web viewgrammar: tswbat-identify ... reflects comprehension of the text-use knowledge of...

Teacher: CORE Language Arts Grade 4 Year: 2014-15

Course: Language Arts Grade 4 Month: All Months

Theme 1 August through mid-October

Standards Essential Questions AssessmentsSkills Content LessonsResources

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).L.4.1f-Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*L.4.2a-Use correct capitalization.L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3a-Choose words and phrases to convey ideas precisely.*L.4.3c-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).L.4.5c-Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.4.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessaryRI.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.4.7-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.4.10-By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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 character's 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).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.

How do friends help each other?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-tell a story or recount an experience-describe a character, setting, or event, drawing on specific details in the text-summarize text-identify features of realistic fiction-compare and contrast the point of view from which stories are narrated, including first and third person-review key concepts and express ideas and understanding-use words and phrases to link opinions and reasons-distinguish between concepts that use formal and informal English-refer to details and examples to analyze a text independently-read independently from a "just right" book-use text evidence-compare texts-read orally with accuracy and appropriate rate and expression-use context to confirm and self-correct word recognition and understanding-use knowledge of syllabication patterns to read accurately-decode words with VCV pattern

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-use common Greek and Latin affixes and roots as clues to the meaning of a word-learn and use words with prefixes re-, un-, and dis-

Reading:-story structure-summarizing-point of view-flashback-lit discussion-fluency-decoding

Vocabulary:-prefixes (-re, -un, -dis)words:comfortmentionmoodproperlyintendsconsistedpositiveadvancedpeculiartalent

Spelling:-short "a" sound and long "a" soundwords:bladegraypastafraidmagicdelayamazedrainmaybe

Journeys print materialsJourneys online materialsZB print materials: Personal NarrativeZB online materials

RL.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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.4.1a-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.SL.4.1b-Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c-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.SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.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.W.4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.W.4.1b-Provide reasons that are supported by facts and details.W.4.1c-Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).W.4.3b-Use dialogue and description to develop experiences and events or show the responses of characters to situations.W.4.3d-Use concrete words and phrases and sensory details to convey experiences and events precisely.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 character's thoughts, words, or actions].”).

Spelling:TSWBAT-spell words that have the short "a" sound and words that have the long "a" sound-spell grade appropriate words correctly

Grammar:TSWBAT-identify complete sentences-identify simple and complete subjects and predicates-use complete sentences in writing and speaking-use correct capitalization

Writing:TSWBAT-write responses using TAG format-write a descriptive paragraph-compose a personal narrative

breaksalehangstainglassraftjailcrayonfactstalesteak

Grammar:-sentences

Writing:-narrative writing

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).L.4.1f-Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*L.4.2a-Use correct capitalization.L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3a-Choose words and phrases to convey ideas precisely.*L.4.3b-Choose punctuation for effect.*L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).L.4.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.4.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessaryRI.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

What might lead a person to try to change the world?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-review key ideas-use reasons and evidence in text to identify the author's purpose-monitor understanding of text and clarify or re-read as necessary-identify features of a biography-explain how an author uses reasons and evidence to support points in a text-recognize and explain the meaning of idioms-explain events, ideas, and concepts in a text-pose and respond to questions during discussion-create a timeline-read and comprehend informational text-refer to details and examples to analyze a text independently-read independently from a "just right" book-use text evidence

Reading:-author's purpose-explain historical events-idioms-monitor and clarify-use internet sources-fluency-decoding

Vocabulary:-prefixes (-in, -im, -il, -ir)words:injusticenumeroussegregationnourishingcaptureddreamencounters

Journeys print materialsJourneys online materialsZB print materials-StoryZB online materials

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.4.7-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.4.10-By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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.4.4-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).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 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.4.1a-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.SL.4.1c-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.SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.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 1–3 above.)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.4.10-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.W.4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.W.4.1b-Provide reasons that are supported by facts and details.W.4.1d-Provide a concluding statement or section related to the opinion presented.W.4.3a-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W.4.3b-Use dialogue and description to develop experiences and events or show the responses of characters to situations.W.4.3c-Use a variety of transitional words and phrases to manage the sequence of events.W.4.9b-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”).

-compare texts-gather relevant information from digital sources-paraphrase portions of a text orally-read orally with accuracy and appropriate rate and expression-use context to confirm and self-correct word recognition and understanding-use knowledge of syllabication patterns to read accurately-decode words with open and closed syllables-learn and decode sound letter relationships

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-use common Greek and Latin affixes and roots as clues to the meaning of a word-learn and use words with prefixes in-, im-, ir-, il-

Spelling:TSWBAT-spell words that have the short "e" sound and words that have the long "e" sound-spell grade appropriate words correctly

Grammar:TSWBAT-identify the four different kinds of sentences-use the four different kinds of sentences in writing and speaking

Writing:TSWBAT-write responses using TAG format-create a timeline-compose a short fictional narrative (story)

preferredrecallexample

Spelling:-short "e" sound and long "e" soundwords:weststeepmembergleamfreshfreedomspeedsteambeastbelievespeckkeptcheappretendgreedshelfleasteagerreasonchief

Grammar:-sentence types


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,

How are books and

Reading:TSWBAT

Reading:-cause and

Journeys print

stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).L.4.2b-Use commas and quotation marks to mark direct speech and quotations from a text.L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3b-Choose punctuation for effect.*L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.4.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessaryRI.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.4.7-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.4.10-By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.4.3-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.SL.4.5-Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.SL.4.1a-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.SL.4.1c-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.SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.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.4.10-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.W.4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in

libraries important to people and communities?

-listen to fluent reading-paraphrase portions of a text read aloud-identify reasons and evidence-identify cause and effect relationships-visualize people, places, and things to identify cause and effect relationships-identify features of informational text-interpret information presented visually-determine the meaning of domain specific words and phrases-describe key ideas and the details that support them-conduct a research project-write an opinion paragraph-read and comprehend informational text-refer to details and examples to analyze a text independently-read independently from a "just right" book-use text evidence-compare texts-gather relevant information from digital sources-report on a topic-read orally with accuracy and appropriate rate and expression-use context to confirm and self-correct word recognition and understanding-use knowledge of syllabication patterns to read accurately-decode words with open and closed syllables-learn and decode sound letter relationships

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-use context as a clue to the meaning of a word or phrase

Spelling:TSWBAT-spell words that have the short "i" sound and words that have the long "i" sound-spell grade appropriate words correctly

Grammar:TSWBAT-use commas and quotation marks to note direct speech and quotations from textWriting:

effect-visualizing-interpret visuals-take notes and categorize information-fluency-decoding

Vocabulary:-using contextwords;isolatedvirtualdevourremoteimpassableaccessobtainpreserveextremesavid

Spelling:-short "i" sound and long "i" soundwords:skillcrimegrindtonightbrickflightlivechilldelightbuildditchdecidewitnesswinddistrictinchsighfrightremindsplit

Grammar:-quotations

Writing:

materialsJourneys online materialsZB print materials-DialogueZB online materials

which related ideas are grouped to support the writer's purpose.W.4.1b-Provide reasons that are supported by facts and details.W.4.1d-Provide a concluding statement or section related to the opinion presented.W.4.3b-Use dialogue and description to develop experiences and events or show the responses of characters to situations.W.4.9b-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”).

TSWBAT-write responses using TAG format-write an opinion paragraph-compose a conversation

-narrative writing

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).L.4.1f-Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*L.4.2a-Use correct capitalization.L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3a-Choose words and phrases to convey ideas precisely.*L.4.3c-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.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.4.7-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.4.9-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 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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 character's 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).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.4.7-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.

Why might people raise money for a cause?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-recount an experience-determine the theme of a play by analyzing details-analyze and evaluate the text-identify features of a play-understand how to determine the theme of a play from its elements-recognize major differences between the structural elements of drama and prose-determine the meaning of allusions to literature-use details to determine theme-perform a scene from a play-write an opinion paragraph-read and comprehend literature-refer to details and examples to analyze a text independently-read independently from a "just right" book-identify situations where formal English is required and where informal English is appropriate-compare texts-read orally with accuracy and appropriate rate and expression-read aloud with intonation that reflects comprehension of the text-use knowledge of syllabication patterns to read accurately-decode words with the VCV and VCCV patterns-learn and decode sound letter relationships

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-use common Greek and Latin affixes and roots as clues to the meaning of a word-learn and use words with prefixes non- and mis-

Reading:-theme-analyze and evaluate-elements of drama-allusion-recount experience-fluency-decoding

Vocabulary:-prefixes (-non, -mis)words:assistburglariesinnocentschemeregretfullymisjudgedsuspectfavorspeculatedprior

Spelling:short "o" sound and long "o" soundwords:blockshownoatmealwrotefellowscoldcoastoddlocateslopethroathostonlineshock

Journeys print materialsJourneys online materialsZB print materialsZB online materials

RL.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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.4.6-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.)SL.4.1c-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.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 1–3 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 1–3 up to and including grade 4 on pages 28 and 29.)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.4.10-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.W.4.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.4.3a-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.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 character's thoughts, words, or actions].”).

Spelling:TSWBAT-spell words that have the short "o" sound and words that have the long "o" sound-spell grade appropriate words correctly

Grammar:TSWBAT-identify fragments and run ons-produce complete sentences, recognizing and correcting incomplete fragments and run ons

Writing:TSWBAT-write responses using TAG format-write an opinion paragraph-write a conversation-begin work on Ancestor Report

solveknownremotestockboastglobe

Grammar:-fragments and run on sentences


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).L.4.2a-Use correct capitalization.L.4.2b-Use commas and quotation marks to mark direct speech and quotations from a text.L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4c-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.RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.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

Why do people pass down stories over the years?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-describe a character in a story, drawing on details in the text-refer to details and examples in a text when making inferences and predictions-analyze and evaluate the text-identify features of tall tales-describe a character's thoughts, actions, and words-use details from the text to draw inferences about a character-identify point of view of the author telling the story-recognize hyperbole-use details to describe a character or event-use details and facts to support reasoning-write a song

Reading:-understanding characters-infer/predict-point of view-hyperbole-literature discussion-fluency-decoding

Vocabulary:-reference materialswords:seafaringtidalfoamingoutcastyearning

Journeys print materialsJourneys online materialsZB print materials-Narrative Test WritingZB online materials

in the text (e.g., a character's 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).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.4.6-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.RL.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.4.3-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.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.)SL.4.1a-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.SL.4.1b-Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c-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.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 1–3 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 1–3 up to and including grade 4 on pages 28 and 29.)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.4.10-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.W.4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.W.4.1b-Provide reasons that are supported by facts and details.W.4.3a-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W.4.3b-Use dialogue and description to develop experiences and events or show the responses of characters to situations.

-read and comprehend literature-refer to details and examples to analyze a text independently-read independently from a "just right" book-compare and contrast the themes in traditional tales-draw evidence from literary text to support ideas-read orally with accuracy and appropriate rate and expression-read aloud with intonation that reflects comprehension of the text-recognize spelling changes in homophones-decode words that are homophones-learn and decode sound letter relationships

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-consult reference materials, both in print and digital, to find pronunciation and determine or clarify meaning

Spelling:TSWBAT-spell homophones-spell grade appropriate words correctly

Grammar:TSWBAT-capitalize proper nouns

Writing:TSWBAT-write responses using TAG format-respond to a narrative writing prompt-continue working on Ancestor Report

memorablebetrayedconditionshortagehorrified

Spelling:-homophoneswords:waitweightheardherddaysdazeheelhealpeakpeeksentcentscentfeetfeatvainvaneveinminerminor

Grammar:-proper nouns


W.4.3c-Use a variety of transitional words and phrases to manage the sequence of events.W.4.3d-Use concrete words and phrases and sensory details to convey experiences and events precisely.W.4.3e-Provide a conclusion that follows from the narrated experiences or events.

Theme 1 August through mid-October

Standards Essential Questions Assessments Skills Content Lessons Resources

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).L.4.1f-Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*L.4.2a-Use correct capitalization.L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3a-Choose words and phrases to convey ideas precisely.*L.4.3c-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).L.4.5c-Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.4.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessaryRI.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.4.7-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.4.10-By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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 character's 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).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.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high

How do friends help each other?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-tell a story or recount an experience-describe a character, setting, or event, drawing on specific details in the text-summarize text-identify features of realistic fiction-compare and contrast the point of view from which stories are narrated, including first and third person-review key concepts and express ideas and understanding-use words and phrases to link opinions and reasons-distinguish between concepts that use formal and informal English-refer to details and examples to analyze a text independently-read independently from a "just right" book-use text evidence-compare texts-read orally with accuracy and appropriate rate and expression-use context to confirm and self-correct word recognition and understanding-use knowledge of syllabication patterns to read accurately-decode words with VCV pattern

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-use common Greek and Latin affixes and roots as clues to the meaning of a word-learn and use words with prefixes re-, un-, and dis-

Spelling:

Reading:-story structure-summarizing-point of view-flashback-lit discussion-fluency-decoding

Vocabulary:-prefixes (-re, -un, -dis)words:comfortmentionmoodproperlyintendsconsistedpositiveadvancedpeculiartalent

Spelling:-short "a" sound and long "a" soundwords:bladegraypastafraidmagicdelayamazedrainmaybebreaksalehangstainglassraft

Journeys print materialsJourneys online materialsZB print materials: Personal NarrativeZB online materials

end of the range.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.4.1a-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.SL.4.1b-Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c-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.SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.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.W.4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.W.4.1b-Provide reasons that are supported by facts and details.W.4.1c-Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).W.4.3b-Use dialogue and description to develop experiences and events or show the responses of characters to situations.W.4.3d-Use concrete words and phrases and sensory details to convey experiences and events precisely.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 character's thoughts, words, or actions].”).

