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2011
ENGLISH LANGUAGE ARTS CURRICULUM
GRADE 4
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 1
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 2
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE 1. READING –
LITERATURE
1.1 Key Ideas and
Details
Students
1.1.1 Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.
• Make inferences about problem, conflict, or solution.
R–4–5.3 (state assessment) (RL.4.1)
• Make logical predictions. R–4–5.1 (state assessment) o e.g. book walk picture walk, literature circles
1.1.2 Determine a theme of a story, drama, or poem from details in the
text; summarize the text. (RL.4.2) • Paraphrase or summarize key ideas/plot, with major
events sequenced, as appropriate to text. R–4–4.2
(state assessment)
• Identify author’s message or theme. R–4–5.5 (state
assessment)
o e.g. readers’ notebook, literature circles
1.1.3 Describe in depth a character, setting, or event in a story or
drama, drawing on specific details in the text (e.g., a character’s
thoughts, words, or actions). (RL.4.3) • Describe main characters’ physical characteristics or
personality traits; or provide examples of thoughts,
words, or actions that reveal characters’ personality
traits. R–4–5.2 (state assessment)
• Identify or describe character(s), setting, problem/
solution, major events, or plot, as appropriate to text;
or identify any significant changes in character(s) over
time. R–4–4.1 1 (state assessment)
• R–4–5.6 Identify causes or effects, including possible
motives of characters.
The teacher
Models the following reading strategies
• using prior knowledge
• sampling a page for readability
• summarizing
• predicting and making text based
inferences
• determining importance
• generating literal, clarifying, and
inferential questions
• constructing sensory images (making
pictures in one’s mind)
• making connections (text to self, text
to text, and text to world)
• taking notes
• locating, using and analyzing text
features e.g. transition words,
subheadings, bold/italicized
• using text structure clues, e.g.
chronological, cause/effect,
compare/contrast, proposition and
support, description, classification,
logical sequential
• using metacognition strategies for
understanding text
Facilitates comprehension strategies
• making connections
• questioning
• visualizing
• inferring
• determining importance
• synthesizing information
• self-monitoring or fix-up
• predicting
• summarizing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
Textbook
Core Books Lexile rates
770-980
LITERATURE, REQUIRED
• Chris Van Allsburg, author
study
• Frindle, Clements
• Last Holiday, Clements
• The Janitors Boy, Clements
• The School Story, Clements
LITERATURE, SUGGESTED
• Holes, Louis Sachar
• Maniac Magee, Spinelli
• Something Upstairs, Avi
• The Library Card, Spinelli
• There’s a Boy in the Girls’
Bathroom, Louis Sachar
Literary text
• Poetry, plays, fairytales,
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
INFORMATIONAL
• Map Essentials
• Rhode Island
• Scholastic News • Science trade books
o human body o force (push/pull)
gravitational o constellations o food chain
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• A-Z
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Map essentials
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Readers’ notebook
• Rigby
• Rubrics
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 3
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
o e.g. readers’ notebook, response to literature,
literature circles, oral reports, book walks, book
group, performance based tasks, and graphic
organizers
REQUIRED ASSESSMENTS – REMOVED FOR PUBLIC VIEW
• relational organizers (fish bone, pie
chart)
Employs best practice reading strategies
• read aloud
• think aloud
• shared reading
• guided reading
• self-selected reading
Models readers’/writers’ workshop
Facilitates
• literature circles
• readers’ theater
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature circles, Daniels
• Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
1. READING –
LITERATURE
1.2 Craft and
Structure
Students
1.2.1 Determine the meaning of words and phrases as they are used in
a text, including those that allude to significant characters
found in mythology (e.g., Herculean). (RL.4.4)
• Identify literary devices as appropriate to genre:
The teacher
Models the following reading strategies
• using prior knowledge
• sampling a page for readability
• summarizing
• predicting and making text based
inferences
• determining importance
Textbook
Core Books Lexile rates
770-980
LITERATURE, REQUIRED
• Chris Van Allsburg, author
study
• Frindle, Clements
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 4
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE rhyme, alliteration, simile, description, or dialogue. R–
4–4.5
• Demonstrate knowledge of use of literary elements and
devices (i.e., imagery, exaggeration) to interpret
intended meanings.
