Fourth Grade ELA Pacing Guide

Halifax County Schools Fourth Grade ELA Pacing Guide

(HWS) = Heavily Weighted Standard Unit 1 Healthy Minds, Healthy Bodies

August 25 – October 6

Reading Writing Speaking and Listening Language Essential Questions: RL.4.1 Why is it necessary to refer to details and examples in a text when explaining what it means? *See end of *See end of pacing *See end of pacing guide How do mental images support comprehension and making inferences? pacing guide for guide for essential for essential questions R.L.4.2 What is the difference between theme and main idea? essential questions questions RL.4.3 How do authors use story elements to raise questions and influence our thinking? RL.4.4 How do certain words and phrases impact the meaning of the text? How has language been affected by the influence of Greek mythology? RI.4.1 Why is it necessary to refer to details and examples in a text when explaining what it means? RI.4.2 How can supporting details help a reader determine the main idea of a text? How is the main idea used to help readers summarize? RI.4.4 How does the vocabulary related to my unit of study help me better understand the concept? Introduce Writer’s RI.4.8 How does an author use reasons and evidence to support particular points in a Workshop: Stages of text? Writing

Literature Informational Text Foundational Skills Week 1 Aug. 25-29 (HWS) RL.4.1 (HWS) RI.4.1 Refer RF.4.4 Read with W4.3a - Orient the SL4.1b Follow agreed- L.4.1F Produce complete Introduce and Refer to details and to details and sufficient accuracy reader by upon rules for sentences, recognizing and establish literacy examples in a text examples in a text and fluency to support establishing a discussions and carry out correcting inappropriate workshop routine when explaining when explaining what comprehension. situation assigned roles. and run-ons. (Daily 5) what the text says the text says explicitly introducing a explicitly and when and when drawing narrator and/or Vocabulary drawing inferences inferences from the characters; Literature from the text. text. organize an event Summarize sequence that “Good fit” (HWS) RL.4.3 unfolds naturally. Fluency Describe in depth a Stamina character, setting, or Character event in a story or Setting drama, drawing on

1 | P a g e Halifax County Schools Fourth Grade ELA Pacing Guide

(HWS) = Heavily Weighted Standard Drama specific details in Details the text (e.g., a Event character’s thoughts, Infer/inference words, or actions). Text Character trait

Informational Article Details Evidence Inference Informational Supporting details Text features Week 2 Sept. 1-5 RL.4.1 Refer to RI.4.1 Refer to details RF.4.3 Know and W.4.5 With SL4.1b Follow agreed- L.4.1F Produce complete (continue details and examples and examples in a text apply grade-level guidance and upon rules for sentences, recognizing and establishing Daily 5 in a text when when explaining what phonics and word support from peers discussions and carry out correcting inappropriate routine) explaining what the the text says explicitly analysis skills in and adults, develop assigned roles. and run-ons. text says explicitly and when drawing decoding words. and strengthen Vocabulary and when drawing inferences from the writing as needed Literature inferences from the text. by planning, Summarize text. RF.4.4 Read with revising, and “Good fit” RL.4.3 Describe in sufficient accuracy editing Fluency depth a character, and fluency to support Stamina setting, or event in a comprehension. Character story or drama, Details drawing on specific Event details in the text Infer/inference (e.g., a character’s Text thoughts, words, or Character traits actions). Drama Event

Informational Article Details

(HWS) = Heavily Weighted Standard Evidence Inference Informational text Supporting details Text features

Week 3 Sept. 8-12 RL.4.2 Determine RI.4.2 Determine the RF.4.4 Read with W.4.4 Produce SL4.1a Engage L.4.2a Demonstrate (continue a theme of a story, main idea of a text and sufficient accuracy clear and coherent effectively in a range of command of the establishing Daily 5 drama, or poem explain how it is and fluency to support writing in which collaborative discussions conventions of standard routine) from details in the supported by key comprehension. the development (one –on-one, in groups English capitalization, text; summarize details; summarize the and organization and teacher-led) with punctuation, and spelling the text. text. RF.4.3 Know and are appropriate to diverse partners on grade when writing. Use correct Vocabulary apply grade-level task, purpose, and 4 topics and texts, capitalization. phonics and word audience. building on others’ ideas RL.4.3 Literature analysis skills in and expressing their own L4.4a Determine or clarify Describe in depth a Summarize decoding words. clearly. Come to the meaning of unknown “Good fit” character, setting, or discussions prepared, and multiple-meaning Fluency event in a story or having read or studied words and phrases based Stamina drama, drawing on required material, on grade 4 reading and Details specific details in explicitly draw on that content, choosing flexibly Drama the text (e.g., a preparation and other from a range of strategies. Poem/poetry character’s thoughts, information known about Use context (e.g., Sequence words, or actions). the topic to explore ideas definitions, examples, or Summarize under discussion. restatements in text) as a Text clue to the meaning of a Theme word or phrase. Character traits Event

Informational Key detail/idea Main idea Summarize Supporting detail Text

(HWS) = Heavily Weighted Standard

Week 4 Sept. 15-19 (continue establishing Daily 5 RL4.1 – Refer to RI4.4 Determine the RFS4.4a – Read with W4.3a - Write SL4.1a - Engage L4.1a – Demonstrate routine) details and examples meaning of general sufficient accuracy narratives to effectively in a range of command of the in a text when academic and domain- and fluency to support develop real or collaborative discussions conventions of standard explaining what the specific words or comprehension. Read imagined (one-on-one, in groups, English grammar and Vocabulary text says explicitly phrases in a text on-level text with experiences or and teacher-led) with usage when writing or when drawing relevant to a grade 4 purpose and events using diverse partners on grade speaking. Use relative Literature inferences from the topic or subject area. understanding. effective technique, 4 topics and texts, pronouns (who, whose, Summarize text. descriptive details, building on others’ ideas whom which, that) and “Good fit” and clear event and expressing their own relative adverbs (where, Fluency RL4.4 Determine RF.4.3 Know and sequences. Orient clearly. Pose and when, why). Stamina the meaning of apply grade-level the reader by respond to specific Character words and phrases phonics and word establishing a questions by making L4.2b - Demonstrate Details as they are used in a analysis skills in situation and comments that contribute command of the Event text, including those decoding words. introducing a to the discussion and conventions of standard Infer/inference that allude to narrator and/or elaborate on the remarks English capitalization, Text significant characters; of others. punctuation, and spelling Infer/inference characters found in organize an event when writing. Use Myth/mythology mythology (e.g., sequence that commas and quotation Reference Herculean). unfolds naturally. marks to mark direct Root word speech and quotations from a text. Informational Context Definition Glossary Paragraph Phrases Text

