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Curriculum a
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2 Literacy
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CPDD K‐12 Literacy Services, 8‐11 Page 2 of 8
Fourth Grade Alignment
Houghton Mifflin Harcourt Trophies © 2003, 2005, 2007 correlated to the
Common Core State Standards (CCSS) for English Language Arts (2010)
The purpose of this alignment document is to assist teachers in understanding how the Harcourt Trophies reading series supports the implementation of the Common Core State Standards. In addition, this document will identify standards that are not evident in the adopted textbook that will require additional instruction and possible use of supplemental materials prior to the end of the year when students are expected to demonstrate mastery. Also, note that many of the concepts in Trophies, though not Common Core State Standards for this grade level, are essential skills that students need to become proficient readers. Please note that this document demonstrates the alignment to the Common Core State Standards for Reading Literature, Reading Informational Text, Reading Foundational Skills, and the Vocabulary Acquisition and Use of the Language Strand.
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.
Theme 1: You Can Do It! The Gardener, Donovan’s Word Jar, My Name Is Maria Isabel, Lou Gehrig: The Luckiest Man, Amelia and Eleanor Go for a Ride
Theme 2: Side by Side The Baker’s Neighbor, The Emperor and the Kite, Nights of the Pufflings, The Garden of Happiness, How to Babysit an Orangutan
Theme 3: Make Yourself At Home Sarah, Plain and Tall, Stealing Home, The Cricket in Times Square, Look to the North: A Wolf Pup Diary
Theme 4: Creative Minds The Case of Pablo’s Nose, In the Days of King Adobe, Red Writing Hood, One Grain of Rice: A Mathematical Folktale
Theme 5: Community Ties A Very Important Day (author’s purpose), Blue Willow (author’s purpose), In My Family Theme 6: New Lands Paul Bunyan and Babe the Blue Ox, I Have Heard of a Land RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. Theme 1: You Can Do It! Lou Gehrig: The Luckiest Man (summarization) Theme 2: Side by Side Nights of the Pufflings (summarization) Theme 3: Make Yourself At Home Look to the North: A Wolf Pup Diary (summarization) Theme 5: Community Ties Blue Willow (summarization)
CPDD K‐12 Literacy Services, 8‐11 Page 3 of 8
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).
Theme 1: You Can Do It! The Gardener, Donovan’s Word Jar, My Name Is Maria Isabel, Lou Gehrig: The Luckiest Man, Amelia and Eleanor Go for a Ride
Theme 2: Side by Side The Baker’s Neighbor (events), The Emperor and the Kite (character, events), The Garden of Happiness (events)
Theme 3: Make Yourself At Home Sarah, Plain and Tall, The Cricket in Times Square Theme 4: Creative Minds In the Days of King Adobe, Red Writing Hood Theme 5: Community Ties In My Family Theme 6: New Lands I Have Heard of a Land 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). Not evident 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. Theme 4: Creative Minds In the Days of King Adobe, Red Writing Hood (structure of play) 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. Not evident 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. Theme 4: Creative Minds Red Writing Hood RL.4.8 (Not applicable to literature) Not applicable 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. Theme 3: Make Yourself At Home Stealing Home (compare event before and after a character’s arrival) Theme 4: Creative Minds In the Days of King Adobe, One Grain of Rice: A Mathematical Folktale
CPDD K‐12 Literacy Services, 8‐11 Page 4 of 8
