4th Grade ELA

2014-2015

Kelly Edwards Elementary FOURTH GRADE ELA PACING GUIDE 2014-2015

Unit One – Getting Started

Monday, August 18 to (10 days) Friday, August 29 Focus Standards: preparation Skills/Strategies:  Classroom procedures  ELA procedures (independent, cooperative, and whole group)  Individualized Data collection - Student profiles (interests, influences, learning styles) - Reading (comprehension, fluency, strategies) - Writing (content, organization, voice, conventions) - Vocabulary  Test-taking strategies to be used throughout the year  Introduction to Literary and Informational Genres  Collaboration (Speaking and Listening, standard 1) Text: Cold reads, multiple choice questions; writing prompts, student materials, whole-class passages from a variety of genres Read Alouds:  Back to school, character ed./team building, think-aloud models OR  Tales of a Fourth Grade Nothing by Judy Blume Assessment: Participation grades, “quizzes” on procedures and routines, etc.

Notes:

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Unit Two – Informational Text and Biography Theme: Inventions/Inventors

Tuesday, September 2 to (15 days) Monday, September 22

Focus Standards:  RI1-3: Key Ideas and Details  RI5: Author’s Use of Structure Skills/Strategies:  Genre Characteristics of Informational Text  Genre Characteristics of Biography  Close Reading of Informational Text  Compare/contrast structure Text:  Biographies of inventors  Articles about inventions  Brochures, pamphlets  Advertisements Read Alouds:  Picture books on inventors  Articles about inventions Writing Objectives: W1, W2, W3  Genre/Author’s Purpose  Summary  Main idea/detail Language Skill Focus:  Review of 3rd grade standards for parts of speech (L.3.1a-i)  Capitalization Assessment:  Reading: Unit test, Info Text and Bio  Writing: Baseline assessments for data notebooks

Notes:

Reading Learning Targets: - I can refer to details and examples in a text to explain exactly what a text is saying - I can refer to details and examples in a text to draw inferences - I can determine the main idea of a text - I can explain how the main idea of a text is supported by key details - I can summarize a text

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- I can explain what happened and why in a historical text, based on specific information (What is the main idea of this text? How do you know? What are the important ideas in this text? Show where you found them in the text. Summarize the text from beginning to end in a few sentences. Which step comes first? Next? What happened first? After that? Can you tell me how these ideas are the same? Can you tell me how they are different? Think about these historical events. Tell how they are connected.) - I can describe the overall structure in a piece of informational text. (How is the information presented/organized in this text?)

Writing Learning Targets:

Unit Two Lesson Outline Reading Writing Language 1. Refer to details and Recognize and identify the examples to explain what three forms and purposes of a text is saying writing 2. “” Framework and annotation, Expository 3. Refer to details and “” examples to draw inferences 4. “” Framework and annotation, Narrative 5. Determine the main “” idea 6. “” Using book covers and titles; writing summaries 7. Explain how the main Sorting details by main ideas idea is supported by key (expository) details and examples 8. “” Pick, List, and Choose 9. I can summarize a text Main idea sentences 10. “” Elaboration/detail generating 11. Explain what Opinion writing (vocabulary- Subject/Predicate happened and why based subjective) distinguish on specific details in the between fact and opinion text 12. “” Opinion writing – practice day 13. Describe the overall E/R test prep intro structure 14. “” E/R baseline assessment 15. Unit Test Writing baseline assessment

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Unit Three: Hybrid Unit – Poetry and Mystery Theme: Autumn/Halloween

Tuesday, September 23 to (15 days) Monday, October 13 Focus Standards:  RL.1-2: Key Ideas and Details  RL.5: Structure of poetry Skills/Strategies:  Review of story elements  Genre Characteristics of Fantasy and Mystery  Genre Characteristics of Poetry  Close Reading of a Poem  Figurative Language Text:  Mystery stories  Nature poems, particularly autumn/seasons Read Alouds:  Bunnicula by James Howe Writing Objectives:  Narrowing focus  Story elements  Showing vs. Telling  Sentence Variety Language Skill Focus:  Parts of speech standards for 4th Grade (L.4.1a-e; f and g in next month)  Commas (simple, compound, complex sentence review)  Figurative Language Assessments:  Reading: Unit test, poetry/mystery  Writing: Demonstration writing for skills (sentence variety and show, not tell)

Notes:

Reading Learning Targets: - I can identify the characteristics of fantasy and mystery - I can identify the characteristics of poetry - I can refer to details and examples in a text when explaining what the text says explicitly - I can draw inferences from a text - I can determine the theme of a story - I can determine the theme of a poem

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- I can summarize a text (Can you tell me the reasons why the character said…in the story? Show me where you linked your thinking to the text. What are the most important events that happened in the story? How do you know? What is the theme of this text? Summarize the story from beginning to end in a few sentences. - I can determine the meaning of words and phrases in text, particularly figurative language - I can explain the difference between poetry and prose (What is the difference between poetry and prose? Can you identify different types of figurative language in the texts?)

