OCEAN COUNTY ENGLISH LANGUAGE ARTS … › cms › lib › NJ01000839 › Centricity...Created by: Aileen Mahone; Kaitlyn Prior Board Approved on: 7-26-16 Revised by: Tara Weber Revised

Created on: July 2015 Created by: Aileen Mahone; Kaitlyn Prior Board Approved on: 7-26-16 Revised by: Tara Weber Revised on: July 1, 2016

OCEANCOUNTYENGLISHLANGUAGEARTS

CURRICULUM ContentArea:EnglishLanguageArts Unit1

CourseTitle:ELA

GradeLevel:4

Unit1:FictionReading

Narrative/DescriptiveWriting IdeasandOrganization Open-EndedResponses

September-October

Unit2:NonfictionReading

Explanatory/ResearchWriting IdeasandOrganization Open-EndedResponses

November-December

Unit3:FictionText&Nonfiction

NarrativeWriting&Research WordChoice,Open-EndedResponses

January-February

Unit4:

Poetry/Literature/InformationalTextNarrative/PersuasiveWriting Voice,Open-EndedResponses

March-April

Unit5:Literature/InformationalText

PersuasiveWriting/Expository Voice&SentenceFluency Open-EndedResponses

April-May

Unit6:Folktales/Legends/Myths

CreativeStoryWriting ReviewWritingTraits

Open-EndedResponses

May-June

OCEANCOUNTYENGLISHLANGUAGEARTSCURRICULUM Unit1Overview

ContentArea:EnglishLanguageArtsLiteracy UnitTitle:UnitOne TargetCourse/GradeLevel:Fourth UnitSummary:FictionReadingNarrative/DescriptiveWriting InthisunitstudentswillIdentifyandunderstandelementsoffictionhowever,infusenon-fictionstoriesinthisunit.Implementthewritingprocessthroughthemodelofwriter’sworkshopandbeingawritingportfolioforeachstudent.Studentswillidentifyandunderstandelementsofwritingtoconveyexperiences(narratives),realorimagined,inordertocommunicateindividualandimaginedexperiencestoothers.Studentsshouldbegintodemonstratecompetenceinkeyboardinginpreparationforcomputer-basedassessmentsandpropertypingpracticeshouldbeincorporatedifstudentsarenotproficient. Primaryinterdisciplinaryconnections:

● SocialStudies https://www13.state.nj.us/NJCCCS/ContentAreaTableView_SocialStudies.aspx

● Science http://www.nextgenscience.org/new-jersey

● Technology http://www.iste.org/standards/iste-standards

● 21st century themes: (https://www13.state.nj.us/NJCCCS/ContentAreaTableView_21st.aspx ) ● http://www.p21.org/storage/documents/P21_framework_0515.pd ● Century Life & Career Skills All students will demonstrate the creative, critical thinking,

collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

● Learning and Innovation Skills

• Creativity and Innovation • Critical Thinking and Problem Solving • Communication and Collaboration

Information, Media and Technology Skills

• Information Literacy • Media Literacy • ICT (Information, Communications and Technology) Literacy

Life and Career Skills

• Flexibility and Adaptability • Initiative and Self-Direction • Social and Cross-Cultural Skills • Productivity and Accountability

• Leadership and Responsibility

CollegeandCareerReadiness:NotethattheCommonCoreStateStandardsprovideforCollegeandCareerReadinessAnchorStandardsinReading,Writing,Speaking,andListening,whicharelistedspecificallyatthebeginningofeachsectionofthegrade-levelstandardsandtheninfusedthroughoutthegrade-levelstandards.ForspecificCollegeandCareerReadinessAnchorStandards,seehttp://www.corestandards.org/the-standards/english-language-arts-standards.

LearningTargets ContentStandards:RL4.1,4.2,4.3,4.4,4.10;RI4.1,4.2,4.34.4,4.10;RF4.3,4.4;W4.2,4.3,4.4,4.5, 4.6,4.9,4.10;SL4.1,4.5;L4.1f,4.2a,4.2d,4.3,4.4,4.6 Number CommonCoreStandardforMastery RL4.1 Refertodetailsandexamplesinatextandmakerelevantconnectionswhenexplaining

whatthetextsaysexplicitlyandwhendrawinginferencesfromthetext. RL4.2 Determinethekeydetailstoidentifythemeinastory,drama,orpoemandsummarizethe

text. RL4.3 Describeindepthacharacter,setting,oreventinastoryordrama,drawingonspecific

detailsinthetext(e.g.,acharacter’sthoughts,words,oractions RL4.4 Determinethemeaningofwordsandphrasesastheyareusedinatext,includingthose

thatalludetosignificantcharactersfoundinliterature. RL4.10 Bytheendoftheyear,readandcomprehendliterature,includingstories,dramas,and

poemsatgradeleveltextcomplexityorabove,withscaffoldingasneeded.

RI4.1 Refertodetailsandexamplesinatextandmakerelevantconnectionswhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfromthetext.

RI4.2 Determinethemainideaofatextandexplainhowitissupportedbykeydetails;summarizethetext.

RI4.3 Explainevents,procedures,ideas,orconceptsinahistorical,scientific,ortechnicaltext,includingwhathappenedandwhy,basedonspecificinformationinthetext.

RI4.4 Determinethemeaningofgeneralacademicanddomain-specificwordsorphrasesinatextrelevanttoagrade4topicorsubjectarea

RI4.10 Bytheendofyear,readandcomprehendliterarynonfictionatgradeleveltextcomplexityorabove,withscaffoldingasneeded.

RF4.3 Knowandapplygrade-levelphonicsandwordanalysisskillsindecodingwords. Usecombinedknowledgeofallletter-soundcorrespondences,syllabicationpatterns,andmorphology(e.g.,rootsandaffixes)toreadaccuratelyunfamiliarmultisyllabicwordsincontextandoutofcontext.

RF4.4 Readwithsufficientaccuracyandfluencytosupportcomprehension.

Readgrade-leveltextwithpurposeandunderstanding. Readgrade-levelproseandpoetryorallywithaccuracy,appropriaterate,andexpression.Usecontexttoconfirmorself-correctwordrecognitionandunderstanding,rereadingasnecessary.

W4.2 Writeinformative/explanatorytextstoexamineatopicandconveyideasandinformationclearly.a.Introduceatopicclearlyandgrouprelatedinformationinparagraphsandsections;includeformatting(e.g.,headings),illustrations,andmultimediawhenusefultoaidingcomprehension. b.Developthetopicwithfacts,definitions,concretedetails,textevidence,orotherinformationandexamplesrelatedtothetopic. c.Linkideaswithinparagraphsandsectionsofinformationusingwordsandphrases(e.g.,another,for example,also,because). d.Usepreciselanguageanddomain-specificvocabularytoinformaboutorexplainthe topic.e.Provideaconclusionrelatedtotheinformationorexplanationpresented.

W4.3 Writenarrativestodeveloprealorimaginedexperiencesoreventsusingnarrativetechnique,descriptivedetails,andcleareventsequences. a.Establishasituationandintroduceanarratorand/orcharacters;organizeaneventsequencethatunfoldsnaturally. b.Usedialogueanddescriptiontodevelopexperiencesandeventsorshowtheresponsesofcharacterstosituations. c.Usetemporalwordsandphrasestosignaleventorder.d.Provideasenseofclosure.

W4.4 Produceclearandcoherentwritinginwhichthedevelopmentandorganizationareappropriatetotask,purpose,andaudience.

W4.5 Withguidanceandsupportfrompeersandadults,developandstrengthenwritingasneededbyplanning,revising,andediting.

W4.6 Withsomeguidanceandsupportfromadults,usetechnology,includingtheInternet,toproduceandpublishwritingaswellastointeractandcollaboratewithothers;demonstratesufficientcommandofkeyboardingskillstotypeaminimumofonepageinasinglesitting

W4.9 Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.Applygrade4Readingstandardstoliterature(e.g.,“Describeindeptha character,setting,oreventinastoryordrama,drawingonspecificdetailsinthetext[e.g.,acharacter’sthoughts,words,oractions].”). Applygrade4Readingstandardstoinformationaltexts(e.g.,“Explainhowanauthorusesreasonsandevidencetosupportparticularpointsinatext

W4.10 Write routinely over extended time frames (time for research, reflection,metacognition/self-correction,andrevision)andshortertimeframes(asinglesittingoradayortwo)forarangeofdiscipline-specifictasks,purposes,andaudiences.

SL.4.1 Engageeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,and teacher-led)withdiversepartnersongrade4topicsandtexts,buildingonothers’ideasandexpressingtheirownclearly. a.Explicitlydrawonpreviouslyreadtextormaterialandotherinformationknownaboutthetopictoexploreideasunderdiscussion. b.Followagreed-uponrulesfordiscussionsandcarryoutassignedroles. c.Poseandrespondtospecificquestionstoclarifyorfollowuponinformation,andmake commentsthatcontributetothediscussionandlinktotheremarksofothers. D.Reviewthekeyideasexpressedandexplaintheirownideasandunderstandinginlightof thediscussion.

SL4.5 Addaudiorecordingsandvisualdisplaystopresentationswhenappropriatetoenhancethedevelopmentofmainideasorthemes.

L4.1f DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking. Producecompletesentences,recognizingandcorrectinginappropriatefragmentsandrun-ons.

