RL 4.2 - Web view-Use the foldable on the four structures: fiction (prose), nonfiction, poetry, drama-Use as an informal assessment. Smart Board Activity Games . Anchor charts. Non-fiction

Fourth GradeEnglish Language Arts Curriculum Map

Waterloo School District

Striving toward greater focus and coherence throughContent Standards and Practice Standards

Waterloo Community Unit School District

K-5 ELA Standard Topics

Each standard in the English Language Arts has a consistent focus, or anchor, across

grades. Although the standards describe increasingly sophisticated skills as children

progress through the school years, the primary topic of each standard is the same in each

grade. The following charts outline the focus for each standard in the area of Reading,

Writing, Speaking/Listening, and Language.

Reading StandardsLiterature Informational Text Foundational Skills

Key Ideas and Details

RL.1 Ask and Answer Questions

RI.1 Ask and Answer Questions Print Concepts Recognition

RF.1 Concepts about Print (K-1)

RL.2 Retell Stories RI.2 Main Topic/Idea and Key Details

Phonological Awareness

RF.2 Spoken words, syllables, and sounds (K-1)

RL.3 Story Elements RI.3 Connections and Relationships in Information Text

Phonics and Word Recognition

RF.3 Decoding Words/Phonics(K-5)

Craft and Structure

RL.4 Word Meaning within Text

RI.4 Word Meaning within Text Fluency RF.4 Accuracy and fluency to support comprehension

RL.5 Text Structure RI.5 Text Features and Structures

RL.6 Point of View RI.6 Author/Illustrator Purpose and Point of View

Integration of Knowledge and Ideas

RL.7 Visuals and Text RI.7 Visuals Support Comprehension

RL.8 N/A RI.8 Author’s Supporting Points

RL.9 Compare and Contrast RI.9 Compare and Contrast

Range and Reading and Level of Text Complexity

RL.10 Text Complexity RI.10 Text Complexity

Writing StandardsText Types and Purposes W.1 Opinion/Argument

W.2 Informative/ExplanatoryW.3 Narrative

Production and Distribution of Writing W.4 Production (Begins in Grade 3)W.5 Plan/Revise/EditW.6 Technology Integration

Research to Build and Present Knowledge W.7 ResearchW.8 Determine Importance and Organize InformationW.9 Draw Evidence from Literary or Informational Text (Begins in Grade 4)

Range of Writing W.10 Write Routinely over Varied Time Frames (Begins in Grade 3)

Speaking and Listening StandardsComprehension and Collaboration SL.1 Conversation

SL.2 Listening ComprehensionSL.3 Listen and Respond

Production and Distribution of Writing SL.4 Oral ExpressionSL.5 Multimedia PresentationSL.6 Adapting Oral Communication

Language StandardsConventions of Standard English L.1 Grammar Usage

L.2 Capitalization, Punctuation, and SpellingL.3 Conventions of Language

Knowledge of Language L.4 Word MeaningsVocabulary Acquisition and Use L.5 Word Relationships and Nuances

L.6 Vocabulary Development

Fourth Grade English Language Arts Curriculum Map

Waterloo School District Scope and Sequence Overview

Unit of StudyLiteracy by

Design Alignment

Standards

1 Vol 1. 116-117 148-149

Vol. 2 340-341

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Waterloo School District Scope and Sequence Overview (continued)

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Waterloo School District Scope and Sequence Overview (continued)

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Fourth GradeInstruction and Assessment Schedule

2014-2015

It is expected that the units will be taught consecutively. The table below reflects which units are assessed on each benchmark. It is possible to begin a new unit prior to the quarter in which it is being assessed.

Approx. Number of

Days of Instruction

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Ben

chm

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ark

2

InstructionalContent

Unit ofStudy

1

Unit ofStudy

2

Unit ofStudy

3

Unit ofStudy

4

Unit ofStudy

5

Unit ofStudy

6

Unit ofStudy

7

Unit ofStudy

8

Getting Ready forGr.1 Unit

Assessment

Fourth Grade Language Arts Curriculum Map - Overview

Unit of Study The literacy content is sequenced in Units of Study that will take approximately 4-5 weeks each to teach.The sequence of Units of Study provides a coherent flow to literacy instruction throughout the year.

Literacy by Design The primary textbook adopted in Waterloo School District for Grades K-5

Teacher’sResources and Notes

Teachers are encouraged to make notes of their own lesson ideas and resources that align with each Unit ofStudy.