Writing Learning Targets:

Unit Three Lesson Outline Reading Writing (VERY FULL!) Language 1. Characteristics of Author’s purpose: Narrative mystery vs. Expository (summarizing frameworks 2. Characteristics of poetry Organizing details in expository writing 3. Poetry structure terms – Organizing details in review narrative writing 4. Close reading strategies Shaping expository writing for poetry by main ideas 5. Drawing inferences Creating broad yet distinct main ideas 6. Drawing inferences Pick, List, and Choose (Expository) 7. Determining theme Revising boring, redundant main idea sentences 8. Summarizing “” 9. Summarizing Powerful descriptions of character, setting, and objects 10. Figurative language Showing, not telling – character’s feelings 11. Figurative language Elaborative detail segment 12. Characteristics of Elaborative detail segment fantasy 13. Close reading strategies Detail generating questions for fantasy and mystery 14. Theme in any genre Sentence variety 15. Unit test Demonstration writing

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Unit Four – Informational Text Theme: Habitats

Tuesday, October 14 to (15 days) Wednesday, November 5 Focus Standards:  RI.4: Academic vocabulary  RI.7-9: Information from multiple sources Skills/Strategies:  Text Features (heading/subheading, captions, charts, graphs, etc.)  Online search features  Choosing the best source  Determining important information Text:  Info text on habitats (will support 4th grade Science standards)  Websites Read Alouds:  Picture books on environmentalism Writing Objectives:  Note-taking/research  Beginning and endings  Expressing opinion  Specific details Language Skill Focus:  Fragments vs. run-ons  Frequently confused words  Reference materials/research process Assessments:  Performance task: Research writing on Habitats

Notes:

Reading Learning Targets: - I can determine the difference between general and subject-specific vocabulary - I can find the meaning of unknown general and subject-specific vocabulary (What do you do when you come to words you do not know? What features in the text help you find important information about what you are reading? How is the information presented/organized in this text?) - I can interpret information in visual, oral, or quantitative forms (charts, graphs, diagrams, time lines, animations, interactive elements) - I can explain how information contributes to my understand of a text - I can explain how an author uses reasons and evidence to support a point - I can integrate information from two texts on the same topic.

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- I can use information to write and speak knowledgeably on a topic. (How does the diagram/image help you understand what you are reading? Can you find the reasons the author gives for his/her thinking? What is the same about the points presented in these texts? What is different? Look at these two texts about the same topic. Can you find the important information from both texts to add to your notes? Can you tell me about the important ideas you found in each text?)

Writing Learning Targets:

Unit Four Lesson Outline Reading Writing Language 1. Unknown vocabulary Powerful specific details Informational text read strategies and sentence variety aloud; workshop on note- taking (dashes and slashes; pg. 165 EW) 2. Informational text Sorting details by main features ideas 3. Interpreting other forms Recognize features of of information expository and narrative features (frameworks) and annotation 4. Explaining the role of Narrative beginnings and features in all forms techniques - analyze 5. Author’s Narrative beginnings and reasons/evidence techniques – analyze 6. Author’s Revising story beginnings reasons/evidence 7. Using two texts Annotating practice 8. Using two texts Use specific detail generating questions to write an elaborative segment describing a story critical character 9. Research work Narrative endings and techniques – analyze 10. Research work Extend a narrative ending 11. Research work Showing vs. telling the feelings of story characters 12. Research work Revising for good sentence variety 13. Research work Writing a book critique 14. Research work Extended narrative writing 15. Research work Extended narrative writing

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Unit Five – Fables and Folktales Theme: Multicultural Studies

Thursday, November 6 to (16 days) Tuesday, December 2 Focus Standards:  RL9:Compare/contrast themes and patterns  RL6: Point of view Skills/Strategies:  Genre Characteristics – Folklore  Examining how themes/morals/lessons are conveyed  Compare/contrast patterns  Compare/contrast point of view Text:  Fables and folktales from various cultures Read Alouds:  Fractured fairy tales, etc.  Informational text about celebrations around the world Writing Objectives:  Building suspense  Broad, yet distinct main ideas  Formulating and supporting opinions Language Skill Focus:  Context clues  Idioms, adages, proverbs  Antonyms/synonyms Assessments:  Reading: Unit test, folklore  Writing: Genre Identification (Quiz)  Writing: Mid-year assessments for data notebooks

Notes:

Reading Learning Targets: - I can differentiate between first and third person points of view - I can compare/contrast points of view from different stories - I can compare and contrast the way themes such as good and evil are presented in different texts (Think about what you read. Do you agree with the way the characters are thinking in theis story? Do you agree with the way the narrator is thinking in this story? How is your thinking the same or different?) - I can compare and contrast the pattern of events in traditional literature

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(What happened to the characters that is the same? What happened that is different? How did characters solve problems in different ways across texts? How are the plots the same or different across texts?)

