web view-know and apply grade‐level phonics and word analysis skills in decoding words.-use...

Hazleton Area School DistrictLiteracy Curriculum

Aligned to PA Core Standards and

English Language Proficiency Standards

Fourth Grade

Fourth Grade

The ELA (K-8) Curriculum Committee

Dr. Christopher J. Lake, ChairpersonJennifer AngeliMichael BalayDanielle BernsteinDebbie BoyleRandi ChapinCatherine CarrellAnn Marie CorradoLinda DeCosmoKelly FegleyAnn FranzosaKatherine FrumkinPatricia GallowayJanice KellyKelly KleshChristine LaMonicaElizabeth Sannie

Fourth Grade

What is a Curriculum Framework?

A Curriculum Framework is an organized plan or set of standards that defines the content to be learned in terms of clear, definable standards of what the student should know and be able to do.

A Curriculum Framework is part of standards aligned system. The framework is the first step, defining clear, high standards which will be achieved by all students. The curriculum is then aligned to the standards, and students are assessed against the standards. When the standards are reached, there will be no achievement gap where some groups are allowed to score lower than others. All will meet world class standards and be career and college ready.

A Curriculum Framework includes the Enduring Understandings, which will lead to life-long learning; Essential Questions that guide student learning; Grade Level Skills that students are to master in order to meet the overarching standards; Resources and Materials for teachers and students to utilize to develop, master, and practice the skills, and Assessments, or opportunities, for students to demonstrate their level of achieving the standards.

A Curriculum Framework is not a textbook. A textbook is one tool or resource used to deliver a Curriculum Framework. Likewise, a series is one of many resources used to develop students’ skills and understanding of the world around them. A Curriculum Framework is not a unit plan or collection of daily lesson plans for a teacher to follow. From the Curriculum Framework, teachers create lessons and units to meet each individual student’s needs. A Curriculum Framework should allow a teacher to include differentiation through multiple resources, learning opportunities, and assessments. Choice and creativity for teachers and students are very important, and a Curriculum Framework should allow for both, yet focus on the standards.

A Curriculum Framework is a living document that must grow and develop with time and experience. It would behoove the committee to think that this document is complete. Administrators, teachers, parents, and students will continue to revise the Curriculum Framework to continue to meet the needs of the students in the Hazleton Area School District.

Aligning with PA Core Standards, this English/Language Arts curriculum focuses on the four domains of literacy: Speaking, Listening, Reading and Writing. It is the intent that that the four domains are taught through an integrated approach, including vocabulary, spelling, syntax, grammar, and conventions. Students demonstrate their understanding of the content and mastery of the literacy skills through speaking and/or writing assessments about what they have heard and/or read. Research supports this approach of integrating all four domains of literacy as opposed to teaching each in isolation. Even in the case when language arts may be taught by a teacher different from the teacher who teaches reading, integration is vital for students’ language development.

Fourth Grade

http://en.wikipedia.org/wiki/Achievement_gap

http://en.wikipedia.org/wiki/Standards_based_education_reform

PA Core Standards for Fourth GradeFoundational Skills

1.1 Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions.

Phonics and Word Recognition Use combined knowledge of all letter-sound correspondences, syllabication and patterns, and morphology to read accurately

unfamiliar multi-syllable words

Fluency Read on-level text with purpose and understanding Read on-level text orally with accuracy, appropriate rate, and expression on successive readings Use context to confirm or self-correct word recognition and understanding, rereading as necessary

Fourth Grade

Reading1.2 Students read, understand, and respond to informational text—with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.1.3 Students read and respond to works of literature—with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

Reading Informational TextKey Ideas and Details Identify main idea and key details, showing how they

support MI Summarize the text Make inferences and refer to explicit details and examples

to support responses Explain how and why events, procedures, ideas, and

concepts happenedCraft and Structure Compare and contrast an event or topic told from two

different points of view Use text structure (chronological, comparison/contrast,

cause/effect, problem/solution) to interpret information Identify and determine meaning of figurative language

(simile, personification, hyperbole, metaphor)

Integration of Knowledge and Ideas Interpret various presentations of information within text

or digital source to explain how the information contributes to an understanding of the text

Reading LiteratureKey Ideas and Details Identify the theme from key details, Summarize the text Make inferences and cite explicit details and

examples to support responses Describe in depth character, setting, plot in story or

drama from textual details

Craft and Structure Compare and contrast an event or topic told from

two different points of view Explain major differences between poetry, drama,

and prose Use genre specific terms when referring to each Identify and determine meaning of figurative

language (simile, personification, hyperbole, metaphor)

Integration of Knowledge and Ideas Make connections between written text and visual

or oral presentation of it Identify where each version reflects textual

Fourth Grade

Explain how an author uses reasons and evidence to support points in text

Integrate information from two texts on same topic

Vocabulary Acquisition and Use Use words and phrases acquired through conversations,

general academics and content-specific vocabulary, including precise actions, emotions, or states of being

Determine or clarify the meaning of unknown or multiple-meaning words and phrases choosing flexibility from a range of strategies and tools

description and direction Compare and contrast similar themes, topics, and

patterns of events in literature including from different cultures

Vocabulary Acquisition and Use Use words and phrases acquired through

conversations, general academics and content-specific vocabulary, including precise actions, emotions, or states of being

