Flexible | Supplemental | K-8 ELA & Math | Online & Print ...commoncore.standardsplus.org/files/samplers/LA-4-Sampler.pdfStandards PLUS Language Arts Written directly to the CA Standards

Standards PLUS

LanguageArtsLanguageArts

Written directly to the CA Standards by CA Educators

DOK 1-2DOK 1-4

Flexible | Supplemental | K-8 ELA & Math | Online & Print

RTI Tiers 1-3

EL Strategies

Grade 4Grade 4 SAMPLER

15-20 Minute Lessons

Assessments

Performance Lessons

Integrated Projects

EL Strategies

TargetedIntervention

Writing ProgramReady to TeachRTI Tier 1-2-3

Materials

+ DIGITALPRINT

Standards PLUS

Consistentwith CATesting

Technology

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Standards PLUS is so much more

Standards Plus Lessons provide: • Whole Class Instruction• Targeted Intervention• Intense Intervention

READY TO TEACH RTI / TIER 1-2-3


Quick CheckAssessments

Performance Lessons

Integrated Projects

CAASPP / SBAC Test Prep

EL Success Strategies

Reteach Intervention Lessons

Ready to TeachRTI Tier 1-2-3Materials

Writing Program

DOK 1-2 / RTI Tiers 1-2 Research-based, Direct Instruction, K-8, ELA and Math lessons. Written to the state standards.

15-20 MINUTE LESSONS



Performance Lessons

Integrated Projects





Writing Program

DOK 1-2 / RTI Tiers 2-3 Scaffolded lessons assigned based on assessment results.Digital program automates this process.

TARGETED INTERVENTION LESSONS



Performance Lessons

Integrated Projects





Writing Program

DOK 1-4 / RTI Tiers 1-2 Includes lessons on every writing genre. Writing performance lessons include skills trace, prompts, and rubrics.

WRITING PROGRAM (ELA Only)



Performance Lessons

Integrated Projects





Writing Program

DOK 1-2 Weekly formative assessments monitor student progress. Online assessments help students master digital item types.

ASSESSMENTS



Performance Lessons

Integrated Projects





Writing Program

DOK 3 Students deepen and apply their knowledge into new applications.

PERFORMANCE LESSONS



Performance Lessons

Integrated Projects





Writing Program

DOK 4 Students apply knowledge toreal-world situations.

INTEGRATED PROJECTS



Performance Lessons

Integrated Projects





Writing Program

DOK 1-3 / RTI Tiers 1-3 Lessons and assessments match the the digital format of the state test. Students transfer their knowledge into a digital learning environment.

STANDARDS PLUS DIGITAL



Performance Lessons

Integrated Projects





Writing Program

All Standards Plus lessons explic-itly teach communication skills, strategies, and conventions that meet the goal of EL Instruction.

EL STRATEGIES



Performance Lessons

Integrated Projects





Writing Program

Standards PLUS is Seven Programs in One:

HOMEWORK/PARENT CONNECTION

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Close the Achievement Gap

Standards PLUS Includes:

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3

Sample Lessons Included in this Booklet

See the lesson index for the entire program on pages 28-34.

Strand Lesson Number Lesson Focus Standard(s) Addressed

Writing

(Writing Standards: W

.3.1, W

.3.1a-‐d, W

.3.2, W

.3.2a-‐d, W

.3.3, W

.3.3a-‐d)

1 Opinion Pieces – Supporting Reasons

W.3.1a: Introduce the topic or text they are writing about; state an opinion, and create an organizational structure that lists reasons. W.3.1b: Provide reasons that support the opinion.

2 Opinion Pieces – Topic Sentences and Supporting Reasons

W.3.1a, W.3.1b, W.3.1d: Provide a concluding statement or section.

3 Opinion Pieces – Linking Words and Phrases W.3.1a, W.3.1b, W.3.1c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. W.3.1d

4 Opinion Pieces – Paragraphs W.3.1a, W.3.1b, W.3.1c, W.3.1d

E1 Evaluation -‐ Opinion Pieces

5 Opinion Pieces – Expanding Ideas W.3.1a, W.3.1b, W.3.1c, W.3.1d

6 Opinion Pieces – Expanding Ideas

7 Opinion Pieces – Linking Words and Phrases W.3.1a, W.3.1b, W.3.1c

8 Opinion Pieces – Concluding Paragraph W.3.1a, W.3.1b, W.3.1c, W.3.1d

E2 Evaluation – Opinion Pieces

P10 Performance Lesson #10 – Writing: Opinion – The Best Super Power (W.3.1, W.3.1a, W.3.1b, W.3.1c, W.3.1d)

9 Informative/Explanatory Texts – Topic Sentence and Illustrations

W.3.2a: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

10 Informative/Explanatory Texts – Topic Sentence and Details

W.3.2a, W.3.2b: Develop the topic with facts, definitions, and details.

11 Informative/Explanatory Texts – Details, Illustrations, and Conclusions

W.3.2a, W.3.2b, W.3.2d: Provide a concluding statement or section.

12 Informative/Explanatory Texts – Paragraph

E3 Evaluation – Informative/Explanatory Texts

13 Informative/Explanatory Texts – Linking Words and Phrases

W.3.2a, W.3.2b, W.3.2c: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. W.3.2d

14 Informative/Explanatory Texts – Expanding Ideas

15 Informative/Explanatory Texts – Linking Words and Phrases

16 Informative/Explanatory Texts – Conclusions

E4 Evaluation – Informative/Explanatory Texts

P11 Performance Lesson #11 – Writing: Informative/Explanatory – Compare 2nd and 3rd Grade (W.3.2, W.3.2a, W.3.2b, W.3.2c, W.3.2d)

Common Core Standards Plus – Language Arts – Grade 4

Strand Lesson Focus Standard(s) TE Page

St. Ed. Page

DOK Level

Writing

(Lan

guage Stan

dards: W

.4.1a‐d; W

.4.2a‐e, W

.4.3a‐e)

5 Opinion Pieces – Structure

W.4.1a / W.4.1b / W.4.1c / W.4.1d

442 211

1‐26 Opinion Pieces – Expand Pieces 444 212

7 Opinion Pieces – Linking Words / Phrases 446 213


E2 Evaluation‐Opinion Pieces 450 215

P13 Performance Lesson #13 – Watching Too Much Television (W.4.1, W.4.1a, W.4.1b, W.4.1c, W.4.1d)

452‐453 217‐218 3

9 Informative/Explanatory ‐ Topic Sentences

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.

456 219

1‐210 Informative/Explanatory ‐ Topic & Details

W.4.2a, W.4.2b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

458 220

11 Informative/Explanatory ‐ Linking Words/Phrases W.4.2a, W.4.2b, W.4.2c: Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

460 221

12 Informative/Explanatory ‐ Concluding Statement W.4.2a, W.4.2b, W.4.2c, W.4.2e: Provide a concluding statement or section related to the information or explanation presented.

462 222

E3 Evaluation‐Informative/Explanatory 464 223

13 Informative/Explanatory – Precise Language

W.4.2a, W.4.2b, W.4.2c, W.4.2d: Use precise language and domain‐specific vocabulary to inform about or explain the topic. W.4.2e

466 225

1‐214 Informative/Explanatory – Expanding Details 468 226

15 Informative/Explanatory ‐ Linking Words/Phrases 470 227

16 Informative/Explanatory ‐ Concluding Statement 472 228


P14 Performance Lesson #14 – Making Your Favorite Food (W.4.2, W.4.2a, W.4.2b, W.4.2c, W.4.2d, W.4.2e)

476‐477 231‐232 3

17 Narrative – Prompt and Plan W.4.3a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

480 233

1‐2

18 Narrative – Beginning Paragraph 482 234

19 Narrative – Dialogue and Descriptive Words W.4.3a, W.4.3b: Use dialogue and description to develop experiences and events or show the responses of characters to situations.