Week 5 Sept. 22-26 RL4.1 – Refer to RI4.8 Explain how an RFS4.3a - Know and W4.3b - Use SL4.1a- Engage L4.1a – Demonstrate details and examples author uses reasons apply grade-level dialogue and effectively in a range of command of the Vocabulary in a text when and evidence to phonics and word description to collaborative discussions conventions of standard explaining what the support particular analysis in decoding develop (one-on-one, in groups, English grammar and Literature text says explicitly points in a text. words. Use combined experiences and and teacher-led) with usage when writing or

(HWS) = Heavily Weighted Standard Summarize when drawing knowledge of all events or show the diverse partners on grade speaking. Use relative “Good fit” inferences from the letter-sound responses of 4 topics and texts, pronouns (who, whose, Fluency text. correspondences, characters to building on others’ ideas whom which, that) and Stamina syllabication situations. and expressing their own relative adverbs (where, Character RL4.4 Determine patterns, and W4.3c - Use a clearly. Come to when, why). Details the meaning of morphology (e.g., variety of discussions prepared, Event words and phrases roots and affixes) to transitional words having read or studied L4.2b - Demonstrate Infer/inference as they are used in a read accurately and phrases to required material, command of the Text text, including those unfamiliar multi- manage the explicitly draw on that conventions of standard Context that allude to syllabic words in sequence of events. preparation and other English capitalization, Infer/inference significant context and out of information known about punctuation, and spelling Myth/mythology characters found in context. the topic to explore ideas when writing. Use Reference mythology (e.g., under discussion. commas and quotation Root word Herculean). marks to mark direct speech and quotations Informational from a text. Author SL4.1d – Review the key Evidence ideas expressed and draw Text conclusions in light of information and knowledge gained and discussed.

(HWS) = Heavily Weighted Standard Week 6 RL4.1 – Refer to RI4.8 Explain how an RFS4.4a – Read with W4.4 - Produce SL4.1a - Engage L4.2b - Demonstrate Sept. 29-Oct. 3 details and examples author uses reasons sufficient accuracy clear and coherent effectively in a range of command of the in a text when and evidence to and fluency to support writing in which collaborative discussions conventions of standard Vocabulary explaining what the support particular comprehension. Read the development (one-on-one, in groups, English capitalization, Literature text says explicitly points in a text. on-level text with and organization and teacher-led) with punctuation, and spelling Summarize when drawing purpose and are appropriate to diverse partners on grade when writing. Use “Good fit” inferences from the understanding. task, purpose, and 4 topics and texts, commas and quotation Fluency text. audience. (Grade- building on others’ ideas marks to mark direct Stamina specific and expressing their own speech and quotations Character expectations for clearly. Pose and from a text. Details RL4.4 Determine writing types are respond to specific Event the meaning of defined in questions by making Infer/inference words and phrases standards 1-3 comments that contribute Text as they are used in a above) to the discussion and Context text, including those elaborate on the remarks Infer/inference that allude to W4.5 - With of others. Myth/mythology significant guidance and Reference characters found in support from peers Root word mythology (e.g., and adults, develop SL4.1d – Review the key Herculean). and strengthen ideas expressed and draw Informational writing as needed conclusions in light of Author by planning, information and Evidence revising, and knowledge gained and Text editing. (Editing discussed. for conventions should demonstrate command of Language standards 1-3 up to and including grade 4 on pages 28-29.) Resources: Reading A-Z (if school purchased) The Café Book The Daily 5 Book Words Their Way

(HWS) = Heavily Weighted Standard Mentor Texts: “My Librarian Is a Camel: How Books are Brought to Children Around the World.” by Margriet Ruurs Bud, Not Buddy by Christopher Paul Curtis “The Three Little Pigs” (a shortened version) “The Tortoise and the Hare” “Oh the Places You will Go” by Dr. Seuss http://pcs4thgrade.pbworks.com/w/file/fetch/51054428/Common%20Core%20Curriculum%20Maps%20_%20Grade%204%20Unit%201%20_%20Tales%20of %20the%20Heart.pdf

Assessments: Common Formative Assessments using Schoolnet and other sources MAP BOY Assessments (RIT scores should be used in developing guided reading groups) Conference Notes (Pensive Notebook- See Chapter 2 in The Café Book) Running Record Informal Writing Samples Word Work Spelling Inventory Anecdotal Notes

(HWS) = Heavily Weighted Standard Unit 2 Animals are Characters Too

October 7 - November 18

Reading Writing Speaking and Listening Language Essential Questions: RL.4.1 Why is it necessary to refer to details and examples in a text when explaining what it means? R.L.4.2 What is the difference between theme and main idea? *See end of pacing *See end of pacing *See end of pacing guide RL.4.3 How do authors use story elements to raise questions and influence our guide for essential guide for essential for essential questions thinking? questions questions RL.4.4 How do certain words and phrases impact the meaning of the text? How has language been affected by the influence of Greek mythology? RL.4.5 How can text structure aid the reader in differentiating between poetry, prose and drama? RL.4.6 How does the point of view of a story affect the plot? RL.4.7 How does making a connection between the text and a presentation of the text enhance my understanding of the text? RL.4.9 How does a good reader combine information from various sources about the same topic to demonstrate understanding of the topic? RL.4.4 How do certain words and phrases impact the meaning of the text? How has language been affected by the influence of Greek mythology? RI.4.5 How does the overall structure of non-fiction affect its meaning? RI.4.6 How does point of view affect the recount of the focus and information of the same event or topic? RI.4.7 How do various presentations of information affect the learner’s understanding of the text? RI.4.8 How does an author use reasons and evidence to support particular points in a text? RI.4.9 How does a good reader combine information from various sources about the same topic to demonstrate understanding of the topic?