Determine or clarify the meaning of unknown or multiple-meaning words and phrases choosing flexibility from a range of strategies and tools

Writing

Fourth Grade

1.2 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

Informative Argumentative NarrativeFocus Identify and introduce the topic

clearlyIntroduce the topic state an opinion Establish a situation and introduce a

narrator and/or characterContent Develop the topic with facts,

definitions, concrete details, quotations, including illustrations and multimedia when appropriate

Provide reasons that are supported by facts and details

Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations; use concrete words and phrases and sensory details precisely

Organization Group related information in paragraphs and sections, linking ideas with categories; provide a concluding statement or section, include formatting when useful to aiding comprehension

Create an organizational structure that includes related ideas grouped to support the writer’s purpose and linked in a logical order with a concluding statement or section

Organize an event sequence that unfolds naturally, using a variety of transitional words and phrases; provide a conclusion that follows from the narrated experiences and events

Style Use precise language and domain-specific vocabulary

Choose words and phrases to convey ideas precisely

Choose words and phrases to convey ideas precisely

Conventions Use complete simple sentencesUse appropriate transitions between

paragraphsUse correct forms of adjectives and

adverbs, including for comparisonUse correct relative pronounsUse commas in adjectives and

appositivesUse correct grade-level spellingUse correct word in troublesome pairs

Use complete simple sentencesUse appropriate transitions between




Use complete simple sentencesUse appropriate transitions between




Grammar

Fourth Grade

Analyze and write simple sentences with a subject/verb/adverb; subject/linking verb/predicate nominative; subject/transitive verb/ direct object; subject/transitive verb/indirect object/direct object

Explain the correct use of nominative and objective pronoun case Define, identify, correctly punctuate, and use adjectives and adverbs Use comparison forms of adjectives and adverbs Use relative pronouns correctly Correctly use verb forms for present, past, future, and present perfect tenses for irregular verbs Use commas correctly in letter writing

Response to Literature Draw evidence from literary or information texts to support analysis, reflection, and research Apply grade level reading standards for literature and informational texts

Production and Distribution of WritingWriting Process

With guidance and support, Focus on a topic Strengthen writing through planning, revising and editing

Technology and Publication With some guidance, use technology, including Internet, to produce and publish writing as well as to interact and collaborate with

others Demonstrate sufficient keyboarding skills to type a minimum of one page in a single sitting

Conducting Research Conduct short research projects that build knowledge through investigation of different aspects of a topic

Credibility, Reliability, and Validity of Sources With guidance and support, recall relevant information from experience or gather relevant information from print or digital sources Take notes and categorize information Provide a list of sources

Speaking and ListeningFourth Grade

1.5 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussion.

Comprehension and CollaborationCollaborative Discussion

Engage effectively in a range of collaborative discussions on grade level topics Build upon others’ ideas Express own ideas clearly

Critical Listening Determine the main ideas and supporting details of a text read aloud or information presented in diverse media formats

Evaluating Information Identify the reasons and evidence a speaker provides to support particular points

Presentation of Knowledge and IdeasPurpose, Audience, and Task

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 idea or theme

Speak clearly with adequate volume, appropriate pacing, and clear pronunciationContext

Differentiate between contexts that require formal English verses informal situations

Integration of Knowledge and IdeasMultimedia

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

Conventions of Standard English Demonstrate command of the conventions of standard English when speaking based on Grade 4 level and content

Socialization Skills

Fourth Grade

For the Hazleton Area School District, the ELA Curriculum Committee (2014) has combined literacy with socialization skills for its curriculum development. Through a thematic approach, students will learn important social skills to be a good citizen while learning the Pennsylvania standards for literacy. Each year, students will focus on one overarching social goal which will build upon the previous year’s goal. Kindergarten will develop CARING KIDS; First Grade, COOPERATIVE WORKERS; Second Grade, INDEPENDENT LEARNERS; Third Grade, PROBLEM SOLVERS; Fourth Grade, RESPONSIBLE STUDENTS; Fifth Grade, DECISION MAKERS; Sixth Grade, TOLERANT THINKERS; Seventh Grade; CONFIDENT INDIVIDUALS; and Eighth Grade, WORLDLY THINKERS. These skills and overarching goals will develop accepting and understanding global thinkers for the 21st Century.

Fourth Grade Goal: Responsible StudentsAs children are more easily solving problems independently, they are given more responsibility. In this year, children are challenged to think by themselves and at the same time, understand the importance of working with others. Children begin to gain an understanding of the value of hard work and determination.

Theme One: Thinking for Yourself – How can a challenge bring out our best?

Theme Two: Perseverance vs. Quitting

Theme Three: Leadership

Theme Four: Working Together

Fourth Grade

THEME 1- Thinking for Yourself – How can a challenge bring out our best?Enduring UnderstandingStudents begin to gain an understanding of how challenges inspire creative thinking and problem solving and that clever thoughts affect the actions of others.Essential QuestionsHow can a challenge bring out our best?Where do good ideas come from?How do your actions affect others?How do people respond to natural disasters?How can science help you understand how things work?Cumulative AssessmentStudents will create a collage, a journal, or an original scene of how they may demonstrate independence in their lives, answering at least 3 essential questions and connecting to at least 3 of the works covered in the unit.