AdditionalResources

Assessment

There are many formative and summative assessment options:

Unit of Study 1 Fourth Grade Quarter 1 Approx. daysTheme 1

Reading LiteratureContent Objectives

Vocabulary Literacy By Design Alignment

Additional Resources

Standards:RL.4.3; 4.2; 4.5; 4.10RI. 4.5; 4.10

I can:RL.4.3

Identify characters, settings, and events in a story or drama.

Locate sections of a text where characters, settings, or events are described.

Use specific details from the text to describe characters, settings, and events.

RL 4.2 determine the theme of a piece

of literature. summarize a piece of

literature.RL 4.5

refer to structural elements to explain major differences among poems, drama, and prose.

RL 4.10

Read and comprehend literature appropriate for fourth grade

RI 4.5

Describe the structure used in a piece of informational text

RI 4.10

Read and comprehend informational

Academic Vocabulary: Fiction (prose) Non-fiction Plot Setting Characters Headings Index Captions Labels Glossary Verse Poem/poetry Rhythm Meter Stanza Details Drama Cast Stage directions

Text StructureLesson 1 Objective: Fiction (prose) vs nonfiction-vocabulary:Fiction- plot, setting, charactersNonfiction- headings, index, captions, labels, glossary-SmartBoard venn diagram sort (using page 58-59 Nonfiction Reading Power)-fiction (prose) anchor chart

Lesson 2 Objective: Fiction (prose) vs nonfiction-nonfiction search (using page 60-61 Nonfiction Reading Power)-fiction story elements and narrative story elements on SmartExchange – Download onto the computer!-nonfiction anchor chart

Lesson 3 Objective: Poetry-vocabulary:Verse-one line of a poemRhythm- the beat that results from the stress pattern of syllablesMeter- the rhythm in a line of poetryStanza- a groups of lines in poetry-find these elements in a collection of poems

Ode to the Giant Redwoods p. 116-117 Vol. 1

This Land is Your Land p. 148-149 Vol. 1

Sounds of the Rain Forest p. 340-341 Vol. 2

-poetry anchor chart

Smart Board Activity GamesAnchor chartsNon-fiction Reading Power (pg. 58-61)How Animals Got Their Beautiful Coats (drama)The Emperor’s New Clothes (drama)

text appropriate for fourth grade Lesson 4 Objective: Drama-vocabulary:CastStage Directions-identify elements in three short dramas-divide class into three groups to read/orally present-drama anchor chart

How Animals Got Their Beautiful Coats

The Emperor’s New Clothes

Lesson 5 Objective: culminating text structure-Use the foldable on the four structures: fiction (prose), nonfiction, poetry, drama-Use as an informal assessment

Reading InformationalContent Objectives



Standards:RL.4.2RI.4.4

I Can:RL 4.2

determine the theme of a piece of literature

summarize a piece of literature

Academic Vocabulary: Theme Cooperation Perseverance Friendship Courage Kindness Acceptance Compassion Honesty Responsibility

Lesson 1 Objective: Introduction1. Introduce theme:

Theme-The repeated idea throughout the text (good vs evil, perserverence, compassion, courage)

2. Introduce and explain theme bulletin and student friendly theme organizer (Copy onto colored paper for kids to keep all year).

3. Possibly introduce one theme (depending on time)

Lesson 2-5 Objective: Introduce different themes

1. Choose 2 themes to teach per day. Possible suggestions are:

CooperationPerseveranceFriendshipCourageKindnessAcceptanceCompassionHonestyResponsibility

Cooperation- Berlioz the Bear; Anasi the Spider: A Tale from the AshantiPerseverance- Stellaluna, Alexander and the Terrible Horrible Very Bad Day, Lilly’s Purple Purse, Amazing GraceFriendship- Owen Mzee, ChrysanthemumCourage- The Very Last First Time, Thunder Cake,Kindness- The Giving Tree, Tale of Mandarin DucksAcceptance- Martin’s Big Words, Rough Faced GirlCompassion- Alexander and the Terrible HorribleVery Bad Day, Chair for My Mother, CrowboyHonesty- Why Mosquitos Buzz in People’s ears, Alexander and the Terrible HorribleVery Bad Day, Too Many Tamales, The Wolf Who Cried BoyResponsibility- Sarah Morton’s Day, Keep the Lights Burning, Abbie

Reading FoundationalContent Objectives



I Can:

Speaking and ListeningContent Objectives



I can:

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Unit of Study 7 Fourth Grade Quarter 1 Approx. days





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Writing Unit 1: Introduction Fourth Grade Quarter ?? Approx. days

Writing Content Objectives Vocabulary Literacy By Design Alignment


W.4.5L.4.1fL.4.2aL.4.3b

I Can:W.4.5I can use guidance from my peers and adults to plan, revise, and edit my writing.


