Reading Pacing Guide Grade 4 - pemberton.k12.nj.us

Reading Pacing Guide

Grade 4

MP Units Unit

TOTAL* Cumulative

TOTAL**

MP1 Unit 1 – Reaching Out

25 days 25 days

MP1 FLEX DAYS

5 days 30 days

MP1-2 Unit 2 – Do You Know What I Mean?

25 days 55 days

MP2 FLEX DAYS

5 days 60 days

MP2 Unit 3 – Natural Encounters

25 days 85 days

MP2 FLEX DAYS

5 days 90 days

MP3 Unit 4 – Never Give Up!

25 days 115 days

MP3 FLEX DAYS

5 days 120 days

MP3-4 Unit 5 – Change Is All Around

25 days 145 days

MP4 FLEX DAYS

5 days 150 days

MP4 Unit 6 – Paths to Discovery

25 days 175 days

MP4 FLEX DAYS

5 days 180 days

Pemberton Township School District Fourth Grade Reading

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Unit Title: Unit 1: Reaching Out

Stage 1: Desired Results

Standards & Indicators: NJSLS Grade 4 English Language Arts

• RL.4.1 • RL.4.3 • RL.4.4 • RL.4.5 • RL.4.7 • RL.4.10 • RI.4.1 • RI.4.2 • RI.4.5 • RI.4.7 • RI.4.10 • SL.4.1 • SL.4.2 • SL.4.3 • SL.4.4. • SL.4.6 • RF.4.4 • L.4.1 • L.4.3 • L.4.4 • L.4.5 • L.4.6

NJSLS Grade 4 Social Studies

• 6.1.4.A.10 • 6.1.4.A.11 • 6.1.4.A.12 • 6.1.P.D.1 • 6.1.P.D.2 • 6.1.P.D.4

NJSLS Grade 4 Science

• 3-5-ETS1-3


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Standards & Indicators: NJSLS Technology

• 8.1.5.A.1 • 8.1.P.E.1 • 8.1.2.E.1

NJSLS 21st Century Life and Careers

• CRP1. • 9.2.4.A.2 • 9.3.12.BM-OP.2


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Central Idea / Enduring Understanding: Students will…

• Understand story structure

• Make and confirm predictions

• Identify theme and main idea

• Determine author’s purpose

• Employ strategies to help understand informational text

• Use all they know about informational text to explore new topics

• Learn how informational texts are structured

• Recognize aspects of genres

Essential/Guiding Question:

• How do friends help each other?

• How can an author show what it takes to be a leader?

• What happens when one person helps another?

• How can characters’ actions inspire us to do good things?

• What motivates someone to help another person?


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Content:

• Big Idea: Helping brings out the best in us.

• Genres: Realistic Fiction, Informational Text, Biography, Poetry, Play, Tall Tale, Folk Tale

• Weekly Fluency Focus: Rate, Phrasing: Pauses,

Accuracy, Intonation, Expression

• Weekly Target Vocabulary

• Vocabulary Strategies: Prefixes (re-, un-, dis-, in-, im-, il-, ir-, non-, mis-), Context Clues, Use a Dictionary

• Spelling: (Word Sorts) Short and Long Vowels

(a,e,i,o), Homophones

• Academic Language: Plot, Conflict, Resolution, Author’s Purpose, Infer, Author’s Viewpoint, Cause, Effect, Theme, Analyze, Evaluate, Character Traits, Relationships, Prefix, Affix, Base Word, Context, Dictionary Entry

• Decoding: (Students Below Benchmark) - VCV,

VCCV Syllables, Open and Closed Syllables, Homophones

Skills(Objectives):

• Story Structure

• Summarize

• Author’s Purpose

• Monitor/Clarify

• Cause and Effect

• Visualize

• Theme

• Analyze/Evaluate

• Understanding Characters

• Infer/Predict


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Stage 2: Assessment Evidence Performance Task(s):

• Reader’s Notebook Entries

• Completes Graphic Organizers: Story Map, Inference Map, T-Map, Column Chart, Cause-and-Effect Chart

• Make inferences about story events and explain how they influence future events

• Make inferences and predictions about story characters and events

• Use cause-and-effect to track plot events in a text

• Use context clues to determine meanings of unfamiliar or multiple-meaning words

• Identify cause and effect in a text

• Participates in discussions about stories by offering comments and supporting evidence

• Identifies elements of narrative text

• Uses new vocabulary in speaking and writing

Other Evidence:

• Running Record

• Weekly Tests

• Responses to Open-Ended Critical Thinking Questions

• Accelerated Reader Quizzes


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Stage 3: Learning Plan Learning Opportunities/Strategies: Week 1 – (Lesson 1 in Journeys)

• Vocabulary in Context: Introduce new vocabulary words appropriately to reflect meaning. T14-15

• Introduce Comprehension: Identify the plot’s

main events and explain their influence on future events. Use a story map to sequence and summarize plot events in Meeting Mr. Jones. T18

• Develop Background: Shared Read – What

Makes a Good Friend? - Students learn about important ideas in the weekly selection, Because of Winn-Dixie. T16-17

• Introduce the Main Selection: As you do a

shared read of the selection, stop at intervals to complete the Story Map graphic organizer to record the setting, main characters, and the plot’s main events in the sequence in which they happen in Because of Winn-Dixie. T20 – 30

• Deepen Comprehension: Complete together and discuss Story Map: Analyze Story Structure to analyze plot events and to make inferences about story events and explain how they influence future events. T36-37

• Connect to Social Studies: Informational Text: Because of BookEnds. Discuss the genre and analyze the information presented in the bar graph. T32-34

• Vocabulary Strategies: Prefixes (re-, un-, dis-) – Use prefixes to determine word meaning, and read words with the prefixes (re-, un-, dis-) within An Unlikely Assignment. T40-41

Resources: Week 1 – (Lesson 1 in Journeys)

• Think Central – Vocabulary in Context Cards

• Think Central – Projectable 1.2

• What Makes a Good Friend?

• Anchor Text: Because of Winn-Dixie by Kate DiCamillo

• Graphic Organizer – Story Map • Think Central – Projectable 1.3a


• Paired Selection: Because of BookEnds by John Korba



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Learning Opportunities/Strategies: Week 2 – (Lesson 2 in Journeys)


• Introduce Comprehension: Read and complete

Inference Map to identify and explain the author’s purpose for writing. Monitor and clarify text to infer the author’s purpose in Everyone is Equal. T90

• Develop Background: Shared Read – Dr. Martin Luther Jr.- Students learn important ideas in the weekly selection, My Brother Martin. T88-89


shared read of the selection, stop at intervals to complete the Inference Map graphic organizer to record details that reveal the author’s purpose, and determine if the purpose is stated or implied, and the details that support the purpose in My Brother Martin. T92-104

• Deepen Comprehension: Complete together and discuss Inference Map: Analyze Author’s Purpose to recognize stated and implied purpose in expository text. T110-111

• Connect to Poetry: Shared Read, Langston Hughes: A Poet and a Dreamer – Discuss how this poet uses repetition in his lyrical poetry to help express his feelings. T106-108

• Vocabulary Strategies: Prefixes (in-, im-, il-, ir-)

– Complete Word Web together to learn and use words with prefixes (in-, im-, il-, ir-); use prefixes, roots, and base words to learn meanings of unfamiliar words in Life in an Imperfect World. T114-115




• Dr. Martin Luther King, Jr.