GoalsReadingInformational Text

GoalsReadingLiterature

GoalsFoundational Skills, Writing, Speaking & Listening

Assessment(s)*=Nonnegotiable

Suggested Materials*=nonnegotiable

Suggested Resources for teachers

Academic Vocabulary

-Determine the meaning of a text and explain how it is supported by key details; summarize the text.

-Refer to details and examples in text to support what the text says explicitly and make inferences.

-Use text structure-comparison/ contrast to interpret information.

-Determine the main

-Cite relevant details from text to support what the text says explicitly and make inferences.

-Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.

-Determine the meaning of words and phrases as they are used in grade level ‐text, including figurative language.

Foundational Skills-Know and apply grade level phonics ‐and word analysis skills in decoding words.-Use combined knowledge of all letter-sound correspondences, syllabication and patterns, and morphology to read accurately unfamiliar multi-syllable words.-Read with accuracy and fluency to support comprehension.-Read on-level text

*Writing Assessments-Write a Friendly letter-Write a Personal Narrative

*Rubric-Personal Narrative-Friendly Letter

Additional Assessments:-Teacher made Tests/Quizzes-Please Do Now-Thumbs up/down-Exit Ticket-Student led DiscussionJournal Writing

*McGraw-Hill Reading Wonders (Unit 1)www.connected.mcgraw-hill.com

*Grade Level Read Aloud*Anthology*Reading/ Writing -Workshop*Wonder Works Workbooks*Leveled Readers;Main selection/ paired selection

“My Name is Maria Isabel” by Alma Flor Ada (Fiction)And accompanying leveled readersHoughton Mifflin Reading Series

“Marven of the Great North Woods” by Kathryn Lasky (Fiction)And accompanying leveled readersHoughton Mifflin Reading Series

“The Last Dragon” by Susan Miho Nunes

Literary VocabularyAnalysisAuthor’s PurposeBiographyCause/EffectCharacterCharacter TraitChronological OrderCollaborateCompare/ContrastCompound WordsContext CluesDefinitionDescriptive DetailDiagramDialogueDigital SourcesEditEssay

Fourth Grade

http://www.connected.mcgraw-hill.com/

http://www.connected.mcgraw-hill.com/

idea of a text and explain how it is supported by key details; summarize the text.

-Use text structure to interpret information (e.g., chronology, comparison, cause/effect, problem/solution).


-Interpret various presentations of information within a text or digital source and explain how the information contributes to an understanding of text in which it appears.

-Integrate information from two texts on the same topic to demonstrate understanding of that topic.

-Acquire and use accurately grade‐appropriateconversational,

-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.

-Compare and contrast similar themes, topics, and patterns of events in literature, including texts from different cultures.

-Determine or clarify the meaning of unknown and multiple meaning ‐words and phrases based on grade level ‐reading and content, choosing flexibly from a range of strategies and tools.

-Acquire and use accurately grade ‐appropriate conversational, general academic, and domain specific words‐ and phrases, including those that signal precise actions, emotions, or states of

with purpose and understanding.-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Narrative Writing-Write narratives to develop real or imagined experiences or events.-Orient the reader by establishing a situation and introducing a narrator and/or characters-Use dialogue and descriptions to develop experiences and events or show the responses of characters to situations; use concrete words and phrases and sensory details to convey experiences and events precisely.-Organize an event sequence that unfolds naturally, using a variety of transitional words and phrases to

McGraw-Hill – Weekly, Unit, & Benchmark Assessments

*Other District Assessments-Study Island Benchmarks(3)-Scholastic Reading Inventory (3)-Study Island Benchmarks (3)

And accompanying leveled readers (Fiction)Houghton Mifflin Reading Series

“Sing to the Stars”By Mary Brigid Barrett (Fiction)And accompanying leveled readersHoughton Mifflin Reading Series

“Heat Wave” by Helen Kettleman(Tall Tale)Houghton Mifflin Reading Series

“Wild Fires” by Seymour SimonAnd accompanying leveled readersHoughton Mifflin Reading Series

“The Seed” by Aileen Fisher“By Myself” by Eloise Greenfield“Oda a mis zapatos/Odeto My Shoes” by Francisco X. Alacon“Pencils” by Barbara Esbensen“The Anteater” by Douglas Florian“The Panther” by Ogden Nash

Explanatory EssayExpository TextFableFact and OpinionFairy TaleFictionFocusFolk TaleFriendly LetterGenreGraphHeadingIdiomsIllustrationInferenceInflectional EndingsInformational TextInternetIntonationKey WordsLetterMain IdeaMultiple meaning wordsNarrative NonfictionNarrative TextNarratorNewspaper ArticleNonfictionOrganizationParagraphParaphrasePersuasive ArticlesPlanPlotPredictionsPrint SourcesPrior KnowledgeProblem/SolutionProcedural TextRealistic Fiction

Fourth Grade

general academic, and domain specific words‐ and phrases, including those that signal precise actions, emotions,or states of being and that are basic to a particular topic

-Determine or clarify the meaning of unknown and multiple meaning ‐words and phrases based on grade level ‐reading and content, choosing flexibly from a range of strategies and tools.

-Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.

being and that are basic to a particular topic.

manage the sequence of events; provide a conclusion that follows from the narrated experiences and events.-Choose words and phrases to convey ideas precisely.-Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.-Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading ‐standards for literature and informational texts.-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.-With some guidance and support, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with

“Rabbit” by Mary Ann Hoberman“Sky-Fish” by Aileen Fisher“I watched an Eagle Soar” by Viginia Driving Hawk SneveFrom Focus on PoetryHoughton Mifflin Reading Series“Lady Bug Girl and Bumble Bee Boy” by Jacky Davis and David Soman

Problem/Solution Booklisthttp://childrenbooklists.com/category/problem-solving/

Triumph Learning online resources-www.thriumphlearning.com

Online Resources:http://teacher.scholastic.com/writewit/poetry/www.corestandards.org/assets/Appendix B.pdf

www.insideng.com

www.kidsinco.com

RereadRestatementsReviseRoot WordsScience FictionSequence of EventsSequential OrderSettingSpeech BalloonsSummarySupporting DetailsSynonymsTable of ContentsText StructureThemeTime LineTitleTopicTransitional WordsVenn Diagram

Grammar VocabularyAdjectiveAdverbAppositiveClausesCommon NounComplex SentencesCompound PredicateCompound SentenceCompound SubjectFragmentPluralsPredicatePronounProper NounQuotation MarksRun-on SentencesSimple SentenceSubject

Fourth Grade

http://www.kidsinco.com/

http://www.insideng.com/

http://www.corestandards.org/assets/Appendix%20B.pdf



https://mail.hasdk12.org/owa/redir.aspx?C=FUHatwD1LUKJaVs2ay-JdjmbN8TNJtEIbjataRMK11Ff-1EA_Lw7p-BEY7h-X5K3hXNo71CUNbA.&URL=http%3A%2F%2Fteacher.scholastic.com%2Fwritewit%2Fpoetry%2F



http://www.thriumphlearning.com/


https://mail.hasdk12.org/owa/redir.aspx?C=LpQgtBh7jEGiIHXebL3heH_IJ7nYJtEIDIYsQ7kJa5FZ5-cQefHJDboyqjSgNp-O8PJui9rUeOA.&URL=http%3A%2F%2Fchildrenbooklists.com%2Fcategory%2Fproblem-solving%2F



others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.-Conduct short research projects that build knowledge through investigation of different aspects of a topic.- 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.-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 and Listening-Engage effectively in a range of collaborative discussions on grade ‐level topics and texts, building on others’

www.kidskonnect.com

www.kidsturncentral.com

www.nationalgeographic.com

www.pitara.comwww.poetry4kids.com

www.poetryteachers.com/

www.proteacher.com/070034.shtmlwww.rhymer.com/www.squidoo.com/k12interactivepoetry

www.teachervision.fen.com/poetry/teacher-resources/6657.html

www.treasureresouces.com

www.writeexpress.com

SuffixesVerb

Fourth Grade

http://www.writeexpress.com/


http://www.treasureresouces.com/


http://www.teachervision.fen.com/poetry/teacher-resources/6657.html



http://www.squidoo.com/k12interactivepoetry



http://www.rhymer.com/

http://www.proteacher.com/070034.shtml


http://www.poetryteachers.com/


http://www.poetry4kids.com/


http://www.pitara.com/

http://www.nationalgeographic.com/


http://www.kidsturncentral.com/


http://www.kidskonnect.com/


ideas and expressing their own clearly.-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally-Identify the reasons and evidence a speaker provides to support particular points.-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 with adequate volume, appropriate pacing, and clear pronunciation.-Differentiate between contexts that require formal English versus informal situations.-Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.-Demonstrate command of the

Movies, passages, etc.:www.ehow.com

www.learningtogive.org/resources/folktales/traitwww.onlineliterature.com/forums

www.readworks.org

www.redbricklearning.com

www.storylovers.com

www.teachercision.com

www.teacherspayteachers.com

www.wingclips.com

Fourth Grade

http://www.wingclips.com/


http://www.teacherspayteachers.com/


http://www.teachercision.com/


http://www.storylovers.com/


http://www.redbricklearning.com/


http://www.readworks.org/


http://www.onlineliterature.com/forums


http://www.learningtogive.org/resources/folktales/trait



http://www.ehow.com/

conventions of standard English when speaking, based on Grade 4 level and content.

Theme 2-Perseverance vs. QuittingEnduring UnderstandingStudents will understand that they a part of a much larger world, outside of their daily life. Any one person can contribute to make a difference in the world. Perseverance is the key to success in the world.Essential QuestionsWhat can animals teach us?What are some messages in animal stories?How do animal characters change familiar stories?How are all living things connected?What helps an animal survive?How are writers inspired by animals?How can you show your community spirit?How can you make friends feel welcome?In what ways can you help your community?How can one person make a difference?How can words lead to change?In what ways can advances in science be helpful or harmful?Cumulative AssessmentStudents will create a collage, short play/scene, or an electronic presentation on the importance of persevering in their lives, answering at least 3 essential questions and connecting to at least 3 of the works covered in the unit.