o e.g. readers’ notebook, literature circles, guided
reading. R–4–6.1
1.2.2 Explain major differences between poems, drama, and prose, and
refer to the structural elements of poems (e.g., verse, rhythm,
meter) and drama (e.g., casts of characters, settings,
descriptions, dialogue, stage directions) when
writing or speaking about a text. (RL.4.5)
• Identify or describe character(s), setting, problem/
solution, major events, or plot, as appropriate to text;
or identify any significant changes in character(s) over
time. R–4–4.1 (state assessment)
• Identify the characteristics of a variety of types of
text (e.g., literary texts: poetry, plays, fairytales,
fantasy, fables, realistic fiction, folktales, historical
fiction). R–4–4.4
• Participate in discussions about text, ideas, and
student writing by offering comments and supporting
evidence, recommending books and other materials, and
responding to the comments and recommendations of
peers, librarians, teachers, and others.
o e.g. readers theater, literature circles. R–4–17.2
2
1.2.3 Compare and contrast the point of view from which
different stories are narrated, including the difference between
first- and third-person narrations. (RL.4.6)
• generating literal, clarifying, and
inferential questions
• constructing sensory images (making
pictures in one’s mind)
• making connections (text to self, text
to text, and text to world)
• taking notes
• locating, using and analyzing text
features e.g. transition words,
subheadings, bold/italicized
• using text structure clues, e.g.
chronological, cause/effect,
compare/contrast, proposition and
support, description, classification,
logical sequential
• using metacognition strategies for
understanding text
Facilitates comprehension strategies
• making connections
• questioning
• visualizing
• inferring
• determining importance
• synthesizing information
• self-monitoring or fix-up
• predicting
• summarizing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs best practice reading strategies
• read aloud
• think aloud
• shared reading
• guided reading
• self-selected reading
• Last Holiday, Clements
• The Janitors Boy, Clements
• The School Story, Clements
LITERATURE, SUGGESTED
• Holes, Louis Sachar
• Maniac Magee, Spinelli
• Something Upstairs, Avi
• The Library Card, Spinelli
• There’s a Boy in the Girls’
Bathroom, Louis Sachar
Literary text
• Poetry, plays, fairytales,
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature circles, Daniels
• Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• A-Z
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Map essentials
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Readers’ notebook
• Rigby
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 5
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • Identify who is telling the story. R–4–5.4 (state
assessment)
o e.g. literature circles, guided reading, modeling,
Venn diagrams
Models readers’/writer’s workshop
Facilitates
• literature circles
• readers’ theater
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
o Research
o Responding to literary
and informational
text
1. READING –
LITERATURE
1.3 Integration of
Knowledge and
Ideas
Students
1.3.1 Make connections between the text of a story or drama and a
visual or oral presentation of the text, identifying where each
version reflects. (RL.4.7)
o e.g. readers’ notebook, book talk, reading
conference
1.3.2 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. (RL.4.9)
o e.g. Venn diagrams, sequencing charts
• Identify author’s message or theme. R–4–5.5 (state
assessment)
• Demonstrate knowledge of use of literary elements and
devices (i.e., imagery, exaggeration) to interpret
intended meanings. R–4–6.1
• Compare stories or other texts to related personal
experience, prior knowledge, or to other books. R–4–
16.1
o e.g. readers’ notebook, literature circles, graphic
organizers, author studies, and read alouds
The teacher
Models the following reading strategies
• using prior knowledge
• sampling a page for readability
• summarizing
• predicting and making text based
inferences
• determining importance
• generating literal, clarifying, and
inferential questions
• constructing sensory images (making
pictures in one’s mind)
• making connections (text to self, text
to text, and text to world)
• taking notes
• locating, using and analyzing text
features e.g. transition words,
subheadings, bold/italicized
• using text structure clues, e.g.