484 235

20 Narrative – Transitional Words and Phrases W.4.3a, W.4.3c: Use a variety of transitional words and phrases to manage the sequence of events.

486 236

E5 Evaluation‐Parts of a Narrative Writing Piece W.4.3a, W.4.3b, W.4.3c 488 237

21 Narrative – Using Sensory Details W.4.3a, W.4.3d: Use concrete words and phrases and sensory details to convey experiences and events precisely.

490 239

1‐222 Narrative – Conclusion W.4.3a, W.4.3e: Provide a conclusion that follows

from the narrated experiences or events. 492 240

23 Narrative – Writing from a Prompt

W.4.3a, W.4.3b, W.4.3c, W.4.3d, W.4.3e

494 241 24 Narrative – Writing from a Prompt 496 242 E6 Evaluation‐Parts of a Narrative Writing Piece 498 243

P15 Performance – Traveling to Outer Space (W.4.3, W.4.3a, W.4.3b, W.4.3c, W.4.3d, W.4.3e) 500‐501 245‐246 3



St. Ed. Page

DOK LevelWriting

(Lan

guage Stan

dards: W

.4.1a‐d; W

.4.2a‐e, W

.4.3a‐e)


W.4.1a / W.4.1b / W.4.1c / W.4.1d

442 211






452‐453 217‐218 3



456 219



458 220


460 221


462 222




466 225






476‐477 231‐232 3


480 233

1‐2



484 235


486 236



490 239




W.4.3a, W.4.3b, W.4.3c, W.4.3d, W.4.3e



Common Core Standards Plus® – Language Arts – Grade 4 Strand: Narrative Writing Focus: Prompt and Plan Lesson: #17 Writing Standard: W.4.3a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Lesson Objective: Students will respond to a prompt and make a plan to write a narrative text. Introduction: “Authors have different reasons for writing. They write to share their opinions, they write to share information or explain something, and they write to entertain the reader. When an author writes to entertain a reader they are writing a narrative.” Instruction: “Look at the top of your page. Narrative writing entertains or tells a story. A narrative has several parts to it called narrative elements. These parts or narrative elements are characters, settings, plots, conflict, and resolution. The characters are the people or animals in the story. The setting is where the story happens. The plot is what happens in the story. The conflict and resolution/conclusion is the problem that the character might have and how it is solved. Lastly the author needs to decide who is telling the story or who the narrator is.” Guided Practice: “Today we are going to use a story map to help us write a narrative story. On your student sheet is a prompt to help you start your story. You won’t be writing your story today, but you will be writing ideas down to organize your thoughts for your story. This will also help you put your events for your story in an order that makes sense. Look at the prompt at the top of your student page. Read it to yourself. (Allow time to read) We are going to complete part of the story map together. Looking at the prompt, who is going to be at least one of your characters in your story? (yourself) The prompt states that you were given some candy. Who else could be in your story? Write some other characters you plan to have. Next who is telling the story? By reading the prompt, who do you think is telling the story? You are. So write down your name on the line next to narrator. Third we need to decide on a setting for your story. Where could this story take place? In your room? Home? Write down where you want this narrative to happen.” Independent Practice: “Now you need to fill in the rest of the story map with your ideas. You will fill in the conflict or problem that your character or characters will have. Then fill in the events in the correct order that they will happen in in your story. Finally fill in how the problem is solved and how the story will end. You do not need to use complete sentences, but you need to write down your ideas so you know what you want your story to say.” Review: Have students share their story maps with partners. Closure: “What important elements, or parts, does a narrative need to have?” Answers: Answers will vary. The students must complete the story map based on the

given prompt.

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Common Core Standards Plus® – Language Arts – Grade 4 Strand: Narrative Writing Focus: Prompt and Plan Lesson: #17 Writing Standard: W.4.3a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Narrative Writing entertains or tells a story.

Prompt: Your grandma gave you some candy for your birthday. The note that your grandma wrote told you that the candy is “special, so be careful.” Write a narrative telling about the candy. What makes the candy so special? Why be careful? Who else is in your story?

Directions: Use the story map to write ideas to answer the above prompt.

Story Map

Characters: ___________________________________________________ ______________________________________________________________ Narrator: _____________________________________________________ Setting: ______________________________________________________ Conflict: _____________________________________________________ ______________________________________________________________ Events: _______________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Resolution/Conclusion: __________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________


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- Student Response Page

Common Core Standards Plus® - Language Arts – Grade 4 Topic: Narrative Writing Focus: Beginning Paragraph Lesson: #18 Writing Standard: W.4.3a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Lesson Objective: Students will write a beginning paragraph to a narrative prompt. Introduction: “Look at the top of your page. Yesterday we learned about narrative writing. A narrative is writing that is used to tell a story, to read for enjoyment or written to entertain. A narrative piece has narrative elements such as characters, narrator, setting, plot or events, climax and a conclusion. It also is written with a beginning, middle, and end.” Instruction: “In our last lesson we used a story map to write our ideas for the story prompt given. You wrote ideas but didn’t put them into complete sentences. When an author writes a story, he or she needs to have a beginning to the story. The beginning of a narrative needs to start with an interesting first sentence and then include the characters as well as the setting. Sometimes the author will include the conflict to keep the readers interest.” Guided Practice: “Today we are going to look at an introduction of a story. On your student page is the example. Let’s read it together. Look at the first sentence. It sets the story up and lets the reader think about what the characters might do. What is the setting of the story? (their home, out front of their house) What are the events leading up to the conflict? (playing, saw a figure coming toward them, realizing it was a lost dog) Who is the narrator? (Zoe) How do you know? (the first sentence tells us) Which sentence tells the reader that the characters are going to do something more?” (…and our job is to find his home.) Independent Practice: “Now you are going to use the story map from yesterday to write an introduction. The narrative elements are listed for you. Your job is to use them to introduce the characters, the setting, and conflict.” Review: Have students share their introductions. Closure: “An introduction in a narrative is the beginning of the story. It contains the characters, setting, conflict, and uses and interesting sentence to keep the reader interested.” Answers: Answers will vary, but the introduction should be based on the story

map from lesson 17.

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Common Core Standards Plus® - Language Arts – Grade 4 Topic: Narrative Writing Focus: Beginning Paragraph Lesson: #18 Writing Standard: W.4.3a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Narrative Elements: Characters, narrator, setting, plot, or events, climax, and a conclusion; also includes events. Example: Characters: Zoe, Kade, Kai Narrator: Zoe Setting: Zoe, Kade, and Kai’s neighborhood Conflict: lost dog Events: playing outside riding bikes and scooters, saw a bulldog walking toward them, called the pound, couldn’t find owner, black van driving around Conclusion: Owner of “Samson” found

It was a normal Saturday for me. I am Zoe, and my brothers were looking for something to do. We were at home riding our bikes and scooters out front of our house. “We need something really exciting to do,” I said. “Yes,” my brothers replied. “We are bored. We need an adventure!” All of a sudden I noticed a big brown thing walking towards us. At first I thought it was a tumble weed and then as it got closer and closer, I realized it was a big bulldog! “Come here doggie,” I called. He came walking slowly to us. As we petted him, I realized that the dog was lost, and we should to find his home.

Directions: Use the narrative elements from the story map in lesson 17 to write an introduction to this story. Characters: _________________________________________________ Narrator: ___________________ Setting: _______________________ Conflict: ____________________________________________________ Events: _____________________________________________________ ____________________________________________________________ Resolution/conclusion: ________________________________________ ____________________________________________________________

Introduction: __________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________


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Common Core Standards Plus® – Language Arts – Grade 4 Strand: Narrative Writing Focus: Dialogue and Descriptive Words Lesson: #19 Writing Standards: 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. Lesson Objective: Students will identify and use dialogue and descriptive words in a narrative.

Introduction: “We have been learning about narrative writing. We know narratives have a beginning, middle, and end. We know they are stories written to entertain. We also learned that they have narrative elements: characters, setting, plot or events, a conflict, and a resolution/conclusion. Today we are going to look at two other parts to a narrative; dialogue and description.”

