4th Grade ELA 2012-13 Pacing Guide

7/28/2019 4th Grade ELA 2012-13 Pacing Guide

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OrangeburgConsolidated School

District Five

Curriculum Pacing Guide2012 -2013

ELA4th Grade


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Week of Aug. 20th - Aug. 24 th

Aug. 20th - Aug. 24th, 2012 (Week: 1)Indicator(s): 4-2.1, 4-2.2, 4-2.8, 4-4.2 CCSS4-2.1 Summarize evidence that supports the central idea of a

given informational text.

4.RL.1. Refer to details and examples in a textwhen explaining what the text says explicitly andwhen drawing inferences from the text.

4.RI.2. Determine the main idea of a text and explainhow it is supported by key details; summarize the text.

4.RI.3. Explain events, procedures, ideas, or conceptsin a historical, scientific, or technical text, includingwhat happened and why, based on specific informationin the text.

4-2.2 Analyze informational texts to draw conclusions andmake inferences.


4-2.8 Analyze informational texts to identify cause-and-effectrelationships.

4.RI.3 Explain events, procedures, ideas, or concepts

in a historical, scientific, or technical text, including

what happened and why, based on specificinformation in the text.

4-4.2 Use complete sentences (including compoundsentences) in writing.

4. L.1f. Produce complete sentences, recognizing

and correcting rhetorically poor fragments and run-

ons.*

Instructional Strategies1. Students will complete a graphic organizer (ex: Spider or Fishbone) plotting the central idea and details of an

informational text. Quadrant B2. Students will read an informational text to determine the central idea. Quadrant B3. Students will read an informational text and complete a graphic organizer based on details and what they

already know about the topic to determine a conclusion and to make an inference.Quadrant BDetails in Passage What you Already Know Conclusion or Inference

+ =a. + =

4. The teacher will read a paragraph to the class about a character. Using information from the charactersactions, students will infer or draw a conclusion about the gender, age, and occupation of the character.Quadrant C

5. Students will organize causes and effects using a T-chart using read-aloud passages from textbooks. Quad. B6. The teacher will put causes and effects from a chapter on index cards. The teacher will give each student an

index card and give them 5 minutes to find their match. Quadrant B7. Use childrens literature to model the use of simple and compound sentences in writing. The teacher will model

writing on the overhead or smart board. Students will edit the paper evaluating and revising the writing forsentence variety, precise vocabulary and effective phrasing. Quadrant B

8. Students will evaluate their own writing for complete sentences using the SC Extended Response WritingRubric. Quadrant C

9. The students will write stories using simple and compound sentences and sentences with introductory phrases(complex sentences). Quadrant C

ResourcesDaily Oral Language

Websites:www.studyisland.com, www.readwritethink.org, www.scetv.org/education/streamlinesc/,http://wvde.state.wv.us/learn21/3/5/languagearts/,www.internet4classrooms.com
http://www.scetv.org/education/streamlinesc/%20http://www.scetv.org/education/streamlinesc/%20http://wvde.state.wv.us/learn21/6/8/languagearts/%20http://www.internet4classrooms.com/http://www.internet4classrooms.com/http://www.internet4classrooms.com/http://www.scetv.org/education/streamlinesc/%20http://wvde.state.wv.us/learn21/6/8/languagearts/%20http://www.internet4classrooms.com/


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www.pppst.com/languagearts.html

S3 Curriculum:http://scde.mrooms.org/index.php?page=14483

Other Resources: PASS Coach pages 56-59; 40-43; 44-47 & 120-123, Quinn Essential Reading Log, GraphicOrganizers, Drops In the Bucket

Common Core:

Appendix A: Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf,Appendix B: Text Exemplars & Sample Performance Tasks: http://www.corestandards.org/assets/Appendix_B.pdfAppendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_C.pdf

Assessment

Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st
http://www.pppst.com/languagearts.htmlhttp://www.pppst.com/languagearts.htmlhttp://www.pppst.com/languagearts.htmlhttp://www.pppst.com/languagearts.htmlhttp://www.pppst.com/languagearts.htmlhttp://scde.mrooms.org/index.php?page=14483http://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_B.pdfhttp://www.corestandards.org/assets/Appendix_C.pdfhttp://www.pppst.com/languagearts.htmlhttp://scde.mrooms.org/index.php?page=14483http://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_B.pdfhttp://www.corestandards.org/assets/Appendix_C.pdf


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Week of Aug. 27th Aug 31st

Aug.27th Aug 31st , 2012 (Week :2)Indicator (s): 4-2.1; 4-2.2; 4-2.8; 4-4.2 CCSS4-2.1 Summarize evidence that supports the central idea of a

given informational text.


4.RI.2. Determine the main idea of a text and explainhow it is supported by key details; summarize the text.

4.RI.3. Explain events, procedures, ideas, or conceptsin a historical, scientific, or technical text, including whathappened and why, based on specific information in thetext.

4-2.2 Analyze informational texts to draw conclusions andmake inferences.


4-2.8 Analyze informational texts to identify cause-and-effectrelationships.

4.RI.3. Explain events, procedures, ideas, or conceptsin a historical, scientific, or technical text, including whathappened and why, based on specific information in thetext.

4-4.2 Use complete sentences (including compoundsentences) in writing.

4.L.1f. Produce complete sentences, recognizingand correcting rhetorically poor fragments and run-ons.*

Instructional Strategies1. Students will complete a graphic organizer (ex: Spider or Fishbone) plotting the central idea and details of an

informational text. Quadrant B2. Students will read an informational text to determine the central idea. Quadrant B3. Students will read an informational text and complete a graphic organizer based on details and what they already

know about the topic to determine a conclusion and to make an inference. Quadrant B

Details in Passage What you Already Know Conclusion or Inference

+ + = =

4. The teacher will read a paragraph to the class about a character. Using information from the characters actions,students will infer or draw a conclusion about the gender, age, and occupation of the character. Quadrant C

5. Students will organize causes and effects using a T-chart using read-aloud passages from textbooks. Quadrant B6. The teacher will put causes and effects from a chapter on index cards. The teacher will give each student an index

card and give them 5 minutes to find their match. Quadrant B7. Use childrens literature to model the use of simple and compound sentences in writing. The teacher will model

writing on the overhead or smart board. Students will edit the paper evaluating and revising the writing for sentence

variety, precise vocabulary and effective phrasing. Quadrant B8. Students will evaluate their own writing for complete sentences using the SC Extended Response Writing Rubric.Quadrant C

9. The students will write stories using simple and compound sentences and sentences with introductory phrases(complex sentences). Quadrant C


Websites:www.studyisland.com, www.readwritethink.org,www.scetv.org/education/streamlinesc/,http://wvde.state.wv.us/learn21/3/5/languagearts/, www.internet4classrooms.comwww.pppst.com/languagearts.html
http://www.scetv.org/education/streamlinesc/%20http://www.scetv.org/education/streamlinesc/%20http://www.scetv.org/education/streamlinesc/%20http://wvde.state.wv.us/learn21/6/8/languagearts/%20http://www.internet4classrooms.com/http://www.internet4classrooms.com/http://www.pppst.com/languagearts.htmlhttp://www.pppst.com/languagearts.htmlhttp://www.pppst.com/languagearts.htmlhttp://www.pppst.com/languagearts.htmlhttp://www.pppst.com/languagearts.htmlhttp://www.scetv.org/education/streamlinesc/%20http://wvde.state.wv.us/learn21/6/8/languagearts/%20http://www.internet4classrooms.com/http://www.pppst.com/languagearts.html