Writing Unit 2:Narrative

Fourth Grade Quarter ?? Approx. days



W.4.3, W.4.4, W.4.5, W.4.6, W.4.10L.4.1a, L.4.1b, L.4.2b, L.4.2c

I Can:W.4.3I can write a real or imagined narrative piece where I:a - establish a situation, introduce a narrator, and organize an appropriate sequence,b - use dialogue and descriptions to develop events and characters,c - use transitional words and phrases to manage sequence of events,d - use concrete words and phrases and sensory details,e-provide closure

W.4.4I can produce piece of writing that are appropriate for fourth grade tasks, purposes, and audiences.

W.4.5I can use guidance from my peers and adults to plan, revise, and edit my writing.

W.4.6I can use digital tools to produce and publish my work. I can use the internet to interact and collaborate with my peers on writing projects.I can demonstrate a command of keyboarding skills to type a page in one setting.

W.4.10I can write for a range of time and tasks.


NarrativeSituationNarratorAppropriate sequenceDialogueEventsCharactersTransitional words and phrasesSequence of eventsConcrete words and phrasesSensory detailsClosureAudienceGuidancePeersReviseEditDigital toolsPublishInteractCollaborateCommand of keyboarding skills

Writing Unit 3:Informative




W.4.2, W.4.4, W.4.5, W.4.6, W.4.10L.4.1dI Can:W.4.2I can write an informative piece, which examines a topic, where I:a - introduce a topic and group related information and include formatting and illustrationswhen helpful,b - use facts, definitions, details, and quotations to develop the topic,c - use linking words to connect ideas within categories, andd - provide a concluding statement or section.




W.4.10I can write for a range of time and tasks


InformativeFormattingIllustrationsQuotationsCategoriesAudienceGuidancePeersReviseEditDigital toolsPublishInteractCollaborateCommand of keyboarding skills

Writing Unit 4:Opinion




W.4.1, W.4.4, W.4.5, W.4.6, W.4.10, L.4.1aI Can:W.4.1I can write an opinion piece that supports a point of view, where I:a - introduce a topic or name of a book, state an opinion, and create an organizational structure that supports my purpose,b - provide reasons that are supported by facts and details,c - use linking words to give a reason to support my opinion, andd - provide a concluding section or statement.






Point of viewOrganizational structureLinking wordsConcludingAudienceGuidancePeersReviseEditDigital toolsPublishInteractCollaborateCommand of keyboarding skills

Writing Unit 5:Narrative




W.4.3, W.4.4, W.4.5, W.4.6, W.4.10, L.4.1c, L.4.1e

I can:W.4.3I can write a real or imagined narrative piece where I:a - establish a situation, introduce a narrator, and organize an appropriate sequence,b - use dialogue and descriptions to develop events and characters,c - use transitional words and phrases to manage sequence of events,d - use concrete words and phrases and sensory details,e-provide closure






NarrativeSituationNarratorAppropriate sequenceDialogueEventsCharactersTransitional words and phrasesSequence of eventsConcrete words and phrasesSensory detailsClosureAudienceGuidancePeersReviseEditDigital toolsPublishInteractCollaborateCommand of keyboarding skills

Writing Unit 6:Research




W.4.2, W.4.7, W.4.8, W.4.4, W.4.5, W.4.6, W.4.10

I can:W.4.2I can write an informative piece, which examines a topic, where I:a - introduce a topic and group related information and include formatting and illustrationswhen helpful,b - use facts, definitions, details, and quotations to develop the topic,c - use linking words to connect ideas within categories, andd - provide a concluding statement or section.W.4.4I can produce piece of writing that are appropriate for fourth grade tasks, purposes, and audiences.W.4.5I can use guidance from my peers and adults to plan, revise, and edit my writing.W.4.6I can use digital tools to produce and publish my work. I can use the internet to interact and collaborate with my peers on writing projects.I can demonstrate a command of keyboarding skills to type a page in one setting.W.4.7I can conduct a short research project to build knowledge about a topic.W.8I can use provided sources to find information, take notes on sources, and categorize my notes.


ConductSourcesResearchInformativeFormattingIllustrationsQuotationsCategoriesAudienceGuidancePeersReviseEditDigital toolsPublishInteractCollaborateCommand of keyboarding skills

Documents

RL 4.2 - Web view-Use the foldable on the four structures: fiction (prose), nonfiction, poetry, drama-Use as an informal assessment. Smart Board Activity Games . Anchor charts. Non-fiction