Assessment(s)*=nonnegotiable



Academic Vocabulary

Fourth Grade

-Determine the main idea of a text and explain how it is supported by key details; summarize the text.


-Compare and contrast an event or topic told from two different points of view.



-Interpret various presentations of information within a text or digital source and explain how the information

-Determine a theme of a text from details in the text; summarize the text.


-Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.

-Compare and contrast an event or topic told from two different points of view.

-Explain major differences between poems, drama, and prose and refer to the structural elements of each when writing or speaking about a text.


Foundational Skills-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 to read accurately unfamiliar multisyllabic words.-Read with accuracy and fluency to support comprehension.-Read on level text ‐with purpose and understanding.-Read on level text ‐orally with accuracy, appropriate rate, and expression on successive readings.-Use context to confirm or self ‐correct word recognition and understanding, rereading as necessary.Informative/Explanatory Writing-Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.

*Writing Assessments-Write an Explanatory Essay-Write a How-to-Write a Book Review-Write an Opinion Essay

*Rubric-Explanatory Essay-How-to-Book Review-Opinion Essay

Additional Assessments:-Teacher made Tests/Quizzes-Please Do Now-Thumbs up/down-Exit Ticket-Student led DiscussionJournal WritingMcGraw-Hill – Weekly, Unit, & Benchmark Assessments


*McGraw-Hill Reading Wonders (Unit 2 & 3)www.connected.mcgraw-hill.com*Grade Level Read Aloud*Anthology*Reading/ Writing -Workshop*Wonder Works Workbooks*Leveled Readers;Main selection/ paired selection

“Happy Birthday! Dr. King!” by Kathryn Jones(Fiction)And accompanying leveled readersHoughton Mifflin Reading Series

Real Life Reader Biography - Gloria Estefan by Sue Boulais(Biography)And accompanying leveled readersHoughton Mifflin Reading Series

Lou Gehrig: The Luckiest Man by David A. Adler(Biography)And accompanying leveled readersHoughton Mifflin Reading Series

“Dream Big” Michael Jordan and the Pursuit of Olympic Gold by Deloris Jordan(Short Story)“Salt in his Shoes” Michael Jordan in Pursuit of a Dream(Short Story)

“Try, Try Again” by T.H. Palmer(Poem)

Literary VocabularyAntonymsAudienceAutobiographyBook ReviewBook ReviewCaptionCaptionsCategorizeCompound WordsDescriptionDigraphsDramaDramatic SceneEvaluateEvidenceFantasyFigurative LanguageFlash BackFlow ChartFolktaleGreek SuffixesHaikuHistorical FictionInformal VoiceLatin SuffixesLegendLyric PoetryMapsMetaphorMysteryOpinion EssayOutlinePersuasive ArticlePersuasive WritingPhotographsPoetryPoint of ViewPrefixesPrefixesPrimary Source

Fourth Grade

contributes to an understanding of text in which it appears.

-Explain how an author uses reasons and evidence to support particular points in a text

-Integrate information from two texts on the same topic to demonstrate understanding of that topic.

-Acquire and use accurately grade‐Appropriate conversational, general academic, and domain specific words‐ and phrases, including those that signal actions, emotions, or states of being and that are basic to a particular topic.

-Determine or clarify the meaning of unknown and multiple mea‐ ning words and phrases based on grade level‐ reading and content, choosing flexibly


-Compare and contrast similar themes, topics, and patterns of events in literature, including texts from different cultures.

-Determine or clarify the meaning of unknown and multiple mea‐ ning words and phrases based on grade‐level reading and content, choosing flexibly from a range of strategies and tools.

-Acquire and use accurately grade ‐appropriate conversational, general academic, and domain‐specific words and phrases, including those that signal

-Identify and introduce the topic clearly-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; include illustrations and multimedia when useful to aiding comprehension.-Group related information in paragraphs and sections, linking ideas within categories of information using words and phrases; provide a concluding statement or section; include formatting when useful to aiding comprehension.-Use precise language and domain specific ‐vocabulary to inform about or explain the topic.-Demonstrate a grade appro‐ priate command of the conventions of standard English grammar, usage, capitalization, punctuation, and

“Akiak” by Robert J. Blake (Fiction)Houghton Mifflin Reading Series

“Grandfather’s Journey” (Personal Narrative) by Allen SayHoughton Mifflin Reading Series


Online Resources:http://teacher.scholastic.com/writewit/poetry/

www.corestandards.org/assets/Appendix B.pdf

www.insideng.com

www.kidsinco.com

www. kidskonnect.com



www.pitara.com

www.poetry4kids.comwww.poetryteachers.c

Primary SourceSecondary SourceSecondary SourceSimileSpeechSuffixesSyllablesTheme FableTitlesToneVisualize

Grammar VocabularyAction VerbsApostropheCommas in a SeriesContractionsHelping VerbsInterjectionsIrregular Plural NounsIrregular VerbsLinking VerbsPhrasesPlural NounsPossessive NounsPossessivesSingular NounsSubject/Verb-agreementVerb TensesVerb Usage

Fourth Grade



















from a range of strategies and tools.


precise actions, emotions, or states of being and that are basic to a particular topic.

