English Language Arts and Literacy Curriculum Grade 4

Randolph Township School District Randolph Elementary Schools

“It is not often that someone comes along who is a true friend and a good writer. Charlotte was both.” -E.B. White, Charlotte's Web Department of Language Arts Katherine Thorn, Elementary Supervisor Laurie Pandorf, Balanced Literacy Coordinator

Curriculum Committee 2012 Patricia Bourke Linda Consales Olivia Giordano Christina Theodoropolous

Curriculum Committee 2015 Kristen Gear Marissa Kulahli Yadira Salazar Curriculum Developed July 2012 Curriculum Revised July 2015 Curriculum Revised August 2017 Date of Board Approval October 2017

Randolph Township Schools Department of Language Arts Literacy ~ Grade 4

Table of Contents

Section Page(s)

Mission Statement and Education Goals – District 3

Affirmative Action Compliance Statement 3

Educational Goals – District 4

Introduction – Reading 5

Reading & Writing Curriculum Pacing Chart 6

Reading Curriculum Units 7

Writing Introduction 34

Writing Curriculum Units 35

K – 5 Crosswalk: Appendix A 62

Mentor Texts: Appendix B 64

Independent Reading Assessment: Fiction: Appendix C 65

Common Benchmarks for Fiction: Appendix D 68

Leveled Texts: Appendix E 74

Mission Statement

We commit to inspiring and empowering all students in Randolph Schools to reach their full potential as unique, responsible and educated members of a global society.

Randolph Township Schools Affirmative Action Statement

Equality and Equity in Curriculum

The Randolph Township School district ensures that the district’s curriculum and instruction are aligned to the state’s standards. The curriculum provides equity in instruction, educational programs and provides all students the opportunity to interact positively with others regardless of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability or socioeconomic status.

N.J.A.C. 6A:7-1.7(b): Section 504, Rehabilitation Act of 1973; N.J.S.A. 10:5; Title IX, Education Amendments of 1972

RANDOLPH TOWNSHIP BOARD OF EDUCATION EDUCATIONAL GOALS VALUES IN EDUCATION

The statements represent the beliefs and values regarding our educational system. Education is the key to self-actualization, which is realized through achievement and self-respect. We believe our entire system must not only represent these values, but also demonstrate them in all that we do as a school system.

We believe: • The needs of the child come first • Mutual respect and trust are the cornerstones of a learning community • The learning community consists of students, educators, parents, administrators, educational support personnel, the community and Board of Education members • A successful learning community communicates honestly and openly in a non-threatening environment • Members of our learning community have different needs at different times. There is openness to the challenge of meeting those needs in professional and supportive ways • Assessment of professionals (i.e., educators, administrators and educational support personnel) is a dynamic process that requires review and revision based on evolving research, practices and experiences  Development of desired capabilities comes in stages and is achieved through hard work, reflection and ongoing growth

Randolph Township Schools Department of Language Arts Reading ~ Grade 4

Introduction

The fourth grade reading curriculum has been designed to support the workshop approach to teaching and learning, while directly responding to the requirements spelled out in the New Jersey Student Learning Standards for fourth grade. Fiction units have been designed to strengthen students’ ability to discuss and respond to reading. Students deepen their understanding of character development and theme through the use of close reading, classroom discussion, and journal reflections. Nonfiction and research units have been designed to expose students to a variety of topics in different formats. Throughout the year, students learn to use text structure to comprehend expository, narrative, and hybrid texts. Units focus on building time spent on exploring primary and secondary sources, critiquing texts, and being analytical readers and researchers. The use of multiple media to learn and convey learning becomes an important skill in fourth grade. To articulate reading habits, students manage and study reading logs to increase stamina and fluency. Students grow intellectually, socially, and emotionally as they focus on building partnerships and collaboration to foster rich conversations and powerful ideas.

RANDOLPH TOWNSHIP SCHOOL DISTRICT Curriculum Pacing Chart Reading & Writing ~ Grade 4

Sept. Oct. Nov. Dec. Jan. Feb. March April May June

Launching Realistic Fiction: Author Study: A Nonfiction: Non Fiction: Reading Like a Historical Fiction: A Folktales, Examining the Reader's A Study of Focus on Character Review and Researcher Journey to the Past Fables, and Creative Arts Workshop Characters and and Theme Analysis of Myths: A Through Their Text Features Study of Poetry and Relationships and Traditional Drama Organizational Topic of Article Literature Structures Interest Investigation

Reading Infused 3 weeks 6 weeks 6 weeks 3 weeks 4 weeks 4 weeks 6 weeks 4 weeks cross- curricular

Launching Realistic Fiction: Literary Essay: Writing to Teach: Exploring Persuasive Writing: Open Workshop Selections Writer's Character Exploring Character Structures in Informational Take a Stance Workshop: Development and Theme Writing  Exploring Personal

Setting the Essays Foundation of  Poetry Portfolios: Writing Developing Self Narratives Anthologies

Writing Grade 4

3 weeks 6 weeks 6 weeks 7 weeks 7 weeks 4 weeks

Capitalization, Sentence Structure Wavy Words, Fonts, Sentence Pronouns Open Workshop Punctuation, Unit 3 Lesson 1-3 Bold Words: Structure/ Unit 2 Lesson 3-4 Grammar Review

and Spelling Text Features Paragraph Writing Unit 2 Lesson Complex Sentences Unit 3 Unit 3 5-6 Unit 1 Lesson 2 Lesson 5, 6, and 7 Lesson 4

Parts of Speech: Verbs and Tenses Commas Daily Oral Unit 2 Unit 1 Lesson 1 *Grammar Reviews: Lesson 1-2 Nouns/ Adjectives Dialogue and Ellipses Unit 1 Lesson 3-5 *Fundamentals of Grammar and Conventions units aligned to writing units *IRA will be administered as needed throughout the school year

RANDOLPH TOWNSHIP SCHOOL DISTRICT Reading ~ Grade 4 UNIT I: Launching Reader’s Workshop

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Readers choose books that are just right for  How does self-selection impact your growth as a reader? them while focusing on meaning and building reading stamina. Readers use personal experiences to make  How do personal experiences create meaning from text? connections to the outside world.

KNOWLEDGE SKILLS NJSLS

Students will know: Students will be able to: RL.4.1 -Refer to details and examples in a text A “just right” book is a book that is at their Select a “just right” book through previewing, reading and make relevant connections when explaining reading level. the first few pages, and deciding if the genre is of what the text says explicitly and when drawing interest to them. inferences from the text.

Respond to texts utilizing a reader’s notebook and an RL.4.2 -Determine the key details to identify appropriate documentation strategy such as, post-its, Readers pay attention to the meaning behind theme in a story, drama, or poem and summarize reading logs, graphic organizers. words. the text.

Annotate their thoughts, responses, and reaction to text. RL.4.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific Reading for meaning involves responding to details in the text (e.g., a character's thoughts, what you read by using text evidence to words, or actions). support ideas, discussions, and writing. Interpret and discuss ideas effectively in collaborative settings. RL.4.4 - Determine the meaning of words and phrases as they are used in a text, including those Accountable book talk involves active listening that allude to significant characters found in and responding to each other’s thoughts about Demonstrate the ability to read for longer periods of literature. the book. time. RL.4.7- Make connections between specific Self-assess and monitor their reading comprehension descriptions and directions in a text and a visual Readers build stamina, fluency, and and goals. or oral representation of the text comprehension by reading longer, stronger, and faster. Read with fluency and intonation.

RL.4.9 - (previously RL.5.9.) 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.

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. RF.4.3 - Write narratives to develop real or imagined experiences or events using narrative technique, descriptive details, and clear event sequences. A. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. B. Use dialogue and description to develop experiences and events or show the responses of characters to situations. C. Use a variety of transitional words and phrases to manage the sequence of events. D. Use concrete words and phrases and sensory details to convey experiences and events precisely. E. Provide a conclusion that follows from the narrated experiences or events.

RF.4.4- Read with sufficient accuracy and fluency to support comprehension. A. Read grade-level text with purpose and understanding. B. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. C. Use context to confirm or self-correct word

recognition and understanding, rereading as necessary.

W.4.3. - Write narratives to develop real or imagined experiences or events using narrative technique, descriptive details, and clear event sequences. A. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. B. Use dialogue and description to develop experiences and events or show the responses of characters to situations. C. Use a variety of transitional words and phrases to manage the sequence of events. D. Use concrete words and phrases and sensory details to convey experiences and events precisely. E. Provide a conclusion that follows from the narrated experiences or events.

W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

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.

SL.4. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. A. Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.

B. Follow agreed-upon rules for discussions and carry out assigned roles. C. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. D. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

L.4.3 -Use knowledge of language and its conventions when writing, speaking, reading, or listening.

RANDOLPH TOWNSHIP SCHOOL DISTRICT Reading ~ Grade 4 Resource Page

SUGGESTED CONTENT – UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT 3 Weeks Unit I: Launching Reader’s Workshop Suggested Resources The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers Jennifer Serravallo

The Complete Year in Reading and Writing Abi Gotthelf and Pam Allyn

Fourth Grade Readers: Units of Study to Help Students Internalize and Apply Strategies Martha Heller-Winokur and Marcia Uretsky

A Guide to the Reading Workshop, Grades 3-5 (Book 1) Lucy Calkins and Kathleen Tolan

Lucy Calkins Resources CD

See Appendix B for leveled text suggestions

RANDOLPH TOWNSHIP SCHOOL DISTRICT Reading ~ Grade 4 UNIT II: Realistic Fiction: A Study of Characters and Their Relationships

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Readers envision the characters in texts and  How does a reader envision a story in their minds? expect to develop relationships with these characters. Readers recognize the patterns in characters and  How can characters evolve in a story? books and track the evolving nature of the characters changes in books across all texts. Readers interpret life lessons experienced by  How do characters in literature imitate people in the real world? characters in books and ponder the applications of these lessons to their own lives.

KNOWLEDGE SKILLS NJSLS

Students will know: Students will be able to: Readers visualize or make mental movies of our Create visualizations or mental movies using details RL.4.1 -Refer to details and examples in a text books and use prior knowledge to fill in details from the story. and make relevant connections when explaining about the scenes unfolding on the page. what the text says explicitly and when drawing Identify the point of view. inferences from the text. Stories are written from a point of view and follow predictable patterns in structure. Compare and contrast characters’ point of view. RL.4.2-Determine the key details to identify theme in a story, drama, or poem and summarize the text. Recognize that all fiction follows a predictable narrative structure. RL.4.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific Design a graphic organizer or story arc to depict and details in the text (e.g., a character's thoughts, sequence the structure of a realistic fiction story. words, or actions).

Hypothesize outcomes based on knowledge gained RL.4.4- Determine the meaning of words and about characters. phrases as they are used in a text, including those Characters evolve as a story unfolds and that allude to significant characters found in overcome struggles. Extrapolate lessons from the text. literature.

Relate how lesson learned in the story are applicable RL.4.7- Make connections between specific Characters learn lessons that are applicable to to real life situations. descriptions and directions in a text and a visual or real life situations. oral representation of the text

Generate a list of the characters internal traits using RL.4.9- (previously RL.5.9.) Compare, contrast and support from text. reflect on (e.g. practical knowledge, historical/cultural context, and background Analyze characters internal and external traits. knowledge) stories in the same genre (e.g., Main characters internal traits include their mysteries and adventure stories) on their wants, struggles, and motivations. Formulate and revise theories about characters based approaches to similar themes and topics. on their words and actions. RL.4.10- By the end of the year, read and Identify and analyze secondary characters’ roles in comprehend literature, including stories, dramas, Readers develop theories about characters based relation to the main character. and poems at grade level text-complexity or above, on their words and actions. with scaffolding as needed. Predict how the characters’ interactions will affect events throughout the story. RF.4.3 - Know and apply grade-level phonics and Secondary characters play key roles, such as word analysis skills in decoding words. mentors, friends, or enemies in order for the main character to develop awareness about RF.4.4- Read with sufficient accuracy and fluency themselves. to support comprehension. A. Read grade-level text with purpose and Readers formulate theories about the understanding. relationships between characters asking if these B. Read grade-level prose and poetry orally with relationships contribute to the problem(s) or to accuracy, appropriate rate, and expression on their solutions. successive readings. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

W.4.3- Write narratives to develop real or imagined experiences or events using narrative technique, descriptive details, and clear event sequences. A. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. B. Use dialogue and description to develop experiences and events or show the responses of characters to situations. C. Use a variety of transitional words and phrases to manage the sequence of events. D. Use concrete words and phrases and sensory

details to convey experiences and events precisely. E. Provide a conclusion that follows from the narrated experiences or events.

W.4.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.

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.

SL.4.1.a-d- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. A. Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. B. Follow agreed-upon rules for discussions and carry out assigned roles. C. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. D. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

L.4.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.

RANDOLPH TOWNSHIP SCHOOL DISTRICT Reading ~ Grade 4 Resource Page

SUGGESTED CONTENT – UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT 6 Weeks Unit II: Realistic Fiction: A Study of Characters and Their Suggested Resources Relationships The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers Jennifer Serravallo

Fourth Grade Readers: Units of Study to Help Students Internalize and Apply Strategies Martha Heller-Winokur, Marcia Uretsky, Isoke Titilayo Nia

The Comprehension Toolkit Grades 3-5 Stephanie Harvey and Anne Goudvis

Fourth Grade Readers: Units of Study to Help Students Internalize and Apply Strategies Martha Heller-Winokur and Marcia Uretsky

A Guide to the Reading Workshop, Grades 3-5 (Book 1) Lucy Calkins and Kathleen Tolan

Lucy Calkins Resources CD

See Appendix B for leveled text suggestions

RANDOLPH TOWNSHIP SCHOOL DISTRICT Reading ~ Grade 4 UNIT III: Author Study: A Focus on Character and Theme

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS An author uses their life experiences to shape  How does an author’s own life experience shape what and how he/she writes? their stories. Knowing about the lives of published authors serves to motivate students to read and write. Authors use characters to help teach readers  How can readers learn universal lessons from studying character development throughout a story? universal lessons.

Story themes teach readers morals and values  How can studying theme influence our own lives? they can apply to their everyday life.