TSWBAT-spell words that have the short "a" sound and words that have the long "a" sound-spell grade appropriate words correctly

Grammar:TSWBAT-identify complete sentences-identify simple and complete subjects and predicates-use complete sentences in writing and speaking-use correct capitalization

Writing:TSWBAT-write responses using TAG format-write a descriptive paragraph-compose a personal narrative

jailcrayonfactstalesteak

Grammar:-sentences


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).L.4.1f-Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*L.4.2a-Use correct capitalization.L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3a-Choose words and phrases to convey ideas precisely.*L.4.3b-Choose punctuation for effect.*L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).L.4.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.4.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessaryRI.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.

What might lead a person to try to change the world?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-review key ideas-use reasons and evidence in text to identify the author's purpose-monitor understanding of text and clarify or re-read as necessary-identify features of a biography-explain how an author uses reasons and evidence to support points in a text-recognize and explain the meaning of idioms-explain events, ideas, and concepts in a text-pose and respond to questions during discussion-create a timeline-read and comprehend informational text-refer to details and examples to analyze a text independently-read independently from a "just right" book-use text evidence

Reading:-author's purpose-explain historical events-idioms-monitor and clarify-use internet sources-fluency-decoding

Vocabulary:-prefixes (-in, -im, -il, -ir)words:injusticenumeroussegregationnourishingcaptureddreamencounterspreferredrecall

Journeys print materialsJourneys online materialsZB print materials-StoryZB online materials

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.4.7-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.4.10-By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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.4.4-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).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 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.4.1a-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.SL.4.1c-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.SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.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 1–3 above.)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.4.10-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.W.4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.W.4.1b-Provide reasons that are supported by facts and details.W.4.1d-Provide a concluding statement or section related to the opinion presented.W.4.3a-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W.4.3b-Use dialogue and description to develop experiences and events or show the responses of characters to situations.W.4.3c-Use a variety of transitional words and phrases to manage the sequence of events.W.4.9b-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”).

-compare texts-gather relevant information from digital sources-paraphrase portions of a text orally-read orally with accuracy and appropriate rate and expression-use context to confirm and self-correct word recognition and understanding-use knowledge of syllabication patterns to read accurately-decode words with open and closed syllables-learn and decode sound letter relationships

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-use common Greek and Latin affixes and roots as clues to the meaning of a word-learn and use words with prefixes in-, im-, ir-, il-

Spelling:TSWBAT-spell words that have the short "e" sound and words that have the long "e" sound-spell grade appropriate words correctly

Grammar:TSWBAT-identify the four different kinds of sentences-use the four different kinds of sentences in writing and speaking

Writing:TSWBAT-write responses using TAG format-create a timeline-compose a short fictional narrative (story)

example

Spelling:-short "e" sound and long "e" soundwords:weststeepmembergleamfreshfreedomspeedsteambeastbelievespeckkeptcheappretendgreedshelfleasteagerreasonchief

Grammar:-sentence types


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

How are books and libraries important to

Reading:TSWBAT-listen to fluent reading

Reading:-cause and effect

Journeys print materials

endangered when discussing animal preservation).L.4.2b-Use commas and quotation marks to mark direct speech and quotations from a text.L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3b-Choose punctuation for effect.*L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.4.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessaryRI.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.4.7-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.4.10-By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.4.3-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.SL.4.5-Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.SL.4.1a-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.SL.4.1c-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.SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.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.4.10-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.W.4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.

people and communities?

-paraphrase portions of a text read aloud-identify reasons and evidence-identify cause and effect relationships-visualize people, places, and things to identify cause and effect relationships-identify features of informational text-interpret information presented visually-determine the meaning of domain specific words and phrases-describe key ideas and the details that support them-conduct a research project-write an opinion paragraph-read and comprehend informational text-refer to details and examples to analyze a text independently-read independently from a "just right" book-use text evidence-compare texts-gather relevant information from digital sources-report on a topic-read orally with accuracy and appropriate rate and expression-use context to confirm and self-correct word recognition and understanding-use knowledge of syllabication patterns to read accurately-decode words with open and closed syllables-learn and decode sound letter relationships

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-use context as a clue to the meaning of a word or phrase

Spelling:TSWBAT-spell words that have the short "i" sound and words that have the long "i" sound-spell grade appropriate words correctly

Grammar:TSWBAT-use commas and quotation marks to

-visualizing-interpret visuals-take notes and categorize information-fluency-decoding

Vocabulary:-using contextwords;isolatedvirtualdevourremoteimpassableaccessobtainpreserveextremesavid

Spelling:-short "i" sound and long "i" soundwords:skillcrimegrindtonightbrickflightlivechilldelightbuildditchdecidewitnesswinddistrictinchsighfrightremindsplit

Grammar:-quotations

Writing:-narrative

Journeys online materialsZB print materials-DialogueZB online materials

W.4.1b-Provide reasons that are supported by facts and details.W.4.1d-Provide a concluding statement or section related to the opinion presented.W.4.3b-Use dialogue and description to develop experiences and events or show the responses of characters to situations.W.4.9b-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”).

note direct speech and quotations from text

Writing:TSWBAT-write responses using TAG format-write an opinion paragraph-compose a conversation

writing

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).L.4.1f-Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*L.4.2a-Use correct capitalization.L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3a-Choose words and phrases to convey ideas precisely.*L.4.3c-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.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.4.7-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.4.9-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 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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 character's 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).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.4.7-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

Why might people raise money for a cause?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-recount an experience-determine the theme of a play by analyzing details-analyze and evaluate the text-identify features of a play-understand how to determine the theme of a play from its elements-recognize major differences between the structural elements of drama and prose-determine the meaning of allusions to literature-use details to determine theme-perform a scene from a play-write an opinion paragraph-read and comprehend literature-refer to details and examples to analyze a text independently-read independently from a "just right" book-identify situations where formal English is required and where informal English is appropriate-compare texts-read orally with accuracy and appropriate rate and expression-read aloud with intonation that reflects comprehension of the text-use knowledge of syllabication patterns to read accurately-decode words with the VCV and VCCV patterns-learn and decode sound letter relationships

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-use common Greek and Latin affixes and roots as clues to the meaning of a

Reading:-theme-analyze and evaluate-elements of drama-allusion-recount experience-fluency-decoding

Vocabulary:-prefixes (-non, -mis)words:assistburglariesinnocentschemeregretfullymisjudgedsuspectfavorspeculatedprior

Spelling:short "o" sound and long "o" soundwords:blockshownoatmealwrotefellowscoldcoastoddlocateslopethroathostonlineshock


and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.RL.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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.4.6-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.)SL.4.1c-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.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 1–3 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 1–3 up to and including grade 4 on pages 28 and 29.)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.4.10-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.W.4.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.4.3a-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.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 character's thoughts, words, or actions].”).

word-learn and use words with prefixes non- and mis-

Spelling:TSWBAT-spell words that have the short "o" sound and words that have the long "o" sound-spell grade appropriate words correctly

Grammar:TSWBAT-identify fragments and run ons-produce complete sentences, recognizing and correcting incomplete fragments and run ons

Writing:TSWBAT-write responses using TAG format-write an opinion paragraph-write a conversation-begin work on Ancestor Report

solveknownremotestockboastglobe

Grammar:-fragments and run on sentences


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).L.4.2a-Use correct capitalization.L.4.2b-Use commas and quotation marks to mark direct speech and quotations from a text.L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4c-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.RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.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.

Why do people pass down stories over the years?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-describe a character in a story, drawing on details in the text-refer to details and examples in a text when making inferences and predictions-analyze and evaluate the text-identify features of tall tales-describe a character's thoughts, actions, and words-use details from the text to draw inferences about a character-identify point of view of the author telling the story-recognize hyperbole-use details to describe a character or

Reading:-understanding characters-infer/predict-point of view-hyperbole-literature discussion-fluency-decoding

Vocabulary:-reference materialswords:seafaringtidalfoamingoutcast

Journeys print materialsJourneys online materialsZB print materials-Narrative Test WritingZB online materials

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 character's 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).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.4.6-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.RL.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.4.3-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.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.)SL.4.1a-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.SL.4.1b-Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c-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.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 1–3 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 1–3 up to and including grade 4 on pages 28 and 29.)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.4.10-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.W.4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.W.4.1b-Provide reasons that are supported by facts and details.W.4.3a-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

event-use details and facts to support reasoning-write a song-read and comprehend literature-refer to details and examples to analyze a text independently-read independently from a "just right" book-compare and contrast the themes in traditional tales-draw evidence from literary text to support ideas-read orally with accuracy and appropriate rate and expression-read aloud with intonation that reflects comprehension of the text-recognize spelling changes in homophones-decode words that are homophones-learn and decode sound letter relationships

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-consult reference materials, both in print and digital, to find pronunciation and determine or clarify meaning

Spelling:TSWBAT-spell homophones-spell grade appropriate words correctly

Grammar:TSWBAT-capitalize proper nouns

Writing:TSWBAT-write responses using TAG format-respond to a narrative writing prompt-continue working on Ancestor Report

yearningmemorablebetrayedconditionshortagehorrified

Spelling:-homophoneswords:waitweightheardherddaysdazeheelhealpeakpeeksentcentscentfeetfeatvainvaneveinminerminor

Grammar:-proper nouns


W.4.3b-Use dialogue and description to develop experiences and events or show the responses of characters to situations.W.4.3c-Use a variety of transitional words and phrases to manage the sequence of events.W.4.3d-Use concrete words and phrases and sensory details to convey experiences and events precisely.W.4.3e-Provide a conclusion that follows from the narrated experiences or events.

Theme 2 mid October through beg December


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).L.4.1f-Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3a-Choose words and phrases to convey ideas precisely.*L.4.3c-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).L.4.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.L.4.5c-Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.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.4.7-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.4.9-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 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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 character's 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).

How are performances similar to and different from written stories?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-describe the characters, settings, and plot of a story-make inferences and predictions, drawing on details in the text-describe the characters, the settings, and the events that make up the plot of a text-identify contexts that call for formal and informal language-identify features of a drama-explain the differences between drama and prose-use facts and details to support reasoning-summarize a story-use transitional words and phrases to show the sequence of events-read and comprehend literature-refer to details and examples to analyze a text independently-read independently from a "just right" book-use text evidence-compare texts-connect the written text of a story to an oral presentation of the text-paraphrase portions of a text presented in diverse media and formats-read orally with accuracy, appropriate rate, and expression-recognize common consonant patterns and digraphs-apply phonics and word analysis skills to decode words with digraphs

Vocabulary:TSWBAT

Reading:-story structure-elements of drama-formal and informal language-fluency-decoding

Vocabulary:-suffixes (-y, -ous)words:alarmedreactedconveydaringaweluminousindescribablyextraordinaryfadeconferring

Spelling:-short "u" soundwords:bunchfruitarguecrumbcrewtunejuicerefusetruthyoungcluetrunkamusesuitrude


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.4.7-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.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.4.3-Identify the reasons and evidence a speaker provides to support particular points.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.)SL.4.1c-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.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 1–3 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 1–3 up to and including grade 4 on pages 28 and 29.)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.4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.W.4.1b-Provide reasons that are supported by facts and details.W.4.1d-Provide a concluding statement or section related to the opinion presented.W.4.2a-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.W.4.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.4.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.W.4.2e-Provide a concluding statement or section related to the information or explanation presented.W.4.3a-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W.4.3c-Use a variety of transitional words and phrases to manage the sequence of events.W.4.3e-Provide a conclusion that follows from the narrated experiences or events.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 character's 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.

