English Language Arts



2486025733425English Language ArtsGrade 4CurriculumUpdated-Summer 2017English Language ArtsGrade 4CurriculumUpdated-Summer 2017767543228975Gloucester Township Public Schools1000000Gloucester Township Public Schools700087538101Benchmark and Cross Curricular Key__Red: ELA__ Blue: Math__ Green: Science__ Orange: Social Studies__ Purple: Related Arts__ Yellow: Benchmark Assessment00Benchmark and Cross Curricular Key__Red: ELA__ Blue: Math__ Green: Science__ Orange: Social Studies__ Purple: Related Arts__ Yellow: Benchmark AssessmentGloucester Township Public SchoolsEnglish Language Arts Grade 4 –Unit 1: Think It ThroughTime Frame: 6 WeeksDescription: The Big Idea: How can a challenge bring out our best? (Fable: "The Crow and the Pitcher")Unit 1 focuses on vocabulary, comprehension, phonics, and fluency. Students practice narratives: autobiographical sketch and personal narratives.Unit OverviewReading StrategiesReading SkillsWritingVocabularyGrammar/MechanicsSpeaking/ListeningMaking PredictionsSequenceIdeasSee Weekly Story for VocabularySentencesFluency: Intonation, Phrasing, AccuracyRereadProblem and SolutionOrganizationSubjects and PredicatesPublishing CelebrationsCompare and ContrastSentence FluencyCompound SentencesCause and EffectClauses and Complex SentencesMain Idea and Key DetailsRun on SentencesStandardsTopicsActivitiesResourcesAssessmentL.5.2.c Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). [5 lessons]L.5.2.e Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.5.4.a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. [12 lessons]L.5.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. [1 lesson]L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). [13 lessons]RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words. [2 lessons]RF.5.3.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. [5 lessons]RF.5.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]RF.5.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [6 lessons]RI.5.1 Quote accurately from a text and make relevant connections when drawing inferences from the text. [4 lessons]RI.5.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural content, and background knowledge) information from several texts on the same topic in order to write or speak about the subject knowledgeably. [4 lessons]RL.5.1 Quote accurately from a text and make relevant connections when drawing inferences from the text. [4 lessons]RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). [2 lessons]RL.5.9 Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the treatment of similar themes and topics (e.g. opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. [1 lesson]SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. [5 lessons]SL.5.1.aExplicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. [1 lesson]SL.5.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]SL.5.1.c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. [1 lesson]SL.5.1.d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. [1 lesson]SL.5.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats (e.g., visually, quantitatively, and orally).[1 lesson]W.5.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. [1 lesson]W.5.3.b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. [1 lesson]W.5.3.c Use a variety of transitional words, phrases, and clauses to manage the sequence of events. [1 lesson]W.5.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. [8 lessons]W.5.6 With some guidance and support from adults and peers, 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 two pages in a single sitting. [1 lesson]W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different perspectives of a topic. [1 lesson]W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. [1 lesson]W.5.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [6 lessons]Week 1Weekly Concept: Clever IdeasEssential Question: Where do good ideas come from?ReadingLanguageVocabularyPhonics Grammar and MechanicsWriting Research and InquiryHandwritingTechnologyReadingInteractive Read AloudTitle: "The Princess and the Pea"Genre: Fairy TaleStrategy: Make, Confirm, or Revise PredictionsReading/Writing WorkshopComprehensionShort Text: "The Dragon Problem"Lexile: 740LGenre: Fairy TaleStrategy: Make, Confirm, or Revise PredictionsSkill: Character, Setting, Plot: SequenceLiterature AnthologyStrategy: Make, Confirm, or Revise PredictionsSkill: Character, Setting, Plot: SequenceMain SelectionGenre: Fairy TaleTitle: The Princess and the PizzaLexile: 780LPaired SelectionGenre: FableTitle: "Tomás and His Sons"Lexile: 650LLeveled ReadersStrategy: Make, Confirm, or Revise PredictionsSkill: Character, Setting, Plot: SequenceMain SelectionsGenre: Fairy TaleTitles:A: Clever PussO: Jack and the Extreme StalkE: Jack and the Extreme StalkB: Charming EllaPaired SelectionsGenre: FolktaleTitles:A: "Rabbit and the Well"O: "Stone Soup"E: "Stone Soup"B: "Ivana and the Ogre"LexilesA: 530LO: 750LE: 430LB: 860LAccess Complex Text (ACT)Reading/Writing Workshop: Connections of Ideas; Specific VocabularyLiterature Anthology: Purpose; Specific Vocabulary; Prior Knowledge; Sentence Structure; Organization; Connection of Ideas; GenreLanguageVocabulary Words: brainstormflattenedfranticallygraciousmutteredofficialoriginalstaleAdditional Academic Vocabulary: collaboratetopicVocabulary Strategy: Context Clues: SynonymsPhonicsPhonics/Spelling Skill:Short Vowels Structural Analysis: Inflectional EndingsGrammarGrammar Skill: SentencesGrammar Mechanics: Punctuate sentences Fluency SkillIntonationWritingWriting Trait: Ideas: Descriptive DetailsGrammar Skill: SentencesGrammar Mechanics: Sentence PunctuationWrite to Sources:Reading/Writing Workshop: The Dragon ProblemLit. Anthology: The Princess and the PizzaYour Turn Practice Bk: Coyote's SongBefore the BallWrite to Research: Write a ListWrite About Reading: Write an Analysis (analyze sequence of events)Research & InquiryWeekly: Effects of Human ActionsHandwriting – Practice Spelling wordsTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share NetworkSee District Benchmark Assessment Plan & K-5 ELA Assessment PlanL.4.1.f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. [6 lessons]L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [1 lesson]L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [1 lesson]L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs. [6 lessons]L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [4 lessons]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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [10 lessons]RF.4.3.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. [17 lessons]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]RI.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [5 lessons]RI.4.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably. [4 lessons]RL.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [4 lessons]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). [14 lessons]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 literature. [2 lessons]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 a text. [1 lesson]RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text complexity or above, with scaffolding as needed.[1 lesson]SL.4.1.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. [3 lessons]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [12 lessons]W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. [5 lessons]W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. [1 lesson]W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. [1 lesson]W.4.3.e Provide a conclusion that follows from the narrated experiences or events. [1 lesson]W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [6 lessons]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. [1 lesson]W.4.9.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].”). [1 lesson]W.4.9.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”). [2 lessons]Week 2: Think of OthersEssential Question:How do your actions affect others?ReadingLanguageVocabulary PhonicsGrammar and MechanicsWritingResearch and InquiryHandwritingTechnologyReadingInteractive Read AloudTitle: "Say Something"Genre: Realistic FictionStrategy: Make, Confirm, or Revise PredictionsReading/Writing WorkshopComprehensionShort Text: "The Talent Show"Lexile: 620LGenre: Realistic FictionStrategy: Make, Confirm, or Revise PredictionsSkill: Character, Setting, Plot: Problem and SolutionLiterature AnthologyStrategy: Make, Confirm, or Revise PredictionsSkill: Character, Setting, Plot: Problem and SolutionMain SelectionGenre: Realistic FictionTitle: Experts, IncorporatedLexile: 730LPaired SelectionGenre: Informational Text: ExpositoryTitle: "Speaking Out to Stop BullyingLexile: 800LLeveled ReadersStrategy: Make, Confirm, or Revise PredictionsSkill: Character, Setting, Plot: Problem and SolutionMain SelectionsGenre: Realistic FictionTitles:A: The Dream TeamO: Rosa's GardenE: Rosa's GardenB: Saving GrasshopperPaired SelectionsGenre: Informational Text: ExpositoryTitles:A: "Making a Difference"O: "Fresh from the City"E: "Fresh from the City"B: "Backyard Bird Habitats"LexilesA: 530LO: 710LE: 540LB: 810LAccess Complex Text (ACT)Reading/Writing Workshop: Genre; Connection of IdeasLiterature Anthology: Genre; Purpose; Sentence Structure; Organization; Connection of Ideas; Specific VocabularyLanguageVocabulary Words:accountableadvisedesperatelyhesitatedhumiliatedinspirationself-esteemuncomfortablyAdditional Academic Vocabulary: dialoguefocusVocabulary Strategy: Figurative Language: IdiomsPhonics/Spelling Skill:Phonics/Spelling Skill: Long aStructural Analysis: Inflectional EndingsFluency Skill: Expression and RateWritingUnit 1 Writing Focus: Narrative TextUnit 1 Writing Products: Friendly Letter; Personal NarrativeWriting Trait: Ideas: Focus on an EventGrammar Skill: Subjects and PredicatesGrammar Mechanics: Punctuate Compound Subjects and PredicatesWrite to Sources:Reading/Writing Workshop:The Talent ShowLit. Anthology:Experts, IncorporatedYour Turn Practice Bk:The Cyber BullyPaul's Mix-UpWrite to Research: Paraphrase FactsWrite About Reading: Write an Analysis (analyze problem and solution)Research & InquiryWeekly: Great InventionsHandwriting – Practice Spelling wordsTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share NetworkSee District Benchmark Assessment Plan & K-5 ELA Assessment PlanL.4.2.c Use a comma before a coordinating conjunction in a compound sentence. [6 lessons]L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]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. [1 lesson]L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [14 lessons]L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs. [1 lesson]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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [8 lessons]RF.4.3.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. [10 lessons]RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [2 lessons]RI.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [9 lessons]RI.4.2Determine the main idea of a text and explain how it is supported by key details; summarize the text. [1 lesson]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. [2 lessons]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. [1 lesson]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. [8 lessons]RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [1 lesson]RI.4.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably. [5 lessons]RI.4.10 By the end of the year, read and comprehend literary nonfiction at grade level text complexity or above, with scaffolding as needed. [1 lesson]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. [4 lessons]SL.4.1.aExplicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. [1 lesson]SL.4.1.d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. [2 lessons]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [3 lessons]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. [1 lesson]W.4.2.b Develop the topic with facts, definitions, concrete details, text evidence, or other information and examples related to the topic. [6 lessons]W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. [1 lesson]W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. [1 lesson]W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. [1 lesson]W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. [1 lesson]W.4.3.e Provide a conclusion that follows from the narrated experiences or events. [1 lesson]W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]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. [1 lesson]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. [1 lesson]W.4.9.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”). [1 lesson]W.4.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [6 lessons]Week 3: Take ActionEssential Question:How do people respond to natural disasters? ReadingLanguageVocabularyPhonicsGrammar and MechanicsWritingResearch and InquiryHandwritingTechnologyReadingInteractive Read AloudTitle: "Avalanche!"Genre: Informational Text: ExpositoryStrategy: RereadReading/Writing WorkshopComprehensionShort Text: "A World of Change"Lexile: 790LGenre: Informational Text: ExpositoryStrategy: RereadSkill: Text Structure: Compare and ContrastText Features: Diagrams; HeadingsLiterature AnthologyStrategy: RereadSkill: Text Structure: Compare and ContrastMain SelectionGenre: Informational Text: ExpositoryTitle: EarthquakesLexile: 870LPaired SelectionGenre: Informational Text: ExpositoryTitle: "Tornado"Lexile: 950LLeveled ReadersStrategy: RereadSkill: Text Structure: Compare and ContrastMain SelectionsGenre: Informational Text: ExpositoryTitles:A: Changing LandscapesO: Changing LandscapesE: Changing LandscapesB: Changing LandscapesPaired SelectionsGenre: Informational Text: ExpositoryTitles:A: "Students Save Wetlands"O: "Students Save Wetlands"E: "Students Save Wetlands"B: "Students Save Wetlands"LexilesA: 670LO: 840LE: 740LB: 920LAccess Complex Text (ACT)Reading/Writing Workshop: Specific Vocabulary; PurposeLiterature Anthology: Purpose; Genre; Connection of Ideas; Specific VocabularyLanguageVocabulary Words:altercollapsecrisisdestructionhazardseveresubstantialunpredictableAdditional Domain Words: volcanicvolcanoesinlandair massesAdditional Academic Vocabulary: headingsdiagramsVocabulary Strategy: Context Clues: Multiple-Meaning WordsPhonics/Spelling Skill:Phonics/Spelling Skill: Long eStructural Analysis: PluralsFluency Skill: AccuracyWritingUnit 1 Writing Focus: Narrative TextUnit 1 Writing Products: Friendly Letter; Personal NarrativeWriting Trait: Ideas: Supporting DetailsGrammar Skill: Compound SentencesGrammar Mechanics: Punctuating Compound Sentences Write to Sources:Reading/Writing Workshop:A World of ChangeLit. Anthology:EarthquakesYour Turn Practice Bk:Rising WatersForest FiresWrite to Research:Write Helpful Tips and NotesWrite About Reading: Write an Analysis (analyze compare and contrast text structure)Research & InquiryWeekly: Preparing for a Natural DisasterHandwriting – Practice Spelling wordsTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnnected.mcgraw-Gloucester Township Share NetworkSee District Benchmark Assessment Plan & K-5 ELA Assessment PlanL.4.1.a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). [5 lessons]L.4.2.c Use a comma before a coordinating conjunction in a compound sentence. [6 lessons]L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]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. [1 lesson]L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [12 lessons]L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [1 lesson]L.4.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. [1 lesson]L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [1 lesson]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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [7 lessons]RF.4.3.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. [10 lessons]RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]RI.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [4 lessons]RI.4.2Determine the main idea of a text and explain how it is supported by key details; summarize the text. [1 lesson]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. [2 lessons]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. [2 lessons]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. [8 lessons]RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [4 lessons]RI.4.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably. [5 lessons]RL.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [1 lesson]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. [1 lesson]SL.4.1.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. [2 lessons]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [8 lessons]SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. [1 lesson]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. [1 lesson]W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. [7 lessons]W.4.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations. [1 lesson]W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. [8 lessons]W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]W.4.9.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”). [1 lesson]B.2 Position and motion of objects [1 lesson]B.2.1 The position of an object can be described by locating it relative to another object or the background. [1 lesson]B.2.2 An object's motion can be described by tracing and measuring its position over time. [3 lessons]B.2.3 The position and motion of objects can be changed by pushing or pulling. The size of the change is related to the strength of the push or pull. [1 lesson]Week 4: Ideas in MotionEssential Question:How can science help you understand how things work?ReadingLanguagePhonicsVocabularyGrammar and MechanicsWritingResearch and InquiryHandwritingTechnologyReadingInteractive Read AloudTitle: "Look Out Below!"Genre: Informational Text: Narrative NonfictionStrategy: RereadReading/Writing WorkshopComprehensionShort Text: "The Big Race"Lexile: 690LGenre: Informational Text: Narrative NonfictionStrategy: RereadSkill: Text Structure: Cause and EffectText Features: Headings; Speech BalloonsLiterature AnthologyStrategy: RereadSkill: Text Structure: Cause and EffectMain SelectionGenre: Informational Text: Narrative Nonfiction Title: A Crash Course in Forces and Motion with Max Axiom, Super ScientistLexile: 630LPaired SelectionGenre: Science FictionTitle: "The Box-Zip Project"Lexile: 620LLeveled ReadersStrategy: RereadSkill: Text Structure: Cause and EffectMain SelectionsGenre: Narrative NonfictionTitles:A: George's Giant WheelO: George's Giant WheelE: George's Giant WheelB: George's Giant WheelPaired SelectionsGenre: Science FictionTitles:A: "3001: A Space Mystery"O: "3001: A Space Mystery"E: "3001: A Space Mystery"B: "3001: A Space Mystery"LexilesA: 550LO: 810LE: 610LB: 910LAccess Complex Text (ACT)Reading/Writing Workshop: Genre; OrganizationLiterature Anthology: Organization; Purpose; Connection of Ideas; Genre; Specific VocabularyLanguageVocabulary Words: accelerateadvantagecapabilitiesfrictiongravityidentityinquirythrillingAdditional Domain Words: levelwarpAdditional Academic Vocabulary: restatementstransitionsVocabulary Strategy: Context Clues: Definitions and Restatements Phonics/Spelling Skill:Phonics/Spelling Skill: Long iStructural Analysis: Inflectional EndingsFluency Skill: Phrasing and RateWritingUnit 1 Writing Focus: Narrative TextUnit 1 Writing Products: Friendly Letter; Personal NarrativeWriting Trait: Organization: SequenceGrammar Skill: Clauses and Complex SentencesGrammar Mechanics: Punctuate Complex Sentences Write to Sources:Reading/Writing Workshop:The Big RaceLit. Anthology:A Crash Course in Forces and Motion with Max Axiom, Super ScientistYour Turn Practice Bk:A Firehouse LessonScience in a Soda BottleWrite to Research:Draft a PlanWrite About Reading: Write an Analysis (analyze strong word choice)Research & InquiryWeekly: Forces and MotionHandwriting – Practice Spelling wordsTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share NetworkSee District Benchmark Assessment Plan & K-5 ELA Assessment PlanL.4.1.f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. [6 lessons]L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [6 lessons]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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [8 lessons]RF.4.3.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. [18 lessons]RF.4.4.a Read on-level text with purpose and understanding. [3 lessons]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]RI.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [5 lessons]RI.4.2Determine the main idea of a text and explain how it is supported by key details; summarize the text. [14 lessons]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. [1 lesson]RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [3 lessons]RI.4.