ࡱ> sur] ;bjbjzz 71\1\3LLLLL`````4(&ccc'''''''$Z*-l'Lccccc'LL'}}}cFLL'}c'}}r%T?&1%'(04(%V|-j|-?&|-L?&`cc}ccccc'' pccc4(cccc|-ccccccccc> : ELA Units of Study 4th grade 2015-2016 1st Nine Weeks2nd Nine Weeks3rd Nine Weeks4th Nine WeeksReading ComprehensionUnit 1 Launch Reading Workshop (2 weeks) Introduce and Continue: 4-RL.9.1 Identify and explain how the author uses imagery, hyperbole, adages, or proverbs to shape meaning and tone. 4-RL.10.1 Use definitions, examples, and restatements to determine the meaning of words or phrases. 4-RL.10.2 Determine the meaning of an unknown word using knowledge of base words and Greek and Latin affixes. 4-RL.10.3 Students are expected to build upon and continue applying previous learning. Grade 2 Use a base word to determine the meaning of an unknown word with the same base. 4-RL.10.4 Students are expected to continue to build upon concepts learned previously. Grade 2 Use the meanings of individual words to predict the meaning of compound words. 4-RL.10.5 Students are expected to build upon and continue applying previous learning. 4-RL.10.6 Acquire and use general academic and domain-specific words or phrases that signal precise actions, emotions, and states of being; demonstrate an understanding of nuances and jargon. 4-RI.9.1 Use definitions, examples, and restatements to determine the meaning of words or phrases. 4-RI.9.2 Determine the meaning of an unknown word using knowledge of base words and Greek and Latin affixes. 4-RI.9.3 Students are expected to build upon and continue applying previous learning. Grade 2 Use a base word to determine the meaning of an unknown word with the same base. 4-RI.9.4 Students are expected to build upon and continue applying previous learning. 4-RI.9.5 Acquire and use general academic and domain-specific words or phrases that signal precise actions, emotions, and states of being; demonstrate an understanding of nuances and jargon. 4-RL.13.1 Engage in whole and small group reading with purpose and understanding. 4-RL.13.2 Read independently for sustained periods of time to build stamina. 4-RL.13.3 Read and respond according to task and purpose to become self-directed, critical readers and thinkers. 4-RI.12.1 Engage in whole and small group reading with purpose and understanding. 4-RI.12.2 Read independently for sustained periods of time. 4-RI.12.3 Read and respond according to task and purpose to become self-directed, critical readers and thinkers. 4-RL.12.1 Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem. 4-C.5.2 Employ hyperbole, imagery, personification, idioms, adages, and proverbs when appropriate to convey messages. Unit 2-Genres and Key Idea (7 weeks) 4-RL 6.1 Determine the development of a theme within a text; summarize using key details. 4-RI 6.1 Summarize multi-paragraph texts using key details to support the central idea 4-RI.5.2 Students are expected to build upon and continue applying previous learning. Grade 2 Make predictions before and during reading; confirm or modify thinking. 4-RI.8.2 Apply knowledge of text features to gain meaning; describe the relationship between these features and the text. 4-W.2.1 b. use information from multiple print and multimedia sources; 4-C.3.1 Compare and contrast how ideas and topics are depicted in a variety of media and formats. Unit 3- Literary Text (4 weeks) 4-RL 5.1 Ask and answer inferential questions to analyze meaning beyond the text; refer to details and examples within a text to support inferences and conclusions. 4-RL.5.2 Students are expected to build upon and continue applying previous learning. Grade 2 Make predictions before and during reading; confirm or modify thinking. 4-RL 11.1 Compare and contrast first and third person points of view; determine how an authors choice of point of view influences the content and meaning. 4-RL.11.2 Students are expected to build upon and continue applying concepts learned previously. 4-RL 7.1 Explore similarities and differences among textual, dramatic, visual, or oral presentations. 4-RL.8.1 Use text evidence to: a. explain how conflicts cause the characters to change or revise plans while moving toward resolution; and b. explain the influence of cultural, historical and social context on characters, setting, and plot development. 4-RL.12.2 Determine characteristics of crafted text structures and describe why an author uses this structure. 4-RL.9.1 Identify and explain how the author uses imagery, hyperbole, adages, or proverbs to shape meaning and tone. Unit 4- Informational Text (5 weeks) 4-RI 5.1 Ask and answer inferential questions to analyze meaning beyond the text; refer to details and examples within a text to support inferences and conclusions. 4-RI.5.2 Students are expected to build upon and continue applying previous learning. Grade 2 Make predictions before and during reading; confirm or modify thinking. 4-RI 11.1 Apply knowledge of text structures to describe how structures contribute to meaning. 4-RI.11.2 Explain how an author uses reasons and evidence to support particular points. 4-RI.8.1 Determine how the author uses words and phrases to shape and clarify meaning. 4-RI.8.2 Apply knowledge of text features to gain meaning; describe the relationship between these features and the text. 4-RI.6.1 Summarize multi-paragraph texts using key details to support the central idea Unit 5-Literary Text (3 weeks) 4-RL7.2 Compare and contrast the treatment of similar themes, topics, and patterns of events in texts and diverse media. 4-RL7.1 Explore similarities and differences among textual, dramatic, visual, or oral presentations. 4-RL.8.1 Use text evidence to: a. explain how conflicts cause the characters to change or revise plans while moving toward resolution; and b. explain the influence of cultural, historical and social context on characters, setting, and plot development. 4-RL.9.2 Explain how the authors choice of words, illustrations, and conventions combine to create mood, contribute to meaning, and emphasize aspects of a character or setting. 