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Other Resources: PASS Coach pgs. 56-59; 40-43; 44-47 & 120-123, Quinn Essential Reading Log, GraphicOrganizers, Drops In the Bucket

Common Core:Appendix A: Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf,Appendix B: Text Exemplars & Sample Performance Tasks: http://www.corestandards.org/assets/Appendix_B.pdf

Appendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_C.pdf

Assessment

Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st
http://scde.mrooms.org/index.php?page=14484http://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_B.pdfhttp://www.corestandards.org/assets/Appendix_C.pdfhttp://scde.mrooms.org/index.php?page=14484http://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_B.pdfhttp://www.corestandards.org/assets/Appendix_C.pdf


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Week of Sept. 3rd - Sept. 7 th, 2012Sept. 3rd -Sept. 7th, 2012 (Week: 3)Indicator(s): 4-1.1; 4-1.2; 4-4.1 CCSS

Labor Day (Holiday) Labor Day (Holiday)Instructional Strategies

Labor Day (Holiday)

ResourcesLabor Day (Holiday)

AssessmentLabor Day (Holiday)

Sept. 4th - Sept. 7th , 2012 (Week: 3)Indicator(s): 4-1.1; 4-1.2; 4-4.1 CCSS4-1.1 Analyze the details that support the expression of the

main idea in a given literary text.

4-1.2 Analyze literary texts to draw conclusions and make

inferences.

4.RL.1. Refer to details and examples in a text

when explaining what the text says explicitly and

when drawing inferences from the text.

4-4.1 Generate and organize ideas for writing using prewritingtechniques (for example, creating lists, having discussions,and examining literary models).

4.W.4. Produce clear and coherent writing in which

the development and organization are appropriate to

task, purpose, and audience.

Instructional Strategies1. After reading a story, students will create their own graphic organizer for the central idea and details. Quadrant

D2. Underline details in a text that support the main idea. Quadrant C3. While reading a story, the teacher will stop at an appropriate place in the read aloud book and ask students to

select a partner to share their conclusions or inferences. This will ensure that a high percentage of students aredrawing conclusions and making inferences. Quadrant D

4. After reading a picture book with a partner, the students will study the illustrations to find examples ofinferences. Students will use a graphic organizer to record the page number, what they see, the clues from thebook or their experience, and their inferences. See printable picture book detectives graphic organizer.Quadrant D (www.swcs.k12.oh/Home/studentlearning/Cource%20book/inferences/4th%20inferences.pdf)

5. Students will use webbing, Venn diagrams, or T-charts to organize writing. Quadrant C6. Students will make a KWL chart on any new topic the class is going to study. Quadrant A


Websites:www.studyisland.com, www.readwritethink.org, www.scetv.org/education/streamlinesc/,http://wvde.state.wv.us/learn21/3/5/languagearts/,www.internet4classrooms.comwww.pppst.com/languagearts.html


Other Resources: PASS Coach Book ELA: pgs. 32-25, pgs. 40-43, pgs. 124-127, Quinn Essential Reading Log,Graphic Organizers, Drops In the Bucket

Common Core:Appendix A: Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf,Appendix B: Text Exemplars & Sample Performance Tasks: http://www.corestandards.org/assets/Appendix_B.pdfAppendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_C.pdf
http://www.swcs.k12.oh/Home/studentlearning/Cource%20book/inferences/4th%20inferences.pdf)5http://www.scetv.org/education/streamlinesc/%20http://www.scetv.org/education/streamlinesc/%20http://wvde.state.wv.us/learn21/6/8/languagearts/%20http://www.internet4classrooms.com/http://www.internet4classrooms.com/http://www.internet4classrooms.com/http://www.pppst.com/languagearts.htmlhttp://www.pppst.com/languagearts.htmlhttp://www.pppst.com/languagearts.htmlhttp://www.pppst.com/languagearts.htmlhttp://www.pppst.com/languagearts.htmlhttp://scde.mrooms.org/index.php?page=14483http://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_B.pdfhttp://www.corestandards.org/assets/Appendix_C.pdfhttp://www.swcs.k12.oh/Home/studentlearning/Cource%20book/inferences/4th%20inferences.pdf)5http://www.scetv.org/education/streamlinesc/%20http://wvde.state.wv.us/learn21/6/8/languagearts/%20http://www.internet4classrooms.com/http://www.pppst.com/languagearts.htmlhttp://scde.mrooms.org/index.php?page=14483http://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_B.pdfhttp://www.corestandards.org/assets/Appendix_C.pdf


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Assessment


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Week of Sept. 10th - Sept. 14 th, 2012Sept. 10th - Sept. 14th , 2012 (Week: 4)Indicator(s): 4-1.1; 4-1.2; 4-4.1 CCSS4-1.1 Analyze the details that support the expression of the


4-1.2 Analyze literary texts to draw conclusions and make

inferences.

4.RL.1. Refer to details and examples in a text

when explaining what the text says explicitly and

when drawing inferences from the text.

4-1.1 Analyze the details that support the expression of the


4.RL.2. Determine a theme of a story, drama, or poem

from details in the text; summarize the text.

4-4.1 Generate and organize ideas for writing using prewritingtechniques (for example, creating lists, having discussions,and examining literary models).

4.W.4. Produce clear and coherent writing in whichthe development and organization are appropriate totask, purpose, and audience.

Instructional Strategies1. After reading a story, students will create their own graphic organizer for the central idea and details. Quadrant D2. Underline details in a text that support the main idea. Quadrant C

3. While reading a story, the teacher will stop at an appropriate place in the read aloud book and ask students to selecta partner to share their conclusions or inferences. This will ensure that a high percentage of students are drawingconclusions and making inferences. Quadrant D

4. After reading a picture book with a partner, the students will study the illustrations to find examples of inferences.Students will use a graphic organizer to record the page number, what they see, the clues from the book or theirexperience, and their inferences. See printable picture book detectives graphic organizer. Quadrant D(www.swcs.k12.oh/Home/studentlearning/Cource%20book/inferences/4th%20inferences.pdf)

5. Students will use webbing, Venn diagrams, or T-charts to organize writing. Quadrant C6. Students will make a KWL chart on any new topic the class is going to study. Quadrant A






Assessment
http://www.swcs.k12.oh/Home/studentlearning/Cource%20book/inferences/4th%20inferences.pdf)5http://www.scetv.org/education/streamlinesc/%20http://www.scetv.org/education/streamlinesc/%20http://wvde.state.wv.us/learn21/6/8/languagearts/%20http://www.internet4classrooms.com/http://www.internet4classrooms.com/http://www.internet4classrooms.com/http://www.pppst.com/languagearts.htmlhttp://www.pppst.com/languagearts.htmlhttp://www.pppst.com/languagearts.htmlhttp://www.pppst.com/languagearts.htmlhttp://www.pppst.com/languagearts.htmlhttp://scde.mrooms.org/index.php?page=14483http://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_B.pdfhttp://www.corestandards.org/assets/Appendix_C.pdfhttp://www.swcs.k12.oh/Home/studentlearning/Cource%20book/inferences/4th%20inferences.pdf)5http://www.scetv.org/education/streamlinesc/%20http://wvde.state.wv.us/learn21/6/8/languagearts/%20http://www.internet4classrooms.com/http://www.pppst.com/languagearts.htmlhttp://scde.mrooms.org/index.php?page=14483http://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_B.pdfhttp://www.corestandards.org/assets/Appendix_C.pdf


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Week of Sept. 17th - Sept. 21th, 2012Sept. 17th - Sept. 21st, 2012 (Week :5)Indicator(s): 4-3.1; 4-3.2; 4-5.1 CCSS4-3.1 Generate the meaning of unfamiliar and multiple-meaning words by using context clues (for example, thosethat provide an example or a definition).