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably. [5 lessons]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. [5 lessons]SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [1 lesson]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. [1 lesson]W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. [1 lesson]W.4.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations. [1 lesson]W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. [1 lesson]W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. [1 lesson]W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]W.4.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [6 lessons]Week 5: Putting Ideas to WorkEssential Question:How can starting a business help others?ReadingLanguagePhonicsVocabularyGrammar and MechanicsWritingResearch and InquiryHandwritingTechnologyReadingInteractive Read AloudTitle: "Kids Can Help"Genre: Informational Text: Persuasive ArticleStrategy: RereadReading/Writing WorkshopComprehensionShort Text: "Dollars and Sense"Lexile: 800LGenre: Informational Text: Persuasive ArticleStrategy: RereadSkill: Main Idea and Key DetailsText Features: Graph; HeadingsLiterature AnthologyStrategy: RereadSkill: Main Idea and Key DetailsMain SelectionGenre: Informational Text: Persuasive ArticleTitle: Kids in BusinessLexile: 790LPaired SelectionGenre: Informational Text: Procedural TextTitle: "Starting a Successful Business"Lexile: 770LLeveled ReadersStrategy: RereadSkill: Main Idea and Key DetailsMain SelectionsGenre: Persuasive TextTitles:A: Start Small, Think BigO: Start Small, Think BigE: Start Small, Think BigB: Start Small, Think BigPaired SelectionsGenre: Procedural TextTitles:A: "Spending and Saving"O: "Spending and Saving"E: "Spending and Saving"B: "Spending and Saving"LexilesA: 660LO: 780LE: 710LB: 890LAccess Complex Text (ACT)Reading/Writing Workshop: Connection of Ideas; OrganizationLiterature Anthology: Specific Vocabulary; Sentence Structure; Connection of IdeasLanguageVocabulary Words:compassionateenterpriseexceptionalfundsinnovativeprocessroutineundertakingAdditional Domain Words: entrepreneurAdditional Academic Vocabulary: print sourcesdigital sourcesVocabulary Strategy: SuffixesPhonics/Spelling Skill:Phonics/Spelling Skill: Long oStructural Analysis: Compound WordsFluency Skill: Phrasing and RateWritingUnit 1 Writing Focus: Narrative TextUnit 1 Writing Products: Friendly Letter; Personal NarrativeWriting Trait: Sentence Fluency: Sentence LengthGrammar Skill: Run-On SentencesGrammar Mechanics: Correcting Fragments and Run-OnsWrite to Sources:Reading/Writing Workshop:Dollars and SenseLit. Anthology:Kids in BusinessYour Turn Practice Bk:A Helping HandDonating to a CharityWrite to Research:Write a Summary ParagraphWrite About Reading: Write an Analysis (how author informs and explains important topics)Research & InquiryWeekly: Famous EntrepreneursHandwriting – Practice Spelling wordsTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share NetworkSee District Benchmark Assessment Plan & K-5 ELA Assessment Plan 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. [1 lesson]W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. [1 lesson]W.4.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations. [1 lesson]W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. [1 lesson]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. [1 lesson]W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]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. [1 lesson]Week 6Review and AssessReadingWritingResearch and InquiryTechnologyReadingReader’s Theatre: Focus on VocabularyFluency: Intonation, Phrasing, AccuracyLevel Up Accelerating ProgressWritingShare Your WritingPortfolio ChoiceGenr e Writing: NarrativeResearch and InquiryBeginning ResearchUnit ProjectsPresentation of IdeasTechnologyReading DigitallyNotetakingSkimming and ScanningNavigating LinksGrade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share Network*Benchmark*See District Benchmark Assessment Plan & K-5 ELA Assessment PlanGloucester Township Public SchoolsEnglish Language Arts Grade 4 –Unit 2: Amazing AnimalsTime Frame: 6 WeeksDescription: The Big Idea: What can animals teach us?Unit OverviewReading StrategiesReading SkillsWritingVocabularyGrammar/MechanicsSpeaking/ListeningAsk and Answer QuestionsThemeOrganizationSee Weekly Story for VocabularyCommon and Proper NounsFluency: Accuracy, Rate, and ProsodySummarizeMain Ideas and Key DetailsVoiceSingular and Plural NounsPublishing CelebrationsLiterary Elements: Meter and RhymePoint of ViewIdeasIrregular Plural NounsWord ChoicePossessive NounsCombing SentencesStandardsTopicsActivitiesResourcesAssessmentL.4.2.a Use correct capitalization. [6 lessons]L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]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. [1 lesson]L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [6 lessons]L.4.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. [1 lesson]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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [7 lessons]RF.4.3.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. [10 lessons]RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [1 lesson]RI.4.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably. [4 lessons]RL.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [4 lessons]RL.4.2 Determine the key details to identify theme in a story, drama, or poem from details in the text; summarize the text. [14 lessons]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 a text. [2 lessons]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. [1 lesson]RL.4.9 Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. [3 lessons]RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text complexity or above, with scaffolding as needed. [1 lesson]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. [4 lessons]SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]SL.4.1.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. [1 lesson]SL.4.1.d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [2 lessons]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]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. [1 lesson]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. [1 lesson]W.4.2.aIntroduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [1 lesson]W.4.2.b Develop the topic with facts, definitions, concrete details, text evidence, or other information and examples related to the topic. [1 lesson]W.4.2.c Link ideas within paragraphs and sections of information using words and phrases (e.g., another, for example, also, because). [1 lesson]W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. [1 lesson]W.4.2.e Provide a conclusion related to the information or explanation presented. [1 lesson]W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. [6 lessons]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. [1 lesson]W.4.9.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].”). [1 lesson]W.4.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [5 lessons]Week 1Weekly Concept: Literary LessonsEssential Question: What are some messages in animal stories?ReadingLanguageVocabularyPhonics Grammar and MechanicsWriting Research and InquiryHandwritingTechnologyReadingInteractive Read AloudTitle: "The Coyote and the Hen"Genre: FolktaleStrategy: Ask and Answer QuestionsReading/Writing WorkshopComprehensionShort Text: "The Fisherman and the Kaha Bird"Lexile: 800LGenre: FolktaleStrategy: Ask and Answer QuestionsSkill: ThemeLiterature AnthologyStrategy: Ask and Answer QuestionsSkill: ThemeMain SelectionGenre: FolktaleTitle: The Secret MessageLexile: 820LPaired SelectionGenre: FableTitle: "The Fox and the Goat"Lexile: 790LLeveled ReadersStrategy: Ask and Answer QuestionsSkill: ThemeMain SelectionsGenre: FolktaleTitles:A: The Cockroach and the MouseO: The Badger and the FanE: The Badger and the FanB: The Wings of the ButterflyPaired SelectionsGenre: FableTitles:A: "Fox and Crane"O: "Fox and Cat"E: "Fox and Cat"B: "The Fox and the Crow"LexilesA: 600LO: 530LE: 720LB: 770LAccess Complex Text (ACT)Reading/Writing Workshop: Genre; Prior KnowledgeLiterature Anthology: Specific Vocabulary; Genre; Sentence Structure; Prior Knowledge; Connection of Ideas; Purpose; OrganizationLanguageVocabulary Words:attracteddazzlingfabricgreedhonestrequestedsoaredtrudgedAdditional Academic Vocabulary: symbolismoutlineVocabulary Strategy: Root WordsPhonicsPhonics/Spelling Skill: PrefixesStructural Analysis: Inflectional EndingsFluency SkillExpressionWritingUnit 2 Writing Focus: Informative TextUnit 2 Writing Products: Explanatory Essay; How-ToWriting Trait: Organization: Strong OpeningsGrammar Skill: Common and Proper NounsGrammar Mechanics: Capitalizing Proper Nouns Write to Sources:Reading/Writing Workshop:The Fisherman and the Kaha BirdLit. Anthology:The Secret MessageYour Turn Practice Bk:Anansi and His ChildrenThe Tiger, the Brahmin, and the JackalWrite to Research:Write Notes on Character, Setting, and PlotWrite About Reading: Write an Analysis (analyze theme)Research & InquiryWeekly: Fables and FolktalesHandwriting – Practice Spelling wordsTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share NetworkSee District Benchmark Assessment Plan & K-5 ELA Assessment Plan L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]L.4.3.c Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). [7 lessons]L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [10 lessons]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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [8 lessons]RF.4.3.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. [10 lessons]RF.4.4.a Read on-level text with purpose and understanding. [3 lessons]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]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. [1 lesson]RL.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [4 lessons]RL.4.2 Determine the key details to identify theme in a story, drama, or poem from details in the text; summarize the text. [13 lessons]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 a text. [2 lessons]RL.4.9 Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics.[6 lessons]RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. [2 lessons]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. [4 lessons]SL.4.1.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. [1 lesson]SL.4.1.d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [1 lesson]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]W.4.2.aIntroduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [1 lesson]W.4.2.b Develop the topic with facts, definitions, concrete details, text evidence, or other information and examples related to the topic. [1 lesson]W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [1 lesson]W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. [1 lesson]W.4.2.e Provide a conclusion related to the information or explanation presented. [1 lesson]W.4.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations. [6 lessons]W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. [6 lessons]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. [1 lesson]W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]W.4.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]Week 2Weekly Concept: Animals in FictionEssential Question: How do animal characters change familiar stories?ReadingLanguageVocabulary PhonicsGrammar and MechanicsWritingResearch and InquiryHandwritingTechnologyReadingInteractive Read AloudTitle: "A Grasshopper's Sad Tale"Genre: Dramatic SceneStrategy: Ask and Answer QuestionsReading/Writing WorkshopComprehensionShort Text: "The Ant and the Grasshopper"Lexile: NPGenre: DramaStrategy: Ask and Answer QuestionsSkill: ThemeLiterature AnthologyStrategy: Ask and Answer QuestionsSkill: ThemeMain SelectionGenre: DramaTitle: Ranita, The Frog PrincessLexile: NPPaired SelectionGenre: MysteryTitle: "The Moonlight Concert Mystery"Lexile: 710LLeveled ReadersStrategy: Ask and Answer QuestionsSkill: ThemeMain SelectionsGenre: DramaTitles:A: Saving the Green BirdO: The Prince Who Could FlyE: The Prince Who Could FlyB: Behind the Secret TrapdoorPaired SelectionsGenre: MysteryTitles:A: "The Missing Pie Mystery"O: "The Mystery of the Spotted Dogs"E: "The Mystery of the Spotted Dogs"B: "The Mystery of the Messy Room"LexilesA: NPO: NPE: NPB: NAccess Complex Text (ACT)Reading/Writing Workshop: Prior Knowledge; GenreLiterature Anthology: Prior Knowledge; Genre; Connection of Ideas; Sentence Structure; OrganizationLanguageVocabulary Words:annoyedattitudecommotioncrankyfamiliarfrustratedselfishspecialtyAdditional Academic Vocabulary: traditionalcontemporaryVocabulary Strategy: Context Clues: AntonymsPhonics/Spelling Skill:Phonics/Spelling Skill: Digraphs Structural Analysis: PossessivesFluency Skill: IntonationWritingUnit 2 Writing Focus: Informative TextUnit 2 Writing Products: Explanatory Essay; How-ToWriting Trait: Voice: Informal VoiceGrammar Skill: Singular and Plural NounsGrammar Mechanics:Commas in a SeriesWrite to Sources:Reading/Writing Workshop:The Ant and the GrasshopperLit. Anthology:Ranita, The Frog PrincessYour Turn Practice Bk:Grant and the Flower StemGoldilocks ReturnsWrite to Research:Write a ListWrite About Reading: Write an Analysis (analyze dramatic text structure)Research & InquiryWeekly: Animals and their CharacteristicsHandwriting – PracticeTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share NetworkSee District Benchmark Assessment Plan & K-5 ELA Assessment Plan Common Assessment to Synthesize across textArticle 1: 2: in detail what you learned about hurricanes from the two articles you read. Based on your reading, would you like to be a hurricane hunter, explain why or why not.L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [5 lessons]L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [12 lessons]L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [1 lesson]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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [8 lessons]RF.4.3.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. [8 lessons]RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [2 lessons]RI.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [3 lessons]RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. [12 lessons]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. [1 lesson]RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [7 lessons]RI.4.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably. [4 lessons]RI.4.10 By the end of the year, read and comprehend literary nonfiction at grade level text complexity or above, with scaffolding as needed. [1 lesson]SL.4.1.d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [1 lesson]W.4.2.aIntroduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [1 lesson]W.4.2.b Develop the topic with facts, definitions, concrete details, text evidence, or other information and examples related to the topic. [8 lessons]W.4.2.c Link ideas within paragraphs and sections of information using words and phrases (e.g., another, for example, also, because). [1 lesson]W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. [1 lesson]W.4.2.e Provide a conclusion related to the information or explanation presented. [1 lesson]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. [1 lesson]W.4.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [6 lessons]Week 3Weekly Concept: Natural ConnectionsEssential Question: How are all living things connected?ReadingLanguageVocabularyPhonicsGrammar and MechanicsWritingResearch and InquiryHandwritingTechnologyReadingInteractive Read AloudTitle: "Return of the Wolves"Genre: Informational Text: Narrative NonfictionStrategy: SummarizeReading/Writing WorkshopComprehensionShort Text: "Rescuing Our Reefs"Lexile: 810LGenre: Informational Text: Narrative NonfictionStrategy: SummarizeSkill: Main Idea and Key DetailsText Features: Headings; Flow ChartLiterature AnthologyStrategy: SummarizeSkill: Main Idea and Key DetailsMain SelectionGenre: Informational Text: Narrative NonfictionTitle: The Buffalo Are BackLexile: 800LPaired SelectionGenre: Informational Text: ExpositoryTitle: "Energy in the Ecosystem"Lexile: 790LLeveled ReadersStrategy: SummarizeSkill: Main Idea and Key DetailsMain SelectionsGenre: Narrative NonfictionTitles:A: Saving San Francisco BayO: Saving San Francisco BayE: Saving San Francisco BayB: Saving San Francisco BayPaired SelectionsGenre: Informational Text: ExpositoryTitles:A: "The Great Estuary Ecosystem"O: "The Great Estuary Ecosystem"E: "The Great Estuary Ecosystem"B: "The Great Estuary Ecosystem"LexilesA: 690LO: 850LE: 820LB: 900LAccess Complex Text (ACT)Reading/Writing Workshop: Genre; Connection of IdeasLiterature Anthology: Genre; Organization; Specific Vocabulary; Connection of Ideas; PurposeLanguageVocabulary Words:crumbleddroughtsecosystemextinctflourishedfragileimbalanceripplesAdditional Domain Words: replantederodedpreserveAdditional Academic Vocabulary: flow chartcategorizeVocabulary Strategy: Context Clues: Sentence CluesPhonics/Spelling Skill:Phonics/Spelling Skill: Three-Letter BlendsStructural Analysis: Words Ending in -er and -estFluency Skill: AccuracyWritingUnit 2 Writing Focus: Informative TextUnit 2 Writing Products: Explanatory Essay; How-ToWriting Trait: Ideas: Supporting DetailsGrammar Skill: Irregular Plural NounsGrammar Mechanics: Correct Plural FormsWrite to Sources:Reading/Writing Workshop:Rescuing Our ReefsLit. Anthology:The Buffalo Are BackYour Turn Practice Bk:A Worm's WorkDad and I See Green WormsWrite to Research:Write Notes and Facts on a FoldableWrite About Reading: Write an Analysis (analyze text features)Research & InquiryWeekly: Food WebHandwriting – Practice Spelling WordsTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnnected.mcgraw-Gloucester Township Share NetworkSee District Benchmark Assessment Plan & K-5 ELA Assessment PlanL.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [10 lessons]L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [1 lesson]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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [6 lessons]RF.4.3.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. [11 lessons]RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]RI.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [2 lessons]RI.4.2Determine the main idea of a text and explain how it is supported by key details; summarize the text. [13 lessons]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. [1 lesson]RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. [1 lesson]RI.4.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably. [5 lessons]RI.4.10 By the end of the year, read and comprehend literary nonfiction at grade level text complexity or above, with scaffolding as needed. [1 lesson]RL.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [1 lesson]RL.4.6 Compare and contrast the points of view from which different stories are narrated, including the difference between first- and third-person narrations. [1 lesson]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. [4 lessons]SL.4.1.aExplicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.[1 lesson]SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]SL.4.1.d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [1 lesson]R.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. [1 lesson]W.4.2.aIntroduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [1 lesson]W.4.2.b Develop the topic with facts, definitions, concrete details, text evidence, or other information and examples related to the topic. [1 lesson]W.4.2.c Link ideas within paragraphs and sections of information using words and phrases (e.g., another, for example, also, because). [1 lesson]W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. [7 lessons]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. [1 lesson]W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]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. [1 lesson]W.4.9.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”). [1 lesson]W.4.