• Anchor Text: My Brother Martin by Christine King Farris

• Graphic Organizer – Inference Map • Think Central – Projectable 2.3a


• Paired Selection: Langston Hughes: A Poet and a Dreamer



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Cause-and-Effect Chart to identify cause-effect relationships, and use cause-effect to track plot events in Visiting Grandma. T164

• Develop Background: Shared Read – Moving to a New Home - Students learn about important ideas in the weekly selection, How Tia Lola Came to Stay. T162-163


shared read of the selection, stop at intervals to complete the Cause-and-Effect Chart graphic organizer to record cause-effect relationships in How Tia Lola Came to Stay. T166-174

• Deepen Comprehension: Complete together and discuss T-Map: Infer Cause and Effect to infer cause-effect relationships. T180-181

• Connect to Science: Informational Text, Pizza Pizzazz – As students read the selection, note how the steps are in sequence, and discuss what would happen if the steps were done out of order. T176-178

• Vocabulary Strategies: Using Context –

Use context clues to determine meanings of unfamiliar or multiple-meaning words within Going Home. T184-185




• Moving to a New Home

• Anchor Text: How Tia Lola Came to Stay by Julia Alvarez

• Graphic Organizer – T-Map • Think Central – Projectables 3.3a


• Paired Selection: Pizza Pizzazz by Peter Sylvia



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• Introduce Comprehension: Read A Big Hit in a

New Neighborhood and complete Inference Map to explain the message of a work of fiction as its theme, and to use the analyze/evaluate strategy to make inferences about a story’s theme. T234

• Develop Background: Shared Read – Do Young People Care About Their Communities? - Students learn about important ideas in the weekly selection, The Power of W.O.W.! T232-233


shared read of the selection, stop at intervals to complete the Inference Map graphic organizer to note story details that reveal the theme in The Power of W.O.W! T236-246

• Deepen Comprehension: Complete together and discuss Inference Map: Infer Theme to explain the message of a work of fiction as its theme. T252-253

• Connect to Social Studies: Informational Text, Knowing Noses: Search-and-Rescue Dogs – Before reading, students will scan the headings and topic sentences to gain an overview of the text. T248-250

• Vocabulary Strategies: Prefixes (non-, mis-) –

Read Clean-up Day and use prefixes to determine word meaning; learn to recognize and read words with the prefixes (non-, mis-). T256-257




• Do Young People Care About Their Communities?

• Anchor Text: The Power of W.O.W.! by Crystal Hubbard



• Paired Selection: Knowing Noses: Search-and-Rescue Dogs by Ellen Gold



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• Introduce Comprehension: Read Pecos Bill

Meets Rita Rio and complete the Column Chart to understand story characters’ behavior and relationships; use the infer/predict strategy to make inferences about story characters and to predict how they might change. T306

• Develop Background: Shared Read – A Sailor’s Life - Students learn important ideas in the weekly selection, Stormalong! T304-305


shared read of the selection, stop at intervals to complete a Column Chart graphic organizer to record details that tell about Stormalong’s feelings, actions, and relationships in Stormalong! T308-322

• Deepen Comprehension: Complete together and discuss Column Chart: Understanding Characters to use text details to understand characters’ behavior, changes, and relationships. T328-329

• Connect to Traditional Tales: Folktale/Play, Hoderi the Fisherman – Discuss how scenes in a play help show when the setting changes and separates the action of the play into different sections. T324-326

• Vocabulary Strategies: Use a Dictionary – Use a

dictionary to determine meaning, syllabication, and pronunciation of unfamiliar words. T332-333




• A Sailor’s Life

• Anchor Text: Stormalong! by Mary Pope Osborne

• Graphic Organizer – Column Chart • Think Central – Projectable 5.3a


• Paired Selection: Hoderi the Fisherman retold by Kate McGovern



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Differentiation High-Achieving Students On Grade Level Students Struggling Students Special Needs/ELL

• Guided Reading: Support students with feedback on weekly fluency focus with Leveled Reader & Teaching Guide

• Tiered Ready-

Made Work Stations

• Grab-and-Go Leveled Practice

• Unit Project


• Vocabulary Reader

• Tiered Ready-Made Work Stations

• Grab-and-Go

Leveled Practice

• Connect and Extend

• Making Connections

• Your Turn

• Guided Reading: Support students with weekly fluency focus using Leveled Reader/ Teaching Guide


• Tiered Ready-

Made Work Stations


• Listening Station

Think Central: Anchor Text & Leveled Readers

• Write-in Reader

• Monitor

Comprehension If…Then…

• Decoding

• Level 2 Fundations During WIN Period (if meets eligibility criteria)



• Tiered Ready-Made

Work Stations




• Write-in Reader

• Monitor


• Decoding

• English Language Learners Scaffold



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Unit Title: Unit 2: Do You Know What I Mean?





• 6.1.4.A.9 • 6.1.4.B.6 • 6.1.P.D.3


• 4-LS1-1 • 4-LS1-2

NJSLS Technology

• 8.1.5.A.1 • 8.1.P.E.1 • 8.1.2.E.1


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Standards & Indicators: NJSLS 21st Century Life and Careers

• CRP1. • 9.2.4.A.2 • 9.3.12.BM-OP.2


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• Understand story elements


• Apply background knowledge to new learning







• How are old and new fairy tales alike and different?

• How can movies express facts and opinions?

• How would you make someone comfortable in a new place?

• Why would someone make an insincere apology?

• Why do authors write biographies?


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Content:

• Big Idea: We express ourselves in many ways.

• Genres: Fairy Tale, Informational Text, Realistic Fiction, Readers’ Theater, Biography, Poetry

• Weekly Fluency Focus: Expression, Phrasing:

Punctuation, Stress, Accuracy, Intonation


• Vocabulary Strategies: Suffixes (-y, -ous), Greek and Latin Word Parts (phon, photo, graph, auto, tele), Figurative Language (Idioms), Antonyms, Analogies

• Spelling: (Word Sorts) Short and Long u (/yoo/,

/oo/), Vowel Sounds /oo/ (macron and breve), /ou, /ô/, Vowel +/r/ Sounds

• Academic Language: Compare, Contrast, Fact,

Opinion, Verify, Motivation, Relationships, Visualize, Traits, Conclusion, Generalization, Author’s Purpose, Implied, Suffix, Affix, Base Word, Idiom, Antonyms, Analogy

• Decoding: (Students Below Benchmark) -

Digraphs, Clusters, Stressed and Unstressed Syllables, Common Beginning Syllables, Vowel + r in Multi-Syllable Words

Skills(Objectives):