4.RF.3. Know and apply grade-level phonics and

word analysis skills in decoding words.

4.RF.3a. Use combined knowledge of all letter-soundcorrespondences, syllabication patterns,andmorphology (e.g., roots and affixes) to read accuratelyunfamiliar multi-syllabic words in context and out ofcontext.

4.L.4a. Use c o n t e x t to confirm or self-correct wordrecognition and understanding, rereading asnecessary.

4-3.2 Use base words and affixes to determine the meaningsof words.

4. RF.3a. Use combined knowledge of all letter-soundcorrespondences, syllabication patterns,andmorphology (e.g., roots and affixes) to read accuratelyunfamiliar multi-syllabic words in context and out of

context.

4-5.1 Create informational pieces (for example, postcards,flyers, letters, and e-mails) that use language appropriate forthe specific audience.




Instructional Strategies1. The teacher will provide a copy of sections from the text and highlighters. Identify the most important words (key

vocabulary). Have students circle the key vocabulary in the section, then highlight examples the text provides tohelp students understand the key vocabulary.

2. The teacher will provide a copy of sections from text. Cover key vocabulary and have students use examples thetext provides to guess the hidden words.

3. Students will create and play a concentration game with affixes, matching their meanings. Quadrant B

4. Students should develop list of word with affixes which they will keep in their journals as a means of extending theirvocabularies. Quadrant B

5. Students will analyze new words using vocabulary webs. Quadrant B6. Show students examples of informational pieces such as postcards, flyers, letters, and e-mails. Quadrant A7. Students create informational pieces modeling the example provided by the teacher.8. The teacher can create a class newsletter where students can publish informational pieces.




Other Resources: PASS Coach Book ELA: pgs.18-21, 14-17, 128-135, Quinn Essential Reading Log, GraphicOrganizers, Drops In the Bucket

http://www.scetv.org/education/streamlinesc/%20http://www.scetv.org/education/streamlinesc/%20http://wvde.state.wv.us/learn21/6/8/languagearts/%20http://www.internet4classrooms.com/http://www.internet4classrooms.com/http://www.internet4classrooms.com/http://www.pppst.com/languagearts.htmlhttp://www.pppst.com/languagearts.htmlhttp://www.pppst.com/languagearts.htmlhttp://www.pppst.com/languagearts.htmlhttp://www.pppst.com/languagearts.htmlhttp://scde.mrooms.org/index.php?page=14483http://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_B.pdfhttp://www.corestandards.org/assets/Appendix_C.pdfhttp://www.scetv.org/education/streamlinesc/%20http://wvde.state.wv.us/learn21/6/8/languagearts/%20http://www.internet4classrooms.com/http://www.pppst.com/languagearts.htmlhttp://scde.mrooms.org/index.php?page=14483http://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_B.pdfhttp://www.corestandards.org/assets/Appendix_C.pdf


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Assessment


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Week of Sept. 24th - Sept. 28 th, 2012Sept. 24th - Sept. 28th, 2012 (Week: 6)Indicator(s): 4-1.4; 4-3.3; 4-4.5 CCSS4-1.4 Distinguish among devices of figurative language

(including simile, metaphor, personification, and hyperbole)

and sound devices (including onomatopoeia and

alliteration).

4.L.5. Demonstrate understanding of figurativelanguage, word relationships, and nuances in wordmeanings.

4 . L . 5 a . Explain the meaning of simple similesand metaphors (e.g., as pretty as a picture) in context.

4-3.3 Interpret the meaning of idioms encountered in texts. 4.L.5b. Recognize and explain the meaning of

common idioms, adages, and proverbs.

4-4.5 Use revision strategies to improve the organization and

development of content and the quality of voice in written

works.

4.W.5 . With guidance and support from peers and

adults, develop and strengthen writing as

needed by planning, revising, and editing.

Instructional Strategies1. The teacher will read aloud multiple literary text providing examples of different devices of figurative language.

(simile, metaphor, personification, hyperbole, onomatopoeia and alliteration)2. Students will complete a Frayer Model on figurative language.3. Create a class idiom list on chart paper. Have students choose their favorite idiom and draw or insert a picture

of the literal meaning. Add to the list throughout the year.4. Create/illustrate new idioms in a flip book.5. The teacher will read aloud Francine Fribble, Proofreading Policewoman, Justin McCory Martin. The students

will make corrections to a paper, using ideas from the read aloud.6. The teacher will model writing on the overhead. Students will revise the paper evaluating and revising the

writing for sentence variety, precise vocabulary, and effective phrasing. Quadrant B


Websites:www.studyisland.com, www.readwritethink.org, www.scetv.org/education/streamlinesc/,http://wvde.state.wv.us/learn21/3/5/languagearts/,www.internet4classrooms.comwww.pppst.com/languagearts.html,www.learninggamesforkids.com/vocabulary_games/idioms.html




Assessment
http://www.scetv.org/education/streamlinesc/%20http://www.scetv.org/education/streamlinesc/%20http://wvde.state.wv.us/learn21/6/8/languagearts/%20http://www.internet4classrooms.com/http://www.internet4classrooms.com/http://www.internet4classrooms.com/http://www.pppst.com/languagearts.htmlhttp://www.pppst.com/languagearts.htmlhttp://www.pppst.com/languagearts.htmlhttp://www.pppst.com/languagearts.htmlhttp://www.pppst.com/languagearts.htmlhttp://www.learninggamesforkids.com/vocabulary_games/idioms.htmlhttp://www.learninggamesforkids.com/vocabulary_games/idioms.htmlhttp://scde.mrooms.org/index.php?page=14483http://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_B.pdfhttp://www.corestandards.org/assets/Appendix_C.pdfhttp://www.scetv.org/education/streamlinesc/%20http://wvde.state.wv.us/learn21/6/8/languagearts/%20http://www.internet4classrooms.com/http://www.pppst.com/languagearts.htmlhttp://www.learninggamesforkids.com/vocabulary_games/idioms.htmlhttp://scde.mrooms.org/index.php?page=14483http://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_B.pdfhttp://www.corestandards.org/assets/Appendix_C.pdf


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Week of Oct. 1st - Oct. 5th, 2012Oct. 1st - Oct. 5th, 2012 (Week: 7)Indicator(s): 4-1.4; 4-6.7 CCSS4-1.4 Distinguish among devices of figurative language

(including simile, metaphor, personification, and hyperbole)

and sound devices (including onomatopoeia and

alliteration).

4.L.5. Demonstrate understanding of figurative

language, word relationships, and nuances in word

meanings.

4 . L . 5 a . Explain the meaning of simple

similes and metaphors (e.g., as pretty as a picture) in

context.

4-6.7 Use vocabulary (including Standard American English)

that is appropriate for the particular audience or purpose.

4.L.3. Use language to enhance meaning and achieve

particular effects when writing or speaking.