L4.2a DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting. Usecorrectcapitalization

L4.2d DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting. Spellgrade-appropriatewordscorrectly,consultingreferencesasneeded

L4.3 Useknowledgeoflanguageanditsconventionswhenwriting,speaking,reading,orlistening. Choosewordsandphrasestoconveyideasprecisely.Choosepunctuationforeffect. DifferentiatebetweencontextsthatcallforformalEnglish(e.g.,presentingideas)andsituationswhereinformaldiscourseisappropriate(e.g.,small-groupdiscussion)

L4.4 Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbasedongrade4readingandcontent,choosingflexiblyfromarangeofstrategies. Usecontext(e.g.,definitions,examples,orrestatementsintext)asacluetothemeaningofawordorphrase. Usecommon,grade-appropriateGreekandLatinaffixesandrootsascluestothemeaningofaword(e.g.,telegraph,photograph,autograph). Consultreferencematerials(e.g.,dictionaries,glossaries,thesauruses),bothprintanddigital,tofindthepronunciationanddetermineorclarifytheprecisemeaningofkeywordsandphrases.

L4.6 Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeing(e.g.,quizzed,whined,stammered)andthatarebasictoaparticulartopic(e.g.,wildlife,conservation,andendangeredwhendiscussinganimalpreservation).

UnitEssentialQuestions ● Howdoesunderstandingatext’s

structurehelpmebetterunderstanditsmeaning?

● Howdoestextevidencehelpthereaderdescribethecharacters,settingorevents?

● Howdoesareader’sspeed,accuracy,andexpressionhelpthemunderstandwhattheyhaveread?

● Whatelementsdoauthor’susewhenwritingnarrativelyanddescriptively?

UnitEnduringUnderstandings Studentswillunderstandthat… ● goodreadersusespecificdetailsfromaliterarytexttosupporttheirthinkingaboutcharacters,setting,events.

● understandingofatext’sfeatures,structures,andcharacteristicsfacilitatethereader’sabilitytomakemeaningofthetext.

● goodauthorsofnarrativewritingeffectivelydeveloprealorimaginaryexperiencesoreventstotellastorythatengagethereader.

● writersconveyinformationandideasclearlyandconcisely. ● goodreadersactivelyseekthemeaningofunknownwords/phrasestodeepentheirunderstandingofinformationtext

UnitObjectives Studentswillknow…

● storyelements

o Plot(i.e.events,climax/turningpoint,resolution)

o Conflict o Charactersandcharacterroles o Setting(timeandplace)

● therearedifferentpartsofliterarytext ● synthesizebackgroundknowledge ● similaritiesanddifferencesbetweenliteratureandinformationaltexts

● identifymainideaanddetails ● analyzeliterarygradeleveltext ● howtodevelopideasandorganizetheirwriting

● applywritingtraitsneededfordescriptiveandnarrativewriting

● whentoapplytransitionalwordsinwriting

● howtoanalyzeandrespondtoanopenendedquestion.

UnitObjectives Studentswillbeableto… ● identifykeyelementsofliterature ● useacombinationofexplicitlystatedinformation,backgroundknowledge,andconnectionstothetexttoanswerquestionstheyhaveastheyread

● determinethetheme ● describethesettingofastoryordrama ● describeorgraphicallyrepresentcharacters(traits,thoughts,words,feelingsandactions)

● describeindepthacharacter,setting,oreventinastoryordrama,drawingonspecificdetailsinatext)

● identifyandusepartsofatext(i.e.:tableofcontents,index,glossary….)

● identifymainidea ● determinemeaningsofwordsusingcontextcluesandotherreferences

● applyphonicsandwordanalysisskillstodecodewords ● readfluentlyonindependentlevel ● citeevidencefromtext ● referstodetailsandexamplesfromthetextwhenexplainingwhatthetextsays

● usethewritingprocess ● brainstormideasanduseorganizationalskillstodeveloptheirwriting

● createaparagraphwithastrongbeginning(lead) ● incorporatepropertransitionswordsintotheirwriting● useavarietyofsentencetypesusing

appropriatepunctuationandcapitalization

● writeadescriptiveparagraph● writeapersonalnarrative● spellK-4gradelevelwordscorrectly● developtheskillstoacquireandmaintainvocabulary

OCEANCOUNTYENGLISHLANGUAGEARTSCURRICULUM EvidenceofLearning

FormativeAssessments ● Teacherobservation ● Journals ● Openendedquestions–Shortorextendedresponse

● Exitslips ● Questionnaires ● Homework ● rubrics

● Classactivities/discussion ● Fluencyassessments ● Teacherstudentconferences ● PortfolioAssessment ● Conferences ● Projects ● Quizzesandtests ● Runningrecords/anecdotalnotes

SummativeAssessments ● Stateassessments ● Projects ● Openendedquestions ● Endofunitassessments

Modifications(ELLs,SpecialEducation,GiftedandTalented) ● LeveledGuidedReadingBooks

● Pairedpartnerreading ● LiteracyProjects ● DifferentiatedInstruction/LayeredCurriculum/TieredLessons ● ComputerBasedPrograms(i.e.,StudyIsland,Learnia,KidBiz,AcceleratedReader,CoreK-12) Suggested/possiblemodificationsforGiftedandTalented: ● askopen-endedquestions ● encourageupperlevelintellectualbehaviorbasedonBloom’sTaxonomy(analyzing,evaluating,creating)http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy

● donotalwaysbeexplicit,allowfordiscovery ● usecentersandgroupstudentsaccordingtoabilityorinterest ● proposeinterest-basedextensionactivities ● useleveledtextsandofferanadvancedreaderreadinglist ● ask“why”and“whatif”questions ● usevariedmodesofpre-assessmentandassessment

● FollowallIEPmodifications/504plan

CurriculumdevelopmentResources/InstructionalMaterials/EquipmentNeededTeacherResources:Districtwidematerialsandresources Curriculumdocumentsofthefollowingdistrictswerereferencedinthedevelopmentofthiscurriculum:BarnegatTwp.,LaceyTwp.,LakewoodTwp.,StaffordTwp.,PinelandsRegional,OceanTwp., Pt.PleasantBoro,BerkeleyTwp.,ManchesterTwp.,BrickTwp.,PlumstedTwp.

www.liketoread.comwww.liketowrite.comtwosourcesforteachers

http://reading.pppst.com/index.html Freepowerpointpresentationsforallreadingtopics StoryElements http://www.learner.org/interactives/story/index.htmlinteractivelessonusingCinderellatoteachstoryelementsThemehttp://www.learningtogive.org/lessons/unit106/lesson1.htmllessonforteachingtheme MainIdea/Detailshttp://www.internet4classrooms.com/skill_builders/main_idea_language_arts_fourth_4th_grade.htmconnectionstointeractivesitestoteachmainidea/details http://www.scholastic.com/teachers/story-startes http://languagearts.pppst.com/paragraphs.htmlpowerpointsforwritingparagraphs http://www.ttms.org/PDFs/03%20Writing%20Samples%20v001%20(Full).pdf examplesofstudentnarrativewritingforallgradelevels http://ethemes.missouri.edu/themes/33?locale=enlinktointeractiveactivitiesfornounshttp://classroom.jc-schools.net/la/activities/nouns.htmllinktointeractiveactivitiesfornouns http://www.learnnc.org/lp/pages/3247Grade4lessonforcenters http://www.corestandards.org/the-standards/english-language-arts-standards http://www.corestandards.org/assets/Appendix_B.pdf ● www.readwritethink.org–Languageartslessonplans ● www.writingfix.com–Lessonsandresourcesfor6+1writingtraits ● www.scholastic.com–Readingresources ● www.enotes.com–Subscription-onlysiteforvariousliteraryresources

● www.readworks.org–Lessonsforliteraryelements ● http://www.timeforkids.com ● www.biography.com-biographies ● http://www.pbs.org/teacherssocialstudies/science/languageartsresources ● https://newsela.com

SuggestedLiterature: HistoricalFiction Estes, Eleanor The Moffats Series Nesbit, Edith The Railway Children Nesbit, Edith The Story of the Treasure Seekers Nesbit, Edith The WouldBeGoods Speare, Elizabeth The Sign of the Beaver RealisticFiction Alcott, Louisa May Jo’s Boys, Little Men, and Little Women Anderson, C.W. Billy and Blaze and the Blaze series Burnett Frances Hodgson The Secret Garden Canfield, Dorothy Understood Betsy Cleary, Beverly Henry Huggins Cleary, Beverly Ribsy Fantasy Barrie, James Peter Pan Bond, Michael A Bear Called Paddington and the Paddington series Bulla, Clyde Shoeshine Girl Bulla, Clyde John Billington Friend of Squanto Collodi, Carlo The Pinnochio of C. Collodi Dahl, Roald Charlie and the Chocolate Factory Fleischman, Sid The Whipping Boy Kipling, Ruyard The Jungle Book Lawson, Robert Rabbit Hill TeacherNotes: ● Infusevariousliterarygenresthroughoutthisunit.(i.e.realisticfiction,historicalfiction,sciencefiction,fantasy,folktale,myth,legend,biography,mystery,nonfiction,poetry)

● Startawritingportfolioforeachstudent.Includeanarrativepiece.Theportfolioshouldincludepublishedworksindigitalformats.