• Compare and Contrast

• Infer/Predict

• Fact and Opinion

• Summarize


• Visualize

• Conclusions and Generalizations

• Question




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• Completes Graphic Organizers: Venn Diagram, T-Map, Column Chart, Idea-Support Map, Inference Map



• Distinguish facts and opinions in a text

• Identify and determine the meanings of common idioms

• Compare and contrast story details within and across texts




Other Evidence:

• Running Record

• Weekly Tests




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• Introduce Comprehension: Compare and

contrast story details within and across texts and explain how comparing and contrasting affects plot; use the infer/predict strategy to anticipate future plot events in Sister, Sister. T18

• Develop Background: Shared Read – Planning a

Story - Students learn about important ideas in the weekly selection, Once Upon a Cool Motorcycle Dude. T16-17


shared read of the selection, stop at intervals to complete the Venn Diagram graphic organizer to compare and contrast the story narrators and the story details in Once Upon a Cool Motorcycle Dude. T20-32

• Deepen Comprehension: Complete together and discuss Venn Diagram: Compare and Contrast to compare and contrast story elements within and across texts. T38-39

• Connect to Social Studies: Informational Text: Storyteller Diane Ferlatte. Explain, discuss, and give examples of primary sources. T32-36

• Vocabulary Strategies: Suffixes (-y, -ous) – Use affixes to determine word meaning within An Exciting Hike. T42-43




• Planning a Story

• Anchor Text: Once Upon a Cool Motorcycle Dude by Kevin O’Malley

• Graphic Organizer – Venn Diagram • Think Central – Projectable 6.3a


• Paired Selection: Storyteller Diane Ferlatte by Ellen Gold



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T-Map to distinguish facts and opinions in a text; use facts and opinions to summarize important ideas in Strike! T92

• Develop Background: Shared Read – Messages in the Media - Students learn important ideas in the weekly selection, Coming Distractions: Questioning Movies. T90-91


shared read of the selection, stop at intervals to complete the T-Map graphic organizer to record facts and opinions about movies in Coming Distractions: Questioning Movies. T94-104

• Deepen Comprehension: Complete together and discuss T-Map: Analyze Facts and Opinions to distinguish facts and opinions in a text; explain how to verify a fact. T110-111

• Connect to Technology: Shared Read, The Wonder of Animation – Discuss how timelines contribute to the understanding of an informational text. T106-108

• Vocabulary Strategies: Greek and Latin Word

Parts (phon, photo, graph, auto, tele) – Use Greek and Latin roots and affixes to determine word meaning. Use word-learning strategies independently. T114-115




• Messages in the Media

• Anchor Text: Coming Distractions: Questioning Movies by Frank W. Baker

• Graphic Organizer – T-Map • Think Central – Projectable 7.3a


• Paired Selection: The Wonder of Animation by Grace V. Montek



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Column Chart to understand story characters’ behavior and relationships. Use text details to visualize story characters and how they change in Moving In. T164

• Develop Background: Shared Read – Creating Collages - Students learn about important ideas in the weekly selection, Me and Uncle Romie. T162-163


shared read of the selection, stop at intervals to complete the Column Chart graphic organizer to record characters’ opinions about, and interactions with, other characters in Me and Uncle Romie. T166-178

• Deepen Comprehension: Complete together and discuss Column Chart: Analyze Character Traits to understand how characters and their relationships change in a story. T184-185

• Connect to Art: Readers’ Theater, Sidewalk Artists – After students are assigned parts and read them aloud, review the steps presented in the text to create sidewalk art. T180-182

• Vocabulary Strategies: Figurative Language –

Understand that idioms are a form of figurative language. Identify and determine the meanings of common idioms within A Day at the Festival. T188-189




• Creating Collages

• Anchor Text: Me and Uncle Romie by Claire Hartfield

• Graphic Organizer – Column Chart • Think Central – Projectables 8.3a


• Paired Selection: Sidewalk Artists by Sam Rabe



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• Introduce Comprehension: Read The Oregon

Trail and complete Idea-Support Map to draw conclusions and make generalizations based on text details. Ask questions while reading to confirm understanding of the text. T238

• Develop Background: Shared Read – Why Apologize? - Students learn about important ideas in the weekly selection, Dear Mr. Winston. T236-237


shared read of the selection, stop at intervals to complete the Idea-Support Map graphic organizer to record conclusions and generalizations, along with text details that support student’s ideas in Dear Mr. Winston. T240-250

• Deepen Comprehension: Complete together and discuss Idea-Support Map: Conclusions and Generalizations while using text details and background knowledge to draw conclusions and make generalizations. T256-257

• Connect to Science: Informational Text, Field Guide to Snakes of the Southwest – Focus on the informational chart in the text and determine how it relates to, and aids in understanding the text. T252-254

• Vocabulary Strategies: Antonyms – While

reading The Letter, understand that antonyms are words with opposite meanings; recognize and use antonyms. T260-261




• Why Apologize?

• Anchor Text: Dear Mr. Winston from When I Went to the Library by Ken Roberts

• Graphic Organizer – Idea-Support Map • Think Central – Projectable 9.3a


• Paired Selection: Field Guide to Snakes of the Southwest by Patrick Sutter



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• Introduce Comprehension: Read Classical Ballet

and complete the Inference Map to identify the author’s implied purpose for writing the text. Use the analyze/evaluate strategy to determine author’s purpose. T310

• Develop Background: Shared Read – What Does It Take to Become a Dancer? - Students learn important ideas in the weekly selection, Jose! Born to Dance. T308-309


shared read of the selection, stop at intervals to complete the Inference Map graphic organizer to record text details and the author’s implied purpose in Jose! Born to Dance. T312-322

• Deepen Comprehension: Complete together and discuss Inference Map: Examine Author’s Purpose to use text details and background knowledge to determine the author’s purpose. Identify whether the author’s purpose is stated or implied. T328-329

• Connect to Poetry: Poetry, Dance to the Beat – Discuss how the rhythm is different in each poem, and how the rhythm affects the form, or type, of poem. T324-326

• Vocabulary Strategies: Analogies – Use

knowledge of synonyms and antonyms to complete analogies. T332-333




• What Does It Take to Become a Dancer?

• Anchor Text: Jose! Born to Dance by Susanna Reich



• Paired Selection: Dance to the Beat by Adam Fogelberg



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• Tiered Ready-

Made Work Stations


• Unit Project




• Grab-and-Go

Leveled Practice



• Your Turn



• Tiered Ready-

Made Work Stations




• Write-in Reader

• Monitor


• Decoding





Work Stations




• Write-in Reader

• Monitor


• Decoding




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Unit Title: Unit 3: Natural Encounters





• 6.1.4.B.5 • 6.1.4.B.7 • 6.1.4.B.9


• 4-ESS2-1 • 4-ESS2-2 • 4-ESS3-2


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• 8.1.5.A.1 • 8.1.P.E.1 • 8.1.2.E.1


• CRP1. • 9.2.4.A.2 • 9.3.12.BM-OP.2


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• Compare, infer, synthesize, and make connections to make text personally relevant and useful


• Use language structure and context clues to identify the meaning of words and phrases as they are used in the text

• Read with fluency and meaning






• How do animals influence your opinion of nature?