-acquire and use vocabulary in speaking and writing-learn to use words with the suffixes -y, and -ous-use common affixes and roots as clues to the meaning of a word

Spelling:TSWBAT -spell words that have different spelling for the /oo/ sound

Grammar:TSWBAT-identify action, main, helping, and linking verbs-use verbs correctly in speaking and writing-choose strong verbs to convey ideas precisely

Writing:TSWBAT-compose a 3-5 paragraph opinion essay-continue to work on Ancestor Report

trustdewstuckrescuebrush

Grammar:-verbs

Writing:-persuasive writing

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).L.4.1f-Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3a-Choose words and phrases to convey ideas precisely.*L.4.3c-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

How are movies a form of communication?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-distinguish between facts and opinions in text-explain how an author uses reasons and evidence to support opinions

Reading:-fact and opinion-explain concepts and key ideas-domain specific vocabulary-summarizing-fluency

Journeys print materialsJourneys online materialsZB print materialsZB online

L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).L.4.5a-Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.L.4.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.L.4.5c-Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.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.4.7-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 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.RL.4.2-Determine a theme of a story, drama, or poem from details in the text; summarize the text.SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.4.3-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.SL.4.5-Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.SL.4.1a-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.SL.4.1c-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.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 1–3 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 1–3 up to and including grade 4 on pages 28 and 29.)W.4.7-Conduct short research projects that build knowledge through investigation of different aspects of a topic.

-summarize important ideas and explain how they are supported by facts and opinions-identify features of informational text-distinguish between facts and opinions in text-explain how an author uses reasons and evidence to support opinions-explain ideas and concepts Ina text-determine the meaning of domain specific vocabulary-read and comprehend informational text-refer to details and examples to analyze a text independently-read independently from a "just right" book-use reasons and text evidence to support points-use facts and details to support reasons-summarize a story-compare texts-conduct a short research project-gather relevant information from print and digital sources-read orally with accuracy and appropriate rate and expression-decode words with common consonant clusters-use knowledge of letter sound correspondences to read accurately unfamiliar multisyllabic words

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-use common Greek and Latin affixes and roots as clues to the meaning of a word

Spelling:TSWBAT-spell words that have the /oo/ sounds-spell grade appropriate words correctly

Grammar:TSWBAT-identify past, present, and future

-decoding

Vocabulary:-Greek and Latin word parts (phone, photo, graph, auto, tele)words:entertainingpromotefocusadvertisejoltscriticstargetthrillinganglesgenerated

Spelling:-vowel sounds /oo/words:bloomcookbooktoolshampooputwoolstoolproofprovegroupbrookfoolishbushcrookedboothraccoonhookgroomroofsoup

Grammar:-verb tenses


materials

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.4.10-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.W.4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.W.4.1b-Provide reasons that are supported by facts and details.W.4.2a-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.W.4.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.4.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.W.4.2e-Provide a concluding statement or section related to the information or explanation presented.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 character's thoughts, words, or actions].”).W.4.9b-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”).

verb tenses-use tenses correctly in writing and speaking-identify and correctly use helping verbs and past participles


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).L.4.1b-Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.L.4.1f-Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3b-Choose punctuation for effect.*L.4.3c-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).L.4.5a-Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.L.4.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.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.4.5-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.4.7-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.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 character's 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).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

How do an artist’s experiences affect his or her art?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-tell a story-describe in depth a character in a story, drawing on specific details in a text-use text details to visualize story characters and how they change-identify features of realistic fiction-describe a character's thoughts actions and words-determine theme of a story-identify point of view of a story-hold and in depth discussion of the text-read and comprehend literature-refer to details and examples to analyze a text independently-read independently from a "just right" book-connect text to visuals-write a description-compare texts-discuss a topic-differentiate between context that call for formal English and informal English-read orally with accuracy and appropriate rate and expression-recognize stressed and unstressed syllables-use stressed and unstressed

Reading:-understanding characters-theme-point of view-visualizing-fluency-decoding

Vocabulary:-figurative languagewords:gloriousstudioconcernedmodelsmearedruinedyankedstreakschedulefeast

Spelling:-vowel sounds /ou/words:aloudbaldhawksouthfaucetproudclaw


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.RL.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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.4.6-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.)SL.4.1a-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.SL.4.1b-Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c-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.SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.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 1–3 up to and including grade 4 on pages 28 and 29.)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.4.10-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.W.4.2a-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.W.4.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.4.2e-Provide a concluding statement or section related to the information or explanation presented.W.4.3d-Use concrete words and phrases and sensory details to convey experiences and events precisely.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 character's thoughts, words, or actions].”).

syllables in multisyllabic words

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-recognize and explain the meaning of idioms -demonstrate understanding of figurative language in context

Spelling:TSWBAT spell words with the different /ou/ sounds

Grammar:TSWBAT-correctly identify the present, past, and future progressive verb tenses-correctly form and use the present, past, and future progressive verb tenses

Writing:TSWBAT-compose a few simple informational paragraphs-complete Ancestor Project

towerstalkcouplehowlfalsedawnallowdrownpausefaultcauseamountcloudier

Grammar:-progressive tense verbs


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).L.4.2a-Use correct capitalization.L.4.2c-Use a comma before a coordinating conjunction in a compound sentence.L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.5c-Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

What are some different ways to do research?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-refer to details and examples when drawing conclusions and making generalizations-ask questions to help make inferences-describe a character, drawing on

Reading:-conclusions and generalizations-understanding characters-humor-questioning

Vocabulary:-antonymswords:


RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.4.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessaryRI.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.4.7-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.4.9-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 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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 character's 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).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.4.6-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.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.4.3-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.SL.4.5-Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.SL.4.1a-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.SL.4.1c-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.SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.W.4.4-Produce clear and coherent writing in which the development and organization are appropriate

details-identify features of realistic fiction-identify the point of view of a character in telling a story-draw on details and examples to explain the text-complete a two column chart-write a letter-read and comprehend literature-refer to details and examples to analyze a text independently-read independently from a "just right" book-summarize a story-compare texts-conduct a short research project-gather relevant information from print and digital sources-read orally with accuracy and appropriate rate and expression-recognize common beginning syllables in words-use common beginning syllables to decode longer words

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-demonstrate understanding of words by relating them to their opposites and to words with similar meanings-understand that antonyms are words with opposite meanings

Spelling:TSWBAT-spell words that have the vowel + /r/ sound-spell grade appropriate words correctly

Grammar:TSWBAT-identify and form compound and complex sentences-use a comma before a coordinating

faultborrowreferencefaintedgenuinelocalapologizeproofslimyinsisted

Spelling:-vowel + /r/ soundswords:sparkpreparecheertearscarfscarerepairearringscarceweirdsharprearsparegearhairycomparealarmharshupstairssquare

Grammar:-compound and complex sentences


to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 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 1–3 up to and including grade 4 on pages 28 and 29.)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.4.10-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.W.4.2a-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.W.4.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.4.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.W.4.2e-Provide a concluding statement or section related to the information or explanation presented.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 character's thoughts, words, or actions].”).W.4.9b-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”).

conjunction in a compound sentence-use punctuation correctly in a complex sentence

Writing:TSWBAT-compose an opinionated response to literature-compose a persuasive letter

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).L.4.1f-Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3a-Choose words and phrases to convey ideas precisely.*L.4.3c-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4c-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.4.5a-Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.L.4.5c-Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.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.

What does it take to be a great performer?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-identify an author's purpose in writing a text-explain how an author uses reasons and evidence to support points-refer to details and examples when drawing inferences about the text-identify features of a biography-describe the overall structure of a biography-explain how an author uses reasons and evidence to support points-explain the meaning of similes and metaphors in context-write a note and ask questions-read and comprehend informational text-refer to details and examples to analyze a text independently-read independently from a "just right" book-acquire and use domain specific vocabulary-discuss a topic

Reading:-author's purpose-genre: biography-simile and metaphor-analyze/evaluate-fluency-decoding

Vocabulary:-shades of meaningwords:debutstubbornpermissionhaulingmournfultoweredtriumphdiscouragedtouredborder

Spelling:


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.4.7-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.4.10-By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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.4.5-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 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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 displays 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.)SL.4.1a-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.SL.4.1b-Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c-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.SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.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 1–3 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 1–3 up to and including grade 4 on pages 28 and 29.)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.4.10-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.

-differentiate between contexts that call for formal English and informal discussion-compare texts-read orally with accuracy and appropriate rate and expression-use vowel + /r/ sound to decode longer words-use knowledge of letter sound correspondences to read accurately unfamiliar multisyllabic words

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-acquire and use general academic and domain specific words and phrases-recognize the different shades of meaning among words-use a thesaurus to identify similes and find the precise meaning of words

Spelling:TSWBAT-spell words that have the vowel +/r/ sounds-spell grade appropriate words correctly

Grammar:TSWBAT-identify and use subject pronouns and object pronouns-identify and use reflexive pronouns and demonstrative pronouns-identify antecedents and understand pronoun-antecedent agreement

Writing:TSWBAT-respond appropriately to an opinion test writing prompt-begin work on Naughty and Nice stories

more vowel + /r? soundswords:learndirtywornsorethirstburnrecordcureboardcourseworthearlyreturnpureworldsearchworsethirteensportcurrent

Grammar:-pronouns


W.4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.W.4.1b-Provide reasons that are supported by facts and details.W.4.1d-Provide a concluding statement or section related to the opinion presented.W.4.2a-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.W.4.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.4.2c-Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).W.4.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.W.4.2e-Provide a concluding statement or section related to the information or explanation presented.W.4.3e-Provide a conclusion that follows from the narrated experiences or events.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 character's thoughts, words, or actions].”).W.4.9b-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”).

Theme 2 mid October through beg December


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).L.4.1f-Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3a-Choose words and phrases to convey ideas precisely.*L.4.3c-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).L.4.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.L.4.5c-Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.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.4.7-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

How are performances similar to and different from written stories?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-describe the characters, settings, and plot of a story-make inferences and predictions, drawing on details in the text-describe the characters, the settings, and the events that make up the plot of a text-identify contexts that call for formal and informal language-identify features of a drama-explain the differences between drama and prose-use facts and details to support reasoning-summarize a story-use transitional words and phrases to show the sequence of events-read and comprehend literature-refer to details and examples to analyze a text independently-read independently from a "just right" book-use text evidence-compare texts-connect the written text of a story to an oral presentation of the text

Reading:-story structure-elements of drama-formal and informal language-fluency-decoding

Vocabulary:-suffixes (-y, -ous)words:alarmedreactedconveydaringaweluminousindescribablyextraordinaryfadeconferring

Spelling:-short "u" soundwords:bunchfruitargue


information contributes to an understanding of the text in which it appears.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 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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 character's 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).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.4.7-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.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.4.3-Identify the reasons and evidence a speaker provides to support particular points.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.)SL.4.1c-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.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 1–3 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 1–3 up to and including grade 4 on pages 28 and 29.)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.4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.W.4.1b-Provide reasons that are supported by facts and details.W.4.1d-Provide a concluding statement or section related to the opinion presented.W.4.2a-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.W.4.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.4.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.W.4.2e-Provide a concluding statement or section related to the information or explanation presented.W.4.3a-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W.4.3c-Use a variety of transitional words and phrases to manage the sequence of events.W.4.3e-Provide a conclusion that follows from the narrated experiences or events.W.4.9a-Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting,

-paraphrase portions of a text presented in diverse media and formats-read orally with accuracy, appropriate rate, and expression-recognize common consonant patterns and digraphs-apply phonics and word analysis skills to decode words with digraphs

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-learn to use words with the suffixes -y, and -ous-use common affixes and roots as clues to the meaning of a word

Spelling:TSWBAT -spell words that have different spelling for the /oo/ sound

Grammar:TSWBAT-identify action, main, helping, and linking verbs-use verbs correctly in speaking and writing-choose strong verbs to convey ideas precisely


crumbcrewtunejuicerefusetruthyoungcluetrunkamusesuitrudetrustdewstuckrescuebrush

Grammar:-verbs


or event in a story or drama, drawing on specific details in the text [e.g., a character's 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. 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).L.4.1f-Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3a-Choose words and phrases to convey ideas precisely.*L.4.3c-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).L.4.5a-Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.L.4.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.L.4.5c-Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.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.4.7-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 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.RL.4.2-Determine a theme of a story, drama, or poem from details in the text; summarize the text.SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.4.3-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

How are movies a form of communication?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-distinguish between facts and opinions in text-explain how an author uses reasons and evidence to support opinions-summarize important ideas and explain how they are supported by facts and opinions-identify features of informational text-distinguish between facts and opinions in text-explain how an author uses reasons and evidence to support opinions-explain ideas and concepts Ina text-determine the meaning of domain specific vocabulary-read and comprehend informational text-refer to details and examples to analyze a text independently-read independently from a "just right" book-use reasons and text evidence to support points-use facts and details to support reasons-summarize a story-compare texts-conduct a short research project-gather relevant information from print and digital sources-read orally with accuracy and appropriate rate and expression-decode words with common consonant clusters-use knowledge of letter sound correspondences to read accurately unfamiliar multisyllabic words

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-use common Greek and Latin affixes and roots as clues to the meaning of a word

Reading:-fact and opinion-explain concepts and key ideas-domain specific vocabulary-summarizing-fluency-decoding

Vocabulary:-Greek and Latin word parts (phone, photo, graph, auto, tele)words:entertainingpromotefocusadvertisejoltscriticstargetthrillinganglesgenerated

Spelling:-vowel sounds /oo/words:bloomcookbooktoolshampooputwoolstoolproofprovegroupbrookfoolishbushcrookedboothraccoon


clearly at an understandable pace.SL.4.5-Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.SL.4.1a-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.SL.4.1c-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.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 1–3 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 1–3 up to and including grade 4 on pages 28 and 29.)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.4.10-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.W.4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.W.4.1b-Provide reasons that are supported by facts and details.W.4.2a-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.W.4.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.4.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.W.4.2e-Provide a concluding statement or section related to the information or explanation presented.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 character's thoughts, words, or actions].”).W.4.9b-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”).