4.L.3a. Choose words and phrases to convey

ideas precisely.*

Instructional Strategies1. The teacher will read aloud multiple literary text providing examples of different devices of figurative language.(simile, metaphor, personification, hyperbole, onomatopoeia and alliteration)

2. Students will complete a Frayer Model on figurative language.3. Students will record speeches or reports and self-evaluate using the following checklist as they listen to the tape.

SELF-EVALUATION ORAL REPORT

EXCELLENT

GOOD POOR

LEVEL OF VOLUME

APPROPRIATE VOCABULARY

GRAMMAR (SAE)

FLOW OF SPEECH(Examples: and uh and youknow.)

4. As students give oral reports, classmates (and the teacher) will evaluate each other using the above rubric. Shareresults with students.


Websites:www.studyisland.com, www.readwritethink.org, www.scetv.org/education/streamlinesc/,http://wvde.state.wv.us/learn21/3/5/languagearts/,www.gamequarium.com/figurativelanguage.html


Other Resources: PASS Coach Book ELA: pgs. 82-85, pgs. 146-49, Quinn Essential Reading Log,


Assessment
http://www.scetv.org/education/streamlinesc/%20http://www.scetv.org/education/streamlinesc/%20http://wvde.state.wv.us/learn21/6/8/languagearts/%20http://www.gamequarium.com/figurativelanguage.htmlhttp://www.gamequarium.com/figurativelanguage.htmlhttp://scde.mrooms.org/index.php?page=14483http://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_B.pdfhttp://www.corestandards.org/assets/Appendix_C.pdfhttp://www.scetv.org/education/streamlinesc/%20http://wvde.state.wv.us/learn21/6/8/languagearts/%20http://www.gamequarium.com/figurativelanguage.htmlhttp://scde.mrooms.org/index.php?page=14483http://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_B.pdfhttp://www.corestandards.org/assets/Appendix_C.pdf


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Week of Oct. 8th - Oct. 12th, 2012Oct. 8th - Oct. 12th, 2012 (Week: 8)Indicator(s): 4-1.8; 4-1.9 CCSS4-1.8 Classify works of fiction (including fables, tall tales, and

folktales) and works of nonfiction (including biographies and

personal essays) by characteristics.

4-1.9 Recognize the characteristics of poetry (including

stanza, rhyme scheme, and repetition).

4.RL.5 . Explain major differences between poems,

drama, and prose, and refer to the core structural

elements of poems (e.g., stanza, verse, rhythm,

meter) and drama(e.g., casts of characters, settingdescriptions, dialogue, acts, scenes, stage directions)

when writing or speaking about a text.

Instructional Strategies1. The students will use graphic organizers to identify characteristics of various genres read aloud and silently.

Quadrant C

Fiction Poetry Drama Informational

Text

2. The student will keep a reading log current as they silent read. Each reading log will provide room for classification.

3. The teacher will read poems, and students will identify rhyme, scheme, refrain, and stanza. Quadrant B

4. The teacher will read poems orally or have students read poems using either approximate, end, or internal rhyme.

5. Students will name the type of rhyme and the rhyme scheme. Quadrant B


Websites:www.studyisland.com, www.readwritethink.org, www.scetv.org/education/streamlinesc/,http://wvde.state.wv.us/learn21/3/5/languagearts/


Other Resources: PASS Coach Book ELA: pgs. 70-73, 86-89. Quinn Essential Reading Log


Assessment
http://www.scetv.org/education/streamlinesc/%20http://www.scetv.org/education/streamlinesc/%20http://wvde.state.wv.us/learn21/6/8/languagearts/%20http://scde.mrooms.org/index.php?page=14483http://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_B.pdfhttp://www.corestandards.org/assets/Appendix_C.pdfhttp://www.scetv.org/education/streamlinesc/%20http://wvde.state.wv.us/learn21/6/8/languagearts/%20http://scde.mrooms.org/index.php?page=14483http://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_B.pdfhttp://www.corestandards.org/assets/Appendix_C.pdf


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Week of Oct. 15th - Oct. 19th, 2012Oct. 15th - Oct. 19th, 2012 (Week: 9)Indicator(s): 4-1.3; 4-1.5 CCSS4-1.3 Distinguish between first-person and third-person points

of view.

4.RL.6. Compare and contrast the point of view

from which different stories are narrated, including

the difference between first- and third-person

narrations.

4-1.5 Analyze the impact of characterization and conflict on

plot.

4.RI.9. Integrate information gained from illustrations

and other visual elements in a text with the words

to demonstrate understanding of how the

characters, setting, and plot interact and develop.

Instructional Strategies1. The teacher will read a classic tale from a popular version and then read a tale from another viewpoint.

Students will discuss and ask questions as to how the viewpoint changed.2. Students will analyze essays to determine the authors perspective or point of view. Quadrant C3. After reading any book, students will work in cooperative groups to complete a class story map. Quadrant C

1. Setting 2. Characters 3. Problem 4. TurningPoint

5. Solution

4. Choose two stories. Compare and contrast setting, characters, events, and ideas in a variety of texts. Quad C




Other Resources: PASS Coach Book ELA: pgs. 74-77, pgs. 78-81, Quinn Essential Reading Log


Assessment


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Week of Oct. 22nd - Oct. 26th, 2012Oct. 22nd - Oct. 25th , 2012 (Week: 10)Indicator(s): 4-2.6; 4-6.2; 4-6.8 CCSS4-2.6 Use graphic features (including illustrations, graphs,charts, maps, diagrams, and graphic organizers) as sourcesof information.

4.RI.7. Interpret factual information presented

graphically or visually (e.g., in charts, graphs,

diagrams, time lines, animations, or interactive

elements on Web pages) and explain how the

information contributes to understanding the text in

which they appear.

4.RL.7. Integrate information gained from illustrations

and other visual elements in a text with the words

to demonstrate understanding of how the

characters, setting, and plot interact and develop.

4-6.2 Use print sources (for example, books, magazines,charts, graphs, diagrams, dictionaries, encyclopedias, atlases,thesauri, newspapers, and almanacs) and nonprint sources toaccess information.

4.W.8. Recall relevant information from

experiences or gather relevant information from print

and digital sources; take notes and categorize

information, and provide a list of sources.

4-6.8 Select appropriate graphics, in print or electronic form,

to support written works and oral and visual presentations.

4.SL.5. Add audio recordings and visual displays to

presentations when appropriate to enhance the

development of main ideas or themes.

Instructional Strategies1. The students will construct a Venn diagram and label it with two contrasting ideas or characters. Quadrant C2. The teacher will give students a graphic organizer with the headings: Who, What, Where, When, and Why.

Students will complete the chart as they read the story. Quadrant B3. Students will read the book, The Napping House, and complete a circle sequence chart connecting the events with

arrows. (This book can also be used for cause and effect.) Quadrant B4. Where Do You Find It? The teacher will provide questions about a topic. Students will indicate which source they

would use to locate the information (e.g. How many cars were sold in 1999?). Possible resources are thesaurus,dictionary, glossary, table-of-contents, atlas, almanac, encyclopedia, magazines, and newspapers. Quadrant B5. The teacher will form research groups and provide each team with a topic, media center resources, Internet access,

and periodicals. Students will collect enough information to make a knowledgeable presentation. Quadrant D6. Students will give an oral report using a visual aid to support the presentation.7. The students will role play with authentic Asian or African foods a meal in a familys home. Practice greetings,

etiquette, customs, and style of eating.






