ELA Unit of Study



ELA Units of Study

4th grade 2015-2016

|1st Nine Weeks |2nd Nine Weeks |3rd Nine Weeks |4th Nine Weeks |

|Reading Comprehension |

|Unit 1 Launch Reading Workshop |Unit 3- Literary Text |Unit 5-Literary Text |Unit 7- Literary Text |

|(2 weeks) |(4 weeks) |(3 weeks) |(3 weeks) |

|Introduce and Continue: |4-RL 5.1 Ask and answer inferential questions to|4-RL7.2 Compare and contrast the treatment of |4-RL.6.1 Determine the development of a theme |

|4-RL.9.1 Identify and explain how the author |analyze meaning beyond the text; refer to |similar themes, topics, and patterns of events |within a text; summarize using key details. |

|uses imagery, hyperbole, adages, or proverbs to |details and examples within a text to support |in texts and diverse media. |4-RL.7.2 Compare and contrast the treatment of |

|shape meaning and tone. |inferences and conclusions. |4-RL7.1 Explore similarities and differences |similar themes, topics, and patterns of |

|4-RL.10.1 Use definitions, examples, and |4-RL.5.2 Students are expected to build upon and|among textual, dramatic, visual, or oral |events in texts and diverse media. |

|restatements to determine the meaning of words |continue applying previous learning. Grade 2 |presentations. | |

|or phrases. |Make predictions before and during reading; |4-RL.8.1 Use text evidence to: | |

|4-RL.10.2 Determine the meaning of an unknown |confirm or modify thinking. |a. explain how conflicts cause the characters to| |

|word using knowledge of base words and Greek and|4-RL 11.1 Compare and contrast first and third |change or revise plans while moving toward | |

|Latin affixes. |person points of view; determine how an author’s|resolution; and | |

|4-RL.10.3 Students are expected to build upon |choice of point of view influences the content |b. explain the influence of cultural, historical| |

|and continue applying previous learning. Grade |and meaning. |and social context on characters, setting, and | |

|2 Use a base word to determine the meaning of an|4-RL.11.2 Students are expected to build upon |plot | |

|unknown word with the same base. |and continue applying concepts learned |development. | |

|4-RL.10.4 Students are expected to continue to |previously. |4-RL.9.2 Explain how the author’s choice of | |

|build upon concepts learned previously. Grade 2|4-RL 7.1 Explore similarities and differences |words, illustrations, and conventions combine to| |

|Use the meanings of individual words to predict |among textual, dramatic, visual, or oral |create mood, contribute to meaning, and | |

|the meaning of compound words. |presentations. |emphasize aspects of a character or setting. | |

|4-RL.10.5 Students are expected to build upon |4-RL.8.1 Use text evidence to: |4-RL 11.1 Compare and contrast first and third | |

|and continue applying previous learning. |a. explain how conflicts cause the characters to|person points of view; determine how an author’s| |

|4-RL.10.6 Acquire and use general academic and |change or revise plans while moving toward |choice of point of view influences the content | |

|domain-specific words or phrases that signal |resolution; and |and meaning. | |

|precise actions, emotions, and states of being; |b. explain the influence of cultural, historical|4-RL.12.1 Explain how a series of chapters, | |

|demonstrate an understanding of nuances and |and social context on characters, setting, and |scenes, or stanzas fit together to provide the | |

|jargon. |plot |overall structure of a particular story, drama, | |

|4-RI.9.1 Use definitions, examples, and |development. |or poem. | |

|restatements to determine the meaning of words |4-RL.12.2 Determine characteristics of crafted | | |

|or phrases. |text structures and describe why an author |Unit 6-Informational Text | |

|4-RI.9.2 Determine the meaning of an unknown |uses this structure. |(6 weeks) | |

|word using knowledge of base words and |4-RL.9.1 Identify and explain how the author |4-RI11.2 Explain how an author uses reasons and | |

|Greek and Latin affixes. |uses imagery, hyperbole, adages, or proverbs to |evidence to support particular points | |

|4-RI.9.3 Students are expected to build upon and|shape meaning and tone. |4-RI8.2 Apply knowledge of text features to gain| |

|continue applying previous learning. Grade 2 | |meaning; describe the relationship between these| |

|Use a base word to determine the meaning of an |Unit 4- Informational Text |features and the text. | |

|unknown word with the same base. |(5 weeks) |4-RI 5.1 Ask and answer inferential questions to| |

|4-RI.9.4 Students are expected to build upon |4-RI 5.1 Ask and answer inferential questions to|analyze meaning beyond the text; refer to | |

|and continue applying previous learning. |analyze meaning beyond the text; refer to |details and examples within a text to support | |