Literature Informational Text Foundational Skills Week 7 RL4.3 – Compare RI4.9 – Integrate RFS4.3a – Know and W4.3a - Orient the SL4.2 – Paraphrase L4.2d - Demonstrate Oct. 6-10 and contrast two or information from two apply grade-level reader by establishing a portions of a text read command of the more characters, texts on the same topic in phonics and word situation introducing a aloud or information conventions of standard Vocabulary settings, or events order to write or speak analysis in decoding narrator and/or presented in diverse English capitalization,

(HWS) = Heavily Weighted Standard Literature in a story or about the subject words. Use combined characters; organize an media and formats, punctuation, and spelling cast character drama, drawing on knowledgeably. knowledge of all letter- event sequence that including visually, when writing. Spell grade- dialogue specific details in sound correspondences, unfolds naturally. quantitatively, and orally. appropriate words drama meter the text (e.g., how syllabication patterns, W4.3d - Use concrete correctly, consulting poem/poetry characters and morphology (e.g., words and phrases and references as needed. prose rhythm interact). roots and affixes) to sensory details to setting stage RL4.7 – Make read accurately convey experiences and L4.3a - Choose words and direction text connections unfamiliar multi- events precisely. phrases to convey ideas verse between the text of syllabic words in W4.4e - Provide a precisely.* a story or drama context and out of conclusion that follows Informational and a visual or oral context. from the narrated Cause/effect presentation of the experiences or events. Chronology text, identifying Compare where each version Concept reflects specific Event descriptions and Ideas directions in the Informational text. text Problem Solution Structure Text

Week 8 RL4.3 – Describe RI4.6 – Compare and RFS4.4c- Read with W4.3a - Orient the SL4.1d – Review the key L4.1b - Form and use the Oct. 13-17 in depth a contrast the point of view sufficient accuracy and reader by establishing a ideas expressed and draw progressive (e.g., I was Vocabulary character, setting, from which different fluency to support situations introducing a conclusions in light of walking; I am walking; I or event in a story stories are narrated, comprehension. Use narrator and/or information and will be walking) verb Literature or drama, drawing including the difference context to confirm or characters; organize an knowledge gained and tenses. Details on specific details between first- and third- self-correct word event sequence that discussed. Drama in the text (e.g., a person narrations. recognition and unfolds naturally. L4.4c - Determine or Poem/poetry character’s understanding, W4.3d - Use concrete SL4.2 – Paraphrase clarify the meaning of Sequence thoughts, words, or RI4.9 – Integrate rereading as necessary. words and phrases and portions of a text read unknown and multiple- Sequence of actions). information from two sensory details to aloud or information meaning words and events texts on the same topic in convey experiences and presented in diverse phrases based on grade 4 Summarize RL4.6 – Compare order to write or speak events precisely. media and formats, reading and content, Text and contrast the about the subject W4.4e - Provide a including visually, choosing flexibly from a

(HWS) = Heavily Weighted Standard Theme point of view from knowledgeably. conclusion that follows quantitatively, and orally. range of strategies. Character which different from the narrated Consult reference Compare stories are experiences or events. materials (e.g., Contrast narrated, including dictionaries, glossaries, Myth the difference W4.7 – Conduct short thesauruses), both print Story between first- and research projects that and digital, to find the Topic third-person build knowledge pronunciation and Traditional narrations. through investigation of determine or clarify the Literature different aspects of a precise meaning of key RL4.4 Determine topic. words and phrases. Informational the meaning of Cause words and phrases L4.5c – Demonstrate Compare as they are used in understanding of figurative Contrast a text, including language, word Idea those that allude to relationships, and nuances Text significant in word meanings. Topic characters found in Demonstrate mythology (e.g., understanding of words by Herculean) relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

Week 9 RL4.7 – Make RI4.8 – Explain how an RFS4.3a – Know and W4.5 - With guidance SL4.1d – Review the key L4.3a - Use knowledge of Oct. 20-24 connections author uses reasons and apply grade-level and support from peers ideas expressed and draw language and its between the text of evidence to support phonics and word and adults, develop and conclusions in light of conventions when writing, Vocabulary a story or drama particular point in a text. analysis in decoding strengthen writing as information and speaking, reading, or and a visual or oral words. Use combined needed by planning, knowledge gained and listening. Choose words Literature presentation of the RI4.6 – Compare and knowledge of all letter- revising, and editing. discussed. and phrases to convey Character text, identifying contrast the point of view sound correspondences, (Editing for ideas precisely. Character where each version from which different syllabication patterns, conventions should traits reflects specific stories are narrated, and morphology (e.g., demonstrate command L4.3b - Choose Details descriptions and including the difference roots and affixes) to of Language standards punctuation for effect.* Drama directions in the between first- and third- read accurately 1-3 up to and including Event text person narrations. unfamiliar multi- grade 4 on pages 28- L4.3c Differentiate Setting syllabic words in 29.) between contexts that call Text context and out of for formal English (e.g.,

(HWS) = Heavily Weighted Standard Writer’s context. W4.6 - With some presenting ideas) and purpose/ guidance and support situations where informal Author’s from adults, use discourse is appropriate purpose technology, including (e.g., small-group Compare the Internet, to produce discussion). Contrast and publish writing as Connection well as to interact and Description collaborate with others; Drama demonstrate sufficient Illustration command of Oral keyboarding skills to presentation type a minimum of one Reflect page in a single sitting. Stage directions Supporting characters Text Text feature Version Visual display/ Visual presentation