Assessment


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Oct. 26th , 2012 (Week:10)Indicator CCSS

Professional Development/Workdays Professional Development/WorkdaysInstructional Strategies

Professional Development/WorkdaysResources

Professional Development/Workdays

AssessmentProfessional Development/Workdays

Week of Oct. 29th - Nov. 2nd, 2012Oct. 29th - Nov. 2nd , 2012 (Week: 11)Indicator(s): 4-2.7; 4-6.5 CCSS4-2.7 Use functional text features (including tables ofcontents, glossaries, and indexes) as sources of information.





information contributes to understanding the text in

which they appear.

4-6.5 Use the Internet as a source of information. 4.W.8. Recall relevant information from

experiences or gather relevant information from print

and digital sources; take notes and categorize

information, and provide a list of sources.

Instructional Strategies1. The teacher will have students open a science or social studies textbook to the Table of Contents. The class

will list and discuss what is found in the Table of Contents and create a definition for Table of Contents. Thestudents will answer ten questions (prepared ahead of time by the teacher) about the Table of Contents (ex.How many chapters are in the book? What page does Chapter 10 begin on?)

2. Students will use their textbooks to answer questions about the book using the index. (The teacher will create

questions based on his/her text selection prior to the lesson.)3. The teacher will create 10 questions (ahead of time) and students will use the newspaper to find the answers.

This strategy could be used during Guided Reading Stations. Quadrant B4. The teacher will have students view examples of bibliographies. The teacher will model expectations for

documenting sources and have students create their own bibliographies. Quadrant A5. The teacher will discuss documentation terms: paraphrasing, bibliography, references, and plagiarism.

Quadrant A6. The teacher will model a correct format for citing books, encyclopedias, Internet sites, magazines, and

newspapers. Examples: Quadrant ABook-Last name, first name of author. Title. (Gibaldi 119)

Encyclopedia- Title. Name of Encyclopedia/Dictionary. (Gibaldi 130)





Common Core:Appendix A: Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf,
http://www.scetv.org/education/streamlinesc/%20http://www.scetv.org/education/streamlinesc/%20http://wvde.state.wv.us/learn21/6/8/languagearts/%20http://scde.mrooms.org/index.php?page=14483http://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_A.pdfhttp://www.scetv.org/education/streamlinesc/%20http://wvde.state.wv.us/learn21/6/8/languagearts/%20http://scde.mrooms.org/index.php?page=14483http://www.corestandards.org/assets/Appendix_A.pdf


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Appendix B: Text Exemplars & Sample Performance Tasks: http://www.corestandards.org/assets/Appendix_B.pdfAppendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_C.pdf

Assessment
http://www.corestandards.org/assets/Appendix_B.pdfhttp://www.corestandards.org/assets/Appendix_C.pdfhttp://www.corestandards.org/assets/Appendix_B.pdfhttp://www.corestandards.org/assets/Appendix_C.pdf


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Week of Nov. 5th - Nov. 9 th, 2012Nov. 5th, 2012 (Week: 12)Indicator(s): 4-2.5; 4-4.3 CCSS4-2.5 Use headings, subheadings, print styles, captions, andchapter headings to gain information.

4-4.3 Create paragraphs that include a topic sentence with

supporting details and logical transitions.4.W.4. Produce clear and coherent writing in which



4-5.3 Create written descriptions using language that appealsto the readers senses.

4.W.3b. Use dialogue and description to develop

experiences and events or show the responses of

characters to situations.

Instructional Strategies

1. The students will preview an informational text and identify the captions and state their importance.

2. The teacher will provide the bookmark Stars to Understanding Informational Text. The teacher will demonstrate

how to use the bookmark. Quadrant C

Stars to

Understanding

Informational Texts.

Look at

The headings

The subheadings

The print styles- italics, bold

print, highlighted text.

The white space

The captions

The chapter headings

3. The teacher will draw a hamburger on the board or poster board. Label the top bun Main Idea. Label the meat,

lettuce and tomato Details. Label the bottom bun Conclusion. Explain that a good paragraph contains all these

ingredients. Quadrant A

A. Students will write a multi-paragraph composition using the ideas listed below: Quadrant C

B. Students will write a story about an experience that is meaningful to them.

4. Students will create a timeline of their lives and use it to write an autobiography. Divide it into several paragraphs.Quadrant C

5. Students will create a funny story in comic strip form. Quadrant C6. Students will create a radio commercial for a product, record it and play it for the class, and display it in the room.

Quadrant C7. Students will write a description of an event or photograph. Quadrant C

Beginning

(Main Idea)Middle

(Details)

(End(Conclusion)


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Other Resources: PASS Coach Book ELA: pgs. 60-63, pgs.124-127, Quinn Essential Reading Log, Write SourceBook


Assessment

Benchmark #2 Testing Window: Nov. 5th - Nov. 16th

Nov. 6th, 2012 (Week: 12)Indicator CCSS

Election Day (Holiday) Election Day (Holiday)Instructional Strategies

Election Day (Holiday)Resources

Election Day (Holiday)Assessment

Election Day (Holiday)

Week of Nov. 5th - Nov. 9 th, 2012Nov. 7th - Nov. 9th, 2012 (Week: 12)Indicator(s): 4-2.5; 4-4.3; 4-5.3 CCSS

SEE NOVEMBER 5th SEE NOVEMBER 5th


SEE NOVEMBER 5th

Resources

SEE NOVEMBER 5th

Assessment



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Week of Nov. 12th - Nov. 16 th, 2012Nov. 12th - Nov. 16th, 2012 (Week: 13)Indicator(s): 4-1.10; 4-1.6 CCSS4-1.10 Analyze cause-and-effect relationships in literary texts.

4-1.6 Analyze the effect of the authors craft (for example,

word choiceand sentence structure) on the meaning of a

given literary text.

4.RL.9. Compare and contrast the treatment of

similar themes and topics (e.g., opposition of goodand evil) and patterns of events (e.g., the quest)

in stories, myths, and traditional literature from

different cultures.

4.W.3. Write narratives to develop real or

imagined experiences or events using effective

technique, descriptive details, and clear event

sequences.

Instructional Strategies1. The students will create a T-chart of causes and effects.

Cause Effectnot brushing teeth getting cavities

2. The teacher will give each group an effect. The students will formulate a cause. (It can be done visa versa.)During aread aloud, students will turn and talk to discuss causes-or-effects

3. Use a graphic organizer to complete a chart listing causes or effect matches from a story.

Causes Effect

4. The teacher will read a book by Dr. Seuss or another familiar author that is unfamiliar to students in the class. Do not

show students the cover. Ask students to identify the author. How did you know? Explain that they have identified Dr.Seuss by his style of writing. Quadrant B

5. The teacher will conduct an author study with students. Discuss the authors choice of words, sentence structure,etc., that contribute to his/her style. The teacher might also conduct a poetry study to indicate rhythm (repetition of

words or sounds) is done with students. The student will transfer this craft into their writing.







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Assessment



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Week of Nov. 19th - Nov. 23rd, 2012Nov. 19th - Nov. 20th, 2012: (Week: 14)Indicator(s): 4-2.3 CCSS4-2.3 Analyze informational texts to locate and identify factsand opinions.

Review previous week's standards.