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [6 lessons]Week 4Weekly Concept: AdaptationsEssential Question: What helps an animal survive?ReadingLanguagePhonicsVocabularyGrammar and MechanicsWritingResearch and InquiryHandwritingTechnologyReadingInteractive Read AloudTitle: "Adaptations at Work"Genre: Informational Text: ExpositoryStrategy: SummarizeReading/Writing WorkshopComprehensionShort Text: "Animal Adaptations"Lexile: 850LGenre: Informational Text: ExpositoryStrategy: SummarizeSkill: Main Idea and Key DetailsText Features: Photographs and Captions; HeadingsLiterature AnthologyStrategy: SummarizeSkill: Main Idea and Key DetailsMain SelectionGenre: Informational Text: ExpositoryTitle: SpidersLexile: 820LPaired SelectionGenre: Trickster TaleTitle: "Anansi and the Birds"Lexile: 740LLeveled ReadersStrategy: SummarizeSkill: Main Idea and Key DetailsMain SelectionsGenre: Informational Text: ExpositoryTitles:A: Extreme AnimalsO: Extreme AnimalsE: Extreme AnimalsB: Extreme AnimalsPaired SelectionsGenre: Trickster TaleTitles:A: "Hare and the Water"O: "Hare and the Water"E: "Hare and the Water"B: "Hare and the Water"LexilesA: 590LO: 830LE: 680LB: 890LAccess Complex Text (ACT)Reading/Writing Workshop: Prior KnowledgeLiterature Anthology: Purpose; Specific Vocabulary; Genre; Connection of Ideas; Sentence Structure; Prior KnowledgeLanguageVocabulary Words:camouflageddribblesextraordinarypoisonouspouncepredatorpreyvibrationsAdditional Domain Words: spinneretspedipalpsAdditional Academic Vocabulary:captionsanalyzeVocabulary Strategy: PrefixesPhonics/Spelling Skill:Phonics/Spelling Skill: r-Controlled Vowels /?r/ and /?r/Structural Analysis: Suffixes -ful and -lessFluency Skill: RateWritingUnit 2 Writing Focus: Informative TextUnit 2 Writing Products: Explanatory Essay; How-ToWriting Trait: Organization: Logical OrderGrammar Skill: Possessive NounsGrammar Mechanics: Apostrophes Write to Sources:Reading/Writing Workshop:Animal AdaptationsLit. Anthology:SpidersYour Turn Practice Bk:The BirdsGiraffes' AdaptationsWrite to Research:Write an OutlineWrite About Reading: Write an Analysis (analyze main ideas and details)Research & InquiryWeekly: Plant/Animal AdaptationHandwriting – Practice Spelling wordsTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share NetworkSee District Benchmark Assessment Plan & K-5 ELA Assessment Plan Common Assessment to Synthesize across textArticle 1: 2: on your reading, create an informational brochure that will help you in the event of a shark attack. L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. [12 lessons]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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [7 lessons]RF.4.3.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. [17 lessons]RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]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. [1 lesson]RL.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [3 lessons]RL.4.2 Determine the key details to identify theme in a story, drama, or poem from details in the text; summarize the text. [1 lesson]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). [4 lessons]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 a text. [4 lessons]RL.4.6 Compare and contrast the points of view from which different stories are narrated, including the difference between first- and third-person narrations. [9 lessons]RL.4.9 Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context and background knowledge) stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics. [5 lessons]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. [4 lessons]SL.4.1.a Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. [1 lesson]SL.4.1.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. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [1 lesson]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. [1 lesson]W.4.2.aIntroduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [1 lesson]W.4.2.b Develop the topic with facts, definitions, concrete details, text evidence, or other information and examples related to the topic. [1 lesson]W.4.2.c Link ideas within paragraphs and sections of information using words and phrases (e.g., another, for example, also, because). [1 lesson]W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. [7 lessons]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. [1 lesson]W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]W.4.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [6 lessons]Week 5Weekly Concept: Animals All AroundEssential Question: How are writers inspired by animals?ReadingLanguagePhonicsVocabularyGrammar and MechanicsWritingResearch and InquiryHandwritingTechnologyReadingInteractive Read AloudTitle: Animal HaikuGenre: HaikuStrategy: Ask and Answer QuestionsReading/Writing WorkshopComprehensionShort Texts: "Dog," "The Eagle," "Chimpanzee," "Rat"Lexile: NPGenre: Lyric Poetry and HaikuSkill: Point of View Literary Elements: Meter and RhymeLiterature AnthologySkill: Point of ViewMain SelectionsGenre: Lyric Poetry and HaikuTitles: "The Sandpiper," "Bat," "The Grasshopper Springs," "Fireflies at Dusk"Lexile: NPPaired SelectionsGenre: Lyric Poetry and HaikuTitles: "Fog", "White Cat Winter"Lexile: NPLeveled ReadersSkill: Point of ViewMain SelectionsGenre: Realistic FictionTitles:A: Putting on an ActO: The Big OneE: The Big OneB: Dolphin CovePaired SelectionsGenre: PoetryTitles:A: HaikuO: HaikuE: HaikuB: HaikuLexilesA: 620LO: 690LE: 530LB: 780LAccess Complex Text (ACT)Reading/Writing Workshop: Specific Vocabulary; OrganizationLiterature Anthology: Genre; Specific Vocabulary; PurposeLanguageVocabulary Words:brittlecreativedescriptiveoutstretchedPoetry Terms:metaphormeterrhymesimileAdditional Academic Vocabulary: plagiarismpresentationVocabulary Strategy: Figurative Language: Similes and MetaphorsPhonics/Spelling Skill:Phonics/Spelling Skill: SuffixesStructural Analysis: ContractionsFluency Skill: Expression and PhrasingWritingUnit 2 Writing Focus: Informative TextUnit 2 Writing Products: Explanatory Essay; How-ToWriting Trait: Word Choice: Precise LanguageGrammar Skill: Combining SentencesGrammar Mechanics: Phrases and Interjections Write to Sources:Reading/Writing Workshop:"Dog," "The Eagle," "Chimpanzee," "Rat"Lit. Anthology:The Sandpiper, Bat, The Grasshopper Springs, Fireflies at DuskYour Turn Practice Bk:The NautilusWrite to Research:Write a SummaryWrite About Reading: Write an Analysis (analyze poetic structure)Research & InquiryWeekly: Animals particular to different regionsUnit Level:Research Skill: Reliable SourcesUnit Project: Self-select and develop from options for unit research projects.Handwriting – Practice Spelling wordsTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share NetworkSee District Benchmark Assessment Plan & K-5 ELA Assessment PlanRF.4.4.a Read on-level text with purpose and understanding. [1 lesson]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [1 lesson]RI.4.10 By the end of the year, read and comprehend literary nonfiction at grade level text complexity or above, with scaffolding as needed. [4 lessons]RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text complexity or above, with scaffolding as needed.[1 lesson]SL.4.1.aExplicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. [1 lesson]SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [1 lesson]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. [2 lessons]W.4.2.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. [1 lesson]W.4.2.b Develop the topic with facts, definitions, concrete details, text evidence, or other information and examples related to the topic. [1 lesson]W.4.2.c Link ideas within paragraphs and sections of information using words and phrases (e.g., another, for example, also, because). [1 lesson]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. [2 lessons]W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]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. [2 lessons]Week 6Review and AssessReadingWritingResearch and InquiryTechnologyReadingReader’s Theatre: Focus on VocabularyFluency: Intonation, Phrasing, AccuracyLevel Up Accelerating ProgressWritingShare Your WritingPortfolio ChoiceResearch and InquiryBeginning ResearchUnit ProjectsPresentation of IdeasTechnologyReading DigitallyNotetakingSkimming and ScanningNavigating LinksGrade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share Network*Benchmark*See District Benchmark Assessment Plan & K-5 ELA Assessment Plan Gloucester Township Public SchoolsEnglish Language Arts Grade 4 –Unit 3: That's the Spirit!Time Frame: 6 WeeksDescription: The Big Idea: That's the Spirit!How can you show your community spirit? (Song: "My Country 'Tis of Thee")Unit 3 Comprehension Skills and Strategies: visualize, point of view, reread. Vocabulary Strategies: context clues: definitions, restatements, synonyms, antonyms, Greek & Latin Suffixes., Greek Roots Writing: sentence fluency, voice, word choice, organization, narrative writing.Unit OverviewReading StrategiesReading SkillsWritingVocabularyGrammar/MechanicsSpeaking/ListeningVisualizePoint of ViewSentence FluencySee Weekly Story for VocabularyAction VerbsFluency: Accuracy, Rate, and ProsodyRereadAuthor’s Point of ViewWord ChoiceVerb TensesPublishing CelebrationsIdeasMain and Helping VerbsOrganizationLinking VerbsVoiceIrregular VerbsStandardsTopicsActivitiesResourcesAssessmentL.4.1.d?Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).? [6 lessons] L.4.2.b?Use commas and quotation marks to mark direct speech and quotations from a text.? [5 lessons] L.4.2.d?Spell grade-appropriate words correctly, consulting references as needed.? [6 lessons] L.4.3.a?Choose words and phrases to convey ideas precisely.? [1 lesson] L.4.4.b?Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).? [1 lesson] L.4.5?Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.? [2 lessons] L.4.5.a?Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.? [9 lessons] 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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).? [8 lessons] RF.4.3.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.? [10 lessons] RF.4.4.a?Read on-level text with purpose and understanding.? [3 lessons] RF.4.4.b?Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.? [1 lesson] RI.4.7?Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.? [1 lesson] RL.4.1?Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.? [3 lessons] 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).? [15 lessons] RL.4.9?Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics.? [5 lessons] RL.4.10?By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text complexity or above, with scaffolding as needed. ? [1 lesson]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.? [4 lessons]SL.4.1.a?Explicitly draw on previously read text and other information known about the topic to explore ideas under discussion.? [1 lesson] SL.4.1.b?Follow agreed-upon rules for discussions and carry out assigned roles.? [1 lesson] SL.4.2?Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally).? [2 lessons] SL.4.3?Identify the reasons and evidence a speaker provides to support particular points.? [1 lesson] W.4.1.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.? [7 lessons] W.4.2.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.? [1 lesson] W.4.2.b?Develop the topic with facts, definitions, concrete details, text evidence, or other information and examples related to the topic.? [1 lesson] W.4.2.c?Link ideas within paragraphs and sections of information using words and phrases (e.g., another, for example, also, because).? [1 lesson] W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.? [1 lesson] W.4.2.e?Provide a conclusion related to the information or explanation presented.? [1 lesson] 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.? [1 lesson] W.4.7?Conduct short research projects that build knowledge through investigation of different aspects of a topic.? [1 lesson] W.4.9.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].”).? [1 lesson] Week 1: FriendshipEssential Question:. How can you make new friends feel welcome?ReadingLanguageVocabularyPhonics Grammar and MechanicsWriting Research and InquiryHandwritingTechnologyReadingInteractive Read AloudTitle: "Samson's Advice"Genre: FantasyStrategy: VisualizeReading/Writing prehensionShort Text: "At the Library"Lexile: 800LGenre: FantasyStrategy: VisualizeSkill: Point of ViewLiterature AnthologyStrategy: VisualizeSkill: Point of ViewMain SelectionGenre: FantasyTitle: The Cricket in Times SquareLexile: 780LPaired SelectionGenre: LegendTitle: "The Girl and the Chenoo"Lexile: 880LFluency Skill: ExpressionLeveled ReadersStrategy: Reread Strategy: VisualizeSkill: Point of ViewMain SelectionsGenre: FantasyTitles:A: A New Bear in the ForestO: Not from Around HereE: Not from Around HereB: Cara and the Sky KingdomPaired SelectionsGenre: LegendTitles:A: "The Beckoning Cat"O: "Kintaro, Friend of the Animals"E: "Kintaro, Friend of the Animals"B: "Robin Hood's Great Friend"LexilesA: 590LO: 650LE: 480LB: 780LAccess Complex Text (ACT)Reading/Writing Workshop: Connection of Ideas; GenreLiterature Anthology: Prior Knowledge; Connection of Ideas; Sentence Structure; Specific Vocabulary; PurposeLanguageVocabularyVocabulary Words:acquaintance, cautiously, complementary, jumble, logical, scornfully, scrounging, trustworthyAdditional Academic Vocabulary:primary source, secondary sourceVocabulary Strategy: Context Clues: Paragraph CluesPhonics/Spelling Skill: r-Controlled Vowels er, ir, and urStructural Analysis: Closed SyllablesWriting Trait: Sentence Fluency: TransitionsGrammar Skill: Action VerbsGrammar Mechanics: TitlesWrite to Sources:Reading/Writing Workshop:At the LibraryLit. Anthology:The Cricket in Times SquareYour Turn Practice Bk:The Oak Tree and the Tiny BirdA Perfect RoomWrite to Research:Write a DescriptionWrite About Reading: Write an Analysis (analyze point of view)Research Weekly: Important places in your communityUnit 3 Writing Focus: Opinion WritingUnit 3 Writing Products: Book Review; Opinion EssayHandwriting – Practice Spelling wordsTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share NetworkSee District Benchmark Assessment Plan & K-5 ELA Assessment PlanL.4.1.b?Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.? [6 lessons] L.4.2.d?Spell grade-appropriate words correctly, consulting references as needed.? [6 lessons] L.4.3.a?Choose words and phrases to convey ideas precisely.? [2 lessons] L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.? [19 lessons] L.4.5?Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.? [1 lesson] 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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).? [8 lessons] RF.4.3.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.? [10 lessons] RF.4.4.b?Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.? [2 lessons] RI.4.1?Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.? [1 lesson] RI.4.9?Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably.? [1 lesson] RL.4.1?Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.? [3 lessons] 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).? [8 lessons] 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 (e.g., Herculean).? [1 lesson] RL.4.6?Compare and contrast the points of view from which different stories are narrated, including the difference between first- and third-person narrations.? [8 lessons] RL.4.9?Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics.[4 lessons] RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text complexity or above, with scaffolding as needed.? [1 lesson] 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.? [4 lessons] SL.4.1.b?Follow agreed-upon rules for discussions and carry out assigned roles.? [1 lesson] SL.4.2?Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally).? [2 lessons] SL.4.3?Identify the reasons and evidence a speaker provides to support particular points.? [1 lesson] 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.? [2 lessons] SL.4.5?Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.? [1 lesson] W.4.1.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.? [1 lesson]W.4.1.d?Provide a conclusion related to the opinion presented.? [1 lesson] W.4.3.d?Use concrete words and phrases and sensory details to convey experiences and events precisely.? [7 lessons] W.4.5?With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.? [1 lesson] 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.? [1 lesson] W.4.9.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].”).? [1 lesson] W.4.10?Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.? [6 lessons]Week 2: Helping the CommunityEssential Question:In what ways can you help?ReadingLanguageVocabulary PhonicsGrammar and MechanicsWritingResearch and InquiryHandwritingTechnologyReadingInteractive Read AloudTitle: "Books"Genre: Historical FictionStrategy: VisualizeReading/Writing WorkshopComprehensionShort Text: "Remembering Hurricane Katrina"Lexile: 800LGenre: Realistic FictionStrategy: VisualizeSkill: Point of ViewLiterature AnthologyStrategy: VisualizeSkill: Point of ViewMain SelectionGenre: Realistic FictionTitle: AguinaldoLexile: 650LPaired SelectionGenre: Informational Text: ExpositoryTitle: "Partaking in Public Service"Lexile: 770LFluency Skill: ExpressionLeveled ReadersStrategy: VisualizeSkill: Point of ViewMain SelectionsGenre: Realistic FictionTitles:A: Playground BuddyO: Brick by BrickE: Brick by BrickB: Standing GuardPaired SelectionsGenre: Informational Text: ExpositoryTitles: A: "Making a Difference"O: "A Big Heart"E: "A Big Heart"B: "The Great Big Birthday Bash"LexilesA: 590LO: 690LE: 500LB: 760LAccess Complex Text (ACT)Reading/Writing Workshop: Specific Vocabulary, GenreLiterature Anthology Prior Knowledge; Sentence Structure; Genre; Connection of Ideas; Specific Vocabulary; OrganizationLanguageVocabulary assigned, generosity, gingerly, mature, organizations, residents, scattered, selectiveAdditional Academic Words: flashback, opinionVocabulary Strategy: Context Clues: Definitions and Restatements Phonics/Spelling Skill: Phonics/Spelling Skill: Words with Silent LettersStructural Analysis: Open SyllablesGrammar Skill: Verb TensesGrammar Mechanics: Subject Verb AgreementWritingWriting Trait: Word Choice: Strong WordsWrite to Sources:Reading/Writing Workshop:Remembering Hurricane KatrinaLit. Anthology:AguinaldoYour Turn Practice Bk:How Vera HelpedThe Bag ParadeWrite to Research:Persuasive WritingWrite About Reading: Write an Analysis (analyze point of view)Research & InquiryWeekly: Community Service ProjectsHandwriting – Practice Spelling wordsTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share NetworkSee District Benchmark Assessment Plan & K-5 ELA Assessment PlanL.4.1.c?Use modal auxiliaries (e.g., can, may, must) to convey various conditions.? [4 lessons] L.4.2?Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.? [2 lessons] L.4.2.d?Spell grade-appropriate words correctly, consulting references as needed.? [6 lessons] L.4.3.a?Choose words and phrases to convey ideas precisely.? [5 lessons] L.4.4.a?Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.? [5 lessons] L.4.4.b?Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).? [2 lessons] L.4.4.c?Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.? [1 lesson] L.4.5?Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.? [1 lesson] L.4.5.c?Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).? [11 lessons] 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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).? [8 lessons]?RF.4.3.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.? [6 lessons] ?RF.4.4.a Read on-level text with purpose and understanding.? [1 lesson] RF.4.4.b?Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.? [1 lesson] ?RF.4.4.c?Use context to confirm or self-correct word recognition and understanding, rereading as necessary.? [2 lessons] RI.4.1?Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.? [5 lessons] 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.? [2 lessons] 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.? [1 lesson] RI.4.7?Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.? [1 lesson] RI.4.8?Explain how an author uses reasons and evidence to support particular points in a text.? [13 lessons]?RI.4.9?Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably.? [5 lessons]?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.? [4 lessons] SL.4.1.a?Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.? [1 lesson] SL.4.1.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.? [1 lesson] SL.4.2?Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally).? [1 lesson] SL.4.3?Identify the reasons and evidence a speaker provides to support particular points.? [1 lesson] W.4.1.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.? [1 lesson] W.4.1.b?Provide reasons that are supported by facts from texts and/or other sources.? [6 lessons] W.4.1.d?Provide a conclusion related to the opinion presented.? [1 lesson] W.4.5?With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.? [1 lesson] ?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.? [2 lessons] ?W.4.7?Conduct short research projects that build knowledge through investigation of different aspects of a topic.? [1 lesson] ?