Spelling:TSWBAT-spell words that have the /oo/ sounds-spell grade appropriate words correctly

Grammar:TSWBAT-identify past, present, and future verb tenses-use tenses correctly in writing and speaking-identify and correctly use helping verbs and past participles


hookgroomroofsoup

Grammar:-verb tenses


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).L.4.1b-Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.L.4.1f-Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3b-Choose punctuation for effect.*L.4.3c-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).L.4.5a-Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.L.4.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on

How do an artist’s experiences affect his or her art?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-tell a story-describe in depth a character in a story, drawing on specific details in a text-use text details to visualize story characters and how they change-identify features of realistic fiction-describe a character's thoughts actions and words-determine theme of a story-identify point of view of a story-hold and in depth discussion of the text-read and comprehend literature-refer to details and examples to analyze a text independently

Reading:-understanding characters-theme-point of view-visualizing-fluency-decoding

Vocabulary:-figurative languagewords:gloriousstudioconcernedmodelsmearedruined


successive readings.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.4.5-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.4.7-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.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 character's 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).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.RL.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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.4.6-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.)SL.4.1a-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.SL.4.1b-Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c-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.SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.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 1–3 up to and including grade 4 on pages 28 and 29.)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.4.10-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.W.4.2a-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.W.4.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information

-read independently from a "just right" book-connect text to visuals-write a description-compare texts-discuss a topic-differentiate between context that call for formal English and informal English-read orally with accuracy and appropriate rate and expression-recognize stressed and unstressed syllables-use stressed and unstressed syllables in multisyllabic words

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-recognize and explain the meaning of idioms -demonstrate understanding of figurative language in context

Spelling:TSWBAT spell words with the different /ou/ sounds

Grammar:TSWBAT-correctly identify the present, past, and future progressive verb tenses-correctly form and use the present, past, and future progressive verb tenses

Writing:TSWBAT-compose a few simple informational paragraphs-complete Ancestor Project

yankedstreakschedulefeast

Spelling:-vowel sounds /ou/words:aloudbaldhawksouthfaucetproudclawtowerstalkcouplehowlfalsedawnallowdrownpausefaultcauseamountcloudier

Grammar:-progressive tense verbs


and examples related to the topic.W.4.2e-Provide a concluding statement or section related to the information or explanation presented.W.4.3d-Use concrete words and phrases and sensory details to convey experiences and events precisely.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 character's thoughts, words, or actions].”). 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).L.4.2a-Use correct capitalization.L.4.2c-Use a comma before a coordinating conjunction in a compound sentence.L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.5c-Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.4.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessaryRI.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.4.7-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.4.9-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 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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 character's 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).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.4.6-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

What are some different ways to do research?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-refer to details and examples when drawing conclusions and making generalizations-ask questions to help make inferences-describe a character, drawing on details-identify features of realistic fiction-identify the point of view of a character in telling a story-draw on details and examples to explain the text-complete a two column chart-write a letter-read and comprehend literature-refer to details and examples to analyze a text independently-read independently from a "just right" book-summarize a story-compare texts-conduct a short research project-gather relevant information from print and digital sources-read orally with accuracy and appropriate rate and expression-recognize common beginning syllables in words-use common beginning syllables to decode longer words

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-demonstrate understanding of words by relating them to their opposites and to words with similar meanings-understand that antonyms are words with opposite meanings

Spelling:TSWBAT

Reading:-conclusions and generalizations-understanding characters-humor-questioning

Vocabulary:-antonymswords:faultborrowreferencefaintedgenuinelocalapologizeproofslimyinsisted

Spelling:-vowel + /r/ soundswords:sparkpreparecheertearscarfscarerepairearringscarceweirdsharprearsparegearhairycomparealarmharshupstairssquare


the text, identifying where each version reflects specific descriptions and directions in the text.RL.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.4.3-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.SL.4.5-Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.SL.4.1a-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.SL.4.1c-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.SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.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 1–3 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 1–3 up to and including grade 4 on pages 28 and 29.)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.4.10-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.W.4.2a-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.W.4.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.4.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.W.4.2e-Provide a concluding statement or section related to the information or explanation presented.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 character's thoughts, words, or actions].”).W.4.9b-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”).

-spell words that have the vowel + /r/ sound-spell grade appropriate words correctly

Grammar:TSWBAT-identify and form compound and complex sentences-use a comma before a coordinating conjunction in a compound sentence-use punctuation correctly in a complex sentence

Writing:TSWBAT-compose an opinionated response to literature-compose a persuasive letter

Grammar:-compound and complex sentences


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).L.4.1f-Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3a-Choose words and phrases to convey ideas precisely.*

What does it take to be a great performer?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-identify an author's purpose in writing a text-explain how an author uses reasons and

Reading:-author's purpose-genre: biography-simile and metaphor-analyze/evaluat

Journeys print materialsJourneys online materialsZB print materials

L.4.3c-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4c-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.4.5a-Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.L.4.5c-Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.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.4.7-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.4.10-By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

evidence to support points-refer to details and examples when drawing inferences about the text-identify features of a biography-describe the overall structure of a biography-explain how an author uses reasons and evidence to support points-explain the meaning of similes and metaphors in context-write a note and ask questions-read and comprehend informational text-refer to details and examples to analyze a text independently-read independently from a "just right" book-acquire and use domain specific vocabulary-discuss a topic-differentiate between contexts that call for formal English and informal discussion-compare texts-read orally with accuracy and appropriate rate and expression-use vowel + /r/ sound to decode longer words-use knowledge of letter sound correspondences to read accurately unfamiliar multisyllabic words

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-acquire and use general academic and domain specific words and phrases-recognize the different shades of meaning among words-use a thesaurus to identify similes and find the precise meaning of words

Spelling:TSWBAT-spell words that have the vowel +/r/ sounds-spell grade appropriate words correctly

Grammar:TSWBAT-identify and use subject pronouns and object pronouns

e-fluency-decoding

Vocabulary:-shades of meaningwords:debutstubbornpermissionhaulingmournfultoweredtriumphdiscouragedtouredborder

Spelling:more vowel + /r? soundswords:learndirtywornsorethirstburnrecordcureboardcourseworthearlyreturnpureworldsearchworsethirteensportcurrent

Grammar:-pronouns


ZB online materials

-identify and use reflexive pronouns and demonstrative pronouns-identify antecedents and understand pronoun-antecedent agreement

Writing:TSWBAT-respond appropriately to an opinion test writing prompt-begin work on Naughty and Nice stories

Theme 3 Beginning of December through January


L.4.1g-Correctly use frequently confused words (e.g., to, too, two; there, their).*L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3b-Choose punctuation for effect.*L.4.3c-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.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 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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

What are the benefits of studying weather?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-identify text and graphic features and their function in informational text-make inferences using facts and details in informational texts-recognize how scientific ideas are explained in informational texts-identify features of informational text-identify text structure, such as cause and effect, in informational text-interpret information represented visually-explain how the main idea is supported by details-read and comprehend informational text-refer to details and examples to analyze a text independently-read independently from a "just right" book-use reasons and text evidence to support points-use facts and details to support reasons-write a summary-compare texts-conduct a short research project-gather relevant information from print and digital sources-use technology and print to publish articles-read orally with accuracy and appropriate rate and expression-recognize and decode compound words-use knowledge of letter sound correspondences to read accurately unfamiliar multisyllabic words

Reading:-text and graphic features-explain scientific ideas-text structure-infer/predict-fluency-decoding

Vocabulary:-suffixes (-ful, -less, -ness, -ment)words:whirlingrapidlycondensesourcerotatingrageexperienceancientpredictregistered

Spelling:-compound wordswords:somebodyfireplacenearbytoothbrushhomesickmake-believeanything


understandable pace.SL.4.5-Add audio recordings and visual displays 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.)SL.4.1a-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.SL.4.1c-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.SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.W.4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.SL.4.1b-Follow agreed-upon rules for discussions and carry out assigned roles.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.4.1d-Provide a concluding statement or section related to the opinion presented.W.4.2a-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.W.4.9b-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”).

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-use common Greek and Latin affixes and roots as clues to the meaning of a word-understand words with the suffixes -ful, -less, -ness, and -ment

Spelling:TSWBAT-spell compound words-spell grade appropriate words correctly

Grammar:TSWBAT-correctly use frequently confused words

Writing:TSWBAT-complete Naughty and Nice stories-compose a persuasive essay (American legion)-write a summary

all rightgoodbyeforeheadclassmateflashlighthaircuttwenty-twodrivewayalarm clockbaby-sitairportforevermailbox

Grammar:-frequently confused words


L.4.1b-Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.L.4.1g-Correctly use frequently confused words (e.g., to, too, two; there, their).*L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3a-Choose words and phrases to convey ideas precisely.*L.4.3c-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).L.4.4c-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.4.5c-Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.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.4.7-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.4.10-By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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.

How do natural disasters affect people?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-identify reasons and evidence-use details to determine the sequence of events in a text-visualize characters, settings, and events based on text details-identify the sequence of events in literature-identify features of historical fiction-recognize conclusions and generalizations in literature-understand the effect of an author's word choice in literature-explain ideas and concepts in a text-determine the meaning of domain specific vocabulary-read and comprehend literature-refer to details and examples to analyze a text independently-read independently from a "just right" book-use details to describe an event-conduct internet research

Reading:-sequencing events-conclusions and generalizations-author's word choice-visualizing-fluency-decoding

Vocabulary:-synonymswords:trembleswreckageslabpossessionstenementcrushingrubbledebristimbersconstructed


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 character's 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).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.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.4.3-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.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.)SL.4.1a-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.SL.4.1c-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.SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.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.4.10-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.W.4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.W.4.1b-Provide reasons that are supported by facts and details.W.4.1c-Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).W.4.1d-Provide a concluding statement or section related to the opinion presented.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 character's thoughts, words, or actions].”).

-write a review of literature-compare texts-paraphrase information presented in diverse media-report on a topic-gather relevant information from print and digital sources-read orally with accuracy and appropriate rate and expression-recognize sound/spelling changes in related words-decode words with sound/spelling changes

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-identify and use synonyms-use the relationship between synonyms to better understand words-consult print or digital reference materials to clarify precise word meaning

Spelling:TSWBAT-spell words with -ed or -ing added to the base word-spell grade appropriate words correctly

Grammar:TSWBAT-form possessive nouns-use possessive nouns in writing and speaking

Writing:TSWBAT-compose a persuasive essay (legion)-begin autobiographies

Spelling:-words with -ed and -ingwords: risingtracedstrippedslammeddancingstripedwinningsnappingbragginghandleddrippedbeggeddaredskippedhittingspottedraceddimmedspinningescaped

Grammar:-possessive nouns


L.4.1c-Use modal auxiliaries (e.g., can, may, must) to convey various conditions.L.4.2c-Use a comma before a coordinating conjunction in a compound sentence.L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3c-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).L.4.5a-Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.RF.4.3a-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.

How are the different parts of an ecosystem connected?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-identify reasons and evidence-review key ideas-identify the sequence of events in an informational text, using text details and signal words-summarize the main ideas in an informational text-identify the sequence of events in literature

Reading:-sequencing-domain specific vocabulary-simile and metaphor-summarizing-fluency-decoding

Vocabulary:-Greek and


RF.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.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.4.9-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 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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.SL.4.1a-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.SL.4.1b-Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c-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.SL.4.1d-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.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.W.4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.W.4.1b-Provide reasons that are supported by facts and details.W.4.1c-Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).W.4.1d-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 1–3 above.)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 character's thoughts, words, or actions].”).W.4.9b-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”).L.4.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.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.