Thefollowingfoundationalskillsshouldbedevelopedcontinuouslythroughouttheyear: ● Thefollowingfoundationalskillsshouldbedevelopedcontinuouslythroughouttheyear:Reading:

o Makeuseofschema o Rereadforclarification o Seekingmeaningofunknownvocabulary o Makeandrevisepredictions o Drawconclusions o Makeconnections:texttotext,texttoself,texttoworld UsetextevidencetoanswerReadingOpenEndedQuestions. Writing

o UsewrittenandoralEnglishappropriateforvariouspurposesandaudiences.

o Createanddeveloptextsthatincludethefollowingtextfeatures: ▪ Development:thetopic,theme,stand/perspective,argumentorcharacterisfully

developed ▪ Organization:thetestexhibitsadiscernibleprogressionsofideas ▪ Style:thewriterdemonstratesaqualityofimagination,individuality,anda

distinctivevoice ▪ Wordchoice:thewordsarepreciseandvivid

o Createanddeveloptextsthatincludethefollowinglanguageconventions: ▪ Sentenceformation:sentencesarecompleteandvariedinlengthandstructure ▪ Conventions:appropriategrammar,mechanics,spellingandusageenhancethe

meaningandreadabilityofthetext

OCEANCOUNTYENGLISHLANGUAGEARTSCURRICULUM

ContentArea:EnglishLanguageArts UnitTwo

CourseTitle:ELA

GradeLevel:4



September-October



November-December


NarrativeWriting&Research WordChoice

Open-EndedResponse

January-February

Unit4:Poetry/Literature/Informational

TextNarrative/PersuasiveWriting Voice

Open-EndedResponses

March-April



April-May



Open-EndedResponses

May-June

OCEANCOUNTYENGLISHLANGUAGEARTSCURRICULUM Unit2Overview

ContentArea:EnglishLanguageArts UnitTitle:UnitTwo TargetCourse/GradeLevel:Fourth UnitSummary:NonfictionReading,Explanatory/ResearchWriting ThefocusofthereadinginthisunitisNonfiction.ThestudentswillgatherinformationtounderstandandapplytheelementsofInformationalText.Teststhatmeasurefictioncontentanddomain-specificvocabularyshouldstillbeinfusedinthisunit.Studentsshouldapplytheelementsofexplanatorywritingtoexpandontheirunderstanding.ThiswouldbeagreatopportunitytoincorporateyourSocialStudiesandSciencethematicunitsintothestudent’sresearchpaper.Studentswillhavetheopportunitytodemonstratetheircompetenceinkeyboardinginpreparationforcomputer-basedassessments. Primaryinterdisciplinaryconnections:











• Flexibility and Adaptability • Initiative and Self-Direction • Social and Cross-Cultural Skills • Productivity and Accountability • Leadership and Responsibility


LearningTargets ContentStandards:RL4.1,4.2,4.3,4.4,4.9,4.10;RI4.1,4.2,4.34.4,4.5,4.8,4.10;RF4.3,4.4;W4.2, 4.3,4.4,4.5,4.6,4.7,4.8,4.9,4.10;SL4.1,4.2,4.4,4.5,4.6;L4.1d,4.1f,4.1g4.2a,4.2c,4.2d,4.3,4.4, 4.6

Number CommonCoreStandardforMastery RL4.1 Refertodetailsandexamplesinatextandmakerelevantconnectionswhenexplaining


text. RL4.3 Describeindepthacharacter,setting,oreventinastoryordrama,drawingonspecific

detailsinthetext(e.g.,acharacter’sthoughts,words,oractions RL4.4 Determinethemeaningofwordsandphrasesastheyareusedinatext,includingthose

thatalludetosignificantcharactersfoundinliterature. RL4.9 Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context,

and background knowledge) stories in the same genre (e.g. mysteries and adventurestories)ontheirapproachestosimilarthemesandtopics.

RL4.10 Bytheendoftheyear,readandcomprehendliterature,includingstories,dramas,andpoemsatgradeleveltextcomplexityorabove,withscaffoldingasneeded.





RI4.5 Describetheoverallstructure(e.g.,chronology,comparison,cause/effect,problem/solution)ofevents,ideas,concepts,orinformationinatextorpartofatext.

RI4.8 Explainhowanauthorusesreasonsandevidencetosupportparticularpointsinatext. RI4.10 Bytheendofyear,readandcomprehendliterarynonfictionatgradeleveltextcomplexity

orabove,withscaffoldingasneeded.


RF4.4 Readwithsufficientaccuracyandfluencytosupportcomprehension.Readgrade-leveltextwithpurposeandunderstanding. Readgrade-levelproseandpoetryorallywithaccuracy,appropriaterate,andexpression.Usecontexttoconfirmorself-correctwordrecognitionandunderstanding,rereadingasnecessary.






W4.7 Conductshortresearchprojectsthatbuildknowledgethroughinvestigationofdifferentaspectsofatopic.

W4.8 Recallrelevantinformationfromexperiencesorgatherrelevantinformationfromprintanddigitalsources;takenotesandcategorizeinformation,andprovidealistofsources.

W4.9 Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.Applygrade4Readingstandardstoliterature(e.g.,“Describeindeptha character,setting,oreventinastoryordrama,drawingonspecificdetailsinthetext[e.g.,a character’sthoughts,words,oractions].”). Applygrade4Readingstandardstoinformationaltexts(e.g.,“Explainhowanauthorusesreasonsandevidencetosupportparticularpointsinatext


SL4.1 Engageeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,and teacher-led)withdiversepartnersongrade4topicsandtexts,buildingonothers’ideasandexpressingtheirownclearly. a.Explicitlydrawonpreviouslyreadtextormaterialandotherinformationknownaboutthetopictoexploreideasunderdiscussion. b.Followagreed-uponrulesfordiscussionsandcarryoutassignedroles. c.Poseandrespondtospecificquestionstoclarifyorfollowuponinformation,andmake commentsthatcontributetothediscussionandlinktotheremarksofothers. D.Reviewthekeyideasexpressedandexplaintheirownideasandunderstandinginlightof thediscussion.

SL4.2 Paraphraseportionsofatextreadaloudorinformationpresentedindiversemediaandformats(e.g.visually,quantitatively,andorally).

SL4.4 Reportonatopicortext,tellastory,orrecountanexperienceinanorganizedmanner,usingappropriatefactsandrelevant,descriptivedetailstosupportmainideasorthemes;speakclearlyatanunderstandablepace.


SL4.6 DifferentiatebetweencontextsthatcallforformalEnglish(e.g.,presentingideas)andsituationswhereinformaldiscourseisappropriate(e.g.,small-groupdiscussion);useformalEnglishwhenappropriatetotaskandsituation.

L4.1d DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking. Orderadjectiveswithinsentencesaccordingtoconventionalpatterns(e.g.,asmallredbagratherthanaredsmallbag).

L4.1f DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking. Producecompletesentences,recognizingandcorrectinginappropriatefragmentsandrun-ons.

L4.1g DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking. Correctlyusefrequentlyconfusedwords(e.g.,to,too,two;there,their)

L4.2a DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.

Usecorrectcapitalization L4.2c DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,

andspellingwhenwriting. Useacommabeforeacoordinatingconjunctioninacompoundsentence.





UnitEssentialQuestions ● Howdoesusingmultiple sources

ofinformationtosupportanideahelp the reader become moreknowledgeableonatopic?

● Whatdoesinformationaltexttellreaders about themselves,others,andtheworld?

● Howdo visual text features helpreaders gain information theyneed?

● Whyconductresearch?

UnitEnduringUnderstandings Studentswillunderstandthat…

● learninghowtolistenandsupportideaswithothersisalifeskill.

● readersinterpretintendedmessageinvariousgenres.

● theskillsusedinreadingcomprehensiontransfertothereader’sabilitytounderstand.

● goodreaderscompareandcontrastvarioustextstodeepentheirunderstandingofthemesandtopics.

● goodreadersusetextfeaturestolocaterelevantinformation.

● researchersdrawfrommultiplesourcesofinformationandformats(includingdigitalandmultimedia)togatherevidence

● goodreadersactivelyseekthemeaningofunknownwords/phrasestodeepentheirunderstandingofinformationtext.

UnitObjectives Studentswillknow… ● whattheterm“theme”meansinreading.

● howtoincorporatestoryelementsinwriting

● howtoconductresearch ● howtoidentifypertinentinformation ● theimportanceofwordchoiceandvoicetoenhancetheirwriting

● linking/transitionalwords,phrases,clauses(i.e.:another,forexample,also,because)

● analyzegradelevelinformationaltext ● howtoanalyzeandrespondtoanopen-endedquestion.

UnitObjectives Studentswillbeableto… ● make,test,andrevisepredictionsastheyread ● sequenceevents ● identifycauseandeffect ● identifythemainideaofastoryorarticle ● explainhowthemainideaissupportedbykeydetails ● determinemeaningsofwordsusingcontextcluesandotherreferences(dictionaries,thesaurus–printordigital)

● applyphonicsandwordanalysisskillstodecodewords ● readfluentlyonindependentlevel ● citeevidencefromtext ● usethewritingprocessfocusingonideasandorganization ● usetransitionalwords,phrases,etc. ● incorporatepropertransitionswordsintotheirwriting ● includemainideasandsupportingdetailsintheirwriting ● usevarioussourcestogatherinformation(printmaterials,technology…)

● knowthedifferencebetweenrelevantandnon-relevantinformation

● giveashortoralpresentation ● usecommaswhereappropriateinwriting identifyandusesynonymsandantonymsintheirdailywriting

● spellk-4gradelevelwordscorrectly ● developtheskillstoacquireandmaintainvocabulary

Ocean County English Language Arts Curriculum Evidence of Learning

Formative Assessments ● Teacherobservation ● Journals ● Openendedquestions ● TestsandQuizzes ● Simulations ● HomeworkAssignments ● ExitSlips

● rubrics ● Classactivities/discussion● Fluencyassessments● Teacherstudentconferences● PortfolioAssessment● Conferencing/Reviews/Audit● ProjectsWrittenQuestions/ExerciseswithShort,ExtendedorMultiple-choiceAnswers

● Runningrecords/anecdotalnotes

Summative Assessments ● Stateassessments ● Projects ● Openendedquestions ● Endofunitassessments

Modifications(ELLs,SpecialEducation,GiftedandTalented)

