4th Grade ELA Common Core Curriculum Guide

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Tales of a Fourth. Grade Nothing by. Judy Blume. Treasures Reading/. Language Arts. Program Unit 1: "The Mystery of the. Missing Lunch" by. Johanna Hurwitz.
4th Grade ELA Common Core Curriculum Guide

Timeline 6 weeks

Suggested Themes

Common Core Focus Standards

PA Common Core Eligible Content

Objectives

Exemplars

What and Who Influences Me?

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).

E04.A-K.1.1.3 Describe in depth a character, setting, or event in a story, drama, or poem, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

(1) Support ideas by reference to details in the text

Tales of a Fourth Grade Nothing by Judy Blume

Enduring Understanding: Fourth grade is a time when personalities begin to develop, and dominating personalities begin to take the lead in a classroom setting. Recognizing the qualities of a good friend and finding someone who supports them can boost their confidence. Fourth grade students need to understand that people and situations can have both a positive and negative influence on them. The influence of peers, whether positive or negative, is of critical importance in fourth grade. No matter what type of influence students encounter, they need to learn how to balance going along with the crowd versus the importance of making ethical decisions.

Essential Questions: Who has most influenced you? (ie. family member, teacher, friend, coach, etc) How does the media influence me? What kind of influence do you want to be? What would that look like? How can you be that influence? How do celebrities influence you? How does the weather influence you? (ie. Does it affect your mood, feelings, etc.?) How does the weather influence the activities that you participate in?

6 weeks

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).

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.

RF.4.3. Know and apply grade-level phonics and word analysis skills in decoding words. a. 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.

W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). 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. L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a.Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b.Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d.Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). e.Form and use prepositional phrases. f.Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* g.Correctly use frequently confused words (e.g., to, too, two; there, their).*

How Do I Act and React? RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. Enduring Understanding: As third graders become fourth graders they are making the transition into the intermediate grades. Throughout fourth grade, students are faced with various social, cultural, and emotional situations in which they begin to question "why" they need to engage in certain tasks. Fourth grade can be a year filled with social dilemmas. Considering this, students need to learn appropriate social skills that encompass communication, problemsolving, decision-making, self-management, and peer relationships. Essential Questions: What are appropriate behaviors for various social activities? How do I ask for permission rather than act impulsively? How do I deal with frustrations, making mistakes, losing a game, etc. in an appropriate manner? What are some ways to control my feelings?

E04.B-K.1.1.3 Explain events, procedures, ideas, steps, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

E04.C.1.3.1 Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally to support the writer’s purpose; establish a controlling point. E04.C.1.3.2 Use narrative techniques such as dialogue and description to develop experiences and events or to show the responses of characters to situations. E04.C.1.3.3 Use a variety of transitional words and phrases to manage the sequence of events. E04.C.1.3.4 Use concrete words and phrases and sensory details to convey experiences and events precisely. E04.C.1.3.5 Provide a conclusion that follows from the narrated experience or events.

E04.E.1.1.1 Introduce text(s) for the intended audience, state a topic, and create an organizational structure in which related ideas are logically grouped to support the writer’s purpose. E04.E.1.1.2 Develop the analysis using a variety of evidence from text(s) to support claims, opinions, and inferences. E04.E.1.1.3 Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). E04.E.1.1.4 Use precise language and domain-specific vocabulary to inform about or explain the topic. E04.E.1.1.5 Provide a concluding statement or section related to the analysis presented.

E04.D.1.1.1 Use relative pronouns (e.g., who, whose, whom,which, that) and relative adverbs (e.g., where, when,why). E04.D.1.1.2 Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. E04.D.1.1.3 Use modal auxiliaries (e.g., can, may, must) to convey various conditions. E04.D.1.1.4 Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). E04.D.1.1.5 Form and use prepositional phrases. E04.D.1.1.6 Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.* E04.D.1.1.7 Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).* E04.D.1.1.8 Ensure subject-verb and pronoun-antecedent agreement.

E04.A-K.1.1.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. E04.B-K.1.1.2 Determine the main idea of a text and explain how it is supported by key details; summarize 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.