Instruction: “Look at the top of your page. In narratives the author often has the characters talk to one another. To do this the author uses what is called dialogue. Dialogue can tell the reader two things. One, it tells the reader who is talking, and two, it tells the reader the action that the character is using when talking. For example, an author might say ‘Run!’ yelled Kai. That sentence tells the reader that Kai was talking and it also tells the reader the action to the sentence – he yelled. Dialogue stands out in narratives because it has quotation marks around what the characters say. Another thing that authors use is description. Description or adjectives help the author create a clearer picture for the reader. Description explains and gives the reader a picture of what they are reading in their mind.”

Guided Practice: “Today we are going to identify some dialogue and descriptive words in the beginning of a story that we saw yesterday. On your student page is the narrative about the lost dog. The sentences are numbered to help us look at the same sentences. Read it silently to yourself. What sentences do you think have dialogue? (Give students time to read) Sentence 2 has dialogue. There are quotation marks around the sentence and it is telling us that Zoe is speaking. It also tells us that she is just talking calmly. What other sentence has dialogue? Sentence 5 is another great example. Who is talking? (Zoe’s brothers) How are they talking? (yelling) Go through the rest of the piece and underline the rest of the dialogue. (They should underline sentences 4 and 8). The next thing we are going to look for is some description. Look at sentence 6 - 7. What kinds of words help us have a clearer picture of the bulldog? (Wait for responses) The words in sentence 6: big brown thing and in sentence 7: tumble weed are describing words used to help us get a clear picture of the dog. Circle those words.”

Independent Practice: “Now you are going to read another story and answer some questions about it. Read the second narrative on your student page. Then answer the questions below.”

Review: Share their dialogue sentences.

Closure: “Dialogue is a way to show that characters are speaking and how they are speaking.”

Answers: Answers may vary, but need to relate to the story.

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Common Core Standards Plus® – Language Arts – Grade 4 Strand: Narrative Writing Focus: Dialogue and Descriptive Words Lesson: #19 Writing Standards: 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. Example: Just a Regular Saturday 1It was a normal Saturday and me, Zoe, and my brothers were looking for something to do. 2We were at home riding our bikes and scooters out front of our house. 3“We need something really exciting to do,” I said. 4“Yes,” my brothers replied. 5“We are bored. We need an adventure!” they yelled! 6All of a sudden I noticed a big brown thing walking towards us. 7At first I thought it was a tumble weed and then as it got closer and closer, I realized it was a big bulldog! 8“Come here doggie,” I called. 9He came walking slowly to us. 10As we were petting him, I realized this dog is lost and our job is to find his home. Directions: Read the introduction to the narrative below and complete the questions.

Classroom Secrets “Look behind the whiteboard,” Sammie whispered. Carefully and quietly I pulled the board away from the wall and peeked behind. Sammie was right. There was a hole the size of a kid! We weren’t supposed to be in the building at recess, but she discovered it when our class was going to computer. She was the last one in the room when she bumped into the board. It sounded hollow, so she looked. Sammie told me at lunch and our plan was to sneak into the classroom during last recess and check it out. So, here we were, in the classroom during recess while our teacher and whole class were outside. “Go in,” Sammie urged. “No way, you go first.” I replied.

1. Write a sentence from the passage that has dialogue. _________________ _________________________________________________________

2. Who is speaking in the above sentence? ___________________________

3. How is the character speaking? _________________________________

4. What are some descriptive words used and what do they describe? _________________________________________________________

5. Write a sentence with dialogue that could fit in this story. _________________________________________________________


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Common Core Standards Plus® – Language Arts – Grade 4 Topic: Narrative Writing Focus: Transitional Words and Phrases Lesson: #20 Writing Standards: 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. Lesson Objective: Students will use transitional words and phrases to show the sequence of events in a narrative.

Introduction: “How does an author move from event to event in their story smoothly?”

Instruction: “Look at the top of your page. We have been looking at all the parts in a narrative story. We know that there are characters who use dialogue, a setting, narrator, a plot with events, a conflict, and a resolution/conclusion. When an author writes the plot of the story, he or she makes sure the events are in a sequential order. To help the events flow smoothly, an author uses transitional words and phrases. Some examples of these are listed on your student page. (Read them to the students) I am going to read the paragraph that we have been looking at all week. As you follow along, notice the bolded words and phrases. These are the transitional words and phrases that help connect the events and make the story read smoothly. Which transitional words and phrases did you hear?” All of a sudden, at first, then, at the same time.

Guided Practice: “Now you are going to add some transitional words or phrases to the narrative. Read the next paragraph; let’s decide what words or phrases fit. What word or phrase do you think would fit in the first sentence? (Wait for responses) I think First would make sense. It lets the reader know the first thing the kids did. What do you think would fit in the next sentence? Remember, we do not want to use the same word twice. (Wait for responses) Next or then would both make sense. Those words tell the reader what happened after they put the dog in the backyard. Which word or phrase would you use for the next sentence? (Wait for responses) At the same time is a good fit because it shows the reader that two things were happening at once.”

Independent Practice: “Read the paragraph and using words and phrases from above fill in the blanks to connect the events. Use the transitional words and phrases only once.” Review: Have students share their answers and correct together.

Closure: “Transitional words and phrases help the events in a story flow and sound smooth.”

Answers: 1. First 2. Next 3. At the same time

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Common Core Standards Plus® – Language Arts – Grade 4 Topic: Narrative Writing Focus: Transitional Words and Phrases Lesson: #20 Writing Standards: 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.

Transitional Words and Phrases

all of a sudden then at first at the same time next It was a normal Saturday and my brothers and I, Hi, I am Zoe, were looking for something to do. We were at home riding our bikes and scooters out front of our house. “We need something really exciting to do,” I said. “Yes,” her brothers replied. “We are bored. We need an adventure!” All of a sudden I noticed a big brown thing walking towards us. At first I thought it was a tumble weed and then as it got closer and closer, I realized it was a big bulldog! “Come here doggie,” I called. He came walking slowly to us. At the same time we were petting him, I realized this dog is lost and our job is to find his home. Example: ___________, we took the bulldog into our backyard. ___________,

we ran in to tell our mom. _____________ we were talking about what to do, my

mom noticed a black van driving very slowly down our street. “I wonder if the

driver of that van is looking for a lost dog?,” she said.

all of a sudden then at first at the same time next

Directions: Read the paragraph and using words and phrases from above fill in the blanks to connect the events. Use the transitional words and phrases only once. The sky was dark and the air was cold. It smelled like snow. I was hoping and

praying that it just might dump and school would be canceled the next day. With my

fingers crossed I went to bed. When I woke up there was a weird brightness about

the day. When I saw it, I jumped for joy! My wish came true – it had snowed! Not a

little, but a lot! ________________ I ran downstairs to tell my mom. Of course,

she already knew – No School! ______________ I put on my snow pants, boots,

coat, gloves and hat. __________________ my best friend, Kade was doing the

same thing. We always meet out front of the old oak tree before school.


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Common Core Standards Plus® – Language Arts – Grade 4 Strand: Narrative Writing Focus: Parts of a Narrative Writing Piece Evaluation: #5

The weekly evaluation may be used in the following ways: As a formative assessment of the students’ progress. As an additional opportunity to reinforce the vocabulary, concepts, and

knowledge presented during the week of instruction.

Standards: 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. Procedure: Read the directions aloud and ensure that students understand how to respond to each item.

If you are using the weekly evaluation as a formative assessment, have the students complete the evaluation independently.

If you are using it to reinforce the week’s instruction, determine the items that will be completed as guided practice, and those that will be completed as independent practice.

Review: Review the correct answers with students as soon as they are finished. Answers: 1. (W.4.3a) Ty and Ryan

2. (W.4.3a) Tree house or club house 3. (W.4.3a) Ryan 4. (W.4.3b) Answers may vary 5. (W.4.3c) Next, at the same time, first, at first

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Narrative Writing entertains or tells a story.