● LeveledGuidedReadingBooks● Pairedpartnerreading● LiteracyProjects● Studentchoiceforpublication● DifferentiatedInstruction/LayeredCurriculum/TieredLessons● ComputerBasedPrograms(i.e.,StudyIsland,Learnia,KidBiz,AcceleratedReader,CoreK-12)● Suggested/possiblemodificationsforGiftedandTalented:● askopen-endedquestions● encourageupperlevelintellectualbehaviorbasedonBloom’sTaxonomy(analyzing,evaluating,

creating)● http://edorigami.wikispaces.com/Bloom

's+Digital+Taxonomy● donotalwaysbeexplicit,allowfordiscovery● usecentersandgroupstudentsaccordingtoabilityorinterest● proposeinterest-basedextensionactivities● useleveledtextsandofferanadvancedreaderreadinglist● ask“why”and“whatif”questions● usevariedmodesofpre-assessmentandassessment● FollowallIEPmodifications/504plan

Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:

Districtwidematerialsandresources

Curriculumdocumentsofthefollowingdistrictswerereferencedinthedevelopmentofthiscurriculum:BarnegatTwp.,LaceyTwp.,LakewoodTwp.,StaffordTwp.,PinelandsRegional,OceanTwp., Pt.PleasantBoro,BerkeleyTwp.,ManchesterTwp.,BrickTwp.,PlumstedTwp.


http://so024.k12.sd.us/ideascontent.htm#ActivitiesPowerPointandactivitieshttp://teacher.scholastic.com/products/scholasticprofessional/authors/pdfs/duke_sample_pages.pdfBackgroundfortheteacher http://www.lessonplanspage.com/LASSIdentifyingKeyFactsInExpositoryText35.htmlessonbasedoncolonialtimes http://grammar.ccc.commnet.edu/grammar/adjectives.htmadjectiveandadverbpractice http://www.corestandards.org/the-standards/english-language-arts-standards http://www.scholastic.com/teachers/story-startes http://www.history.com/shows/classroom www.discoverykids.com https://newsela.com http://www.pbs.org/teachers http://www.timeforkids.com http://www.sps186.org/downloads/basic/78399/3rd_Grade_Research_Paper.pdfinventors http://interlakes.libguides.com/content.php?pid=540330&sid=4785625africananimals http://interlakes.libguides.com/content.php?pid=540330&sid=4786009amazonrainforest SuggestedLiterature: http://commoncore.scholastic.com/teachers/books/non-fiction Teacher Notes: Infuse various literary genres throughout this unit.

○ Continue a writing portfolio for each student. Include an explanatory piece, incorporate typing practice and allow opportunities to publish writing in digital formats. The following foundational skills should be developed continuously throughout the year: Reading: ● Reread for clarification

● Marking Text ● Questioning ● Visualizing ● Making Inferences ● Self-Monitoring ● Skim & Scan ● Seeking meaning of unknown vocabulary ● Make and revise predictions ● Building Fluency ● Make connections: text to text, text to self, text to world ● Use text evidence to answer Reading Open Ended Questions.

Writing: ● Use written and oral English appropriate for various purposes and audiences. ● Create and develop texts that include the following text features:

○ Development: the topic, theme, stand/perspective, argument or character is fully developed

○ Organization: the test exhibits a discernible progressions of ideas ○ Style: the writer demonstrates a quality of imagination, individuality, and a

distinctive voice ○ Word choice: the words are precise and vivid

● Create and develop texts that include the following language conventions:

○ Sentence formation: sentences are complete and varied in length and structure

○ Conventions: appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text

o UsewrittenandoralEnglishappropriateforvariouspurposesandaudiences. o Createanddeveloptextsthatincludethefollowingtextfeatures:

▪ Development:thetopic,theme,stand/perspective,argumentorcharacterisfullydeveloped

▪ Organization:thetestexhibitsadiscernibleprogressionsofideas ▪ Style:thewriterdemonstratesaqualityofimagination,individuality,anda

distinctivevoice ▪ Wordchoice:thewordsarepreciseandvivid o Createanddeveloptextsthatincludethefollowinglanguage

conventions: ▪ Sentenceformation:sentencesarecompleteandvariedinlengthandstructure ▪ Conventions:appropriategrammar,mechanics,spellingandusageenhancethe

meaningandreadabilityofthetext.

EA


ContentArea:EnglishLanguageArts Unit3

CourseTitle:ELA

GradeLevel:4



September-October



November-December



Open-EndedResponse

January-February



Open-EndedResponses

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April-May



Open-EndedResponses

May-June

OCEANCOUNTYENGLISHLANGUAGEARTSLITERACYCURRICULUM Unit3Overview

ContentArea:EnglishLanguageArtsLiteracy UnitTitle:UnitThree TargetCourse/GradeLevel:Fourth UnitSummary:FictionText&Nonfiction,NarrativeWriting&ResearchWriting Inthisunitstudentswillreviewtheelementsoffictionandinformationaltext.Students will use narrative techniques to establish the setting, develop characters and unfold a plot that includes a story problem, rising action, climax, and concludes with a solution. To build knowledge on a topic, students will gather information through research from multiple content areas. Students will use the word choice trait within their writing to apply vivid words to their pieces. Studentswillhavetheopportunitytodemonstratecompetenceinkeyboardinginpreparationforcomputer-basedassessments Primaryinterdisciplinaryconnections:












CollegeandCareerReadiness:NotethattheCommonCoreStateStandardsprovideforCollegeandCareerReadinessAnchorStandardsinReading,Writing,Speaking,andListening,whicharelisted

specificallyatthebeginningofeachsectionofthegrade-levelstandardsandtheninfusedthroughoutthegrade-levelstandards.ForspecificCollegeandCareerReadinessAnchorStandards,seehttp://www.corestandards.org/the-standards/english-language-arts-standards.

LearningTargets ContentStandards:RL4.1,4.2,4.4,4.9,4.10;RI4.1,4.2,4.34.4,4.5,4.6,4.9,4.10;RF4.3,4.4;W4.2, 4.4,4.5,4.6,4.7,4.8,4.9,4.10;SL4.1,4.2,4.4,4.5,4.6;L4.1a,4.1b,4.1g,4.2a,4.2b,4.2c,4.2d,4.3, 4.4,4.5,4.6

Number CommonCoreStandardforMastery RL4.1 Refertodetailsandexamplesinatextandmakerelevantconnectionswhenexplaining


text. RL4.4 Determinethemeaningofwordsandphrasesastheyareusedinatext,includingthose

thatalludetosignificantcharactersfoundinliterature. RL4.9 Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context,

and background knowledge) stories in the same genre (e.g. mysteries and adventurestories)ontheirapproachestosimilarthemesandtopics.






RI4.5 Describetheoverallstructure(e.g.,chronology,comparison,cause/effect,andproblem/solution)ofevents,ideas,concepts,orinformationinatextorpartofatext.

RI4.6 Compareandcontrastafirsthandandsecondhandaccountofthesameeventortopic;describethedifferencesinfocusandtheinformationprovided.

RI4.9 Integrateandreflecton(e.g.practicalknowledge,historical/culturalcontext,andbackgroundknowledge)informationfromtwotextsonthesametopicinordertowriteorspeakaboutthesubjectknowledgeably.

RI4.10 Bytheendofyear,readandcomprehendliterarynonfictionatgradeleveltextcomplexity

orabove,withscaffoldingasneeded.


RF4.4 Readwithsufficientaccuracyandfluencytosupportcomprehension.Readgrade-leveltextwithpurposeandunderstanding. Readgrade-levelproseandpoetryorallywithaccuracy,appropriaterate,andexpression.Usecontexttoconfirmorself-correctwordrecognitionandunderstanding,rereadingasnecessary.





W4.7 Conductshortresearchprojectsthatbuildknowledgethroughinvestigationofdifferentaspectsofatopic.


W4.9 Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.Applygrade4Readingstandardstoliterature(e.g.,“Describeindeptha character,setting,oreventinastoryordrama,drawingonspecificdetailsinthetext[e.g.,acharacter’sthoughts,words,oractions].”). Applygrade4Readingstandardstoinformationaltexts(e.g.,“Explainhowanauthorusesreasonsandevidencetosupportparticularpointsinatext




SL4.4 Reportonatopicortext,tellastory,orrecountanexperienceinanorganizedmanner,usingappropriatefactsandrelevant,descriptivedetailstosupportmainideasorthemes;speakclearlyatanunderstandablepace.


SL4.6 DifferentiatebetweencontextsthatcallforformalEnglish(e.g.,presentingideas)andsituationswhereinformaldiscourseisappropriate(e.g.,small-groupdiscussion);useformalEnglishwhenappropriatetotaskandsituation.

L4.1a DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking. Userelativepronouns(who,whose,whom,which,that)andrelativeadverbs(where,when,why).

L4.1b DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking. Formandusetheprogressive(e.g.,Iwaswalking;Iamwalking;Iwillbewalking)verbtenses.

L4.1g DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking. Correctlyusefrequentlyconfusedwords(e.g.,to,too,two;there,their)


L4.2b DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting. Usecommasandquotationmarkstomarkdirectspeechandquotationsfromatext.

L4.2c DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation, andspellingwhenwriting.

Useacommabeforeacoordinatingconjunctioninacompoundsentence.




L4.5 Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings. Explainthemeaningofsimplesimilesandmetaphors(e.g.,asprettyasapicture)incontext. Recognizeandexplainthemeaningofcommonidioms,adages,andproverbs.Demonstrateunderstandingofwordsbyrelatingthemtotheiropposites(antonyms)andtowordswithsimilarbutnotidenticalmeanings(synonyms).


UnitEssentialQuestions ● Howisparaphrasing

helpful? ● Howdoes an author’s

perspective influencethe reader or thewriter?

● How does a writer’sword choice create avisual image for thereader?

● How do writers usetechnology to supportthewritingprocess?


● goodreadersrecognizethatthesameeventcanbeinterpreteddifferentlywhentoldfromdifferentperspectives/viewpoints

● therearesomesimilaritiesanddifferencesbetweenfirstandthirdpersonpointofview.