E04.B-C.2.1.2 Describe the overall structure (e.g., chronology,comparison, cause/effect, problem/solution) of events, ideas, concepts, or information and text features in a text or part of a text.

RF.4.4. Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding.

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.

SL.4.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use correct capitalization. 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. Spell grade-appropriate words correctly, consulting references as needed.

To go with: "The Mystery of the Missing Lunch"

1)Being to read the story "The Mystery of the Missing Lunch." Halfway through, have students close their book and write an informal prediction of how the story will (2) Create an organizing structure that includes details and concrete Treasures Reading/ end. When finished, students will share their prediction with a partner. Does their partner agree? Does their partner have a different prediction? Share a few with language to develop plot and Language Arts the whole group, then continue. Upon completion of the selection, return to the character Program Unit 1: predictions and discuss them as a whole group - students will most likely be (2) Compare and contrast "The Mystery of the surprised of the outcome! (LEVEL 2) similarities and differences in Missing Lunch" by 2)On their own, students will read a mystery from the leveled readers, analyzing the story settings and how the setting Johanna Hurwitz main character or characters and how they try to solve the problem based on their impacts the story character traits. They will then use the notes to fill out a problem and solution chart, "A Walk in the (3) Analyze a variety of fiction and Desert" by Rebecca discussing the problem and how it was solved. Information will be shared with a partner. (LEVEL 3) nonfiction texts L. Johnson (3) Analyze a character’s traits using textual evidence (e.g., dialogue, actions, narrations, illustrations) (1) Differentiate between major characters and minor characters (2) Use context clues to identify the meaning of unfamiliar words (2) Predict a logical outcome based on information in a reading selection

(4) Examine and explain alternative perspectives across a variety of sources

6)A graphic organizer may assist students to understand the complexities of the characters, settings (e.g., time of day, year historical period, place), and events through listing details. Students will complete graphic organizers to show the relationship of the main character to others in text or to show the sequence of emotions connected as the events unfold. (LEVEL 1)

(1)Students will explain events in a story, including what happened and why, based on specific information in the text

To go with: "The Raft" (7)Students will create a raft out of popsicle sticks and glue. Students will draw animals on the raft, like in the story "The Raft," using oil pastels. The oil pastels will be preserved using a clear sealer.

(3)Differentiate between various forms of literature including fantasies, fables, myths, legends, and other tales

The Indian in the Cupboard by Lynne Reid Banks

*Roadrunner's Dance" by Rudolfo Anaya "My Brother Martin" by Christine King Farris

(1) Support ideas by reference to details in the text

"Kids Get It Done" from Time for Kids

(3) Determine the author's purpose and describe how it affects the interpretation of a reading selection

"Mystic Horse" by Paul Goble

(4) Analyze and synthesize information from multiple sources (4) Examine and explain alternative perspectives across a variety of sources

To go with: "Mystic Horse"

(1)Students will use a web and a dictionary to focus on vocabulary words. Students will use each ray of the web for a different type of important information (e.g., one Treasures Reading/ ray for the part of speech, one ray for synonyms, one ray for antonyms, one ray for an example sentence using the word, etc.). The teacher should model using this Language Arts activity before assigning to students. (LEVEL 1) Program Unit 3:

(3)Contrast the actions and/or motives of characters in fictional text and identify the importance to the plot and/or theme

(3) Analyze and describe the characteristics of various types of literature

Interactive Read-Aloud Anthology with Plays , Macmillan/ McGraw-Hill PSSA Coach, Reading Grade 4 , Triumph Learning

Tier 2 and 3 Vocabulary assignments consideration allergies accuse suspicious evidence consume