Informational Cause Compare Contrast Idea Text Topic Week 10 RL4.2 – RI4.8 – Explain how an RFS4.4c- Read with W4.3b - Use dialogue SL4.3 - Identify the L4.1g - Demonstrate Oct 27-31 Determine a theme author uses reasons and sufficient accuracy and and description to reasons and evidence a command of the of a story, drama, evidence to support fluency to support develop experiences speaker provides to conventions of standard Vocabulary or poem from particular point in a text. comprehension. Use and events or show the support particular points. English grammar and details in the text; context to confirm or responses of characters usage when writing or Literature summarize the self-correct word to situations. speaking. Correctly use

(HWS) = Heavily Weighted Standard Details text. recognition and frequently confused words Drama understanding, (e.g., to, too, two; there, Poem/poetry RL4.4 –Determine rereading as necessary. their). Sequence the meaning of Sequence of words and phrases L4.5a- Demonstrate events as they are used in understanding of figurative Summarize a text, including language, word Text those that allude to relationships, and nuances Theme significant in word meanings. Context characters found in Explain the meaning of Infer mythology (e.g., simple similes and /inference Herculean). metaphors (e.g., as pretty Myth as a picture) in context. /mythology Phrase Reference Root word Latin Greek

Informational Author Evidence Text Week 11 RL4.2 – RI4.5 - Describe the RFS4.3a – Know and W4.2a Introduce a SL4.6 – Differentiate L4.1g - Demonstrate Nov. 3-7 Determine a theme overall structure (e.g., apply grade-level topic clearly and group between contexts that command of the of a story, drama, chronology, comparison, phonics and word related information in call for formal English conventions of standard Vocabulary or poem from cause/effect, and analysis in decoding paragraphs and (e.g., presenting ideas) English grammar and details in the text; problem/solution) of words. Use combined sections; include and situations where usage when writing or Literature summarize the events, ideas, concepts, knowledge of all letter- formatting (e.g., informal discourse is speaking. Correctly use cast character text. or information in a text sound correspondences, headings), illustrations, appropriate (e.g., small- frequently confused words dialogue or part of a text. syllabication patterns, and multimedia when group discussion); use (e.g., to, too, two; there, drama meter and morphology (e.g., useful to aiding formal English when their). poem/poetry roots and affixes) to comprehension. appropriate to task and prose rhythm RI4.7 - Interpret read accurately W4.2b Develop the situation. L4.5a- Demonstrate setting stage information presented unfamiliar multi- topic with facts, understanding of figurative direction text visually, orally, or syllabic words in definitions, concrete language, word verse quantitatively (e.g., in context and out of details, quotations, or relationships, and nuances

(HWS) = Heavily Weighted Standard charts, graphs, diagrams, context. other in word meanings. Informational time lines, animations, or Explain the meaning of Cause/effect interactive elements on simple similes and Chronology Web pages) and explain metaphors (e.g., as pretty Compare how the information as a picture) in context. Concept contributes to an Event understanding of the text Ideas in which it appears. Informational text RI4.4 – Determine the Problem meaning of general Solution academic and domain- Structure specific words or phrases in a text relevant to a grade 4 topic or subject area

Week 12 RI4.5 - Describe the RFS4.4c- Read with W4.2a Introduce a SL4.6 – Differentiate L4.1g - Demonstrate Nov. 10-14 overall structure (e.g., sufficient accuracy and topic clearly and group between contexts that command of the Vocabulary chronology, comparison, fluency to support related information in call for formal English conventions of standard cause/effect, and comprehension. Use paragraphs and (e.g., presenting ideas) English grammar and Literature problem/solution) of context to confirm or sections; include and situations where usage when writing or cast character events, ideas, concepts, self-correct word formatting (e.g., informal discourse is speaking. Correctly use dialogue or information in a text recognition and headings), illustrations, appropriate (e.g., small- frequently confused words drama meter or part of a text. understanding, and multimedia when group discussion); use (e.g., to, too, two; there, poem/poetry rereading as necessary. useful to aiding formal English when their). prose rhythm comprehension. appropriate to task and setting stage RI4.7 - Interpret W4.2b Develop the situation. L4.5a- Demonstrate direction text information presented topic with facts, understanding of figurative verse visually, orally, or definitions, concrete language, word quantitatively (e.g., in details, quotations, or relationships, and nuances Informational charts, graphs, diagrams, other in word meanings. Cause/effect time lines, animations, or Explain the meaning of Chronology interactive elements on simple similes and Compare Web pages) and explain metaphors (e.g., as pretty Concept how the information as a picture) in context. Event contributes to an Ideas understanding of the text

(HWS) = Heavily Weighted Standard Informational in which it appears. text Problem RI4.4 – Determine the Solution meaning of general Structure academic and domain- Text specific words or phrases in a text relevant to a grade 4 topic or subject area

Resources: Reading A-Z (if school purchased) The Café Book The Daily 5 Book Words Their Way http://www.lehsd.k12.nj.us/Resources/Teachers/Curriculum/Language%20Arts/Fourth%20Grade/Grade%20Four%20LAL%20Exemplar%20lessons%20Unit%203.pdf Assessments Common Formative Assessments (CFA’s) using Schoolnet and other resources

14 | P a g e Unit 3 History: Believe It Or Not

NovemberHalifax 21 County – January Schools 17 Fourth Grade ELA Pacing Guide Reading Writing Speaking and Language Essential Questions: Listening R.L.4.2 What is the difference between theme and main idea? (HWS) = Heavily Weighted Standard RL.4.4 How do certain words and phrases impact the meaning of the text? How has language been affected by the influence of Greek mythology? *See end of pacing *See end of pacing *See end of pacing guide RL.4.5 How can text structure aid the reader in differentiating between poetry, prose guide for essential guide for essential for essential questions and drama? questions questions RL.4.6 How does the point of view of a story affect the plot? RL.4.10 What strategies do good readers use every time they read to comprehend? RI.4.4 How does the vocabulary related to my unit of study help me better understand the concept? RI.4.5 How does the overall structure of non-fiction affect its meaning? RI.4.6 How does point of view affect the recount of the focus and information of the same event or topic? RI.4.7 How do various presentations of information affect the learner’s understanding of the text? RI.4.10 What strategies do good readers use every time they read to comprehend?