Instructional Strategies1. The teacher will make a list with the headings facts and opinions. The teacher will give each student an index

card with a fact or opinion. Students will place these under the correct heading of fact or opinion. Quadrant A2. The teacher will make a list of facts and opinions. Students will work in groups to prove that the facts are facts and

to locate words that signal opinions. Quadrant B




Other Resources: PASS Coach Book ELA: pgs. 48-51, Quinn Essential Reading Log


Assessment

Nov. 21st - Nov. 23rd , 2012 (Week: 14)Indicator CCSS

Thanksgiving (Holiday) Thanksgiving (Holiday)Instructional Strategies

Thanksgiving (Holiday)Resources

Thanksgiving (Holiday)Assessment

Thanksgiving (Holiday)


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Week of Nov. 26th - Nov. 30 th, 2012Nov. 26th - Nov. 30th , 2012 (Week: 15)Indicator(s): 4-6.1; 4-6.5 CCSS4-6.1 Clarify and refine a research topic. (Generate a topic forinquiry.)

4-6.5 Create a list of sources that contains information

(including the author and title of a publication) necessary toproperly credit and document the work of others. (Use theInternet as a source of information.)

4.W.8 Recall relevant information from experiences

or gather relevant information from print and digital

sources; take notes and categorize information, and

provide a list of sources.

Instructional Strategies1. Students will create a KWL chart with questions under What I want to know. Quadrant A2. Students will generate questions about any topic. They will share and evaluate their questions. Quadrant A3. Students will choose a topic they want to know more about and write questions on index cards about the topic.

They will then research to find out the answers. Quadrant C4. Students will create a cluster or web about things they might like to learn about their topic. They then determine

questions that will be answered in their report. Quadrant B5. The teacher will have students view examples of bibliographies. The teacher will model expectations for

documenting sources and have students create their own bibliographies. Quadrant A6. The teacher will discuss documentation terms: paraphrasing, bibliography, references, and plagiarism. Quadrant A7. The teacher will model a correct format for citing books, encyclopedias, Internet sites, magazines, and newspapers.

Examples: Quadrant Aa. Book-Last name, first name of author. Title. (Gibaldi 119)b. Encyclopedia- Title. Name of Encyclopedia/Dictionary. (Gibaldi 130)c. Newspaper- Last name, first name of author. Name of article. newspaper name. (Gibaldi 154)d. Magazine- Last name, first name of author. Name of article.e. magazine name. (Gibaldi 156)


Websites:www.studyisland.com, www.readwritethink.org, www.scetv.org/education/streamlinesc/,http://wvde.state.wv.us/learn21/3/5/languagearts/,




Assessment


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Week of Dec. 3rd - Dec. 7 th, 2012

Dec. 3rd - Dec. 7th , 2012 (Week: 16)Indicator(s): 4-6.3; 4-6.4 CCSS4-6.3 Organize information by classifying or sequencing. 4.W.8. Recall relevant information from experiences

or gather relevant information from print and digital

sources; take notes and categorize information, and

provide a list of sources.

4-6.4 Paraphrase research information accurately andmeaningfully.

4.SL.2. Paraphrase portions of written texts read

aloud or information presented graphically, orally,

visually, or multimodally.

Instructional Strategies1. Students will play a concentration game, matching resources to information given in each resource (e.g.

thesaurus/synonyms, atlas/maps, dictionary/definition). Quadrant B2. The teacher will assist students in the brainstorming process to generate questions about a particular topic.

Together, the teacher and students will construct a graphic organizer (chart) showing multiple columns. Eachcolumn will be given a heading of each reference source to be used in researching the topic, such as Website,encyclopedia, dictionary, globe oratlas. Then the students will locate the information from each source to answerthe question and record findings in the chart. This activity applies to any content area. Quadrant B

3. The teacher will model summarizing information from a variety of sources, then lead the student through guidedpractice. Quadrant A

4. The teacher will read or play a tape during the lesson about a topic (science or social studies). Divide the class intosmall groups and assign each group a specific section of the text to paraphrase. Quadrant C






Assessment


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Week of Dec. 10th - Dec. 14 th, 2012

Dec. 10th - Dec. 14th , 2012 (Week: 17)Indicator(s): 4-2.3 CCSS4-2.3 Analyze informational texts to locate and identify factsand opinions.


1. The teacher will make a list with the headings facts and opinions. The teacher will give each student an indexcard with a fact or opinion. Students will place these under the correct heading of fact or opinion. Quadrant A

2. The teacher will make a list of facts and opinions. Students will work in groups to prove that the facts are facts andto locate words that signal opinions. Quadrant B

3. The teacher will divide students into groups. Groups will discuss and write about any product they have used thatthey think was falsely advertised and explain their reasons. Students will locate the facts and the opinions inadvertisements. Students might choose their favorite product and support their opinion with facts. Quadrant C

4. Students will use the newspaper to locate samples of facts or opinions. Quadrant B5. Students will write editorials or letters to the editor to practice opinion statements.6. Students will be paired to interview each other for facts and opinions. Then they will write a summary of their

interviews.

Resources

Daily Oral Language





Assessment


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Week of Dec. 17th, 2012 - Jan. 4th, 2013Dec. 17th, 2012 - Jan. 2nd , 2013Indicator CCSS

Winter Break Winter BreakInstructional Strategies

Winter BreakResources

Winter BreakAssessment

Winter Break

Jan. 3rd - Jan. 4th, 2013 (Week: 18)Indicator(s): 4-4.1; 4-4.3 CCSS4-4.1 Generate and organize ideas for writing using prewritingtechniques (for example, creating lists, having discussions,

and examining literary models).

4-4.3 Create multiple-paragraph compositions that include acentral idea with supporting details and use appropriatetransitions between paragraphs.




Instructional Strategies1. Students will brainstorm aloud student-selected topics as the teacher writes ideas on the board. Quadrant A2. Students will use webbing, Venn diagrams, or T-charts to organize writing. Quadrant C3. Students will develop a topic. In outline form, the students will write sequential details to support the topic that will

lead through their story. Quadrant C4. Students will make a KWL chart on any new topic the class is going to study. Quadrant A5. The teacher will draw a hamburger on the board or poster board. Label the top bun Main Idea. Label the meat,

lettuce and tomato Details. Label the bottom bun Conclusion. Explain that a good paragraph contains all theseingredients. Quadrant A

6. Students will write a multi-paragraph composition using

the ideas listed below: Quadrant Ca. Students will write a story about an experience that is meaningful to them.b. Students will write a composition about a day they will never forget.c. Students will write a composition about three inventions they could not live without and tell why.d. Students will write a composition about an invisible friend and what happened to them.e. Students will write a funny story in comic strip form.

7. Students will create a timeline of their lives and use it to write an autobiography. Divide it into several paragraphs.Quadrant C

8. The student will create several paragraphs using content area topics. Quadrant BIn

t Break

Beginning

(Main Idea)Middle

(Details)

(End(Conclusion)


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Common Core:Appendix A: Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf,Appendix B: Text Exemplars & Sample Performance Tasks: http://www.corestandards.org/assets/Appendix_B.pdfAppendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_C.pdfnt BreakAssessment

r Break


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Week of Jan. 7th - Jan. 11 th, 2013

Jan. 7th - Jan. 11th , 2013 (Week:19)Indicator(s): 4-2.4; 4-3.4 CCSS4-2.4 Create responses to informational texts through avariety of methods (forexample, drawings, written works, andoral presentations).

None

4-3.4 Spell correctly words with prefixes and suffixes andmultisyllabic words.