Reading Practice Books O, A, and B, Macmillan/ McGraw-Hill

"Snowflake Bentley" by Jacqueline Briggs Martin

(2)Read "Who were the Pawnee?" (informational nonfiction) Next, read the legend "Mystic Horse", by Paul Goble. Do a 3x3 in which students recall 3 things they learned from both selections about Pawnee life. Share responses with the group. (LEVEL 1) (3)Read the book The Girl Who Loved Wild Horses, written and illustrated by the same author/ illustrator, Paul Goble. Point out that the artwork of a particular illustrator looks similar in all of their works. Have students do a Think-Pair-Share drawing similarities in the story lines of the two books. Allow pairs to share. (LEVEL 3) (4)Students will create a Native American buckskin. Cut a "buckskin" using the pattern traced onto a brown paper bag. Look at some authentic Native American symbols and brainstorm some as a class. Draw them onto the board. Have students decorate their "buckskins" using oil pastels. Laminate them to preserve the oil pastels, and hang them in the hall for display. (LEVEL 4) (5)Students will further investigate the Pawnee in the computer lab. Students will list and describe at least three customs and/ or rituals of the Pawnee and how they originated. What is the meaning and cultural significance of these things? (LEVEL 2) (6) Put students into small groups. Pass out the leveled readers - "Ojibwe Legends," "Quileute Legends," and "Navajo Legends." In groups, students will use a jigsaw approach to answering the questions at the end of the reader, drawing an illustration to go with the legends, and presenting the information aloud to the group. (LEVEL3) (7)Students will practice summarizing skills continuously thoughout this 6 week period using the chosen novel. Each chapter of the book should be summarized using supporting details from the text. (LEVEL 2)

Assessments Theme Project (outlined on 16H of Unit 1 in Treasures ) Cross-Curricular Projects (outlined on 16I of Unit 1 in Treasures ) Selection Tests

www.scholastic.com Weekly Assessment Tests

www.macmillanmh.com

Unit and Benchmark Assessments Hands-On Science Activity to go with "The Mystery of the Missing Lunch" Think-Pair-Share Art Activity (making a raft to go with "The Raft" Q&A/ Group Discussion

5)Read "The Case of the Blurry Board, a fictional short story, and compare it to "The Mystery of the Missing Lunch". Do a Think-Pair-Share with students using the question, "How is Jason's method of solving a problem similar to Ramon's?" Students will use details from both stories in their answer. One student will record the answers and the other will share them aloud with the group. (LEVEL 3)

(3) Determine the author's purpose in writing the selection and describe how it influences the interpretation of the selection

(3)Construct meaning from various genres by employing reading comprehension strategies to support understanding of the text

Additional Resources

3)Use the Read Aloud Anthology to have students identify problem and solution as "Animals Come they listen. Discuss that a short story, such as "The Case of the Muscle Maker", Home to Our National Parks" from has all. the elements of a novel: setting, characters, plot, characters, conflict, and theme. Point out that in a short story, the plot unfolds quicky because the story is Time for Kids shorter. Have students write a journal entry about what they enjoy about hearing " The Astronaut and mystery stories read aloud. (LEVEL 1) the Onion" by Ann 4) Read "Putting Together the Pieces of the Puzzle," an informational nonfiction Cameron selection. Guide students to make real-life connections to science and scientific "The Raft" by Jim La investigation using the scientific method. Look at the chart with the selection. Which is the most common type of fingerprint? Which type of fingerprint has Marche ridges that raise up in the middle? Do a hands-on activity using tape and pencil on paper in which students take, analyze, and compare their own fingerprints to those on the chart. Share findings with the class. Display in the hallway. (LEVEL 4)

(2) Identify and summarize the major events in a narrative

(3) Summarize information from multiple sources to address a specific topic

E04.D.1.2.1 Use correct capitalization. E04.D.1.2.2 Use commas and quotation marks to mark direct speech and quotations from a text. E04.D.1.2.3 Use a comma before a coordinating conjunction in a compound sentence. E04.D.1.2.4 Spell grade-appropriate words correctly.

Suggested Activities

Novel Project: Tales of a Fourth Grade Nothing , cereal box book report Study Island

Interactive Read-Aloud Anthology with Plays , Macmillan/ McGraw-Hill PSSA Coach, Reading Grade 4 , Triumph Learning

loosened sores mysterious amazement midst responsibility patchwork

Theme Project (outlined on 276H of Unit 3 in Treasures )

Reading Practice Books O, A, and B , Macmillan/ McGraw-Hill

Cross-Curricular Projects (outlined on 276I of Unit 3 in Treasures )

www.scholastic.com

Selection Tests

www.macmillanmh.com

Weekly Assessment Tests Unit and Benchmark Assessments 3X3 Think-Pair-Share Native American Buckskins Q&A/ Group Discussion Novel Project: The Indian in the Cupboard, Pop-out Folders Small groupwork Study Island

4th Grade ELA Common Core Curriculum Guide

6 weeks

How do I Express Myself?