Narrative Elements: Characters, narrator, setting, plot, or events, climax, and a conclusion; also includes events.

Transitional Words and Phrases: all of a sudden, then, at first, at the same time, next.

Directions: Read the short story below and answer the following questions.

You never know when an ordinary day can turn out to be extraordinary. My name is Ryan and I have a best friend named Ty. Ty and I live in a small town and most of our days are very ordinary and boring. Really boring that is until last Saturday. Ty and I were meeting at our secret club house down by the river. It was there that we found it! Ty got there first and was waiting for me. As I climbed up the ladder I noticed a bright flicker of light coming from one of the tree branches about five branches higher than our club house. “Ty, come out here”, I yelled! “Where have you been?”, he said sounding very annoyed as he climbed out on the deck. “Look up there, “ I said pointing. At first he didn’t see it, but as the breeze blew it made it move and then he saw it. The first thing I knew, Ty was climbing onto the top of the club house roof. “I can almost reach it,” he said. Next, I was up there and climbing up the next branch. As I stretched my arm, I tapped it and made it move. “I almost have it,” I said. At the same time, Ty was getting a stick to see if he could knock it down. “Here Ryan, try this and I will catch it as it falls.” I took the stick and swung at it two times – missed. The third time was a charm. I hit it and sent it sailing to the ground. Ty was already on his way down the ladder to retrieve it. I was not far behind. When I finally reached the ground Ty was standing over it. We couldn’t believe our eyes. There on the ground was the only falling star that I know of that has reached the earth. Who says an ordinary day can’t turn out to be extraordinary?

1. Who are the characters? ___________________________________

2. Where is the setting? ______________________________________

3. Who is the narrator? ______________________________________

4. Write some dialogue sentences. __________________________

_______________________________________________________ _______________________________________________________.

5. What are two of the transition words or phrases used in the second

paragraph? _______________________________________________________


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Common Core Standards Plus® – Language Arts – Grade 4 Strand: Narrative Writing Focus: Using Sensory Details Lesson: #21 Writing Standards: 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.4.3d: Use concrete words and phrases and sensory details to convey experiences and events precisely. Lesson Objective: Students will identify and use sensory details to explain events in a narrative. Introduction: “Who can remember the parts that are included in a narrative story? (Wait for responses) There are events that include characters, setting, and events that make up the plot.” Instruction: “Look at the top of your page. When an author is writing a story, he or she uses the beginning to introduce the characters and setting. They use the middle to tell the plot or events of the story. It is here that the author uses details to help the reader picture the story in their mind. Sensory words describe by using the five senses. Some examples are cool, wet, noisy, scratchy, blurry, etc. These types of words help describe the events of the story in greater detail.” Guided Practice: “On your page is part of a story that we saw last week. Let’s read the first sentence together. ‘The sky was dark and the air was frigid.’ What words in that sentence apply to your senses? (Wait for responses) Dark and frigid are those words. Dark is a word that pertains to sight and frigid pertains to touch. Circle those two words. Let’s read the next sentence. ‘It smelled like snow.’ Circle the word in the sentence that pertains to a sense. (Students should circle smelled) Smelled is the sensory word used. Remember sensory words help the author add greater detail to events.” Independent Practice: “On your student page are some sentences that could be events in a narrative story. Your task is to add some sensory words on the lines provided to add more detail to the sentences. Remember sensory words pertain to the five senses.” Review: Students share answers to the sentences. Closure: “Sensory words help the author use more detail when explaining events in a narrative.” Answers: Answers will vary. Possible answers include:

1. examples: slippery, hot, steep – could pertain to sight 2. examples: slippery, soft, slick – could pertain to touch 3. examples: loudly, softly – could pertain to hearing

St. Ed. Pg. 239


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Common Core Standards Plus® – Language Arts – Grade 4 Strand: Narrative Writing Focus: Using Sensory Details Lesson: #21 Writing Standards: 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.4.3d: Use concrete words and phrases and sensory details to convey experiences and events precisely. Sensory Words describe the five sense – see, hear, smell, taste, touch. Example: The sky was dark and the air was frigid. It smelled like snow. I was hoping and praying that it just might dump and school would be canceled the next day. With my fingers crossed I went to bed. When I woke up there was a weird brightness about the day. When I saw it, I jumped for joy! My wish came true – it had snowed! Not a little, but a lot! First, I ran downstairs to tell my mom. Of course, she already knew – No School! Next, I put on my snow pants, boots, coat, gloves and hat. At the same time my best friend, Kade was doing the same thing. We always meet out front of the old oak tree before school. Directions: Read the following sentences below and add a sensory word to give the sentence more detail. Then on the line below, state to which one of the senses the word pertains.

1. When I got to the top of the __________________ slide, I changed my mind about going down. Sense: __________________

2. I ran over to the spider web, climbed up on the __________________ bars, and felt like I was on top of the world. Sense: __________________

3. Just then the recess bell rang __________________, and I had to go in. Sense: __________________

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Common Core Standards Plus® – Language Arts – Grade 4 Strand: Narrative Writing Focus: Conclusion Lesson: #22 Writing Standards: 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.4.3e: Provide a conclusion that follows from the narrated experiences or events. Lesson Objective: Students will write a conclusion to a narrative. Introduction: “We have been spending time learning about narrative writing. Narrative writing is writing that is written to tell a story or entertain. It is a story that has events and other elements.” Instruction: “When a narrative is written, it has the beginning which introduces the characters and tells about the setting. One can also tell who the narrator is in the beginning. In the middle of the story, is the plot or events that are told sequentially and includes a problem that the characters face. Look at the top of your page. The end of the story can also be called the conclusion. In the conclusion the problem that the characters face is solved and the story wraps up to its ending.” Guided Practice: “Today we are going to practice writing an ending to a story that we started a few days ago. Look on your student page. The story about the kids and the dog is there. Read through it. How do we know the story is over? The characters found the owner to the dog. The problem was solved and the characters even got rewarded for their hard work. The ending tells us that everyone was happy. Now you are going to add a conclusion to the story Classroom Secrets.” Independent Practice: “Read the beginning and middle of the story and write your own conclusion. Remember it needs to solve the characters’ problem and wrap up the story.” Review: Have students read their conclusions. Closure: “A conclusion of a story tells the reader that the story is over. It solves character’s problems and wraps up the story.” Answers: Answers may vary, but the conclusion must connect smoothly to the

given story.

St. Ed. Pg. 240


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Common Core Standards Plus® – Language Arts – Grade 4 Strand: Narrative Writing Focus: Conclusion Lesson: #22 Writing Standards: 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.4.3e: Provide a conclusion that follows from the narrated experiences or events. Example: It was a normal Saturday and my brothers and I, Hi, I am Zoe, were looking for something to do. We were at home riding our bikes and scooters out front of our house. “We need something really exciting to do,” I said. “Yes,” her brothers replied. “We are bored. We need an adventure!” All of a sudden I noticed a big brown thing walking towards us. At first I thought it was a tumble weed and then as it got closer and closer, I realized it was a big bulldog! “Come here doggie,” I called. He came walking slowly to us. At the same time we were petting him, I realized this dog is lost and our job is to find his home. First we took the bulldog into our backyard. Next we ran in to tell our mom. At the same time we were talking about what to do, my mom noticed a black van driving very slowly down our street. “I wonder if the driver of that van is looking for a lost dog?,” she said. She ran out to the street, but was too late. The van was gone. “I guess I will have to call the dog pound to see if anyone called in a lost dog”, she sighed. My mom was in the house talking when all of us kids saw the van turning down our street. I ran out waiving my arms to make the driver stop. It worked! He pulled over. I asked him if he had lost a dog. “Yes, I did. His name is Samson,” he said. I ran to the back yard and called his name. Samson came running. He ran right into his owner’s arms. It was such a happy sight! Because we did such a good job finding him the owner gave us each five dollars as a reward. But the best thing that happened was that he lets us come over and take Samson for a walk when ever we want! Directions: Read the story and write a conclusion on the lines below.