chronological, cause/effect,
compare/contrast, proposition and
support, description, classification,
logical sequential
• using metacognition strategies for
understanding text
Facilitates comprehension strategies
• making connections
• questioning
• visualizing
• inferring
• determining importance
• synthesizing information
• self-monitoring or fix-up
• predicting
• summarizing
Models the use of graphic organizers:
Textbook
Core Books Lexile rates
770-980
LITERATURE, REQUIRED
• Chris Van Allsburg, author
study
• Frindle, Clements
• Last Holiday, Clements
• The Janitors Boy, Clements
• The School Story, Clements
LITERATURE, SUGGESTED
• Holes, Louis Sachar
• Maniac Magee, Spinelli
• Something Upstairs, Avi
• The Library Card, Spinelli
• There’s a Boy in the Girls’
Bathroom, Louis Sachar
Literary text
• Poetry, plays, fairytales,
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies,
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• A-Z
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Map essentials
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 6
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs best practice reading strategies
• read aloud
• think aloud
• shared reading
• guided reading
• self-selected reading
Models readers’/writer’s workshop
Facilitates
• literature circles
• readers’ theater
Science and Technical Subjects
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature circles, Daniels
• Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
• Performance/problem-
based/common tasks
• Readers’ notebook
• Rigby
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
1. READING –
LITERATURE
1.4 Range of Reading
and Level of Text
Complexity
Students
1.4.1 By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, at the high end of the grades 4–5 text
(Lexile rates 770–980 complexity band independently and
proficiently.) (RL.4.10)
• Generate questions before, during, and after reading
to enhance recall, expand understanding and/or gain new information. R–4–4.3
• Read with frequency, including in-school, out-of-school,
and summer reading. R–4–14.1
• Read from a wide range of genres/kinds of text and a
The teacher
Models the following reading strategies
• using prior knowledge
• sampling a page for readability
• summarizing
• predicting and making text based
inferences
• determining importance
• generating literal, clarifying, and
inferential questions
• constructing sensory images (making
pictures in one’s mind)
• making connections (text to self, text
to text, and text to world)
• taking notes
• locating, using and analyzing text
features e.g. transition words,
subheadings, bold/italicized
• using text structure clues, e.g.
Textbook
Core Books Lexile rates
770-980
LITERATURE, REQUIRED
• Chris Van Allsburg, author
study
• Frindle, Clements
• Last Holiday, Clements
• The Janitors Boy, Clements
• The School Story, Clements
LITERATURE, SUGGESTED
• Holes, Louis Sachar
• Maniac Magee, Spinelli
• Something Upstairs, Avi
• The Library Card, Spinelli
• There’s a Boy in the Girls’
Bathroom, Louis Sachar
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• A-Z
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 7
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE variety of authors (e.g., literary, informational, and
practical texts). R–5–14. 2
• Read multiple texts for depth of understanding an
author or genre. R–4–14.3
• Use comprehension strategies (flexibly and as needed)
before, during, and after reading literary and
informational text that may include:
o using prior knowledge
o sampling a page for readability; summarizing
o predicting and making text-based inferences
o determining importance; generating literal and
clarifying questions
o constructing sensory images (e.g., making pictures
in one’s mind); making connections (text to self,
text to text, and text to world)
o locating and using text features (e.g. transition
words, subheadings, bold/italicized print, parts of
the book
o using text structure clues (e.g. chronological,
cause/effect, compare/contrast, proposition and
support, description, classification). R–4–13
• Use a range of self-monitoring and self-correction
approaches, e.g. predicting upcoming text, monitoring,
adjusting and confirming, through use of print,
syntax/language structure, semantics/meaning, or
other context cues). R–4–12.1
o e.g. literature circles, guided reading, reader’s
notebook, author study, running records, graphic
organizers, reading conference, and read alouds
• Self-select reading materials aligned with reading
ability and personal interests.