• How can nature influence events?

• How do events in nature affect other events?

• How do illustrations make a text interesting?

• How do details help you understand main ideas?


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Content:

• Big Idea: Nature can amaze us.

• Genres: Narrative Fiction, Readers’ Theater, Historical Fiction, Informational Text, Narrative Nonfiction, Fable/Traditional Tale, Poetry

• Weekly Fluency Focus: Phrasing: Punctuation,

Adjust Rate to Purpose, Phrasing: Pauses, Stress, Expression


• Vocabulary Strategies: Suffixes (-ful, -less, -

ness, -ment, -able, -ible), Synonyms, Greek and Latin Word Parts (spect, struct, tale, vis), Multiple Meaning Words

• Spelling: (Word Sorts) Compound Words,

Words with –ed, or –ing, Final Long e, Changing final y to i

• Academic Language: Fact, Opinion, Distinguish,

Sequence of Events, Visualize, Cause, Effect, Infer, Text Features, Boldface Print, Graphic Features, Main Idea, Supporting Details, Suffix, Base Word, Affix, Synonyms, Root Word, Multiple-Meaning Words, Context

• Decoding: (Students Below Benchmark) –

Compound Words, Base Words and Endings, Recognizing Common Word Parts and Suffixes, Three-Syllable Words

Skills(Objectives):


• Infer/Predict

• Sequence of Events

• Visualize


• Summarize

• Text and Graphic Features

• Question

• Main Ideas and Details

• Monitor/Clarify


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• Completes Graphic Organizers: T-Map, Flow Chart, Column Chart, Web



• Distinguish facts and opinions in a text

• Use text details and background knowledge to infer causes and effects

• Use Greek and Latin roots and affixes to determine word meaning




Other Evidence:

• Running Record

• Weekly Tests




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• Introduce Comprehension: Distinguish facts

from opinions, and use facts and opinions to make inferences about the text, Eastern Screech Owls. T18

• Develop Background: Shared Read – Instincts

and Learning - Students learn about important ideas in the weekly selection, The Screech Owl Who Liked Television. T16-17


shared read of the selection, stop at intervals to complete the T-Map graphic organizer to record facts and opinions about wild animals in The Screech Owl Who Liked Television. T20-32

• Deepen Comprehension: Complete together and discuss T-Map: Analyze Facts and Opinions to analyze facts and opinions, and to explain how to verify facts. T38-39

• Connect to Science: Shared Read, Readers’ Theater: In the Wild. After students are assigned parts and read them aloud, discuss what the characters do to persuade each other. T34-36

• Vocabulary Strategies: Suffixes (-ful, -less, -ness, -ment) – Understand words with the suffixes (-ful, -less, -ness, -ment), and use roots and affixes to determine meaning for words within On the Lookout for Owls. T42-43




• Instincts and Learning

• Anchor Text: The Screech Owl Who Liked Television from The Tarantula in My Purse by Jean Craighead George

• Graphic Organizer – T-Map • Think Central – Projectable 11.3a


• Paired Selection: In the Wild by Anne Patterson



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• Vocabulary in Context: Introduce new vocabulary words appropriately to reflect meaning T88-89


a Flow Chart to identify the sequence of events in a passage; visualize story events and their sequence in Danger in the Valley. T92

• Develop Background: Shared Read – The 1906 San Francisco Earthquake - Students learn important ideas in the weekly selection, The Earth Dragon Awakes. T90-91


shared read of the selection, stop at intervals to complete the Flow Chart graphic organizer to record the sequence of events in The Earth Dragon Awakes. T94-104

• Deepen Comprehension: Complete together and discuss Flow Chart: Sequence of Events to identify sequence of events in a story, and analyze the influence of early story events on future events. T110-111

• Connect to Science: Informational Text, Texas Twisters – Discuss how diagrams contribute to the understanding of an informational text. T106-108

• Vocabulary Strategies: Synonyms - Identify and

use synonyms, and use knowledge of synonyms to complete analogies within Help in a Time of Need. T114-115




• The 1906 San Francisco Earthquake

• Anchor Text: The Earth Dragon Awakes, The San Francisco Earthquake of 1906 by Laurence Yep

• Graphic Organizer – Flow Chart • Think Central – Projectable12.3a


• Paired Selection: Texas Twisters



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Flow Chart to identify cause-and-effect relationships in text. Use the summarize strategy to check understanding of cause and effect in Backyard Journal. T164

• Develop Background: Shared Read – The Last Wilderness - Students learn about important ideas in the weekly selection, Antarctic Journal. T162-163


shared read of the selection, stop at intervals to complete the Flow Chart graphic organizer to record cause-and-effect relationships in Antarctic Journal. T166-176

• Deepen Comprehension: Complete together and discuss Flow Chart: Infer Cause and Effect to use text details and background knowledge to infer causes and effects. T182-183

• Connect to Social Studies: Informational Text, The Coolest Marathon! – Discuss and compare/contrast the online article and the blog. T178-180


Parts (spect, struct, tele, vis) – Use Greek and Latin roots and affixes to determine word meaning within I’m Going to Antarctica. T186-187




• The Last Wilderness

• Anchor Text: Antarctic Journal by Jennifer Owings Dewey

• Graphic Organizer – Flow Chart • Think Central – Projectables 13.3a


• Paired Selection: The Coolest Marathon! by Misha Herenger



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• Introduce Comprehension: Read Helpful Insect

Partners and complete Column Chart to identify text features and their functions. Ask questions to understand information presented graphically. T236

• Develop Background: Shared Read – The Amazing Ant - Students learn about important ideas in the weekly selection, The Life and Times of an Ant. T234-235


shared read of the selection, stop at intervals to complete the Column Chart graphic organizer to record the use and purpose of text and graphic features in The Life and Times of an Ant. T238-250

• Deepen Comprehension: Complete together and discuss Column Chart: Text and Graphic Features to explain information presented graphically, and to use graphic features to answer questions and obtain information. T256-257

• Connect to Traditional Tales: Fable, The Dove and the Ant – Focus on the moral, or the lesson the fable teaches. T252-254

• Vocabulary Strategies: Suffixes (-able, -ible) –

While reading A Honey of a Job, recognize and use words with suffixes (-able, -ible); use roots and affixes to determine word meaning. T260-261




• The Amazing Ant

• Anchor Text: The Life and Times of an Ant by Charles Micucci

• Graphic Organizer – Column Chart • Think Central – Projectable 14.3a


• Paired Selection: The Dove and the Ant retold by Anne O’Brien



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• Introduce Comprehension: Read Take Care of

the Environment and complete the Web to identify and summarize main ideas and details in text. Use the monitor/clarify strategy to check understanding of main ideas and details. T310

• Develop Background: Shared Read – How Do Our Actions Affect the Earth? - Students learn important ideas in the weekly selection, Ecology for Kids. T308-309


shared read of the selection, stop at intervals to complete the Web graphic organizer to record the main ideas and details in Ecology for Kids. T312-322

• Deepen Comprehension: Complete together and discuss Web: Main Idea and Details to use evidence from the text to identify and summarize main ideas and details. T328-329

• Connect to Poetry: Poetry, Wonderful Weather – Discuss how rhyming words add to the rhythm of a poem. T324-326

• Vocabulary Strategies: Multiple-Meaning

Words – Use context to determine the appropriate meanings of multiple-meaning words within An Unfriendly Ecosystem. T332-333




• How Do Our Actions Affect the Earth?