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. Use of a scientifically based reading researched program is a strong foundation for providing comprehensive instruction in literary and informational text. In order for students to access appropriate text complexity, teachers will need to supplement their instruction using a variety of text that aligns to the text exemplars provided in the Common Core State Standards. 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. Theme 2: Side by Side Nights of the Pufflings (Caring for Crocs), How to Babysit an Orangutan Theme 3: Make Yourself At Home Sarah, Plain and Tall (Wagon Train Adventure), Two Lands, One Heart Theme 4: Creative Minds The Kids’ Invention Book Theme 5: Community Ties Fire!, Saguaro Cactus, In My Family Theme 6: New Lands The Gold Rush (fact and opinion) RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. Theme 2: Side by Side How to Babysit an Orangutan (summarization) Theme 4: Creative Minds The Kids’ Invention Book (main idea and detail) Theme 5: Community Ties Fire! 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. Theme 3: Make Yourself At Home Sarah, Plain and Tall (Wagon Train Adventure) Theme 6: New Lands The Gold Rush 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. Not evident 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. Theme 2: Side by Side How to Babysit an Orangutan Theme 3: Make Yourself At Home Two Lands, One Heart Theme 5: Community Ties Fire!, Saguaro Cactus, In My Family Theme 6: New Lands The Gold Rush 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. Not evident
CPDD K‐12 Literacy Services, 8‐11 Page 5 of 8
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. Theme 3: Make Yourself At Home Sarah, Plain and Tall (Wagon Train Adventure), Two Lands, One Heart Theme 5: Community Ties Fire! RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. Not evident
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Theme 3: Make Yourself At Home Sarah, Plain and Tall (Wagon Train Adventure) RI.4.10 By the end of the 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. Use of a scientifically based reading researched program is a strong foundation for providing comprehensive instruction in literary and informational text. In order for students to access appropriate text complexity, teachers will need to supplement their instruction using a variety of text that aligns to the text exemplars provided in the Common Core State Standards. RF.4.3 Know and apply grade‐level phonics and word analysis skills in decoding words. Refer to RF.4.3a 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.
Theme 1: You Can Do It! The Gardener, Donovan’s Word Jar, My Name Is Maria Isabel (letter‐sound correspondences), Lou Gehrig: The Luckiest Man, Amelia and Eleanor Go for a Ride (letter‐sound correspondence)
Theme 2: Side by Side The Baker’s Neighbor, The Emperor and the Kite (syllabication patterns), Nights of the Pufflings (letter‐sound correspondences, syllabication patterns), The Garden of Happiness (letter‐sound correspondences, syllabication patterns), How to Babysit an Orangutan
Theme 3: Make Yourself At Home Sarah, Plain and Tall (syllabication patterns), Stealing Home (syllabication patterns), The Cricket in Times Square (syllabication patterns), Two Lands, One Heart (syllabication patterns, letter‐sound correspondences)
Theme 4: Creative Minds The Kids’ Invention Book (letter‐sound correspondences, syllabication patterns), The Case of Pablo’s Nose, In the Days of King Adobe, Red Writing Hood, One Grain of Rice: A Mathematical Folktale
Theme 5: Community Ties A Very Important Day, Saguaro Cactus (syllabication patterns), Blue Willow, In My Family (letter‐sound relationships)
Theme 6: New Lands I Have Heard of a Land (letter‐sound correspondences), Paul Bunyan and Babe the Blue Ox (letter‐sound correspondences, syllabication patterns), Fly Traps! Plants That Bite Back, The Down and Up Fall
CPDD K‐12 Literacy Services, 8‐11 Page 6 of 8