chronological, cause/effect,
compare/contrast, proposition and
support, description, classification,
logical sequential
• using metacognition strategies for
understanding text
Facilitates comprehension strategies
• making connections
• questioning
• visualizing
• inferring
• determining importance
• synthesizing information
• self-monitoring or fix-up
• predicting
• summarizing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs best practice reading strategies
• read aloud
• think aloud
• shared reading
• guided reading
• self-selected reading
Models readers’/writer’s workshop
Facilitates
• literature circles
• readers’ theater
Literary text
• Poetry, plays, fairytales,
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature circles, Daniels
• Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Map essentials
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Readers’ notebook
• Rigby
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 8
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE o e.g. reading logs, reading conference, running
records R–4–17.1
1. READING –
INFORMA-
TIONAL TEXT
1.5 Key Ideas and
Details
Students
1.5.1 Refer to details and examples in a text when explaining what
the text says explicitly and when drawing inferences from the
text. (RI.4.1)
• Draw inferences about text, including author’s purpose
(e.g., to inform, explain, entertain) or message; or
drawing basic conclusions; or forming
judgments/opinions about central ideas that are
relevant. R–4–8.3 (state assessment)
• Make inferences about causes or effects. R–4–8.5
(state assessment)
• Use information from the text to answer questions
related to explicitly stated main/central ideas or key
details. R–4–7.2 (state assessment)
o e.g. guided reading, reader’s notebook,
graphic organizers, modeling
1.5.2 Determine the main idea of a text and explain how it is
supported by key details; summarize the text. (RI.4.2)
• Organize information to show understanding (e.g.,
representing main/central ideas or details within text
through charting, mapping, paraphrasing, or
summarizing). R–5–7.3 (state assessment)
o e.g. social studies and science content
reading, science notebook, sticky notes, text
evidence, report writing, reader’s notebook
1.5.3 Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why,
based on specific information in the text. (RI.4.3)
The teacher
Models the following reading strategies
• using prior knowledge
• sampling a page for readability
• summarizing
• predicting and making text based
inferences
• determining importance
• generating literal, clarifying, and
inferential questions
• constructing sensory images (making
pictures in one’s mind)
• making connections (text to self, text
to text, and text to world)
• taking notes
• locating, using and analyzing text
features e.g. transition words,
subheadings, bold/italicized
• using text structure clues, e.g.
chronological, cause/effect,
compare/contrast, proposition and
support, description, classification,
logical sequential
• using metacognition strategies for
understanding text
Facilitates comprehension strategies
• making connections
• questioning
• visualizing
• inferring
• determining importance
• synthesizing information
• self-monitoring or fix-up
• predicting
• summarizing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
Textbook
Core Books Lexile rates
770-980
INFORMATIONAL
• Map Essentials
• Rhode Island
• Scholastic News • Science trade books
o human body o force (push/pull)
gravitational o constellations o food chain
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• A-Z
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Map essentials
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Readers’ notebook
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 9
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • Connect information within a text or across texts. R–4–8.1
(state assessment)
• Synthesize information within or across text(s) (e.g.,
constructing appropriate titles; or formulate assertions or
controlling ideas). R–4–8.2 (state assessment)
o e.g. report writing, KWL, sticky notes, think alouds,
text features to support inferences and
generalizations, informational text based predictions
and inferences, new information to background
knowledge, new information, and cause and effect
graphic organizers
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs best practice reading strategies
• read aloud
• think aloud
• shared reading
• guided reading
• self-selected reading
Models readers’/writers’ workshop
Facilitates
• literature circles
• readers’ theater
• Literature circles, Daniels
• Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
• Rigby
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
1. READING –
INFORMA-
TIONAL TEXT
1.6 Craft and
Structure
Students
1.6.1 Determine the meaning of general academic and domain-specific
words or phrases in a text relevant to a grade 4 topic or
subject area. (RI.4.4)
• Use strategies to unlock meaning e.g.