• Anchor Text: Ecology for Kids by Federico Arana • Graphic Organizer – Web • Think Central – Projectable 15.3a


• Paired Selection: Wonderful Weather by Various Authors



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• Tiered Ready-

Made Work Stations


• Unit Project




• Grab-and-Go

Leveled Practice



• Your Turn



• Tiered Ready-

Made Work Stations




• Write-in Reader

• Monitor


• Decoding





Work Stations




• Write-in Reader

• Monitor


• Decoding




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Unit Title: Unit 4: Never Give Up!



• RL.4.1 • RL.4.2 • RL.4.3 • RL.4.4 • RL.4.5 • RL.4.7 • RL.4.10 • RI.4.1 • RI.4.2 • RI.4.5 • RI.4.7 • RI.4.10 • SL.4.1 • SL.4.2 • SL.4.3 • SL.4.4. • SL.4.6 • RF.4.4 • L.4.1 • L.4.3 • L.4.4 • L.4.5 • L.4.6

NJSLS Grade 4 Social Studies • 6.1.4.A.9 • 6.1.4.A.10 • 6.1.4.D.16 • 6.1.8.B.4.b

NJSLS Grade 4 Science • 4-ESS3-2


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• 8.1.5.A.1 • 8.1.P.E.1 • 8.1.2.E.1


• CRP1. • 9.2.4.A.2 • 9.3.12.BM-OP.2


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• Formulate questions as they read



• Identify the theme, conflict, and literary devices






• What traits do successful people have in common?

• What steps can you take toward success?

• How can people share their successes?

• Why might a leader use persuasion?

• What makes a team successful?


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Content:

• Big Idea: There is more than one secret to success.

• Genres: Historical Fiction, Informational Text, Narrative Nonfiction, Readers’ Theater, Trickster Tale, Traditional Tale, Realistic Fiction, Biography, Poetry

• Weekly Fluency Focus: Rate, Intonation,

Accuracy and Self-Correction, Stress, Phrasing: Punctuation


• Vocabulary Strategies: Context Clues, Suffixes

(-ion, -ation, -ition), Homophones, Homonyms, Homographs, Use a Dictionary, Compound Words

• Spelling: (Word Sorts) Spelling (/k/, /ngk/,

/kw/), Final (/j/, /s/), Prefixes (re-, un-, dis-), Suffixes (-ful, -less, -ness, -ment), VCCV Pattern

• Academic Language: Compare, Contrast,

Similarity, Infer, Sequence of Events, Character, Traits, Author’s Goal, Persuade, Reasons, Evaluate, Main Idea, Supporting Detail, Context, Suffixes (-ion, -ation, -ition), Homonyms, Homophones, Homographs, Dictionary Entry, Pronunciation, Pronunciation Key, Compound Word

• Decoding: (Students Below Benchmark) -

Sound/Spelling Changes, Recognizing Prefixes (re-, un-, dis-), More Common Suffixes, VCCV Pattern and Word Parts

Skills(Objectives):


• Monitor/Clarify

• Sequence of Events

• Summarize


• Question

• Persuasion

• Infer/Predict

• Main Ideas and Details

• Visualize


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• Completes Graphic Organizers: Venn Diagram, Flow Chart, Column Chart, Idea-Support Map, Web



• Determine main idea of a text and document supporting details

• Compare and contrast details and ideas within and across texts

• Infer characters’ feelings and motives based on their behavior




Other Evidence:

• Running Record

• Weekly Tests




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• Introduce Comprehension: Understand

compare and contrast; identify similarities and differences in text. Use the Monitor/Clarify strategy to check understanding of similarities and differences in the text, New Home. T18

• Develop Background: Shared Read – The

Stagecoach - Students learn about important ideas in the weekly selection, Riding Freedom. T16-17


shared read of the selection, stop at intervals to complete the Venn Diagram graphic organizer to compare and contrast characters and story events in Riding Freedom. T20 – 30

• Deepen Comprehension: Complete together and discuss Venn Diagram: Compare and Contrast to compare and contrast details and ideas within and across stories. T36-37

• Connect to Social Studies: Informational Text: Spindletop. Compare and contrast the form and purpose of a web encyclopedia entry and an e-mail. T32-34

• Vocabulary Strategies: Using Context – Use context to determine the meaning of unfamiliar and multiple-meaning words within Ridin’ the Pony Express. T40-41




• The Stagecoach

• Anchor Text: Riding Freedom by Pam Munoz Ryan



• Paired Selection: Spindletop, Web Encyclopedia Entry



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a Flow Chart to identify the sequence of events in a text. Describe the relationship of ideas organized in sequence, and use the sequence of events to summarize the text, Hearing Dogs. T90

• Develop Background: Shared Read – Service Animals - Students learn important ideas in the weekly selection, The Right Dog for the Job. T88-89


shared read of the selection, stop at intervals to complete the Flow Chart graphic organizer to record the sequence of events in The Right Dog for the Job. T92-102

• Deepen Comprehension: Complete together and discuss Flow Chart: Summarize Sequence of Events to use text details and background knowledge to infer sequence of events. T108-109

• Connect to Traditional Tales: Trickster Tale, Readers’ Theater: The Sticky Coyote – Compare and contrast the trickster in The Sticky Coyote with tricksters in other stories. T104-106

• Vocabulary Strategies: Suffixes (-ion, -ation, -

ition) – Learn and use words with suffixes (-ion, -ation, -ition) within Surfing Dogs. T112-113




• Service Animals

• Anchor Text: The Right Dog for the Job: Ira’s Path from Service Dog to Guide Dog by Dorothy Hinshaw Patent



• Paired Selection: The Sticky Coyote Retold by Kate McGovern



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Column Chart to infer characters’ feelings and motives based on their behavior. Ask questions to understand characters and their relationships in Backyard Journal. T162

• Develop Background: Shared Read – Being a Good Sport- Students learn about important ideas in the weekly selection, Moon Runner. T160-161


shared read of the selection, stop at intervals to complete the Column Chart graphic organizer to record details about the main characters in Moon Runner. T164-174

• Deepen Comprehension: Complete together and discuss Column Chart: Analyzing Character Traits to analyze the characters’ relationships to understand behavior and motives. Understand how a story’s plot advances as the characters change. T180-181

• Connect to Social Studies: Informational Text, A Day for the Moon – Discuss and compare/contrast the online article and the advertisement. T176-178