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.

Enduring Understanding: Throughout fourth grade students begin to realize that they have a "voice." Students understand that they can share their opinions, thoughts, and feelings; however, they need to understand how to use the appropriate language, expression, tone, etc. when expressing themselves. It is important for fourth graders to feel secure, comfortable, and confident with themselves. They must be able to negotiate, compromise, and mediate differences with classmates in acceptable ways. Essential Questions: What are ways you can express yourself? (ie. speech, art, journals) Why can some people express themselves better than others? Why do people express themselves?

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

E04.B-C.3.1.3 Interpret text features (e.g., headings, graphics,charts, timelines, diagrams) and/or make connections between text and the content of text features.

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.

RF.4.4. Read with sufficient accuracy and fluency to support comprehension. b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.

E04.C.1.1.1 Introduce a topic or text for the intended audience, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. E04.C.1.1.2 Provide reasons that are supported by facts and details. E04.C.1.1.3 Link an opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). E04.C.1.1.4 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.) SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

E04.A-V.4.1.2 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of similes and metaphors in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Demonstrate understanding of words by relating them to their antonyms and synonyms.

L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

6 weeks

How Do I Resolve Conflicts? Enduring Understandings: Fourth grade is a pivotal year for forming friendships as well as social relationships. Fourth graders begin to work more independently but continue to grow in their relationships as they work collaboratively in group settings. It is important for students to understand and recognize when disagreements occur. Moreover, students need to be able to identify what the conflict is about and identify positive solutions. Essential Questions: Have you ever witnessed a small disagreement turn into a bigger disagreement? What do you think made that happen? Have you ever found yourself caught in the middle when other people couldn't agree? How did you feel? What did you say or do? What happens when people who are disagreeing don't listen to one another? What can they do to resolve the disagreement? Why is it important to settle disputes peacefully? What does the word compromise mean? How does a compromise work?

RL.4.6. Compare and contrast the point of view from which different stories are narrated, including the difference between firstand 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.

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.

W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.

SL.4.3. Identify the reasons and evidence a speaker provides to support particular points.

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).

Bunnicula by James Howe

(1) Identify figurative language in a reading passage

(1)Introduce story vocabulary using the historical selection about Thomas Edison, Treasures Reading/ "He made the World Brighter." Students will work in pairs to fill out a Problem and Solution Chart using the information from the selection. Go over the information as Language Arts a whole group. (LEVEL 1) Program Unit 2:

(3) Determine the author's purpose and describe how it affects the interpretation of a reading selection (3) Summarize information from multiple sources to address a specific topic (3) Analyze and describe the characteristics of various types of literature

"Stealing Beauty" from Time for Kids

(4) Analyze and synthesize information from multiple sources

"How Ben Franklin Stole the Lightning" by Rosalyn Schanzer

(4)Analyze the meaning of metaphors within various poems

"Dear Mr. Winston" by Ken Roberts

E04.A-C.3.1.1 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. Note: “Stories” means narration of events told through the text types of stories, dramas, or poems.

(3)Compare the sounds of language (ie. alliteration, rhyme, repetition)

(6)Introduce and do a lesson on idioms. For homework, students will dress up as their favorite idiom. (ex: "I wear my heart on my sleeve." The student will create a heart and wear it on their sleeve.) The idioms will go "On Parade" around to other classrooms who give their permission, and the other students can guess the idioms of the dressed up students. (LEVEL 4)

(4)Analyze how a narrator’s or speaker’s point of view influences how events are described.

(1) Support ideas by reference to details in the text

E04.B-C.3.1.2 Integrate information from two texts on the same topic in order to demonstrate subject knowledge.