Writing Learning Targets:

Reading Writing Language 1. First and third point of Using basic research skills view 2. Comparing points of view Relating story details to personal experiences 3. Comparing points of view Formulating opinions with specific details and reasons 4. Recognizing traditional Opinion writing Word referents themes 5. Comparing traditional Letter writing Word referents themes 6. Recognizing traditional Letter writing Word referents patterns 7. Comparing traditional Finding suspense patterns 8. Characteristics of folktale Building suspense subgenres 9. Examining folktales from Building suspense various cultures 10. Comparing/contrasting Fully elaborated main folktales from various events (don’t summarize – cultures make a scene) 11. Culture studies Fully elaborated main events 12. Culture studies Fully elaborated main events 13. Culture studies Pick, List, and Choose 14. Culture studies Mid-year assessment 15. Culture studies Mid-year assessment 16. Unit test Mid-year assessment

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Unit Six: Hybrid Unit – Informational Text and Adventure Theme: Polar Regions

Wednesday, December 3 to (16 days) Friday, January 9 Focus Standards:  RI.6: First and secondhand accounts  RI.8: Author’s use of evidence  RL.3: Character development Skills/Strategies:  Compare/contrast first and secondhand accounts of a topic  Evaluate evidence/reasons in text  Plot the path of a character’s change  Author’s craft in developing character Text:  Stone Fox by John Reynolds Gardiner  Informational text articles about the North and South poles Read Alouds:  Christmas picture books  Text on North and South Poles Writing Objectives:  Introductions  Conclusions  Detail generating questions Language Skills Focus:  Roots and affixes  Punctuation in dialogue Assessments:  Reading: Unit test, cumulative  Writing: “Partner Pieces” (side-by-side narrative and expository)

Notes:

Reading Learning Targets: - I can compare and contrast first and secondhand accounts of the same topic - I can describe the differences in focus in informational texts on the same topic - I can explain how an author uses reasons and evidence to support a particular point in a text - I can describe the story elements in a narrative text

Writing Learning Targets:

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Reading Writing Language

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1. Firsthand vs. Recognizing different types secondhand accounts of leads 2. Firsthand vs. Strong topic sentences secondhand accounts (stated clearly or implied) 3. Firsthand vs. Analyzing conclusions secondhand accounts 4. Determining the focus in Revising conclusions infotext 5. Reasons and evidence Annotating/analyzing “Partner Pieces” 6. Reasons and evidence “” 7. Reasons and evidence Simple facts vs. elaborated details 8. Reasons and evidence General words and phrases vs. specific examples 9. Genre characteristics of Breaking up the grocery list adventure 10. Review of story Elaborating for facts elements 11. Description of events Comparing summaries and fully elaborated main events (narrative) 12. Description of setting Forming and writing Bandwagon adjectives opinions (yes, but sentences) 13. Description of Partner pieces characters 14. Description of Partner pieces characters 15. Description of Partner pieces characters 16. Unit test Partner pieces

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Unit Seven – Mythology AND Drama

Monday, January 12 to (15 days) Tuesday, February 3 Focus Standards:  RL.7 and 9: Craft and Structure  RL.4: Vocabulary from Mythology Skills/Strategies:  Vocabulary specific to mythology  Genre characteristics of drama  Point of view Text:  Mythology from various cultures  Reader’s theater scripts/plays based on myths Read Alouds:  Amazing Greek Myths of Wonder and Blunders by Mike Townsend Writing Objectives:  Prompt analysis  Effective frameworks  Rubric writing Language Skills Focus:  Possessives  Irregulars in parts of speech  Roots and affixes, continued… Assessments:  Reading: Unit test, mythology and drama  Writing: Revision based on prompt-based, rubric-driven samples

Notes:

Reading Learning Targets: - I can identify the quest pattern in mythology - I can make connections between the text of a story and a visual or oral presentation of the text - I can identify where and how a description is reflected differently in the text or presentation of text (What is the same about how the story is presented visually (illustrations) and in writing? What is different? What happened to the characters that is the same? What happened that is different? How did characters solve problems in different ways across texts? How are the plots the same or different across texts?) - I can explain the characteristics of drama - I can explain the difference between drama and other genres (What is different about these kinds of texts? What is the same?)