● writerswhoconnecttheirpersonalexperienceswillincreasetheirskills.

● goodauthorsusesensoryimagestodescribefeelings,events,and/orcharacters.

● learningtowritewithstrongwordswillincreasehowreaderswillperceivethemessageswritersaretryingtoconvey.

● identifyingkeyinformationisimportant ● writersorganizereportsdifferentlythanliterary

writing ● authorswritefordifferentpurposes ● goodreadersactivelyseekthemeaningofunknown

words/phrasestodeepentheirunderstandingofinformationtext.

UnitObjectives Studentswillknow… ● whattheauthor’spurposeis ● whattheauthor’spointofviewis

● howtousenarrativetechniquesanddescriptionstodevelopthesetting,eventsandcharacters

● howtochooseandutilizeanappropriategraphicorganizer

UnitObjectives Studentswillbeableto… ● identifyfactandopinion ● identifyifanauthoriswritingtoentertain,inform,orpersuade ● differentiatebetweenfirstpersonandthirdpersonnarration ● makejudgmentsanddecisionsbasedoncharactersactionsand/orwords.

● determinemeaningsofwordsusingcontextcluesandotherreferences

● applyphonicsandwordanalysisskillstodecodewords ● readfluentlyonindependentlevel ● citeevidencefromtext ● usethewritingprocess ● includeanappropriateconclusion

● Theimportanceofwordchoicewhenwritinganexplanatoryornarrativepiece.

● howtoproperlyidentifyandapplyverbs,adverbs,andquotationsinwriting

● howtoeditandreviseawritingpieceindividuallyandwithpeers

● readgradelevelliteratureandinformationaltext

● howtoanalyzeandrespondtoanopen-endedquestion.

● identifyanduseadjectivestodescribenouns ● willbeabletoeditandreviseforgradelevelsentencefluencyandconventions.

● useawordprocessingprogramorothertechnologyprogramtowrite

● usevarioussourcestogatherinformation(printmaterials,technology…)

● identifyandverbs ● useverbtensescorrectly ● useadverbstoenhanceverbs ● usequotationmarkscorrectlyindialogue ● usecommaswhereappropriateinwriting ● recognizeandexplainmeaningsofliterarydevicesoffigurativelanguage(i.e.:similes,metaphors,idioms,adages,andproverbs)

● recognizeandusemultiplemeaningwords ● spellK-4wordscorrectly ● developtheskillstoacquireandmaintainvocabulary


FormativeAssessments ● Teacherobservation ● Journals ● Openendedquestions ● Exitslip ● Conferencing/Reviews/Audit ● Simulations ● WrittenQuestions/ExerciseswithShort,ExtendedorMultiple-choiceAnswers

● rubrics

● Classactivities/discussion ● Fluencyassessments ● Teacherstudentconferences ● PortfolioAssessment ● Homeworkexercises ● Assignments ● Projects ● Runningrecords/anecdotalnotes

SummativeAssessments ● Stateassessments ● Openendedquestions

● Endofunitassessments ● Projects

Modifications(ELLs,SpecialEducation,GiftedandTalented) ● LeveledGuidedReadingBooks● Pairedpartnerreading● LiteracyProjects● Studentchoiceforpublication● DifferentiatedInstruction/LayeredCurriculum/TieredLessons● ComputerBasedPrograms(i.e.,StudyIsland,Learnia,KidBiz,AcceleratedReader,CoreK-12)● Suggested/possiblemodificationsforGiftedandTalented:● askopen-endedquestions● encourageupperlevelintellectualbehaviorbasedonBloom’sTaxonomy(analyzing,evaluating,

creating)● http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy

● donotalwaysbeexplicit,allowfordiscovery● usecentersandgroupstudentsaccordingtoabilityorinterest● proposeinterest-basedextensionactivities● useleveledtextsandofferanadvancedreaderreadinglist● ask“why”and“whatif”questions● usevariedmodesofpre-assessmentandassessment● FollowallIEPmodifications/504plan

CurriculumdevelopmentResources/InstructionalMaterials/EquipmentNeededTeacherResources:Districtwidematerialsandresources Curriculumdocumentsofthefollowingdistrictswerereferencedinthedevelopmentofthiscurriculum: BarnegatTwp.,LaceyTwp.,LakewoodTwp.,StaffordTwp.,PinelandsRegional,OceanTwp.,Pt.PleasantBoro,BerkeleyTwp.,ManchesterTwp.,BrickTwp.,PlumstedTwp.


http://www.woodland.k12.mo.us/faculty/rgarner/Reading/Authors%20puropse.htm Interactivemediaandpractice http://fcit.usf.edu/fcat/strategies/ap/default.htmpracticeedujourney.net/Powerpoint%20Templates/Author's%20Purpose/Authors%20Purpose.pptPower-pointwithsamplesandpractice.Includesbothliteraryandinformationaltext. www.oswego.org/ocsd-web/match/term/matchgeneric2.asp?filename=kderitteauthinteractivepractice http://www.studyzone.org/testprep/ela4/o/pointofviewl.cfmIncludesatablewithexamples http://cuip.uchicago.edu/www4teach/97/jlyman/default/quiz/factopquiz.html onlinequizhttp://www.proteacher.org/c/849_fact_and_opinion.htmlteachercreatedideasforteaching http://www2.scholastic.com/browse/lessonplan.jsp?id=666openendedresponselessonplan http://grammar.ccc.commnet.edu/grammar/quizzes/quotes_quiz.htminteractivepractice/quiz http://www.instructorweb.com/lesson/verblesson.asp#LESSON_PRINTABLES_lessonsandpractice http://www.corestandards.org/the-standards/english-language-arts-standards http://www.sps186.org/downloads/basic/78399/3rd_Grade_Research_Paper.pdfinventors http://interlakes.libguides.com/content.php?pid=540330&sid=4785625africananimals http://interlakes.libguides.com/content.php?pid=540330&sid=4786009amazonrainforest SuggestedLiterature Non-Fiction http://commoncore.scholastic.com/teachers/books/non-fiction

HistoricalFiction Spyri,JohannaHeidiSuhl,YuriThePurimGoat Tripp,ValerieTheAmericanGirlsSeries RealisticFiction Erickson,JohnHanktheCowdogandHanktheCowdogseries Estes,EleanorTheMoffatseries Farley,WalterBlackStallionSeries Henry,MagueriteMistyofChincoteague Henry,Maguerite*AnyfromtheHorseAdventureSeries Hoff,CarolJohnnyTexas Knight,EricLassieComeHome Leviten,SoniaJourneytoAmerica

Teacher Notes: ● Infusevariousliterarygenresthroughoutthisunit.(i.e.realisticfiction,historicalfiction,sciencefiction,fantasy,folktale,myth,legend,biography,mystery,nonfiction,poetry)

● Addanexpositorypieceofwritingtostudentwritingportfolio. ● Thefollowingfoundationalskillsshouldbedevelopedcontinuouslythroughouttheyear:

Reading:

o Makeuseofschema o Rereadforclarification o Seekingmeaningofunknownvocabulary o Makeandrevisepredictions o Drawconclusions o Makeconnections:texttotext,texttoself,texttoworld

Writing o UsewrittenandoralEnglishappropriateforvariouspurposesandaudiences. o Createanddeveloptextsthatincludethefollowingtextfeatures:








CourseTitle:ELA

GradeLevel:4



September-October



November-December



Open-EndedResponse

January-February



Open-EndedResponses

March-April



April-May



Open-EndedResponses

May-June


ContentArea:EnglishLanguageArtsLiteracy UnitTitle:UnitFour TargetCourse/GradeLevel:Fourth UnitSummary:Poetry/Literature/InformationalTextNarrative/PersuasiveWriting Thefocusofthisunitsreadingisfiction,informationaltext,andpoetry.Thestudentsshouldbeabletoidentifyandunderstandtheelementsofthepiecesread.Studentswillusetheelementsofthenarrativeandpersuasivewritingprocesstopresenttheirideasclearly.WithimplementationoftheVoicetrait,thestudentshavetheabilitytoshowtheirindividuality,creativityandpersonalityinbothpiecesofwriting. Primaryinterdisciplinaryconnections:












CollegeandCareerReadiness:NotethattheCommonCoreStateStandardsprovideforCollegeandCareerReadinessAnchorStandardsinReading,Writing,Speaking,andListening,whicharelistedspecificallyatthebeginningofeachsectionofthegrade-levelstandardsandtheninfusedthroughoutthe

grade-levelstandards.ForspecificCollegeandCareerReadinessAnchorStandards,seehttp://www.corestandards.org/the-standards/english-language-arts-standards.

ContentStandards:RL4.1,4.2,4.3,4.4,4.54.6,4.7,4.9,4.10;RI4.1,4.2,4.3,4.4,4.5,4.6,4.7,4.8, 4.9,4.10;RF4.3,4.4;W4.1,4.2,4.3,4.4,4.5,4.6,4.8,4.9,4.10;SL4.1,4.2,4.3,4.4,4.5,4.6;L4.1a, 4.1c,L4.1d,4.2a,4.2b,4.2c,4.2d,4.3,4.4,4.5,4.6

RL4.1 Refertodetailsandexamplesinatextandmakerelevantconnectionswhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfromthetext.

RL4.2 Determinethekeydetailstoidentifythemeinastory,drama,orpoemandsummarizethetext.

RL4.3 Describeindepthacharacter,setting,oreventinastoryordrama,drawingonspecific detailsinthetext(e.g.,acharacter’sthoughts,words,oractions

RL4.4 Determinethemeaningofwordsandphrasesastheyareusedinatext,includingthosethatalludetosignificantcharactersfoundinliterature.