|4-RI.9.5 Acquire and use general academic and |details and examples within a text to support |inferences and conclusions. | |

|domain-specific words or phrases that signal |inferences and conclusions. |4-RI.5.2 Students are expected to build upon and| |

|precise actions, emotions, and states of being; |4-RI.5.2 Students are expected to build upon and|continue applying previous learning. Grade 2 | |

|demonstrate an understanding of nuances and |continue applying previous learning. Grade 2 |Make predictions before and during reading; | |

|jargon. |Make predictions before and during reading; |confirm or modify thinking. | |

|4-RL.13.1 Engage in whole and small group |confirm or modify thinking. |4-RI.7.1 Compare and contrast how events, | |

|reading with purpose and understanding. |4-RI 11.1 Apply knowledge of text structures to |topics, concepts, and ideas are depicted in | |

|4-RL.13.2 Read independently for sustained |describe how structures contribute to meaning. |primary and secondary sources. | |

|periods of time to build stamina. |4-RI.11.2 Explain how an author uses reasons and|4-RI.10.1 Identify and describe the difference | |

|4-RL.13.3 Read and respond according to task and|evidence to support particular points. |between a primary and secondary account of | |

|purpose to become self-directed, critical |4-RI.8.1 Determine how the author uses words and|the same event or topic. | |

|readers and thinkers. |phrases to shape and clarify meaning. |4-C.3.1 Compare and contrast how ideas and | |

|4-RI.12.1 Engage in whole and small group |4-RI.8.2 Apply knowledge of text features to |topics are depicted in a variety of media | |

|reading with purpose and understanding. |gain meaning; describe the relationship |and formats. | |

|4-RI.12.2 Read independently for sustained |between these features and the text. | | |

|periods of time. |4-RI.6.1 Summarize multi-paragraph texts using | | |

|4-RI.12.3 Read and respond according to task and|key details to support the central idea | | |

|purpose to become self-directed, critical | | | |

|readers and thinkers. | | | |

|4-RL.12.1 Explain how a series of chapters, | | | |

|scenes, or stanzas fit together to provide the | | | |

|overall structure of a particular story, drama, | | | |

|or poem. | | | |

|4-C.5.2 Employ hyperbole, imagery, | | | |

|personification, idioms, adages, and proverbs | | | |

|when appropriate to convey messages. | | | |

| | | | |

|Unit 2-Genres and Key Idea | | | |

|(7 weeks) | | | |

|4-RL 6.1 Determine the development of a theme | | | |

|within a text; summarize using key details. | | | |

|4-RI 6.1 Summarize multi-paragraph texts using | | | |

|key details to support the central idea | | | |

|4-RI.5.2 Students are expected to build upon and| | | |

|continue applying previous learning. | | | |

|Grade 2 Make predictions before and during | | | |

|reading; confirm or modify thinking. | | | |

|4-RI.8.2 Apply knowledge of text features to | | | |

|gain meaning; describe the relationship | | | |

|between these features and the text. | | | |

|4-W.2.1 b. use information from multiple print | | | |

|and multimedia sources; | | | |

|4-C.3.1 Compare and contrast how ideas and | | | |

|topics are depicted in a variety of media and | | | |

|formats. | | | |

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|Writing: Write from the Beginning |

|Personal Narrative |Informational Writing |Persuasive Writing |Imaginative Narrative |

|W3.1a Gather ideas from texts, multimedia, and |W2.1a-k: Write informative/explanatory texts |W1.1a Write opinion pieces that: |W3.1a Gather ideas from texts, multimedia, and |

|personal experience to write narratives that: |that: |a. introduce a topic or text clearly, state an |personal experience to write narratives |

|a. develop real or imagined experiences or |a. introduce a topic clearly; |opinion, and create an organizational structure |that: |

|events using effective technique, descriptive |b. use information from multiple print and |in which related ideas are grouped to support |a. develop real or imagined experiences or |

|details, and clear event sequences; |multimedia sources; |the writer’s purpose; |events using effective technique, descriptive |

| |c. group related information in paragraphs and | |details, and clear event sequences; |

|Reading Fundamentals Launch Unit |sections; | | |

|Reading Fundamentals Author Study: Cynthia |d. include formatting, illustrations, and |Reading Fundamentals Featured Article with | |