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.? [1 lesson] ?W.4.9.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”).? [1 lesson] ?W.4.10?Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.? [5 lessons] Week 3: Liberty and JusticeEssential Question:How can one person make a difference? ReadingLanguageVocabularyPhonicsGrammar and MechanicsWritingResearch and InquiryHandwritingTechnologyReadingInteractive Read AloudTitle: "Nelson Mandela: Working for Freedom"Genre: Informational Text: BiographyStrategy: RereadReading/Writing WorkshopComprehensionShort Text: "Judy's Appalachia"Lexile: 830LGenre: Informational Text: BiographyStrategy: RereadSkill: Author's Point of ViewText Feature: Time lineLiterature AnthologyStrategy: RereadSkill: Author's Point of ViewMain SelectionGenre: Informational Text: BiographyTitle: Delivering Justice: W.W. Law and the Fight for Civil RightsLexile: 830LPaired SelectionGenre: Informational Text: AutobiographyTitle: "Keeping Freedom in the Family: Coming of Age in the Civil Rights Movement"Lexile: 940LFluency Skill: AccuracyLeveled ReadersStrategy: Skill: Author's Point of ViewMain SelectionsGenre: BiographyTitles:A: Jacob Riis: Champion of the PoorO: Jacob Riis: Champion of the PoorE: Jacob Riis: Champion of the PoorB: Jacob Riis: Champion of the PoorPaired SelectionsGenre: BiographyTitles:A: "The Fight for Equality"O: "The Fight for Equality"E: "The Fight for Equality"B: "The Fight for Equality"LexilesA: 610LO: 790LE: 650LB: 870LAccess Complex Text (ACT)Reading/Writing Workshop: Connection of Ideas; Specific VocabularyLiterature Anthology: Prior Knowledge; Purpose; Connection of Ideas; Specific Vocabulary; Organization; Sentence Structure; GenreLanguageVocabulary Vocabulary Words: boycott, encouragement, fulfill, injustice, mistreated, protest, qualified, registeredAdditional Domain Words: sit-in, civil rightsAdditional Academic Vocabulary: time line, evidenceVocabulary Strategy: Synonyms and Antonyms Phonics/Spelling Skill: Soft c and g Structural Analysis: Final e SyllablesGrammar Skill: Main and Helping VerbsGrammar Mechanics: Punctuation in ContractionsWritingWriting Trait: Ideas: Relevant EvidenceWrite to Sources:Reading/Writing Workshop:Judy's AppalachiaLit. Anthology:Delivering Justice: W.W. Law and the Fight for Civil RightsYour Turn Practice Bk:A Child's Fight for RightsTalia Leman and Write to Research: Write a TimelineWrite About Reading: Write an Analysis (analyze author's point of view) Research & InquiryWeekly: Person Who Has Made a DifferenceHandwriting – Practice Spelling WordsTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share NetworkSee District Benchmark Assessment Plan & K-5 ELA Assessment PlanL.4.2.d?Spell grade-appropriate words correctly, consulting references as needed.? [6 lessons] L.4.3.a?Choose words and phrases to convey ideas precisely.? [1 lesson] ?L.4.3.c?Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).? [1 lesson] ?L.4.4.a?Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.? [2 lessons] L.4.4.b?Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).? [13 lessons] ?L.4.5?Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.? [1 lesson] ?L.4.5.c?Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).? [1 lesson] ?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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).? [8 lessons] RF.4.3.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.? [10 lessons] ?RF.4.4.a?Read on-level text with purpose and understanding.? [1 lesson] ?RF.4.4.b?Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.? [2 lessons] ?RI.4.1?Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.? [6 lessons]?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.? [5 lessons] RI.4.8?Explain how an author uses reasons and evidence to support particular points in a text.? [13 lessons] ?RI.4.9? Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably.? [5 lessons] ?RI.4.10?By the end of the year, read and comprehend literary nonfiction at grade level text complexity or above, with scaffolding as needed. [2 lessons]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.? [4 lessons] ?SL.4.1.a?Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.? [4 lessons] ?SL.4.1.b?Follow agreed-upon rules for discussions and carry out assigned roles.? [1 lesson] SL.4.2?Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally).? [2 lessons]?SL.4.3?Identify the reasons and evidence a speaker provides to support particular points.? [1 lesson] 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.? [1 lesson] W.4.1.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.? [1 lesson] W.4.1.b?Provide reasons that are supported by facts from texts and/or other sources.? [1 lesson] W.4.1.c?Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).? [1 lesson] W.4.3.e?Provide a conclusion that follows from the narrated experiences or events.? [7 lessons] W.4.5?With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.? [1 lesson] 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.? [1 lesson] W.4.7?Conduct short research projects that build knowledge through investigation of different aspects of a topic.? [1 lesson] W.4.9.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”).? [1 lesson] W.4.10?Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.? [6 lessons] Week 4: Powerful WordsEssential Question:How can words lead to change?ReadingLanguagePhonicsVocabularyGrammar and MechanicsWritingResearch and InquiryHandwritingTechnologyReadingInteractive Read AloudTitle: "Bringing Words to the Deaf"Genre: Informational Text: BiographyStrategy: RereadReading/Writing WorkshopComprehensionShort Text: "Words for Change"Lexile: 820LGenre: Informational Text: BiographyStrategy: RereadSkill: Author's Point of ViewText Features: Captions; Primary SourcesLiterature AnthologyStrategy: RereadSkill: Author's Point of ViewMain SelectionGenre: Informational Text: BiographyTitle: Abe's Honest Words: The Life of Abraham LincolnLexile: 780LPaired SelectionGenre: Informational Text: SpeechTitle: "A New Birth of Freedom"Lexile: 1240LFluency Skill: ExpressionLeveled ReadersStrategy: RereadSkill: Author's Point of ViewMain SelectionsGenre: BiographyTitles:A: Nellie Bly: Reporter for the UnderdogO: Nellie Bly: Reporter for the UnderdogE: Nellie Bly: Reporter for the UnderdogB: Nellie Bly: Reporter for the UnderdogPaired SelectionsGenre: Informational Text: ExpositoryTitles:A: "Around the World"O: "Around the World"E: "Around the World"B: "Around the World"LexilesA: 680LO: 790LE: 730LB: 880LAccess Complex Text (ACT)Reading/Writing Workshop: Organization Purpose; Connection of IdeasLiterature Anthology: Prior Knowledge; Specific Vocabulary; Sentence Structure; Organization; Connection of Ideas; PurposeLanguageVocabularyVocabulary Words: address ,divided, haste, opposed, perish, proclamation,shatteredAdditional Domain Words: office, inaugural, federal, UnionAdditional Academic Words: evaluate, paraphraseVocabulary Strategy: Greek and Latin SuffixesPhonics/Spelling Skill: PluralsStructural Analysis: Suffixes -ment, -ness, -age, -ance, -ence Grammar Skill: Linking VerbsGrammar Mechanics: Subject-Verb AgreementWritingWriting Trait: Organization: Strong ConclusionsWrite to Sources:Reading/Writing Workshop:Words for ChangeLit. Anthology:Abe's Honest Words: The Life of Abraham LincolnYour Turn Practice Bk:A True DeclarationEncouraging ChangeWrite to Research: Write a sample letterWrite About Reading: Write an Analysis (analyze author's use of reasons and evidence)Research & InquiryWeekly: Characteristics of a Formal LetterUnit Level:Research Skill: Beginning ResearchUnit Project: Self-select and develop from options for unit research projectsHandwriting – Practice Spelling wordsTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share NetworkSee District Benchmark Assessment Plan & K-5 ELA Assessment PlanL.4.2.d?Spell grade-appropriate words correctly, consulting references as needed.? [6 lessons] L.4.3.a?Choose words and phrases to convey ideas precisely.? [1 lesson] L.4.4.b?Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).? [14 lessons] L.4.5?Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.? [1 lesson] 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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).? [8 lessons] RF.4.3.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.? [8 lessons] RF.4.4.a?Read on-level text with purpose and understanding.? [2 lessons] RF.4.4.b?Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.? [2 lessons] RI.4.1?Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.? [7 lessons] RI.4.2?Determine the main idea of a text and explain how it is supported by key details; summarize the text.? [4 lessons] 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.? [1 lesson] RI.4.7?Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.? [2 lessons] RI.4.8?Explain how an author uses reasons and evidence to support particular points in a text.? [12 lessons] RI.4.9?Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably.? [5 lessons] 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.? [4 lessons] SL.4.1.a?Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.? [1 lesson] SL.4.1.b?Follow agreed-upon rules for discussions and carry out assigned roles.? [1 lesson] SL.4.2?Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally).? [1 lesson] ?SL.4.3?Identify the reasons and evidence a speaker provides to support particular points.? [1 lesson] W.4.1.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.? [1 lesson] W.4.1.b Provide reasons that are supported by facts from texts and/or other sources.? [1 lesson] W.4.1.c?Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).? [1 lesson] W.4.4?Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.? [7 lessons] W.4.5?With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.? [1 lesson] 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.? [1 lesson] 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.? [1 lesson]?W.4.10?Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.? [6 lessons] Week 5: Feeding The WorldEssential Question:In what ways can advances in science be helpful or harmful?ReadingLanguagePhonicsVocabularyGrammar and MechanicsWritingResearch and InquiryHandwritingTechnologyReadingRead AloudTitle: "All About Organic"Genre: Informational Text: Persuasive ArticleStrategy: RereadReading/Writing Workshop ComprehensionShort Text: "Food Fight"Lexile: 870LGenre: Informational Text: Persuasive ArticleStrategy: RereadSkill: Author's Point of View Text Feature: MapsLiterature AnthologyStrategy: RereadSkill: Author's Point of View Main SelectionGenre: Informational Text: PersuasiveTitle: A New Kind of CornLexile: 880LPaired SelectionGenre: Informational Text: ProceduralTitle: "The Pick of the Patch"Lexile: 920LFluency Skill: RateLeveled ReadersSkill: Author's Point of View Main SelectionsGenre: Persuasive TextTitles:A: The Battle Against PestsO: The Battle Against PestsE: The Battle Against PestsB: The Battle Against PestsPaired SelectionsGenre: Procedural TextTitles:A: "Making an Organic Garden"O: "Making an Organic Garden"E: "Making an Organic Garden"B: "Making an Organic Garden"LexilesA: 750LO: 880LE: 770LB: 910LAccess Complex Text (ACT)Reading/Writing Workshop: Genre; Connection of IdeasLiterature Anthology: Sentence Structure; Specific VocabularyLanguageVocabularyVocabulary Words: advancements, agriculture, characteristics, concerns, disagreed, inherit, prevalent, resistanceAdditional Domain Words: gourdAdditional Academic Words: tone, audienceVocabulary Strategy: Greek RootsPhonics/Spelling Skill: Compound WordsStructural Analysis: Roots and Related WordsGrammar Skill: Irregular VerbsGrammar Mechanics: Correct Verb UsageWritingWriting Trait: Voice: Audience, Purpose Write to Sources:Reading/Writing Workshop:Food for FightLit. Anthology:A New Kind of CornYour Turn Practice Bk:Is Nuclear Energy Safe?Should We Use a Virus to Stop Fire Ants?Write to Research: Write a listWrite About Reading: Write an Analysis (reflect on text structure)Research & InquiryWeekly: InnovationUnit Level:Research Skill: Gathering InformationUnit Project: Self-select and develop from options for unit research projects.Handwriting – Practice spelling wordsTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share NetworkSee District Benchmark Assessment Plan & K-5 ELA Assessment PlanRF.4.4.a?Read on-level text with purpose and understanding.? [1 lesson] RF.4.4.b?Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.? [1 lesson] RF.4.4.c?Use context to confirm or self-correct word recognition and understanding, rereading as necessary.? [1 lesson] RI.4.7?Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.? [1 lesson] RI.4.10?By the end of the year, read and comprehend literary nonfiction at grade level text complexity or above, with scaffolding as needed.? [4 lessons] RL.4.10?By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text complexity or above, with scaffolding as needed.? [1 lesson] SL.4.1.b?Follow agreed-upon rules for discussions and carry out assigned roles.? [1 lesson]?SL.4.2?Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally).? [1 lesson] 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.? [3 lessons] W.4.1.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.? [1 lesson] ?W.4.1.b?Provide reasons that are supported by facts from texts and/or other sources.? [1 lesson] W.4.1.c?Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).? [1 lesson] W.4.5?With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.? [1 lesson] 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.? [2 lessons] W.4.7?Conduct short research projects that build knowledge through investigation of different aspects of a topic.? [2 lessons] 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.? [1 lessonWeek 6Review and AssessReadingWritingResearch and InquiryTechnologyReadingReader’s Theatre: Focus on VocabularyFluency: Accuracy, Rate, ProsodyLevel Up Accelerating ProgressWritingShare Your WritingPortfolio ChoiceGenre Writing: NarrativeResearch and InquiryGathering InformationUnit ProjectsPresentation of IdeasTechnologyReading DigitallyNotetakingEvaluate SourcesNavigating LinksGrade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share Network*Benchmark*See District Benchmark Assessment Plan & K-5 ELA Assessment PlanGloucester Township Public SchoolsEnglish Language Arts Grade 4 –Unit 4: Fact or Fiction?Time Frame: 6 WeeksDescription: The Big Idea: Fact or Fiction?How do different writers treat the same topic? (Nursery Rhyme: "Star Light, Star Bright")Unit 4 Comprehension Skills and Strategies: visualize, point of view, reread. Vocabulary Strategies: context clues: definitions, restatements, synonyms, antonyms, Greek & Latin Suffixes., Greek Roots Writing: ideas, voice, word choice, organization, sentence fluency, narrative writing.Unit OverviewReading Strategies Reading SkillsWritingVocabularyGrammar/MechanicsSpeaking/ListeningAsk and Answer QuestionsCause and EffectOrganizationSee weekly story for vocabulary wordsPronouns and AntecedentsFluency: Intonation, Phrasing, AccuracyMake PredictionsPoint of ViewIdeasTypes of PronounsPublishing CelebrationLiterary Elements: Stanzas and RepetitionThemeWord ChoicePronoun-Verb AgreementPossessive PronounsPronouns and HomophonesStandardsTopicsActivitiesResourcesAssessmentL.4.1.a?Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).? [5 lessons] L.4.2.d?Spell grade-appropriate words correctly, consulting references as needed.? [6 lessons] L.4.3.a?Choose words and phrases to convey ideas precisely.? [1 lesson] L.4.4.a?Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.? [7 lessons]?L.4.4.b?Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).? [12 lessons] L.4.4.c?Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.? [1 lesson]?L.4.5.c?Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).? [2 lessons] 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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).? [6 lessons] RF.4.3.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.? [10 lessons] RF.4.4.a?Read on-level text with purpose and understanding.? [3 lessons] RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.? [1 lesson] RI.4.1?Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.? [5 lessons] 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.? [2 lessons] 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.? [13 lessons] RI.4.8?Explain how an author uses reasons and evidence to support particular points in a text.? [5 lessons] RI.4.9?Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably.? [5 lessons] RI.4.10?By the end of the year, read and comprehend literary nonfiction at grade level text complexity or above, with scaffolding as needed.? [1 lesson] 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.? [4 lessons] SL.4.1.a?Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.? [1 lesson] SL.4.1.b?Follow agreed-upon rules for discussions and carry out assigned roles.? [1 lesson] SL.4.2?Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally).? [2 lessons] SL.4.3?Identify the reasons and evidence a speaker provides to support particular points.? [1 lesson] 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.? [1 lesson] W.4.2.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.? [7 lessons] W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.? [1 lesson] W.4.3.b?Use dialogue and description to develop experiences and events or show the responses of characters to situations.? [1 lesson] W.4.3.c?Use a variety of transitional words and phrases to manage the sequence of events.? [1 lesson] W.4.3.d?Use concrete words and phrases and sensory details to convey experiences and events precisely.? [1 lesson] W.4.3.e?Provide a conclusion that follows from the narrated experiences or events.? [1 lesson] W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.? [1 lesson] 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.? [1 lesson] 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.? [1 lesson] ?W.4.9?Draw evidence from literary or informational texts to support analysis, reflection, and research.? [1 lesson] W.4.10?Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.? [6 lessons] Week 1: Our GovernmentEssential Question:. Why do we need government?ReadingLanguageVocabularyPhonics Grammar and MechanicsWriting Research and InquiryHandwritingTechnologyReadingInteractive Read AloudTitle: "Speaking Out Against Child Labor"Genre: Informational Text: Narrative NonfictionStrategy: Ask and Answer QuestionsReading/Writing prehensionShort Text: "A World Without Rules"Lexile: 830LGenre: Informational Text: Narrative NonfictionStrategy: Ask and Answer QuestionsSkill: Text Structure: Cause and Effect Text Features: Boldface Words; PronunciationsLiterature AnthologyStrategy: Ask and Answer QuestionsSkill: Text Structure: Cause and Effect Main SelectionGenre: Informational Text: Narrative NonfictionTitle: See How They RunLexile: 870LPaired SelectionGenre: Informational Text: ExpositoryTitle: "The Birth of American Democracy"Lexile: 830LFluency Skill: Phrasing and RateLeveled ReadersSkill: Text Structure: Cause and EffectMain SelectionsGenre: Narrative NonfictionTitles:A: A Day in the SenateO: A Day in the SenateE: A Day in the SenateB: A Day in the SenatePaired Selections:Genre: Informational Text: ExpositoryTitles:A: "A New President Takes Office"O: "A New President Takes Office"E: "A New President Takes Office"B: "A New President Takes Office"LexilesA: 680LO: 820LE: 800LB: 890LAccess Complex Text (ACT) Reading/Writing Workshop: Connection of Ideas; PurposeLiterature Anthology: Prior Knowledge; Connection of Ideas; Sentence Structure; Specific Vocabulary; Purpose, OrganizationLanguageVocabularyVocabulary Words:amendments, commitment, compromise, democracy, eventually, legislation, privilege, versionAdditional Academic Vocabulary:ballots, talliesAdditional Academic Vocabulary:signal clues, narrative nonfictionVocabulary Strategy: Latin Roots Phonics/Spelling Skill: - Inflectional Endings Structural Analysis: Vowel Team SyllablesWriting Trait: Organization: Strong ParagraphsGrammar Skill: Pronouns and AntecedentsGrammar Mechanics: Pronoun Capitalization and Clarity Write to Sources:Reading/Writing Workshop:A World Without RulesLit. Anthology:See How They RunYour Turn Practice Bk:We the PeopleAn Interview with a State RepresentativeWrite to Research:Write a Research NotesWrite About Reading: Write an Analysis (analyze a text structure)Research Weekly: State ConstitutionUnit 4 Writing Focus: Narrative Text/PoetryUnit 4 Writing Products: Friendly Letter; PoetryHandwriting – Practice Spelling wordsTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share NetworkSee District Benchmark Assessment Plan & K-5 ELA Assessment PlanL.4.2.d?Spell grade-appropriate words correctly, consulting references as needed.? [6 lessons] L.4.3.a?Choose words and phrases to convey ideas precisely.? [1 lesson] L.4.4.a?Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.? [8 lessons] L.4.4.b?Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).? [2 lessons] L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs.? [11 lessons] 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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).? [7 lessons] RF.4.3.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.? [10 lessons] RF.4.4.a?Read on-level text with purpose and understanding.? [2 lessons] RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.? [1 lesson] RI.4.1?Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.? [1 lesson] RL.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.? [9 lessons] 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 literature [1 lesson] RL.4.6?Compare and contrast the points of view from which different stories are narrated, including the difference between first- and third-person narrations.? [13 lessons] ?RL.4.7 Make connections between specific descriptions and directions in a text and a visual or oral representation of the text.? [1 lesson] ?RL.4.9?Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics.? [5 lessons] ?RL.4.10?By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text complexity or above, with scaffolding as needed.? [1 lesson] 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.? [4 lessons] SL.4.1.a?Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.? [1 lesson] SL.4.1.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.? [1 lesson] SL.4.2?Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally).? [2 lessons] ?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.? [1 lesson] SL.4.5?Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.? [1 lesson] ?W.4.3.a?Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.? [1 lesson] ?W.4.3.b?Use dialogue and description to develop experiences and events or show the responses of characters to situations.? [8 lessons] W.4.3.c?Use a variety of transitional words and phrases to manage the sequence of events.? [1 lesson] ?W.4.3.d?Use concrete words and phrases and sensory details to convey experiences and events precisely.? [1 lesson] ?W.4.3.e?Provide a conclusion that follows from the narrated experiences or events.? [1 lesson] ?W.4.5?With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.? [1 lesson] ?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.? [1 lesson] ?W.4.9.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].”).? [1 lesson] ?W.4.10?Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.? [6 lessons] Week 2: LeadershipEssential Question:Why do people run for public office?ReadingLanguageVocabulary PhonicsGrammar and MechanicsWritingResearch and InquiryHandwritingTechnologyReadingInteractive Read AloudTitle: "Elephant Versus Monkey"Genre: FantasyStrategy: Make, Confirm, or Revise PredictionsReading/Writing WorkshopComprehensionShort Text: "The Time Specs 3000"Lexile: 910LGenre: FantasyStrategy: Make, Confirm, or Revise PredictionsSkill: Point of ViewLiterature AnthologyStrategy: Make, Confirm, or Revise PredictionsSkill: Point of ViewMain SelectionGenre: FantasyTitle: LaRue for MayorLexile: 890LPaired SelectionGenre: Informational Text: ExpositoryTitles: "Bringing Government Home: Understanding State and Local Government"Lexile: 900LFluency Skill: Phrasing and ExpressionLeveled ReadersStrategy: Make, Confirm, or Revise PredictionsSkill: Point of ViewMain SelectionsGenre: FantasyTitles:A: Floozle DreamsO: The Wolves of YellowstoneE: The Wolves of YellowstoneB: KrillvillePaired SelectionsGenre: Informational Text: ExpositoryTitles:A: "The Job of a Governor"O: "Who Wants to Be Mayor?"E: "Who Wants to Be Mayor?"B: "Running a Town"LexilesA: 670LO: 740LE: 610LB: 810LAccess Complex Text (ACT)Reading/Writing Workshop: Genre, Connection of IdeasLiterature Anthology: Purpose; Specific Vocabulary; Organization; Prior Knowledge; Sentence Structure; Connection of Ideas; GenreLanguageVocabulary accompanies, campaign, governor, intend, opponent, overwhelming, tolerate, weary, Additional Academic Words: political, persuasive techniquesVocabulary Strategy: Figurative Language: Idioms Phonics/Spelling Skill: Inflectional Endings: Changing y to I Structural Analysis: r-Controlled Vowel SyllablesGrammar Skill: Types of PronounsGrammar Mechanics: Subject and Object PronounsWritingWriting Trait: Ideas: Develop CharacterWrite to Sources:Reading/Writing Workshop:The TimeSpecs 3000Lit. Anthology:LaRue for MayorYour Turn Practice Bk:The Sheep in the WildernessThe Aurora's First MissionWrite to Research:Draft a PlanWrite About Reading: Write an Analysis (analyze point of view)Research & InquiryWeekly: Political CampaignsHandwriting – Practice Spelling wordsTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share NetworkSee District Benchmark Assessment Plan & K-5 ELA Assessment PlanL.4.2.b?Use commas and quotation marks to mark direct speech and quotations from a text.? [5 lessons] L.4.2.d?Spell grade-appropriate words correctly, consulting references as needed.? [6 lessons] L.4.3.a?Choose words and phrases to convey ideas precisely.? [2 lessons] L.4.4.a?Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.? [7 lessons] L.4.4.b?Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).? [2 lessons] L.4.4.c?Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.? [1 lesson] L.4.5.c?Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).? [9 lessons]?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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).? [7 lessons] RF.4.3.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.? [10 lessons] ?RF.4.4.a Read on-level text with purpose and understanding.? [3 lessons] RF.4.4.b?Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.? [2 lessons] RI.4.1?Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.? [1 lesson] RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.? [1 lesson] RL.4.1?Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.? [10 lessons] 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.? [13 lessons] RL.4.9?Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics. [5 lessons] RL.4.10?By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text complexity or above, with scaffolding as needed. [1 lesson] 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.? [4 lessons] ?SL.4.1.a?Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.? [1 lesson]?SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles.? [1 lesson] SL.4.2?Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally).? [1 lesson]?SL.4.3?Identify the reasons and evidence a speaker provides to support particular points.? [1 lesson]?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.? [1 lesson]?W.4.3.a?Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.? [8 lessons]?W.4.3.b?Use dialogue and description to develop experiences and events or show the responses of characters to situations.? [7 lessons]?W.4.3.c?Use a variety of transitional words and phrases to manage the sequence of events.? [1 lesson] ?W.4.3.d?Use concrete words and phrases and sensory details to convey experiences and events precisely.? [1 lesson] ?W.4.3.e?Provide a conclusion that follows from the narrated experiences or events.? [1 lesson] ?W.4.5?With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.? [2 lessons] ?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.? [1 lesson] ?W.4.9.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].”).? [1 lesson] Week 3: BreakthroughsEssential Question:How do inventions and technology affect your life? ReadingLanguageVocabularyPhonicsGrammar and MechanicsWritingResearch and InquiryHandwritingTechnologyReadingInteractive Read AloudTitle: "Good-bye Icebox!"Genre: Historical FictionStrategy: Make, Confirm, or Revise PredictionsReading/Writing WorkshopComprehensionShort Text: "A Telephone Mix-Up"Lexile: 950LGenre: Historical FictionStrategy: Make, Confirm, or Revise PredictionsSkill: Point of ViewLiterature AnthologyStrategy: Make, Confirm, or Revise PredictionsSkill: Point of ViewMain SelectionGenre: Historical FictionTitle: The Moon Over StarLexile: 860LPaired SelectionGenre: Informational Text: ExpositoryTitle: "3 … 2 … 1 We Have Spin-Off!"Lexile: 900LFluency Skill: ExpressionLeveled ReadersStrategy: Make, Confirm, or Revise PredictionsSkill: Point of ViewMain SelectionsGenre: Historical FictionTitles:A: Ron's RadioO: The Freedom MachineE: The Freedom MachineB: A Better WayPaired SelectionsGenre: Informational Text: ExpositoryTitles:A: "Roosevelt's Fireside Chats"O: "The Interstate Highway System"E: "The Interstate Highway System"B: "A History of Washing Technology"LexilesA: 620LO: 690LE: 540LB: 790LAccess Complex Text (ACT)Reading/Writing Workshop: Specific Vocabulary, OrganizationLiterature Anthology: Genre; Sentence Structure; Specific Vocabulary; Prior Knowledge; Connection of Ideas; Purpose; OrganizationLanguageVocabulary Vocabulary Words: decade, directing, engineering, gleaming, scouted, squirmed, technology, tinkeringAdditional Domain Words: launch, ignition sequence, liftoffAdditional Academic Vocabulary: Formal language, third personVocabulary Strategy: Context Clues: SynonymsPhonics/Spelling Skill: Words with /ü/, /ū/, and /?/Structural Analysis: Consonant + le SyllablesGrammar Skill: Pronoun- Verb AgreementGrammar Mechanics: Punctuation in DialogueWritingWriting Trait: Ideas: Develop PlotWrite to Sources:Reading/Writing WorkshopA Telephone Mix-UpLit. Anthology:The Moon Over StarYour Turn Practice Bk:Leonardo's Mechanical KnightStarting Work on the Brooklyn BridgeWrite to Research: Write a DescriptionWrite About Reading: Write an Analysis (reflect on point of view) Research & InquiryWeekly: Plastics and their ImpactHandwriting – Practice Spelling wordsTest Preparation – lessonplans/statelessonTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share NetworkSee District Benchmark Assessment Plan & K-5 ELA Assessment PlanL.4.1.g?Correctly use frequently confused words (e.g., to, too, two; there, their).? [5 lessons] L.4.2.d?Spell grade-appropriate words correctly, consulting references as needed.? [6 lessons] L.4.3.a?Choose words and phrases to convey ideas precisely.? [1 lesson] L.4.4.a?Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.? [17 lessons]?L.4.4.b?Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).? [4 lessons] 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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).? [7 lessons]?RF.4.3.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.? [8 lessons] RF.4.4.a?Read on-level text with purpose and understanding.? [2 lessons] RF.4.4.c?Use context to confirm or self-correct word recognition and understanding, rereading as necessary.? [2 lessons]?RI.4.1?Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.? [7 lessons]?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.? [2 lessons]?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.? [1 lesson]?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.? [13 lessons]?RI.4.7?Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.? [1 lesson] RI.4.9?Integrate and reflect on (e.g practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably.? [5 lessons]?RI.4.10?By the end of the year, read and comprehend literary nonfiction at grade level text complexity or above, with scaffolding as needed. [1 lesson] RL.4.1?Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.? [1 lesson] 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.? [4 lessons] SL.4.1.a?Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.[1 lesson]?SL.4.1.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.? [1 lesson]?SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally).? [2 lessons]?SL.4.3?Identify the reasons and evidence a speaker provides to support particular points.? [1 lesson] SL.4.5?Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.? [1 lesson]?W.4.3.d?Use concrete words and phrases and sensory details to convey experiences and events precisely.? [8 lessons] W.4.4?Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.? [1 lesson] W.4.5?With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.? [1 lesson] 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.? [1 lesson] W.4.7?Conduct short research projects that build knowledge through investigation of different aspects of a topic.? [1 lesson] Week 4: Wonders in the SkyEssential Question:How can you explain what you see in the sky?ReadingLanguagePhonicsVocabularyGrammar and MechanicsWritingResearch and InquiryHandwritingTechnologyReadingInteractive Read AloudTitle: "Pictures in the Sky"Genre: Informational Text: ExpositoryStrategy: Ask and Answer QuestionsReading/Writing WorkshopComprehensionShort Text: "Wonders of the Night Sky"Lexile: 880LGenre: Informational Text: ExpositoryStrategy: Ask and Answer QuestionsSkill: Text Structure: Cause and Effect Text Features: Diagrams; Boldface Words; PronunciationsLiterature AnthologyStrategy: Ask and Answer QuestionsSkill: Text Structure: Cause and EffectMain SelectionGenre: Informational Text: ExpositoryTitle: Why Does the Moon Change Shape?Lexile: 900LPaired SelectionGenre: MythsTitles: “Why the Sun Travels Across the Sky” (Helios); “Why There Is Thunder and Lightning” (Thor)Lexile: 910LFluency Skill: AccuracyLeveled ReadersStrategy: Ask and Answer QuestionsSkill: Text Structure: Cause and EffectMain SelectionsGenre: Informational Text: ExpositoryTitles:A: StargazingO: StargazingE: StargazingB: StargazingPaired SelectionsGenre: MythTitles:A: "Orion the Hunter"O: "Orion the Hunter"E: "Orion the Hunter"B: "Orion the Hunter"LexilesA: 650LO: 450LE: 360LB: 860LAccess Complex Text (ACT)Reading/Writing Workshop: Connection of Ideas; OrganizationLiterature Anthology: Genre; Organization; Specific Vocabulary; Connection of Ideas; Prior KnowledgeLanguageVocabularyVocabulary Words: astronomer, crescent, phases, rotates, series, sliver, specific, telescope Additional Domain Words: asteroid, dwarf planet, cometAdditional Academic Words: simile, personificationVocabulary Strategy: Context Clues: Paragraph CluesPhonics/Spelling Skill: Diphthongs /oi/ and /ou/Structural Analysis: Greek and Latin RootsGrammar Skill: Possessive PronounsGrammar Mechanics: Possessive Nouns and PronounsWritingWriting Trait: Word Choice; Figurative LanguageWrite to Sources:Reading/Writing Workshop:Wonders of the Night SkyLit. Anthology:Why Does the Moon Change Shape?Your Turn Practice Bk:Stars: Lights in the Night SkyHow Rainbows WorkWrite to Research: Write a planWrite About Reading: Write an Analysis (analyze themes, topics, events)Research & InquiryWeekly: EclipsesHandwriting – Practice Spelling wordsTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share NetworkSee District Benchmark Assessment Plan & K-5 ELA Assessment Plan L.4.1.g?Correctly use frequently confused words (e.g., to, too, two; there, their).? [9 lessons] L.4.2.d?Spell grade-appropriate words correctly, consulting references as needed.? [6 lessons] L.4.3.a?Choose words and phrases to convey ideas precisely.? [1 lesson] L.4.4.a?Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.? [7 lessons]?L.4.4.b?Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).? [1 lesson] L.4.4.c?Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.? [2 lessons] L.4.5?Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.? [1 lesson] L.4.5.a?Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.? [1 lesson] L.4.5.b?Recognize and explain the meaning of common idioms, adages, and proverbs.? [1 lesson] L.4.5.c?Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).? [1 lesson] 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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).? [7 lessons] RF.4.3?Know and apply grade-level phonics and word analysis skills in decoding words.? [1 lesson] RF.4.3.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.? [6 lessons] RF.4.4.a?Read on-level text with purpose and understanding.? [2 lessons] RF.4.4.b?Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.? [2 lessons] RI.4.7?Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.? [1 lesson] RL.4.1?Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.? [3 lessons] RL.4.2?Determine the key details to identify theme in a story, drama, or poem from details in the text; summarize the text.? [13 lessons] 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).? [1 lesson]?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 a text.? [3 lessons] RL.4.9?Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics.[5 lessons] 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.? [4 lessons] SL.4.1.a?Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.[1 lesson] SL.4.1.b?Follow agreed-upon rules for discussions and carry out assigned roles.? [1 lesson]?SL.4.2?Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally).? [1 lesson]?SL.4.3?Identify the reasons and evidence a speaker provides to support particular points.? [1 lesson]?W.4.3.d?Use concrete words and phrases and sensory details to convey experiences and events precisely.? [8 lessons]?W.4.4?Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.? [1 lesson] W.4.5?With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.? [1 lesson] ?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.? [1 lesson] Week 5: AchievementsEssential Question:How do writers look at success in different ways?ReadingLanguagePhonicsVocabularyGrammar and MechanicsWritingResearch and InquiryHandwritingTechnologyReadingRead AloudTitle: "Sam's Box"Genre: Narrative PoemStrategy: VisualizeReading/Writing Workshop ComprehensionShort Texts: "Sing to Me," "The Climb"Lexile: NPGenre: Narrative PoemSkill: ThemeLiterary Elements: Stanza; RepetitionLiterature AnthologySkill: ThemeMain SelectionGenre: Narrative PoemTitles: "Swimming to the Rock," "The Moondust Footprint"Lexile: NPPaired SelectionGenre: Narrative PoemTitles: "Genius," "Winner"Lexile: NPFluency Skill: RateLeveled ReadersSkill: ThemeMain SelectionsGenre: Realistic FictionTitles:A: Try, Try AgainO: The Math-leteE: The Math-leteB: The FinalPaired SelectionsGenre: PoetryTitles:A: "Sunlight Sparkling on Chrome"O: "Cross-Country Race"E: "Cross-Country Race"B: "Talent Show"LexilesA: 600LO: 740LE: 510LB: 800LAccess Complex Text (ACT)Reading/ Writing Workshop: Specific Vocabulary; GenreLiterature Anthology: Sentence Structure; OrganizationLanguageVocabularyVocabulary Words: attain, dangling, hovering, triumph, connotation, denotation, repetition, stanzaAdditional Academic Words: sensory, analysisVocabulary Strategy: Connotation, DenotationPhonics/Spelling Skill: Variant Vowel /?/Structural Analysis: Frequently Confused WordsGrammar Skill: Pronouns and HomophonesGrammar Mechanics: Contractions and PossessivesWritingWriting Trait: Word Choice: Sensory Language Write to Sources:Reading/Writing Workshop:"Sing to Me," "The Climb"Lit. Anthology:Swimming to the Rock, The Moondust FootprintYour Turn Practice Bk:The Principal's OfficeWrite to Research: Write an analysisWrite About Reading: Write an Analysis analyze poetic structure)Research & InquiryWeekly: Weekly: Poets and their Use of LanguageUnit Level:Research Skill: Relevant FactsUnit Project: Self-select and develop from options for unit research projects.Handwriting – Practice Spelling wordsTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share NetworkSee District Benchmark Assessment Plan & K-5 ELA Assessment PlanRF.4.4.a?Read on-level text with purpose and understanding.? [1 lesson] RF.4.4.b?Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.? [1 lesson] RF.4.4.c?Use context to confirm or self-correct word recognition and understanding, rereading as necessary.? [1 lesson] RI.4.7?Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.? [1 lesson]RI.4.10?By the end of the year, read and comprehend literary nonfiction at grade level text complexity or above, with scaffolding as needed. [4 lessons] RL.4.10?By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text complexity or above, with scaffolding as needed.? [1 lesson] SL.4.1.b?Follow agreed-upon rules for discussions and carry out assigned roles.? [1 lesson] SL.4.2?Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally).? [1 lesson] 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.? [3 lessons] W.4.3.d?Use concrete words and phrases and sensory details to convey experiences and events precisely.? [1 lesson] W.4.4?Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.? [1 lesson] W.4.5?With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.? [1 lesson] 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.? [2 lessons] W.4.7?Conduct short research projects that build knowledge through investigation of different aspects of a topic.? [2 lessons] 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.? [1 lesson] Week 6Review and AssessReadingWritingResearch and InquiryTechnologyReadingReader’s Theatre: Focus on VocabularyFluency: Intonation, Phrasing, AccuracyLevel Up Accelerating ProgressWritingShare Your WritingPortfolio ChoiceGenre Writing: Narrative PoetryResearch and InquiryRelevant FactsUnit ProjectsPresentation of IdeasTechnologyReading DigitallyNotetakingSkimming and ScanningNavigating LinksGrade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share Network*Benchmark*See District Benchmark Assessment Plan & K-5 ELA Assessment PlanGloucester Township Public SchoolsEnglish Language Arts Grade 4 –Unit 5: Figure It OutTime Frame: 6 WeeksDescription: Figure It Out What helps you understand the world around you? (Myth: "Persephone")Unit 5 focuses on vocabulary, comprehension, phonics, and fluency. Students practice narratives: autobiographical sketch and personal narratives.Unit OverviewReading StrategiesReading SkillsWritingVocabularyGrammar/MechanicsSpeaking/ListeningVisualizeProblem and SolutionOrganizationSee weekly story for vocabulary wordsAdjectivesFluency: Intonation, Phrasing, AccuracySummarizeCause and EffectSentence FluencyArticlesPublishing CelebrationsSequenceVoiceAdjectives that CompareComparing with More and MostComparing with Good and BadStandardsTopicsActivitiesResourcesAssessmentL.4.1.d Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). [6 lessons]L.4.2.b Use commas and quotation marks to mark direct speech and quotations from a text. [5 lessons]L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [1 lesson]L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [2 lessons]L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. [9 lessons]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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [8 lessons]RF.4.3.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. [10 lessons]RF.4.4.a Read on-level text with purpose and understanding. [3 lessons]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [1 lesson]RL.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [3 lessons]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). [15 lessons]RL.4.9 Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics. [5 lessons]RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text complexity or above, with scaffolding as needed. [1 lesson]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. [4 lessons]SL.4.1.aExplicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. [1 lesson]SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [2 lessons]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]W.4.1.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. [7 lessons]W.4.2.aIntroduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [1 lesson]W.4.2.b Develop the topic with facts, definitions, concrete details, text evidence, or other information and examples related to the topic. [1 lesson]W.4.2.c Link ideas within paragraphs and sections of information using words and phrases (e.g., another, for example, also, because). [1 lesson]W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. [1 lesson]W.4.2.e Provide a conclusion related to the information or explanation presented. [1 lesson]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. [1 lesson]W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]W.4.9.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].”). [1 lesson]Week 1Weekly Concept: Making It HappenEssential Question: In what ways do people show they care about each other?ReadingLanguageVocabularyPhonics Grammar and MechanicsWriting Research and InquiryHandwritingTechnologyReadingInteractive Read AloudTitle: A Special Birthday HugGenre: Realistic FictionStrategy: VisualizeReading/Writing WorkshopComprehensionShort Text: Sadie's GameLexile: 850LGenre: Realistic FictionStrategy: VisualizeSkill: Character, Setting, Plot: Problem and SolutionLiterature Anthology Strategy: VisualizeSkill: Character, Setting, Plot: Problem and SolutionMain SelectionGenre: Realistic FictionTitle: Mama, I'll Give You the WorldLexile: 970L Leveled ReadersStrategy: VisualizeSkill: Character, Setting, Plot: Problem and SolutionMain SelectionsGenre: Realistic FictionA: Saving Stolen TreasureO: The Perfect PresentE: The Perfect PresentB: First EditionPaired SelectionsGenre: Realistic FictionA: Miguel's Amazing Shyness CureO: Fly Me to the MoonE: Fly Me to the MoonB: Magnolia LeavesLexiles:A: 560LO: 690LE: 560LB: 750LAccess Complex Text (ACT)Reading/Writing Workshop: Connection of Ideas; Specific VocabularyLiterature Anthology: Prior Knowledge; Sentence Structure; Connection of Ideas; Organization; Specific Vocabulary VocabularyVocabulary Words:bouquet, emotion, encircleexpress, fussy, portraits, sparkleswhirlAdditional Academic Words:foreshadowing, metaphorVocabulary Strategy: Figurative Language: Similes and MetaphorsPhonicsPhonics/Spelling Skill: Closed Syllables Structural Analysis: Latin Prefixes Fluency Fluency Skill: Expression WritingWriting Trait: Organization: Strong OpeningsGrammar Skill: AdjectivesGrammar Mechanics: PunctuationWrite to Sources:Reading/Writing Workshop:Sadie's GameLit. Anthology:Mama, I'll Give You the WorldYour Turn Practice Bk:The Stray Dog,A Change of HeartWrite to Research:Persuasive WritingWrite About Reading: Write an Analysis (analyze character, setting, plot)Unit 5 Writing Focus: Informational/ Explanatory- Newspaper Article Unit 5 Writing Products: Newspaper Article, Newspaper, Friendly Letter; Poetry ResearchWeekly: Aid OrganizationsHandwriting – Practice Spelling wordsTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share NetworkSee District Benchmark Assessment Plan & K-5 ELA Assessment PlanL.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [5 lessons]L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [15 lessons]L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [1 lesson]L.4.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. [1 lesson]L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. [1 lesson]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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [8 lessons]RF.4.3.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. [11 lessons]RF.4.4.a Read on-level text with purpose and understanding. [3 lessons]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]RI.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [1 lesson]RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [1 lesson]RL.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [2 lessons]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). [14 lessons]RL.4.9 Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context, background knowledge) stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics. [5 lessons]RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text complexity or above, with scaffolding as needed. [1 lesson]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. [4 lessons]SL.4.1.aExplicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.[1 lesson]SL.4.1.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. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [1 lesson]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]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. [1 lesson]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. [1 lesson]W.4.1.c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). [6 lessons]W.4.2.aIntroduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [1 lesson]W.4.2.b Develop the topic with facts, definitions, concrete details, text evidence, or other information and examples related to the topic. [1 lesson]W.4.2.c Link ideas within paragraphs and sections of information using words and phrases (e.g., another, for example, also, because). [1 lesson]W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. [1 lesson]W.4.2.e Provide a conclusion related to the information or explanation presented. [1 lesson]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. [1 lesson]W.4.9.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].”). [1 lesson]W.4.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]Week 2: On the MoveEssential Question:What are some reasons people moved west?ReadingLanguageVocabulary PhonicsGrammar and MechanicsWritingResearch and InquiryHandwritingTechnology ReadingInteractive Read AloudTitle: Horse-Tamer Hattie Heads West Genre: Tall TaleStrategy: VisualizeReading/Writing WorkshopComprehensionShort Text: My Big Brother, Johnny KawLexile: 850LGenre: Tall TaleStrategy: VisualizeSkill: Character, Setting, Plot: Cause and EffectLiterature AnthologyStrategy: VisualizeSkill: Character, Setting, Plot: Cause and EffectMain SelectionTitle: Apples to OregonGenre: Tall TaleLexile: 840LPaired SelectionTitle: Westward Bound: Settling the American WestGenre: InformationalText: ExpositoryLexile: 830LLeveled ReadersStrategy: VisualizeSkill: Character, Setting, Plot: Cause and EffectMain SelectionsGenre: Tall TaleA: The Adventures of Sal FinkO: The Great Man of NebraskaE: The Great Man of NebraskaB: The Tale of John HenryPaired SelectionsGenre: Informational Text: ExpositoryA: Traveling on the MississippiO: Westward HoE: Westward HoB: The Transcontinental RailroadLexiles:A:650LO:730LE:650LB:800LAccess Complex Text (ACT)Reading/Writing Workshop: Connection of Ideas; GenreLiterature Anthology: Genre; Purpose; Specific Vocabulary; Connection of Ideas; Prior KnowledgeLanguageVocabularyVocabulary Words: plunging, prospector, scoffed, settlement, shrivel, territories, topple, witheredAdditional Academic Words: hyperbole appositiveVocabulary Strategy: HomographsPhonics/Spelling Skill: Open SyllablesStructural Analysis: Irregular Plurals FluencyFluency Skill: Intonation and Phrasing WritingWriting Trait: Sentence Fluency: Vary Sentence TypesGrammar Skill: ArticlesGrammar Mechanics: Articles and Demonstrative AdjectivesWrite to Sources: Reading/Writing Workshop: My Big Brother, Johnny KawLit. Anthology: Apples to OregonYour Turn Practice Bk: Working on the WeatherThe Mighty John HenryWrite to Research:Write a ListWrite About Reading: Write an Analysis (reflect on character, setting, plot)Research Weekly: Oregon TrailHandwriting – Practice Spelling wordsTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share NetworkSee District Benchmark Assessment Plan & K-5 ELA Assessment PlanL.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [4 lessons]L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [14 lessons]L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs. [1 lesson]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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [7 lessons]RF.4.3.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. [9 lessons]RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [2 lessons]RI.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [3 lessons]RI.4.2Determine the main idea of a text and explain how it is supported by key details; summarize the text. [6 lessons]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. [1 lesson]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. [1 lesson]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. [11 lessons]RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [2 lessons]RI.4.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably. [5 lessons]RI.4.10 By the end of the year, read and comprehend literary nonfiction at grade level text complexity or above, with scaffolding as needed. [1 lesson]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. [3 lessons]SL.4.1.a Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. [1 lesson]SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [2 lessons]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]W.4.2.aIntroduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [1 lesson]W.4.2.b Develop the topic with facts, definitions, concrete details, text evidence, or other information and examples related to the topic. [1 lesson]W.4.2.c Link ideas within paragraphs and sections of information using words and phrases (e.g., another, for example, also, because). [8 lessons]W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. [1 lesson]W.4.2.e Provide a conclusion related to the information or explanation presented. [1 lesson]W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]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. [2 lessons]W.4.9.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”). [1 lesson]Week 3: InventionsEssential Question:How can inventions solve problems? ReadingLanguageVocabularyPhonicsGrammar and MechanicsWritingResearch and InquiryHandwritingTechnologyReadingInteractive Read AloudTitle: George Washington Carver: Scientist and InventorGenre: Informational Text: BiographyStrategy: SummarizeReading/Writing WorkshopComprehensionShort Text: Stephanie Kwolek: InventorLexile: 830LGenre: Informational Text: BiographyStrategy: SummarizeSkill: Text Structure: Problem and SolutionText Features: Time Lines: Photographs and CaptionsLiterature AnthologyStrategy: SummarizeSkill: Text Structure: Problem and SolutionMain SelectionTitle: How Ben Franklin Stole the LightningGenre: InformationalLexile: 970LPaired SelectionTitle: Energy is EverywhereGenre: InformationalLexile: 890LLeveled ReadersStrategy: SummarizeSkill: Text Structure: Problem and SolutionMain SelectionsGenre: BiographyA: The Inventive Lewis LatimerO: The Inventive Lewis LatimerE: The Inventive Lewis LatimerB: The Inventive Lewis LatimerPaired SelectionsGenre: Informational Text: Expository:A: The Nature of LightO: The Nature of LightE: The Nature of LightB: The Nature of LightLexiles: A:630LO: 800LE:710LB:900LAccess Complex Text (ACT)Reading/Writing Workshop: Specific Vocabulary; OrganizationLiterature Anthology: Genre; Sentence Structure; organization; Specific Vocabulary; Connection of Ideas; Prior Knowledge LanguageVocabularyVocabulary Words: dizzy, experiment, genuine, hilarious, mischief, nowadays, politician, procedureAdditional Domain Words: polymer, charted, Gulf StreamAdditional Academic Words: sources, transitionVocabulary Strategy: Greek RootsPhonics/Spelling Skill: Vowel TeamsStructural Analysis: Greek and Latin Roots FluencyFluency Skill: Rate and AccuracyWritingWriting Trait: Sentence Fluency: TransitionsGrammar Skill: Adjectives That CompareGrammar Mechanics: Punctuation in LettersWrite to Sources: Reading/Writing Workshop: Stephanie Kwolek: InventorLit. Anthology: How Ben Franklin Stole the LightningYour Turn Practice Bk: Breaking the Silence Thomas EdisonWrite to Research: Write a ReportWrite About Reading: Write an Analysis (analyze use of time line)Research & InquiryWeekly: Inventors Handwriting – Practice Spelling wordsTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share NetworkSee District Benchmark Assessment Plan & K-5 ELA Assessment PlanL.4.1.gCorrectly use frequently confused words (e.g., to, too, two; there, their). [3 lessons]L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [10 lessons]L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [6 lessons]L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [2 lessons]L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [8 lessons]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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [7 lessons]RF.4.3.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. [8 lessons]RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]RI.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [2 lessons]RI.4.2Determine the main idea of a text and explain how it is supported by key details; summarize the text. [6 lessons]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. [7 lessons]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. [8 lessons]RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [2 lessons]RI.4.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably. [5 lessons]RI.4.10 By the end of the year, read and comprehend literary nonfiction at grade level text complexity or above, with scaffolding as needed. [1 lesson]RL.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [1 lesson]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. [4 lessons]SL.4.1.aExplicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [1 lesson]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. [1 lesson]W.4.2.c Link ideas within paragraphs and sections of information using words and phrases (e.g., another, for example, also, because). [1 lesson]W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. [7 lessons]W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]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. [1 lesson]W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]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. [1 lesson]W.4.9.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”). [1 lesson]Week 4: Zoom InEssential Question:What can you discover when you look closely at something?ReadingLanguagePhonicsVocabularyGrammar and MechanicsWritingResearch and InquiryHandwritingTechnologyReadingInteractive Read AloudTitle: Stick Like a GeckoGenre: Informational Text: ExpositoryStrategy: SummarizeReading/Writing WorkshopComprehensionShort Text: Your World Up CloseLexile: 860LGenre: Informational Text: ExpositoryStrategy: SummarizeSkill: Text Structure: SequenceText Features: Photographs and CaptionsLiterature AnthologyStrategy: SummarizeSkill: Text Structure: SequenceMain SelectionGenre: InformationalTitle: A Drop of WaterLexile: 870LPaired SelectionGenre: FantasyTitle: The Incredible Shrinking PotionLexile: 980LLeveled ReadersStrategy: SummarizeSkill: Text Structure: SequenceMain SelectionsGenre: Informational Text: ExpositoryA: Secrets of the IceO: Secrets of the IceE: Secrets of the IceB: Secrets of the IcePaired SelectionsGenre: FantasyA: Super-visionO: Super-visionE: Super-visionB: Super-visionLexiles:A: 650LO: 850LE: 780LB: 900LAccess Complex Text (ACT)Reading/Writing Workshop: Specific Vocabulary; Connection of IdeasLiterature Anthology: Purpose: Organization; Specific Vocabulary: Sentence Structure; Connection of Ideas; GenreLanguageVocabularyVocabulary Words: cling, dissolves, gritty, humid, magnify, microscope, mingle, typicalAdditional Domain Words: micrograph, molecules, particle, pollen, soot, rods, vaporAdditional Academic Words: rate, purpose, expositoryVocabulary Strategy: Context Clues: AntonymsPhonics/Spelling Skill: r-controlled Vowel SyllablesStructural Analysis: Frequently Misspelled Words FluencyFluency Skill: RateWritingWriting Trait: Voice: Formal VoiceGrammar Skill: Comparing With More and MostGrammar Mechanics: Combining SentencesWrite to Sources: Reading/Writing Workshop: Your World Up CloseLit. Anthology: A Drop of WaterYour Turn Practice Bk: At Your Fingertips Scott Aldrich’s Micro Art Write to Research: Write a SummaryWrite About Reading: Write an Analysis (analyze use of sequence)Research & InquiryWeekly: Hubble Space TelescopeHandwriting – Practice Spelling wordsTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share NetworkSee District Benchmark Assessment Plan & K-5 ELA Assessment PlanL.4.2.c Use a comma before a coordinating conjunction in a compound sentence. [5 lessons]L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [4 lessons]L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [5 lessons]L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs. [10 lessons]L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [1 lesson]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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [7 lessons]RF.4.3.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. [8 lessons]RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]RI.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [4 lessons]RI.4.2Determine the main idea of a text and explain how it is supported by key details; summarize the text. [5 lessons]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. [12 lessons]RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [2 lessons]RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. [1 lesson]RI.4.