Classroom Secrets “Look behind the whiteboard,” Sammie whispered. Carefully and quietly I pulled the board away from the wall and peeked behind. Sammie was right. There was a hole the size of a kid! We weren’t supposed to be in the building at recess, but she discovered it when our class was going to computer. She was the last one in the room when she bumped into the board. It sounded hollow, so she looked. Sammie told me at lunch and our plan was to sneak in to the classroom during last recess and check it out. So, here we were, in the classroom during recess while our teacher and whole class were outside. “Go in,” Sammie urged. “No way, you go first.” I replied. So Sammie did. I watched her disappear into the wall. That is when I heard the bell! “Sammie come back!” I whispered loudly. It was too late, she couldn’t hear me. I covered the hole and ran to my seat. As the class came in and we started History, I couldn’t take my eyes off the board. “Where is she?” I thought. “What am I going to do?” _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

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Common Core Standards Plus® – Language Arts – Grade 4 Strand: Narrative Writing Focus: Writing From a Prompt Lesson: #23 Writing Standards: 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.

Lesson Objective: Students will write a narrative from a given prompt. Introduction: “Narrative writing is writing that is used to entertain or tell a story. It is not a piece where the author states their opinion or gives information. Narratives are fun to read and a place where the author can use his or her imagination.” Instruction: “Who can name some of the elements of a narrative? (Character, setting, narrator, plot or events, conflict and resolution.) Narrative writing has a beginning, a middle, and an end or conclusion. The author uses dialogue and describing words to add details to develop the events and characters. Transitional words and phrases help move the story along. Today we are going to put all those things together to identify and write a narrative from a given prompt.” Guided Practice: “On your student page is a story written from a prompt. Let’s read it together. What are the narrative elements in this story? Who are the characters? What is the setting? Circle the character Zoe and Kristin. Underline elementary school to highlight the setting. Underline the problem that the character has. (Guide students to underline the sentence that states that the character knows no one.) What was the conclusion to the story? The conclusion helps the story wrap up and the problem solved.” Students should refer to the last paragraph. Independent Practice: “On your student page is writing prompt. Your task is to write a short narrative from the prompt. It must include characters, setting, events with a problem, a resolution, and a conclusion.” Review: Student share their stories. Closure: “Narratives are meant to entertain and contain narrative elements.” Answers: Answers may vary, but the story must include the listed elements and

respond to the prompt.

St. Ed. Pg. 241


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Common Core Standards Plus® – Language Arts – Grade 4 Strand: Narrative Writing Focus: Writing From a Prompt Lesson: #23 Writing Standards: 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.

Example: It was the first day of the rest of my life, well my elementary school life that is. Hi, my name is Zoe and this is the first day of Fifth Grade at my new school. I call it the first day of the rest of my life, because I am new and in the last grade at this school. That means I am the big kid, we set the tone and run the school. The thing is, I know no one. The first thing that happened after my mom dropped me off was I stepped in a puddle and ended up with a wet shoe. “Great,” I thought. Next I couldn’t remember which hallway my class was down. “Was it the blue hallway, red hallway, or the white one?” I asked inside my head. Finally, I found my class. In I went and sat down in my desk. I didn’t dare look around. I didn’t want others to think I was staring. Our teacher started teaching and the next thing I knew it was lunch. “Oh no, no one to sit with,” I thought sadly. Then it happened, as I was getting my lunch I bumped into a girl in the cubbies. She looked at me and smiled. I knew right then she was nice and would be my new friend. Sure enough, Kristin and I have been friends ever since. We have been running the fifth grade ever since.

Directions: Using the prompt, write a narrative that includes characters, a setting, a plot with events, a problem and resolution, and a conclusion.

Prompt: You are cleaning your room when you hear a strange noise coming from your closet. _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

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Common Core Standards Plus® – Language Arts – Grade 4 Strand: Narrative Writing Focus: Enhancing the Writing Lesson: #24 Writing Standards: 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.

Lesson Objective: Students will rewrite a narrative adding details, dialogue, and description. Introduction: “What is a narrative writing piece? How is it different from an opinion piece? An informational piece?” Instruction: “Yesterday we reviewed all the parts of a narrative, and you wrote a story about what you found in your closet. Your story has a beginning, middle, and end. It has characters, a setting, events with a problem and resolution.” Guided Practice: “Look at the top of your page. Today we are going to look again at the story we read yesterday. This time we are going to look for other parts of a narrative that add details and help the story read smoothly. Reread the story on the student page. Did the author use any dialogue to let you know how the character is feeling or talking to others? Underline some of the sentences that have quotations. (Students should underline ‘Was it the blue hallway, red hallway, etc.’) The author used several transitional words to move the story along. What words did they use? (first, next, finally) Sensory words are also used to help the reader get a clearer picture of the events. Are there any sensory words in the story? (big, sadly).” Independent Practice: “Now you are going to go back and add the other parts of a narrative that we looked at in the story yesterday. Reread your narrative and add some dialogue, sensory words and transitional words or phrases.” Review: Students share stories. Closure: “Sensory words, transitional words and phrases and dialogue help the author convey details of the story clearly.” Answers: Answers will vary, but the selected sentences should be based on

the narrative written in lesson 23 and should include sensory words, transitional words or phrases, and dialogue.

St. Ed. Pg. 242


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Common Core Standards Plus® – Language Arts – Grade 4 Strand: Narrative Writing Focus: Enhancing the Writing Lesson: #24 Writing Standards: 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.

Transitional Words connect ideas – first, next, finally, again, besides, in addition

Example: It was the first day of the rest of my life, well my elementary school life that is. Hi, my name is Zoe and this is the first day of Fifth Grade at my new school. I call it the first day of the rest of my life, because I am new and in the last grade at this school. That means I am the big kid, we set the tone and run the school. The thing is, I know no one. The first thing that happened after my mom dropped me off was I stepped in a puddle and ended up with a wet shoe. “Great,” I thought. Next, I couldn’t remember which hallway my class was down. “Was it the blue hallway, red hallway, or the white one?” I asked inside my head. Finally, I found my class. In I went and sat down in my desk. I didn’t dare look around. I didn’t want others to think I was staring. Our teacher started teaching and the next thing I knew it was lunch. “Oh no, no one to sit with,” I thought sadly. Then it happened, as I was getting my lunch I bumped into a girl in the cubbies. She looked at me and smiled. I knew right then she was nice and would be my new friend. Sure enough, Kristin and I are best friends. We have been running the fifth grade ever since.

Directions: Using your narrative from yesterday, reread and add sensory words, transitional words or phrases, and dialogue to your story. Write your sentences that you are adding words to on the lines below.

_______________________________________________________________

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The weekly evaluation may be used in the following ways: As a formative assessment of the students’ progress. As an additional opportunity to reinforce the vocabulary, concepts, and

knowledge presented during the week of instruction.

Standard: 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. Procedure: Read the directions aloud and ensure that students understand how to respond to each item.

If you are using the weekly evaluation as a formative assessment, have the students complete the evaluation independently.

If you are using it to reinforce the week’s instruction, determine the items that will be completed as guided practice, and those that will be completed as independent practice.

Review: Review the correct answers with students as soon as they are finished. Answers: 1. (W.4.3a-e) Answers may vary, but need to use words that relate

to one or more of the five senses. 2. (W.4.3a-e) Beginning –introduces characters, setting, narrator

Middle – plot, events in the story, problem that the character may have Conclusion – wraps up the story, the problem is resolved.

3. (W.4.3c) All of a sudden, then, first, next, last, finally, etc.

St. Ed. Pg. 243


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Sensory Words: describe the five senses – see, hear, smell, taste, touch Transitional Words: words or phrases that are used to connect ideas Directions: Answer the following questions.