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- I can determine the meaning of words and phrases that allude to significant characters in mythology

Writing Learning Targets:

Reading Writing Language 1. Characteristics of myths Prompt-based writing for standardized rubric 2. The quest and other Rubric study patterns 3. Text vs. multimedia Sample papers, peer review based on rubric 4. Text vs. multimedia Day 2 5. Text vs. multimedia Day 3 6. Text vs. multimedia Day 4 7. Text vs. multimedia Prompt analysis, narrative 8. Mythology from other Prompt analysis, expository cultures 9. Allusions from mythology Prompt analysis, opinion 10. Allusions from Effective prewriting mythology strategies 11. Characteristics of drama Effective prewriting strategies 12. Drama structure Revision strategies (Golden Bricks) 13. Drama structure Revision strategies (Golden Bricks) 14. Drama in multimedia Revision strategies (Golden Bricks) 15. Unit Test Revision of work in a previous unit for assessment

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Unit Eight – Realistic Fiction Book Clubs Theme: Sports/Author Study

Wednesday, February 4 to (16 days) Friday, February 27 Focus Standards:  RL1-3: Key Ideas and Details  RL9: Compare/Contrast  SL.1: Collaboration Skills/Strategies:  Genre Characteristics – Realistic Fiction  Close reading in literature  Story Elements (character, setting, plot, lesson/moral/theme)  Compare/contrast story elements Text:  Short stories (sports and childhood)  Author Study: One of the following: Matt Christopher, Mike Lupica, Gordon Korman, John Ritter, Dan Gutman Read Alouds:  Support for author study Writing Objectives:  Point of view  Powerful elaboration Language Skills Focus:  Context clues  Frequently confused words/phrases Assessments:  Reading: Presentation/Author Study  Writing: Point of view

Notes:

Reading Learning Targets: - I can recognize elements of everyday life reflected in realistic fiction - I can identify story elements, including theme - I can compare and contrast multiple texts by the same author (Think about what you read. Do you agree with the way the characters are thinking in this story? Do you agree with the way the narrator is thinking in this story? How is your thinking the same or different?) - I can participate effectively in collaborative discussions - I can express my ideas clearly - I can build on others’ ideas

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Writing Learning Targets:

Reading Writing Language 1. Characteristics of realistic Hooking the reader – fiction narrative (The Magic of Three) 2. Expectations for book Elaboration on main ideas; clubs extending the plot (What if, Why not?) 3. Expectations for author Opposing points of view – study opinion 4. Book club Elaboration in expository 5. Book club Researching and taking notes 6. Book club Expressing your point of view 7. Book club Opinion projects 8. Book club Opinion projects 9. Book club Opinion projects 10. Book club Opinion projects 11. Book club Opinion projects 12. Book club Opinion projects 13. Book club Opinion projects 14. Book club Opinion projects 15. Book club Opinion projects 16. Presentations Presentations

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Unit Nine – Informational Text Theme: Exploration

Monday, March 2 to (15 days) Thursday, March 26 Focus Standards:  RI.1-2: Key Ideas and Details  RI.6: Compare/Contrast points of view (multiple accounts)  RI.7-9 (Review) Skills/Strategies:  Details to support main idea  Compare/contrast multiple accounts  Integration of ideas Text:  Articles on exploration throughout history  Articles on current exploration initiatives Read Alouds:  Encounter by Jane Yolen Writing Objectives:  Revision  Response to Literature Language Skills Focus:  Reference materials/research process Assessments:  Reading: Unit test, informational text (structure emphasis)  Writing: SCPASS Writing Test (Tuesday, March 17 and Wednesday, March 18)

Notes:

Reading Learning Targets: - I can read informational text closely to gain knowledge on a topic - I can compare and contrast a firsthand and secondhand account of the same event/time period - I can describe the differences in focus and information provided from multiple accounts - I can integrate ideas from multiple sources in order to speak knowledgably about a subject.

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Unit Ten – Historical Fiction Book Club Theme: American Wars (Student Choice)

Monday, April 6 to (15 days) Friday, April 24 Focus Standards:  RL.4: Vocabulary in text  RL.6: Point of view Skills/Strategies:  Context clues  Author’s use of language  Impact of language  Author’s choice of point of view Text:  Historical fiction to support 4th grade SS standards Read Alouds:  Historical Fiction picture books Writing Objectives:  Compare/contrast  Writing poetry Language Skills Focus:  Poetry study Assessments:  Reading: Cumulative test  Writing: Response to literature, how-to’s (survival)

Notes:

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End of Year

Monday, April 27 to PASS Review Monday, May 4

Tuesday, May 5 PASS ELA Wednesday, May 6 PASS Math Thursday, May 7 PASS SCI/SS

Friday, May 8 to  End of year writing assessment for Wednesday, June 3 data notebook  Cursive writing instruction  Literature Circles (student choice)

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