o knowledge of word structure, including
prefixes/suffixes and base words; or context
clues
o other resources, such as dictionaries, glossaries;
or prior knowledge. R–4–2.1 (state assessment)
• Select appropriate words to use in context, including
content specific vocabulary, words with multiple
meanings, or precise vocabulary. R–4–3.2 2 (state
assessment)
o e.g. social studies and science content reading,
science notebook, Words Their Way, homonym,
synonym, and antonym instruction
The teacher
Models the following reading strategies
• using prior knowledge
• sampling a page for readability
• summarizing
• predicting and making text based
inferences
• determining importance
• generating literal, clarifying, and
inferential questions
• constructing sensory images (making
pictures in one’s mind)
• making connections (text to self, text
to text, and text to world)
• taking notes
• locating, using and analyzing text
features e.g. transition words,
subheadings, bold/italicized
• using text structure clues, e.g.
chronological, cause/effect,
compare/contrast, proposition and
support, description, classification,
logical sequential
• using metacognition strategies for
understanding text
Facilitates comprehension strategies
• making connections
Textbook
Core Books Lexile rates
770-980
INFORMATIONAL
• Map Essentials
• Rhode Island
• Scholastic News • Science trade books
o human body o force (push/pull)
gravitational o constellations o food chain
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• A-Z
• Exhibits
• Interviews
• Graphic organizers
• Journals
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 10
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE 1.6.2 Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or
information in a text or part of a text. (RI.4.5)
• Make inferences about causes or effects. R–4–8.5
(state assessment)
o e.g. graphic organizers: time lines cause and
effect charts
1.6.3 Compare and contrast a firsthand and secondhand account of
the same event or topic; describe the differences in focus and
the information provided. (RI.4.6)
o e.g. Venn diagrams, whole group discussion, guided
reading groups, and T-charts
• questioning
• visualizing
• inferring
• determining importance
• synthesizing information
• self-monitoring or fix-up
• predicting
• summarizing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs best practice reading strategies
• read aloud
• think aloud
• shared reading
• guided reading
• self-selected reading
Models readers’/writers’ workshop
Facilitates
• literature circles
• readers’ theater
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature circles, Daniels
• Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
• Map essentials
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Readers’ notebook
• Rigby
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
1. READING –
INFORMA-
TIONAL TEXT
1.7 Integration of
Knowledge and
Ideas
Students
1.7.1 Interpret information presented visually, orally, or
quantitatively (e.g., in charts, graphs, diagrams, time lines,
animations, or interactive elements on Web pages) and explain
how the information contributes to an understanding of the text
in which it appears. (RI.4.7)
• Evaluate information presented in terms of relevance.
R–4–15.2
The teacher
Models the following reading strategies
• using prior knowledge
• sampling a page for readability
• summarizing
• predicting and making text based
inferences
• determining importance
• generating literal, clarifying, and
inferential questions
• constructing sensory images (making
pictures in one’s mind)
Textbook
Core Books Lexile rates
770-980
INFORMATIONAL
• Map Essentials
• Rhode Island
• Scholastic News • Science trade books
o human body o force (push/pull)
gravitational
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 11
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
• Gather information and using a given structure (e.g.,
chart, diagram, outline) to organize it. R–4–15
• Use evidence to support conclusions. R–4–15.4
• Obtain information from text features (e.g., table of
contents, glossary, index, transition words/phrases,
bold or italicized text, headings, subheadings, graphic
organizers, charts, graphs, or illustrations). (state assessment)
o e.g. graphic organizers, readers’ notebook, and
guided reading R–4–7.1
1.7.2 Explain how an author uses reasons and evidence to support
particular points in a text. (RI.4.8)
• Draw inferences about text, including author’s purpose
(e.g., to inform, explain, entertain) or message; or draw
basic conclusions; or form judgments/opinions about
central ideas that are relevant. (state assessment) R–
4–8.4
• Distinguishing fact from opinion. (state assessment)
o e.g. reader’s notebook, guided reading,
discussions, T-chart, and graphic organizers
1.7.3 Integrate information from two texts on the same topic in order
to write or speak about the subject knowledgeably. (RI.4.9)
• Connect information within a text or across texts. R–4–8.1 (state assessment)
• Synthesize information within or across text(s) (e.g.,
constructing appropriate titles; or formulate
assertions or controlling ideas). R–4–8.2 (state
assessment)
• making connections (text to self, text
to text, and text to world)
• taking notes
• locating, using and analyzing text
features e.g. transition words,
subheadings, bold/italicized
• using text structure clues, e.g.