None

Instructional Strategies1. Students will prepare a one-minute exposition about a famous person. The students will dress as their characters

and bring props to make their presentation. Each student will have a red dot on his/her desk, and when visitorscome and press the red dot, the students will recite his/her presentation. After a minute and the timer sounds, thevisitors will rotate to the next desk. The process will begin again to hear the next students report. Quadrant D

2. After reading a book, students will work in groups of four to choose a favorite part and present a three-minutedramatization. Quadrant C

3. Students will work as a class to dramatize a play. Quadrant C4. Students will write a short play that extends a story the teacher has read. Quadrant D5. Build multi-syllabic words.

6. The students will make big words. The teacher will use words from lesson to create new multi-syllabic words.7. The teacher will guide Does It Look Right lesson. The teacher will use words from Word Wall Words with prefixes

and suffixes.8. The teacher will guide a Be A Mind Reader activity focusing on multi-syllabic words and words with prefixes.




Other Resources: PASS Coach Book ELA: pgs. 14-17. Quinn Essential Reading Log


Assessment


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Week of Jan. 14th - Jan. 18 th, 2013

Jan. 14th - Jan. 17th, 2013 (Week: 20)Indicator(s): 4-4.4; 4-4.6 CCSS4-4.4 Use grammatical conventions of written

Standard American English, including subject-verb

agreement; past, present, and future verb tenses;

adverbs of time, place, manner, and degree;and pronoun- antecedent agreement.

4.L.1. Observe conventions of grammar and usage

when writing or speaking.

a. Use relative pronouns (who, whose, whom,

which, that) and relative adverbs (where,when, why).

b. Form and use the progressive (e.g., I was

walking; I am walking; I will be walking) verb

aspects.

c. Use modal auxiliaries (e.g., can, may,

must) to convey various conditions.

d. Order adjectives within sentences

according to conventional patterns (e.g., a

small red bag rather than a red small bag).

e. Form and use prepositional phrases.

f. Produce complete sentences, recognizing

and correcting rhetorically poor fragments and

run-ons.*g. Correctly use frequently confused words

(e.g., to, too, two; there, their).*

4-4.6 Edit for the correct use of written Standard AmericanEnglish, including capitalization, punctuation, and spelling.

4. W.5. With guidance and support from peers and

adults, develop and strengthen writing as

needed by planning, revising, and editing.

Instructional Strategies1. The teacher can assist students in collecting examples of the conventions of Standard American English including

examples of subject-verb agreement; past, present, and future verb tenses; conjunctions, adverbs, and pronoun-antecedent agreement used appropriately for text, newspapers, and magazines. Make a classroom display. Refer

to examples as needed during writing instruction. Quadrant A2. View United Streaming

Split-Infinitive World of English Grammar

The Module 5: Agreeing with Grammar

Section A Subject Verb Agreement and/or

BrainPops Subject-Verb Agreement Quadrant A

3. During writing conferences, the teacher will help students use appropriately the conventions of Standard AmericanEnglish. Quadrant A

4. The teacher will take paragraphs from a narrative story that students are currently reading and deliberately includeerrors. Put this on a transparency and correct the errors together using editing marks. Quadrant A

5. Students will edit using this editors checklist. Quadrant C6. Students will write a first draft and final copy showing evidence of editing writing. Quadrant B7. Students will use colored pencils to edit rough drafts and save in writing folders. Quadrant B

8. The students will use peer editing. Quadrant CEdit using c = capitalization, u = usage, p = punctuation, s = sentence structure, (CUPS).Quadrant B

inter BreakResourcesDaily Oral Language


http://www.scetv.org/education/streamlinesc/%20http://www.scetv.org/education/streamlinesc/%20http://wvde.state.wv.us/learn21/6/8/languagearts/%20http://www.gamequarium.com/figurativelanguage.htmlhttp://www.gamequarium.com/figurativelanguage.htmlhttp://scde.mrooms.org/index.php?page=14483http://www.scetv.org/education/streamlinesc/%20http://wvde.state.wv.us/learn21/6/8/languagearts/%20http://www.gamequarium.com/figurativelanguage.htmlhttp://scde.mrooms.org/index.php?page=14483


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Other Resources: PASS Coach Book ELA: pgs. 14-17, 99-119, 128-135, Quinn Essential Reading Log,Common Core:


Assessment

Winter Break

Jan. 18th, 2013 (Week:20)Indicator CCSS

Professional Development/Workday Professional Development/WorkdayInstructional Strategies

Professional Development/WorkdayResources

Professional Development/WorkdayAssessment

Professional Development/Workday
http://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_B.pdfhttp://www.corestandards.org/assets/Appendix_C.pdfhttp://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_B.pdfhttp://www.corestandards.org/assets/Appendix_C.pdf


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Week of Jan. 21st - Jan. 25 th , 2013Jan. 21st - Jan. 22nd, 2013 (Week: 21)Indicator CCSS

Martin Luther King Jr. Day (Holiday)Professional Development/Workday


Instructional StrategiesMartin Luther King Jr. Day (Holiday)Professional Development/Workday

Resources


Assessment


Jan. 23rd - Jan. 25th , 2013 (Week: 21)

Indicator(s): 4-5.2; 4-5.4; 4-1.7 CCSS4-5.2 Create narratives containing details and a sequence ofevents that develop a plot.




sequences.

4-5.4 Create written pieces (for example, skits and plays) toentertain others.

4-1.7 Create responses to literary texts through a variety ofmethods (for example, writing, creative dramatics, and thevisual and performing arts).


1. The teacher reads aloud many examples of narrative text so that the students hear the writers craft.2. Students study literature to study the writers craft.3. Students study informational texts to locate details about a place or time in order to create a believable

narrative.4. Students write daily. Students build momentum and skill if they write consistently over time.5. The teacher will give students experiences with skits and plays so that they understand the writers craft.6. The students will read model skits or plays so that they understand the writers craft.7. The students will read Tales of a Fourth Grade Nothing, Judy Blume. After reading story, The students will work

in groups to create an advertising campaign written from Judy Blumes point of view. The students will create amovie poster, a letter, and a brochure.




Other Resources: PASS Coach Book ELA: pgs. 158-161, 166-169, Quinn Essential Reading Log,

Common Core:Appendix A: Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf,
http://www.scetv.org/education/streamlinesc/%20http://www.scetv.org/education/streamlinesc/%20http://wvde.state.wv.us/learn21/6/8/languagearts/%20http://www.gamequarium.com/figurativelanguage.htmlhttp://www.gamequarium.com/figurativelanguage.htmlhttp://scde.mrooms.org/index.php?page=14483http://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_A.pdfhttp://www.scetv.org/education/streamlinesc/%20http://wvde.state.wv.us/learn21/6/8/languagearts/%20http://www.gamequarium.com/figurativelanguage.htmlhttp://scde.mrooms.org/index.php?page=14483http://www.corestandards.org/assets/Appendix_A.pdf


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Appendix B: Text Exemplars & Sample Performance Tasks: http://www.corestandards.org/assets/Appendix_B.pdfAppendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_C.pdf

Assessment
http://www.corestandards.org/assets/Appendix_B.pdfhttp://www.corestandards.org/assets/Appendix_C.pdfhttp://www.corestandards.org/assets/Appendix_B.pdfhttp://www.corestandards.org/assets/Appendix_C.pdf


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Week of Jan. 28th - Feb. 1st, 2013

Jan. 28th - Feb. 1st , 2013 (Week: 22)Indicator(s): 4-3.1; 4-3.2; 4-5.1 CCSS4-3.1 Generate the meaning of unfamiliar and multiple-meaning words by using context clues (for example, thosethat provide an example or a definition).