• Vocabulary Strategies: Homophones,

Homonyms, and Homographs – Learn to recognize and use homonyms, homophones, and homographs within Training for Your First Marathon. T184-185




• Being a Good Sport

• Anchor Text: Moon Runner by Carolyn Marsden • Graphic Organizer – Column Chart • Think Central – Projectables 18.3a


• Paired Selection: A Day for the Moon, Online Article



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• Introduce Comprehension: Read Helping the

Forgotten Poor and complete Idea-Support Map to recognize an author’s use of language to influence readers, and make inferences/use textual evidence. T234

• Develop Background: Shared Read – Migrant Farm Workers - Students learn about important ideas in the weekly selection, Harvesting Hope. T232-233


shared read of the selection, stop at intervals to complete the Idea-Support Map graphic organizer to record the author’s goal, and the reasons and details in Harvesting Hope that support this goal. T236-246

• Deepen Comprehension: Complete together and discuss Idea-Support Map: Evaluate Persuasive Messages to use text details to evaluate author’s use of language to influence the reader. T252-253

• Connect to Science: Informational Text, The Edible Schoolyard – Focus on the graph, and the information it portrays. T248-250

• Vocabulary Strategies: Use a Dictionary – While

reading Cesar Chavez Day, use a dictionary to determine meaning, syllabication, and pronunciation of unfamiliar words. Understand dictionary organization. T256-257




• Migrant Farm Workers

• Anchor Text: Harvesting Hope: The Story of Cesar Chavez by Kathleen Krull

• Graphic Organizer – Idea-Support Map • Think Central – Projectable 19.3a


• Paired Selection: The Edible Schoolyard by Ned L. Legol



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• Introduce Comprehension: Read Sequoyah and

the Cherokee Language and complete the Web to identify main ideas and supporting details in informational text. Use details from the text to visualize. T306

• Develop Background: Shared Read – Exploring the West - Students learn important ideas in the weekly selection, Sacagawea. T304-305


shared read of the selection, stop at intervals to complete the Web graphic organizer to record and summarize main ideas and document facts, examples, and other details that support the main ideas in Sacagawea. T308-322

• Deepen Comprehension: Complete together and discuss Infer Main Idea and Details to use text details and background knowledge to infer main ideas and supporting details. Summarize the main idea and details while maintaining the text’s meaning. T328-329

• Connect to Poetry: Poetry, Native American Nature Poetry – Discuss how line breaks in a free verse contribute to the ‘feel’ of the poem. T324-326

• Vocabulary Strategies: Compound Words – Use

context and base words to determine the meanings of unfamiliar words within Traveling the Lewis and Clark Historic Trail. T332-333




• Exploring the West

• Anchor Text: Sacagawea by Lisa Erdrich • Graphic Organizer – Web • Think Central – Projectable 20.3a


• Paired Selection: Native American Nature Poetry by Various Authors



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• Tiered Ready-

Made Work Stations


• Unit Project




• Grab-and-Go

Leveled Practice



• Your Turn



• Tiered Ready-

Made Work Stations




• Write-in Reader

• Monitor


• Decoding





Work Stations




• Write-in Reader

• Monitor


• Decoding




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Unit Title: Unit 5: Change Is All Around




NJSLS Grade 4 Social Studies • 6.1.4.A.1 • 6.1.4.A.2 • 6.1.4.A.3 • 6.1.8.A.9


• 4-ESS2-1 • 4-ESS3-2 • 4-LSI-1


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• 8.1.5.A.1 • 8.1.P.E.1 • 8.1.2.E.1


• CRP1. • 9.2.4.A.2 • 9.3.12.BM-OP.2


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• Employ strategies to help understand text









• How would your day differ without TV?

• What causes change in a community?

• How do forests and trees show change?

• How can friendship help us find things in common?

• Why might an author write about change?


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Content:

• Big Idea: Change happens to us and because of us.

• Genres: Fantasy, Advertisement, Biography, Play, Informational Text, Poetry, Narrative Nonfiction, Science Fiction

• Weekly Fluency Focus: Accuracy, Phrasing:

Pauses, Stress, Intonation, Adjust Rate to Purpose


• Vocabulary Strategies: Multiple-Meaning

Words, Use a Dictionary, Prefixes (pre-, inter-, ex-), Suffixes (-ed, -ly), Greek and Latin Word Parts (meter, them, aud, fac)

• Spelling: (Word Sorts) VCV, VCCV, VCCCV, VV

Patterns

• Academic Language: Theme, Summarize, Infer, Cause, Effect, Graphic Features, Visuals, Compare, Contrast, Analyze, Evaluate, Author’s Purpose, Question, Multiple-Meaning Words, Dictionary Entry, Etymology, Prefixes (pre-, inter-, ex-), Suffixes (-ed, -ly), Greek and Latin Word Parts (meter, therm, aud, fac)

• Decoding: (Students Below Benchmark) - VCV

Pattern and Word Parts, Syllable Patterns and Word Parts, Difficult VCCV Patterns, VCCCV, VV Patterns

Skills(Objectives):

• Theme

• Summarize


• Infer/Predict

• Text and Graphic Features

• Monitor/Clarify




• Question


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• Completes Graphic Organizers: Inference Map, Flow Chart, Column Chart, Venn Diagram



• Determine main idea of a text and document supporting details

• Infer/draw conclusions when reading informational text

• Recognize and understand cause and effect relationships




Other Evidence:

• Running Record

• Weekly Tests




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• Introduce Comprehension: Explain the message

of a work of fiction as its theme. Use the summarize strategy to check understanding of theme in A Day Without Television. T18

• Develop Background: Shared Read – Free Time -

Students learn about important ideas in the weekly selection, The World According to Humphrey. T16-17


shared read of the selection, stop at intervals to complete the Inference Map graphic organizer to record the important lessons the main character learns in The World According to Humphrey. T20 – 32

• Deepen Comprehension: Complete together and discuss Inference Map: Theme to use the summarize strategy to identify and explain theme. T38-39

• Connect to Social Studies: Advertisement: Make the Switch. Focus on the persuasive techniques the author uses to persuade the reader. T34-36

• Vocabulary Strategies: Multiple-Meaning Words – Understand and use words with multiple meanings within A Home for Your Hamster. T42-43




• Free Time

• Anchor Text: The World According to Humphrey by Betty G. Birney



• Paired Selection: Make the Switch, Advertisement



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a Flow Chart to identify cause-end-effect relationships, and distinguish between cause and effect. Use cause and effect to infer/predict the text, Susan B. Anthony. T92

• Develop Background: Shared Read – Women’s Lives in the 1800s - Students learn important ideas in the weekly selection, I Could Do That! T90-91


shared read of the selection, stop at intervals to complete the Flow Chart graphic organizer to record the cause and effect relationships in I Could Do That! T94-104

• Deepen Comprehension: Complete together and discuss Flow Chart: Cause and Effect to identify cause-and-effect relationships in the text. Use cause-and-effect text structure to find and recall information. T110-111