KNOWLEDGE SKILLS NJSLS

Students will know: Students will be able to: Authors are real people who experience Research information about the author’s life through RL.4.1-Refer to details and examples in a text everyday situations and build connections with various resources and make relevant connections when explaining their readers. what the text says explicitly and when drawing Develop a connection to multiple pieces of literature inferences from the text. written by a specific author. RL.4.2-Determine the key details to identify theme Authors embed their life experiences into their Determine author’s purpose for writing in a story, drama, or poem and summarize the text. stories. RL.4.3 - Describe in depth a character, setting, or Narrative elements play a key role in Identify narrative elements in stories event in a story or drama, drawing on specific understanding character including development, details in the text (e.g., a character's thoughts, struggles, motivation, and theme. Summarize main ideas and supporting details of words, or actions). stories

Generate and defend a list of recurring themes and RL.4.4- Determine the meaning of words and common attributes across an author’s various works phrases as they are used in a text, including those that allude to significant characters found in Make statements about a particular theme based on literature. Observations of characters can help readers text evidence gathered through observations of construct big ideas or lessons related to theme. character development RL.4.6 - Compare and contrast the point of view from which different stories are narrated, including Compare and contrast theme across books in author the difference between first- and third-person

study using a Venn diagram narrations.

Identify the literary devices present in the author’s RL.4.7- Make connections between specific Literary devices, such as, personification, written work and interpret their impact on how the descriptions and directions in a text and a visual or symbolism, similes, metaphors, and hyperboles reader’s decision why these are used or how they oral representation of the text. can help improve our reading experience improve the reader’s experience RL.4.9- (previously RL.5.9.) Compare, contrast and Identify social and personal conflicts experienced by reflect on (e.g. practical knowledge, Relating to characters allow readers to better characters within stories and relate to one’s own life historical/cultural context, and background understand characters and build theories about knowledge) stories in the same genre (e.g., them. Reflect on themes embedded in the author’s stories mysteries and adventure stories) on their approaches and how it has made an impact on their own life from to similar themes and topics. Universal themes are common in narratives. reading

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.

RF.4.3- Know and apply grade-level phonics and word analysis skills in decoding words.

topic to explore ideas under discussion. B. Follow agreed-upon rules for discussions and carry out assigned roles. C. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. D. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

SL.4.2 - Paraphrase portions of a text read aloud or information presented in diverse media and formats (e.g.,visually, quantitatively, and orally).

SL.4.3 - Identify the reasons and evidence a speaker provides to support particular points.

SL.4.4 - Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

L.4.1 - Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

L.4.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.4.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L.4.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing 18

flexibly from a range of strategies.

L.4.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

RANDOLPH TOWNSHIP SCHOOL DISTRICT Reading ~ Grade 4 Resource Page

SUGGESTED TIME SUPPLEMENTAL UNIT RESOURCES ALLOTMENT 6 weeks UNIT III: Author Study: A Focus on Character and Theme Suggested Resources The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers Jennifer Serravallo

Fourth Grade Readers: Units of Study to Help Students Internalize and Apply Strategies Martha Heller-Winokur, Marcia Uretsky, Isoke Titilayo Nia

Teaching with Fiction and Nonfiction Books, A Genre Study Irene Fountas, and Gay Su Pinnell.

The Comprehension Toolkit Grades 3-5 Stephanie Harvey and Anne Goudvis

A Guide to the Reading Workshop, Grades 3-5 (Book 1) Lucy Calkins and Kathleen Tolan

Lucy Calkins Resources CD

Patricia Polacco Books An Orange for Frankie The Bully Chicken Sunday The Junkyard Wonders Just in Time, Abraham Lincoln Just Plain Fancy Mr. Lincoln’s Way My Rotten Redheaded Older Brother Picnic at Mudsock Meadow Pink and Say Rotten Richie and the Ultimate Dare Thank You, Mr. Falker

Thunder Cake

Patricia Polacco Online Resources Hyperlinks http://zunal.com/webquest.php?w=1070

https://noeminator.wikispaces.com/file/view/Teaching+With+Favorit e+Patricia+Polacco+Books.pdf

http://www.readwritethink.org/search/?sort_order=relevance&q=Patri cia+Polacco&srchgo.x=0&srchgo.y=0&old_q=Patricia+Polacoo&src hwhere=full-site

http://www.brighthubeducation.com/lesson-plans-grades-1-2/62053- use-the-butterfly-by-patricia-polacco-to-teach-world-war-2/

Internet Links Into the Book: Teaching Reading Comprehension Strategies http://reading.ecb.org Links to videos, class sites, strategies for Reader’s Workshop http://www.readersworkshop.org TCRWP - Teachers College Reading & Writing Project http://tc.readingandwritingproject.com See Appendix B for leveled text suggestions Literacy Resources Randolph Township Public Schools https://rtnj.blackboard.com/webapps/blackboard/content/listContent.j sp?course_id=_2899_1&content_id=_17695_1

RANDOLPH TOWNSHIP SCHOOL DISTRICT Reading ~ Grade 4 UNIT IV: Nonfiction: Review and Analysis of Text Features and Organizational Structures

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Authors use the structures and elements of  How do readers recognize authors’ purpose? nonfiction for specific purposes. Readers can gather information through  How do text features help a reader deepen their comprehension of the text and understand their topic different text features present in nonfiction better? books. Knowledge of nonfiction text structures deepens  Why is it important to read and understand nonfiction text structures? comprehension and allows readers to understand authors’ bias.

KNOWLEDGE SKILLS NJSLS

Students will know: Students will be able to: Nonfiction and fiction have different structures Apply knowledge of text structures to distinguish RL.4.1-Refer to details and examples in a text and are written for different purposes. between fiction and nonfiction. and make relevant connections when explaining what the text says explicitly and when drawing Locate and demonstrate knowledge of text structures, inferences from the text. Nonfiction text can be organized by cause and including problem- solution, cause and effect, effect, problem and solution, sequence, compare description, and chronological order. RL.4.2-Determine the key details to identify theme and contrast or description. in a story, drama, or poem and summarize the text. Identify the purpose of the text. RL.4.3 - Describe in depth a character, setting, or Examine multiple nonfiction articles and identify how event in a story or drama, drawing on specific the information is organized and how that details in the text (e.g., a character's thoughts, Text features such as charts, maps, diagrams, organization contributes to the understanding of the words, or actions). illustrations, side bars, glossaries, captions, text. headings, subtitles, photos, graphic organizers and time lines can provide the reader with Identify and synthesize the information given in RL.4.4- Determine the meaning of words and additional information or can clarify information common graphic features. phrases as they are used in a text, including those within the text. that allude to significant characters found in Create personal inquiries as a basis for investigating a literature. new topic. RL.4.7- Make connections between specific descriptions and directions in a text and a visual or Locate facts within text that can answer reader’s oral representation of the text. questions.

RL.4.9- (previously RL.5.9.) Compare, contrast and Use multiple texts to integrate information and reflect on (e.g. practical knowledge, Nonfiction text provides facts that can answer become more knowledgeable about a topic. historical/cultural context, and background readers’ questions. knowledge) stories in the same genre (e.g., Distinguish between facts and opinions. mysteries and adventure stories) on their approaches to similar themes and topics. Explain how an author uses both fact and opinion to support their topic. RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, Facts are statements that can be proven or Discriminate between important and unimportant and poems at grade level text-complexity or above, disproven. details in a text. with scaffolding as needed.

Opinions are statements that reflect personal Recognize an author’s angle, or slant, in an article. RF.4.3 - Know and apply grade-level phonics and feelings, or thoughts and cannot be proven or word analysis skills in decoding words. disproven. RF.4.4- Read with sufficient accuracy and fluency Nonfiction contains large amounts of to support comprehension. information, some more important than others. A. Read grade-level text with purpose and understanding. B. Read grade-level prose and poetry orally with Bias can exist within factual articles. accuracy, appropriate rate, and expression on successive readings. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

D. Use concrete words and phrases and sensory details to convey experiences and events precisely. E. Provide a conclusion that follows from the narrated experiences or events.

W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

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.

L.4.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.

RANDOLPH TOWNSHIP SCHOOL DISTRICT Reading ~ Grade 4 Resource Page

SUGGESTED CONTENT – UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT 3 Weeks Unit IV: Nonfiction: Review and Analysis of Text Features Suggested Resources and Organizational Structures The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers Jennifer Serravallo

Fourth Grade Readers: Units of Study to Help Students Internalize and Apply Strategies Martha Heller-Winokur, Marcia Uretsky, Isoke Titilayo Nia

The Comprehension Toolkit Grades 3-5 Stephanie Harvey and Anne Goudvis

Fourth Grade Readers: Units of Study to Help Students Internalize and Apply Strategies Martha Heller-Winokur and Marcia Uretsky

A Guide to the Reading Workshop, Grades 3-5 (Book 1) Lucy Calkins and Kathleen Tolan

Lucy Calkins Resources CD

Literacy Resources Randolph Township Public Schools https://rtnj.blackboard.com/webapps/blackboard/content/listContent.j sp?course_id=_2899_1&content_id=_17695_1

RANDOLPH TOWNSHIP SCHOOL DISTRICT Reading ~ Grade 4 UNIT V: Nonfiction: Reading Like a Researcher

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Deep understanding of a topic requires reading  How do readers become an expert on a topic? across multiple texts. Readers interpret text by reading thoroughly and  How does research help readers understand the world around them? with purpose to determine main ideas and the facts and details used to support them. Persuasion is a process where the author tries to  How does an author try to convince the reader about a topic? convince the reader to take a certain stance or action on a topic.

KNOWLEDGE SKILLS NJSLS

Students will know: Students will be able to: Readers find information utilizing multi-media Use text sets to immerse themselves in various RI.4.1 - Refer to details and examples in a text and resources to broaden their interests. nonfiction topics. make relevant connections when explaining what the text says explicitly and when drawing Gather evidence to support debates, discussions, and inferences from the text. Reading like a researcher helps to prepare for reflections. debates, discussions, and reflections. Conduct research, select a topic, select sources, RI.4.2- Determine the main idea of a text and explain identify important information, organize that how it is supported by key details; summarize the Conducting research is a process that includes information by using post its or graphic organizers text. selecting a topic, selecting sources, reading the and record information. source material, collection and recording RI.4.3 - Explain events, procedures, ideas, or information. Collaborate with peers to understand various view concepts in a historical, scientific, or technical text, points on a given topic. including what happened and why, based on specific information in the text.

Authors use bias in their writing to convey their Utilize a variety of sources to present different RI.4.4 - Determine the meaning of general academic message. aspects of a topic. and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. Examine multiple nonfiction articles and identify Information can originate from print and digit how the information is organized and how that RI.4.5 - Describe the overall structure (e.g., media sources. organization contributes to the understanding of the chronology, comparison, cause/effect, text. (problem/solution) of events, ideas, concepts, or

Nonfiction text can be organized by cause and information in a text or part of a text. effect, problem and solution, sequence, compare Synthesize information found across multiple text and contrast or description. features in order to monitor comprehension of a RI.4.6 - Compare and contrast a firsthand and topic. secondhand account of the same event or topic; describe the differences in focus and the information Text features such as charts, maps, diagrams, provided. illustrations, side bars, glossaries, captions, headings, subtitles, photos, graphic organizers Summarize or paraphrase research. RI.4.7- Interpret information presented visually, and time lines can provide the reader with orally, or quantitatively (e.g., in charts, graphs, additional information or can clarify information diagrams, time lines, animations, or interactive within the text. Create an organizer consisting of pros / cons to elements on Web pages) and explain how the

evaluate facts. information contributes to an understanding of the text in which it appears. In order to develop their own position on a Link ideas using words, phrases and clauses such as topic, they must weigh and evaluate the consequently, specifically, on the other hand, in RI.4.8 - Explain how an author uses reasons and evidence. contrast. evidence to support particular points in a text.

Generating enough fact based information will Identify domain specific vocabulary and include it in RI.4.9- Integrate and reflect on (e.g. practical support their position. their debates, discussions, and reflections. knowledge, historical/cultural context, and

background knowledge) information from two texts Their opinions must be logically linked to the Include the counter argument in their debates, on the same topic in order to write or speak about supporting details. discussions, and reflections. the subject knowledgeably.

RI.4.10. - By the end of year, read and comprehend Precise language and domain specific vocabulary effectively informs the reader about literary nonfiction at grade level text-complexity or the topic. above, with scaffolding as needed.

There is a counter argument associated with the SL.4.1- Engage effectively in a range of collaborative topic. discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. A. Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. B. Follow agreed-upon rules for discussions and carry out assigned roles. C. Pose and respond to specific questions to clarify or follow up on information, and make comments that 28

contribute to the discussion and link to the remarks of others. D. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

SL.4.2- Paraphrase portions of a text read aloud or information presented in diverse media and formats (e.g. Visually, quantitatively, and orally).

SL.4.3 - Identify the reasons and evidence a speaker provides to support particular points.

SL.4.5 - Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

SL.4.6 - Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small- group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 here for specific expectations.)

RANDOLPH TOWNSHIP SCHOOL DISTRICT Reading ~ Grade 4 Resource Page

SUGGESTED CONTENT – UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT 8 weeks Unit V: Nonfiction: Reading Like a Researcher Suggested Resources The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers Jennifer Serravallo

Fourth Grade Readers: Units of Study to Help Students Internalize and Apply Strategies Martha Heller-Winokur, Marcia Uretsky, Isoke Titilayo Nia

Nonfiction Reading Power: Teaching Students How to Think While They Read all Kinds of Information Adrienne Gear

Teaching with Fiction and Nonfiction Books, A Genre Study Irene Fountas, and Gay Su Pinnell.

The Comprehension Toolkit Grades 3-5 by Stephanie Harvey and Anne Goudvis

A Guide to the Reading Workshop, Grades 3-5 (Book 1) Lucy Calkins and Kathleen Tolan

Lucy Calkins Resources CD

http://tc.readingandwritingproject.com See Appendix B for leveled text suggestions Literacy Resources Randolph Township Public Schools https://rtnj.blackboard.com/webapps/blackboard/content/listContent.j sp?course_id=_2899_1&content_id=_17695_1

RANDOLPH TOWNSHIP SCHOOL DISTRICT Reading ~ Grade 4 UNIT VI: Historical Fiction: A Journey to the Past

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Historical perspectives affect the way we see  How can the same historical events be interpreted differently? individuals, events, and places. Analyzing multiple perspectives over time gives  How do our views and beliefs about events and people change through reading fictional accounts of us a truer picture of historical events. history?