-identify features of narrative nonfiction-identify similes and metaphors in informational text-describe the text structure-explain ideas and concepts in a text-determine the meaning of domain specific vocabulary-read and comprehend informational text-refer to details and examples to analyze a text independently-read independently from a "just right" book-use details and examples to describe the text-write an opinion paragraph-compare texts-compare and contrast two accounts of the same topic-integrate information from two texts-gather relevant information from print and digital sources-read orally with accuracy and appropriate rate and expression-look for common word parts to decode multisyllabic words-use knowledge of common syllabication patterns to read accurately

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-use Greek and Latin roots and affixes to determine word meaning


Grammar:TSWBAT-use modal auxiliaries to convey various conditions

Writing:TSWBAT

Latin word parts (spect, struct, tele, viswords:displayalertwearinessfracturedstandardsvisionhuddlegracefulstrandedconcluded

Spelling:-more words with -ed or -ingwords:wipedcoveredmappedpleasingslippedputtingtraveledseekingvisitingmixedshippedphoningofferedsmellinghikingcheckingfaintedlandedbecomingwandering

Grammar:-modal auxiliaries

Writing:-informational writing

RL.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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 displays to presentations when appropriate to enhance the development of main ideas or themes.

-compose a "how to" essay-continue to work on autobiographies

L.4.1g-Correctly use frequently confused words (e.g., to, too, two; there, their).*L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3a-Choose words and phrases to convey ideas precisely.*L.4.3b-Choose punctuation for effect.*L.4.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).L.4.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.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 character's thoughts, words, or actions).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.RL.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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 displays to presentations when appropriate to enhance the development of main ideas or themes.SL.4.1a-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.SL.4.1c-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.SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.W.4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.W.4.1b-Provide reasons that are supported by facts and details.W.4.1c-Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).W.4.1d-Provide a concluding statement or section related to the opinion presented.W.4.2c-Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).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 1–3 above.)W.4.5-With guidance and support from peers and adults, develop and strengthen writing as needed by

How do living things each have an important role in the world?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-tell a story-identify text and graphic features and their functions in informational text-ask questions to understand facts and details in informational texts-recognize scientific concepts and ideas in informational text-identify features of informational text-identify author's purpose in informational text-interpret information represented visually-draw a diagram-use words and phrases to link ideas-read and comprehend informational text-refer to details and examples to analyze a text independently-read independently from a "just right" book-use details to describe an event-conduct internet research-take notes and categorize information-compare texts-paraphrase information presented in diverse media-report on a topic-gather relevant information from print and digital sources-read orally with accuracy and appropriate rate and expression-use suffixes to decode words-use knowledge of syllabication patterns to read multisyllabic words

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-use Greek and Latin roots and affixes to determine word meaning-recognize and use words with suffixes -able and -ible

Reading:-text and graphic features-explain scientific concepts and ideas-author's purpose-questioning-fluency-decoding

Vocabulary:-suffixes (-able, -ible)words:socialexchangesexcessreinforcestoragetransportchamberscarceobstaclestransfers

Spelling:-final long "e"words:turkeylonelycolonysteadyhungryvalleyhockeystarrymelodymoviedutydrowsychimney


planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on pages 28 and 29.)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.4.9b-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”).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.4.7-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.4.10-By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Spelling:TSWBAT -spell words that have the final long "e" sound-spell grade appropriate words correctly

Grammar:TSWBAT-identify and use present and past participles and participial phrases-use participial phrases to combine sentences

Writing:TSWBAT-complete autobiographies-write a summary for informational text

plentydailyalleyfiftyemptyinjuryprairie

Grammar:-participles


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).L.4.1b-Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3a-Choose words and phrases to convey ideas precisely.*L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).L.4.4c-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.4.5a-Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.4.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessaryRI.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.

Why it is important to be informed about what is happening in our world?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-identify main ideas and details in informational text-use text details to monitor and clarify understanding-identify main ideas and supporting details in informational text-notice the effect of an author's word choice -identify features of informational text-recognize evidence for an author's argument-explain ideas and concepts in a text-determine the meaning of domain specific vocabulary-read and comprehend literature-refer to details and examples to analyze a text independently-read independently from a "just right" book-explain how the main idea is supported by details-conduct internet research

Reading:-main ideas and details-author's word choice-analyze an argument-monitor/clarify-fluency-decoding

Vocabulary:-using contextwords:organismsdirectlyaffecttracesvasthabitatsvarietyspeciesbannedradiation


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.4.8-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 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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 displays to presentations when appropriate to enhance the development of main ideas or themes.SL.4.1a-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.SL.4.1b-Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c-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.SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.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 1–3 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 1–3 up to and including grade 4 on pages 28 and 29.)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.4.10-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.W.4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.W.4.1b-Provide reasons that are supported by facts and details.W.4.1c-Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

-report on a topic-use print or digital reference materials to determine meaning and pronunciation of words-compare texts-paraphrase information presented in diverse media-write an opinion paragraph-gather relevant information from print and digital sources-read orally with accuracy and appropriate rate and expression-decode words with three syllables-use knowledge of syllabication patterns to accurately read multisyllabic words

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-use context as a clue to the meaning of a word or phrase-determine the meanings of multiple meaning words-consult reference materials, both print and digital, to find pronunciation and determine or clarify meaning

Spelling:TSWBAT-spell words in which the final "y" changes to "i"-spell grade appropriate words correctly

Grammar:TSWBAT-identify and use irregular verbs-identify and use the verb "be"-identify and use helping verbs

Writing:TSWBAT-begin research for National Park Reports-respond to informational text writing prompts

Spelling:-changing final "y" to "i"words:tiniesthobbiescopiedcountriespitiedeasierlaziestfamiliesspiedhappiestladiesfriendlierstudiedbusierbreezierprettiestnoisierhealthierbutterfliesfunniest

Grammar:-irregular verbs


W.4.1d-Provide a concluding statement or section related to the opinion presented.W.4.9b-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”).

Theme 3 Beginning of December through January


L.4.1g-Correctly use frequently confused words (e.g., to, too, two; there, their).*L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3b-Choose punctuation for effect.*L.4.3c-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.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 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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 displays 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.)SL.4.1a-Come to discussions prepared, having read or studied required material; explicitly draw on

What are the benefits of studying weather?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-identify text and graphic features and their function in informational text-make inferences using facts and details in informational texts-recognize how scientific ideas are explained in informational texts-identify features of informational text-identify text structure, such as cause and effect, in informational text-interpret information represented visually-explain how the main idea is supported by details-read and comprehend informational text-refer to details and examples to analyze a text independently-read independently from a "just right" book-use reasons and text evidence to support points-use facts and details to support reasons-write a summary-compare texts-conduct a short research project-gather relevant information from print and digital sources-use technology and print to publish articles-read orally with accuracy and appropriate rate and expression-recognize and decode compound words-use knowledge of letter sound correspondences to read accurately unfamiliar multisyllabic wordsVocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-use common Greek and Latin affixes and roots as clues to the meaning of a

Reading:-text and graphic features-explain scientific ideas-text structure-infer/predict-fluency-decoding

Vocabulary:-suffixes (-ful, -less, -ness, -ment)words:whirlingrapidlycondensesourcerotatingrageexperienceancientpredictregistered

Spelling:-compound wordswords:somebodyfireplacenearbytoothbrushhomesickmake-believeanythingall rightgoodbyeforeheadclassmateflashlighthaircuttwenty-twodriveway


that preparation and other information known about the topic to explore ideas under discussion.SL.4.1c-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.SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.W.4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.SL.4.1b-Follow agreed-upon rules for discussions and carry out assigned roles.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.4.1d-Provide a concluding statement or section related to the opinion presented.W.4.2a-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.W.4.9b-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”).

word-understand words with the suffixes -ful, -less, -ness, and -ment

Spelling:TSWBAT-spell compound words-spell grade appropriate words correctly

Grammar:TSWBAT-correctly use frequently confused words

Writing:TSWBAT-complete Naughty and Nice stories-compose a persuasive essay (American legion)-write a summary

alarm clockbaby-sitairportforevermailbox

Grammar:-frequently confused words


L.4.1b-Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.L.4.1g-Correctly use frequently confused words (e.g., to, too, two; there, their).*L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3a-Choose words and phrases to convey ideas precisely.*L.4.3c-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).L.4.4c-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.4.5c-Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.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.4.7-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.4.10-By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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.4.3-Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's 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).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.

How do natural disasters affect people?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-identify reasons and evidence-use details to determine the sequence of events in a text-visualize characters, settings, and events based on text details-identify the sequence of events in literature-identify features of historical fiction-recognize conclusions and generalizations in literature-understand the effect of an author's word choice in literature-explain ideas and concepts in a text-determine the meaning of domain specific vocabulary-read and comprehend literature-refer to details and examples to analyze a text independently-read independently from a "just right" book-use details to describe an event-conduct internet research-write a review of literature-compare texts-paraphrase information presented in diverse media-report on a topic-gather relevant information from print

Reading:-sequencing events-conclusions and generalizations-author's word choice-visualizing-fluency-decoding

Vocabulary:-synonymswords:trembleswreckageslabpossessionstenementcrushingrubbledebristimbersconstructed

Spelling:-words with -ed and -ingwords: risingtracedstrippedslammed


RL.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.4.3-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.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.)SL.4.1a-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.SL.4.1c-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.SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.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.4.10-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.W.4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.W.4.1b-Provide reasons that are supported by facts and details.W.4.1c-Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).W.4.1d-Provide a concluding statement or section related to the opinion presented.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 character's thoughts, words, or actions].”).

and digital sources-read orally with accuracy and appropriate rate and expression-recognize sound/spelling changes in related words-decode words with sound/spelling changes

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-identify and use synonyms-use the relationship between synonyms to better understand words-consult print or digital reference materials to clarify precise word meaning


Grammar:TSWBAT-form possessive nouns-use possessive nouns in writing and speaking

Writing:TSWBAT-compose a persuasive essay (legion)-begin autobiographies

dancingstripedwinningsnappingbragginghandleddrippedbeggeddaredskippedhittingspottedraceddimmedspinningescaped

Grammar:-possessive nouns


L.4.1c-Use modal auxiliaries (e.g., can, may, must) to convey various conditions.L.4.2c-Use a comma before a coordinating conjunction in a compound sentence.L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3c-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).L.4.5a-Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.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.

How are the different parts of an ecosystem connected?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-identify reasons and evidence-review key ideas-identify the sequence of events in an informational text, using text details and signal words-summarize the main ideas in an informational text-identify the sequence of events in literature-identify features of narrative nonfiction-identify similes and metaphors in informational text-describe the text structure

Reading:-sequencing-domain specific vocabulary-simile and metaphor-summarizing-fluency-decoding

Vocabulary:-Greek and Latin word parts (spect, struct, tele, viswords:display


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.4.9-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 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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.SL.4.1a-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.SL.4.1b-Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c-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.SL.4.1d-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.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.W.4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.W.4.1b-Provide reasons that are supported by facts and details.W.4.1c-Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).W.4.1d-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 1–3 above.)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 character's thoughts, words, or actions].”).W.4.9b-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”).L.4.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.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.RL.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.4-Report on a topic or text, tell a story, or recount an experience in an organized manner, using

-explain ideas and concepts in a text-determine the meaning of domain specific vocabulary-read and comprehend informational text-refer to details and examples to analyze a text independently-read independently from a "just right" book-use details and examples to describe the text-write an opinion paragraph-compare texts-compare and contrast two accounts of the same topic-integrate information from two texts-gather relevant information from print and digital sources-read orally with accuracy and appropriate rate and expression-look for common word parts to decode multisyllabic words-use knowledge of common syllabication patterns to read accurately

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-use Greek and Latin roots and affixes to determine word meaning


Grammar:TSWBAT-use modal auxiliaries to convey various conditions

Writing:TSWBAT-compose a "how to" essay-continue to work on autobiographies

alertwearinessfracturedstandardsvisionhuddlegracefulstrandedconcluded

Spelling:-more words with -ed or -ingwords:wipedcoveredmappedpleasingslippedputtingtraveledseekingvisitingmixedshippedphoningofferedsmellinghikingcheckingfaintedlandedbecomingwanderingGrammar:-modal auxiliaries


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 displays to presentations when appropriate to enhance the development of main ideas or themes. L.4.1g-Correctly use frequently confused words (e.g., to, too, two; there, their).*L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3a-Choose words and phrases to convey ideas precisely.*L.4.3b-Choose punctuation for effect.*L.4.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).L.4.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.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 character's thoughts, words, or actions).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.RL.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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 displays to presentations when appropriate to enhance the development of main ideas or themes.SL.4.1a-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.SL.4.1c-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.SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.W.4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.W.4.1b-Provide reasons that are supported by facts and details.W.4.1c-Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).W.4.1d-Provide a concluding statement or section related to the opinion presented.W.4.2c-Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).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 1–3 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 1–3 up to and including grade 4 on pages 28 and 29.)W.4.6-With some guidance and support from adults, use technology, including the Internet, to

How do living things each have an important role in the world?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-tell a story-identify text and graphic features and their functions in informational text-ask questions to understand facts and details in informational texts-recognize scientific concepts and ideas in informational text-identify features of informational text-identify author's purpose in informational text-interpret information represented visually-draw a diagram-use words and phrases to link ideas-read and comprehend informational text-refer to details and examples to analyze a text independently-read independently from a "just right" book-use details to describe an event-conduct internet research-take notes and categorize information-compare texts-paraphrase information presented in diverse media-report on a topic-gather relevant information from print and digital sources-read orally with accuracy and appropriate rate and expression-use suffixes to decode words-use knowledge of syllabication patterns to read multisyllabic words

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-use Greek and Latin roots and affixes to determine word meaning-recognize and use words with suffixes -able and -ible

Spelling:

Reading:-text and graphic features-explain scientific concepts and ideas-author's purpose-questioning-fluency-decoding

Vocabulary:-suffixes (-able, -ible)words:socialexchangesexcessreinforcestoragetransportchamberscarceobstaclestransfers

Spelling:-final long "e"words:turkeylonelycolonysteadyhungryvalleyhockeystarrymelodymoviedutydrowsychimneyplentydailyalleyfiftyempty


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.4.9b-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”).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.4.7-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.4.10-By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

TSWBAT -spell words that have the final long "e" sound-spell grade appropriate words correctly

Grammar:TSWBAT-identify and use present and past participles and participial phrases-use participial phrases to combine sentences

Writing:TSWBAT-complete autobiographies-write a summary for informational text

injuryprairie

Grammar:-participles


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).L.4.1b-Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3a-Choose words and phrases to convey ideas precisely.*L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).L.4.4c-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.4.5a-Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.4.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessaryRI.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.

