recognition RF.4.3a - Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in context and out of context. Fluency RF.4.4a - Read on-level text with purpose and understanding RF.4.4b - Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings Monday: Introduce Word List; Introduce Spelling Strategy; Discuss & Go Over Pg 134. Students should complete Pg 134 for possible grade. Tuesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 135. Students should complete Pg 135 for grade. Wednesday: Review Word List; Go Over Pg 136. Students should complete Pg 136 for grade. Thursday: Review Word List; Go Over 137. Students should complete Pg 137 for possible grade. Friday: Spelling Test; Teacher
should dictate word; give a sentence; and repeat word. Spelling Test is a Test/Assessment Grade. Running Records ISEL/DRA Sentence Writing Journaling DOL WRITING STANDARDS (W): Narrative Writing: Personal Sentence Writing W.4.2d-Use precise language and domain-specific Narrative Journaling vocabulary to inform about or explain the topic. W.4.2e-Provide a concluding statement or section related to the information or explanation presented. W.4.3a-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.4.3b-Use dialogue and description to develop experiences and events or show the responses of characters to situations. W.4.3c-Use a variety of transitional words and phrases to manage the sequence of events. W.4.3d-Use concrete words and phrases and sensory details to convey experiences and events precisely. W.4.3e-Provide a conclusion that follows from the narrated experiences or events. W.4.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.4.6-With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. W.4.7-Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8-Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W.4.9b-Apply grade 4 Reading standards to informational texts. W.4.10-Write routinely over extended time frames and shorter time frame for a range of discipline-specific tasks, purposes, and audiences. SPEAKING & LISTENING (SL): Focus Trait: Ideas Strategy: Visualize Writing Samples SL.4.1a-Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL.4.1b-Follow agreed-upon rules for discussions and carry out assigned roles. SL.4.1c-Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. SL.4.2-Paraphrase portions of a text read aloud or
information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.3-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. LANGUAGE (L): Abbreviations L.4.1g-Correctly use frequently confused words. L.4.2a-Use correct capitalization. L.4.2d-Spell grade-appropriate words correctly, consulting references as needed. L.4.3a-Choose words and phrases to convey ideas precisely. L.4.3b-Choose punctuation for effect L.4.4c-Consult reference materials both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.4.5a-Explain the meaning of simple similes and metaphors in context. L.4.5b-Recognize and explain the meaning of common idioms, adages, and proverbs. L.4.5c-Demonstrate understanding of words by relating them to their opposites and to words with similar but not identical meanings. L.4.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. Vocabulary Strategy: Shades of Meaning Student Writing Reader s Notebook Weekly Grammar Test Weekly Vocabulary Test Writing Rubrics Writing Samples DOL
Language Arts Pacing Guide Fourth Grade Third Quarter (Week 23); Spelling Unit 21 ELA Unit 5: Lesson 21: Domain: Communication; Lesson Topic: Media Essential Question: How can media be a distraction? Anchor Text: The World According to Humphrey (Fantasy) ELA Focus Common Core Standard Skills/Strategies Types of Assessments READING LITERATURE (RL): Skill: Theme Weekly Comprehension RL.4.1-Refer to details and examples in a text when Skill: Point of View Test explaining what the text says explicitly and when Skill: Idioms Running Records drawing inferences from the text. Strategy: Summarize RL.4.2-Determine a theme of a story, drama, or poem DRA from details in the text; summarize the text. Reader s Notebook RL.4.3-Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text. RL.4.4-Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology. RL.4.6-Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. RL.4.9-Compare and contrast the treatment of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures. RL.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. READING INFORMATIONAL TEXT (RI): RI.4.1-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.7-Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears. RI.4.10-By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. FOUNDATIONAL SKILLS (RF): Schwa + r; er, or Exit Slips Spelling Words Word Wall Activities High Frequency Words Writing Samples Vocabulary (Word Wall) Words Spelling Book Work: Phonics & Word Recognition RF.4.3a - Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in context and out of context. Fluency RF.4.4a - Read on-level text with purpose and understanding RF.4.4b - Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.4.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Monday: Introduce Word List; Introduce Spelling Strategy; Discuss & Go Over Pg 140. Students should complete Pg 140 for possible grade. Tuesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 141. Students should complete Pg 141 for grade. Wednesday: Review Word List; Go Over Pg 142. Students should complete Pg 142 for grade. Thursday: Review Word List;