Literature Informational Text Foundational Skills

Week 13 RL4.5 Explain RI4.4 – Determine the RFS4.3a – Know and W4.2a - Write SL4.2 – Paraphrase L4.1a – Demonstrate Nov. 17-21 major differences meaning of general apply grade-level informative/ portions of a text command of the Vocabulary between poems, academic and domain- phonics and word explanatory texts to read aloud or conventions of standard drama, and prose, specific words or analysis in decoding examine a topic and information English grammar and usage Literature and refer to the phrases in a text words. Use combined convey ideas and presented in diverse when writing or speaking. Poem structural elements relevant to a grade 4 knowledge of all letter- information clearly. media and formats, Use relative pronouns Drama of poems (e.g., topic or subject area. sound correspondences, Introduce a topic including visually, (who, whose,15 | whom P a g which, e Prose verse, rhythm, syllabication patterns, clearly and group quantitatively, and that) and relative adverbs Verse meter) and drama RI4.10 – By the end of and morphology (e.g., related information in orally. (where, when, why). Rhythm (e.g., casts of the year, read and roots and affixes) to paragraphs and L4.1d – Meter characters, settings, comprehend read accurately sections: include Order adjectives within Cast descriptions, informational texts, unfamiliar multi- formatting (e.g., sentences according to Halifax County Schools Fourth Grade ELA Pacing Guide

16 | P a g e Unit 5 Literary Heroes

MarchHalifax 10th County – April 17 Schools Fourth Grade ELA Pacing Guide Reading Writing Speaking and Language Essential Questions: Listening RL.4.1 Why is it necessary to refer to details and examples in a text when explaining (HWS) = Heavily Weighted Standard what it means? *See end of pacing *See end of pacing *See end of pacing guide for RL.4.3 How do authors use story elements to raise questions and influence our guide for essential guide for essential essential questions thinking? questions questions RL.4.4 How do certain words and phrases impact the meaning of the text? How has language been affected by the influence of Greek mythology? RL.4.6 How does the point of view of a story affect the plot? RL.4.7 How does making a connection between the text and a presentation of the text enhance my understanding of the text? RI.4.6 How does point of view affect the recount of the focus and information of the same event or topic? RI.4.8 How does an author use reasons and evidence to support particular points in a text? Literature Informational Foundational Skills Text Week 25 RL4.3 – Describe in RI4.6 – Compare RFS4.3a – Know and W4.1a - Write SL4.1c –Pose and L4.1a – Demonstrate March 9-13 depth a character, and contrast a apply grade-level opinion pieces on respond to specific command of the conventions setting, or event in a firsthand and phonics and word topics or texts, questions to clarify or of standard English grammar Vocabulary story or drama, secondhand analysis in decoding supporting a point of follow up on and usage when writing or drawing on specific account of the words. Use combined view with reasons information, and make speaking. Use relative Literature details in the text (e.g., same event or knowledge of all and information. comments that pronouns (who, whose, whom Character a character’s thoughts, topic; describe the letter-sound Introduce a topic or contribute to the which, that) and relative Character traits words, or actions). differences in focus correspondences, text clearly, state an discussion and link to adverbs (where, when, why). Details and information. syllabication patterns, opinion, and create the remarks of others. Drama RL4.6 – Compare and and morphology (e.g., an organizational SL4.1d- Review the L4.5a - Demonstrate Event contrast the point of RI4.8 – Explain roots and affixes) to structure in which key ideas expressed understanding of figurative Setting view from which how an author uses read accurately related ideas are and explain their own language, word relationships, Text different stories are reasons and unfamiliar multi- grouped to support ideas and and nuances in word Writer’s narrated, including the evidence to support syllabic words in the writer’s purpose. understanding in light meanings. Explain the purpose/ difference between particular point in a context and out of W4.1b - Provide of the discussion meaning of simple similes and Author’s purpose first- and third-person text. context reasons that are metaphors (e.g., as pretty as a cast character narrations. supported by facts picture) in context. dialogue drama and details. meter poem/poetry prose rhythm setting stage direction text verse

17 | P a g e Informational Compare Contrast Firsthand Focus Halifax County Schools Fourth Grade ELA Pacing Guide

Unit 6 Weather or Not

“TEST PREP AS A GENRE” April 28-June 6

Reading Writing Speaking and Listening Language

Embed ALL RL AND RI STANDARDS DURING THIS UNIT TO REVIEW FOR EOG assessment. *See end of pacing *See end of pacing *See end of pacing guide for essential guide for essential guide for essential Standards: RL 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 questions questions questions RI 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

(HWS) = Heavily Weighted Standard Literature Informational Text Foundational Skills Week 31 RL4.1 Refer to RI4.1 – Refer to details RFS4.3a – Know and W4.1a - Write SL4.1c –Pose and L4.1g - Demonstrate April 27- May 1 details and and examples in a text apply grade-level opinion pieces on respond to specific command of the examples in a text when explaining what phonics and word topics or texts, questions to clarify or conventions of Vocabulary when explaining the text says explicitly analysis in decoding supporting a point of follow up on standard English what the text says and when drawing words. Use combined view with reasons information, and make grammar and usage Literature explicitly and inferences from the text. knowledge of all letter- and information. comments that contribute when writing or Character when drawing RI4.3 - Explain events, sound correspondences, Introduce a topic or to the discussion and link speaking. Correctly Details inferences from procedures, ideas, or syllabication patterns, text clearly, state an to the remarks of others. use frequently Event the text. concepts in a historical, and morphology (e.g., opinion, and create SL4.1d- Review the key confused words Explicit RL4.3 – Compare scientific, or technical roots and affixes) to an organizational ideas expressed and (e.g., to, too, two; Infer/inference and contrast two text, including what read accurately structure in which explain their own ideas there, their). Text or more happened and why, unfamiliar multi- related ideas are and understanding in Character traits characters, based on specific syllabic words in grouped to support light of the discussion Drama settings, or events information in the text. context and out of the writer’s purpose. Event in a story or context. W4.1b - Provide Writer’s drama, drawing reasons that are purpose/ on specific details supported by facts Author’s purpose in the text (e.g., and details. Informational how characters Article interact). Details Evidence Explicit Inference Informational/ Informative text Supporting details Text features Article Concept Events Historical text Idea Procedure Scientific text Sequence