• Connect to Plays: Shared Read, Play: Working for the Vote – While reading the play, focus on the stage directions, and how they help draw the reader into the play. T106-108

• Vocabulary Strategies: Use a Dictionary – Use a

dictionary to identify the pronunciation, syllabication, meaning, and etymology of unknown words within Women’s Sufferage. T114-115




• Women’s Lives in the 1800s

• Anchor Text: I Could Do That! Esther Morris Gets Women the Vote by Linda Arms White



• Paired Selection: Working for the Vote by Alice Cary



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Column Chart to identify text features and how they are used. Use text and graphic features to preview text and monitor comprehension in Redwood National Park. T164

• Develop Background: Shared Read – Does Time Rush or Creep? - Students learn about important ideas in the weekly selection, The Ever-Living Tree. T162-163


shared read of the selection, stop at intervals to complete the Column Chart graphic organizer to record information on timeline, icons, and maps in The Ever-Living Tree. T166-180

• Deepen Comprehension: Complete together and discuss Column Chart: Interpret Graphic Features to interpret information from graphic features, and use graphic features to gain overview and locate information in the text. T186-187

• Connect to Poetry: Poetry, Towering Trees – While reading poems, discuss how each stanza relates to the meaning of the entire poem. T182-184

• Vocabulary Strategies: Prefixes (pre-, inter-, ex-)

– Learn and use words with prefixes (pre-, inter- and ex-) within Muir Woods. T190-191




• Does Time Rush or Creep?

• Anchor Text: The Ever-Living Tree: The Life and Times of a Coast Redwood by Linda Vieira

• Graphic Organizer – Column Chart • Think Central – Projectables 23.3a


• Paired Selection: Towering Trees by Various Authors



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• Introduce Comprehension: Read Tsunamis and

complete Venn Diagram to identify compare and contrast relationships in the text. Use the analyze/evaluate strategy to check understanding of compare and contrast relationships. T240

• Develop Background: Shared Read – What Helps an Animal Survive in the Wild? - Students learn about important ideas in the weekly selection, Owen and Mzee. T238-239


shared read of the selection, stop at intervals to complete the Venn Diagram graphic organizer to record the similarities and differences between the characters in Owen and Mzee. T242-252

• Deepen Comprehension: Complete together and discuss Venn Diagram: Compare and Contrast to identify and explain the relationship of ideas in text by analyzing their similarities and differences. T258-259

• Connect to Science: Informational Text, Sea Sanctuary – Focus on the maps and diagrams, and how they add to the text to aid comprehension. T254-256

• Vocabulary Strategies: Suffixes (-ed, -ly) –

Recognize and use words with the suffixes (-ed, -ly) within What Makes a Good Friend? T262-263




• What Helps an Animal Survive in the Wild?

• Anchor Text: Owen and Mzee: The True Story of a Remarkable Friendship by Issabella Hatkoff, Craig Hatkoff, and Dr. Paula Kahumbu



• Paired Selection: Sea Sanctuary by Rob Hale



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• Introduce Comprehension: Read Science-Fiction

Writers and complete the Inference Map to identify author’s purpose. Question text details to identify author’s purpose and viewpoint. T312

• Develop Background: Shared Read – Imagining the Future - Students learn important ideas in the weekly selection, The Fun They Had. T310-311


shared read of the selection, stop at intervals to complete the Inference Map graphic organizer to record inferences about text details that provide clues about the author’s reason for writing The Fun They Had. T314-322

• Deepen Comprehension: Complete together and discuss Inference Map: Author’s Purpose to use text details and background knowledge to examine the author’s purpose and viewpoint. Describe how the author’s purpose affects text organization and language choices. T328-329

• Connect to Science: Informational Text, Technology for All Learners – Discuss how line breaks in a free verse contribute to the ‘feel’ of the poem. T324-326


Parts (meter, therm, aud, fac) – Learn and use Greek and Latin word roots and affixes to understand the meaning of words within What Will the Future Be Like? T332-333




• The Fun They Had

• Anchor Text: The Fun They Had, from Isaac Asimov: The Complete Stories by Isaac Asimov



• Paired Selection: Technology for All Learners Poetry by Mia Vosic



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• Tiered Ready-

Made Work Stations


• Unit Project




• Grab-and-Go

Leveled Practice



• Your Turn



• Tiered Ready-

Made Work Stations




• Write-in Reader

• Monitor


• Decoding





Work Stations




• Write-in Reader

• Monitor


• Decoding




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Unit Title: Unit 6: Paths to Discovery




NJSLS Grade 4 Social Studies • 6.1.4.A.15 • 6.1.4.B.5 • 6.1.4.B.8 • 6.1.4.B.9


• 3-LS2-2 • 3-ESS3-2


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• 8.1.5.A.2 • 8.1.5.D.3


• CRP1 • CRP5


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• Employ strategies to help understand text

• Make and confirm predictions








• How does exploring nature build story events?

• What are the most important ideas about amphibians?

• How do facts about museums help shape our opinions?

• What lessons can people learn by working for a cause?

• How does exploring help people form conclusions?


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Content:

• Big Idea: Exploration leads people to discovery.

• Genres: Realistic Fiction, Expository Nonfiction, Fable, Poetry, Photo Essay, Play, Persuasive Essay, Mystery, Informational Text

• Fluency: Expression, Phrasing, Rate, Phrasing:

Pauses, Accuracy and Self-Correction


• Vocabulary Strategies: Greek and Latin Roots, Analogies, Prefixes (con-, com-, in-, im), Word Origins, Suffixes (-er, -or, -ist)

• Spelling: (Word Sorts) Final Schwa + /r/, /l/

Sounds, Three Syllable Words, Words with Silent Consonants, Unusual Spellings

• Academic Language: Story Elements, Setting,

Characters, Plot, Problem, Conflict, Resolution, Visualize, Topic, Main Idea, Supporting Detail, Fact, Opinion, Character(s), Traits, Behavior, Infer, Predict, Conclusion, Generalization, Summarize, Root, Analogy, Prefixes (con-, in-, im-), Suffixes (-er, -or, -ist)

• Decoding: (Students Below Benchmark) - Common Final Syllables, Final Syllables: Consonant plus (-le, -al, -el), Stress in Multi-Syllable Words, Silent Consonants, Unusual Spellings

Skills(Objectives):

• Story Structure

• Visualize

• Main Ideas/Supporting Details

• Question


• Monitor/Clarify


• Infer/Predict

• Conclusions/Generalizations

• Summarize


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• Complete Graphic Organizer: Web, Story Map, T-Map, Idea-Support Map, Column Chart, Inference Map

• Identify literary devices and their purpose as they are used in narratives

• Visualize, or create a mental picture

• Analyze/evaluate actions of characters and support with details from the text

• Use strategies for understanding informational texts

• Self-correct and monitor for meaning

• Participate in discussions about stories by offering comments and supporting evidence

• Identify elements of narrative and informational text

• Use new vocabulary in speaking and writing

Other Evidence:

• Running Record

• Weekly Tests




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• Review Vocabulary: Understand and use the Review Vocabulary words. T10

• Review Comprehension: Read and complete a Story Map to identify story structure and visualize details in the text, A Win-Win Situation. T12-13

• Develop Background: Read aloud selection

from Journeys TE11. Complete web to learn about important ideas in the long article, The Girl Who Loved Spiders. T11

• Introduce the Long Article: As you do a shared read of the selection, stop at intervals to complete the Story Map graphic organizer to record the characters, setting, and plot in The Girl Who Loved Spiders. T14-21

• Introduce the Short Article: Informational Text

– Preview the selection, asking students to identify features of informational text found in Web Wise. T22 – 23

• Introduce the Poetry: Shared Read – While reading the poem, model following punctuation correctly. T24-25

• Review Vocabulary Strategies: Greek and Latin Roots – Complete Greek and Latin Roots, to review Greek and Latin roots, and to read words with Greek and Latin roots. T32-33

Resources Week 1 – (Lesson 26 in Journeys)


• A Win-Win Situation • Think Central – Projectable 26.3 • Think Central – Projectable 26.4


• Anchor Text: The Girl Who Loved Spiders • Think Central - Graphic Organizer 11 (Story

Map) • Think Central – Projectable S4

• Web Wise

• The Spider by Jack Prelutsky • Spider Ropes by James Berry



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• Review Comprehension: Read and complete the Idea-Support Map to identify main ideas and supporting details, and ask questions that relate to the main ideas and supporting details in the selection, Frogs, Frogs, Frogs. T58-59


from Journeys TE57. Complete T-Map to learn about important ideas in the long article, Amphibian Alert! T57

• Introduce the Short Article: Fable – Preview the selection, ask students to identify features of a fable found in The Frog in the Milk Pail. T66-67

• Introduce the Long Article: As you do a shared read of the selection, stop at intervals to complete the Idea-Support Map graphic organizer to create an idea-support map of the main ideas and supporting details in the article, Amphibian Alert! T62-67

• Introduce the Poetry: Shared Read – While reading the poem, model correct phrasing; discuss to build understanding. T68-69

• Review Vocabulary Strategies: Analogies – Complete Analogies, to read and review analogies. T76-77



• Frogs, Frogs, Frogs • Think Central – Projectable 27.3 • Think Central – Projectable 27.4


• The Frog in the Milk Pail

• Anchor Text: Amphibian Alert • Think Central - Graphic Organizer 7 (Idea-

Support Map) • Think Central – Projectable S5

• Toad by the Road by Joanne Ryder • The Poison-Dart Frogs by Douglas Florian



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• Review Comprehension: Read and complete the T-Map to identify fact and opinion and to monitor understanding of text information while reading and clarify confusion in the selection, All About Trash. T102-103


from Journeys TE101. Complete column chart to classify important ideas in the long article, Museums: Worlds of Wonder. T101

• Introduce the Long Article: As you do a shared read of the selection, stop at intervals to complete the T-Map graphic organizer to create a chart of the facts and opinions in the article. After reading, students will monitor their comprehension as they read and clarify text details in Museums: Worlds of Wonder that do not make sense. T104-109

• Introduce the Short Article: Photo Essay – Preview the selection; asking students to identify features of a photo essay. T110-111

• Introduce the Poetry: Shared Read – While reading the poem, use the punctuation as a guide to model correct rate. T112-113

• Review Vocabulary Strategies: Prefixes (con-, in-, im-) – Complete Prefixes (con-, in-, im-), to read and review words with the above prefixes. T120-121



• All About Trash • Think Central – Projectable 28.3 • Think Central – Projectable 28.4


• Anchor Text: Museums: Worlds of Wonder • Think Central - Graphic Organizer 12 (T-Map) • Think Central – Projectable S3

• Making the Most From Trash

• Dinosaur Bone by Alice Schertie • Museum Farewell by Rebecca Kai Dotlich



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• Review Comprehension: Read and complete the Inference Map to understand and make inferences and predictions about characters’ motivations, actions, and behaviors in the selection, Woodland Wonders. T146-147


from Journeys TE145. Complete web to learn important ideas in the long article, Save Timber Woods! T145

• Introduce the Long Article: As you do a shared read of the play, stop at intervals to complete the Inference Map graphic organizer, listing traits and behaviors of two of the characters in the play, Save Timber Woods! Make inferences about the characters, based on what they say and how they interact. T148-155

• Introduce the Short Article: Persuasive Essay – While previewing the selection, ask students to identify the features of a persuasive essay. T156-157

• Introduce the Poetry: Shared Read – While reading the poems, model correct phrasing, including pauses, and encourage students to interpret the poet’s meaning. T158-159

• Review Vocabulary Strategies: Word Origins – Students will complete steps 1–Review/Model, 2–Guided Practice, 3–Apply, to use origins to understand meaning. T166-167



• Woodland Wonders • Think Central – Projectable 29.3 • Think Central – Projectable 29.4


• Anchor Text: Save Timber Woods! • Think Central - Graphic Organizer 8 (Inference


• Following Muir: A Persuasive Essay

• The Comb of Trees: A Secret Sign Along the Way

by Claudia Lewis • Enjoy the Earth



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Learning Opportunities/Strategies: Week 5 – (Unit 30 in Journeys)


• Review Comprehension: Read and complete the Inference Map to draw conclusions, make generalizations, and summarize the most important parts of the text, Zebra Mussels. T192-193


from Journeys TE191. Complete T-Map to learn important ideas in the long article, Mystery at Reed’s Pond. T190-191

• Introduce the Long Article: As you do a shared

read of the article, stop at intervals to complete the Inference Map graphic organizer to record information from the text and instruct students to use their own knowledge to draw conclusions from the information in Mystery at Reed’s Pond. T194-201

• Introduce the Short Article: Informational Text – While previewing the selection, students identify the features of informational text. T202-203

• Introduce the Poetry: Shared Read – While reading the poem, model self-correction by purposely hesitating or making mistakes, then pause to correct yourself and reread. T204-205

• Review Vocabulary Strategies: Suffixes (-er, -or, -ist) – Complete Suffixes (-er, -or, -ist) to review and read words with the above suffixes. T212-213

Resources: Week 5 – (Unit 30 in Journeys)


• Rescue Dogs • Think Central – Projectable 30.3 • Think Central – Projectable 30.4


• Anchor Text: Mystery at Reed’s Pond • Think Central - Graphic Organizer 9 (Inference


• A Big Python Problem

• Naming the Turtle by Patricia Hubbell • Greater Flamingo by Tony Johnston



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• Tiered Ready-

Made Work Stations


• Unit Project




• Grab-and-Go

Leveled Practice



• Your Turn



• Tiered Ready-

Made Work Stations




• Write-in Reader

• Monitor


• Decoding Level 2 Fundations During WIN Period (if meets eligibility criteria)




Work Stations




• Write-in Reader

• Monitor


• Decoding



Documents

Reading Pacing Guide Grade 4 - pemberton.k12.nj.us