|Rylant |multimedia to aid comprehension; |Editorial Unit | |

| |e. develop the topic with facts, definitions, | | |

| |concrete details, quotations, or other | | |

| |information and examples related to the topic; | | |

| |f. develop and strengthen writing as needed by | | |

| |planning, revising, and editing building on | | |

| |personal ideas and the ideas of others; | | |

| |g. use paraphrasing, quotations, and original | | |

| |language to avoid plagiarism; | | |

| |h. link ideas within categories of information | | |

| |using words and phrases; | | |

| |i. use precise language and domain specific | | |

| |vocabulary to inform or explain the topic; | | |

| |j. develop a style and tone authentic to the | | |

| |purpose; and | | |

| |k. provide a concluding statement or section | | |

| |relate to the information or explanation | | |

| |presented. | | |

| | | | |

| | | | |

| |Reading Fundamentals Nonfiction Unit | | |

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| | | | |

|Language/Grammar |

|Reading Fundamentals Grammar Unit: Unit 1 |Reading Fundamentals Grammar Unit: Unit 2 |Reading Fundamentals Grammar Unit: Unit 3 |W4.1a-i When writing: |

| | | |a. use relative pronouns and relative adverbs; |

|W5.2b Use: |W4.1a When writing: |W4.1h When writing: |b. form and use the progressive verb tenses; |

|b. quotation marks and commas to mark direct |a. use relative pronouns and relative adverbs; |h. use coordinating and subordinating |c. use modal auxiliaries to convey various |

|speech |W4.1e When writing: |conjunctions |conditions; |

|W5.2c Use: |e. order adjectives within sentences according |W4.1d When writing: |d. use modal auxiliaries and the progressive |

|c. commas before a coordinating conjunction in a|to conventional patterns; |d. use modal auxiliaries and the progressive |verb tenses, recognizing and correcting |

|compound sentence. |W4.1b When writing: |verb tenses, recognizing and correcting |inappropriate shifts in verb tense; |

|W5.1 Capitalize names of magazines, newspapers, |b. form and use the progressive verb tenses; |inappropriate shifts in verb tense |e. order adjectives within sentences according |

|works of art, musical compositions, |W5.1 Capitalize names of magazines, newspapers, |W4.1f When writing: |to conventional patterns; |

|organizations, and the first word in quotations.|works of art, musical compositions, |f. use relative pronouns and relative adverbs; |f. use relative pronouns and relative adverbs; |

|W5.2 Use: |organizations, and the first word in quotations.| |g. explore using prepositional phrases in |

|a. apostrophes to form possessives and | | |different positions within a sentence; |

|contractions; | | |h. use coordinating and subordinating |

|b. quotation marks and commas to mark direct | | |conjunctions; |

|speech; and | | |i. use a variety of sentence types to produce |

|c. commas before a coordinating conjunction in a| | |complete sentences, recognizing and |

|compound sentence. | | |correcting inappropriate fragments and run-ons; |

|Ongoing: | | |and |

|W5.3 Students are expected to build upon and | | |j. use frequently confused homonyms correctly. |

|continue applying previous learning. | | | |

|W4.1i When writing: | | | |

|i. use a variety of sentence types to produce | | | |

|complete sentences, recognizing and correcting | | | |

|inappropriate fragments and run-ons; and | | | |

|-Students will differentiate between contexts | | | |

|that call for formal English | | | |

|(4-L.4.3c) | | | |

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|Vocabulary/Word Study |

|-Students will acquire and use grade appropriate|RL10.2 Determine the meaning of an unknown word |-Students will continue to practice |-Students will continue to practice |

|and domain specific words and phrases (4-L.4.6) |using knowledge of base words and Greek and |vocabulary/word study skills |vocabulary/word study skills |

|RL10.1 Use definitions, examples, and |Latin affixes. | | |

|restatements to determine the meaning of words |RI9.2 Determine the meaning of an unknown word | | |

|or phrases. |using knowledge of base words and Greek and | | |

|RL10.5 Students are expected to build upon and |Latin affixes. | | |

|continue applying previous learning. | | | |

| |

|Speaking and Listening |

| |C1.4 Engage in focused conversations about grade|C1.5 Explain personal ideas and build on the |-Students will practice previously taught |

| |appropriate topics and texts; build on the ideas|ideas of others by responding and relating to |speaking and listening skills through activities|

| |of others, and pose specific questions, and |comments made in multiple exchanges. |such as reading groups, interactive read alouds,|

| |respond to clarify thinking and express new | |book clubs, presentations, etc. |

| |thoughts. | | |

| |C1.1 Explore and create meaning by formulating | | |

| |questions, engaging in purposeful dialogue with | | |

| |peers and adults, sharing ideas and considering | | |

| |alternate viewpoints. | | |

| |C1.3 Apply techniques of articulation, adequate | | |

| |volume, eye contact, facial expressions, | | |

| |posture, gestures, and space; take one’s own | | |

| |turn in a respectful way. | | |

| |*These concepts will be introduced and practiced| | |

| |throughout the year | | |

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