KNOWLEDGE SKILLS NJSLS

Students will know: Students will be able to: Historical fiction often depicts a well-known, Determine the time period in history using the RL.4.1-Refer to details and examples in a text historical event. narrative elements. and make relevant connections when explaining what the text says explicitly and when drawing In order to better understand history, readers Use primary sources, such as photographs and maps, inferences from the text. need to gather primary and secondary sources to to deepen their sense of an unfamiliar era or time gain a clearer picture of that time period. period. RL.4.2-Determine the key details to identify theme in a story, drama, or poem and summarize the text. Historical fiction depicts characters, both real Separate characters from historical or fictional people. and fictional, who lived during a particular time RL.4.3 - Describe in depth a character, setting, or in history. event in a story or drama, drawing on specific Identify what is historical fact vs. fiction. details in the text (e.g., a character's thoughts, Historical fiction combines elements of facts words, or actions). and fiction. Analyze different texts from the same period to identify conflicting perspectives. RL.4.4- Determine the meaning of words and Historical events can be interpreted differently. phrases as they are used in a text, including those Visualize the setting through attention to detail and that allude to significant characters found in how that affects the characters’ life. literature. Readers of historical fiction pay attention to setting clues that help them picture what life was Synthesize prior knowledge with information RL.4.6 - Compare and contrast the point of view like for characters during that time period. extrapolated from the text to create a better mental from which different stories are narrated, including picture. the difference between first- and third-person Reading historical fiction involves picturing what happens in the past by piecing together narrations. information from the text and what we already Create timeline to track historical events and how the know about historical events. event impacts the character emotionally. RL.4.7- Make connections between specific descriptions and directions in a text and a visual or

Readers of historical fiction maintain Evaluate relationships between characters. oral representation of the text information about the character, as well as the tension of the setting. RL.4.9- (previously RL.5.9.) Compare, contrast and Recognize and reflect upon time shifts in the plot. reflect on (e.g. practical knowledge, Roles of secondary characters are critical in historical/cultural context, and background assisting the main character in conflict Engage in critical discussions of shared texts. knowledge) stories in the same genre (e.g., resolution. mysteries and adventure stories) on their approaches Analyze and compare shared texts within historical to similar themes and topics. They must hold on to the story when time jumps fiction texts. back and forth. RL.4.10 By the end of the year, read and Actively listen to each other’s thoughts and respond to comprehend literature, including stories, dramas, It is important to prepare for group discussion. each other’s thoughts about the book. and poems at grade level text-complexity or above, with scaffolding as needed. Cooperative discussions will foster further Respond to reading using various methods, such as, development of ideas. post-its and reader’s notebook. 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. Responding to literature deepens understanding A. Explicitly draw on previously read text or of the text. material and other information known about the topic to explore ideas under discussion. B. Follow agreed-upon rules for discussions and carry out assigned roles. C. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. D. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

SL.4.2- Paraphrase portions of a text read aloud or information presented in diverse media and formats (e.g. Visually, quantitatively, and orally).

SL.4.3 - Identify the reasons and evidence a speaker provides to support particular points.

RANDOLPH TOWNSHIP SCHOOL DISTRICT Reading ~ Grade 4 Resource Page

SUGGESTED CONTENT – UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT 6 weeks Unit VI: Historical Fiction: A Journey to the Past Suggested Resources The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers Jennifer Serravallo

Fourth Grade Readers: Units of Study to Help Students Internalize and Apply Strategies Martha Heller-Winokur, Marcia Uretsky, Isoke Titilayo Nia

Teaching with Fiction and Nonfiction Books, A Genre Study Irene Fountas, and Gay Su Pinnell.

The Comprehension Toolkit Grades 3-5 by Stephanie Harvey and Anne Goudvis. Publishers: Heinemann

A Guide to the Reading Workshop, Grades 3-5 (Book 1) Lucy Calkins and Kathleen Tolan

Lucy Calkins Resources CD

sp?course_id=_2899_1&content_id=_17695_1 Socratic Seminar Link www.studyguide.org/socratic_seminar.htm

RANDOLPH TOWNSHIP SCHOOL DISTRICT Reading ~ Grade 4 UNIT VII – Folktales, Fables, and Myths: A Study of Traditional Literature

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Traditional literature follows similar patterns  How are stories from around the world the same? and structures though the use of archetypes and allegory. Folklore can teach about the values of cultures  How are culture and tradition conveyed through folklore? from around the world. Many contemporary novels and art have roots in  How do fictional characters in literature imitate people in the real world? classic folktales, fables and myths.

KNOWLEDGE SKILLS NJSLS

Students will know: Students will be able to: Traditional stories provide the basis for modern- Recognize story cycles in traditional stories and link RL.4.1-Refer to details and examples in a text day fiction. them to modern-day fiction. and make relevant connections when explaining what the text says explicitly and when drawing Distinguish the features and elements of folktales, inferences from the text. Similarities and differences exist between the fables and myths. characteristics and elements of folktales, fables RL.4.2-Determine the key details to identify theme and myths. Compare and contrast the elements of folktales, fables in a story, drama, or poem and summarize the text. and myths. RL.4.3 - Describe in depth a character, setting, or Identify examples of good vs. evil, elements of magic, event in a story or drama, drawing on specific cautionary tales, jealousy, and personification within details in the text (e.g., a character's thoughts, Common themes exist within folktales, fables the genres. words, or actions). and myths regardless of their place of origin. Compare and contrast how similar themes, such as, RL.4.4 - Determine the meaning of words and good vs. evil, are addressed in the various genres. phrases as they are used in a text, including those that allude to significant characters found in Describe a myth’s purpose. literature.

The purpose of myths is to share cautionary RL.4.6 - Compare and contrast the point of view Create character charts categorizing roles of tales or explain how something in the world from which different stories are narrated, including came to be. characters in traditional literature. the difference between first- and third-person

narrations. Characters in folktales often include archetypal

37 roles, such as heroes, villains, and victims. RL.4.7- Make connections between specific Characters in myths are rewarded for good traits List and analyze the significance of character’s descriptions and directions in a text and a visual or and punished for bad ones. personal objects. oral representation of the text.

Identify and explain the meaning of idioms and RL.4.9- (previously RL.5.9.) Compare, contrast and proverbs as they are used within the text. reflect on (e.g. practical knowledge, Objects in traditional literature are symbolic and historical/cultural context, and background provide insight to a character’s life. Infer and explain morals found within figurative knowledge) stories in the same genre (e.g., Figurative language is used in folklore to language. mysteries and adventure stories) on their approaches highlight important points. to similar themes and topics.

Idioms are expressions that mean something RL.4.10 By the end of the year, read and other than the literal meanings of their comprehend literature, including stories, dramas, individual words (i.e. A character can be a wolf and poems at grade level text-complexity or above, in sheep’s clothing.) with scaffolding as needed.

Proverbs are short, witty statements that offer RF.4.3 - Know and apply grade-level phonics and words of encouragement and advice. word analysis skills in decoding words.

carry out assigned roles. C. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. D. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

SL.4.2- Paraphrase portions of a text read aloud or information presented in diverse media and formats (e.g.,visually, quantitatively, and orally).

SL.4.3 - Identify the reasons and evidence a speaker provides to support particular points.

SL.4.5 - Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

SL.4.6 - Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 here for specific expectations.)

RANDOLPH TOWNSHIP SCHOOL DISTRICT Reading ~ Grade 4 Resource Page

SUGGESTED CONTENT – UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT 4 weeks Unit VII: Folktales, Fables, and Myths: A Study of Suggested Resources Traditional Literature Cinderella Stories from Around the World

The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers Jennifer Serravallo

Fourth Grade Readers: Units of Study to Help Students Internalize and Apply Strategies Martha Heller-Winokur, Marcia Uretsky, Isoke Titilayo Nia

Teaching with Fiction and Nonfiction Books, A Genre Study Irene Fountas, and Gay Su Pinnell.

A Guide to the Reading Workshop, Grades 3-5 (Book 1) Lucy Calkins and Kathleen Tolan

Lucy Calkins Resources CD

RANDOLPH TOWNSHIP SCHOOL DISTRICT Reading ~ Grade 4 UNIT VII: Examining the Creative Arts Through Poetry and Drama

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Poets and playwrights share feelings,  How can expression through poetry or plays be meaningful? experiences, or thoughts through well-chosen words, formats, techniques, and poetic elements. Poetry can generate feelings, emotions, and  How is poetry like art? descriptions in a concise way.

KNOWLEDGE SKILLS NJSLS

Students will know: Students will be able to: Poetry and plays are written and organized Describe similarities and differences between poetry, RL.4.2-Determine the key details to identify theme differently than prose. plays, and prose. in a story, drama, or poem and summarize the text.

Poetry is written with stanzas and verses and RL.4.3 - Describe in depth a character, setting, or plays are written with acts and scenes. event in a story or drama, drawing on specific Identify multiple forms of poetry. details in the text (e.g., a character's thoughts, words, or actions). Different types of poetry include haikus, limericks, narrative poems, free verse, ballads, Interpret poems by analyzing form, images, word RL.4.5 - Explain major differences between poems, odes, sonnets, cinquains and others. choice, imagery, and language. drama, and prose, and refer to the structural

Poems can depict diverse feelings, emotions and Analyze poet’s form to deepen their own elements of poems (e.g., verse, rhythm, meter) and thoughts through use of style, tone, rhythm, understanding of the poem. drama (e.g., casts of characters, settings, structure, and word choice. descriptions, dialogue, stage directions) when Identify forms of figurative language to comprehend writing or speaking about a text. Poets deliberately use white space, or spacing, poetry. to convey a message. RL.4.7- Make connections between specific Identify key elements in a play. descriptions and directions in a text and a visual or oral representation of the text Poets use figurative language such as metaphors, similes, personification, and Adapt a story or a chapter of text into a play. RL.4.10 - By the end of the year, read and hyperbole to communicate their thoughts. comprehend literature, including stories, dramas, Perform plays in small groups using proper voice and and poems at grade level text-complexity or above, Plays have essential elements such as live action expression. with scaffolding as needed. shaped by conflict, scenes/acts, stage directions, narrators, characters, sets, props and audience. RF.4.4- Read with sufficient accuracy and fluency 41

to support comprehension. Plays are dramatic representations of stories that A. Read grade-level text with purpose and tell a story through dialogue, body movements, understanding. scenery and props. B. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

SL.4.2- Paraphrase portions of a text read aloud or information presented in diverse media and formats (e.g.,visually, quantitatively, and orally).

SL.4.5 - Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

RANDOLPH TOWNSHIP SCHOOL DISTRICT Reading ~ Grade 4 Resource Page

SUGGESTED CONTENT – UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT Infused UNIT VII: Examining the Creative Arts Through Poetry and Suggested Resources Cross-Curricular Drama The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers Jennifer Serravallo

Fourth Grade Readers: Units of Study to Help Students Internalize and Apply Strategies Martha Heller-Winokur, Marcia Uretsky, Isoke Titilayo Nia

Teaching with Fiction and Nonfiction Books, A Genre Study Irene Fountas, and Gay Su Pinnell.

The Comprehension Toolkit Grades 3-5 Stephanie Harvey and Anne Goudvis

A Guide to the Reading Workshop, Grades 3-5 (Book 1) Lucy Calkins and Kathleen Tolan

Lucy Calkins Resources CD

Internet Links

Into the Book: Teaching Reading Comprehension Strategies http://reading.ecb.org Links to videos, class sites, strategies for Reader’s Workshop http://www.readersworkshop.org TCRWP - Teachers College Reading & Writing Project http://tc.readingandwritingproject.com See Appendix B for leveled text suggestions

Literacy Resources Randolph Township Public Schools https://rtnj.blackboard.com/webapps/blackboard/content/listContent.j sp?course_id=_2899_1&content_id=_17695_1

Randolph Township Schools Department of Language Arts Writing ~ Grade 4

Introduction

The fourth grade writing curriculum has been designed to support the workshop approach to teaching and learning, while directly responding to the requirements spelled out in the Common Core Standards for fourth grade. A strong emphasis has been placed on instruction in narrative, informational, and opinion-based writing. Students continue to build fluency, command of conventions, detail, and structure within the first unit on narratives. These skills are transferrable to each of the units that follow. Units on literary and persuasive writing require students to build independence as they refer to the text, investigate argument structures, and develop opinion pieces using a strong voice and significant details to support their opinions. Informational writing allows students to delve deeply into content-area topics and use research skills to synthesize big ideas. Students will be expected to work with increasing sophistication and independence over time, as they learn to write for increasingly longer periods of time.

RANDOLPH TOWNSHIP SCHOOL DISTRICT Writing ~ Grade 4 UNIT I: Launching Writer’s Workshop: Setting the Foundation of Writing Narratives

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Writers reflect on their life and observe the  Where do writers get ideas for writing? world around them. Personal narratives focus on a small moment in  How do writers capture meaningful moments in life? our own lives and follow a specific structure.

KNOWLEDGE SKILLS NJSLS

Students will know: Students will be able to: Writer's workshop is structured through mini- Establish routines for Writer’s Workshop. W.4.3- Write narratives to develop real or imagined lessons, independent writing, and conferencing, experiences or events using narrative technique, peer editing, and sharing. descriptive details, and clear event sequences. Create a personalized writer’s notebook that includes A. Orient the reader by establishing a situation and A Writer’s Notebook is essential for gathering artifacts important to their lives. introducing a narrator and/or characters; organize an and collecting ideas for writing. event sequence that unfolds naturally. Generate a list of seed ideas in their writer's notebook. B. Use dialogue and description to develop experiences and events or show the responses of Different strategies are used to generate ideas characters to situations. for writing; such as brainstorming ideas based C. Use a variety of transitional words and phrases to on special people, places, first and last times, Differentiate between a small and large topic. manage the sequence of events. and strong feelings they have experienced in D. Use concrete words and phrases and sensory their lives. Analyze their seed ideas to compare and contrast the details to convey experiences and events precisely. Personal narratives are based on small significance of each in order to select a seed idea for E. Provide a conclusion that follows from the moments, known as seed ideas, rather than writing. narrated experiences or events. large topics. W.4.4 - Produce clear and coherent writing in which Peer discussion and teacher conferencing is Apply Writer's Workshop structure to gain an the development and organization are appropriate to important to determine which seed ideas should understanding of the writing process. task, purpose, and audience. (Grade-specific be further developed. expectations for writing types are defined in Write a personal narrative that incorporates the standards 1-3 above.) elements of this genre. W.4.5 - With guidance and support from peers and Writing is a process that involves Formulate beginning, middle, and end ideas using a adults, develop and strengthen writing as needed by brainstorming, drafting, revising, editing, and strategy of choice. planning, revising, and editing. (Editing for

46 publishing. conventions should demonstrate command of Identify strong leads by reading mentor text. Language standards 1-3 up to and including grade Personal narratives are written in first person, 4 here.) Practice writing different leads for the same small organized chronologically. moment story. W.4.10- Write routinely over extended time frames (time for research, reflection, metacognition/self- Locate and describe how an author utilizes dialogue, correction and revision) and shorter time frames (a Authors use different strategies or formats to action, thought, feelings, and sensory details to add single sitting or a day or two) for a range of organize and plan the structure of their stories. meaning to narratives. discipline-specific tasks, purposes, and audiences.