(2) Use context cues to identify the meaning of unfamiliar words (2) Identify and summarize the major events in a narrative (3) Determine the author's purpose and describe how it affects the interpretation of a reading selection (3) Summarize information from multiple sources to address a specific topic (3) Analyze and describe the characteristics of various types of literature (4) Analyze and synthesize information from multiple sources (4) Examine and explain alternative perspectives across a variety of sources

PSSA Coach, Reading Grade 4 , Triumph Learning Reading Practice Books O, A, and B, Macmillan/ McGraw-Hill

hilarious convinced mischief independence handy whirlwind dizzy nowadays

Theme Project (outlined on 148H of Unit 2 in Treasures ) Cross-Curricular Projects (outlined on 148I of Unit 2 in Treasures )

www.scholastic.com

Selection Tests

www.macmillanmh.com

Weekly Assessment Tests

Website for Famous Inventors: http://inventors.about.com/od/a startinventors/a/Famous_Invent or.htm

Unit and Benchmark Assessments 3X3 Short Essay/ Illustration on an invention of Ben Franklin Group created timelines on the lightbulb Q&A/ Group Discussion Novel Project: Bunnicula, dioramas with scene summary

7)The teacher will read books and other texts with figurative language orally with students. The teacher will notice and discuss the figure of speech (e.g., simile, metaphor, personification, hyperbole, etc.) with students. The teacher will ask students what the phrase means, how the use of the figure of speech effects the way the reader understands or “sees” the text, etc. Teachers and students will celebrate and enjoy examples of figurative language. (LEVEL1)

"Idioms on Parade" Study Island

8)The teacher and students will read many examples of poetry. The teacher and students will identify examples of figurative language in poetry. The teacher and students will discuss how the use of figurative language affects the meaning, sound, or mood of the poem. The students will produce examples of figurative language in personal writing. (LEVEL 1)

(3)Compare and contrast first and The Sign of the third person narrations Beaver by Elizabeth George Speare (3)Draw conclusions about the differences between firsthand and Treasures Reading/ secondhand accounts in Language Arts informational text. Program Unit 4: (4)Analyze how an author develops the point of view of the narrator or speaker in a text

Interactive Read-Aloud Anthology with Plays , Macmillan/ McGraw-Hill

(4) Students will work in small groups to research facts about the lightbulb. Together they will create a timeline that shows how the light bulb has changed since it was first invented. (LEVEL 4) (5) Students will compare and contrast Thomas Alva Edison and Ben Franklin using the historical nonfiction selection "He Made the World Brighter" and the biography "How Ben Franklin Stole the Lightning." They will complete a Venn Diagram to organize their information and then information will be filled into a large Venn diagram on the board (by students) and discussed as a group. (LEVEL 2)

(3)Compare and contrast two or E04.B-C.2.1.1 Compare and contrast a firsthand and secondhand account of the more versions of the same story same event or topic; describe the differences in focus and the information (ie. Cinderella) by different provided authors or from different cultures

E04.B-C.3.1.1 Explain how an author uses reasons and evidence to support particular points in a text.

(3)Students will use the computers to research inventions of Ben Franklin. They will take notes on their favorite one. Students will write a short essay on the invention they investigated and develop a logical arguement as to its im[portance. An illustration or printed picture of the invention should accompany the short essay. (LEVEL 3)

(3)Construct the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes

(4)Analyze characteristics and structural elements (e.g., imagery, rhyme, verse, rhythm, meter) of poetry

E04.A-C.2.1.1 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and thirdperson narrations. Note: “Stories” means narration of events told through the text types of stories, dramas, or poems.

To go with: "How Ben Franklin Stole the Lightning"

(2)Explain the difference between historical non-fiction and historical fiction. Watch "Mighty Jackie The Strike-out Queen" by the historical fiction movie, "Thomas Edison" with the group. Students will write down facts pulled from the historical fiction movie that were also found in the Marissa Moss historical non-fiction selection. At the end of the movie discuss the facts as a "My Diary from Here group. Do a 3 by 3 in student pairs, having them identify three things from the movie that were fictional and how they know they were fictional. Share. (LEVELS 1 to There" by Amanda Irma Perez &2)

(4)Analyze poetic devices to enhance understanding

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.