chronological, cause/effect,
compare/contrast, proposition and
support, description, classification,
logical sequential
• using metacognition strategies for
understanding text
Facilitates comprehension strategies
• making connections
• questioning
• visualizing
• inferring
• determining importance
• synthesizing information
• self-monitoring or fix-up
• predicting
• summarizing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs best practice reading strategies
• read aloud
• think aloud
• shared reading
• guided reading
• self-selected reading
models readers’/writers’ workshop
Facilitates
• literature circles
o constellations o food chain
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature circles, Daniels
• Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• A-Z
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Map essentials
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Readers’ notebook
• Rigby
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 12
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • Research by reading multiple sources (including print
and non-print texts) to report information or to
formulate a judgment by using sources provided. R–
4–15.1
o e.g. author study, topic study, guided reading,
readers’ notebook
• readers’ theater
• www.ride.ri.gov
1. READING –
INFORMA-
TIONAL TEXT
1.8 Range of Reading
Level of Text
Complexity
Students
1.8.1 By the end of year, read and comprehend informational texts,
including history/social studies, science, and technical texts, in
the grades 4–5 text complexity band proficiently, with
scaffolding as needed at the high end of the range. (Lexile rates
770- 980). (RI.4.10)
• Generate questions before, during, and after reading
to enhance recall, expand understanding and/or gain
new information. R–4–7.4
• Identify the characteristics of a variety of types of
text e.g.
o reference: dictionaries, glossaries, encyclopedias,
children’s magazines, content trade books,
textbooks, student newspapers
o practical/functional texts: procedures,
instructions, book orders, announcements,
invitations. R–4–7.5
o e.g. sticky notes, KWL, picture walks, reading
conference, reader’s notebook, Scholastic News, social studies and science content, reading class
discussions, and performance-based tasks
The teacher
Models the following reading strategies
• using prior knowledge
• sampling a page for readability
• summarizing
• predicting and making text based
inferences
• determining importance
• generating literal, clarifying, and
inferential questions
• constructing sensory images (making
pictures in one’s mind)
• making connections (text to self, text
to text, and text to world)
• taking notes
• locating, using and analyzing text
features e.g. transition words,
subheadings, bold/italicized
• using text structure clues, e.g.
chronological, cause/effect,
compare/contrast, proposition and
support, description, classification,
logical sequential
• using metacognition strategies for
understanding text
Facilitates comprehension strategies
• making connections
• questioning
• visualizing
• inferring
• determining importance
• synthesizing information
• self-monitoring or fix-up
• predicting
• summarizing
Models the use of graphic organizers:
Textbook
Core Books Lexile rates
770-980
INFORMATIONAL
• Map Essentials
• Rhode Island
• Scholastic News • Science trade books
o human body o force (push/pull)
gravitational o constellations o food chain
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• A-Z
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Map essentials
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 13
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs best practice reading strategies
• read aloud
• think aloud
• shared reading
• guided reading
• self-selected reading
Models readers’/writers’ workshop
Facilitates
• literature circles
• readers’ theater
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature circles, Daniels
• Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
• Performance/problem-
based/common tasks
• Readers’ notebook
• Rigby
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
1. READING
STANDARDS:
1.9 Foundational
Phonics and
Word
Recognition
1.9.1 Know and apply grade-level phonics and word analysis skills in
decoding words. (RF.4.3)
• Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and morphology
(e.g., roots and affixes) to read accurately unfamiliar
multisyllabic words in context and out of context.