-Read and comprehend literary fiction on grade level, reading independently and proficiently.

spelling.

Opinion/Argumentative Writing-Write opinion pieces on topics or texts.-Introduce the topic and state an opinion on the topic.-Provide reasons that are supported by facts and details.-Create an organizational structure that includes related ideas grouped to support the writer’s purpose and linked in a logical order with a concluding statement or section related to the opinion.-Choose words and phrases to convey ideas precisely.-Demonstrate a grade‐ appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.-Draw evidence from literary or informational texts to support analysis,

om/

www.proteacher.com/070034.shtml

www.rhymer.com/

www.squidoo.com/k12interactivepoetry

www.teachervision.fen.com/poetry/teacher-resources/6657.htmlwww.treasureresouces.com



www.learningtogive.org/resources/folktales/trait

www.onlineliterature.com/forums

www.readworks.orgwww.redbricklearning.com

www.storylovers.comwww.teachercision.comwww.teacherspayteachers.com

Fourth Grade




























reflection, and research, applying grade‐level reading standards for literature and informational texts.-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.-With some guidance and support, 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.-Conduct short research projects that build knowledge through investigation of different aspects of a topic.-Recall relevant information from experiences or

www.wingclips.com

Fourth Grade


gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.-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 and Listening-Engage effectively in a range of collaborative discussions on grade ‐level topics and texts, building on others’ ideas and expressing their own clearly.-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.-Identify the reasons and evidence a speaker provides to

Fourth Grade

support particular points.-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 with adequate volume, appropriate pacing, and clear pronunciation.-Differentiate between contexts that require formal English versus informal situations.-Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.-Demonstrate command of the conventions of standard English when speaking, based on Grade 4 level and content.

Fourth Grade







Academic Vocabulary


-Explain events, procedures, ideas, or concepts in a text, including what happened and why, based on specific information in the text.



-Describe in depth a character, setting, or event in a story or drama, drawing on

Foundational Skills-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 to read accurately unfamiliar multisyllabic words.-Read with accuracy and fluency to support

*Writing Assessments-Write a Friendly Letter-Write a Poem

*Rubric-Friendly Letter-Poem

Additional Assessments:-Teacher made Tests/Quizzes-Please Do Now-Thumbs up/down-Exit Ticket

*McGraw-Hill Reading Wonders (Unit 4)www.connected.mcgraw-hill.com*Grade Level Read Aloud*Anthology*Reading/ Writing -Workshop*Wonder Works Workbooks*Leveled Readers;Main selection/ paired selection

“Happy Birthday! Dr. King!” by Kathryn Jones(Fiction)And accompanying leveled readersHoughton Mifflin Reading Series

“A Very Important Day” by Maggie Rugg Herold (Realistic Fiction)And accompanying leveled readersHoughton Mifflin Reading Series

“Boss of the Plains – The

Literary VocabularyInflectional VocabularyMythsPersonificationDiphthongsNarrative PoemsConnotationDenotationRepetitionStanzaSensory DetailHomophonesHomographs

Grammar VocabularyAntecedent

Fourth Grade

Theme 3-LeadershipEnduring UnderstandingStudents will understand the characteristics and qualities of leadership and how they impact government, technology, etc.Essential QuestionsWhat qualities does a leader possess?How do people inspire us?Why do we need government?Why do people run for public office?How do inventions and technology affect your life?How do you explain what you see in the sky?How do writers look at success in different ways?Cumulative AssessmentStudents will create a letter, poem, or inspirational speech about an important leader in their life, answering at least 3 essential questions and connecting to at least 3 of the works covered in the unit.

-Use text structure to interpret information (e.g., chronology, comparison, cause/effect, problem/solution

-Determine the meaning of words and phrases as they are used in grade ‐level text, including figurative language.


-Integrate information from two texts on the same topic to demonstrate understanding of that topic.-Acquire and use accurately grade‐appropriate

specific details in the text.




-Compare and contrast similar themes, topics, and patterns of events in literature,

comprehension.-Read on level text ‐with purpose and understanding.-Read on level text ‐orally with accuracy, appropriate rate, and expression on successive readings.-Use context to confirm or self correct‐ word recognition and understanding, rereading as necessary.

Narrative Text/Poetry- Write narratives to develop real or imagined experiences or events.-Orient the reader by establishing a situation andintroducing a narrator and/or characters-Use dialogue and descriptions to develop experiences and events or show the responses of characters to situations; use concrete words and phrases and sensory details to convey experiences and events precisely-Choose words and phrases to convey ideas

-Student led DiscussionJournal WritingMcGraw-Hill – Weekly, Unit, & Benchmark Assessments


Hat that Won the West” (Biography)Houghton Mifflin Reading Series




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Fourth Grade





















conversational, general academic, and domain specific ‐words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.