RL4.5 Explainmajordifferencesbetweenpoems,drama,andprose,andrefertothestructural elementsofpoems(e.g.,verse,rhythm,meter)anddrama(e.g.,castsofcharacters, settings,descriptions,dialogue,stagedirections)whenwritingorspeakingaboutatext.

RL4.6 Compareandcontrastthepointofviewfromwhichdifferentstoriesarenarrated,includingthedifferencebetweenfirst-andthird-personnarrations.

RL4.7 Makeconnectionsbetweenspecificdescriptionsanddirectionsinatextandavisualororalrepresentationofthetext.

RL4.9 Compare,contrast,andreflecton(e.g.practicalknowledge,historical/culturalcontext,andbackgroundknowledge)storiesinthesamegenre(e.g.mysteriesandadventurestories)ontheirapproachestosimilarthemesandtopics.




RI4.3 Explainevents,procedures,ideas,orconceptsinahistorical,scientific,ortechnicaltext, includingwhathappenedandwhy,basedonspecificinformationinthetext.


RI4.5 Describetheoverallstructure(e.g.,chronology,comparison,cause/effect,and problem/solution)ofevents,ideas,concepts,orinformationinatextorpartofatext.

RI4.6 Compareandcontrastafirsthandandsecondhandaccountofthesameeventortopic; describethedifferencesinfocusandtheinformationprovided.

RI4.7 Interpretinformationpresentedvisually,orally,orquantitatively(e.g.,incharts,graphs, diagrams,timelines,animations,orinteractiveelementsonWebpages)andexplainhowtheinformationcontributestoanunderstandingofthetextinwhichitappears.

RI4.8 Explainhowanauthorusesreasonsandevidencetosupportparticularpointsinatext.




RF4.4 Readwithsufficientaccuracyandfluencytosupportcomprehension. Readgrade-leveltextwithpurposeandunderstanding. Readgrade-levelproseandpoetryorallywithaccuracy,appropriaterate,andexpression. Usecontexttoconfirmorself-correctwordrecognitionandunderstanding,rereadingas necessary.

W4.1 Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasonsand information.a.Introduceatopicortextclearly,stateanopinion,andcreateanorganizational structureinwhichrelatedideasaregroupedtosupportthewriter’spurpose. b.Providereasonsthataresupportedbyfactsfromtextsand/orothersources. c.Linkopinionandreasonsusingwordsandphrases(e.g.,forinstance,inorderto,in addition). d.Provideaconclusionrelatedtotheopinionpresented.



W4.4 Produceclearandcoherentwritinginwhichthedevelopmentandorganizationare appropriatetotask,purpose,andaudience.

W4.5 Withguidanceandsupportfrompeersandadults,developandstrengthenwritingas neededbyplanning,revising,andediting.

W4.6 Withsomeguidanceandsupportfromadults,usetechnology,includingtheInternet,to produceandpublishwritingaswellastointeractandcollaboratewithothers;demonstratesufficientcommandofkeyboardingskillstotypeaminimumofonepageinasinglesitting


W4.9 Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,and research.Applygrade4Readingstandardstoliterature(e.g.,“Describeindeptha character,setting,oreventinastoryordrama,drawingonspecificdetailsinthetext[e.g.,acharacter’sthoughts,words,oractions].”). Applygrade4Readingstandardstoinformationaltexts(e.g.,“Explainhowanauthorusesreasonsandevidencetosupportparticularpointsinatext)

W4.10 Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,metacognition/self-correction,andrevision)andshortertimeframes(asinglesittingoradayortwo)forarangeofdiscipline-specifictasks,purposes,andaudiences.



SL4.3 Identifythereasonsandevidenceaspeakerprovidestosupportparticularpoints.

SL4.4 Reportonatopicortext,tellastory,orrecountanexperienceinanorganizedmanner, usingappropriatefactsandrelevant,descriptivedetailstosupportmainideasorthemes;speakclearlyatanunderstandablepace.


SL4.6 DifferentiatebetweencontextsthatcallforformalEnglish(e.g.,presentingideas)and situationswhereinformaldiscourseisappropriate(e.g.,small-groupdiscussion);useformalEnglishwhenappropriatetotaskandsituation.

L4.1a DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.Userelativepronouns(who,whose,whom,which,that)andrelativeadverbs(where,when,why).

L4.1c Usemodalauxiliaries(e.g.,can,may,must)toconveyvariousconditions.

L4.1d Orderadjectiveswithinsentencesaccordingtoconventionalpatterns(e.g.,asmallredbagratherthanaredsmallbag).

L4.1e Formanduseprepositionalphrases



L4.2c DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting. Useacommabeforeacoordinatingconjunctioninacompoundsentence.


L4.3 Useknowledgeoflanguageanditsconventionswhenwriting,speaking,reading,or listening.Choosewordsandphrasestoconveyideasprecisely.Choosepunctuationforeffect.DifferentiatebetweencontextsthatcallforformalEnglish(e.g.,presentingideas)andsituationswhereinformaldiscourseisappropriate(e.g.,small-groupdiscussion)

L4.4 Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrases basedongrade4readingandcontent,choosingflexiblyfromarangeofstrategies. Usecontext(e.g.,definitions,examples,orrestatementsintext)asacluetothemeaningofawordorphrase.Usecommon,grade-appropriateGreekandLatinaffixesandrootsascluestothemeaningofaword(e.g.,telegraph,photograph,autograph). Consultreferencematerials(e.g.,dictionaries,glossaries,thesauruses),bothprintand digital,tofindthepronunciationanddetermineorclarifytheprecisemeaningofkeywordsandphrases.

L4.5 Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesin wordmeanings. Explainthemeaningofsimplesimilesandmetaphors(e.g.,asprettyasapicture)in context. Recognizeandexplainthemeaningofcommonidioms,adages,andproverbs. Demonstrateunderstandingofwordsbyrelatingthemtotheiropposites(antonyms)andtowordswithsimilarbutnotidenticalmeanings(synonyms).


UnitEssentialQuestions ● Howdoestextstructurehelpyou

interpretauthor’smeaning?● How can different forms of

literary genre express the sameideasindifferentways?

● How are literary genres differentinformandsubstance?

● How does a writer personallyengage upon a topic they arewriting?


● readersinterprettheintendedmessageinvariousgenresgoodreadersmakeconnectionsbetweenwrittenandvisualororalpresentationsofaliterarytexttoenhancetheirunderstanding

● goodreadersunderstandthestructureofatextandusethisinformationtomakesenseofwhattheyread

● goodreadersuseexamplesanddetailsfromtexttosupporttheirinferencescomprehensionandfluencymatterinreading.


● howtoreadandinterpretpoetry

● howtoapplyreadingstrategiestomonitorcomprehensionbefore,during,andafterreading.

● howtoapplythewritingprocesstodifferentgenres

● howtousegrammaticalconventionsinwriting

● howtomakeconnectionsbetweenversionsoftexts(i.e.:written,visual,oral,print,digital)

UnitObjectives Studentswillbeableto…

● Determinethethemeofthestory,drama,orpoem,usingdetailsfromthetext.

● Explaindifferencesbetweenpoems,dramas,orstories,andtheirelements.

● Makeconnectionswithinvariousgenres.● Determinethemeaningofdomainspecificwordsand

unknownvocabularyusingcontextclues.● Produceclearandcoherentwritingwithevidenceof

voice.● Writeroutinelyoverextendedtimeframeswith

technologyresources.● Usepreciselanguagetoinformorexplainatopicor

story.● Userelativepronounsandrelativeadverbs.● Usemoduleauxiliariestoconveyvariousconditions.● Demonstratecommandofstandardenglish.● Useprintanddigitalreferencematerialstoclarify

meaningofkeywords.● Recognizeandexplainthemeaningofidioms,adages,

andproverbs.


FormativeAssessments ● Teacherobservation ● Journals ● Openendedquestions ● Exitslip ● Conferencing/Reviews/Audit ● Simulations ● WrittenQuestions/ExerciseswithShort,ExtendedorMultiple-choiceAnswers

● rubrics


SummativeAssessments ● Stateassessments ● Openendedquestions ● Endofunitassessments ● Projects


creating)● http://edorigami.wikispaces.com/Bloom's

+Digital+Taxonomy● donotalwaysbeexplicit,allowfordiscovery● usecentersandgroupstudentsaccordingtoabilityorinterest● proposeinterest-basedextensionactivities● useleveledtextsandofferanadvancedreaderreadinglist● ask“why”and“whatif”questions● usevariedmodesofpre-assessmentandassessment● FollowallIEPmodifications/504plan