(HWS) = Heavily Weighted Standard Supporting detail Technical text

Week 32 RL4.1 Refer to RI4.1 – Refer to details RFS4.4a - Read on- W4.1a - Write SL4.1c –Pose and L4.1f - Produce May 4-8 details and and examples in a text level text with purpose opinion pieces on respond to specific complete sentences, examples in a text when explaining what and understanding topics or texts, questions to clarify or recognizing and Vocabulary when explaining the text says explicitly supporting a point of follow up on correcting Literature what the text says and when drawing view with reasons information, and make inappropriate Character explicitly and inferences from the text. and information. comments that contribute Details when drawing Introduce a topic or to the discussion and link Event inferences from RI4.3 - Explain events, text clearly, state an to the remarks of others. Explicit the text. procedures, ideas, or opinion, and create SL4.1d- Review the key Infer/inference concepts in a historical, an organizational ideas expressed and Text RL4.3 – Compare scientific, or technical structure in which explain their own ideas Character traits and contrast two text, including what related ideas are and understanding in Drama or more happened and why, grouped to support light of the discussion Event characters, based on specific the writer’s purpose. Writer’s settings, or events information in the text. W4.1b - Provide purpose/ in a story or reasons that are Author’s purpose drama, drawing supported by facts Informational on specific details and details. Article in the text (e.g., Details how characters Evidence interact). Explicit Inference Informational/ Informative text Supporting details Text features Article Concept

(HWS) = Heavily Weighted Standard Events Historical text Idea Procedure Scientific text Sequence Supporting detail Technical text Week 33 RL 4.2 Determine RI4.5 – Describe the RFS4.4b - Read on- W4.1c- Link opinion SL4.1c –Pose and L4.2b - May 11-15 a theme of a story, overall structure (e.g., level prose and poetry and reasons using respond to specific Demonstrate drama, or poem chronology, comparison, orally with accuracy, words and phrases questions to clarify or command of the Vocabulary from details in the cause/effect, appropriate rate, and (e.g., for instance, in follow up on conventions of text; summarize problem/solution) of expression on order to, in addition). information, and make standard English Literature the text. events, ideas, concepts, successive readings. comments that contribute capitalization, Compare or information in a text to the discussion and link punctuation, and Contrast or part of a text. to the remarks of others. spelling when Connection SL4.1d- Review the key writing. Use a Description RI.4.2 Determine the ideas expressed and commas and Drama main idea of a text and explain their own ideas quotation marks to Illustration explain how it is and understanding in mark direct speech Oral presentation supported by key details; light of the discussion and quotations from Reflect summarize the text. a text. Stage directions Supporting characters Text Text feature Version Visual display/ Visual presentation

Informational Cause/effect Chronology Compare

(HWS) = Heavily Weighted Standard Concept Event Ideas Informational text Problem Solution Structure Text

Week 34 RL4.9 – Compare RI4.5 – Describe the RFS4.3a – Know and W4.7 –Conduct short SL4.2 - Paraphrase L4.5a- Demonstrate May 18-22 and contrast the overall structure (e.g., apply grade-level research projects that portions of a text read understanding of treatment of chronology, comparison, phonics and word build knowledge aloud or information figurative language, Vocabulary similar themes cause/effect, analysis in decoding through investigation presented in diverse word relationships, and topics (e.g., problem/solution) of words. Use combined of different aspects of media and formats, and nuances in word Literature opposition of events, ideas, concepts, knowledge of all letter- a topic. including visually, meanings. Explain Compare good and evil) or information in a text sound correspondences, W4.9b -Draw quantitatively, and the meaning of Contrast and patterns of or part of a text. syllabication patterns, evidence from orally. simple similes and Myth events (e.g., the and morphology (e.g., literary or SL4.6– Differentiate metaphors (e.g., as Story quest) in stories, RI4.10 – By the end of roots and affixes) to informational texts to between contexts that pretty as a picture) Topic myths, and the year, read and read accurately support analysis, call for formal English in context. Traditional traditional comprehend unfamiliar multi- reflection, and (e.g., presenting ideas) Literature literature from informational texts, syllabic words in research. Apply and situations where Comprehension different cultures including history/social context and out of grade 4 Reading informal discourse is Drama studies, science, and context. standards to appropriate (e.g., small- Literature RL4.10 - By the technical texts, in the informational texts group discussion); use Poem/poetry end of the year, grades 4-5 text (e.g., “Explain how formal English when Scaffolding read and complexity band an author uses appropriate to task and Text complexity comprehend proficiently with reasons and evidence situation. literature, scaffolding as needed at to support particular Informational including stories, the high end of the points in a text”). Cause/effect dramas, and range. Chronology poetry, in the Compare grades 4–5 text Concept complexity band Event proficiently, with Ideas scaffolding as

(HWS) = Heavily Weighted Standard Informational needed at the high text end of the range. Problem Solution Structure Text

Week 35 RL4.10 - By the RI4.10 – By the end of RFS4.4a - Read on- W4.7 –Conduct short SL4.2 - Paraphrase L4.5b– Recognize May 25-29 end of the year, the year, read and level text with purpose research projects that portions of a text read and explain the Vocabulary read and comprehend and understanding build knowledge aloud or information meaning of common comprehend informational texts, through investigation presented in diverse idioms, adages, and Literature literature, including history/social of different aspects of media and formats, proverbs. Comprehension including stories, studies, science, and a topic. including visually, Drama dramas, and technical texts, in the W4.9b -Draw quantitatively, and Literature poetry, in the grades 4-5 text evidence from orally. Poem/poetry grades 4–5 text complexity band literary or SL4.6– Differentiate Scaffolding complexity band proficiently with informational texts to between contexts that Text complexity proficiently, with scaffolding as needed at support analysis, call for formal English scaffolding as the high end of the reflection, and (e.g., presenting ideas) Informational needed at the high range. research. Apply and situations where Comprehension end of the range. grade 4 Reading informal discourse is Historical text standards to appropriate (e.g., small- Informational/inf informational texts group discussion); use ormative (e.g., “Explain how formal English when Scaffolding an author uses appropriate to task and Scientific text reasons and evidence situation. Technical text to support particular Text complexity points in a text”).