-Determine or clarify the meaning of unknown and multiple mea‐ ning words and phrases based on grade ‐level reading and content, choosing flexibly from a range of strategies and tools.


including texts from different cultures.


-Acquire and use accurately grade ‐appropriate conversational, general academic, and domain specific ‐words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.

-Read and comprehend literary fiction on grade level, reading independently and proficiently.

precisely.-Demonstrate a grade ‐appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling-Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade‐level reading standards for literature and informational texts.-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.-With some guidance and support, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with

k12interactivepoetry


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www.readworks.org


www.storylovers.com



www.wingclips.com

Fourth Grade



















others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.-Conduct short research projects that build knowledge through investigation of different aspects of a topic.-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.-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.-Identify and introduce the topic clearly.-Group related information in paragraphs and

Fourth Grade

sections, linking ideas within categories of information using words and phrases; provide a concluding statement or section; include formatting when useful to aiding comprehension.

Speaking and Listening-Engage effectively in a range of collaborative discussions on grade ‐level topics and texts, building on others’ ideas and expressing their own clearly.-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.-Identify the reasons and evidence a speaker provides to support particular points.-Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive

Fourth Grade

details to support main ideas or themes; speak clearly with adequate volume, appropriate pacing, and clear pronunciation.-Differentiate between contexts that require formal English versus informal situations.-Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.-Demonstrate command of the conventions of standard English when speaking, based on Grade 4 level and content.

Fourth Grade

Theme 4-Working TogetherEnduring UnderstandingStudent will gain an understanding of how their personal experiences shape their identity (who we become). The past creates the future.Essential QuestionsWhat helps you understand the world around you?In what ways do people show the way they care about each other?What are some reasons people moved west?How can inventions solve problems?What can you discover when you look closely at something?How can learning about the past help you understand the future?How do traditions connect people?Why is it important to keep a record of the past?How have our energy resources changed over the years?What has been the role of money over time?What shapes a person’s identity?Cumulative AssessmentStudents will create a research report, book review or electronic presentation on the importance if working together, answering at least 3 essential questions and connecting to at least 3 of the works covered in the unit.GoalsReadingInformational Text






Academic Vocabulary

-Determine the main idea of a text and explain how it is supported by key details; summarize the text.


-Explain events,



-Describe in depth a character, setting, or event in

Foundational Skills-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 to read accurately unfamiliar multisyllabic words.

*Writing Assessments-Write an Expository Letter-Write a Research Report-Write a Book Review-Write an Opinion Essay

*Rubric-Expository Letter-Research Report-Book Review-Opinion Essay

*McGraw-Hill Reading Wonders (Unit 5 & 6)www.connected.mcgraw-hill.com*Grade Level Read Aloud*Anthology*Reading/ Writing -Workshop*Wonder Works Workbooks*Leveled Readers;Main selection/ paired selection

“Salmon Summer” by Bruce McMillan(Nonfiction)And accompanying leveled readersHoughton Mifflin Reading Series

“Grandfather’s Journey” (Personal Narrative) by Allen SayHoughton Mifflin Reading Series

“Finding the Titanic” by

Literary VocabularyForeshadowingTall TaleHyperboleProverbsAdagesGlossarySkimmingScanningFree-verse Poetry

Grammar VocabularyArticlesDemonstrative ArticleSubject Pronoun

Fourth Grade

procedures, ideas, or concepts in a text, including what happened and why, based on specific information in the text.




-Integrate information from two texts on the

a story or drama, drawing on specific details in the text.




-Compare and contrast similar themes, topics, and patterns of

-Read with accuracy and fluency to support comprehension.-Read on level text ‐with purpose and understanding.-Read on level text ‐orally with accuracy, appropriate rate, and expression on successive readings.-Use context to confirm or self correct‐ word recognition and understanding, rereading as necessary.

Informative Writing-Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.-Identify and introduce the topic clearly-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; include illustrations and multimedia when useful to aiding comprehension.-Group related information in paragraphs and

Additional Assessments:-Teacher made Tests/Quizzes-Please Do Now-Thumbs up/down-Exit Ticket-Student led DiscussionJournal WritingMcGraw-Hill – Weekly, Unit, & Benchmark Assessments


Robert BallardAnd accompanying leveled readersHoughton Mifflin Reading Series




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www.pitara.com

www.poetry4kids.com



www.rhymer.com/

Object PronounFormal LanguageThird PersonPronoun/Verb-agreementPossessive PronounsContractionsPunctuationPrepositions

Fourth Grade




















same topic to demonstrate understanding of that topic.

-Acquire and use accurately grade ‐appropriate conversational, general academic, and domain specific ‐words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.

-Determine or clarify the meaning of unknown and multiple mea‐ ning words and phrases based on grade ‐level reading and content, choosing flexibly from a range of strategies and tools.

-Read and comprehend literary nonfiction and informationaltext on grade level,

events in literature, including texts from different cultures.