1. Read the sentences below, and rewrite them using sensory words to let the reader have a clearer picture of what the characters are doing. It was snowing, so Zoe and Kade went outside to play.

_____________________________________________________________ _____________________________________________________________

Kai and Kade were playing with their hot wheels track, Zoe was playing her piano, and mom was trying to read a book.

_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

2. Write what each part of a narrative tells. Beginning: ________________________________________________ Middle: __________________________________________________ Conclusion: ______________________________________________

3. List three transitional words or phrases that manage the sequence of events. a.______________________________ b.______________________________ c.______________________________


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Lesson Objective: The students will work individually to write narrative stories in which they write about a trip to outer space.

Overview: Students will review the elements of narrative writing addressed in Common Core Standards Plus Writing – Narrative Lessons 17-24, E5-E6.

Students will:• Write a well-developed introduction that establishes the situation and includes the narrator and/or

characters.• Create an organizational structure that creates a clear sequence of events.• Use dialogue and descriptions to develop experiences and events or show characters’ responses to

situations.• Use transitional words and phrases to link the sequence of events.• Use concrete words and phrases and sensory details to convey experiences and events.• Provide a well-developed sense of closure.

Guided Practice: (Required Student Materials: St. Ed. Pgs. 245-246)• Review all the elements of a narrative writing story and the narrative writing prompt.• Review how to write dialogue, how to write descriptions to develop experiences and events, and how

to write concrete words and phrases and sensory details to include in the story.• Review transitional words and phrases and remind students to include them in the story.• Review the criteria for a 4–point rubric score.• Brainstorm ideas, and assist the students in completing the graphic organizer to develop the content

and structure of the story. • Write a working title for the story.• Write a description of the setting, names of the characters, and explain the situation/problem.• Write 3 events that occur in the story.• Include transitional words and phrases to link the sequence of events.• Write a well-developed sense of closure.

• Before students write their story, have them trade and review a partner’s graphic organizer and share suggestions on how to clarify ideas and/or improve the structure.

Standard Reference: W.4.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Required Student Materials: • Student Pages: St. Ed. Pg. 245 (Prompt, Graphic Organizer), St. Ed. Pg. 246 (Rubric)• Lined paper

Common Core Standards Plus® – Language Arts – Grade 4Performance Lesson #15 – Strand: Writing – Narrative

St. Ed. Pgs. 245-246Teacher Lesson Plan Page 1 of 2

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Independent Practice: (Required Student Materials: St. Ed. Pg. 245)• Have students use completed graphic organizers to organize and write their stories. • Write 3-5 paragraphs:

ᴏ First Paragraph: Introduction ᴏ Paragraphs 2, 3, and 4: Separate paragraph for each event with clear descriptions

(will vary depending on how the student organizes the story) ᴏ Last Paragraph: A closure that is well-developed and follows the logical sequence of the story

Review & Evaluation: • Option 1: Students read their stories to a partner before making any addition or revisions.

Then students trade papers with their partners and have the partner use the rubric to score the story. Students use the peer score to edit their stories.

• Option 2: Teacher collects and scores with the writing rubric.• Option 3: Writing conference with student and teacher.


St. Ed. Pgs. 245-246 Teacher Lesson Plan Page 2 of 2

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4th Grade Narrative Writing Prompt: We have read about outer space in magazines and books. We have seen outer space shown in television shows and movies. Some of what we know about outer space comes from scientists and the exploration of space, but much about outer space is still a mystery to us. If you could go anywhere in outer space, where would you go? Write a story about where you would go, who you would take with you, what you would see, and how you would get home.

Narrative Story Map

Title:

Setting – When, Where, Time: Characters: Situation/Problem:

Event 1: Event 2: Event 3: Conclusion or Solution:


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4th Grade Writing Rubric – Narrative

4 3 2 1

• Includes a clearly established situation with narrator and/or characters.

• Organizational structure includes a clear sequence of events.

• Includes an established situation with narrator and/or characters.

• Organizational structure includes a sequence of events.

• Attempts to establish a situation with narrator and/or characters.

• Organizational structure and sequence of events is unclear.

• Does not establish a situation with narrator and/or characters.

• Organizational structure and sequence of events is lacking or unclear.

• Uses dialogue and descriptions to clearly develop experiences and events or clearly show characters’ responses to situations.

• Uses dialogue and descriptions to develop experiences and events or clearly show characters’ responses to situations.

• Uses some dialogue and descriptions to develop experiences and events or clearly show characters’ responses to situations.

• Does not use dialogue and descriptions to develop experiences and events or clearly show characters’ responses to situations.

• Uses a variety of transitional words and phrases to manage sequence of events.

• Uses transitional words and phrases to manage sequence of events.

• Uses some transitional words and phrases to manage sequence of events.

• Does not use transitional words and phrases to manage sequence of events.

• Uses well-‐chosen concrete words, phrases, and sensory details to precisely convey experiences and events.

• Uses concrete words, phrases, and sensory details to convey experiences and events.

• Attempts to use concrete words, phrases, and sensory details to convey experiences and events.

• Does not use concrete words, phrases, and sensory details to convey experiences and events.

• Provides a clear sense of closure that follows a logical sequence.

• Provides a sense of closure that follows a logical sequence.

• Attempts to provide a sense of closure that follows a logical sequence.

• Sense of closure that follows a logical sequence is lacking.

• Use of conventions (spelling, punctuation, grammar) includes no errors.

• Use of conventions (spelling, punctuation, grammar) includes few errors but does not interfere with understanding.

• Use of conventions (spelling, punctuation, grammar) includes several errors and may interfere with understanding.

• Use of conventions (spelling, punctuation, grammar) includes many errors and interferes with understanding.


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St. Ed.Page

DOK Level

Vocabu

lary Acquisitio

n an

d Use

(Lan

guage Stan

dards: L.4.4a‐b; L.4.5a‐c)

1 Context Clues

L.4.4a: Use context (e.g., definitions, examples or restatements in text) as a clue to the meaning of a word or phrase.

24 3

1‐22 Context Clues 26 4 3 Context Clues 28 5 4 Context Clues 30 6 E1 Evaluation‐Context Clues 32 7 5 Greek and Latin Affixes and Roots

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).

34 9

1‐26 Greek and Latin Affixes and Roots 36 10 7 Greek and Latin Affixes and Roots 38 11 8 Greek and Latin Affixes and Roots 40 12 E2 Evaluation‐Greek and Latin Affixes and Roots 42 13 P1 Performance Lesson #1 – Galápagos Tortoises (L.4.4a, L.4.4b) 44‐45 15‐16 3

9 Similes

L.4.5a: Explain the meaning of simple similes and metaphors (e.g., pretty as a picture) in context.

48 17

1‐210 Similes 50 18 11 Metaphors 52 19 12 Metaphors 54 20 E3 Evaluation‐Similes and Metaphors 56 21 13 Idioms

L.4.5b: Recognize and explain the meaning of common idioms, adages, and proverbs.

58 23

1‐214 Adages 60 24 15 Proverbs 62 25 16 Idioms, Adages, and Proverbs 64 26 E4 Evaluation‐Idioms, Adages, and Proverbs 66 27 17 Synonyms

L.4.5c: Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

68 29

1‐218 Synonyms 70 30 19 Antonyms 72 31 20 Antonyms 74 32 E5 Evaluation‐Synonyms and Antonyms 76 33 P2 Performance Lesson #2 – Using Varied Language (L.4.5a, L.4.5b, L.4.5c) 78‐79 35‐36 3

Know

ledge of Lan

guage

(Lan

guage Stan

dards: L.4.3a‐c)

1 Precise Language

L.4.3a: Choose words and phrases to convey ideas precisely.