Week 36 RL4.10 - By the RI4.10 – By the end of RFS4.4b - Read on- W4.7 –Conduct short SL4.2 - Paraphrase L4.5a- Demonstrate June 1-5 end of the year, the year, read and level prose and poetry research projects that portions of a text read understanding of Vocabulary read and comprehend orally with accuracy, build knowledge aloud or information figurative language, comprehend informational texts, appropriate rate, and through investigation presented in diverse word relationships, Literature literature, including history/social expression on of different aspects of media and formats, and nuances in word Comprehension including stories, studies, science, and successive readings. a topic. including visually, meanings. Explain Drama dramas, and technical texts, in the W4.9b -Draw quantitatively, and the meaning of Literature poetry, in the grades 4-5 text evidence from orally. simple similes and Poem/poetry grades 4–5 text complexity band literary or SL4.6– Differentiate metaphors (e.g., as

(HWS) = Heavily Weighted Standard Scaffolding complexity band proficiently with informational texts to between contexts that pretty as a picture) Text complexity proficiently, with scaffolding as needed at support analysis, call for formal English in context. scaffolding as the high end of the reflection, and (e.g., presenting ideas) L4.5b– Recognize Informational needed at the high range. research. Apply and situations where and explain the Comprehension end of the range. grade 4 Reading informal discourse is meaning of common Historical text standards to appropriate (e.g., small- idioms, adages, and Informational/inf informational texts group discussion); use proverbs ormative (e.g., “Explain how formal English when Scaffolding an author uses appropriate to task and Scientific text reasons and evidence situation. Technical text to support particular Text complexity points in a text”).

Resources: Reading A-Z (if school purchased) The Café Book The Daily 5 Book Words Their Way http://pcs4thgrade.pbworks.com/w/file/fetch/51054429/Common%20Core%20Curriculum%20Maps%20_%20Grade%204%20Unit%202%20_%20Literature %20Settings%20%E2%80%93%20Weather%20or%20Not.pdf

Assessments

Common Formative Assessments using Schoolnet and other sources MAP Assessments (EOY)

Essential Questions-Grade 4 ELA Pacing Guide

RL.4.1 Why is it necessary to refer to details and examples in a text when explaining what it means?

(HWS) = Heavily Weighted Standard R.L.4.2 What is the difference between theme and main idea? RL.4.3 How do authors use story elements to raise questions and influence our thinking? RL.4.4 How do certain words and phrases impact the meaning of the text? How has language been affected by the influence of Greek mythology? RL.4.5 How can text structure aid the reader in differentiating between poetry, prose and drama? RL.4.6 How does the point of view of a story affect the plot? RL.4.7 How does making a connection between the text and a presentation of the text enhance my understanding of the text? RL.4.8 How does an author use reasons and evidence to support particular points in a text? RL.4.9 How does a good reader combine information from various sources about the same topic to demonstrate understanding of the topic? RL.4.10 What strategies do good readers use every time they read to comprehend? RI.4.1 Why is it necessary to refer to details and examples in a text when explaining what it means? RI.4.2 How can supporting details help a reader determine the main idea of a text? How is the main idea used to help readers summarize? RI.4.3 How do you interpret important ideas, events, procedures and concepts when reading non-fiction? RI.4.4 How does the vocabulary related to my unit of study help me better understand the concept? RI.4.5 How does the overall structure of non-fiction affect its meaning? RI.4.6 How does point of view affect the recount of the focus and information of the same event or topic? RI.4.7 How do various presentations of information affect the learner’s understanding of the text? RI.4.8 How does an author use reasons and evidence to support particular points in a text? RI.4.9 How does a good reader combine information from various sources about the same topic to demonstrate understanding of the topic? RI.4.10 What strategies do good readers use every time they read to comprehend? SL.4.1 How does effective engagement in a collaborative discussion about a topic or text increase my understanding of the topic or text? How does listening to others’ ideas and opinion increase my understanding of a topic or text? SL.4.2 How can the speaker demonstrate their learning through paraphrasing information from text or other formats? SL.4.3 How does a speaker use reasons and evidence to support their points? SL.4.4 What strategies does an effective speaker use? SL.4.5 How does adding audio and visual aspects to a presentation enhance the overall quality of the presentation? SL.4.6 How can a speaker/writer differentiate between situations that call for the use of formal English vs. situations that call for the use of informal English?

L.4.1 How do we use the English language appropriately to speak and write? L.4.2 What difference does using proper conventions and grammar make on what I write and speak?

(HWS) = Heavily Weighted Standard L.4.3 What difference does using proper conventions and grammar make on what I write and speak?

L.4.4 How does the context affect the meaning of certain (multiple-meaning) words? L.4.5 How do I differentiate between literal and figurative language? How does the author’s use of figurative language affect the meaning of the text? W.4.1 How do writers engage their readers by using opinion pieces to examine a topic and convey ideas and information? How does the audience influence the format of your writing? How does the purpose influence the format of your writing?

W.4.2 How do writers convey ideas clearly? W.4.3 How do writers engage their readers by sharing personal or imagined experiences? How does the audience influence the format of your writing? How does the purpose influence the format of your writing?

W.4.4 How does the audience influence the format of your writing? How does the purpose W.4.5 Why do all authors need to edit their pieces? W.4.6 How does technology aid in the publishing process? W.4.7 How do good readers and writers use a research process to find and share information? W.4.8 What can I use to find what I need and where are the sources located? How can I find information within sources and take notes?

