ࡱ>  #{ bjbjzz 7fS &&&8^<&בZ~D HVXXXXXX$18|S S S |{#{#{#S V{#S V{#{#syV y)!*(vHB0בpvS"yy~@S S {#S S S S S ||"S S S בS S S S S S S S S S S S S :  English Language Arts Pacing Guide Time Frame: 4 weeks Fourth Grade Unit 1: Extending a Reading Life/Raising the Bar Personal Narrative Common CoreEssential QuestionsAssessmentVocabularyResourcesReading: Literature RL.4.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.2Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions). RL.4.4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). a Read grade level text with purpose and understanding c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RL.4.5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. RL.4.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 45 text complexity band proficiently, with scaffolding as needed at the high end of the range. Speaking & Listening 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. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation 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. Reading: Foundational Skills RF.4.3. Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF.4.4 Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. How do readers extend an independent reading life? Before: Running Record/ Developmental Reading Assessment During: Keep a reading log that shows times read in and out of school. Readers response journal Literacy Circle After: Readers response worksheet answer ask authors purpose character decoding explicitly stated key detail phonics questioning/ questions right there summarize syllable text text evidence thick questions thin questions word analysis Classroom Library School Library Resources for grade level book choice:  HYPERLINK "http://www.booksource.com" www.booksource.com  HYPERLINK "http://www.scholastic.com" www.scholastic.com Resources for reading and writing workshops:  HYPERLINK "http://www.renz.com" www.renz.com  HYPERLINK "http://www.bethnewingham.com" www.bethnewingham.com  HYPERLINK "http://www.mrsmcgowan.com/reading/writing_resources" www.mrsmcgowan.com/reading/writing_resources  HYPERLINK "http://www.busyteacherscafe.com/literacy/writing_workshop.html" www.busyteacherscafe.com/literacy/writing_workshop.html  HYPERLINK "http://thecenter.spps.org/Reader_s_Workshop4.html" http://thecenter.spps.org/Reader_s_Workshop4.html Common Core Standards:  HYPERLINK "http://www.commoncorestandards.org" www.commoncorestandards.org Student interactive website:  HYPERLINK "http://www.readwritethink.com" www.readwritethink.com Books to help reading life: Babbitt, Natalie, Tuck Everlasting, Farrar, Straus & Giroulx, 1975. ISBN-13: 978-0312369811 Paterson, Katherine, The Great Gilly Hopkins, Harper Collins, 1978. ISBN-13: 978-0690038378 Graphic organizers Anchor Chart Writing W.4.3 Write narratives to develop real or imagined experiences or events using effective 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.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 13 up to and including grade 4 on pages 28 and 29.) W.4.9a. 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 characters thoughts, words, or actions].). W.4.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Speaking & Listening 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. Language L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Choose words and phrases to convey ideas precisely. How can writers draw upon texts to create ideas and then revise, edit, and publish focused personal narratives? Before: Think Aloud Quick Writes During: Grading rubric Think Pair Share Conferencing Checklist After: Published personal narrative Grading rubric character conclusion details dialogue events narrative narrator order/ sequence setting topic Book choice for introducing personal narrative:  HYPERLINK "http://www.insidewritingworkshop.org/profdev/materials/bw_picturebooks.pdf" www.insidewritingworkshop.org/profdev/materials/bw_picturebooks.pdf Writing lesson plans:  HYPERLINK "http://www.writingfix.com" www.writingfix.com  HYPERLINK "http://www.mrsmcgowan.com/reading/writing_resources" www.mrsmcgowan.com/reading/writing_resources Book creation websites:  HYPERLINK "http://www.storyjumper.com" www.storyjumper.com  HYPERLINK "http://www.storybird.com" www.storybird.com Student interactive website:  HYPERLINK "http://www.readwritethink.com" www.readwritethink.com Rubric creator:  HYPERLINK "http://rubistar.4teachers.org/" http://rubistar.4teachers.org/ Personal narrative graphic organizer:  HYPERLINK "http://www.teachervision.fen.com/creative-writing/graphic-organizers/33536.html" http://www.teachervision.fen.com/creative-writing/graphic-organizers/33536.html Narrative writing lessons:  HYPERLINK "http://www.learnnc.org/lp/pages/3208" http://www.learnnc.org/lp/pages/3208 Anchor Charts Graphic Organizers  English Language Arts Pacing Guide Time Frame: 8 weeks Fourth Grade Unit 2: Opinion Writing Common CoreEssential QuestionsAssessmentVocabularyResourcesWriting W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writers purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented. W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 13 up to and including grade 4 on pages 28 and 29.) W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences. Language L.4.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). Form and use prepositional phrases. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* Correctly use frequently confused words (e.g., to, too, two; there, their).* L.4.2 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Capitalize dates and names of people. c. Use commas in dates and to separate single words in a series. d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Choose words and phrases to convey ideas precisely.