WRITING STANDARDS (W): Narrative Writing: Summary W.4.1a-Introduce a topic or text clearly, state an Focus Trait: Ideas opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose. W.4.1b-Provide reasons that are supported by facts and details. W.4.1d-Provide a concluding statement or section related to the opinion presented. W.4.2a-Introduce a topic clearly and group related information in paragraphs and sections; include formatting, illustrations, and multimedia when useful to aiding comprehension. W.4.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W.4.2c-Link ideas within categories of information using words and phrases. W.4.3d-Use concrete words and phrases and sensory details to convey experiences and events precisely. W.4.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.4.9a-Apply grade 4 Reading standards to literature. W.4.10-Write routinely over extended time frames and shorter time frame for a range of discipline-specific tasks, purposes, and audiences. SPEAKING & LISTENING (SL): Skill: Point of View SL.4.1a-Come to discussions prepared, having read or Strategy: Summarize studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL.4.1b-Follow agreed-upon rules for discussions and carry out assigned roles. SL.4.1c-Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.3-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 Go Over 143. Students should complete Pg 143 for possible grade. Friday: Spelling Test; Teacher should dictate word; give a sentence; and repeat word. Spelling Test is a Test/Assessment Grade. Running Records ISEL/DRA Sentence Writing Journaling DOL Sentence Writing Journaling Writing Samples
support main ideas or themes; speak clearly at an understandable pace. LANGUAGE (L): Comparative and Superlative L.4.1d-Order adjectives within sentences according to conventional patterns. L.4.1e-Form and use prepositional phrases. L.4.2d-Spell grade-appropriate words correctly, consulting references as needed. L.4.4a-Use context as a clue to the meaning of a word or phrase. L.4.4c-Consult reference materials both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.4.5b-Recognize and explain the meaning of common idioms, adages, and proverbs. L.4.5c-Demonstrate understanding of words by relating them to their opposites and to words with similar but not identical meanings. L.4.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. Adjectives and Adverbs Vocabulary Strategy: Using Context Student Writing Reader s Notebook Weekly Grammar Test Weekly Vocabulary Test Writing Rubrics Writing Samples DOL
Language Arts Pacing Guide Fourth Grade Third Quarter (Week 24); Spelling Unit 22 ELA Unit 5: Lesson 22: Domain: Civics; Lesson Topic: Citizens Rights Essential Question: What causes change in a community? Anchor Text: I Could Do That! (Biography) ELA Focus Common Core Standard Skills/Strategies Types of Assessments READING LITERATURE (RL): Skill: Cause and Effect Weekly Comprehension RL.4.10-By the end of the year, read and comprehend Skill Conclusions and Test literature, including stories, dramas, and poetry, in the Generalizations Running Records grades 4-5 text complexity band proficiently, with Skill: Domain-Specific scaffolding as needed at the high end of the range. Vocabulary DRA READING INFORMATIONAL TEXT (RI): Strategy: Infer/Predict Reader s Notebook RI.4.1-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.2-Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.3-Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.4-Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. RI.4.5-Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.4.7-Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears. RI.4.8-Explain how an author uses reasons and evidence to support particular points in a text. 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. FOUNDATIONAL SKILLS (RF): Base Words with Suffixes: - Exit Slips er, -est Word Wall Activities Spelling Words Writing Samples High Frequency Words Spelling Book Work: Vocabulary (Word Wall) Words Phonics & Word Recognition RF.4.3a - Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in context and out of context. Fluency RF.4.4a - Read on-level text with purpose and understanding RF.4.4b - Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.4.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Monday: Introduce Word List; Introduce Spelling Strategy; Discuss & Go Over Pg 140. Students should complete Pg 140 for possible grade. Tuesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 141. Students should complete Pg 141 for grade. Wednesday: Review Word List; Go Over Pg 142. Students should complete Pg 142 for grade. Thursday: Review Word List;