88 37

1‐22 Precise Language 90 38 3 Precise Language 92 39 4 Precise Language 94 40 E1 Evaluation‐ Precise Language 96 41 5 Punctuation for Effect

L.4.3b: Choose punctuation for effect. 98 43

1‐2

6 Punctuation for Effect 100 44

7 Situational Speaking 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).

102 45

8 Situational Speaking 104 46

E2 Evaluation‐Punctuation for Effect & Situational Speaking L.4.3b, L.4.3c 106 47

P3 Performance Lesson #3 – Writing a Formal Narrative (L.4.3a, L.4.3b, L.4.3c) 108‐109 49‐50 3

Common Core Standards Plus - LA Grade 4 Lesson Index


28



St. Ed. Page

DOK Level

Read

ing Literature

(Reading

Lite

rature Stand

ards: R

L.4.1 – RL.4.6)

1 Details in the Text and Vocabulary in 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.4.4: 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).

120 51

1‐22 Details in the Text and Vocabulary in Text 122 52 3 Details in the Text and Vocabulary in Text 124 53 4 Details in the Text and Vocabulary in Text 126 54 E1 Evaluation‐Details in the Text and Vocabulary in Text 128 55 5 Theme and Vocabulary

RL.4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.4.4

130 57

1‐26 Theme and Vocabulary 132 58 7 Theme, Summarizing, Vocabulary 134 59 8 Theme, Summarizing, Vocabulary 136 60 E2 Evaluation‐Theme, Summarizing, Vocabulary 138 61 P4 Performance Lesson #4 – Writing a Summary (RL.4.1, RL.4.2, RL.4.4) 140 63‐64 3 9 Characters, Setting, Events

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).

144 65

1‐210 Characters, Setting, Events 146 66 11 Characters, Settings, Events 148 67 12 Events 150 68 E3 Evaluation‐Characters, Settings, Events 152 69 13 Prose and Poetry 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.

154 71

1‐2

14 Rhyme Scheme and Meter 156 72 15 Poem Structure and Rhyme Scheme 158 73 16 Elements of Drama 160 74 E4 Evaluation‐Elements of Poetry and Drama 162 75 P5 Performance Lesson #5 – Comparing Poetry and Prose (RL.4.3, RL.4.5) 164‐165 77‐78 3 17 Point of View

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.

168 79

1‐218 Point of View 170 80 19 Point of View 172 81 20 Point of View 174 82 E5 Evaluation‐Point of View 176 83

P6 Performance Lesson #6 – Princess and the Pea Point of View (RL.4.6) 178‐179 85‐87 3 Integrated project #1: Through Someone Else’s Eyes (RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.5, RL.4.6, RL.4.10, W.4.3, W.4.3a, W.4.3b, W.4.3c, W.4.3d, W.4.3e, W.4.4, W.4.5, W.4.6, W.4.9, W.4.9a, W.4.10, SL.4.1, SL.4.1b, SL.4.1c, SL.4.6, L.4.1, L.4.2, L.4.3, L.4.3a, L.4.3b, L.4.3c, L.4.4, L.4.4a, L.4.4b, L.4.5, L.4.5a, L.4.5b, L.4.5c, L.4.6)

185‐189 88‐94 4

Prerequisite Common Core Standards Plus Strands: Vocabulary Acquisition and Use, Knowledge of Language, and Reading Literature

Product: An original tale derived from a classic tale written from a different point of view.

Overview: In this project, the students will read a classic tale and analyze the author’s point of view. Each student will determine an alternate point of view and rewrite the tale from the new perspective. The students will consider how the theme, details, and characters would change if presented from an alternate perspective. The vocabulary in prose is tied to the author’s point of view. A formal point of view will include formal vocabulary, but an informal point of view will include informal vocabulary, including slang. Since this is a learning activity, all components will be completed in class.



29



St. Ed. Page

DOK Level

Capitalization

(Lan

guage Stan

dards: L.4.2a)

1 Reviewing Rules

L.4.2a: Use correct capitalization.

204 95

1‐2

2 Holidays and Geographic Names 206 96

3 Product Names 208 97

4 Titles 210 98

E1 Evaluation‐Reviewing Rules 212 99

5 Titles of People

L.4.2a

214 101

1‐2

6 Titles of People 216 102

7 Titles of People 218 103

8 Reviewing Rules 220 104

E2 Evaluation‐Titles of People and Review 222 105

P7 Performance Lesson #7 – Capitalization Rules Poster (L.4.2a) 224 107 3

Punctuation

(Lan

guage Stan

dards: L.4.2b‐c)

1 Commas and Quotation Marks in Direct Speech

L.4.2b: Use commas and quotation marks to mark direct speech and quotations from a text.

232 109

1‐2

2 Commas and Quotation Marks in Direct Speech 234 110



E1 Evaluation‐Commas & Quotation Marks in Direct Speech 240 113

5 Commas and Quotation Marks from a Text

L.4.2b: Use commas and quotation marks to mark direct speech and quotations from a text.

242 115

1‐2

6 Commas and Quotation Marks from a Text 244 116



E2 Evaluation‐Commas & Quotation Marks from a Text 250 119

9 Commas with Coordinating Conjunctions

L.4.2c: Use a comma before a coordinating conjunction in a compound sentence.

252 121

1‐2

10 Coordinating Conjunction in Compound Sentences 254 122

11 Coordinating Conjunction in Compound Sentences 256 123

12 Commas with Coordinating Conjunctions 258 124

E3 Evaluation‐Coordinating Conjunction in Compound Sentences 260 125

P8 Performance Lesson #8 – Punctuating a Short Story with Dialogue (L.4.2b, L.4.2c) 262 127‐128 3

Spellin

g (Lan

g. Stand

ards: L.4.2d) 1 Ending Rules

L.4.2d: Spell grade‐appropriate words correctly consulting references as needed.

270 129

1‐2

2 Ending Rules 272 130



E1 Evaluation‐Ending Rules 278 133



30



St. Ed. Page

DOK Level

Read

ing: In

form

ationa

l Text

(Reading

Inform

ationa

l Text S

tand

ards: R

I.4.1‐4.3; R

I.4.5‐4.7)

1 Understanding 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.4.3: 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.

288 135

1‐22 Understanding Text 290 136 3 Understanding Text 292 137 4 Understanding Text 294 138 E1 Evaluation‐Understanding Text 296 139 5 Main Idea and Supporting Points

RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

298 141

1‐26 Main Idea and Supporting Points 300 142 7 Main Idea and Supporting Points 302 143 8 Main Idea and Supporting Points 304 144 E2 Evaluation‐Main Idea and Supporting Points 306 145 P9 Performance Lesson #9 – Summarizing Informational Text (RI.4.1, RI.4.2, RI.4.3) 308‐309 147‐148 3 9 Text Structure

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.

312 149

1‐210 Text Structure 314 150 11 Text Structure 316 151 12 Text Structure 318 152 E3 Evaluation‐Text Structure 320 153 13 Point of View

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.

322 155

1‐214 Point of View 324 156 15 Point of View 326 157 16 Point of View 328 158 E4 Evaluation‐Point of View 330 159 P10 Performance Lesson #10 – Analyzing Informational Text (RI.4.5, RI.4.6) 332‐333 161‐162 3 17 Contributing Information

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.

336 163

1‐218 Contributing Information 338 164 19 Contributing Information 340 165 20 Contributing Information 342 166 E5 Evaluation‐Contributing Information 344 167 P11 Performance Lesson #11 – Presenting Information (RI.4.7) 346‐347 169‐170 3

Integrated Project #2: You Are Here (RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.5, RI.4.6, RI.4.7, RI.4.9, RI.4.10, W.4.2, W.4.2a, W.4.2b, W.4.2c, W.4.2d, W.4.2e, W.4.4, W.4.5, W.4.6, W.4.7, W.4.8, W.4.9, W.4.9b, W.4.10, SL.4.1, SL.4.1b, L.4.1, L.4.2, L.4.2a, L.4.2b, L.4.2c, L.4.2d, L.4.6)

353‐359 171‐172 4

Prerequisite Common Core Standards Plus Strands: Capitalization, Punctuation, Spelling, and Reading Informational Text

Product: A research paper with a visual display (poster, collage, diorama, or display board).