* How can a point of view be created and supported with evidence in a opinion letter?Before: Think aloud Quick Writes Journaling Class Discussion Brainstorming KWL Observation Think Pair Share During: Writers journal Journaling Observations Class Discussion KWL Daily Work Hand Signals Think Pair Share Performances After: Grading Rubric KWL Unit Test Research Report Projects Summariesopinion purpose reasoning topic view point Student interactive website:  HYPERLINK "http://www.readwritethink.com" www.readwritethink.com Games on Fact and Opinion Graphic Organizers Anchor Charts Suggested Mentor Text for Opinion Writing: MacLachlan, Patricia, All the Places To Love, HarperCollins, 1994. ISBN-13: 978-0060210984  English Language Arts Pacing Guide Time Frame: 8 Weeks Fourth Grade Unit 3: Literary Essay/Growing Theories about Characters Common CoreEssential QuestionsAssessmentVocabularyResourcesWriting W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writers purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented. W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 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. 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 characters thoughts, words, or actions].). W.4.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Language L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* g. Correctly use frequently confused words (e.g., to, too, two; there, their).* L.4.2.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. b. Use commas and quotation marks to mark direct speech and quotations from a text. c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade-appropriate words correctly, consulting references as needed. L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely.* How can a good writer create a topic sentence and support it in a literary essay? Before: Think Aloud Brainstorming During: Conferencing Writers Notebook Quick Writes After: Portfolio Published Literary Essay Grading rubric actions characters character feelings character traits describe/description events Educational videos:  HYPERLINK "http://www.watchknowlearn.org/" http://www.watchknowlearn.org/ Reading: Literature RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions) RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. Speaking & Listening 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. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation 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. How do readers connect with the characters in the stories they read? Before: KWL Quick Write Questioning During: Quick Write Picture KWL After: Portfolio Skills specified test KWL actions character feelings character motivations character traits characters describe/ description events plot sequence sequenceBooks read online by famous people:  HYPERLINK "http://www.storylineonline.net/" http://www.storylineonline.net/ Character study websites:  HYPERLINK "http://www.gobookee.com/character-study-elementary/" http://www.gobookee.com/character-study-elementary/  HYPERLINK "http://kbagdanov.wordpress.com/old-class-info-2008-2009/character-study-guide/" http://kbagdanov.wordpress.com/old-class-info-2008-2009/character-study-guide/ Graphic Organizers Mentor Texts for Characterization: Bruchac, Joseph, A Boy Called Slow, Puffin Books, 1998. ISBN-13: 978-0698116160 Bunting, Eve, So Far From the Sea, HMH Books for Young Readers, Reprint 1998. ISBN-13: 978-0547237527 Garland, Sherry, The Lotus Seed, HMH Books for Young Readers, Reprint 1997. ISBN-13: 978-0152014834 Hamilton, Virginia, MC Higgins, the Great, Aladdin Reprint, 2006. ISBN-13: 978-1416914075 Mochizuki, Ken, Baseball Saved Us, Lee & Low, 1995. ISBN-13: 978-1880000199 Polacco, Patricia, When Lightning Comes in a Jar, Puffin Reprint, 2007. ISBN-13: 978-0142403501  English Language Arts Pacing Guide Time Frame: 8 weeks Fourth Grade Unit 4: Improving Informational Writing Common CoreEssential QuestionsAssessmentVocabularyResourcesSpeaking & Listening 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. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation 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.4.3 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. Writing W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.4.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. 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. 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 characters thoughts, words, or actions].). 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, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Language L.4.1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. b. Use commas and quotation marks to mark direct speech and quotations from a text. d. Spell grade-appropriate words correctly, consulting references as needed. L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely. 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. c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. Recognize and explain the meaning of common idioms, adages, and proverbs. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). 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). How can writers gather, focus, and organize information about a topic and share it with an audience. Before: KWL Brainstorming Think Aloud During: Conferencing Response Cards Questioning Force-Field Analysis (T Chart) Quick Writes After: Published Piece Test Response Cards Reports Portfolio Grading rubric expository informational non-fiction right there search and find summarize thick questions thin questions Writing lesson plans:  HYPERLINK "http://its.leesummit.k12.mo.us/writing.htm" http://its.leesummit.k12.mo.us/writing.htm Graphic Organizers Writers Notebooks Mentor Texts for Informational Writing: Bolden, Tonya, Maritcha: A Nineteenth-Century American Girl, Harry N. Abrams, 2005. ISBN-13: 978-0810950450 Jenkins, Steve, Bones, Scholastic, 2010. ISBN-13: 978-0545046527 Lauber, Patricia, Hurricanes: Earths Mightiest Storms, Scholastic, 1996. ISBN-13: 978-0590474078 Reading: Informational Text RI.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.4.6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text. RI.4.9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. RI.4.