A lead hooks the reader by grabbing their Craft their own endings to their stories by studying L.4.1- Demonstrate command of the conventions of published writing. standard English grammar and usage when writing attention to the writing. or speaking. Apply editing skills to their writing using an editing

checklist. Authors use different strategies to create L.4.2 - Demonstrate command of the conventions of effective leads such as action, setting, standard English capitalization, punctuation, and onomatopoeia, strong feeling, dialogue, spelling when writing. questions and description. L.4.3 - Use knowledge of language and its

conventions when writing, speaking, reading, or Writers use dialogue, action, thought, feelings, listening. and sensory details to enhance their narratives.

L.4.4 - Determine or clarify the meaning of Authors recognize the importance of creating a unknown and multiple-meaning words and phrases satisfying ending to their stories. based on grade 4 reading and content, choosing flexibly from a range of strategies.

Editing helps improve our writing. L.4.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.4.6 - Acquire and use accurately grade- appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

SL.4.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. A. Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. B. Follow agreed-upon rules for discussions and carry out assigned roles. C. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. D. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

RANDOLPH TOWNSHIP SCHOOL DISTRICT Writing ~ Grade 4 Resource Page

SUGGESTED CONTENT – UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT 3 weeks Unit I: Launching Reader’s Workshop: Setting the Suggested Resources Foundation of Writing Narratives A Guide to the Reading Workshop, Grades 3-5 (Book 1)

Resources for Teaching Writing- CD

Units of Study in Opinion, Information, and Narrative Writing The Arc of the Story: Writing Realistic Fiction Lucy Calkins

Razzle Dazzle Writing Melissa Forney

Book Suggestions Fireflies! by Julie Brinckloe The Paper Boy by Dav Pilkey Big Mama’s and Shortcut by Donald Crews Peter’s Chair by Ezra Jack Keats Whistling by Elizabeth Partridge A Writer’s Notebook by Ralph Fletcher Grandma’s Scrapbook by Josephine Nobisso Nothing Ever Happens on 90th Street by Roni Schotter

The Journey of Oliver K. Woodman by Darcy Pattison Just the Two of Us by Will Smith Miss Rumphius by Barbara Cooney Mother to Tigers by George Ella Lyon One Tiny Turtle by Nicola Davies

Internet Links www.standardssolution.com www.readwritethink.org www.brainpop.com www.writingfix.com TCRWP - Teachers College Reading & Writing Project http://tc.readingandwritingproject.com Literacy Resources Randolph Township Public Schools https://rtnj.blackboard.com/webapps/blackboard/content/listContent.j sp?course_id=_2899_1&content_id=_17701_1

RANDOLPH TOWNSHIP SCHOOL DISTRICT Writing ~ Grade 4 UNIT II: Realistic Fiction: Character Development

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Writers know powerful stories are grounded in a  Why is setting essential to realistic fiction? sense of place. Writers know fictional stories develop out of  How does plot have an impact on story development? crucial moments. Writers develop characters by focusing on  How can writers create complex characters? motivations and obstacles.

KNOWLEDGE SKILLS NJSLS

Students will know: Students will be able to: Writers study published texts to create leads, Use mentor texts to guide fiction writing. W.4.3- Write narratives to develop real or imagined setting and powerful endings. experiences or events using narrative technique, Generate fiction based ideas using Writer’s descriptive details, and clear event sequences. Fiction writers get ideas for stories from daily Notebook. A. Orient the reader by establishing a situation and life, past writing, and books that they wish introducing a narrator and/or characters; organize an existed in the world. event sequence that unfolds naturally. Create a list of common character traits found in B. Use dialogue and description to develop Fiction writers develop characters by creating realistic fiction and identify behaviors that match experiences and events or show the responses of believable traits, struggles and motivations. each trait. characters to situations. C. Use a variety of transitional words and phrases to Create a list of their characters internal and manage the sequence of events. external traits to develop a complex and D. Use concrete words and phrases and sensory believable character. details to convey experiences and events precisely. Writers use figurative language, such as E. Provide a conclusion that follows from the metaphors, to bring out characters’ feelings. Incorporate figurative language to dramatize narrated experiences or events. character feeling and emotion. W.4.4 - Produce clear and coherent writing in which the development and organization are appropriate to Authors develop characters by creating Sketch their character in a particular scene of the task, purpose, and audience. (Grade-specific multiple scenes that exhibit characters' story to depict character traits. expectations for writing types are defined in motivations and struggles. standards 1-3 above.) Develop characters’ attitudes towards self and others by role playing real-life scenarios. W.4.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by

Incorporate dialogue, action, and thought to planning, revising, and editing. (Editing for Dialogue, action, and thought help to bring a highlight character motivation and struggles. conventions should demonstrate command of character to life. Language standards 1-3 up to and including grade Incorporate transitional words and phrases to 4 here.) show how much time has passed. W.4.6 - With some guidance and support from Transitional words and phrases can be used to adults, use technology, including the Internet, to Use paragraphing to distinguish changes in produce and publish writing as well as to interact and set the pacing of a story. speaker, setting, and action. collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum Formulate a story arc to sketch out possible plot of one page in a single sitting. Paragraphing is an essential part in lines. constructing a well-crafted piece of writing, by W.4.10- Write routinely over extended time frames telling the story bit by bit. (time for research, reflection, metacognition/self- Develop the heart of the story by adding correction and revision) and shorter time frames (a Story arcs represent traditional story structures additional details so the reader can focus on the single sitting or a day or two) for a range of and can be used to sketch out possible main event. discipline-specific tasks, purposes, and audiences. plotlines. Compose multiple scenes that incorporate skills SL.4.1- Engage effectively in a range of Revision of narratives will allow students to learned in writing personal narratives. collaborative discussions (one-on-one, in groups, and identify and develop the most important parts teacher led) with diverse partners on grade 4 topics of the story. and texts, building on others’ ideas and expressing Edit their work using an array of strategies, such their own clearly. Writing scenes is the same as writing small as a checklist, independently or with a peer. A. Explicitly draw on previously read text or moment stories in that they include a material and other information known about the topic beginning, middle and end, a setting, struggles, to explore ideas under discussion. motivations, feelings, obstacles, action and B. Follow agreed-upon rules for discussions and dialogue. carry out assigned roles. C. Pose and respond to specific questions to clarify The editing stage in the writing process is done or follow up on information, and make comments for multiple purposes, such as, choosing that contribute to the discussion and link to the punctuation for effects. remarks of others. D. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

L.4.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 52

L.4.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.4.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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.

L.4.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

RANDOLPH TOWNSHIP SCHOOL DISTRICT Writing ~ Grade 4 Resource Page

SUGGESTED CONTENT – UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT 6 Weeks UNIT II: Realistic Fiction: Character Development Suggested Resources Writing Fiction: Big Dreams, Tall Ambitions, Grades 3-5 (Book 4) Lucy Calkins and Kathleen Tolan

Resources for Teaching Writing- CD

Units of Study in Opinion, Information, and Narrative Writing The Arc of the Story: Writing Realistic Fiction Lucy Calkins

Banishing Boring Words Leilen Shelton

Razzle Dazzle Writing Melissa Forney

Book Suggestions Alexander and the Terrible, Horrible, No Good, Very Bad Day, by Judith Viorst Stand Tall, Molly Lou Mellon by Patricia Lovel Chicken Sunday by Patricia Polacco Amazing Grace by Mary Hoffman Today I Feel Silly: and Other Moods that Make My Day by Jamie Lee Curtis

Grammar Mentor Texts: Bedhead by Margie Palatini Eats, Shoots & Leaves: Why, Commas Really Do Make a Difference! by Lynn Truss The Ghost-Eye Tree by Bill Martin, Jr. and John Archambault

Hoops by Robert Burleigh I and You and Don't Forget Who: What is a Pronoun? by Brian Cleary The Journey of Oliver K. Woodman by Darcy Pattison Just the Two of Us by Will Smith Miss Rumphius by Barbara Cooney Mother to Tigers by George Ella Lyon One Tiny Turtle by Nicola Davies

Internet Links www.standardssoultion.com www.readwritethink.org www.brainpop.com TCRWP - Teachers College Reading & Writing Project http://tc.readingandwritingproject.com Literacy Resources Randolph Township Public Schools https://rtnj.blackboard.com/webapps/blackboard/content/listContent.js p?course_id=_2899_1&content_id=_17701_1

RANDOLPH TOWNSHIP SCHOOL DISTRICT Writing ~ Grade 4 UNIT III: Literary Essay: Exploring Character and Theme

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Writers respond to texts in meaningful ways in  How does writing about reading deepen understanding about characters and theme in literature? order to explore important ideas. Writers respond to a text with a reasoned, well-  How do writers use the writing process to respond in a well-crafted literary essay? crafted piece of writing that reflects the framework of essays.

KNOWLEDGE SKILLS NJSLS

Students will know: Students will be able to: Writers note significant observations while close Identify and collect their observations from Reader’s W.4.1-Write opinion pieces on topics or texts, reading and analyzing literature. Notebooks including journal responses, post-it notes, supporting a point of view with reasons and and/or graphic organizers. information. A. Introduce a topic or text clearly, state an opinion, Generate ideas about a text by reacting to it as they and create an organizational structure in which Close Reading with attentiveness allows readers close read. related ideas are grouped to support the writer’s to grow ideas for writing. purpose. Identify possible main ideas in a piece of literature by B. Provide reasons that are supported by facts from reading through different lenses. texts and/or other sources. Writers develop theories based on observations C. Link opinion and reasons using words and using strategies, such as, flash-drafting, t-charts, Utilize character observations to make a claim about a phrases (e.g., for instance, in order to, in addition). and diagrams. character or theme. D. Provide a conclusion related to the opinion

Writers use significant observations to develop a Discuss and defend their point of view in small group presented. thesis/topic statement that communicates their discussion and conversation using text based support. idea about the selected literary topic. W.4.2 - Write informative/explanatory texts to Elaborate on their thinking to develop a thesis/topic examine a topic and convey ideas and information Accountable talk allows writers to analyze and statement about an idea that is present throughout the clearly. synthesize a multitude of ideas while providing text and that can be supported by textual evidence. A. Introduce a topic clearly and group related accurate and supporting information. information in paragraphs and sections; include Use direct quotes to support claims about a text. formatting (e.g., headings), illustrations, and A literary essay responds to reading with a multimedia when useful to aiding comprehension. meaningful idea, relevant details, and textual B. Develop the topic with facts, definitions, support. Organize a piece of expository writing that includes a concrete details, text evidence, or other concise summary of the story, states a clear opinion, information and examples related to the topic. and includes body paragraphs with textual evidence C. Link ideas within paragraphs and sections of

Quoting directly from a text provides strong that support the writer’s ideas. information using words and phrases (e.g., evidence to support a claim and emphasis your Apply appropriate vocabulary and transitions to another, for example, also, because). main idea. produce a clear and coherent literary essay. D. Use precise language and domain-specific vocabulary to inform about or explain the topic. A literary essay includes a thesis/topic Revise their essays to enhance their ideas and E. Provide a conclusion related to the information statement, an introductory paragraph, a body appropriately edit their writing for correct grammar or explanation presented. paragraph for each main reason, textual support, usage. and a closing paragraph. W.4.4 - Produce clear and coherent writing in which the development and organization are appropriate to Word choice and transitions are necessary task, purpose, and audience. (Grade-specific components for developing and supporting ideas expectations for writing types are defined in in a literary essay. standards 1-3 above.)

Writers need to revise and edit their essays to W.4.9 - Draw evidence from literary or clearly and correctly communicate their ideas. informational texts to support analysis, reflection, and research a. Apply grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions]."). b. Apply grade 4 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text").

W.4.10- Write routinely over extended time frames (time for research, reflection, 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.

material and other information known about the topic to explore ideas under discussion. B. Follow agreed-upon rules for discussions and carry out assigned roles. C. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. D. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

SL.4.2- Paraphrase portions of a text read aloud or information presented in diverse media and formats (e.g.,visually, quantitatively, and orally).

SL.4.3 - Identify the reasons and evidence a speaker provides to support particular points

L.4.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.4.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.4.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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.

L.4.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

RANDOLPH TOWNSHIP SCHOOL DISTRICT Writing ~ Grade 4 Resource Page

SUGGESTED CONTENT – UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT 6 weeks Unit III: Literary Essay: Exploring Character and Theme Suggested Resources A Curriculum Plan for the Reading and Writing Workshop Binder

Lucy Calkins Resources for Teaching Writing- CD

Units of Study in Opinion, Information, and Narrative Writing

The Arc of the Story: Writing Realistic Fiction

Lucy Calkins

Razzle Dazzle Writing Melissa Forney

Book Suggestions Every Living Thing by Cynthia Rylant The Marble Champ from Baseball in April and Other Stories by Gary Soto Eleven from Woman Hollering Creek and Other Stories by Sandra Cisneros

Grammar Mentor Texts: Bedhead by Margie Palatini Eats, Shoots & Leaves: Why, Commas Really Do Make a Difference! by Lynn Truss The Ghost-Eye Tree by Bill Martin, Jr. and John Archambault Hoops by Robert Burleigh I and You and Don't Forget Who: What is a Pronoun? by Brian Cleary The Journey of Oliver K. Woodman by Darcy Pattison Just the Two of Us by Will Smith Miss Rumphius by Barbara Cooney

Mother to Tigers by George Ella Lyon One Tiny Turtle by Nicola Davies

RANDOLPH TOWNSHIP SCHOOL DISTRICT Writing ~ Grade 4 UNIT IV: Writing to Teach: Exploring Structures in Informational Writing

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Informational writing examines a high interest  How can you share your expertise about a subject with others? topic and conveys information and ideas clearly. Writers use strategies to gather a variety of  How do writers gather a variety of information to support nonfiction writing? information from multiple sources.