= www.liketoread.comwww.liketowrite.com

http://www.teachervision.fen.com/reading-comprehension/resource/55352.html interactiveactivities http://www.internet4classrooms.com/skills_4th_lang_tx.htm interactiveactivities http://www.lessonplanet.com/directory_articles/reading_lesson_plans/01_December_2009/205/drawing_conclusions http://www.teachervision.fen.com/fables/lesson-plan/4883.html http://teacher.scholastic.com/lessonrepro/reproducibles/litplace/r970818d.htm activityforcompare/contrast http://languagearts.mrdonn.org/figurative.html descriptions,lessonplans,powerpoints http://www.readwritethink.org/search/?sort_order=relevance&q=persuasive&srchgo.x=0&srchgo.y=0&old_q= http://www2.elc.polyu.edu.hk/CILL/eap/steps-in-process-writing.htm lessonplans

http://www.kimskorner4teachertalk.com/writing/writingprocess/menu.html :http://www.havefunteaching.com/reading-worksheets/graphic-organizers http://parks.sandi.net/Pages/SITP/graphic_organizer.htm http://fcit.usf.edu/fcat/references/strategies/oi1.htm http://comicsintheclassroom.net/oolesson_quotations.htm http://www.songsforteaching.com/kidzup/quotationmarks.htm http://www.ehow.com/video_4790571_teaching-quotation-marks.html http://www.ehow.com/how_8337041_teach-pronouns-elementary-students.html http://abcteach.com/directory/basics/grammar/parts_of_speech/ http://www.brighthub.com/education/k-12/articles/107379.aspx http://grammar.about.com/od/punctuationandmechanics/tp/commaguide.htm rulesforusingcommas http://owlet.letu.edu/grammarlinks/punctuation/punct1.html tutorialusingforcommascorrectly http://www.ehow.com/how_5123436_use-comma-correctly.html lessonplan http://languagearts.pppst.com/affixes.html powerpoints http://www.mandygregory.com/printablecenters.htm gamesandprintableworksheets http://www.spellingcity.com/ interactivespellingpracticeforweeklywordlists http://www.corestandards.org/the-standards/english-language-arts-standards SuggestedLiterature: Poetry AnimalPoemsJohnHollander WhoHasSeentheWind?APoetryCollectionforYoungPeopleHall,DonaldOxfordIllustratedBookofAmericanChildren’sPoems StoppingbyWoodsonaSnowyEveningRobertFrost TheNewKidontheBlockJackPrelutsky Stevenson,RobertLouisAChild’sGardenofVersesTibbetts,HelenF.FavoritePoemsOldandNewSelectedforBoysandGirls


● Addanexpositorypieceofwritingtostudentwritingportfolio. ● Thefollowingfoundationalskillsshouldbedevelopedcontinuouslythroughouttheyear:Reading:

o Makeuseofschema o Rereadforclarification o Seekingmeaningofunknownvocabulary

o Makeandrevisepredictions o Drawconclusions o Makeconnections:texttotext,texttoself,texttoworld









CourseTitle:ELA

GradeLevel:4



September-October



November-December



Open-EndedResponse

January-February


Narrative/PersuasiveWriting Voice

Open-EndedResponses

March-April


ExplanatoryWriting/Expository Voice&SentenceFluency Open-EndedResponses

April-May



Open-EndedResponses

May-June


ContentArea:EnglishLanguageArtsLiteracy UnitTitle:UnitFive TargetCourse/GradeLevel:Fourth UnitSummary:Literature/InformationalText,ExplanatoryWriting/Expository Duringthisunit,studentswillreadfictionandinformationaltextsandwritebothexplanatoryandexpositorypieces.Theywillreadfictionaltextstorefertopartsofstories,dramasandpoemswhenwriting.Theywillresearchinformationaltextsandusedigitalresourcestobecomeexpertsintopicstheywillthenwriteabout.Thestudentswillfocusontheirsentencefluencyandvoicetoshareinformationinawaythatwillengagetheirreader. Primaryinterdisciplinaryconnections:












CollegeandCareerReadiness:NotethattheCommonCoreStateStandardsprovideforCollegeandCareerReadinessAnchorStandardsinReading,Writing,Speaking,andListening,whicharelisted

specificallyatthebeginningofeachsectionofthegrade-levelstandardsandtheninfusedthroughoutthegrade-levelstandards.ForspecificCollegeandCareerReadinessAnchorStandards,seehttp://www.corestandards.org/the-standards/english-language-arts-standards.


























W4.9 Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,and research.Applygrade4Readingstandardstoliterature(e.g.,“Describeindeptha character,setting,oreventinastoryordrama,drawingonspecificdetailsinthetext[e.g.,acharacter’sthoughts,words,oractions].”). Applygrade4Readingstandardstoinformationaltexts(e.g.,“Explainhowanauthorusesreasonsandevidencetosupportparticularpointsinatext)





SL4.4 Reportonatopicortext,tellastory,orrecountanexperienceinanorganizedmanner, usingappropriatefactsandrelevant,descriptivedetailstosupportmainideasorthemes; speakclearlyatanunderstandablepace.



L4.1a DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhen writingorspeaking.Userelativepronouns(who,whose,whom,which,that)andrelativeadverbs(where,when,why).


L4.1d Orderadjectiveswithinsentencesaccordingtoconventionalpatterns(e.g.,asmallredbag ratherthanaredsmallbag).


L4.2a DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation, andspellingwhenwriting. Usecorrectcapitalization

L4.2b DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation, andspellingwhenwriting. Usecommasandquotationmarkstomarkdirectspeechandquotationsfromatext.

L4.2c DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation, andspellingwhenwriting. Useacommabeforeacoordinatingconjunctioninacompoundsentence.

L4.2d DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation, andspellingwhenwriting. Spellgrade-appropriatewordscorrectly,consultingreferencesasneeded



L4.5 Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesin wordmeanings. Explainthemeaningofsimplesimilesandmetaphors(e.g.,asprettyasapicture)in context. Recognizeandexplainthemeaningofcommonidioms,adages,andproverbs. Demonstrateunderstandingofwordsbyrelatingthemtotheiropposites(antonyms)and

towordswithsimilarbutnotidenticalmeanings(synonyms).


UnitEssentialQuestions ● Whyisitimportanttolistentoall

sides of an issue, topic, orproblem before making adecision?

● How does the structure of awriter's sentences make thewriting fluent and engaging toread?

● How does one effectively plan,present, and critique writteninformation and persuasivearguments?

● How can analyzing wordstructures help readersunderstandwordmeanings?


● learninghowtointeractwithothersbysharingknowledgeisalifelongskill.

● goodreadersidentifythereasons/examples/evidenceanauthorusestosupportpointsandideastoenhancetheirunderstandingofaninformationtextknowingthereismorethanonepointofviewonatopiccanassistindecisionmaking.

● goodwritersaddresstheneedsoftheaudienceanduseanengagingvoiceastheydeveloptheirthoughtsandideas

● goodreadersactivelyseekthemeaningofunknownwords/phrasestodeepentheirunderstandingofinformationaltext.


● howtoapplyreadingstrategiestomonitoringcomprehensionbefore,during,andafterreading

● howtorespondtoexplanatoryandexpositorywritingtasks

● howtoproperlyidentifyandusepronouns,andquotationsinwriting

● linking/transitionalwords,phrases,clauses(i.e.forinstance,inorderto,inaddition)

● howtouselinking/transitionalwords(i.e.ontheotherhand)toshowrelationships.

● howpartsofaworddetermineitsmeaningthedifferenttypesoffigurativelanguage.

● howtoreadliteraryandinformationalgradeleveltexts

● howtoanalyzeandrespondtoanopen-endedquestion.


● drawconclusions● identifystepsinaprocess● compareandcontrast● determinemeaningsofwordsusingcontextcluesand

otherreferences● applyphonicsandwordanalysisskillstodecode

words● readfluentlyonindependentlevel● citeevidencefromtext● usethewritingprocessincorporatingtheTraitsof

Writing● includeanappropriatebeginning,middleandendin

theirwriting● useawordprocessingprogramorothertechnology

programtowrite● usevarioussourcestogatherinformation(print

materials,technology…)towriteexpositorypieces● identifyandusepronounscorrectly● usecommaswhereappropriateinwriting● identifyanduseaffixes(prefix,suffix)includingGreek

and● Latintodeterminewordmeaning● identifyanduserootwordsinGreekandLatinto

determinemeaning● uselinking/transitionalwordsthatshowrelationships● spellK-4gradelevelwordscorrectly● developtheskillstoacquireandmaintainvocabulary


EvidenceofLearning FormativeAssessments ● Teacherobservation ● Journals ● Openendedquestions ● Exitslip ● Conferencing/Reviews/Audit ● Simulations ● WrittenQuestions/ExerciseswithShort,ExtendedorMultiple-choiceAnswers

● rubrics







= www.liketoread.comwww.liketowrite.com SuggestedLiterature HistoricalFiction Yates,ElizabethMountainBorn Wilder,LauraIngallsTheLittleHouseseries Fantasy MacDonald,GeorgeAttheBackoftheNorthWind Milne,A.A.TheHouseatPoohCornerandWinniethePooh Nesbit,EdithFiveChildrenandIt

Norton,MaryTheBorrowers Potter,BeatrixTheTalesofPeterRabbit RealisticFiction: Lovelace,M.BetsyTacy Lovelace,M.Betsy-TacyandTib Lovelace,M.BetsyandTacyGoOvertheBigHill Lovelace,M.BetsyandTacyGoDowntown Holling,HollingClancyPaddle-to-theSea Hutchens,PaulSugarCreekGangSeries Lenski,LoisStrawberryGirl North,SterlingRascal O’Dell,ScottIslandoftheBlueDolphins O’Harer,N.MyFriendFlicka Seredy,KateTheGoodMasterSidney,MargaretTheFiveLittlePeppersandHowTheyGrew Thurber,JamesTheWonderful Warner,GertrudeChandlerTheBoxcarChildren’sSeries Non-fiction Biographies D’Aulaire,IngriandEdgarBenjaminFranklin D’Aulaire,IngriandEdgarGeorgeWashington D’Aulaire,IngriandEdgarAbrahamLincoln Graff,StewartandPollyAnneHelenKeller Holt,RackhamGeorgeWashingtonCarver:AnAmericanBiography Ludwig,CharlesMichaelFaradayMcNeer,MayandLyndW.JohnWesleyNeimark,AnneE.TouchofLight:TheStoryofLoisBraille Stonaker,FrancesBensonFamousMathematicians

http://www.teachervision.fen.com/reading-comprehension/resource/55352.html interactiveactivities http://www.internet4classrooms.com/skills_4th_lang_tx.htm interactiveactivities http://www.lessonplanet.com/directory_articles/reading_lesson_plans/01_December_2009/205/drawing_conclusions http://www.teachervision.fen.com/fables/lesson-plan/4883.html http://teacher.scholastic.com/lessonrepro/reproducibles/litplace/r970818d.htm activityforcompare/contrast

http://languagearts.mrdonn.org/figurative.html descriptions,lessonplans,powerpoints http://www2.elc.polyu.edu.hk/CILL/eap/steps-in-process-writing.htm lessonplans http://www.kimskorner4teachertalk.com/writing/writingprocess/menu.html http://parks.sandi.net/Pages/SITP/graphic_organizer.htm http://fcit.usf.edu/fcat/references/strategies/oi1.htm http://comicsintheclassroom.net/oolesson_quotations.htm http://www.songsforteaching.com/kidzup/quotationmarks.htm http://www.ehow.com/video_4790571_teaching-quotation-marks.html http://www.ehow.com/how_8337041_teach-pronouns-elementary-students.html http://abcteach.com/directory/basics/grammar/parts_of_speech/ http://www.brighthub.com/education/k-12/articles/107379.aspx http://grammar.about.com/od/punctuationandmechanics/tp/commaguide.htm rulesforusingcommas http://owlet.letu.edu/grammarlinks/punctuation/punct1.html tutorialusingforcommascorrectly http://www.ehow.com/how_5123436_use-comma-correctly.html lessonplan http://languagearts.pppst.com/affixes.html powerpoints http://www.mandygregory.com/printablecenters.htm gamesandprintableworksheets http://www.spellingcity.com/ interactivespellingpracticeforweeklywordlists http://www.corestandards.org/the-standards/english-language-arts-standards