RF.4.4 Read with sufficient accuracy and fluency to support comprehension. Refer to RF.4.4a – RF.4.4c RF.4.4a Read on‐level text with purpose and understanding. Not evident RF.4.4b Read on‐level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Not evident RF.4.4c Use context to confirm or self‐correct word recognition and understanding, rereading as necessary. Theme 1: You Can Do It! The Gardener L.4.4 Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. Theme 5: Community Ties Saguaro Cactus, Blue Willow, In My Family L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. Theme 3: Make Yourself At Home Stealing Home, Two Lands, One Heart Theme 6: New Lands Fly Traps! Plants That Bite Back 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). Theme 4: Creative Minds The Case of Pablo’s Nose Theme 5: Community Ties Fire!, In My Family Theme 6: New Lands The Gold Rush 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. Theme 1: You Can Do It! My Name Is Maria Isabel, Amelia and Eleanor Go for a Ride Theme 2: Side by Side Nights of the Pufflings Theme 3: Make Yourself At Home Two Lands, One Heart Theme 4: Creative Minds One Grain of Rice: A Mathematical Folktale Theme 5: Community Ties Fire! Theme 6: New Lands Paul Bunyan and Babe the Blue Ox L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Theme 1: You Can Do It! The Gardener (nuances)
Theme 2: Side by Side The Baker’s Neighbor (figurative language), The Emperor and the Kite (figurative language), The Garden of Happiness (figurative language)
CPDD K‐12 Literacy Services, 8‐11 Page 7 of 8
L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (continued) Theme 3: Make Yourself At Home Stealing Home (figurative language and word relationships), Two Lands, One Heart Theme 4: Creative Minds The Case of Pablo’s Nose, One Grain of Rice: A Mathematical Folktale (nuances in word meaning) Theme 5: Community Ties Fire!, In My Family Theme 6: New Lands The Gold Rush (jargon) L.4.5a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. Theme 3: Make Yourself At Home The Cricket in Times Square (similes) Theme 5: Community Ties Blue Willow L.4.5b Recognize and explain the meaning of common idioms, adages, and proverbs. Theme 3: Make Yourself At Home The Cricket in Times Square (idioms) L.4.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). Theme 1: You Can Do It! The Gardener, Lou Gehrig: The Luckiest Man Theme 2: Side by Side Nights of The Pufflings Theme 4: Creative Minds In the Days of King Adobe Theme 5: Community Ties A Very Important Day, Blue Willow Theme 6: New Lands I Have Heard of a Land, Fly Traps! Plants That Bite Back 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). Not evident
CPDD K‐1
The GDonavMy NaLou GAmeliaThe BThe ENightsThe GHow tSarahStealiThe CTwo LLook tThe KThe CIn the Red WOne GFire! A VerySaguaBlue WIn My The GI HavePaul BFly TrThe D
Common CRL.4.4; RL
12 Literacy Servic
RL.4.
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RL42
Gardener X van's… X ame is… X
Gherig… X Xa … X
Baker's… X Emperor… X s of the… X X
Garden of… X to … X h, Plain… X ng Home X
Cricket… X Lands,… to the… X X
Kids'… Case of… X Days… X
Writing… X Grain… X
y… X aro Cactus Willow X X Family X
Gold Rush e Heard… X Bunyan… X raps!… Down…
Core State StandardsL.4.6; RL.4.8 (not ap
Com
ces, 8‐11
RL.4.
2
RL.4.
3
RL.4.
4
RL.4.
5
X X X
X X X X X
X X X X
X X X X X
X X X
s not evident in Harcplicable in literature);
mmon Core S
RL.4.
6
RL.4.
7
RL.4.
8
RL.4.
9
X X X X
court Trophies: ; RI.4.4; RI.4.6; RI.4
State StandaMatrix of Sk
RI.4.
1
RI.4.
2
RI.4.
3
RI.4.
4
X
X X X X
X
X X
X X
X
X X X
.8; RF.4.4; RF.4.4a;
ards Alignmekills – Fourth
RI.4.
5
RI.4.
6
RI.4.
7
RI.4.
8
X X
X X
X X
X
X X
RF.4.4b; L.4.6
ent to Harcouh Grade
RI.4.
9
RF.4.
3
RF.4.
3a
RF.4.
4
X X X X X X X X X X
X X X X X X X X X X X X X X X X X X
urt Trophies
RF.4.
4a
RF.4.
4b
RF.4.
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L.4.4
X X X X
s
L.4.4
a
L.4.4
b
L.4.4
c
L.4.5
X X X X X X X
X X
X X X X X X X X X X X X X X X
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Page 8 of 8
L.4.5
a
L.4.5
b
L.4.5
c
L.4.6
X X X
X X X X
X X X X
L.4.6