Why is it important to be informed about what is happening in our world?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-identify main ideas and details in informational text-use text details to monitor and clarify understanding-identify main ideas and supporting details in informational text-notice the effect of an author's word choice -identify features of informational text-recognize evidence for an author's argument-explain ideas and concepts in a text-determine the meaning of domain specific vocabulary-read and comprehend literature-refer to details and examples to analyze a text independently-read independently from a "just right" book-explain how the main idea is supported by details-conduct internet research-report on a topic-use print or digital reference materials

Reading:-main ideas and details-author's word choice-analyze an argument-monitor/clarify-fluency-decoding

Vocabulary:-using contextwords:organismsdirectlyaffecttracesvasthabitatsvarietyspeciesbannedradiation

Spelling:-changing final "y" to "i"words:


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.4.8-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 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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 displays to presentations when appropriate to enhance the development of main ideas or themes.SL.4.1a-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.SL.4.1b-Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c-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.SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.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 1–3 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 1–3 up to and including grade 4 on pages 28 and 29.)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.4.10-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.W.4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.W.4.1b-Provide reasons that are supported by facts and details.W.4.1c-Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).W.4.1d-Provide a concluding statement or section related to the opinion presented.

to determine meaning and pronunciation of words-compare texts-paraphrase information presented in diverse media-write an opinion paragraph-gather relevant information from print and digital sources-read orally with accuracy and appropriate rate and expression-decode words with three syllables-use knowledge of syllabication patterns to accurately read multisyllabic words

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-use context as a clue to the meaning of a word or phrase-determine the meanings of multiple meaning words-consult reference materials, both print and digital, to find pronunciation and determine or clarify meaning

Spelling:TSWBAT-spell words in which the final "y" changes to "i"-spell grade appropriate words correctly

Grammar:TSWBAT-identify and use irregular verbs-identify and use the verb "be"-identify and use helping verbs

Writing:TSWBAT-begin research for National Park Reports-respond to informational text writing prompts

tiniesthobbiescopiedcountriespitiedeasierlaziestfamiliesspiedhappiestladiesfriendlierstudiedbusierbreezierprettiestnoisierhealthierbutterfliesfunniest

Grammar:-irregular verbs


W.4.9b-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”).

Theme 4 February through mid-March


L.4.1c-Use modal auxiliaries (e.g., can, may, must) to convey various conditions.L.4.1d-Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3a-Choose words and phrases to convey ideas precisely.*L.4.3c-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.5a-Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.L.4.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.4.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessaryRI.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.4.7-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.4.10-By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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 character's 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).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.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1a-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.SL.4.1c-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.

What traits do successful people have?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-review key ideas-compare and contrast the thoughts, words, and actions of characters in literature-monitor and clarify understanding of literature-identify features of historical fiction-compare and contrast characters using a Venn Diagram-point out details that indicate a historical setting-identify and explain personification-explain the meaning of metaphors-read and comprehend historical fiction-refer to details and examples to analyze a text independently-read independently from a "just right" book-use details to describe a character-perform a scene from the story-write a comparison-compare texts-explain the meanings of similes and metaphors in context-recognize and explain the meaning of adages and proverbs-present an oral report on a text-read orally with accuracy and appropriate rate and expression-recognize sound/spelling changes in related words-decode words with sound/spelling change

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-explain the meaning of similes and metaphors in context-recognize and explain the meaning of adages and proverbs

Spelling:

Reading:-compare and contrast-historical fiction-personification-monitor/clarify-fluency-decoding

Vocabulary:-figurative languagewords:escortedswelledreliedreputationworthychurningsituationdeservedefendedsatisfied

Spelling:-words with /k/, /ng/, and /kw/words:riskytracktopicblankquestionpocketmonkeyjunkequalachepublicattackstruckearthquakepicnicbankerelectric


SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.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 1–3 above.)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.4.10-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.W.4.3a-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W.4.3b-Use dialogue and description to develop experiences and events or show the responses of characters to situations.W.4.3c-Use a variety of transitional words and phrases to manage the sequence of events.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 character's thoughts, words, or actions].”).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 displays 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.)

TSWBATspell words with the /K/, /ng/, and /kw/ soundsGrammar:TSWBAT-identify adjectives and the nouns they describe-use adjectives and articles in writing and speaking-use adjectives in the correct order

Writing:TSWBAT -continue work on National Park reports-compose a compare and contrast essay

blanketmistakestomach

Grammar:-adjectives


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).L.4.1b-Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3a-Choose words and phrases to convey ideas precisely.*L.4.3c-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.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.

How do people and animals benefit each other?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-understand that authors use sequence as a structure for narrative text-understand the purpose of summarizing a text-monitor and clarify understanding of literature-identify features of narrative nonfiction-recognize the sequential structure of a narrative nonfiction text-recognize the main ideas and supporting details in a text-recognize domain specific words in a text-describe the text structure-summarize details in a flyer-read and comprehend informational text-refer to details and examples to analyze a text independently-read independently from a "just right" book-use words and phrases to link opinion and reasons in a response paragraph

Reading:-sequencing events-main idea and details-domain specific vocabulary-summarizing-fluency-decoding

Vocabulary:-suffixes -ion, -ation, -itionwords:rewardgraduatesymbolfosterdisobeyconfidencepatientlyconfessesceremony


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.4.9-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 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.4.3-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.SL.4.1a-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.SL.4.1b-Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c-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.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 1–3 above.)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.4.10-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.W.4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.W.4.1b-Provide reasons that are supported by facts and details.W.4.1c-Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).W.4.3a-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W.4.3b-Use dialogue and description to develop experiences and events or show the responses of characters to situations.W.4.3c-Use a variety of transitional words and phrases to manage the sequence of events.W.4.3e-Provide a conclusion that follows from the narrated experiences or events.W.4.9b-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”).

-acquire and use domain specific vocabulary-compare texts-prepare for and conduct a literature discussion-explain how an author uses reasons and evidence to support particular points-read orally with accuracy and appropriate rate and expression-recognize sound/spelling changes in related words-decode words with sound/spelling change

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-use Greek and Latin affixes and roots as clues to the meaning of a word-learn and use the words with suffixes -ion, -ation, and -ition

Spelling:TSWBAT-spell words with the final /j/ and /s/ sounds-spell grade appropriate words correctly

Grammar:TSWBAT-identify adverbs and the verbs they describe-use adverbs in writing and speaking

Writing:TSWBAT -write a summary-write and report on a short research topic-continue National Park reports

performs

Spelling:-words with final /j/ and /s/words:glancejudgedamagepackagetwicestagecarriagesincepracticemarriagebaggageofficemessagebridgechancenoticeridgemanagepalacebandage

Grammar:-adverbs


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).L.4.1e-Form and use prepositional phrases.L.4.1f-Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3a-Choose words and phrases to convey ideas precisely.*L.4.3b-Choose punctuation for effect.*L.4.3c-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

What makes a character memorable?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-review key ideas-recognize the elements of story structure: character, setting, and plot-monitor and clarify understanding of literature-identify features of a myth-understand how to ask a question as a reading strategy

Reading:-story structure-theme-allusion-questioning-fluency-decoding

Vocabulary:-adages and proverbswords:


L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.5a-Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.L.4.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.4.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessaryRI.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.4.1-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 character's 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).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.RL.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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.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.4.6-Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.SL.4.1c-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.SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.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.W.4.3a-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W.4.3b-Use dialogue and description to develop experiences and events or show the responses of characters to situations.W.4.3c-Use a variety of transitional words and phrases to manage the sequence of events.W.4.3d-Use concrete words and phrases and sensory details to convey experiences and events precisely.W.4.3e-Provide a conclusion that follows from the narrated experiences or events.

-describe the main elements of the structure of a story, drawing on details-determine the theme of a story -compare similar themes and topics -read and comprehend literature-refer to details and examples to analyze a text independently-read independently from a "just right" book-determine the meaning of phrases that allude to myths and other stories-use details to determine theme-write and conduct an interview-compare texts-recognize and explain the meaning of idioms, adages, and proverbs-tell a story-listen to and paraphrase a story-read orally with accuracy and appropriate rate and expression-recognize prefixes in longer words-decode words with prefixes and base words

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-recognize and explain the meaning of idioms, adages and proverbs-acquire and use domain specific vocabulary

Spelling:TSWBAT-spell words with the prefixes re-, un-, and dis--spell grade appropriate words correctly

Grammar:TSWBAT-identify prepositions and prepositional phrases-use prepositions and prepositional phrases in writing and speaking-form and use prepositional phrases in writing and speaking

Writing:TSWBAT-write a biography after interviewing a friend-continue National Park reports

acquireunfortunatecoerceboastedbeamedglaredceaseddeclareddevisedresourceful

Spelling:-prefixes re-, un-, diswords:unusedrefreshdislikereplaceunpaidredodisorderunplanneddistrustrewinduntrueunloadrecalldispleaseunevenrebuildrestartuncoveruntidydiscolor

Grammar:-prepositions and prepositional phrases


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 character's thoughts, words, or actions].”). 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).L.4.1a-Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).L.4.1e-Form and use prepositional phrases.L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.4c-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.4.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.L.4.5c-Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.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.4.7-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 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.RL.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.4.3-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.SL.4.5-Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.SL.4.1a-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.

Why is farming important?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-review key ideas-come to discussions prepared-monitor and clarify understanding of literature-identify features of a biography-understand how to draw a conclusion based on text evidence-recognize a problem/solution structure in a portion of text-recognize and explain the meaning of idioms-use details and examples to explain the text-read and comprehend informational text-refer to details and examples to analyze a text independently-read independently from a "just right" book-draw on information about the topic during discussion-write an explanation-consult print and digital reference materials to find pronunciation and determine or clarify meaning-compare texts-use relationships among synonyms and antonyms to better understand word meaning-gather information relevant to a topic-present an oral report -read orally with accuracy and appropriate rate and expression-recognize common suffixes-decode words with common suffixes

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-acquire and use vocabulary-use relationships among synonyms and antonyms to better understand word meanings

Spelling:TSWBAT-spell words with the suffixes -ful, -less, -

Reading:-conclusions and generalizations-problem and solution-idioms-infer/predict-fluency-decoding

Vocabulary:-reference materialswords:overcomeassociationcapitoldroughtdedicatepublicityviolenceconflictshorizonbrilliant

Spelling:-suffixes -ful, -less, -ness, -mentwords:colorfulweaknessmovementendlessthoughtfulillnesscheerfuluselessbeautifulrestlessclumsinesspavementpeacefulfondnessneatnessspeechlessstatementwastefulpennilesstreatment


SL.4.1c-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.SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.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 1–3 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 1–3 up to and including grade 4 on pages 28 and 29.)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.4.10-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.W.4.3a-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W.4.3b-Use dialogue and description to develop experiences and events or show the responses of characters to situations.W.4.3d-Use concrete words and phrases and sensory details to convey experiences and events precisely.W.4.3e-Provide a conclusion that follows from the narrated experiences or events.W.4.9b-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”).

ness, and -ment-spell grade appropriate words correctly

Grammar:TSWBAT-use relative pronouns and relative adverbs-form and use prepositional phrases

Writing:TSWBAT-write a biography on a famous person-complete National Park reports

Grammar:relative pronoun and adverbs


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).L.4.1g-Correctly use frequently confused words (e.g., to, too, two; there, their).*L.4.2a-Use correct capitalization.L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3a-Choose words and phrases to convey ideas precisely.*L.4.3b-Choose punctuation for effect.*L.4.4c-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.4.5a-Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.L.4.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.L.4.5c-Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.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

How do people from different cultures contribute to American society?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-review key ideas-identify reasons and evidence-identify main ideas and details in a biography-identify features of a biography-use details from the text to visualize-notice the text structure or the way an author organizes ideas-recognize onomatopoeia and its purpose-explain how the main idea is supported b key details-read and comprehend a biography-refer to details and examples to analyze a text independently-read independently from a "just right" book-use details and examples to explain the text-write an explanation-write a comparison-compare texts-paraphrase text read aloud-read orally with accuracy and appropriate rate and expression

Reading:-main ideas and details-text structure-onomatopoeia-visualizing-fluency-decoding

Vocabulary:-shades of meaningwords:territoryaccompanyproposedinterpreterdutysuppliesroutecorpsclumsylandmark

Spelling:-words with VCCV patternwords:


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.4.7-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.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 comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.4.3-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.SL.4.1a-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.SL.4.1b-Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c-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.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 1–3 up to and including grade 4 on pages 28 and 29.)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.4.10-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.W.4.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.W.4.2e-Provide a concluding statement or section related to the information or explanation presented.W.4.3a-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W.4.3b-Use dialogue and description to develop experiences and events or show the responses of characters to situations.W.4.3c-Use a variety of transitional words and phrases to manage the sequence of events.W.4.3d-Use concrete words and phrases and sensory details to convey experiences and events precisely.W.4.3e-Provide a conclusion that follows from the narrated experiences or events.W.4.9b-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”).