(1) Support ideas by reference to details in the text

"Dear Mr. La Rue, Letters from Obedience Shool" by Mark Teague "The Blind Hunter" by Kristina Rodanas "The Power of Oil" from Time for Kids "Adelina's Whales" by Richard Sobol "At Home in the Coral Reef" by Katy Muzik

To go with: "Dear Mrs. La Rue" (1)Teacher will create word cards with several different words (conception, understood, etc.) A second set of cards will have prefixes on them. Student groups will match prefixes to words that match. Using a dictionary, student groups will write the meanings of the new words and make a list of other words that begin with this prefix. Finally, students will choose three of the words to write correctly in compound sentences. Hand in as a teacher assessment of understanding. (LEVEL 1)

Interactive Read-Aloud Anthology with Plays , Macmillan/ McGraw-Hill PSSA Coach, Reading Grade 4 , Triumph Learning Reading Practice Books O, A, and B , Macmillan/ McGraw-Hill

(2)Students will write an explanatory paragraph about why it is important for people www.scholastic.com to train their pets. They will include a strong topic sentence and support the topic with examples and details. They will illustrate a cartoon about how a badly trained www.macmillanmh.com dog causes problems, and write a humorous caption under the cartoon. (LEVELS 2/ 3) (3)Students will use a computer to research animal adoptions at a local animal shelter. (The Luzerne County SPCA) They will find out how many pets are placed in homes each month and create a line graph based on the research. The name of each month should appear at the bottom of the graph. On the side of the graph, list the number of pets that are adopted. Plot the numbers on the graph. (LEVEL 4) (4)Students will use the computers to create a word find using the current reading vocabulary list. Go on puzzlemaker.com and have students learn to create a word find by plugging in vocabulary words. Students will print off their puzzles and exchange with a partner to complete. (LEVEL 4) (5)"Animals Have Viewpoints, Too" - Have students choose an animal and research it to find out how it perceives the world. Using the animal's name as a key word, students can look for information in print or electronic encyclopedias or on the internet. They can also read and find information in special materials, such as atlases, charts, and catalogues. Have students find out what senses the animal has, how it moves, and how it eats. All information should be collected and organized on a graphic organizer. Using the writing process, students will write about their research. Have students present their findings in a short story written from the animal's viewpoint. (LEVELS 3/ 4) (6)Upon completion of this unit, students will work in groups to examine the different reading selections in the unit to complete a guided activity. The students will look at the 5 selections and draw the following conclusions: What is the genre? (How do you know?) What is the point of view of the selection? How does the author develop the point of view of the narrator or speaker? (Support ideas by reference to details in the text) One student in the group will record the answers to be handed in to the teacher for assessment. (LEVEL 3) (7)After reading the novel The Sign of the Beaver, by Elizabeth George Speare, students will watch the movie. Students will complete a graphic organizer to compare/ contrast the two. (LEVEL1)

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Theme Project (outlined on 410H of Unit 4 in Treasures ) Cross-Curricular Projects (outlined on 410I of Unit 4 in Treasures ) Selection Tests Weekly Assessment Tests Unit and Benchmark Assessments Line Graphs Computer Generated Puzzles Explanatory Paragraphs/ Cartoons Short Story/ Research Papers Small groupwork Study Island

4th Grade ELA Common Core Curriculum Guide

6 weeks

How Do I Fit In?

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.

E04.A-K.1.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

(3)Draw conclusions and make generalizations about the 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.

E04.B-K.1.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

(2)Connect the text to prior knowledge and experience

Enduring Understanding: Fourth grade students begin to demonstrate social skills in an attempt to help them discover who they are, who their friends are, and what they think about the world around them. Students begin to recognize that friendships have varying levels. Recognizing that not everyone has to be best friends and understanding that acquaintances can form when collaborating is critical.

(4)Analyze word parts(roots, affixes, base words,) to figure out the meanings of unfamiliar words

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. E04.A-V.4.1.1 Determine or clarify the meaning of unknown and SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. and orally. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the L.4.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, meaning of a word or phrase, including words or phrases that allude to choosing flexibly from a range of strategies. significant a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. characters found in literature (e.g., Herculean effort). b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, b. Use common, grade-appropriate Greek and Latin affixes and roots as clues autograph). to the meaning of a word (e.g., telegraph,photograph, autograph). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

How do I start and carry on a conversation with my classmates? How do I join clubs, sports, etc? How do I invite classmates to join me in games at recess, sport events, etc. How do I be myself and respect the thoughts, opinions, and feelings of others?