KNOWLEDGE SKILLS NJSLS

Students will know: Students will be able to: The purpose of informational writing is to Select a broad, high interest topic that includes layers W.4.2 - Write informative/explanatory texts to inform or teach others about a particular topic. of information. examine a topic and convey ideas and information clearly. Informational writing can be organized around a Plan their informational writing by identifying a A. Introduce a topic clearly and group related central topic or a sequential structure. hierarchy of ideas or a sequential order of ideas. information in paragraphs and sections; include formatting (e.g., headings), illustrations, and Note-taking is essential for gathering research Compile relevant information about subtopics through multimedia when useful to aiding comprehension. on chosen topic. Note-taking can take the form the use of note-taking strategies in their writer’s B. Develop the topic with facts, definitions, of boxes and bullets and/or annotations. notebooks, such as, boxes and bullets. concrete details, text evidence, or other information and examples related to the topic. Construct and design a piece of informational writing, C. Link ideas within paragraphs and sections of Informational writing can take different formats. such as a book or featured article. information using words and phrases (e.g.,

Create a table of contents that is written logically or another, for example, also, because). Informational writing includes a central topic, sequentially. D. Use precise language and domain-specific and several sub-topics. vocabulary to inform about or explain the topic. Share ideas about their research through verbal E. Provide a conclusion related to the information Small group discussions can help us rehearse for discussion. or explanation presented. our writing. Include an introduction, relevant facts, headings, W.4.4 - Produce clear and coherent writing in which Informational writing contains a variety of text subheadings, graphics, captions, and a word bank of the development and organization are appropriate to features that enhance the ideas clearly and domain specific vocabulary. task, purpose, and audience. (Grade-specific concisely. expectations for writing types are defined in Draft and revise their topics and subtopics using standards 1-3 above.) mentor texts. Writers of informational text use mentor texts to W.4.5 - With guidance and support from peers and support their own writing. Cite evidence from research used to support

informational writing. adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Combine ideas from their informational book and Language standards 1-3 up to and including grade construct a well-crafted informational essay using a 4 here.) A well-crafted informational essay consists of graphic organizer, such as an I-Chart. an introduction with a clear thesis, elaborated W. 4.6 - With some guidance and support from body paragraphs, and a linking conclusion. Apply editing skills to their writing using an editing adults, use technology, including the Internet, to checklist. produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient Writers continuously revise and edit their work Use capitalization and punctuation correctly within a command of keyboarding skills to type a minimum throughout the writing process. sentence. of one page in a single sitting.

W.4.7 - Conduct short research projects that build knowledge through investigation of different aspects of a topic.

W.4.8 - Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

W.4.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.

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.

SL.4.3 - Identify the reasons and evidence a speaker provides to support particular points.

SL.4.5 - Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

L.4.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.4.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.4.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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.

L.4.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

RANDOLPH TOWNSHIP SCHOOL DISTRICT Writing ~ Grade 4 Resource Page

SUGGESTED CONTENT – UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT 7 weeks Unit IV: Writing to Teach: Exploring Structures in Suggested Resources Informational Writing A Curriculum Plan for the Reading and Writing Workshop Binder

Resources for Teaching Writing- CD

Razzle Dazzle Writing

Melissa Forney

Units of Study in Opinion, Information, and Narrative Writing Grade 4: Boxes and Bullets: Personal and Persuasive Essays Lucy Calkins

Internet Links www.standardssoultion.com www.readwritethink.org

www.brainpop.com TCRWP - Teachers College Reading & Writing Project http://tc.readingandwritingproject.com Literacy Resources Randolph Township Public Schools https://rtnj.blackboard.com/webapps/blackboard/content/listContent.j sp?course_id=_2899_1&content_id=_17701_1

RANDOLPH TOWNSHIP SCHOOL DISTRICT Writing ~ Grade 4 UNIT V: Persuasive Writing: Take a Stance

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Writers use persuasion to convince their audience  How can I convince the audience to share my beliefs on a particular subject? to take action or change perspective. Persuasion is present in all parts of our lives.  Why is persuasion an important skill to learn?

KNOWLEDGE SKILLS NJSLS

Students will know: Students will be able to: W.4.1. -Write opinion pieces on topics or texts, Persuasive writing comes in various forms that Identify and list different types of persuasive writing. supporting a point of view with reasons and includes pamphlets, commercials, information. advertisements, speeches, petitions, but is always A. Introduce a topic or text clearly, state an opinion, intended to convince the reader of a perspective. and create an organizational structure in which Analyze and determine authors’ perspectives on a related ideas are grouped to support the writer’s Authors incorporate strong feelings and bias into given topic. purpose. their writing in order to support their point of B. Provide reasons that are supported by facts from view. Differentiate between facts and opinions. texts and/or other sources. C. Link opinion and reasons using words and Recognize a variety of persuasive techniques. phrases (e.g., for instance, in order to, in addition). Multiple persuasive techniques exist. D. Provide a conclusion related to the opinion Generate a list of topics they feel strongly for or against in writer’s notebook. presented.

Debate and discuss current events in our society. W.4.2 - Write informative/explanatory texts to Debating ideas can help readers see different examine a topic and convey ideas and information point of view. Read, examine, and identify components of clearly. persuasive essays through reading exemplar texts. A. Introduce a topic clearly and group related Components of persuasive essays include a information in paragraphs and sections; include thesis, a call to action, supporting paragraphs, Defend their point of view or perspective that they formatting (e.g., headings), illustrations, and and a strong closing. will use in their writing. multimedia when useful to aiding comprehension. B. Develop the topic with facts, definitions, Form an opinion and support it with specific concrete details, text evidence, or other evidence, such as, facts, examples, true stories, information and examples related to the topic. quotes, and data. C. Link ideas within paragraphs and sections of Facts are statements that can be proven or information using words and phrases (e.g., disproven while opinions express thoughts and another, for example, also, because). feelings and can not be proven or disproven. Use the writing process to plan and construct a well- D. Use precise language and domain-specific 68

crafted argumentative essay. vocabulary to inform about or explain the topic. E. Provide a conclusion related to the information Graphic organizers, such as an I-Chart, can help Create a lead to draw the reader using a variety of or explanation presented. writers organize their claim, reasons, and strategies, such as, asking a question, explaining a evidence to convince their audience. topic, giving a fact, or giving background information. Argumentative essays include a lead, statement or claim, body paragraphs with elaborated Use transitional phrases to connect evidence with W.4.4 - Produce clear and coherent writing in which reasons and examples, transitional words, and an reasons. the development and organization are appropriate to ending that calls for action. task, purpose, and audience. (Grade-specific Provide a concluding statement or section related to expectations for writing types are defined in the opinion presented. standards 1-3 above.)

Restate and reflect on initial claim. W.4.9 Draw evidence from literary or informational

texts to support analysis, reflection, and research. Attempt implementation of counter-arguments in their persuasive essays. A. Apply grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or Awareness of counter-arguments in your writing event in a story or drama, drawing on specific can enhance your position or opinion. Analyze the draft and revise the content as needed details in the text [e.g., a character's thoughts, using an opinion writing checklist. words, or actions]."). B. Apply grade 4 Reading standards to The writing process is not complete without Recognize correct grammar, usage, and conventional informational texts (e.g., "Explain how an author significant revision and editing of the draft. errors. uses reasons and evidence to support particular points in a text").

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.

SL.4.1a-d- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. A. Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.

SL. 4.2- Paraphrase portions of a text read aloud or information presented in diverse media and formats (e.g.,visually, quantitatively, and orally).

SL. 4.3 - Identify the reasons and evidence a speaker provides to support particular points.

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. (See grade 4 Language standards 1 here for specific expectations.)

L.4.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.4.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.4.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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.

L.4.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

RANDOLPH TOWNSHIP SCHOOL DISTRICT Writing ~ Grade 4 Resource Page

SUGGESTED CONTENT – UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT 7 weeks Unit V: Persuasive Writing: Take a Stance Suggested Resources A Curriculum Plan for the Reading and Writing Workshop Binder

Lucy Calkins Resources for Teaching Writing- CD

Units of Study in Opinion, Information, and Narrative Writing Grade 4: Boxes and Bullets: Personal and Persuasive Essays Lucy Calkins

News ELA

Time for Kids Magazine

Razzle Dazzle Writing Melissa Forney

Book Suggestions Penguins by Seymour Simon Boys Life Magazine The Dangerous Book for Boys by Conn and Hal Iggulden Hey, Little Ant! by Phillip and Hannah Hoose I Wanna Iguana by Karen Kausman Orloff

Just the Two of Us by Will Smith Miss Rumphius by Barbara Cooney Mother to Tigers by George Ella Lyon One Tiny Turtle by Nicola Davies

Internet Links www.standardssolution.com www.readwritethink.com www.brainpop.com TCRWP - Teachers College Reading & Writing Project http://tc.readingandwritingproject.com Literacy Resources Randolph Township Public Schools https://rtnj.blackboard.com/webapps/blackboard/content/listContent.jsp?cou rse_id=_2899_1&content_id=_17701_1

RANDOLPH TOWNSHIP SCHOOL DISTRICT Writing ~ Grade 4 UNIT VI: Exploring Personal Essay ~ Open Workshop Selection

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Writing is a reflection of who you are and how  How do writers use reflection to make sense of prior experiences? others perceive you.

Writers know that their lives and their thoughts  Where do good writers get their ideas? are worth writing about.

KNOWLEDGE SKILLS NJSLS

Students will know: Students will be able to: Personal essays are nonfiction pieces written to Read through a variety of exemplars to understand the W.4.1-Write opinion pieces on topics or texts, share a person’s thoughts and feelings about a genre of personal essays. supporting a point of view with reasons and personal experience, an idea, or a concern. information. Recall topics and ideas from personal narratives A. Introduce a topic or text clearly, state an opinion, Ideas are generated by interests and passions. through looking back in their writer’s notebook. and create an organizational structure in which related ideas are grouped to support the writer’s Modify and develop a personal essay from a personal purpose. narrative. B. Provide reasons that are supported by facts from texts and/or other sources. Develop a list of topics, issues, or experiences that are C. Link opinion and reasons using words and significant in their lives, or that they have a passion phrases (e.g., for instance, in order to, in addition). for. D. Provide a conclusion related to the opinion

An essay is organized into paragraphs that Plan and write a multi-paragraph essay that is presented. support the thesis and include a topic sentence. structured around the thesis and include topic sentences and transitions. W.4.2.a-e -- Write informative/explanatory texts to examine a topic and convey ideas and information Personal essays open with a thesis statement that Prepare a thesis statement that narrows a topic into a clearly. declare a belief or a point you intend to prove. specific, personal concern. (i.e. pollution can be A. Introduce a topic clearly and group related narrowed to keeping oceans clean). information in paragraphs and sections; include formatting (e.g., headings), illustrations, and Graphic organizers aid in structuring essays. Organize and develop structure for essay (i.e. boxes multimedia when useful to aiding comprehension. and bullets). B. Develop the topic with facts, definitions, concrete details, text evidence, or other information and examples related to the topic.

Authors can use graphic organizers to plan their Create graphic organizers such as the large “T” or “I” C. Link ideas within paragraphs and sections of essays, such as, a large "T" or "I". to frame their essays. information using words and phrases (e.g., another, for example, also, because). Defend their personal views through exploring a topic D. Use precise language and domain-specific Topic sentences throughout a personal essay are from their own perspective. vocabulary to inform about or explain the topic. followed up with supporting details from the E. Provide a conclusion related to the information or writer’s own experiences. explanation presented. Develop an essay that uses different support mechanisms. W.4.3- Write narratives to develop real or imagined Methods to support a thesis in an essay include experiences or events using narrative technique, quotes, anecdotes, data, information, definition, descriptive details, and clear event sequences. statistics, facts, examples and opinions. A. Orient the reader by establishing a situation and Generate transition words as they move from one introducing a narrator and/or characters; organize an point to another. Writers use key phrases to identify important event sequence that unfolds naturally. points and to signal moving on to new ideas. Collaborate with peers to determine a strong B. Use dialogue and description to develop understanding of the major theme or lesson present in experiences and events or show the responses of Personal essays usually contain a universal their writing. characters to situations. theme and conclude with a lesson learned or a C. Use a variety of transitional words and phrases to personal solution to a problem. Revise writing based on feedback from rubrics, peers, manage the sequence of events. and teachers. D. Use concrete words and phrases and sensory details to convey experiences and events precisely. Writers evaluate their writing throughout the Utilize rubrics and writer’s checklists to improve their E. Provide a conclusion that follows from the writing process. writing. narrated experiences or events.

Editing writing clarifies the message to the W.4.4 - Produce clear and coherent writing in which intended audience. the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions]."). b. Apply grade 4 Reading standards to informational texts (e.g., "Explain how an author

uses reasons and evidence to support particular points in a text").

W.4.10- Write routinely over extended time frames (time for research, reflection, 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.

L.4.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.4.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.4.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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.

L.4.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

RANDOLPH TOWNSHIP SCHOOL DISTRICT Writing ~ Grade 4 Resource Page

SUGGESTED CONTENT – UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT 4 weeks Unit VI: Exploring Personal Essay ~ Open Workshop Suggested Resources Selection A Guide to the Reading Workshop, Grades 3-5 (Book 3)

Resources for Teaching Writing- CD

Units of Study in Opinion, Information, and Narrative Writing

Grade 4: Boxes and Bullets: Personal and Persuasive Essays

Lucy Calkins

Razzle Dazzle Writing Melissa Forney

Internet Links www.standardssolution.com www.readwritethink.org www.brainpop.com www.writingfix.com TCRWP - Teachers College Reading & Writing Project

http://tc.readingandwritingproject.com Literacy Resources Randolph Township Public Schools https://rtnj.blackboard.com/webapps/blackboard/content/listContent.jsp?c ourse_id=_2899_1&content_id=_17701_1

RANDOLPH TOWNSHIP SCHOOL DISTRICT Writing ~ Grade 4 UNIT VI: Poetry Portfolios: Developing Self Anthologies ~ Open Workshop Selection

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Poets convey their emotions of the world with  How do writers express their feelings? their hearts and minds. Poets write on topics in creative and unique  How do poets manipulate language to share a mood or a feeling? ways.