-recognize words with the VCCV pattern-use the VCCV pattern to decode longer words

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-recognize the different shades of meanings among words -use the relationship between synonyms to better understand word meaning-consult print or digital reference materials to clarify precise word meanings

Spelling:TSWBAT-spell words with the VCCV pattern-spell grade appropriate words correctly

Grammar:TSWBAT-identify abbreviations-use correct abbreviations in writing

Writing:TSWBAT -write a biography on a famous person

millioncollectlumberpepperplasticborrowsupportthirtyperfectattendcanyontrafficfortunedangersoccerenginepicturesurviveseldomeffort

Grammar:-abbreviations


Theme 4 February through mid-March

Standards Essential AssessmentsSkills Content LessonsResources

QuestionsL.4.1c-Use modal auxiliaries (e.g., can, may, must) to convey various conditions.L.4.1d-Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3a-Choose words and phrases to convey ideas precisely.*L.4.3c-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.5a-Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.L.4.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.4.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessaryRI.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.4.7-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.4.10-By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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 character's 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).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.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1a-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.SL.4.1c-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.SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.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 1–3 above.)

What traits do successful people have?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-review key ideas-compare and contrast the thoughts, words, and actions of characters in literature-monitor and clarify understanding of literature-identify features of historical fiction-compare and contrast characters using a Venn Diagram-point out details that indicate a historical setting-identify and explain personification-explain the meaning of metaphors-read and comprehend historical fiction-refer to details and examples to analyze a text independently-read independently from a "just right" book-use details to describe a character-perform a scene from the story-write a comparison-compare texts-explain the meanings of similes and metaphors in context-recognize and explain the meaning of adages and proverbs-present an oral report on a text-read orally with accuracy and appropriate rate and expression-recognize sound/spelling changes in related words-decode words with sound/spelling change

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-explain the meaning of similes and metaphors in context-recognize and explain the meaning of adages and proverbs

Spelling:TSWBATspell words with the /K/, /ng/, and /kw/ sounds

Reading:-compare and contrast-historical fiction-personification-monitor/clarify-fluency-decoding

Vocabulary:-figurative languagewords:escortedswelledreliedreputationworthychurningsituationdeservedefendedsatisfied

Spelling:-words with /k/, /ng/, and /kw/words:riskytracktopicblankquestionpocketmonkeyjunkequalachepublicattackstruckearthquakepicnicbankerelectricblanketmistakestomach


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.4.10-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.W.4.3a-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W.4.3b-Use dialogue and description to develop experiences and events or show the responses of characters to situations.W.4.3c-Use a variety of transitional words and phrases to manage the sequence of events.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 character's thoughts, words, or actions].”).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 displays 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.)

Grammar:TSWBAT-identify adjectives and the nouns they describe-use adjectives and articles in writing and speaking-use adjectives in the correct order

Writing:TSWBAT -continue work on National Park reports-compose a compare and contrast essay

Grammar:-adjectives


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).L.4.1b-Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3a-Choose words and phrases to convey ideas precisely.*L.4.3c-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.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.4.9-Integrate information from two texts on the same topic in order to write or speak about the

How do people and animals benefit each other?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-understand that authors use sequence as a structure for narrative text-understand the purpose of summarizing a text-monitor and clarify understanding of literature-identify features of narrative nonfiction-recognize the sequential structure of a narrative nonfiction text-recognize the main ideas and supporting details in a text-recognize domain specific words in a text-describe the text structure-summarize details in a flyer-read and comprehend informational text-refer to details and examples to analyze a text independently-read independently from a "just right" book-use words and phrases to link opinion and reasons in a response paragraph-acquire and use domain specific vocabulary-compare texts-prepare for and conduct a literature

Reading:-sequencing events-main idea and details-domain specific vocabulary-summarizing-fluency-decoding

Vocabulary:-suffixes -ion, -ation, -itionwords:rewardgraduatesymbolfosterdisobeyconfidencepatientlyconfessesceremonyperforms

Spelling:-words with


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 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.4.3-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.SL.4.1a-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.SL.4.1b-Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c-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.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 1–3 above.)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.4.10-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.W.4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.W.4.1b-Provide reasons that are supported by facts and details.W.4.1c-Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).W.4.3a-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W.4.3b-Use dialogue and description to develop experiences and events or show the responses of characters to situations.W.4.3c-Use a variety of transitional words and phrases to manage the sequence of events.W.4.3e-Provide a conclusion that follows from the narrated experiences or events.W.4.9b-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”).

discussion-explain how an author uses reasons and evidence to support particular points-read orally with accuracy and appropriate rate and expression-recognize sound/spelling changes in related words-decode words with sound/spelling change

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-use Greek and Latin affixes and roots as clues to the meaning of a word-learn and use the words with suffixes -ion, -ation, and -ition

Spelling:TSWBAT-spell words with the final /j/ and /s/ sounds-spell grade appropriate words correctly

Grammar:TSWBAT-identify adverbs and the verbs they describe-use adverbs in writing and speaking

Writing:TSWBAT -write a summary-write and report on a short research topic-continue National Park reports

final /j/ and /s/words:glancejudgedamagepackagetwicestagecarriagesincepracticemarriagebaggageofficemessagebridgechancenoticeridgemanagepalacebandage

Grammar:-adverbs


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).L.4.1e-Form and use prepositional phrases.L.4.1f-Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3a-Choose words and phrases to convey ideas precisely.*L.4.3b-Choose punctuation for effect.*L.4.3c-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.5a-Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.L.4.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.RF.4.3a-Use combined knowledge of all letter-sound correspondences, syllabication patterns, and

What makes a character memorable?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-review key ideas-recognize the elements of story structure: character, setting, and plot-monitor and clarify understanding of literature-identify features of a myth-understand how to ask a question as a reading strategy-describe the main elements of the structure of a story, drawing on details-determine the theme of a story -compare similar themes and topics

Reading:-story structure-theme-allusion-questioning-fluency-decoding

Vocabulary:-adages and proverbswords:acquireunfortunatecoerce


morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.4.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessaryRI.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.4.1-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 character's 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).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.RL.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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.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.4.6-Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.SL.4.1c-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.SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.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.W.4.3a-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W.4.3b-Use dialogue and description to develop experiences and events or show the responses of characters to situations.W.4.3c-Use a variety of transitional words and phrases to manage the sequence of events.W.4.3d-Use concrete words and phrases and sensory details to convey experiences and events precisely.W.4.3e-Provide a conclusion that follows from the narrated experiences or events.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 character's thoughts, words, or actions].”).

-read and comprehend literature-refer to details and examples to analyze a text independently-read independently from a "just right" book-determine the meaning of phrases that allude to myths and other stories-use details to determine theme-write and conduct an interview-compare texts-recognize and explain the meaning of idioms, adages, and proverbs-tell a story-listen to and paraphrase a story-read orally with accuracy and appropriate rate and expression-recognize prefixes in longer words-decode words with prefixes and base words

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-recognize and explain the meaning of idioms, adages and proverbs-acquire and use domain specific vocabulary

Spelling:TSWBAT-spell words with the prefixes re-, un-, and dis--spell grade appropriate words correctly

Grammar:TSWBAT-identify prepositions and prepositional phrases-use prepositions and prepositional phrases in writing and speaking-form and use prepositional phrases in writing and speaking

Writing:TSWBAT-write a biography after interviewing a friend-continue National Park reports

boastedbeamedglaredceaseddeclareddevisedresourceful

Spelling:-prefixes re-, un-, diswords:unusedrefreshdislikereplaceunpaidredodisorderunplanneddistrustrewinduntrueunloadrecalldispleaseunevenrebuildrestartuncoveruntidydiscolor

Grammar:-prepositions and prepositional phrases


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

Why is farming important?

Reading:TSWBAT-listen to fluent reading

Reading:-conclusions and

Journeys print materials

discussing animal preservation).L.4.1a-Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).L.4.1e-Form and use prepositional phrases.L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.4c-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.4.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.L.4.5c-Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.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.4.7-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 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.RL.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.4.3-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.SL.4.5-Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.SL.4.1a-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.SL.4.1c-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.SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.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 1–3 above.)

-paraphrase portions of a text read aloud-review key ideas-come to discussions prepared-monitor and clarify understanding of literature-identify features of a biography-understand how to draw a conclusion based on text evidence-recognize a problem/solution structure in a portion of text-recognize and explain the meaning of idioms-use details and examples to explain the text-read and comprehend informational text-refer to details and examples to analyze a text independently-read independently from a "just right" book-draw on information about the topic during discussion-write an explanation-consult print and digital reference materials to find pronunciation and determine or clarify meaning-compare texts-use relationships among synonyms and antonyms to better understand word meaning-gather information relevant to a topic-present an oral report -read orally with accuracy and appropriate rate and expression-recognize common suffixes-decode words with common suffixes

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing-acquire and use vocabulary-use relationships among synonyms and antonyms to better understand word meanings

Spelling:TSWBAT-spell words with the suffixes -ful, -less, -ness, and -ment-spell grade appropriate words correctly

generalizations-problem and solution-idioms-infer/predict-fluency-decoding

Vocabulary:-reference materialswords:overcomeassociationcapitoldroughtdedicatepublicityviolenceconflictshorizonbrilliant

Spelling:-suffixes -ful, -less, -ness, -mentwords:colorfulweaknessmovementendlessthoughtfulillnesscheerfuluselessbeautifulrestlessclumsinesspavementpeacefulfondnessneatnessspeechlessstatementwastefulpennilesstreatment

Grammar:relative pronoun and adverbs

Journeys online materialsZB print materialsZB online materials

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 1–3 up to and including grade 4 on pages 28 and 29.)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.4.10-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.W.4.3a-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W.4.3b-Use dialogue and description to develop experiences and events or show the responses of characters to situations.W.4.3d-Use concrete words and phrases and sensory details to convey experiences and events precisely.W.4.3e-Provide a conclusion that follows from the narrated experiences or events.W.4.9b-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”).

Grammar:TSWBAT-use relative pronouns and relative adverbs-form and use prepositional phrases

Writing:TSWBAT-write a biography on a famous person-complete National Park reports


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).L.4.1g-Correctly use frequently confused words (e.g., to, too, two; there, their).*L.4.2a-Use correct capitalization.L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3a-Choose words and phrases to convey ideas precisely.*L.4.3b-Choose punctuation for effect.*L.4.4c-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.4.5a-Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.L.4.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.L.4.5c-Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.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.4.7-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.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

How do people from different cultures contribute to American society?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-review key ideas-identify reasons and evidence-identify main ideas and details in a biography-identify features of a biography-use details from the text to visualize-notice the text structure or the way an author organizes ideas-recognize onomatopoeia and its purpose-explain how the main idea is supported by key details-read and comprehend a biography-refer to details and examples to analyze a text independently-read independently from a "just right" book-use details and examples to explain the text-write an explanation-write a comparison-compare texts-paraphrase text read aloud-read orally with accuracy and appropriate rate and expression-recognize words with the VCCV pattern-use the VCCV pattern to decode longer words

Vocabulary:TSWBAT-acquire and use vocabulary in speaking and writing

Reading:-main ideas and details-text structure-onomatopoeia-visualizing-fluency-decoding

Vocabulary:-shades of meaningwords:territoryaccompanyproposedinterpreterdutysuppliesroutecorpsclumsylandmark

Spelling:-words with VCCV patternwords:millioncollectlumberpepperplasticborrowsupport


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 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.4.3-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.SL.4.1a-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.SL.4.1b-Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c-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.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 1–3 up to and including grade 4 on pages 28 and 29.)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.4.10-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.W.4.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.W.4.2e-Provide a concluding statement or section related to the information or explanation presented.W.4.3a-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W.4.3b-Use dialogue and description to develop experiences and events or show the responses of characters to situations.W.4.3c-Use a variety of transitional words and phrases to manage the sequence of events.W.4.3d-Use concrete words and phrases and sensory details to convey experiences and events precisely.W.4.3e-Provide a conclusion that follows from the narrated experiences or events.W.4.9b-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”).