4.RF.3. Know and apply grade-level phonics and

word analysis skills in decoding words.

a. Use combined knowledge of all letter-sound

correspondences, syllabication patterns,and morphology (e.g., roots and affixes) to

read accurately unfamiliar multi-syllabic

words in context and out of context.

4.L.4a. Use c o n t e x t to confirm or self-correct wordrecognition and understanding, rereading asnecessary.

4-3.2 Use base words and affixes to determine the meaningsof words.

4. RF.3a. Use combined knowledge of all letter-soundcorrespondences, syllabication patterns,andmorphology (e.g., roots and affixes) to read accuratelyunfamiliar multi-syllabic words in context and out of

context.

4-5.1 Create informational pieces (for example, postcards,flyers, letters, and e-mails) that use language appropriate forthe specific audience.er Break

4.W.4. Produce clear and coherent writing in whichthe development and organization are appropriate totask, purpose, and audience.

Instructional Strategies1. The teacher will provide a copy of sections from the text and highlighters. Identify the most important words (key

vocabulary). Have students circle the key vocabulary in the section, then highlight examples the text provides tohelp students understand the key vocabulary.

2. The teacher will provide a copy of sections from text. Cover key vocabulary and have students use examples thetext provides to guess the hidden words.

3. Students will create and play a concentration game with affixes, matching their meanings. Quadrant B

4. Students should develop list of word with affixes which they will keep in their journals as a means of extending theirvocabularies. Quadrant B

5. Students will analyze new words using vocabulary webs. Quadrant B6. Show students examples of informational pieces such as postcards, flyers, letters, and e-mails. Quadrant A7. Students create informational pieces modeling the example provided by the teacher. The teacher can create a class

newsletter where students can publish informational pieces.ir Br8.ResourcesDaily Oral Language



Other Resources: PASS Coach Book ELA: pgs. 32-35. 40-43. 124-127, Quinn Essential Reading LogRCommon Core:


Assessment

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http://www.scetv.org/education/streamlinesc/%20http://www.scetv.org/education/streamlinesc/%20http://wvde.state.wv.us/learn21/6/8/languagearts/%20http://www.gamequarium.com/figurativelanguage.htmlhttp://www.gamequarium.com/figurativelanguage.htmlhttp://scde.mrooms.org/index.php?page=14483http://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_B.pdfhttp://www.corestandards.org/assets/Appendix_C.pdfhttp://www.scetv.org/education/streamlinesc/%20http://wvde.state.wv.us/learn21/6/8/languagearts/%20http://www.gamequarium.com/figurativelanguage.htmlhttp://scde.mrooms.org/index.php?page=14483http://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_B.pdfhttp://www.corestandards.org/assets/Appendix_C.pdf


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Week of Feb. 4th - Feb. 8th, 2013

Feb. 4th - Feb. 8th , 2013 (Week: 23)Indicator(s): 4-2.6; 4-2.7; 4-4.4 CCSS4-2.6 Use graphic features (including illustrations, graphs,charts, maps, diagrams, and graphic organizers) as sourcesof information.




elements on Web pages) and explain how theinformation contributes to understanding the text in

which they appear.

4.RL.7. Integrate information gained from illustrationsand other visual elements in a text with the wordsto demonstrate understanding of how thecharacters, setting, and plot interact and develop.

4-2.7 Use functional text features (including tables ofcontents, glossaries, and indexes) as sources of information.





information contributes to understanding the text inwhich they appear.

4-4.4 Use grammatical conventions of written StandardAmerican English, including subject-verb agreement; past,present, and future verb tenses; conjunctions

4.L.1. Observe conventions of grammar and usage

when writing or speaking.

a. Use relative pronouns (who, whose, whom,

which, that) and relative adverbs (where,

when, why).

b. Form and use the progressive (e.g., I was

walking; I am walking; I will be walking) verb

aspects.

c. Use modal auxiliaries (e.g., can, may,

must) to convey various conditions.d. Order adjectives within sentences

according to conventional patterns (e.g., a

small red bag rather than a red small bag).

e. Form and use prepositional phrases.

f. Produce complete sentences, recognizing

and correcting rhetorically poor fragments and

run-ons.*

g. Correctly use frequently confused words

(e.g., to, too, two; there, their).*


1. The students will construct a Venn diagram and label it with two contrasting ideas or characters. Quadrant C2. The teacher will give students a graphic organizer with the headings: Who, What, Where, When, and Why.Students will complete the chart as they read the story. Quadrant B

3. Students will read the book, The Napping House, and complete a circle sequence chart connecting the events witharrows. (This book can also be used for cause and effect.) Quadrant B

4. Students will use their textbooks to answer questions about the book using the index. (The teacher will createquestions based on his/her text selection prior to the lesson.)

5. The teacher will create 10 questions (ahead of time) and students will use the newspaper to find the answers. Thisstrategy could be used during Guided Reading Stations. Quadrant B

6. The teacher can assist students in collecting examples of the conventions of Standard American English includingexamples of subject-verb agreement; past, present, and future verb tenses; conjunctions, adverbs, and pronoun-antecedent agreement used appropriately for text, newspapers, and magazines. Make a classroom display. Referto examples as needed during writing instruction. Quadrant A


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7. View United Streaming8. Split-Infinitive World of English Grammar9. The Module 5: Agreeing with Grammar10. Section A Subject Verb Agreement and/or11. BrainPops Subject-Verb Agreement Quadrant A12. During writing conferences, the teacher will help students use appropriately the conventions of Standard American

English. Quadrant A13. The teacher will read Up, Up and Away, by Ruth Heller, and/or The Adverb Farm, by Liza Charlesworth. The

students will write sentences using adverbs.14. The teacher will read books that contain examples of grammatical conventions such as The Bug Book, by MariaFleming. The students will make a list of grammatical conventions.




Other Resources: PASS Coach Book ELA: pgs. 52-55, 60-63, 99-119. Quinn Essential Reading Log


Assessment


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Week of Feb. 11th - Feb. 15 th, 2013

Feb. 11th - Feb. 15th , 2013 (Week: 24)Indicator(s): 4-1.6; 4-5.3 CCSS4-1.6 Analyze the effect of the authors craft (for example,word choice and sentence structure) on the meaning of agiven literary text.

4.RL.9. Compare and contrast the treatment of

similar themes and topics (e.g., opposition of good

and evil) and patterns of events (e.g., the quest)

in stories, myths, and traditional literature from

different cultures.




sequences.

4-5.3 Create written descriptions using language that appealsto the readers senses.ir Break

4.W.3b. Use dialogue and description to develop

experiences and events or show the responses of

characters to situations.

Instructional Strategies1. The teacher will conduct an author study with students. Discuss the authors choice of words, sentence structure,

etc., that contribute to his/her style. Quadrant C2. The student will edit their writings to include figurative language and/or dialogue.3. Poetry study to indicate rhythm (repetition of words or sounds) is done with students. The student will transfer this

craft into their writing.4. Students will create a funny story in comic strip form. Quadrant C5. Students will create a radio commercial for a p

Documents

4th Grade ELA 2012-13 Pacing Guide