WRITING STANDARDS (W): W.4.1a-Introduce a topic or text clearly, state an Informative Writing: Explanation opinion, and create an organizational structure in which related ideas are grouped to support the writer's Focus Trait: Sentence Fluency purpose. W.4.1b-Provide reasons that are supported by facts and details. W.4.1d-Provide a concluding statement or section related to the opinion presented. W.4.2a-Introduce a topic clearly and group related information in paragraphs and sections; include formatting, illustrations, and multimedia when useful to aiding comprehension. W.4.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W.4.2c-Link ideas within categories of information using words and phrases. W.4.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic. W.4.2e-Provide a concluding statement or section related to the information or explanation presented. W.4.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.4.6-With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. W.4.7-Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8-Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W.4.9b-Apply grade 4 Reading standards to informational texts W.4.10-Write routinely over extended time frames and shorter time frame for a range of discipline-specific tasks, purposes, and audiences. SPEAKING & LISTENING (SL): Skill Conclusions and SL.4.1a-Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the Generalizations Skill: Domain-Specific Vocabulary Go Over 143. Students should complete Pg 143 for possible grade. Friday: Spelling Test; Teacher should dictate word; give a sentence; and repeat word. Spelling Test is a Test/Assessment Grade. Running Records ISEL/DRA Sentence Writing Journaling DOL Sentence Writing Journaling Writing Samples
topic to explore ideas under discussion. Strategy: Infer/Predict SL.4.1c-Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.4-Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL.4.5-Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. LANGUAGE (L): Negatives L.4.1a-Use relative pronouns and relative adverbs. L.4.2d-Spell grade-appropriate words correctly, Vocabulary Strategy: Adages and Proverbs consulting references as needed. L.4.4a-Use context as a clue to the meaning of a word or phrase. L.4.5b-Recognize and explain the meaning of common idioms, adages, and proverbs. L.4.5c-Demonstrate understanding of words by relating them to their opposites and to words with similar but not identical meanings. L.4.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. Student Writing Reader s Notebook Weekly Grammar Test Weekly Vocabulary Test Writing Rubrics Writing Samples DOL
Language Arts Pacing Guide Fourth Grade Third Quarter (Week 25); Spelling Unit 23 ELA Unit 5: Lesson 23: Domain: Life Science; Lesson Topic: Life Cycles Essential Question: How do forests and trees show change? Anchor Text: The Ever-Living Tree (Informational Text) ELA Focus Common Core Standard Skills/Strategies Types of Assessments READING LITERATURE (RL): Skill: Text and Graphic Weekly Comprehension RL.4.1-Refer to details and examples in a text when Features Test explaining what the text says explicitly and when Skill Text Structure Running Records drawing inferences from the text. Skill: Similes RL.4.2-Determine a theme of a story, drama, or poem Strategy: Monitor/Clarify DRA from details in the text; summarize the text. Reader s Notebook RL.4.5-Explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text. RL.4.9-Compare and contrast the treatment of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures. RL.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. READING INFORMATIONAL TEXT (RI): RI.4.1-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.2-Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.3-Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.4-Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. RI.4.5-Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.4.7-Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears. RI.4.8-Explain how an author uses reasons and evidence to support particular points in a text. 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. FOUNDATIONAL SKILLS (RF): Homophones Exit Slips Phonics & Word Recognition Spelling Words Word Wall Activities RF.4.3a - Use combined knowledge of all letter-sound High Frequency Words Writing Samples correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic Vocabulary (Word Wall) Words Spelling Book Work: words in context and out of context. Monday: Introduce Word List;