-recognize the different shades of meanings among words -use the relationship between synonyms to better understand word meaning-consult print or digital reference materials to clarify precise word meanings


Grammar:TSWBAT-identify abbreviations-use correct abbreviations in writing

Writing:TSWBAT -write a biography on a famous person

thirtyperfectattendcanyontrafficfortunedangersoccerenginepicturesurviveseldomeffort

Grammar:-abbreviations


Theme 5 mid-March until the end of the year


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).L.4.1d-Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).L.4.1e-Form and use prepositional phrases.L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word

How can media be a distraction?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-review key ideas-explain the lesson or theme in a fiction story, based on text details-summarize a fiction story as an

Reading:-theme -point of view-idioms-summarizing-fluency-decoding

Vocabulary:


or phrase.L.4.4c-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.4.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.L.4.5c-Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.4.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessaryRI.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.4.6-Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.RI.4.10-By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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 character's 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).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.4.9-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.RL.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.4.3-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.SL.4.1a-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.SL.4.1b-Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c-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.SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.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 1–3 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.

aid to understanding it-identify features of a fantasy-determine theme from details-understand how point of view affects a story-recognize and explain idioms-compare and contrast two narrators' point of view-read and comprehend a fantasy-refer to details and examples to analyze a text independently-read independently from a "just right" book-compare and contrast similar themes in stories-identify reasons and evidence a speaker provides to support key points-write an opinion paragraph-compare texts-read orally with accuracy and appropriate rate and expression-decode words with the VCV syllable pattern-use word parts to decode longer words

Vocabulary:TSWBAT-acquire and use vocabulary-use context as a clue to the meaning of a word or phrase-understand and use words with multiple meanings-consult reference materials, both print and digital, to find pronunciation and determine or clarify meanings

Spelling:-spell words with the VCV pattern-spell grade appropriate words correctly

-using contextwords:appreciatenocturnalblaringfeatscombinationeffortpromptlysuggestintroduceracket

Spelling:-words with VCV patternwords:eventhumorrapidmusicreliefplanetdetailunitefrozenfiguresirenpolitehotelprotestpunishdefendrelayhabitstudentmoment

Grammar:-comparative and superlative adjectives and adverbs

Writing:-descriptive writing

W.4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.W.4.1b-Provide reasons that are supported by facts and details.W.4.1d-Provide a concluding statement or section related to the opinion presented.W.4.2a-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.W.4.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.4.2c-Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).W.4.3d-Use concrete words and phrases and sensory details to convey experiences and events precisely.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 character's thoughts, words, or actions].”).

Grammar:TSWBAT-understand and use adjectives to compare two or more things-understand and use adverbs to compare

Writing:TSWBAT-write a descriptive narrative recounting an experience-write various forms of poetry

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).L.4.1a-Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.L.4.5c-Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.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.4.7-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.4.10-By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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 displays to presentations when appropriate to enhance the

What causes change in a community?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-review key ideas-explain cause and effect relationships in the text-describe how cause and effect relationships help organize the text-refer to details and examples when inferring and predicting-identify causes and effects in informational texts-point out the features of biographies-draw conclusions and make generalizations-understand and use domain specific vocabulary-read and comprehend a biography-refer to details and examples to analyze a text independently-read independently from a "just right" book-follow the rules of a discussion-make a timeline-write an opinion paragraph-compare texts-recognize and explain the meaning of adages and proverbs-conduct a short research project-use technology to produce a report-read orally with accuracy and appropriate rate and expression-read fluently with natural phrasing, including pauses

Reading:-cause and effect-conclusions and generalizations-domain specific vocabulary-infer/predict-fluency-decoding

Vocabulary:-adages and proverbswords;politicsintelligentdisorderlyapprovepollslegislatureamendmentcandidatesinformeddenied

Spelling:-VCCV and VCV patternswords:dentistfinalfinishnarrowshelteraheadcornerhollowdividefamousrecent


development of main ideas or themes.SL.4.1a-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.SL.4.1c-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.SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.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 1–3 up to and including grade 4 on pages 28 and 29.)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.4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.W.4.1b-Provide reasons that are supported by facts and details.W.4.1d-Provide a concluding statement or section related to the opinion presented.W.4.2a-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.W.4.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.4.2c-Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).W.4.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.W.4.2e-Provide a concluding statement or section related to the information or explanation presented.W.4.9b-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”).

-recognize words with VCV and VCCV syllable patterns-use the VCV and VCCV syllable patterns to decode longer words

Vocabulary:TSWBAT-acquire and use vocabulary-recognize and explain the meaning of idioms, adages, and proverbs

Spelling:TSWBAT-spell words with the VCCV and VCV pattern-spell grade appropriate words correctly

Grammar:TSWBAT-use negatives correctly-use relative pronouns and relative adverbs-proofread for proper use of negatives

Writing:TSWBAT-complete descriptive narrative recounting an experience-write various forms of poetry

silvercapturecabindinnerminusminutevaluerewardbroken

Grammar:-negatives


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).L.4.1d-Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).L.4.2b-Use commas and quotation marks to mark direct speech and quotations from a text.L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3b-Choose punctuation for effect.*L.4.3c-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).L.4.5a-Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.RF.4.3a-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.

How do forests and trees show change?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-review key ideas-come to discussions prepared-monitor and clarify understanding of literature-identify features of informational text-interpret information presented visually, orally, or quantitatively-monitor comprehension and use context to confirm word recognition and understanding-interpret information presented visually-explain the meaning of similes in

Reading:-text and graphic features-text structure-similes-monitor/clarify-fluency-decoding

Vocabulary:-prefixes pre-, inter-, and ex-words:resourcesdenseevaporateshallowmoisturecivilized


RF.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.4.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessaryRI.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.4.7-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.4.10-By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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.4.5-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.4.9-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.RL.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.4.3-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.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.)SL.4.1a-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.SL.4.1c-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.SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.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 1–3 up to and including grade 4 on pages 28 and 29.)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.

context-read and comprehend informational text-refer to details and examples to analyze a text independently-read independently from a "just right" book-describe the overall structure of a text-extend a timeline using information from print and digital resources-write an opinion paragraph-compare texts-recount an experience-identify situations calling for formal English and those where informal English is appropriate-present an oral report on a text-read orally with accuracy and appropriate rate and expression-read with comprehension by stressing appropriate words-recognize words with difficult VCCV patterns-use the vccv pattern to decode longer words

Vocabulary:TSWBAT-acquire and use vocabulary-use common Greek and Latin affixes and roots as clues to the meaning of a word


Grammar:TSWBAT-choose punctuation for effect-order adjectives within sentences according to conventional patterns

Writing:

continentopportunitiescustomsindependent

Spelling:-words with the VCCV patternwords:postersecretwhetherauthorrocketbushelagreebucketticketdeclarechickenclothingapronwhiskersdegreegatherachieveratherbracketmachine

Grammar:-punctuation


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.W.4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.W.4.1b-Provide reasons that are supported by facts and details.W.4.1d-Provide a concluding statement or section related to the opinion presented.W.4.2a-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.W.4.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.4.2c-Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).W.4.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.W.4.2e-Provide a concluding statement or section related to the information or explanation presented.W.4.9b-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”).

TSWBAT-write various forms of poetry

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).L.4.1a-Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).L.4.2b-Use commas and quotation marks to mark direct speech and quotations from a text.L.4.2c-Use a comma before a coordinating conjunction in a compound sentence.L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3a-Choose words and phrases to convey ideas precisely.*L.4.3b-Choose punctuation for effect.*L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.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.4.5-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 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

How can animal behavior be like human behavior?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-recount an experience-identify compare and contrast relationships-use the analyze/evaluate strategy to examine information provided by the author-identify features of narrative nonfiction-distinguish between facts and opinions-monitor comprehension and use context to confirm word recognition and understanding-interpret information presented visually-notice the effects of the author's word choice-compare and contrast animal and human behavior-read and comprehend informational text-refer to details and examples to analyze a text independently-read independently from a "just right" book-refer to details when explaining the text-support points with facts and details-paraphrase information presented in diverse media-compare texts

Reading:-compare and contrast-fact and opinion-author's word choice-analyze and evaluate-Fluency-Decoding

Vocabulary:-suffixes -ed, -lywords:bondsufferedintrudercompanionenclosureinseparablechargedchiefexhaustedaffection

Spelling:-words with VCCCV patternwords:hundredsupplysinglemiddleexplainsurprisepilgrim


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).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 displays to presentations when appropriate to enhance the development of main ideas or themes.SL.4.1a-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.SL.4.1c-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.SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.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 1–3 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 1–3 up to and including grade 4 on pages 28 and 29.)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.4.10-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.W.4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.W.4.1b-Provide reasons that are supported by facts and details.W.4.1d-Provide a concluding statement or section related to the opinion presented.W.4.2a-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.W.4.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.4.9b-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”).

-recount an experience-acquire and use domain specific vocabulary-compare and contrast two accounts of the same event-read orally with accuracy and appropriate rate and expression-adjust intonation to increase fluency and comprehension-recognize words with difficult VCDCV patterns-use the VCCCV pattern to decode longer words


Spelling:TSWBAT-spell words with the VCCCV pattern-spell grade appropriate words correctly

Grammar:TSWBAT-use commas and quotation marks to mark direct speech and quotations from a text-use a comma before a coordinating conjunction in a compound sentence

Writing:TSWBAT-write various forms of poetry-write a point of view essay or story

sandwichinsteadcompletemonstersettleaddressfarthersamplealthoughturtleathleteorchardkingdom

Grammar:-commas


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).L.4.1f-Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*L.4.2a-Use correct capitalization.L.4.2b-Use commas and quotation marks to mark direct speech and quotations from a text.L.4.2c-Use a comma before a coordinating conjunction in a compound sentence.L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3a-Choose words and phrases to convey ideas precisely.*L.4.3c-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations

How do inventions change the way we do things?

Reading:TSWBAT-listen to fluent reading-paraphrase portions of a text read aloud-review key ideas-identify reasons and evidence-monitor and clarify understanding of literature-identify features of science fiction-refer to details and examples

Reading:-author's purpose-genre: science fiction-formal and informal language-questioning-fluency-decoding


where informal discourse is appropriate (e.g., small-group discussion).L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).RF.4.3a-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.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.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.4.7-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.4.10-By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.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 character's 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).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.RL.4.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.4.3-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.SL.4.5-Add audio recordings and visual displays 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.)SL.4.1a-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.SL.4.1c-Pose and respond to specific questions to clarify or follow up on information, and make comments

when explaining the author's purpose-ask questions to predict, to monitor understanding, and to reflect-interpret information presented visually-recognize the author's purpose-read and comprehend literature-refer to details and examples to analyze a text independently-read independently from a "just right" book-tell a story using details to support theme-paraphrase information presented in diverse media-make connections between a text and a visual representation of it-compare texts-identify situations calling for formal English and those where informal English is appropriate-read orally with accuracy and appropriate rate and expression-read with comprehension by stressing appropriate words-recognize words with difficult VV patterns-use the VV pattern to decode longer words


Spelling:TSWBAT-spell words with the VV pattern-spell grade appropriate words correctly

Grammar:TSWBAT-use capitalization and punctuation correctly-use a comma before a coordinating conjunction in a compound sentence

Vocabulary:-Greek and Latin word parts meter, therm, aud, facwords:progresscalculateddisputecenturiessuperiorinsertwasteinspectormechanicalaverage

Spelling:-words with the VV patternwords:idealionusualradioliarpoemIndiapianoJanuaryquietpoetsciencediaryviolinperiodFebruarycerealvideometeorrodeo

Grammar:-proper mechanics


that contribute to the discussion and link to the remarks of others.SL.4.1d-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.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 1–3 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 1–3 up to and including grade 4 on pages 28 and 29.)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.4.10-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.W.4.2a-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.W.4.2b-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.4.2c-Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).W.4.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.W.4.2e-Provide a concluding statement or section related to the information or explanation presented.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 character's thoughts, words, or actions].”).

Writing:TSWBAT-complete point of view essay or story-respond to descriptive writing test prompt

web viewgrammar: tswbat-identify ... reflects comprehension of the text-use knowledge of...

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