To go with: "Because of Winn-Dixie"

(1)Use an encyclopedia or the Internet to find facts about popcorn. What makes popcorn pop? Is it a special type of corn? How is heat distributed through the Treasures Reading/ kernels? Write the facts on note cards. Using the note cards, draw and label a diagram that shows how popcorn pops. (LEVELS 2/ 3) Language Arts Program Unit 5: (2)On a note card, write the first syllable of each of the following words: dinner, willow, summer, member, fossil, welcome, blanket, and foggy. Write the second "Because of Winnsyllable on another card. Place the cards face-down. Take turns with a partner Dixie" by Kate turning over two cards. If the two syllables form a word, keep the two cards and DiCamillo place them side by side. Use the words to write a humorous paragraph. Exchange paragraphs with a partner and have your partner read it aloud. (LEVELS 1/ 2) "Ranita the Frog Princess" by Carmen Agra Deedy (3)Think about a good friend or classmate. Brainstorm how you are alike and different. List the likenesses and differences on a piece of paper using a Venn diagram. In the middle, write how you and your friend are alike. In the outer "Exploring the Undersea Territory" circles, write how you are your friend are different. Use the information in the Venn diagram to write a poem about you and the person you wrote about. Include what from Time for Kids you enjoy doing together. (LEVEL 2) "Me and Uncle (4)The Greek word part astro- means "star," micro- means "small," and dinoRomie" by Claire means "monster." Use this information to write a definition for the words Hartfield astronomy. microwave, and dinosaur . Use a dictionary to check your word definitions. Write a paragraph using each of these words and read it aloud with a "Wild Horses" by partner. (LEVELS 1/ 2) Chris Peterson

Interactive Read-Aloud Anthology with Plays , Macmillan/ McGraw-Hill PSSA Coach, Reading Grade 4 , Triumph Learning

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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 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 RF.4.4. Read with sufficient accuracy and fluency to support comprehension. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraph and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing (Editing for conventions should deomonstrate 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.

E04.C.1.2.1 Introduce a topic for the intended audience and group related information in paragraphs and/or sections to support the writer’s purpose. E04.C.1.2.2 Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. E04.C.1.2.3 Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). E04.C.1.2.4 Use precise language and domain-specific vocabulary to inform about or explain the topic. E04.C.1.2.5 Provide a concluding statement or section related to the information or explanation presented.

(3)Revise writing drafts to improve coherence and organization (3)Formulate predictions about text by using prior knowledge and ideas within the text including illustrations, book title/cover, important words, etc. (3)Draw conclusions using key points and supporting details (1) Support ideas by reference to details in the text (2) Use context cues to identify the meaning of unfamiliar words

E04.D.2.1.1 Choose words and phrases to convey ideas precisely.* E04.D.2.1.2 Choose punctuation for effect.* E04.D.2.1.3 Choose words and phrases for effect.*

(2) Predict a logical outcome based on information in a reading selection

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.

(2) Identify and summarize the major events in a narrative

L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely.* b. Choose punctuation for effect.* c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

(3) Determine the author's purpose and describe how it affects the interpretation of a reading selection (3) Summarize information from multiple sources to address a specific topic (4) Analyze and synthesize information from multiple sources

The Dollhouse Murders by Betty Ren Wright

Step 1: Project the maze game on an LCD or other projection device for the whole class to see. Ask students what a story's setting is and record responses on the chalkboard. They should understand that a setting is the time, place, and atmosphere in which a story's events occur. Explain that the setting is important because it can define the actions of the characters. Point out that moving to a new place - Naomi, Florida - is what causes Opal to feel lonely and start thinking about her mother, which sets the story's plot in motion. Draw students' attention to the A k "The h t Lifettiandf Times th of tthe Ant" th t (Gl i D ' d) To go with:

(1)Students will work with a partner to develop reading fluency. Select a paragraph from "Amazing Ants," an informational introductory selection. Take turns reading it Treasures Reading/ aloud. Stop intentionally at a period. Raise voice at question marks. Speak more strongly wtih exclamation points. Language Arts Then try reading each sentence without paying attention to punctuation. Discuss Program Unit 6: how the sentences sound when you do not pronounce end punctuation. Come together for a whole group discussion. Have students share their thoughts and "The Gold Rush Game" by William F. comments. Listen to the informational nonfiction story "The Life and Times of the Ant" to hear fluent reading. (LEVEL 1) Wu "The Cricket in Times Square" by George Williams "Discovering Nature's Secrets" from Time for Kids "My Brothers' Flying Machine" by Jane Yolen "The Life and Times of the Ant" by Charles Micucci

(2)Using an encyclopedia and/or online resouces, research an interesting place in the world. Draw a picture of that place, using the resources. Label the drawing using descriptive words from the resources. Remember to use what was learned about rereading to help comprehend information. Students will use the writing process to write an informative essay in 5 paragraph format. (LEVEL 4)

Theme Project (outlined on 540H of Unit 5 in Treasures )

Reading Practice Books O, A, and B , Macmillan/ McGraw-Hill

Cross-Curricular Projects (outlined on 540I of Unit 5 in Treasures )

www.scholastic.com

Selection Tests

www.macmillanmh.com

Weekly Assessment Tests Unit and Benchmark Assessments Pairwork Poetry Projector Game Study Island

(5)Stump the Dump Overview (Scholastic.com): "Before playing this game, students should complete reading Because of Winn-Dixie individually or as a class. As students reunite Opal and Winn-Dixie in this timed reading comprehension maze game, they demonstrate their understanding of the novel's plot, theme, and settings by referring to details and examples in the text. Integral to the game is the reinforcement of key reading and writing strategies, including cause-and-effect and problem/solution. (LEVEL 3)

Enduring Understanding:

Essential Questions: How can I take responsibility of my own happiness in my life? How can I be myself? What can I do to believe in myself?

(3) Determine the author's purpose and describe how it affects the interpretation of a reading selection

(4) Analyze and synthesize information from multiple sources

How Do I Be True to Myself?

The ability to develop healthy friendships and peer relationships greatly depends on a student's self-identity and selfesteem. Being true to yourself is about making commitments and living by them. Students need to be true to themselves before they can be true to others.

(1) Support ideas by reference to details in the text

(3) Summarize information from multiple sources to address a specific topic

Essential Questions:

6 weeks

(1)Recognize character traits and check text for verification

Because of WinnDixie by Kate Di Camillo

Novel Project: Group Collages

National Geographic: astronomer http://magma.nationalgeograph investigates ic.com/ngexplorer/0909/articles solitary /mainarticle.html territory communication Interactive Read-Aloud nutrients Anthology with Plays , prehistoric Macmillan/ McGraw-Hill overcome PSSA Coach, Reading Grade 4 , Triumph Learning Reading Practice Books O, A, and B , Macmillan/ McGraw-Hill www.scholastic.com

Theme Project (outlined on 662H of Unit 6 in Treasures ) Cross-Curricular Projects (outlined on 662I of Unit 6 in Treasures ) Partner Fluency Activity 5 Paragrpah Essay Informational Paragraphs

www.macmillanmh.com (3)Students will use the computers to research an object they see in the sky such as a planet, a cloud, a comet, or the sun. Then they will write a paragraph describing it. They will begin by telling what the object is and then include interesting facts about the object. Students will exchange paragrpahs with a partner and peer edit for conventions. Students will make final changes as they rewrite their paragraph. Paragraphs will be presented to the class. Classmates will write down questions for the presenter. The presenter will choose three questions to try and answer from their research. (LEVELS 3/ 4) (4)Students will be placed by ability in small groups. Students will use the informational nonfiction leveled readers "Butterflies and Monarchs," Grasshoppers and Crickets," "Grasshopper or Cricket," and "Beetle" to complete a group project using the jigsaw approach. Students will collaborate to answer the questions at the end of the reader, write a summary of important facts, and create a labeled diagram of the insect. The summary and diagram will be presented to the class, and the questions will be handed in for teacher assessment. (LEVELS 2/3)

Group Project on Informational Nonfiction Novel Project: The Dollhouse Murders movie advertisement poster