Fluency RF.4.4a - Read on-level text with purpose and understanding RF.4.4b - Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.4.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary. WRITING STANDARDS (W): W.4.1a-Introduce a topic or text clearly, state an Informative Writing: Procedural Composition opinion, and create an organizational structure in which Focus Trait: Organization related ideas are grouped to support the writer's purpose. W.4.1b-Provide reasons that are supported by facts and details. W.4.1d-Provide a concluding statement or section related to the opinion presented. W.4.2a-Introduce a topic clearly and group related information in paragraphs and sections; include formatting, illustrations, and multimedia when useful to aiding comprehension. W.4.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W.4.2c-Link ideas within categories of information using words and phrases. W.4.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic. W.4.2e-Provide a concluding statement or section related to the information or explanation presented. W.4.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.4.8-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.4.9b-Apply grade 4 Reading standards to informational texts W.4.10-Write routinely over extended time frames and shorter time frame for a range of discipline-specific tasks, purposes, and audiences. Introduce Spelling Strategy; Discuss & Go Over Pg 152. Students should complete Pg 152for possible grade. Tuesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 153. Students should complete Pg 153 for grade. Wednesday: Review Word List; Go Over Pg 154. Students should complete Pg 154 for grade. Thursday: Review Word List; Go Over 155. Students should complete Pg 155 for possible grade. Friday: Spelling Test; Teacher should dictate word; give a sentence; and repeat word. Spelling Test is a Test/Assessment Grade. Running Records ISEL/DRA Sentence Writing Journaling DOL Sentence Writing Journaling Writing Samples
SPEAKING & LISTENING (SL): SL.4.1a-Come to discussions prepared, having read or Skill Conclusions and Generalizations studied required material; explicitly draw on that preparation and other information known about the Skill: Domain-Specific Vocabulary topic to explore ideas under discussion. Strategy: Infer/Predict SL.4.1c-Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.4-Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL.4.5-Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. LANGUAGE (L): Negatives L.4.1a-Use relative pronouns and relative adverbs. Vocabulary Strategy: Adages L.4.2d-Spell grade-appropriate words correctly, and Proverbs consulting references as needed. L.4.4a-Use context as a clue to the meaning of a word or phrase. L.4.5b-Recognize and explain the meaning of common idioms, adages, and proverbs. L.4.5c-Demonstrate understanding of words by relating them to their opposites and to words with similar but not identical meanings. L.4.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. Student Writing Reader s Notebook Weekly Grammar Test Weekly Vocabulary Test Writing Rubrics Writing Samples DOL
Language Arts Pacing Guide Fourth Grade Third Quarter (Week 26); Spelling Unit 24 ELA Unit 5: Lesson 24: Domain: Life Science; Lesson Topic: Animal Behavior Essential Question: How can animal behavior be like human behavior? Anchor Text: Owen and Mzee (Narrative Nonfiction) ELA Focus Common Core Standard Skills/Strategies Types of Assessments READING LITERATURE (RL): Skill: Compare and Contrast Weekly Comprehension RL.4.4-Determine the meaning of words and phrases as Skill Fact and Opinion Test they are used in a text, including those that allude to Skill: Author s Word Choice Running Records significant characters found in mythology. Strategy: Analyze/Evaluate READING INFORMATIONAL TEXT (RI): DRA RI.4.1-Refer to details and examples in a text when Reader s Notebook explaining what the text says explicitly and when drawing inferences from the text. RI.4.2-Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.3-Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.5-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.4.6-Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. RI.4.7-Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears. RI.4.8-Explain how an author uses reasons and evidence to support particular points in a text. RI.4.9-Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. RI.4.10-By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. FOUNDATIONAL SKILLS (RF): Review Units 19-23 Exit Slips o Review Double Consonants, Final le Word Wall Activities Writing Samples Spelling Book Work: o Review Final le, Final en o Review Schwa + r; Phonics & Word Recognition RF.4.3a - Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in context and out of context. Fluency RF.4.4a - Read on-level text with purpose and understanding RF.4.4b - Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. o er, or Review Base Words With Suffixes: -er, - est o Review Homophones Spelling Words High Frequency Words Vocabulary (Word Wall) Words Monday: Introduce Word List; Introduce Spelling Strategy; Discuss & Go Over Pg 160. Students should complete Pg 160 for possible grade. Tuesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 161. Students should complete Pg 161 for grade. Wednesday: Review Word List; Go Over Pg 162. Students should complete Pg 162 for grade.