Overview: In this project, the students will choose one of the following topics to investigate: The geography of your state How your state capital came to be The ten most interesting places to visit in your state One historical event that helped to shape your state Your state government

The students will choose a topic to investigate, complete their research, write a research paper, and create a visual display that supports what they learn in their research. Since this is a learning activity, all components will be completed in class.

Common Core Standards Plus® – Language Arts – Grade 3


St. Ed.Page

DOK Level

Read

ing L

iterature

(Reading

Lite

rature Stand

ards: RL.3.1, R

L.3.2, RL.3.3, RL.3.4, RL.3.5, RL.3.6, RL.3.7)

5 Parts of Stories

RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

282 131

1‐2

6 Parts of Dramas 284 132

7 Parts of a Poem 286 133

8 Parts of a Poem 288 134

E2 Evaluation – Stories, Poems, and Dramas 290 135

9 Illustration and Mood

RL.3.7: Explain how specific aspects of a text’s illustration contribute to what is conveyed by the words in the story (e.g., create mood, emphasize aspects of a character or setting.)

292 137

1‐2

10 Illustration and Setting 294 138

11 Illustration and Character 296 139

12 Illustrations 298 140

E3 Evaluation – Illustrations 300 141

P5 Performance – Reading Literature: Character Study and Comic Strip (RL.3.1, RL.3.3, RL.3.5, RL.3.7)

302‐303 143‐146 3

13 Fables, Folktales, Myths, and Word Meanings RL.3.2: Recount stories, including fables, folktales, and myths from diverse cultures: determine the central message, lesson, or moral, and explain how it is conveyed through key details in the text. RL.3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

308 147

1‐2

14 Fables, Folktales, and Myths 310 148



E4 Evaluation – Fables, Folktales, Myths, and Vocabulary 316 151

17 Point of View

RL.3.6: Distinguish their own point of view from that of the narrator or those of the characters.

318 153

1‐2

18 Point of View 320 154



E5 Evaluation – Point of View 326 157

P6 Performance – Reading Literature: Point of View Movie Poster (RL.3.2, RL.3.4, RL.3.6) 328‐329 159‐162 3

Integrated Project # 2: The Play’s the Thing (RL.3.1, RL.3.2, RL.3.3 RL.3.4, RL.3.5, RL.3.6, RL.3.10, L.3.1, L.3.2, L.3.3, L.3.3a, L.3.3b, L.3.4, L.3.4a, L.3.4b, L.3.4c, L.3.5, L.3.5a, L.3.5b, L.3.5c, L.3.6, SL.3.1, SL.3.1b, SL.3.1c, SL.3.4, SL.3.6, W.3.3, W.3.3a, W.3.3b, W.3.3c, W.3.4, W.3.5, W.3.6, W.3.10)

337‐342 163‐169 4

Prerequisite Common Core Standards Plus Strands: Knowledge of Language, Vocabulary Acquisition and Use, and Reading Literature

Product: Writing and performing an original play.

Overview: In this project, the students will choose one of the following tales to rewrite as a play: The Three Little Pigs, Jack and the Beanstalk, Goldilocks and the Three Bears, Town Mouse and Country Mouse, Little

Red Riding Hood, or The Tortoise and the Hare The students will work in groups to re‐write, stage, and present the tale as a play. If they choose a tale with just two characters, they will need to add more characters and/or a narrator to provide each group member with a role. The group size must match the number of roles in the play. Since this is a learning activity, all components will be completed in class.



31



St. Ed. Page

DOK Level

Gram

mar and

Usage

(Lan

guage Stan

dards: L.4.1a‐g)

1 Relative Pronouns

L.4.1a: Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

372 173

1‐22 Relative Pronouns 374 174

3 Relative Pronouns 376 175

4 Relative Adverbs 378 176

E1 Evaluation‐Relative Pronouns and Relative Adverbs 380 177

5 Progressive Verb Tense L.4.1b: Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

382 179

1‐2

6 Progressive Verb Tense 384 180

7 Modal Auxiliaries L.4.1c: Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

386 181

8 Modal Auxiliaries 388 182

E2 Evaluation‐Progressive Verb Tenses / Modal Auxiliaries

L.4.1b, L.4.1c 390 183

9 Use of Adjectives L.4.1d: Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

392 185

1‐2

10 Use of Adjectives 394 186

11 Frequently Confused Words L.4.1g: Correctly use frequently confused words (e.g., to, too, two; there, their).

396 187

12 Frequently Confused Words 398 188

E3 Evaluation‐Adjective Use & Frequently Confused Words L.4.1d, L.4.1g 400 189

13 Prepositional Phrases

L.4.1e: Form and use prepositional phrases.

402 191

1‐2

14 Prepositional Phrases 404 192



E4 Evaluation‐Prepositional Phrases 410 195

17 Sentence Fragments

L.4.1f: Produce complete sentences, recognizing and correcting inappropriate fragments and run‐ons.

412 197

1‐2

18 Run‐on Sentences 414 198

19 Fragments and Run‐on Sentences 416 199

20 Complete Sentences 418 200

E5 Evaluation‐Complete Sentences 420 201

P12 Performance Lesson #12 – Sentence Construction (L.4.1, L.4.1a, L.4.1b, L.4.1c, L.4.1d, L.4.1e, L.4.1f, L.4.1g)

422‐423 203 3

Writing

(Lan

g. Stand

ards: W

.4.1a‐d;

W.4.2a‐e, W

.4.3a‐e)

1 Opinion Pieces – Stating Opinions 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.

432 205

1‐2

2 Opinion Pieces – Stating Opinions 434 206

3 Opinion Pieces – Concluding Sentence W.4.1a / W.4.1b / W.4.1d: Provide a concluding statement or section related to the opinion presented.

436 207

4 Opinion Pieces – Linking Words / Phrases W.4.1a / W.4.1b / W.4.1c: Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). / W.4.1d

438 208




32



St. Ed. Page

DOK Level

Writing

(Lan

guage Stan

dards: W

.4.1a‐d; W

.4.2a‐e, W

.4.3a‐e)


W.4.1a / W.4.1b / W.4.1c / W.4.1d

442 211






452‐453 217‐218 3



456 219



458 220


460 221


462 222




466 225






476‐477 231‐232 3


480 233

1‐2



484 235


486 236



490 239




W.4.3a, W.4.3b, W.4.3c, W.4.3d, W.4.3e





33



St. Ed.Page

DOK Level

Integrated Project #3: Space Exploration (RI.4.2, RI.4.3, RI.4.4, RI.4.5, RI.4.7, RI.4.10, RF.4.4, RF.4.4a, RF.4.4b, W.4.1, W.4.2, W.4.2a, W.4.2b, W.4.2c, W.4.2d, W.4.2e, W.4.3e, W.4.4, W.4.5, W.4.6, W.4.7, W.4.8, W.4.9, W.4.9b, W.4.10, SL.4.1c, SL.4.4, SL.4.5, L.4.1, L.4.2, L.4.3, L.4.3a, L.4.6)

507‐514 247‐251 4

Prerequisite Common Core Standards Plus Strands: Grammar and Usage, Writing

Product: The students will each select an object in our solar system to investigate. They will create a non‐fiction children’s book and an advertisement based on their review of another student’s book.

Overview: The students will investigate an object found in our solar system, which may include: A planet: Mercury, Venus, Mars, Jupiter, Saturn, Uranus, or Neptune A star: the Sun A moon: our Moon, Io, Titan, Umbriel, Ariel, Janus, Europa, etc. Comets, asteroids, dwarf planets

The first task will be to write a non‐fiction children’s book suitable for a first grade student, complete with text and illustrations. The second task will be to create an advertisement with positive opinion statement and reasons to indicate why a first grader would want to read the book. They will edit the book and advertisement for all conventions prior to publication. Since this is a learning activity, all components will be completed in class.


Want to see more lessons? Call 1-877-505-9152 to schedule a 20-minute meeting to review a complete Teacher Edition.


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