KNOWLEDGE SKILLS NJSLS

Students will know: Students will be able to: Poetry structure is different than all other Identify and discuss the differences between poetry RL.4.4- Determine the meaning of words and phrases writing. and prose. as they are used in a text, including those that allude to significant characters found in literature. Poets use line breaks, white space, Read and discuss poetry in a partnership paying capitalization, and punctuation to express attention to the poem structure, such as, line breaks, W.4.6- With some guidance and support from adults, meaning. white space, capitalization, and punctuation. use technology, including the Internet, to produce and publish writing as well as to interact and Read poems with specific purpose to focus on images collaborate with others; demonstrate sufficient Different structures of poetry have specific and vocabulary. command of keyboarding skills to type a minimum rhythmic patterns. of one page in a single sitting. Identify poems that display different figurative language such as onomatopoeia, similes, SL.4.1- Engage effectively in a range of collaborative Figurative language is used in poetry to personification, and alliteration. discussions (one-on-one, in groups, and teacher led) emphasize scene and emotion. with diverse partners on grade 4 topics and texts, Collaborate to interpret possible meanings of poems. building on others’ ideas and expressing their own Poetry is personal; no two people will interpret Collect poems that become personal favorites. clearly. poetry in exactly the same way. A. Explicitly draw on previously read text or Use their Writer’s Notebook to write interpretations material and other information known about the Poets gain inspiration by sharing their favorite by deconstructing parts of the poem, and reflect on topic to explore ideas under discussion. poetry with fellow poets. why the poem is important. B. Follow agreed-upon rules for discussions and carry out assigned roles. Reflection on poems can help interpret C. Pose and respond to specific questions to clarify meaning. Discover inspirational ideas/topics for poetry by or follow up on information, and make comments revisiting previous entries in their Writer’s Notebook. that contribute to the discussion and link to the remarks of others. Convey a feeling in their poem to the audience by D. Review the key ideas expressed and explain their

Poets find ideas in writing poetry by examining “cracking” open words to explore word choice options own ideas and understanding in light of the their own lives. and voice. discussion.

Select adjectives to enhance their writing to exhibit SL.4.2- Paraphrase portions of a text read aloud or Poets consider the mood they want to express meaning through the use of fewer words. information presented in diverse media and formats to match the poems meaning. (e.g.,visually, quantitatively, and orally). Compose a poem using a variety of poetic devices Poets use appropriate words to convey such as: repetition, rhyme, and sounds SL.4.3- Identify the reasons and evidence a speaker meaning. provides to support particular points Sharing constructive feedback is essential for improving writing. L.4.1 - Demonstrate command of the conventions of Poets use repetition, rhyme, and sounds to standard English grammar and usage when writing convey meaning. or speaking.

L.4.2 - Demonstrate command of the conventions of

Writers celebrate their achievements by sharing standard English capitalization, punctuation, and their writing with others. spelling when writing. L.4.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening. 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. L.4.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

RANDOLPH TOWNSHIP SCHOOL DISTRICT Writing ~ Grade 4 Resource Page

SUGGESTED CONTENT – UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT 4 weeks UNIT VI: Poetry Portfolios: Developing Self Anthologies ~ Suggested Resources Open Workshop Selection Awakening the Heart: Exploring Poetry in Elementary and Middle School Georgia Heard

Writing Poetry with Children Joy Evans Jo Ellen Moore

Internet Links http://www.poetry4kids.com/ Literacy Resources Randolph Township Public Schools https://rtnj.blackboard.com/webapps/blackboard/content/listContent.j sp?course_id=_2899_1&content_id=_17701_1

APPENDIX A: K-5 ELA CROSSWALK

Sept Oct Nov Dec Jan Feb March April May June Launching Readers We are Readers: Readers Use Flexing Avid Readers: Books Empower Us: Becoming Better Readers:

Workshop: Building Familiar Books Superpowers Muscles: Gaining Discovering our Opinions about Taking Risks Habits Routines Breed Confidence to Develop Growing with Knowledge Stories and Topics Print Just Right through

Strategies Books Informational 5 Weeks 8 Week

Reading 4 Weeks Text

ten r 4 Weeks 4 Weeks 4 Weeks 8 Weeks Launching Writing for How To Books All About Books Persuasive Writing Writers Are Brave: Writers Readers Making Changes in our Taking risks in our writing and

Workshop classroom and school, Becoming Stronger (Open)

Kinderga

ing

t Writing Letters, Poetry 8 Weeks 8 Weeks 4 Week 4 Weeks Having a Voice in the World Narrative Wri Informational 5 Weeks Opinion 8 Weeks Launching Growing Readers: Readers Meet the Nonfiction Readers Feelings and Reading to Reading Clubs: Reader’s Tackling Words and Characters in our Books Learn About the World Fluency: Discover Deepening our

Workshop: Readers Reading Strategies Exploring the Opinions: An Comprehension Build Good Habits Rhythm of Inquiry into through Language Text-based Conversation

Reading 4 Weeks 6 Weeks 6 Weeks 8 weeks 4 Weeks Evidence 4 Weeks 4 Weeks

Grade 1 Launching Small Moments: Writers Writing Realistic Nonfiction Chapter Books: Writing Reviews: Scenes to Series:

Writer’s Write About Their Own Fiction Stories Writing “How-To” and “All From Writing Stronger Workshop: Lives About” Books Hobbies to Books, Fictional Writers Build Good Writers Share Their Stories Writing Habits Opinions 4 Weeks 6 Weeks 6 Weeks 8 weeks 6 Weeks 6 Weeks Launch: Taking Tackling Trouble: Reading to Learn: Story Elements: Genre Study: Reading and Role Playing: Charge of Our Strategies for Reading Investigating Science Exploring the Genre Poetry Fables, Fairytales, and Reading Success Topics and Exploring of Fiction Folktales Non-Fiction 4 weeks 6 weeks Reading 4 weeks 6 weeks 9 Weeks 6 weeks

Launch: Learning from Writing to Teach Writing About Poetry: Big Thoughts in Small Learning From Traditional

Building a Authors: Improving Others: Reading Packages Literature: Community of Narrative Writing Scientific Discovery Developing Opinions Improving Narrative Writing

Grade 2 Writers and Procedures on Story Elements 4 weeks (Fairytales) 6 weeks Writing About Topics

Writing 4 weeks to Become experts 6 weeks 9 weeks 6 weeks

Sept. Oct. Nov. Dec. Jan. Feb. March April May June Launching Reader’s Author Study: A Realistic Fiction: Main Fiction: Introduction Using Text Research: Skills and Fiction: Fabless, Folktales, and

Workshop: Building a Study of Narrative Character Study to Mystery Structures to Strategies Fairytales: An Intro into Cultural Reading Community Elements and Craft Comprehend Literacy with Stamina and Expository Meaning 5 Weeks Nonfiction Reading 3 Weeks 3 Weeks 3 Weeks 4 Weeks 7 Weeks 5 Weeks Launching Literary Essay: Reflecting Realistic Fiction: Writing The Art of Content Area Persuasive Crafting Narrative Writing on Stories through Writing Stories Based on Reality Informational Research Writing: Finding a Stories Writing Personal

Grade 3 Workshop: Writing: From Voice in Your Narratives Building a Chapter Books to Community

Community of Essays Writers Writing 3 Weeks 5 Weeks 8 Weeks 2 Weeks 5 Weeks 5 Weeks 5 Weeks

Launching Realistic Fiction: A Study Author Study: A Focus Non Fiction: Review Non Fiction: Historical Fiction: A Folktales, Fables, Examining the

Reader’s of Characters and Their on Character and Theme and Analysis of Text Reading Like a Journey to the Past and Myths: A Study Creative Arts Workshop Relationships Features and Researcher of Traditional Through Poetry and Organizational Literature Drama Structures 6 weeks 4 weeks 3 weeks Infused

Reading

6 weeks 6 weeks Cross Curricular 3 weeks 5 Week Launching Realistic Fiction: Literary Essay: Exploring Writing to Teach: Exploring Persuasive Writing: Open Workshop Writer’s Character Development Character and Theme Structures in Informational Writing Take a Stance

Grade 4 Workshop: Setting the

riting Foundation of

W Writing 6 weeks 6 weeks 7 weeks 7 weeks 4 weeks Narratives 3 weeks Character Study / Short Fiction: A Study of Historical Fiction: Nonfiction: Researching Debatable Understanding Open Workshop Realistic Fiction: Narrative Analysis, Exploring Characters Issues Setting and Social Selections: An In-Depth Theme, and Perspective Through Adversity Issues Through Mystery: A Study of Critical Thinking Character Study Fantasy Poetry & Performing Arts 6 Weeks 5 Weeks 3 Weeks

Reading 7 Weeks 6 Weeks

5 Weeks Narrative Craft: Literary Essay: Writing Informational Writing: Research-Based Argument Essay: Open Workshop

Grade 5

Complex Analytically about Feature Articles on Topics Understanding Both Sides & Taking a Selections: Character and Reading of Personal Expertise Position Poetry

Sophisticated Personal Narrative Conflict Writing 6 Weeks 5 Weeks 7 Weeks 6 Weeks 8 Weeks

APPENDIX B: MENTOR TEXTS Texts listed below have been selected by grades three, four, and five teacher representatives to be used on grade level, as mentor texts. Students may independently read these texts at any grade level. Grade 3 Grade 4 Grade 5 Realistic Fiction Launching Realistic Fiction 100 Dresses Brave Irene Flying Solo Clementine Series Each Kindness Frindle How to Be Cool in Third Grade How to Steal A Dog Judy Moody Series (not Judy Moody Saves the Realistic Fiction Pinballs World) From the Mixed-Up Files of Basil E. The Report Card Molly's Pilgrim Frankweiler Trading Game Mr. Popper's Penguins Janitor's Boy Where the Red Fern Grows Ramona Quimby, age 8 Maniac Mc Gee Wonder Miss Rumphius Shiloh Through Grandpa’s Eyes Stone Fox Historical Fiction Tales of a 4th Grade Nothing Number the Stars (Holocaust) Fantasy The War with Grandpa The Yellow Star (Picture Book/Holocaust)) Charlotte's Web There's a Boy in the Girls Bathroom Rose Blanche (Picture Book/Holocaust) Chocolate Touch The Fighting Game (Revolutionary War) Fantastic Mr. Fox Historical Fiction Toliver’s Secret James and the Giant Peach Ben and Me Officer Buckle and Gloria Dear America Series Fantasy F is for Freedom A Wrinkle in Time Historical Fiction George Washington's Socks Poppy Boom Town Lily’s Crossing The Phantom Tollbooth Leah’s Pony Sarah, Plain and Tall The Tale of Despereaux Scraps of Time Book Series Mystery Sign of the Beaver Mystery Judy Moody Mini Mysteries Snow Treasure Chasing Vermeer Sneaky Stuff for Super Sleuths Sunflower Westing Game The Ballad of Lucy Whipple Who Stole the Wizard of Oz

Fantasy Cricket in Times Square The Lightning Thief Trumpet of the Swan The Magician's Elephant

Author Study Patricia Polacco Books (see unit)

APPENDIX C: Independent Reading Assessment: Fiction Since the Independent Reading Assessment: Fiction uses the authentic literature listed below as part of the assessment kits, they can no longer be used for read aloud instruction.

APPENDIX D: Grade 4 – Common Benchmarks for Fiction Grade 4 – November Benchmark for Fiction Narrative Element Exceptional Proficient Approaching Requires Support Level - S and above Level – Q/R Levels – O/P Level - N and below All Evaluation - An indicator of deep comprehension. - An indicator of solid - An indicator of shaky comprehension. - The child’s response shows a Criteria - The student is likely to show comprehension. - The student may have some elements misunderstanding. Serravallo’s evidence of accumulating and - The student is likely to answer the of the proficient response, but the - The answer is not close to any synthesizing more text than in the question or respond to the prompt answer may be vague, overly literal, of the answers on the rubric Independent proficient responses, and/or exhibiting accurately and clearly. and/or include language pulled directly and/or conflicts with the book Reading outstanding inferential and/or - The student is likely to have from the text. summary. Assessment interpretive abilities. accumulated many details from the - The answer may contain some slight text to answer the question. inaccuracies Character - Identifies several less obvious traits - Identifies several obvious traits - Uses one or more less significant - Unable to identify a trait, or - Inferring about, and/or feelings that show different and/or feelings of a main character. fact(s), feelings, or minor trait(s) to selects one that does not apply to interpreting and aspects of a main character. Traits - Identifies a change in a main describe a main character. the main character. identified may be contradictory and character’s thoughts, feelings, traits, - Identifies a new trait, thought, - Does not recognize any analyzing main show complexity of character. or actions, by accumulating and feeling, or action of a main character. changes in the character. characters - Describes significant change(s)in a synthesizing multiple details. May - Identifies a dominant action or - Is unable to identify an action, - Synthesizing main character’s thoughts, feelings, compare and contrast present traits, feeling of (or fact about) a secondary feeling, or fact about a secondary character change and/or traits, by accumulating and thoughts, ad/or feelings to past traits, character. Tends to use language character. - Inferring about, synthesizing multiple details. thoughts, and/or feelings. directly from the text. interpreting and Compares and contrasts present traits, - Identifies one or more feeling(s) analyzing thoughts, and/or feelings to past traits, and/or trait(s) of a secondary thoughts, and/or feelings. character. secondary - Identifies and may comment on characters multiple feelings and/or traits of a 4.RL.1, 4.RL.2, secondary character. Names effects 4.RL.3 that a secondary character has on a main character. Vocab/Fig Lang - Synthesize larger context (story so Uses immediate context (scene or Demonstrates a partial understanding of - Defines word incorrectly, - Monitoring for far) to explain the meaning of the word chapter) to accurately define the the word or phrase. The perceived and/or is unaware of the use of meaning and using or phrase, and demonstrates deep word or phrase, and shows meaning does not interfere with an figurative language, or understanding of event, character, or understanding of the character, accurate understanding of character, misinterprets the meaning of the context clues theme. event, or theme. event or theme. Use mostly own word or phrase. 4.RL.4, 4.L.4, language, but may borrow a key word 4.L.5 or phrase from the text.