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably. [4 lessons]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. [4 lessons]SL.4.1.a Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. [2 lessons]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [1 lesson]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. [2 lessons]W.4.2.c Link ideas within paragraphs and sections of information using words and phrases (e.g., another, for example, also, because). [1 lesson]W.4.2.e Provide a conclusion related to the information or explanation presented. [7 lessons]W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]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. [1 lesson]W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [2 lessons]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. [1 lesson]Week 5: Digging Up the PastEssential Question:How can learning about the past help you understand the future?ReadingLanguagePhonicsVocabularyGrammar and MechanicsWritingResearch and InquiryHandwritingTechnologyReadingInteractive Read AloudTitle: Pictures From Long AgoGenre: Informational TextStrategy: SummarizeReading/Writing WorkshopComprehensionShort Text: Where It All BeganLexile: 930LGenre: Informational Text: Informational ArticleStrategy: SummarizeSkill: Text Structure: SequenceText Features: Sidebar; MapLiterature AnthologyStrategy: SummarizeSkill: Text Structure: SequenceMain SelectionGenre: Informational Text: Informational ArticleTitle: Rediscovering Our Spanish BeginningsLexile: 940LPaired SelectionGenre: Informational Text: Informational ArticleTitle: History’s MysteriesGenre: Technical TextLexile: 890LLeveled ReadersStrategy: SummarizeSkill: Text Structure: SequenceMain Selections Genre: Informational TextA: History DetectivesO: History DetectivesE: History Detectives?B: History Detectives?Paired SelectionsGenre: Informational TextTitles:A: Uncovering the PastO: Uncovering the Past E: Uncovering the Past B: Uncovering the Past Lexiles:A: 690LO: 740LE: 810LB: 880LAccess Complex Text (ACT)Reading/Writing Workshop: Sentence StructureLiterature Anthology: Prior Knowledge; Purpose; Specific VocabularyLanguageVocabularyVocabulary Words: archaeology, document, era, evidence, expedition, permanent, tremendous, uncoverAdditional Domain Words: excavatingAdditional Academic Words: sidebar, listening skillsVocabulary Strategy: Figurative Language: Proverbs and AdagesPhonics/Spelling Skill: Consonant + le SyllablesStructural Analysis: Latin SuffixesFluencyFluency Skill: Rate and ExpressionWritingWriting Trait: Organization: Strong ConclusionsGrammar Skill: Comparing With Good and BadGrammar Mechanics: Combining SentencesWrite to Sources: Reading/Writing Workshop: Where It All BeganLit. Anthology: Rediscovering Our Spanish BeginningsYour Turn Practice Bk: Eastern Influence: A Visit to the PastWrite to Research: Write a DescriptionWrite About Reading: Write an Analysis (reflect on author’s support)Unit 5 Writing Focus: Informational/ Explanatory- Newspaper Article Unit 5 Writing Products: Newspaper Article, Newspaper, Friendly Letter; PoetryResearch & InquiryWeekly: ArchaeologistsUnit Level Research Skill: Citing SourcesUnit Project: Self-select and develop from options for unit research projects Unit Level:Research Skill: Beginning ResearchUnit Project: Self-select and develop from options for unit research projectsHandwriting – Practice Spelling wordsTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share NetworkNewspaper Article Writing: classroom-resources/lessonplans/creating-classroom-newspaper-249See District Benchmark Assessment Plan & K-5 ELA Assessment PlanRF.4.4.a Read on-level text with purpose and understanding. [1 lesson]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [1 lesson]RI.4.10 By the end of the year, read and comprehend literary nonfiction at grade level text complexity or above, with scaffolding as needed. [4 lessons]RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text complexity or above, with scaffolding as needed. [1 lesson]SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [1 lesson]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. [3 lessons]W.4.2.c Link ideas within paragraphs and sections of information using words and phrases (e.g., another, for example, also, because). [1 lesson]W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]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. [2 lessons]W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [2 lessons]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. [2 lessons]Week 6Review and AssessReadingWritingResearch and InquiryTechnologyReadingReader’s Theatre: Focus on VocabularyFluency: Accuracy, Rate, and ProsodyLevel Up Accelerating ProgressResearch and InquiryCiting SourcesConducting the ResearchChoose a Project: Television commercial, write a blog, create an encyclopedia entry, present a slideshow, conduct an interviewWritingShare Your WritingInformative/Explanatory - Newspaper Article WritingPortfolio ChoiceTechnologyReading DigitallyClose Reading Online: Take Notes, Access Interactive Elements, Navigate Links to InformationGrade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share Network*Benchmark*See District Benchmark Assessment Plan & K-5 ELA Assessment PlanGloucester Township Public SchoolsEnglish Language Arts Grade 4 –Unit 6: Past, Present, and FutureTime Frame: 6 WeeksDescription: Past, Present, and Future How can you build on what came before? (Chinese Proverb) Unit 6 focuses on vocabulary, comprehension, phonics, and fluency. Students practice opinion writing and research reports. Unit OverviewReading StrategiesReading SkillsWritingVocabularyGrammar/MechanicsSpeaking/ListeningRereadThemeWord ChoiceSee weekly story for vocabulary wordsAdverbsFluency: Accuracy, Rate, and ProsodyAsk and Answer QuestionsMain Idea and Key DetailsOrganizationComparing with AdverbsPublishing CelebrationsLiterary Elements: Imagery and PersonificationIdeasNegativesPrepositionsSentences using prepositionsStandardsTopicsActivitiesResourcesAssessmentL.4.1.a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). [6 lessons]L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [5 lessons]L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [1 lesson]L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [8 lessons]RF.4.3.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. [12 lessons]RF.4.4.a Read on-level text with purpose and understanding. [3 lessons]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]RI.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [1 lesson]RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [1 lesson]RL.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [8 lessons]RL.4.2Determine a theme of a story, drama, or poem from details in the text; summarize the text. [14 lessons]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). [1 lesson]RL.4.9 Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics. [5 lessons]RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text complexity or above, with scaffolding as needed. [1 lesson]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. [4 lessons]SL.4.1.a Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. [1 lesson]SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [1 lesson]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]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. [1 lesson]SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. [1 lesson]W.4.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations. [6 lessons]W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. [1 lesson]W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]Week 1Weekly Concept: Old and NewEssential Question: How do traditions connect people?ReadingLanguageVocabularyPhonics Grammar and MechanicsWriting Research and InquiryHandwritingTechnologyReadingInteractive Read AloudTitle: Reading the Sky Genre: Historical FictionStrategy: RereadReading/Writing WorkshopComprehensionShort Text: A Surprise Reunion Lexile: 650LGenre: Historical FictionStrategy: RereadSkill: ThemeLiterature Anthology Strategy: RereadSkill: ThemeMain SelectionGenre: Historical FictionTitle: The Game of SilenceLexile: 900LPaired Selection Genre: Informational Text: ExpositoryTitle: Native Americans: Yesterday and TodayLexile: 900L Leveled ReadersStrategy: RereadSkill: ThemeMain Selections:Genre: Historical FictionA: The VisitO: Our Teacher, the HeroE: Our Teacher, the HeroB: Continuing OnPaired SelectionsGenre: Informational Text: ExpositoryA: Native American Boarding SchoolsO: The Life of Sarah WinnemuccaE: The Life of Sarah WinnemuccaB: Behind the Trail of TearsLexiles:A: 620LO: 700LE: 600LB: 790LAccess Complex Text (ACT)Reading/Writing Workshop: Prior Knowledge: Connection of IdeasLiterature Anthology: Prior Knowledge; Specific Vocabulary; Connection of Ideas; Sentence Structure; Genre VocabularyVocabulary Words:Ancestors, despised, endurance, forfeit, honor, intensity, irritating, retreatedAdditional Academic Words:Denotation, ConnotationVocabulary Strategy: Connotation and DenotationPhonics/Spelling Skill: Words with /?n/Structural Analysis: Number Prefixes FluencyFluency Skill: Rate and Accuracy WritingWriting Trait: Word Choice: Strong WordsGrammar Skill: AdverbsGrammar Mechanics: Good vs. WellWrite to Sources:Reading/Writing Workshop:A Surprise ReunionLit. Anthology:The Game of SilenceYour Turn Practice Bk:The Generation BeltA Roman Tradition Write to Research:Write a ReportWrite About Reading: Write an Analysis (analyze theme) ResearchWeekly: Traditional FestivalsHandwriting – Practice Spelling wordsTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share NetworkSee District Benchmark Assessment Plan & K-5 ELA Assessment PlanL.4.2.a Use correct capitalization. [5 lessons]L.4.2.b Use commas and quotation marks to mark direct speech and quotations from a text. [5 lessons]L.4.2.c Use a comma before a coordinating conjunction in a compound sentence. [5 lessons]L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]L.4.3.b Choose punctuation for effect. [1 lesson]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. [1 lesson]L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [15 lessons]L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [1 lesson]L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [8 lessons]RF.4.3.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. [11 lessons]RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]RI.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [1 lesson]RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [1 lesson]RI.4.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably. [1 lesson]RL.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [7 lessons]RL.4.2Determine the key details to identify theme in a story, drama, or poem from details in the text; summarize the text. [14 lessons]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). [2 lessons]RL.4.9 Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics. [4 lessons]RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text complexity or above, with scaffolding as needed. [2 lessons]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. [4 lessons]SL.4.1.a Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. [1 lesson]SL.4.1.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. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [1 lesson]W.4.2.c Link ideas within paragraphs and sections of information using words and phrases (e.g., another, for example, also, because). [6 lessons]W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. [7 lessons]W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]Week 2: Notes From The PastEssential Question:Why is it important to keep a record of the past?ReadingLanguageVocabulary PhonicsGrammar and MechanicsWritingResearch and InquiryHandwritingTechnology ReadingRead AloudTitle: Waiting for Battle Orders Genre: Historical FictionStrategy: Reread Reading/Writing Workshop ComprehensionShort Text: Freedom at Fort MoseLexile: 1000LGenre: Historical FictionStrategy: RereadSkill: ThemeLiterature AnthologyStrategy: RereadSkill: ThemeMain SelectionGenre: Historical FictionTitle: Valley of the MoonLexile: 800LPaired SelectionGenre: Informational Text: ExpositoryTitle: One Nation, Many CulturesLexile: 1050L Leveled ReadersStrategy: RereadSkill: ThemeMain SelectionsGenre: Historical FictionA: Mabuhay!O: Nonna’s RecipesE: Nonna’s RecipesB: Song and DancePaired SelectionsGenre: Informational Text: ExpositoryA: The PensionadosO: Little Italy E: Little ItalyB: In Search of a Better LifeLexiles:A: 580LO: 740LE: 510LB: 800LAccess Complex Text (ACT)Reading/Writing Workshop: Genre; Connection of IdeasLiterature Anthology: Purpose; Organization; Sentence Structure; Connection of Ideas; Prior Knowledge; Specific Vocabulary; GenreLanguageVocabularyVocabulary Words: depicts, detested, discarded, eldest, ignored, obedience, refuge, treacherousAdditional Academic Words: diary, intonationVocabulary Strategy: HomophonesPhonicsPhonics/Spelling Skill: Homophones Structural Analysis: Latin SuffixesFluencyFluency Skill: Intonation WritingWriting Trait: Organization: SequenceGrammar Skill: Comparing with AdverbsGrammar Mechanics: Review Punctuation and CapitalizationWrite to Sources: Reading/Writing Workshop: Freedom at Fort MostLit. Anthology: Valley of the MoonYour Turn Practice Bk: The Last Diary of Princess ItetAugust 23, 1886: Arrival in America Write to Research:Write a DescriptionWrite About Reading: Write an Analysis (reflect on theme)Research Weekly: Immigration in the 19th CenturyHandwriting – Practice Spelling wordsTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share NetworkSee District Benchmark Assessment Plan & K-5 ELA Assessment PlanL.4.1.e Form and use prepositional phrases. [1 lesson]L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.b Choose punctuation for effect. [1 lesson]L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [5 lessons]L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [11 lessons]L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs. [1 lesson]L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [1 lesson]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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [7 lessons]RF.4.3.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. [7 lessons]RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]RI.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [2 lessons]RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. [14 lessons]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. [2 lessons]RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [1 lesson]RI.4.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably. [5 lessons]RI.4.10 By the end of the year, read and comprehend literary nonfiction at grade level text complexity or above, with scaffolding as needed. [1 lesson]RL.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [1 lesson]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 (e.g., Herculean). [3 lessons]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. [4 lessons]SL.4.1.a Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. [1 lesson]SL.4.1.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. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [1 lesson]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]W.4.1.c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). [7 lessons]Week 3: ResourcesEssential Question:How have our energy resources changed over the years? ReadingLanguageVocabularyPhonicsGrammar and MechanicsWritingResearch and InquiryHandwritingTechnologyReadingInteractive Read AloudTitle: Light Through the AgesGenre: Informational Text: Narrative NonfictionStrategy: Ask and Answer questionsReading/Writing WorkshopComprehensionShort Text: The Great Energy DebateLexile: 910LGenre: Informational Text: Narrative NonfictionStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsText Features: SidebarsLiterature AnthologyStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsMain SelectionTitle: How Ben Franklin Stole the LightningGenre: Informational Text: Narrative NonfictionLexile: 840LPaired SelectionGenre: MythsTitle: The Gift of Fire (Prometheus): Water vs. Wisdom (Poseidon and Athena)Lexile: 910LLeveled ReadersStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsMain SelectionsGenre: Narrative NonfictionA: Planet PowerO: Planet PowerE: Planet PowerB: Planet PowerPaired SelectionsGenre: MythA: Helios and PhaetonO: Helios and PhaetonE: Helios and PhaetonB: Helios and PhaetonLexiles:: A: 700LO: 850LE: 770LB: 920LAccess Complex Text (ACT)Reading/Writing Workshop: Organization; GenreLiterature Anthology: Genre; Prior Knowledge; Connection of Ideas; Sentence Structure; Specific Vocabulary; Purpose LanguageVocabularyVocabulary Words: coincidence, consequences, consume, converted, efficient, incredible, installed, renewableAdditional Domain Words: resourceAdditional Academic Words: Venn diagram, transition wordsVocabulary Strategy: Latin and Greek Prefixes PhonicsPhonics/Spelling Skill: Prefixes Structural Analysis: Words from Mythology FluencyFluency Skill: ExpressionWritingWriting Trait: Word Choice: Transition WordsGrammar Skill: NegativesGrammar Mechanics: Correcting Double Negatives Write to Sources: Reading/Writing Workshop: The Energy DebateLit. Anthology: Energy IslandYour Turn Practice Bk: Energy from the SeaCooling Our HomesWrite to Research: Compare and ContrastWrite About Reading: Write an Analysis (main idea and key details)Research & InquiryWeekly: Energy SourcesHandwriting – Practice Spelling wordsTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share NetworkSee District Benchmark Assessment Plan & K-5 ELA Assessment PlanL.4.1.e Form and use prepositional phrases. [6 lessons]L.4.2.b Use commas and quotation marks to mark direct speech and quotations from a text. [5 lessons]L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.b Choose punctuation for effect. [1 lesson]L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [5 lessons]L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [2 lessons]L.4.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. [1 lesson]L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs. [10 lessons]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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [8 lessons]RF.4.3.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. [10 lessons]RF.4.4.a Read on-level text with purpose and understanding. [3 lessons]RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [2 lessons]RI.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [2 lessons]RI.4.2Determine the main idea of a text and explain how it is supported by key details; summarize the text. [15 lessons]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. [5 lessons]RI.4.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably. [5 lessons]RI.4.10 By the end of the year, read and comprehend literary nonfiction at grade level text complexity or above, with scaffolding as needed. [1 lesson]RL.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [1 lesson]RL.4.2Determine the key details to identify theme in a story, drama, or poem from details in the text; summarize the text. [1 lesson]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. [4 lessons]SL.4.1.a Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. [1 lesson]SL.4.1.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. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [1 lesson]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]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. [1 lesson]SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. [1 lesson]W.4.1.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. [1 lesson]W.4.1.b Provide reasons that are supported by facts from texts and/or other sources. [1 lesson]W.4.1.c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). [1 lesson]W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic. [7 lessons]W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]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. [1 lesson]Week 4: Money MattersEssential Question:What has been the role of money over time?ReadingLanguagePhonicsVocabularyGrammar and MechanicsWritingResearch and InquiryHandwritingTechnologyReadingInteractive Read AloudTitle: All About MoneyGenre: Informational Text: ExpositoryStrategy: Ask and Answer QuestionsReading/Writing WorkshopComprehensionShort Text: The History of MoneyLexile: 900LGenre: Informational Text: ExpositoryStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsText Features: Headings; GlossaryLiterature AnthologyStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsMain SelectionGenre: Informational Text: ExpositoryTitle: The Big Picture of EconomicsLexile: 970LPaired SelectionGenre: Fiction: FolktaleTitle: The Miller’s Good LuckLexile: 830LLeveled ReadersStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsMain SelectionsGenre: Informational Text: ExpositoryA: The Bike CompanyO: The Bike CompanyE: The Bike CompanyB: The Bike CompanyPaired SelectionsGenre: FolktaleA: The Shirt of HappinessO: The Shirt of HappinessE: The Shirt of HappinessB: The Shirt of HappinessLexiles:A: 600LO: 790LE: 710LB: 860LAccess Complex Text (ACT)Reading/Writing Workshop: Prior KnowledgeLiterature Anthology: Genre; Specific Vocabulary; Purpose; Connection of IdeasLanguageVocabularyVocabulary Words: currency, economics, entrepreneur, global, invest, marketplace, merchandise, transactionAdditional Domain Words: scarcity, opportunity costAdditional Academic Words: scanning, skimmingVocabulary Strategy: Figurative Language: Proverbs and AdagesPhonics/Spelling Skill: SuffixesStructural Analysis: Greek and Latin RootsFluencyFluency Skill: AccuracyWritingWriting Trait: Choice: Content WordsGrammar Skill: PrepositionsGrammar Mechanics: Review Using QuotationsWrite to Sources: Reading/Writing Workshop: The History of MoneyLit. Anthology: The Big Picture of EconomicsYour Turn Practice Bk: American MoneyWhere Does Collar Come From? Write to Research: Write a SummaryWrite About Reading: Write an Analysis (reflect on main idea and key details)Research & InquiryWeekly: CurrenciesHandwriting – Practice Spelling wordsTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share NetworkSee District Benchmark Assessment Plan & K-5 ELA Assessment PlanL.