4-RL 11.1 Compare and contrast first and third person points of view; determine how an authors choice of point of view influences the content and meaning. 4-RL.12.1 Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem. Unit 6-Informational Text (6 weeks) 4-RI11.2 Explain how an author uses reasons and evidence to support particular points 4-RI8.2 Apply knowledge of text features to gain meaning; describe the relationship between these features and the text. 4-RI 5.1 Ask and answer inferential questions to analyze meaning beyond the text; refer to details and examples within a text to support inferences and conclusions. 4-RI.5.2 Students are expected to build upon and continue applying previous learning. Grade 2 Make predictions before and during reading; confirm or modify thinking. 4-RI.7.1 Compare and contrast how events, topics, concepts, and ideas are depicted in primary and secondary sources. 4-RI.10.1 Identify and describe the difference between a primary and secondary account of the same event or topic. 4-C.3.1 Compare and contrast how ideas and topics are depicted in a variety of media and formats. Unit 7- Literary Text (3 weeks) 4-RL.6.1 Determine the development of a theme within a text; summarize using key details. 4-RL.7.2 Compare and contrast the treatment of similar themes, topics, and patterns of events in texts and diverse media.  Writing: Write from the BeginningPersonal Narrative W3.1a Gather ideas from texts, multimedia, and personal experience to write narratives that: a. develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences; Reading Fundamentals Launch Unit Reading Fundamentals Author Study: Cynthia Rylant Informational Writing W2.1a-k: Write informative/explanatory texts that: a. introduce a topic clearly; b. use information from multiple print and multimedia sources; c. group related information in paragraphs and sections; d. include formatting, illustrations, and multimedia to aid comprehension; e. develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; f. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others; g. use paraphrasing, quotations, and original language to avoid plagiarism; h. link ideas within categories of information using words and phrases; i. use precise language and domain specific vocabulary to inform or explain the topic; j. develop a style and tone authentic to the purpose; and k. provide a concluding statement or section relate to the information or explanation presented. Reading Fundamentals Nonfiction Unit Persuasive Writing W1.1a Write opinion pieces that: 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; Reading Fundamentals Featured Article with Editorial UnitImaginative Narrative W3.1a Gather ideas from texts, multimedia, and personal experience to write narratives that: a. develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences; Language/GrammarReading Fundamentals Grammar Unit: Unit 1 W5.2b Use: b. quotation marks and commas to mark direct speech W5.2c Use: c. commas before a coordinating conjunction in a compound sentence. W5.1 Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations. W5.2 Use: a. apostrophes to form possessives and contractions; b. quotation marks and commas to mark direct speech; and c. commas before a coordinating conjunction in a compound sentence. Ongoing: W5.3 Students are expected to build upon and continue applying previous learning. W4.1i When writing: i. use a variety of sentence types to produce complete sentences, recognizing and correcting inappropriate fragments and run-ons; and -Students will differentiate between contexts that call for formal English (4-L.4.3c) Reading Fundamentals Grammar Unit: Unit 2 W4.1a When writing: a. use relative pronouns and relative adverbs; W4.1e When writing: e. order adjectives within sentences according to conventional patterns; W4.1b When writing: b. form and use the progressive verb tenses; W5.1 Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations. Reading Fundamentals Grammar Unit: Unit 3 W4.1h When writing: h. use coordinating and subordinating conjunctions W4.1d When writing: d. use modal auxiliaries and the progressive verb tenses, recognizing and correcting inappropriate shifts in verb tense W4.1f When writing: f. use relative pronouns and relative adverbs; W4.1a-i When writing: a. use relative pronouns and relative adverbs; b. form and use the progressive verb tenses; c. use modal auxiliaries to convey various conditions; d. use modal auxiliaries and the progressive verb tenses, recognizing and correcting inappropriate shifts in verb tense; e. order adjectives within sentences according to conventional patterns; f. use relative pronouns and relative adverbs; g. explore using prepositional phrases in different positions within a sentence; h. use coordinating and subordinating conjunctions; i. use a variety of sentence types to produce complete sentences, recognizing and correcting inappropriate fragments and run-ons; and j. use frequently confused homonyms correctly. Vocabulary/Word Study-Students will acquire and use grade appropriate and domain specific words and phrases (4-L.4.6) RL10.1 Use definitions, examples, and restatements to determine the meaning of words or phrases. RL10.5 Students are expected to build upon and continue applying previous learning. RL10.2 Determine the meaning of an unknown word using knowledge of base words and Greek and Latin affixes. RI9.2 Determine the meaning of an unknown word using knowledge of base words and Greek and Latin affixes. -Students will continue to practice vocabulary/word study skills -Students will continue to practice vocabulary/word study skills Speaking and ListeningC1.4 Engage in focused conversations about grade appropriate topics and texts; build on the ideas of others, and pose specific questions, and respond to clarify thinking and express new thoughts. C1.1 Explore and create meaning by formulating questions, engaging in purposeful dialogue with peers and adults, sharing ideas and considering alternate viewpoints. 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