Plot & Setting - Retells most important main events - Retells some events from more- - Retells one event that may be less - Unable to recall enough - Retelling from more-complex plots that may complex plots that may include important to the overall story. May important information to retell important events include multiple plotlines and/or multiple plotlines and/or summarize the scene. the story, or it is incorrect. - Identifies a minor problem, or aspect - Unable to identify a problem - Synthesizing flashbacks and flash-forwards. flashbacks and flash-forwards. - Identifies multiple (more than two) - Identifies one or two main of a more important problem, using text in the story, or says the problem problems and problems, or aspects of the main problem(s), or two aspects of the and/or pictures, but inflates its hasn’t happened yet. solutions problem, in the story. Mentions both main problem, in the story. Problems significance and may use vague terms. - Doesn’t realize that actions - Synthesizing internal and external aspects. mentioned are internal or external, - Demonstrates basic understanding of cause reactions. Unable to 88

cause and effect - Draws connections between multiple but not both. cause and effect. Typically inflates the remember events, actions, or - Visualizing causes and effects in order to deeply - Demonstrates understanding of importance of a more minor or recent reactions from chapter to setting understand the present scene. cause and effect to understand the cause or effect. chapter. - Describes with some original detail present scene. - Identifies a time or place using vague - Time and place are incorrect, 4.RL.1, 4.RL.3 the time(s) and place(s). -Identifies time(s) or place(s). terms. or uses vague terms to describe 4.RL.5 Details often come directly from text. setting. Themes & Ideas - Articulates a universal lesson/theme - Articulates a lesson/theme using - Identifies a partial, literal - Unable to identify a lesson or a - Interpreting that can be applied to other contexts story-specific language. Accumulates lesson/theme from only one part of the theme, or includes one that is lessons or themes outside the text, such as to other texts and recalls most of the important text. inaccurate. or the reader’s own life. Accumulates events from the story. Sometimes the - When asked to identify a social issue, - Does not understand the term - Identifying and and recalls events from the story, and theme articulated may be based on the reader instead tends to retell or “social issue,” or when prompted interpreting social relates these to the book’s the main plotline. summarize one part that hints at a cannot identify one. issues lesson(s)/theme(s). - Can identify a social issue in the larger meaning. - Unaware that an object can - Identifying and - Can identify a social issue in the text. text. Articulates an idea. - Interprets a symbol in a vague or represent an idea, or makes a interpreting Accumulates and synthesizes multiple - Interprets a symbol in a way that literal manner. guess that is inaccurate. symbols details to explain the complexity of the aligns to text. May cite one piece of issue. Articulates an idea. textual evidence to support 4.RL.2 - Interprets a symbol by accumulating interpretation. and synthesizing several past events to explain the significance of the symbol.

Grade 4 – January Benchmark for Fiction Narrative Exceptional Proficient Approaching Requires Support Element Level - T and above Level – R/S Levels – P/Q Level - O and below All Evaluation - An indicator of deep - An indicator of solid - An indicator of shaky - The child’s response shows a Criteria comprehension. comprehension. comprehension. misunderstanding. Serravallo’s - The student is likely to show - The student is likely to answer - The student may have some - The answer is not close to evidence of accumulating and the question or respond to the elements of the proficient response, any of the answers on the Independent synthesizing more text than in the prompt accurately and clearly. but the answer may be vague, overly rubric and/or conflicts with the Reading proficient responses, and/or - The student is likely to have literal, and/or include language book summary. Assessment exhibiting outstanding inferential accumulated many details from the pulled directly from the text. and/or interpretive abilities. text to answer the question. - The answer may contain some slight inaccuracies Character - Identifies several less obvious traits - Identifies several obvious traits - Uses one or more less significant - Unable to identify a trait, or - Inferring about, and/or feelings that show different and/or feelings of a main fact(s), feeling(s), or minor trait(s) to selects one that does not apply interpreting and aspects of a main character. Traits character. describe a main character. to the main character. identified may be contradictory and - Identifies a change in a main - Identifies a new trait, thought, - Does not recognize any analyzing main show complexity of character. character’s thoughts, feelings, feeling, or action of a character. changes in the character. characters - Describes in detail significant traits, or actions, by accumulating - Identifies a dominant action or - Is unable to identify an - Synthesizing change(s) in a main and/or secondary and synthesizing multiple details. feeling of (or fact about) a secondary action, feeling, or fact about a character change character’s thoughts, feelings, and/or Compares and contrasts present character. Tends to use language secondary character. - Inferring about, traits, by accumulating and traits, thoughts, ad/or feelings to directly from the text. interpreting and synthesizing multiple details. past traits, thoughts, and/or analyzing Compares and contrasts present feelings. traits, thoughts, and/or feelings to - Identifies one or more feeling(s) secondary past traits, thoughts, and/or feelings. and/or trait(s) of a secondary characters - Identifies and may comment on character. 4.RL.1, 4.RL.2, multiple feelings and/or traits of a 4.RL.3 secondary character. Names effects that a secondary character has on a main character. Vocab/Fig Lang - Synthesize larger context (story so Uses immediate context (scene or Demonstrates a partial understanding - Defines word incorrectly, - Monitoring for far) to explain the meaning of the chapter) to accurately define the of the word or phrase. The perceived and/or is unaware of the use of meaning and using word or phrase, and demonstrates word or phrase, and shows meaning does not interfere with an figurative language, or deep understanding of event, understanding of the character, accurate understanding of character, misinterprets the meaning of context clues character, or theme. event, or theme. event or theme. Use mostly own the word or phrase. 4.RL.4, 4.L.4, language, but may borrow a key 4.L.5 word or phrase from the text. Plot & Setting - Retells most important main - Retells some important - Retells one event that may be less - Unable to recall enough - Retelling events from more-complex plots event(s) from more-complex important to the overall story. May important information to retell important events that may include multiple plotlines plots that may include multiple summarize the scene. the story, or it is incorrect. - Identifies a minor problem, or - Unable to identify a problem - Synthesizing and/or flashbacks and flash- plotlines and/or flashbacks and forwards. flash-forwards. aspect of a more important problem, in the story, or says the problems and - Identifies multiple (more than two) - Identifies one or two main using text and/or pictures, but inflates problem hasn’t happened yet. solutions problems, or aspects of the main problem(s), or two aspects of the its significance and may use vague - Doesn’t realize that actions

- Synthesizing problem, in the story. Mentions both main problem, in the story. terms. cause reactions. Unable to cause and effect internal and external aspects. Problems mentioned are internal - Demonstrates basic understanding remember events, actions, or - Visualizing - Draws connections between or external, but not both. of cause and effect. Typically reactions from chapter to multiple causes and effects in order - Demonstrates understanding of inflates the importance of a more chapter. setting to deeply understand the present cause and effect to understand the minor or recent cause or effect. - Time and place are incorrect, 4.RL.1, 4.RL.3 scene. present scene. - Identifies a time or place using or uses vague terms to describe 4.RL.5 - Describes with some original detail -Identifies time(s) or place(s). vague terms. setting. the time(s) and place(s). Details often come directly from text. Themes & Ideas - Articulates a universal - Articulates a lesson/theme using - Identifies a partial, literal - Unable to identify a lesson or - Interpreting lesson/theme that can be applied to story specific language. lesson/theme from only one part of a theme, or includes one that is lessons or themes other contexts outside the text, such Accumulates and recalls important the text. inaccurate. as to other texts or the reader’s own events from the story and relates - When asked to identify a social - Does not understand the - Identifying and life. Accumulates and synthesizes them to the lesson/theme. issue, the reader instead tends to term “social issue,” or when interpreting social events from the story, taking into Sometimes the theme articulated retell or summarize one part that prompted cannot identify one. issues account multiple plotlines, and may be based on the main plotline. hints at a larger meaning. - Unaware that an object can - Identifying and relates them back to the book’s - Can identify a social issue in the - Interprets a symbol in a vague or represent an idea, or makes a interpreting lesson(s)/theme(s). text. Articulates an idea. literal manner. guess that is inaccurate. symbols - Can identify a social issue in the - Interprets a symbol in a way that text. Accumulates and synthesizes aligns to text. May cite one piece 4.RL.2 multiple details to explain the of textual evidence to support complexity of the issue. Articulates interpretation. and idea. - Interprets a symbol by accumulating and synthesizing several past events to explain the significance of the symbol.

Grade 4 – June Benchmark for Fiction

Narrative Exceptional Proficient Approaching Requires Support Element Level - U and above Level – S/T Levels – Q/R Level - P and below All Evaluation - An indicator of deep - An indicator of solid - An indicator of shaky - The child’s response shows a Criteria comprehension. comprehension. comprehension. misunderstanding. Serravallo’s - The student is likely to show - The student is likely to answer - The student may have some - The answer is not close to evidence of accumulating and the question or respond to the elements of the proficient response, any of the answers on the Independent synthesizing more text than in the prompt accurately and clearly. but the answer may be vague, overly rubric and/or conflicts with the Reading proficient responses, and/or - The student is likely to have literal, and/or include language book summary. Assessment exhibiting outstanding inferential accumulated many details from the pulled directly from the text. and/or interpretive abilities. text to answer the question. - The answer may contain some slight inaccuracies Character - Identifies and may interpret several - Identifies several obvious traits - Identifies one obvious trait - Unable to identify a trait, or - Inferring about, less obvious traits and/or feelings and/or feelings of a main thought, and/or feeling of a main selects one that does not apply interpreting and that show different aspects of a main character. character. to the main character. character. Traits identified may be - Identifies a change in a main - Identifies a new trait, thought, - Does not recognize any analyzing main contradictory and show complexity character’s thoughts, feelings, feeling, or action of a main character. changes in the character. characters of character. traits, or actions, by accumulating - Identifies a dominant action or - Is unable to identify an - Synthesizing - Describes in detail significant and synthesizing multiple details. feeling of (or fact about) a secondary action, feeling, or fact about a character change change(s) in a main and/or secondary Compares and contrasts present character. Tends to use language secondary character. - Inferring about, character’s thoughts, feelings, and/or traits, thoughts, and/or feelings to directly from the text. interpreting and traits, by accumulating and past traits, thoughts and/or analyzing synthesizing multiple details. feelings. Compares and contrasts present - Identifies one or more feeling(s) secondary traits, thoughts, and/or feelings to and/or trait(s) of a secondary characters past traits, thoughts, and/or feelings. character. 4.RL.1, 4.RL.2, - Identifies and may comment on 4.RL.3 multiple feelings and/or traits of a secondary character. Names effects that a secondary character has on a main character. Vocab/Fig Lang - Synthesize larger context (story so Uses immediate context (scene or Demonstrates a partial understanding - Defines word incorrectly, - Monitoring for far) to explain the meaning of the chapter) to accurately define the of the word or phrase. The perceived and/or is unaware of the use of meaning and using word or phrase, and demonstrates word or phrase, and shows meaning does not interfere with an figurative language, or deep understanding of event, understanding of the character, accurate understanding of character, misinterprets the meaning of context clues character, or theme. event, or theme. event or theme. Use mostly own the word or phrase. 4.RL.4, 4.L.4, language, but may borrow a key 4.L.5 word or phrase from the text. Plot & Setting - Retells most important main - Retells some important - Retells one event that may be less - Unable to recall enough - Retelling events from more-complex plots event(s) from more-complex important to the overall story. May important information to retell important events that may include multiple plotlines plots that may include multiple summarize the scene. the story, or it is incorrect. - Identifies a minor problem, or - Unable to identify a problem - Synthesizing and/or flashbacks and flash- plotlines and/or flashbacks and forwards. flash-forwards. aspect of a more important problem, in the story, or says the problems and - Identifies multiple (more than two) - Identifies one or two main using text and/or pictures, but inflates problem hasn’t happened yet.

solutions problems, or aspects of the main problem(s), or two aspects of the its significance and may use vague - Doesn’t realize that actions - Synthesizing problem, in the story. Mentions both main problem, in the story. terms. cause reactions. Unable to cause and effect internal and external aspects. Problems mentioned are internal - Demonstrates basic understanding remember events, actions, or - Draws connections between or external, but not both. of cause and effect. Typically reactions from chapter to - Visualizing multiple causes and effects in order - Demonstrates understanding of inflates the importance of a more chapter. setting to deeply understand the present cause and effect to understand the minor or recent cause or effect. - Time and place are incorrect, 4.RL.1, 4.RL.3 scene. present scene. - Identifies a time or place using or uses vague terms to describe 4.RL.5 - Describes with some original detail -Identifies time(s) or place(s). vague terms. setting. the time(s) and place(s). Details often come directly from Demonstrates understanding of the text. Hints at the significance of significance or mood of the setting the setting and/or its effect(s) on and/or effects the setting has on the character(s). character(s). Themes & Ideas - Articulates a universal lesson/theme - Articulates a lesson/theme using - Identifies a partial, literal - Unable to identify a lesson or - Interpreting that can be applied to other contexts story specific language. lesson/theme from only one part of a theme, or includes one that is lessons or themes outside the text, such as to other texts Accumulates and recalls important the text. inaccurate. or the reader’s own life. events from the story and relates - Can identify a social issue in a text. - Does not understand the - Identifying and Accumulates and synthesizes events them to the lesson/theme. Sees the issue simplistically. term “social issue,” or when interpreting social from the story, taking into account Sometimes the theme articulated - Interprets a symbol in a vague or prompted cannot identify one. issues multiple plotlines, and relates them may be based on the main plotline. literal manner. - Unaware that an object can - Identifying and back to the book’s - Can identify a social issue in the represent an idea, or makes a interpreting lesson(s)/theme(s). text. Recognizes stereotypes guess that is inaccurate. symbols - Can identify a social issue in the and/or complexity of the issue. text. Recognizes stereotypes. - Interprets a symbol in a way that 4.RL.2 Accumulates and synthesizes aligns to text. May cite one piece multiple details to explain the of textual evidence to support complexity of the issue. interpretation. - Interprets a symbol by accumulating and synthesizing several past events to explain the significance of the symbol

APPENDIX E: LEVELED TEXTS FROM HARCOURT TROPHIES COLLECTION

GRADE READING GUIDED CROSS - LEVEL RECOVERY READING DRA LEXILE CURRICULAR TITLE ISBN RANGE LEVELS LEVEL LEVEL LEVEL GENRE CONNECTION