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [7 lessons]L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [1 lesson]L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. [10 lessons]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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [8 lessons]RF.4.3.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. [10 lessons]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [1 lesson]RL.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. [3 lessons]RL.4.2Determine the key details to identify the theme in a story, drama, or poem from details in the text; summarize the text. [14 lessons]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 (e.g., Herculean). [1 lesson]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 a text. [6 lessons]RL.4.9 Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics. [5 lessons]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. [4 lessons]SL.4.1.a Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. [1 lesson]SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [1 lesson]SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. [1 lesson]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. [1 lesson]SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. [1 lesson]W.4.1.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. [1 lesson]W.4.1.b Provide reasons that are supported by facts from texts and/or other sources. [1 lesson]W.4.1.c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). [1 lesson]W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. [7 lessons]W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]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. [1 lesson]W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]Week 5: Finding My PlaceEssential Question:What shapes a person’s identity?ReadingLanguagePhonicsVocabularyGrammar and MechanicsWritingResearch and InquiryHandwritingTechnologyReadingInteractive Read AloudTitle: Papa’s Pastry Shop, One DayGenre: Free Verse PoetryStrategy: RereadReading/Writing WorkshopComprehensionShort Texts: Climbing Blue Hill, My Name Is Ivy, CollageLexile: NPGenre: Free Verse PoetrySkill: ThemeLiterary Elements: Imagery; PersonificationLiterature AnthologySkill: ThemeMain SelectionGenre: Free Verse PoetryTitles: The Drum, Birdfoot’s Grampa, My ChinatownLexile: NPPaired SelectionGenre: Free Verse PoetryTitles: Growing Up, My PeopleLexile: NPLeveled ReadersSkill: ThemeMain Selections Genre: Realistic FictionA: HookedO: Homesick for American SamoaE: Homesick for American SamoaB: Saving SnowdropPaired SelectionsGenre: PoetryA: Let’s Make MusicO: Piecing It All Together E: Piecing It All TogetherB: I Can Do It! LexilesA: 620LO: 740LE: 570LB: 810LAccess Complex Text (ACT)Reading/Writing Workshop: Prior Knowledge; Specific VocabularyLiterature Anthology: Purpose; Prior KnowledgeLanguageVocabularyVocabulary Words: gobble, individuality, mist, roots,Poetry Terms: free verse, imagery, metaphor, personificationAdditional Academic Vocabulary: meter, supportingVocabulary Strategy: Figurative Language: MetaphorsPhonics/Spelling Skill: Prefixes and SuffixesStructural Analysis: Words From Around the WorldFluencyFluency Skill: PhrasingWritingWriting Trait: Supporting DetailsGrammar Skill: Using PrepositionsGrammar Mechanics: Using Commas with PhrasesWrite to Sources: Reading/Writing Workshop: Climbing Blue Hill, My Name is Ivy, CollageLit. Anthology: The Drum, Birdfoot’s Grampa, My ChinatownYour Turn Practice Bk: Quiet RoomWrite to Research: Write a Short SummaryWrite About Reading: Write an Analysis (reflect on word choice)Research & InquiryWeekly: Research Identity and IndividualityUnit Level Research Skill: Presenting Unit Project: Self-select and develop from options for unit research projects Unit Level:Research Skill: Beginning ResearchUnit Project: Self-select and develop from options for unit research projectsHandwriting – Practice Spelling wordsTechnology – Go Digital!Grade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share NetworkSee District Benchmark Assessment Plan & K-5 ELA Assessment PlanRF.4.4.a Read on-level text with purpose and understanding. [1 lesson]RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [1 lesson]RI.4.10 By the end of the year, read and comprehend literary nonfiction at grade level text complexity or above, with scaffolding as needed. [4 lessons]RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text complexity or above, with scaffolding as needed. [1 lesson]SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, (e.g. visually, quantitatively, and orally). [1 lesson]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. [3 lessons]W.4.2.c Link ideas within paragraphs and sections of information using words and phrases (e.g., another, for example, also, because). [1 lesson]W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]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. [2 lessons]W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [2 lessons]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. [2 lessons]Week 6Review and AssessReadingWritingResearch and InquiryTechnologyReadingReader’s TheatreFluency: Accuracy, Rate, and ProsodyLevel Up Accelerating ProgressTechnologyClose Reading Online: Take notes, Access Interactive Elements, Navigate Links to InformationResearch and InquiryResearch Skill: PresentingAdding Audio and Visual Elements to Presentations, Evaluating MediaChoose a Project: Demonstrate a Festival Tradition, Record an Interview, Create a Multimedia Presentation, Make a Chart, Present a Biography WritingShare Your WritingPortfolio ChoiceGenre Writing: OpinionGrade 4, Wonders, McGraw-Hill, 2014Your Turn Practice Bookconnected.mcgraw-Gloucester Township Share Network*Benchmark*See District Benchmark Assessment Plan & K-5 ELA Assessment PlanAppendix A Adaptations for Special Education Students, English Language Learners, and Gifted and Talented StudentsMaking Instructional AdaptationsInstructional Adaptations include both accommodations and modifications. An?accommodation?is a change that helps a student overcome or work around a disability or removes a barrier to learning for any student.Usually a?modification?means?a change in what is being taught to or expected from?a student. -Adapted from the National Dissemination Center for Children with Disabilities ACCOMMODATIONSMODIFICATIONSRequired when on an IEP or 504 plan, but can be implemented for any student to support their learning.Only when written in an IEP.Special Education Instructional AccommodationsUse the Wonders Social Studies/Science Workstation Cards orange activity. Teachers shall implement any instructional adaptations written in student IEPs. Teachers will implement strategies for all Learning Styles (Appendix B)Teacher will implement appropriate UDL instructional adaptations (Appendix C)Gifted and Talented Instructional AccommodationsUse the Wonders Science/Social Studies Workstation Cards green activity. Teacher will implement Adaptations for Learning Styles (Appendix Teacher will implement appropriate UDL instructional adaptations (Appendix English Language Learner Instructional AccommodationsUse the Wonders Social Studies/Science Workstation Cards orange activity. Teachers will implement the appropriate instructional adaptions for English Language Leaners (Appendix E)APPENDIX BLearning StylesAadapted from The Learning Combination Inventories (Johnson, 1997)and VAK (Fleming, 1987)Accommodating Different Learning Styles in the Classroom:All learners have a unique blend of sequential, precise, technical, and confluent learning styles. Additionally, all learners have a preferred mode of processing information- visual, audio, or kinesthetic.It is important to consider these differences when lesson planning, providing instruction, and when differentiating learning activities. The following recommendations are accommodations for learning styles that can be utilized for all students in your class. Since all learning styles may be represented in your class, it is effective to use multiple means of presenting information, allow students to interact with information in multiple ways, and allow multiple ways for students to show what they have learned when applicable.VisualUtilize Charts, graphs, concept maps/webs, pictures, and cartoonsWatch videos to learn information and conceptsEncourage students to visulaize events as they readStudy using flash cardsModel by demonstrating tasks or showing a finished productHave written directions available for student AudioAllow students to give oral presentations or explain concepts verballyPresent information and directions verbally or encourage students to read directions aloud to themselves.Utilize read aloudsUtilize songs, rhymes, chants and choral response,KinestheticAct out concepts and dramatize eventsTrace words/sounds on paper, sand, or waterUse manipulativesAllow students to depen knowledge through hands on projectsSequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan work carefully, and complete the assignment from beginning to end without interruptions.Accommodations: Repeat/rephrase directionsProvide a checklist or step by step written directionsBreak assignments in to chunksProvide samples of desired productsHelp the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing and improving a plan, spending too much time on directions and neatness and overlooking concepts Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed notes, asks questions to find out more information, seeks and responds with exact answers, and reads and writes in a highly specific manner.Accommodations: Provide detailed directions for assignmentsProvide checklistsProvide frequent feedback and encouragementHelp precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on details only and not conceptsTechnical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The learner uses technical reasoning to figure out how to do things, works alone without interference, displays knowledge by physically demonstrating skills, and learns from real-world experiencesAccommodations: Allow to work independently or as a leader of a groupGive opportunities to solve problems and not memorize informationPlan hands-on tasksExplain relevance and real world application of the learningWill be likely to respond to intrinsic motivators, and may not be motivated by gradesHelp technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while seated, does not see the relevance of many assignments, difficulty paying attention to lengthy directions or lecturesConfluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The learner often starts before all directions are given; takes a risk, fails, and starts again; uses imaginative ideas and unusual approaches; and improvises.Accommodations: Allow choice in assignmentsEncourage creative solutions to problemsAllow students to experiment or use trial and error approachWill likely be motivated by autonomy within a task and creative assignmentsHelp confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to detailAPPENDIX CUniversal Design for Learning AdaptationsAdapted from Universal Design For LearningTeachers will utilize the examples below as a menu of adaptation ideas. 55245018288000Provide Multiple Means of Representation035432900127021716900Strategy #1: Options for perceptionGoal/PurposeExamplesTo present information through different modalities such as vision, hearing, or touch.Use visual demonstrations, illustrations, and models Present a power point presentation.-698530797400254025336400Strategy #2: Options for language, mathematical expressions and symbolsGoal/PurposeExamplesTo make words, symbols, pictures, and mathematical notation clear for all students.Use larger font sizeHighlight important parts of text-3175035178900-3175025717400Strategy #3: Options for ComprehensionPurposeExamplesTo provide scaffolding so students can access and understand information needed to construct useable knowledge.Use KWL strategies or charts.Provide written notesMake predictionsGraphic organizers and concept maps-3175031940400 44640531877000Provide Multiple Means of Action and Expression20955363219002222523494900Strategy #4: Options for physical actionPurposeExamplesTo provide materials that all learners can physically utilize Use of computers to type when availableProvide help with cutting, pasting, or other physical tasksPreferential or alternate seatingProvide assistance with organization20955316229003302024447400Strategy #5: Options for expression and communicationPurposeExamplesTo allow the learner to express their knowledge in different waysAllow oral responses or presentationsStudents show their knowledge with webs, charts, graphs, or non-linguistic representations95885321944003302024447400Strategy #6: Options for executive functionPurposeExamplesTo scaffold student ability to set goals, plan, and monitor progressProvide clear learning goals, scales, and rubricsModeling skills and tasksUtilize checklistsGive examples of desired finished productChunk longer assignments into manageable partsTeach and practice organizational skills758190-2921000Provide Multiple Means of Engagement2222523494900Strategy #7: Options for recruiting interestPurposeExamplesTo make learning relevant, authentic, interesting, and engaging to the student.Provide choice and autonomy on assignmentsUse colorful and interesting designs, layouts, and graphics on written documentsUse games, challenges, or other motivating activitiesProvide positive reinforcement for effort10795300354001143023304400Strategy #8: Options for sustaining effort and persistencePurposeExamplesTo create extrinsic motivation for learners to stay focused and work hard on tasks.Show real world applications of the lessonUtilize collaborative learningIncorporate student interests into lessonPraise growth and effort Recognition systemsBehavior plans107953441690063524193400Strategy #9: Options for self-regulationPurposeExamplesTo develop intrinsic motivation to control behaviors and to develop self-control.Give prompts or reminders about self-controlSelf-monitored behavior plans using logs, records, journals, or checklistsAsk students to reflect on behavior and effortAppendix D Gifted and Talented Instructional AdaptationsHow do the State of NJ regulations define gifted and talented students?Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities.What types of instructional accommodations must be made for students identified as gifted and talented? The State of NJ Department of Education regulations require that district boards of education provide appropriate K-12 services for gifted and talented students. This includes appropriate curricular and instructional modifications for gifted and talented students indicating content, process, products, and learning environment. District boards of education must also take into consideration the PreK-Grade 12 National Gifted Program Standards of the National Association for Gifted Children in developing programs..What is differentiation? Curriculum Differentiation is a process teachers use to increase achievement by improving the match between the learner’s unique characteristics:Prior knowledge Cognitive LevelLearning Rate Learning StyleMotivation Strength or InterestAnd various curriculum components:Nature of the Objective Teaching ActivitiesLearning Activities ResourcesProductsDifferentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with the use of appropriate classroom management, retesting, flexible small groups, access to support personal, and the availability of appropriate resources, and necessary for gifted learners and students who exhibit gifted behaviors (NRC/GT, University of Connecticut).Gifted & Talented Accommodations ChartAdapted from Association for Supervision and Curriculum DevelopmentTeachers will utilize the examples below as a menu of adaptation ideas.StrategyDescriptionSuggestions for AccommodationHigh Level QuestionsDiscussions and tests, ensure the highly able learner is presented with questions that draw on advanced level of information, deeper understanding, and challenging thinking.Require students to defend answersUse open ended questionsUse divergent thinking questionsAsk student to extrapolate answers when given incomplete informationTiered assignmentsIn a heterogeneous class, teacher uses varied levels of activities to build on prior knowledge and prompt continued growth. Students use varied approaches to exploration of essential ideas. Use advanced materialsComplex activitiesTransform ideas, not merely reproduce themOpen ended activityFlexible Skills GroupingStudents are matched to skills work by virtue of readiness, not with assumption that all need same spelling task, computation drill, writing assignment, etc. Movement among groups is common, based on readiness on a given skill and growth in that skill.Exempt gifted learners from basic skills work in areas in which they demonstrate a high level of performanceGifted learners develop advanced knowledge and skills in areas of talentIndependent Projects Student and teacher identify problems or topics of interest to student. Both plan method of investigating topic/problem and identifying type of product student will develop. This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topicPrimary Interest Inventory Allow student maximum freedom to plan, based on student readiness for freedomUse preset timelines to zap procrastinationUse process logs to document the process involved throughout the studyLearning CentersCenters are “Stations” or collections of materials students can use to explore, extend, or practice skills and content. For gifted students, centers should move beyond basic exploration of topics and practice of basic skills. Instead it should provide greater breadth and depth on interesting and important topics. Develop above level centers as part of classroom instructionInterest Centers or Interest GroupsInterest Centers provide enrichment for students who can demonstrate mastery/competence with required work/content. Interest Centers can be used to provide students with meaningful learning when basic assignments are completed.Plan interest based centers for use after students have mastered contentContracts and Management PlansContracts are an agreement between the student and teacher where the teacher grants specific freedoms and choices about how a student will complete tasks. The student agrees to use the freedoms appropriately in designing and completing work according to specifications.Allow gifted students to work independently using a contract for goal setting and accountabilityCompactingA 3-step process that (1) assesses what a student knows about material “to be” studied and what the student still needs to master, (2) plans for learning what is not known and excuses student from what is known, and (3) plans for freed-up time to be spent in enriched or accelerated study.Use pretesting and formative assessmentsAllow students who complete work or have mastered skills to complete enrichment activitiesAppendix E English Language Learner Instructional AccommodationsAdapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English Speakers of Other Languages guidelines, State of NJ Department of Education Bilingual Education and Haynes and Zacarian (2010).Grades 3-5Use visuals, manipulative, and real objectsAllow responses through physical movement or manipulation of objectsAllow student to listen and observe (don’t force speaking)Group student with more advanced ELLs or cooperative peersProvide simplified text and numerous picturesSight word cardsAlphabet FolderColoring PacketPhonicsVowel booksWord book to drawPictionaryUse short written or verbal measures frequentlyIncrease amount of time for testPrepare short answer questionsUse checklist observing academic behaviors based on unitAssess participation indicating student mastery of contentMeasure progress on class project in teacher narrative ................
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