● Addanexpositorypieceofwritingtostudentwritingportfolio. ● Thefollowingfoundationalskillsshouldbedevelopedcontinuouslythroughouttheyear:Reading:










CourseTitle:ELA

GradeLevel:4



September-October

Unit2:NonfictionReadingExplanatory/ResearchWriting

IdeasandOrganization Open-EndedResponses

November-December



Open-EndedResponse

January-February


Narrative/PersuasiveWriting Voice

Open-EndedResponses

March-April


ExplanatoryWriting/Expository Voice&SentenceFluency Open-EndedResponses

April-May



Open-EndedResponses

May-June


ContentArea:EnglishLanguageArtsLiteracy UnitTitle:UnitSix TargetCourse/GradeLevel:Fourth UnitSummary:Folktales/Legends/Myths,CreativeStoryWriting Duringthisunit,studentswilldiscoverthestoriesandtraditionsofculturesacrosstheglobeastheyreadFolktales,Legends,andMyths.Studentswillcompareandcontrastthethemes,settingsandplotsoftextswithinthesegenres.Theywilluseideasfromwhattheyreadinthisunit’sfolktales,legendsandmythstocreatetheirowncreativewriting.Thestudentswillfocusonreviewingallofthewritingtraitsthatshouldbeusedinallpiecesofwriting(Ideas,Organization,Wordchoice,Voice,Sentencefluency,andConventions).

Primaryinterdisciplinaryconnections:






































W4.9 Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,and research.Applygrade4Readingstandardstoliterature(e.g.,“Describeindeptha character,setting,oreventinastoryordrama,drawingonspecificdetailsinthetext[e.g.,acharacter’sthoughts,words,oractions].”). Applygrade4Readingstandardstoinformationaltexts(e.g.,“Explainhowanauthoruses

reasonsandevidencetosupportparticularpointsinatext)





SL4.4 Reportonatopicortext,tellastory,orrecountanexperienceinanorganizedmanner, usingappropriatefactsandrelevant,descriptivedetailstosupportmainideasorthemes; speakclearlyatanunderstandablepace.



L4.1a DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhen writingorspeaking.Userelativepronouns(who,whose,whom,which,that)andrelativeadverbs(where,when,why).


L4.1d Orderadjectiveswithinsentencesaccordingtoconventionalpatterns(e.g.,asmallredbagratherthanaredsmallbag).




L4.2c DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting. Useacommabeforeacoordinatingconjunctioninacompoundsentence.




L4.5 Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesin wordmeanings. Explainthemeaningofsimplesimilesandmetaphors(e.g.,asprettyasapicture)in context. Recognizeandexplainthemeaningofcommonidioms,adages,andproverbs. Demonstrateunderstandingofwordsbyrelatingthemtotheiropposites(antonyms)and towordswithsimilarbutnotidenticalmeanings(synonyms).


UnitEssentialQuestions ● How does writing make thinking

visibleandclarifyunderstanding?● Whatdoreadersdowhentheydo

not understand everything in atext?

● Howdodifferentcultureschangeathemeortopicfromstoriesandmyths?


● writingisatoolforthinking:solvingproblems,exploringissues,constructingquestions,andaddressinginquiry.

● Mythsandstoriesthataddressthesamethemecanbesimilarordifferentbecauseofdifferentcultures

● goodreaderscompare,infer,synthesize,andmakeconnections(texttotext,texttoworld,texttoself)tomaketextpersonallyrelevantanduseful

● asgoodreaderstheyshouldemploystrategiestohelpthemunderstandtext.Strategicreaderscandevelop,select,andapplystrategiestoenhancetheircomprehension.

● goodreadersdevelopeffectivesummariesthatcapturethemainideasofinformationaltext.

● goodreaderscreateeffectivesummariesthatcapturethecentralideaorthemeofthetext

● goodreadersactivelyseekthemeaningofunknownwords/phrasestodeepentheirunderstandingofinformationaltext.


● howtoapplyreadingstrategiestomonitorcomprehensionbefore,during,andafterreading.

● interprettheauthor’sessentialmessageandthemegeneralizations

● howtosummarizetextbyidentifyingimportantideasandsequenceandbyprovidingsupportingdetails,whilemaintainingsequence

● howtoapplythewritingprocesstodifferentgenres

● howtousegrammaticalconventionsinwriting


● self-monitortheircomprehensionusinggradelevelreadingstrategies

● identifythethemeandmessageofalegend,folktales,andmyths

● makeimpliedinferencesabouttheliteraryelementsandauthor’sdecisionsinatext

● summarizetext● determinemeaningsofwordsusingcontextcluesand

otherreferences● applyphonicsandwordanalysisskillstodecode

wordsreadfluentlyonindependentlevel● citeevidencefromtext● usethewritingprocessincorporatingthetraitsof

writing● includeanappropriatebeginning,middleandendin

theirwriting● writeindifferentgenresbaseduponaudienceand

purpose● writeafriendlyletterusingcorrectformat● identifytheelementsofdifferentwritinggenres● continuetousefigurativelanguagetoenhance

writing● spellK-4wordscorrectlyanddeveloptheskillsto

acquireandmaintainvocabulary


EvidenceofLearning FormativeAssessments ● Teacherobservation ● Journals ● Openendedquestions ● Exitslip ● Conferencing/Reviews/Audit ● Simulations ● WrittenQuestions/ExerciseswithShort,ExtendedorMultiple-choiceAnswers

● rubrics







= www.liketoread.comwww.liketowrite.com

http://www.teachervision.fen.com/reading-comprehension/resource/55352.html interactiveactivities http://www.internet4classrooms.com/skills_4th_lang_tx.htm interactiveactivities http://www.lessonplanet.com/directory_articles/reading_lesson_plans/01_December_2009/205/drawing_conclusions http://www.teachervision.fen.com/fables/lesson-plan/4883.html https://www.teachervision.com/creative-writing/printable/54688.html http://www.scholastic.com/teachers/lesson-plan/myths-folktales-fairy-tales-grades-4-6t http://languagearts.mrdonn.org/figurative.html descriptions,lessonplans,powerpoints http://www2.elc.polyu.edu.hk/CILL/eap/steps-in-process-writing.htm lessonplans http://www.weeklystorybook.com/files/folktalesguide.pdf http://www.kimskorner4teachertalk.com/writing/writingprocess/menu.html http://parks.sandi.net/Pages/SITP/graphic_organizer.htm http://fcit.usf.edu/fcat/references/strategies/oi1.htm http://comicsintheclassroom.net/oolesson_quotations.htm http://www.songsforteaching.com/kidzup/quotationmarks.htm http://www.ehow.com/video_4790571_teaching-quotation-marks.html http://www.ehow.com/how_8337041_teach-pronouns-elementary-students.html http://abcteach.com/directory/basics/grammar/parts_of_speech/ http://www.brighthub.com/education/k-12/articles/107379.aspx http://grammar.about.com/od/punctuationandmechanics/tp/commaguide.htm rulesforusingcommas http://owlet.letu.edu/grammarlinks/punctuation/punct1.html tutorialusingforcommascorrectly http://www.ehow.com/how_5123436_use-comma-correctly.html lessonplan http://www.spellingcity.com/ interactivespellingpracticeforweeklywordlists http://www.corestandards.org/the-standards/english-language-arts-standards http://www.writingprompts.net/4th-grade/ https://www.superteacherworksheets.com/journal-prompts.html

SuggestedLiterature: Aesop,Aesop’sFables Chandler,JoelUncleRemusandBrerRabbitt Farjeon,EleanorTheLittleBookroom HansChristianAndersenTheEmperor’sNewClothes Lamb,CharlesBeautyandtheBeast Perrault,CharlesPerrault’sCompleteFairyTales Lawson,RobertBenandMe Lingred,AstridPippiLongstocking Lewis,C.S.TheMagician’sNephewandTheChroniclesofNarnia Lofting,HughTheVoyagesofDr.Dolittle


● Addacreativewritingpiecetostudentwritingportfolio. ● Thefollowingfoundationalskillsshouldbedevelopedcontinuouslythroughouttheyear:Reading:








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OCEAN COUNTY ENGLISH LANGUAGE ARTS … › cms › lib › NJ01000839 › Centricity...Created by: Aileen Mahone; Kaitlyn Prior Board Approved on: 7-26-16 Revised by: Tara Weber Revised