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 45 text complexity band proficiently, with scaffolding as needed at the high end of the range. How do good readers interpret informational texts? Before: KWL Brainstorming Think Aloud During: Conferencing Questioning Think Pair Share Force-field Analysis After: Response Cards Concept Maps Reports Tests answer ask demonstrate evidence key details main idea questions recount refer research support for answers text features topic understanding Graphic organizers and lesson suggestions:  HYPERLINK "http://www.readingrockets.org/article/39906/" http://www.readingrockets.org/article/39906/ Non-fiction reading resources:  HYPERLINK "http://www.scholastic.com/teachers/top_teaching/2011/03/my-march-top-ten-list-nonfiction-reading-resources" http://www.scholastic.com/teachers/top_teaching/2011/03/my-march-top-ten-list-nonfiction-reading-resources Encyclopedia Classroom Library School Library Newspapers English Language Arts Pacing Guide Time Frame: 4 weeks Fourth Grade Unit 5: Exploring and Creating Poetry Common CoreEssential QuestionsAssessmentVocabularyResourcesReading: Literature RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.4.5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. RL.4.10. By the end of the year read and comprehends literature, including stories, dramas, and poetry, in the grades 45 text complexity band proficiently, with scaffolding as needed at the high end of the range. How do good readers interpret poetry? Before: Pretest Think Aloud Brainstorming During: Daily Assignments Response cards Pictures Poets Notebook Readers Theatre After: Post Test acrostic ballad chapter dramas haiku limericks poems prose scene shape stanza stories ISBN-13: 978-1590780930Classroom Library School Library Readers Theatre scripts:  HYPERLINK "http://www.aaronshep.com/rt/RTE.html" http://www.aaronshep.com/rt/RTE.html Poetry resources:  HYPERLINK "http://www.learningreviews.com/Poetry-Websites-for-Kids.html" http://www.learningreviews.com/Poetry-Websites-for-Kids.html Poems: Blake, William. The Echoing Green Lazarus, Emma. The New Colossus Thayer, Ernest Lawrence. Casey at the Bat Dickinson, Emily. A Bird Came Down the Walk Sandburg, Carl. Fog Frost, Robert. Dust of Snow Dahl, Roald. Little Red Riding Hood and the Wolf Nichols, Grace. They Were My People Mora, Pat. Words Free As Confetti Writing W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.4.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Language L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. d. Spell grade-appropriate words correctly, consulting references as needed. L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely. b. Choose punctuation for effect. 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. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). Reading: Foundational Skills RF4.4.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. How do fourth graders write poems in thoughtful and imaginative ways?Before: KWL Brainstorming Pictures During: Quick Writes Journal Conferencing After: Portfolio Published piecesacrostic ballad chapter dramas haiku limericks poems prose scene shape stanza stories  English Language Arts Pacing Guide Time Frame: 6 Weeks Fourth Grade Unit 6: Improving our Research and Content Area Writing Common CoreEssential QuestionsAssessmentVocabularyResourcesReading: Informational Text RI.4.1. Refer to details and examples in a text when explaining what the text says explicitly when drawing inferences from the text. RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. How does a good researcher find the information they are looking for? Before: Pretest Think Aloud Brainstorming During: Conferencing Pictures Daily Assignments After: Grading rubric Published Piece Portfolio content expository heading research topic Project Based Learning Informational text/news article sites:  HYPERLINK "http://www.nationalgeographic.com" www.nationalgeographic.com  HYPERLINK "http://www.scholasticnews.com" www.scholasticnews.com  HYPERLINK "http://www.pbskids.com" www.pbskids.com  HYPERLINK "http://www.bbc.com" www.bbc.com Weekly Reader Encyclopedia Reference books Mentor Texts for Research Writing: Koscielniak, Bruce, About Time: A First Look at Time and Clocks, HMH Books for Young Readers, 2004. ISBN-13: 978-0618396689 Montgomery, Sy, Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea, HMH Books for Young Readers, 2009. ISBN-13: 978-0547248929 Ruurs, Margriet, My Librarian Is a Camel: How Books Are Brought to Children Around the World, Boyds Mills Press, 2005. ISBN-13: 978-1590780930Writing W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.4.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. 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, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Speaking & Listening 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. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. 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. 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, including visually, quantitatively, and orally. 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. SL.4.5 Add audio recordings and visual display 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 on pages 28 and 29 for specific expectations.) Language L.4.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* g. Correctly use frequently confused words (e.g., to, too, two; there, their).* L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. d. Spell grade-appropriate words correctly, consulting references as needed. L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely. c. Differentiate between context that calls for formal English (ex: presenting ideas) and situations where formal discourse is appropriate (ex: small group discussion) 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). 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