W.4.9 How can a writer use evidence to support analysis, reflection and research? W.4.10 How does the audience influence the format of your writing? How does the purpose influence the format of your writing?

Additional Resources:

(HWS) = Heavily Weighted Standard http://steveandcat.net/mrswalker/index.htm http://mrswarnerarlington.weebly.com/index.html http://mhschool.com/lead_21/grade4/ccslh_g4_toc.html http://www.k6edu.com/ http://www.readworks.org/ http://www.pbslearningmedia.org/? utm_source=061213&utm_medium=newsletter&utm_campaign=affinity&utm_source=SilverpopMailing&utm_medium=email&utm_campaign=newsl etter-pbsed- 06122013%20(1)&utm_content=&spMailingID=6336846&spUserID=MjY3OTQ2Nzc1NzQS1&spJobID=75743041&spReportId=NzU3NDMwNDES1 http://www.discoveryeducation.com/ http://www.freewebs.com/readingsthething/ http://www.funbrain.com/ http://www.readingresource.net/ http://havefunteaching.com/ http://www.aaronshep.com/rt/RTE.html http://www.vrml.k12.la.us/4th/#Reading http://www.prepdog.org/4th-grade.htm

Common Core ELA Pacing Guide Resources Literature: Standard RL 4.3- Describe a character, setting, or event in a story, drama, drawing on specific details in the text. Graphic Organizer Resources Character Traits and Story Structure: http://www.educationoasis.com/curriculum/GO/character_story.htm http://www.havefunteaching.com/worksheets/graphic-organizers/sequencing/sequence-cycle-graphic-organizer.pdf Standard RL 4.2- Determine the theme of a story, drama, or poem from details in the text; summarize the text. Standard RL 4.5- Explain major

(HWS) = Heavily Weighted Standard differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (ex: casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. Standard RL 4.6- Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third person narratives Standard RL 4.10- By the end of the year read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Poetry: Poetic Structure Poetry Package http://warriornation.net/Forum/showthread.php?t= http://www2.nkfust.edu.tw/~emchen/CLit/poetry_teaching.htm Read and Write Poetry Figurative Language: http://www.youtube.com/watch?v=G1c6zF9aJxs (Similes and Metaphors) http://www.youtube.com/watch?v=RKexdSZNiLc (Personification in Music) Theme: Teaching Theme and Point of View

“I Can” discuss and interpret the literal and figurative meaning of idioms 1. I Can” discuss and interpret the literal and figurative meaning of idioms. 2. Ben Franklin coined a number of phrases still used today, and they are found in Poor Richard's Almanac. Record some of these saying on a class chart. Students may add other phrases that are popular today. These will also be added to the chart.

Idiom Graphic Organizer #2 “What Are Idioms?” In Shared Reading, read There is a Frog in My Throat by Loreen Leedy. This is a book with 440 animal figurative sayings (idioms). Have students choose an idiom to illustrate and write the implied and real meaning of the idiom. This is a good for literal and figurative meanings of idioms. Lesson on Paint by Idioms or Idioms.com are good websites. In step one; pick your choice of idioms to work with. During the exercise, you can make them easier or harder by clicking on the button underneath the correct/incorrect score box. In step 2, choose the top choice (You see an idiom and an example. Click on the meaning.) Students have to use context clues to help determine the meaning.

Alphabox graphic organizer Idioms A to Z Have students create an alphabet book of idioms. Each person in the class must contribute one page to this book. Brainstorm and fill out an as a class, listing all of the idioms that begin with the letters. Students will draw a picture of their chosen idiom; write the idiom and a definition of meaning under the picture. Compile the class book and title “Better Said than Done!

(HWS) = Heavily Weighted Standard A Book of Idioms” List of and their meanings. Standard RL 4.9- Compare and contrast the treatment of similar themes and topics (ex: opposition of good and evil) and patterns of events (ex: the quest) in stories, myths, and transitional literature from different cultures. http://greece.mrdonn.org/myths.html great resource for Greek mythology-stories, power points, activities, games, etc. http://www.kyrene.org/schools/brisas/sunda/mythology/mythology.htm great unit on mythology http://www.planetozkids.com/oban/legends.htm great resource for Native American myths and legends http://www.americanfolklore.net/index.html great resource for all kinds of American Folklore Literary Heroes: https://docs.google.com/document/pub?id=1KwOCdXcC6cchYElSkuJHRxA87DrVtsPB_3GoueAaK5A Informational Text: Standard RI (4.1-4.3): Key Ideas and Details Standard RI (4.4-4.6): Craft and Structure Standard RI (4.7-4.9): Integration of Knowledge and Ideas Standard RI (4.10): Range of Reading and Level of Text Complexity: http://www.readwritethink.org/classroom-resources/lesson-plans/wolf-this-fact-110.html?tab=4#tabs http://www.literacynet.org/cnnsf/archives.html great resource for Informational Text (actual archived CNN stories) with literacy connection of questions, vocabulary, activities, etc. Informational Text Structures: Text Structure http://www.scholastic.com/teachers/lesson-plan/5-day-unit-plan-introducing-nonfiction http://www.scholastic.com/teachers/lesson-plan/nonfiction-no-nonsense http://www.literacyleader.com/sites/litlead.essdack.org/files/Text%20Structure%20Workmat.pdf http://www.missionliteracy.com/page78/page72/assets/Text%20Structure%20Master%20Chart.pdf Writing: Writing Lesson (Template) Informative Writing Rubric Narrative Writing Rubric Opinion Rubric Writing Biographies Transitional Words: Sample List http://www.mrskalin.com/refvoclists/transition_words_and_phrases.htm http://larae.net/write/transition.html http://www.sdc.uwo.ca/writing/handouts/Transition%20Signals.pdf Transitional Words Practice http://www.internet4classrooms.com/grade_level_help/appropriate_time-order_language_arts_fourth_4th_grade.htm

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