ELL Books Collection (1 each of 30 titles) 0-15-325507-2

Dear Berta 0-15-327780-7 3.0-3.5 N/A N-O 30 - 34 300 Fiction Social Studies Science Fair! 0-15-327781-5 3.0-3.5 N/A N-O 30 - 34 360 Realistic Fiction Science School Holidays 0-15-327782-3 3.0-3.5 N/A N-O 30 - 34 450 Nonfiction Social Studies Coach 0-15-327783-1 3.0-3.5 N/A N-O 30 - 34 220 Nonfiction Social Studies Our Nation's Capital 0-15-327784-X 3.0-3.5 N/A N-O 30 - 34 380 Nonfiction Social Studies Tea with Jam 0-15-327785-8 3.0-3.5 N/A N-O 30 - 34 470 Fiction Social Studies Sunshine Place 0-15-327786-6 3.0-3.5 N/A N-O 30 - 34 310 Fiction Social Studies Beaks and Wings 0-15-327787-4 3.0-3.5 N/A N-O 30 - 34 510 Nonfiction Science Inside and Outside Together 0-15-327788-2 3.0-3.5 N/A N-O 30 - 34 280 Fiction Science Kid Care 0-15-327789-0 3.0-3.5 N/A N-O 30 - 34 420 Nonfiction Social Studies Under One Roof 0-15-327790-4 3.0-3.5 N/A N-O 30 - 34 570 Fiction Social Studies At Summer's End 0-15-327791-2 3.0-3.5 N/A N-O 30 - 34 410 Fiction Social Studies Going Places 0-15-327792-0 3.0-3.5 N/A N-O 30 - 34 510 Nonfiction Science A Place Called Home 0-15-327793-9 3.0-3.5 N/A N-O 30 - 34 600 Nonfiction Social Studies East Meets West 0-15-327794-7 3.0-3.5 N/A N-O 30 - 34 520 Nonfiction Social Studies Observe, Think, Try! 0-15-327795-5 3.5-4.0 N/A O-P 34 - 38 360 Nonfiction Science The Case of the Red Bicycle 0-15-327796-3 3.5-4.0 N/A O-P 34 - 38 160 Fiction Social Studies Read All About It 0-15-327797-1 3.5-4.0 N/A O-P 34 - 38 440 Nonfiction Social Studies Money, Money 0-15-327798-X 3.5-4.0 N/A O-P 34 - 38 530 Nonfiction Social Studies Numbers 0-15-327799-8 3.5-4.0 N/A O-P 34 - 38 460 Nonfiction Math Two Fridas 0-15-327800-5 3.5-4.0 N/A O-P 34 - 38 580 Fiction Social Studies Big Town 0-15-327801-3 3.5-4.0 N/A O-P 34 - 38 520 Nonfiction Social Studies Desert Night 0-15-327802-1 3.5-4.0 N/A O-P 34 - 38 280 Fiction Science Time Keepers 0-15-327803-X 3.5-4.0 N/A O-P 34 - 38 510 Nonfiction Science Party 0-15-327804-8 3.5-4.0 N/A O-P 34 - 38 510 Nonfiction Social Studies What Should I Be? 0-15-327805-6 3.5-4.0 N/A O-P 34 - 38 470 Fiction Social Studies Historical Wagon Wheels 0-15-327806-4 3.5-4.0 N/A O-P 34 - 38 350 Fiction Social Studies County Fair 0-15-327807-2 3.5-4.0 N/A O-P 34 - 38 580 Nonfiction Social Studies

The Food on Your Plate 0-15-327808-0 3.5-4.0 N/A O-P 34 - 38 620 Nonfiction Science Zoo-ology 0-15-327809-9 3.5-4.0 N/A O-P 34 - 38 530 Nonfiction Science

BELOW-LEVEL Books Collection (1 each of 30 titles) 0-15-325513-7

Kenny's Tomatoes 0-15-327262-7 3.0-3.5 N/A N-O 30 - 34 540 Realistic Fiction Science A Thousand Words 0-15-327263-5 3.0-3.5 N/A N-O 30 - 34 640 Realistic Fiction Art My Greatest Wish 0-15-327264-3 3.0-3.5 N/A N-O 30 - 34 570 Realistic Fiction Art/Social Studies The Kid from Brighton Beach 0-15-327265-1 3.0-3.5 N/A N-O 30 - 34 510 Fiction Social Studies Amelia Earhart: An American Flying Historical Pioneer 0-15-327266-X 3.0-3.5 N/A N-O 30 - 34 560 Fiction Social Studies Wise Queen Catherine: A Play 0-15-327267-8 3.0-3.5 N/A N-O 30 - 34 NP Play Language Arts Young Jose and His Paint Box 0-15-327268-6 3.0-3.5 N/A N-O 30 - 34 570 Fiction Social Studies The Bird on the Beach 0-15-327269-4 3.0-3.5 N/A N-O 30 - 34 640 Nonfiction Science Growing a City Garden 0-15-327270-8 3.0-3.5 N/A N-O 30 - 34 770 Nonfiction Science The Rain Forest is Their Home 0-15-327271-6 3.0-3.5 N/A N-O 30 - 34 650 Nonfiction Science Lost in the Sea of Historical Grass 0-15-327272-4 3.0-3.5 N/A N-O 30 - 34 530 Fiction Social Studies The Guest Who Forgot to Leave 0-15-327273-2 3.0-3.5 N/A N-O 30 - 34 430 Fiction Science Critters of the Urban Wilderness 0-15-327274-0 3.0-3.5 N/A N-O 30 - 34 820 Nonfiction Science A Time for Peace 0-15-327275-9 3.0-3.5 N/A N-O 30 - 34 800 Nonfiction Social Studies The Return of the Wolf 0-15-327276-7 3.0-3.5 N/A N-O 30 - 34 770 Nonfiction Science Inventing a Better Tomorrow 0-15-327277-5 3.5-4.0 N/A O-P 34 - 38 740 Nonfiction Science The Masterpiece 0-15-327278-3 3.5-4.0 N/A O-P 34 - 38 550 Mystery Art The Emperor and the Peasant Boy 0-15-327279-1 3.5-4.0 N/A O-P 34 - 38 560 Folktale Social Studies An Interview with the Fictional Brothers Grim 0-15-327280-5 3.5-4.0 N/A O-P 34 - 38 NP Interview Language Arts The Raja's Elephants 0-15-327281-3 3.5-4.0 N/A O-P 34 - 38 790 Nonfiction Science

Where There's Smoke, There's Fire 0-15-327282-1 3.5-4.0 N/A O-P 34 - 38 790 Nonfiction Social Studies Today I Am an American 0-15-327283-X 3.5-4.0 N/A O-P 34 - 38 700 Nonfiction Social Studies The Land of Little Water 0-15-327284-8 3.5-4.0 N/A O-P 34 - 38 770 Nonfiction Science The Little School in the Valley 0-15-327285-6 3.5-4.0 N/A O-P 34 - 38 580 Realistic Fiction Social Studies North of the Rio Grande 0-15-327286-4 3.5-4.0 N/A O-P 34 - 38 800 Nonfiction Social Studies Historical Gold Rush News 0-15-327287-2 3.5-4.0 N/A O-P 34 - 38 650 Fiction Social Studies Days of the Exodusters 0-15-327288-0 3.5-4.0 N/A O-P 34 - 38 NP Narrative Poem Social Studies Tall Tales, Big Numbers 0-15-327289-9 3.5-4.0 N/A O-P 34 - 38 560 Folktale Social Studies The Mean, Green Carnivore 0-15-327290-2 3.5-4.0 N/A O-P 34 - 38 NP Poem Science Amazing One-of-a- Kind Parrot, The 0-15-327291-0 3.5-4.0 N/A O-P 34 - 38 460 Fiction Science

ON-LEVEL Books Collection (1 each of 30 titles) 0-15-325518-8

A Garden Grows 0-15-327292-9 4.0-4.5 N/A Q 40 560 Realistic Fiction Science Kids Collect! 0-15-327293-7 4.0-4.5 N/A Q 40 620 Realistic Fiction Social Studies A Good Combination 0-15-327294-5 4.0-4.5 N/A Q 40 520 Realistic Fiction Social Studies The Golden Runner 0-15-327295-3 4.0-4.5 N/A Q 40 530 Nonfiction Science Meet Amelia Earhart 0-15-327296-1 4.0-4.5 N/A Q 40 530 Biography Social Studies The Honest Neighbors 0-15-327297-X 4.0-4.5 N/A Q 40 580 Folktale Social Studies Three Kite Tales 0-15-327298-8 4.0-4.5 N/A Q 40 520 Realistic Fiction Science Summer Mystery 0-15-327299-6 4.0-4.5 N/A Q 40 370 Mystery Science Faces to the Sun 0-15-327300-3 4.0-4.5 N/A Q 40 530 Realistic Fiction Social Studies Bravo! 0-15-327301-1 4.0-4.5 N/A Q 40 390 Realistic Fiction Social Studies Prairie Dog Town 0-15-327302-X 4.0-4.5 N/A Q 40 730 Nonfiction Science Things Will Get Better 0-15-327303-8 4.0-4.5 N/A Q 40 520 Fiction Social Studies Ghirardelli Square 0-15-327304-6 4.0-4.5 N/A Q 40 650 Nonfiction Social Studies Two Families 0-15-327305-4 4.0-4.5 N/A Q 40 350 Fiction Social Studies Little Big Horns 0-15-327306-2 4.0-4.5 N/A Q 40 440 Nonfiction Science Eggs 0-15-327307-0 4.5-5.0 N/A R 40 570 Realistic Fiction Science Batteries Not Included 0 -15-327308-9 4.5-5.0 N/A R 40 490 Fiction Science

The Lad Who Went to the North Wind 0-15-327309-7 4.5-5.0 N/A R 40 NP Folktale Social Studies How to Write a Play 0-15-327310-0 4.5-5.0 N/A R 40 410 Fantasy Social Studies A Riddle a Day 0-15-327311-9 4.5-5.0 N/A R 40 390 Fiction Language Arts Fire Boats of New York 0-15-327312-7 4.5-5.0 N/A R 40 570 Nonfiction Science Am I an American? 0-15-327313-5 4.5-5.0 N/A R 40 410 Realistic Fiction Science Everglades Forever 0-15-327314-3 4.5-5.0 N/A R 40 720 Nonfiction Science Pet Lizard 0-15-327315-1 4.5-5.0 N/A R 40 650 Realistic Fiction Science Olga's Bakery 0-15-327316-X 4.5-5.0 N/A R 40 490 Fiction Social Studies Treasure Hunt 0-15-327317-8 4.5-5.0 N/A R 40 610 Nonfiction Science Historical Walking to Nebraska 0-15-327318-6 4.5-5.0 N/A R 40 660 Fiction Social Studies Stories My Grandfather Told 0-15-327319-4 4.5-5.0 N/A R 40 530 Fable/Fiction Social Studies Hiding to Survive 0-15-327320-8 4.5-5.0 N/A R 40 760 Nonfiction Science Desert Letters 0-15-327321-6 4.5-5.0 N/A R 40 380 Realistic Fiction Science

ADVANCED-LEVEL Books Collection (1 each of 30 titles) 0-15-325525-0

The Mysterious Tree 0-15-327322-4 5.0-5.5 N/A S-T 44 690 Realistic Fiction Social Studies Animal Collectors 0-15-327323-2 5.0-5.5 N/A S-T 44 730 Nonfiction Science Leialoha's Diary 0-15-327324-0 5.0-5.5 N/A S-T 44 680 Realistic Fiction Social Studies Rounders 0-15-327325-9 5.0-5.5 N/A S-T 44 690 Nonfiction Social Studies Meet Eleanor Roosevelt 0-15-327326-7 5.0-5.5 N/A S-T 44 750 Biography Social Studies The Story of Wheat 0-15-327327-5 5.0-5.5 N/A S-T 44 680 Nonfiction Science The Crystal Radio 0-15-327328-3 5.0-5.5 N/A S-T 44 540 Fiction Science Fire and Ice 0-15-327329-1 5.0-5.5 N/A S-T 44 700 Nonfiction Social Studies Home Grown 0-15-327330-5 5.0-5.5 N/A S-T 44 600 Realistic Fiction Science Adopting a Wild Horse 0-15-327331-3 5.0-5.5 N/A S-T 44 620 Realistic Fiction Science Button Time 0-15-327332-1 5.0-5.5 N/A S-T 44 640 Fiction Social Studies The Art of Being a Cat 0-15-327333-X 5.0-5.5 N/A S-T 44 560 Fiction Science Do Animals Talk? 0-15-327334-8 5.0-5.5 N/A S-T 44 750 Nonfiction Science The Visit 0-15-327335-6 5.0-5.5 N/A S-T 44 400 Fiction Social Studies Don't Go There 0-15-327336-4 5.0-5.5 N/A S-T 44 730 Nonfiction Science Fun with Paper 0-15-327337-2 5.5-6.0 N/A U-V NA 590 Realistic Fiction Language Arts Mysteries of Nature 0-15-327338-0 5.5-6.0 N/A U-V NA 490 Realistic Fiction Science

The Bremen Town Band 0-15-327339-9 5.5-6.0 N/A U-V NA 610 Folktale Social Studies Thrice-Told Tales 0-15-327340-2 5.5-6.0 N/A U-V NA 650 Folktale Science Use Your Noodle Tales 0-15-327341-0 5.5-6.0 N/A U-V NA 400 Fiction Language Arts Making Glass 0-15-327342-9 5.5-6.0 N/A U-V NA 600 Nonfiction Science Informational Citizenship 0-15-327343-7 5.5-6.0 N/A U-V NA 650 Narrative Social Studies The Most 0-15-327344-5 5.5-6.0 N/A U-V NA 560 Nonfiction Science Willow Way 0-15-327345-3 5.5-6.0 N/A U-V NA 790 Fiction Social Studies Bon Temps 0-15-327346-1 5.5-6.0 N/A U-V NA 630 Realistic Fiction Social Studies Titanosaur Treasure 0-15-327347-X 5.5-6.0 N/A U-V NA 670 Nonfiction Science Historical Prairie Neighbors 0-15-327348-8 5.5-6.0 N/A U-V NA 720 Fiction Social Studies Down the Grand Canyon 0-15-327349-6 5.5-6.0 N/A U-V NA 640 Fiction Science Plants of the Rain Forest 0-15-327350-X 5.5-6.0 N/A U-V NA 700 Nonfiction Science Land Forms 0-15-327351-8 5.5-6.0 N/A U-V NA 770 Nonfiction Science

LIBRARY Books Collection (1 each of 12 titles) 0-15-329254-8

Kate Shelley and the Historical Midnight Express 0-15-319300-X 3.0-3.5 N/A N-O 30 - 34 490 Fiction Social Studies Historical Skylark 0-15-319302-6 3.5-4.0 N/A O-P 34 - 38 470 Fiction Social Studies Lucita Comes Home Historical to Oaxaca 0-15-319304-2 5.5-6.0 N/A O-P 34 - 38 620 Fiction Social Studies The Canada Geese Quilt 0-15-319315-8 4.0 N/A P-Q 38 - 40 680 Realistic Fiction Art Under the Lemon Moon 0-15-319305-0 4.0-4.5 N/A Q 40 520 Folktale Social Studies A Llama In the Family 0-15-319322-0 4.5 N/A Q-R 40 740 Realistic Fiction N/A Stealing Home 0-15-319307-7 4.5-5-0 N/A R 40 750 Realistic Fiction Social Studies The Down and Up Fall 0-15-319308-5 4.5-5.0 N/A R 40 720 Realistic Fiction Social Studies Nothing Ever Happens on 90th Street 0-15-319306-9 4.5-5.0 N/A R 40 600 Realistic Fiction Language Arts Celebrating the Powwow 0-15-319309-3 4.5-5.0 N/A R 40 680 Nonfiction Social Studies

Can We Be Friends? Nature's Partners 0-15-319310-7 4.5-5.0 N/A R 40 780 Nonfiction Science Flute's Journey 0-15-319311-5 4.0-4.5 N/A T 44 1030 Nonfiction Science