-Acquire and use accurately grade ‐appropriate conversational, general academic, and domain specific ‐words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.-Read and comprehend literary fiction on grade level, reading independently

sections, linking ideas within categories of information using words and phrases; provide a concluding statement or section; include formatting when useful to aiding comprehension.-Use precise language and domain specific ‐vocabulary to inform about or explain the topic.-Demonstrate a grade appro‐ priate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

Opinion Writing-Write opinion pieces on topics or texts.-Introduce the topic and state an opinion on the topic.-Provide reasons that are supported by facts and details.-Create an organizational structure that includes related ideas grouped to support

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Fourth Grade





















reading independently and proficiently.

and proficiently. the writer’s purpose and linked in a logical order with a concluding statement or section related to the opinion.-Choose words and phrases to convey ideas precisely.-Demonstrate a grade ‐appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.-Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade‐level reading standards for literature and informational texts.-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.-With some guidance and

Fourth Grade

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

Fourth Grade

audiences.

Speaking and Listening-Engage effectively in a range of collaborative discussions on grade ‐level topics and texts, building on others’ ideas and expressing their own clearly.-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.-Identify the reasons and evidence a speaker provides to support particular points.-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 with adequate volume, appropriate pacing, and clear pronunciation.-Differentiate between contexts that require formal English versus informal situations.

Fourth Grade

-Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.-Demonstrate command of the conventions of standard English when speaking, based on Grade 4 level and content.

Fourth Grade

PA English Language Proficiency Standards: Classroom/Formative FrameworkStandard 1: English language learners communicate in English for Social and Instructional purposes within the school setting.

Grade Level: Fourth Grade

Level 1Entering

Level 2Beginning

Level 3Developing

Level 4Expanding

Level 5Bridging

Standard orAn

Level 6-

List

enin

g Follow visually supported one-step oral directions to complete tasks (such as:

making a peanut butter and jelly sandwich).

Match materials and/or resources needed to

complete tasks with their uses based on realia and

oral descriptions.

Follow multi-step oral directions to select

materials or resources needed to complete tasks

working with a partner.

Analyze and apply visually supported oral

information to complete a task.

Draw conclusions based on oral discourse about

materials needed to complete a task within a

small group.

Rea

ding Match words or phrases to

icons or pictures associated with school or community.

Classify phrases and short sentences associated with school or community using

graphic organizers.

Use context clues to determine meaning of words associated with school or community in visually supported texts.

Interpret information about school or

community using a varietyof printed materials during

shared reading.

Draw conclusions about school or community

using a variety of printed materials during shared

reading.

Spea

king Ask for assistance with a

task or for needed supplies using realia.

Ask WH-questions about a task working with a partner.

Ask questions to seek information in order to

provide opinions, preferences or wishes within a small group.

Ask for or provide clarification of information by paraphrasing ideas in

small groups.

Ask for or provide specific information that confirms or denies beliefs using

graphic support.

Writ

ing Label pictures that illustrate

socially and culturally appropriate behaviors in school using a picture

dictionary.

Write short phrases or sentences to describe socially and culturally

appropriate behaviors in school as illustrated.

Produce a written solution to correct an inappropriate behavior in school with a

team.

Summarize a variety of solutions to correct an

inappropriate behavior in school with a team.

Create multimedia brochures contrasting appropriate American school behaviors with

those of other countries working with a partner.

Framework for FORMATIVE/CLASSROOM Instruction and Assessment

Fourth Grade

Standard 2: English language learners communicate in English for Language Arts purposes within the school setting.

Grade Level: Fourth Grade

Level 1Entering

Level 2Beginning

Level 3Developing

Level 4Expanding

Level 5Bridging

Standard or

Anchor

Level 6- Reaching

List

enin

g

Match pictures of characters from an illustrated story to

oral descriptions.

Sequence key events after listening to an illustrated

story.

Interact with teachers and/or peers during

shared reading to show comprehension using

visual cues.

Demonstrate similarities and differences among various characters in

visually supported fiction.

Draw conclusions from orally read grade level fiction during literature

circles.

1.6.5.A,B,D

Rea

ding Match icons and symbols to

words and phrases from illustrated texts.

Select language patterns associated with a variety of

illustrated literary works (such as: “Once upon a

time”).

Identify elements from a variety of illustrated

literary works within a small group.

Identify figures of speech from various forms of

literature using a graphic organizer.

Interpret grade level literature within a small

group.1.3.5.A-F

Spea

king Answer WH-questions

based on visually supported information about stories.

Retell story elements using facts and illustrations.

Describe major issues and conflicts in various literary works within a

small group.

Discuss issues and concepts in a variety of literary works within a

small group.

Express and defend points of view of literary

characters from a visually supported grade level

text.

1.6.5.D,E

Writ

ing Produce and organize

symbols, words and phrases to convey messages using a

picture dictionary.

List the steps to complete a given task using a graphic

organizer.

Write a series of sentences with a main topic and supporting

details using a guided model.

Write an essay based on a personal experience working with a partner.

Revise writing for logic and order of ideas with feedback from teachers

and peers.

1.4.5.E,F1.5.5.A,C

Framework for FORMATIVE/CLASSROOM Instruction and Assessment

Fourth Grade

web view-know and apply grade‐level phonics and word analysis skills in decoding words.-use...

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