(RF.4.3a)
• Identify multi-syllabic words by using knowledge of
sounds, six syllable types/syllable division, or word
patterns (including prefixes, and suffixes). R–4–1.1
• Read multi-syllabic words, by using knowledge of
sounds, syllable types, or word patterns. R–4–1.2
• Read grade-level appropriate words (in connected text)
with automaticity. R–4–1.3
The teacher
Models the following reading strategies
• using prior knowledge
• sampling a page for readability
• summarizing
• predicting and making text based
inferences
• determining importance
• generating literal, clarifying, and
inferential questions
• constructing sensory images (making
pictures in one’s mind)
• making connections (text to self, text
to text, and text to world)
• taking notes
• locating, using and analyzing text
features e.g. transition words,
subheadings, bold/italicized
• using text structure clues, e.g.
chronological, cause/effect,
compare/contrast, proposition and
support, description, classification,
Textbook
Core Books Lexile rates
770-980
LITERATURE, REQUIRED
• Chris Van Allsburg, author
study
• Frindle, Clements
• Last Holiday, Clements
• The Janitors Boy, Clements
• The School Story, Clements
LITERATURE, SUGGESTED
• Holes, Louis Sachar
• Maniac Magee, Spinelli
• Something Upstairs, Avi
• The Library Card, Spinelli
• There’s a Boy in the Girls’
Bathroom, Louis Sachar
Literary text
• Poetry, plays, fairytales,
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• A-Z
• Exhibits
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 14
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
• Read grade-appropriate words (including irregularly
spelled words). R–4–1.4
• Identify synonyms, antonyms, homonyms/ homophones,
or shades of meaning. (state assessment) R–4–3.1
o e.g. Words Their Way, social studies and science
content, vocabulary, reading conferences,
modeling, and small group instruction
logical sequential
• using metacognition strategies for
understanding text
Facilitates comprehension strategies
• making connections
• questioning
• visualizing
• inferring
• determining importance
• synthesizing information
• self-monitoring or fix-up
• predicting
• summarizing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs best practice reading strategies
• read aloud
• think aloud
• shared reading
• guided reading
• self-selected reading
Models readers’/writers’ workshop
Facilitates
• literature circles
• readers’ theater
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
INFORMATIONAL
• Map Essentials
• Rhode Island
• Scholastic News • Science trade books
o human body o force (push/pull)
gravitational o constellations o food chain
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature circles, Daniels
• Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12
• Interviews
• Graphic organizers
• Journals
• Map essentials
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Readers’ notebook
• Rigby
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 15
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
• Words Their Way
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
1. READING
STANDARDS
1.10 Foundational
Skills
Fluency
1.10.1 Read with sufficient accuracy and fluency to support
comprehension. (RF.4.4)
• Read on-level text with purpose and understanding.
(RF.4.4a)
• Read on-level prose and poetry orally with accuracy,
appropriate rate, and expression on successive readings.
(RF.4.4b)
• Use context to confirm or self-correct word recognition
and understanding, rereading as necessary. (RF.4.4c)
• Accuracy: reading material appropriate for grade 4
with at least 90-94% accuracy. R–4–11.1
• Fluency: reading with oral fluency rates of at least 115-
140 words correct per minute (students’ rates of
reading will and should vary in response to text
difficulty, purpose of reading, and other factors.) R–
4–11.2
• Fluency: reading familiar text with phrasing and
expression, and with attention to text features, such
as punctuation, italics, and dialogue. R–4-11.3
o e.g. reading conference, reader’s notebook,
The teacher
Models the following reading strategies
• using prior knowledge
• sampling a page for readability
• summarizing
• predicting and making text based
inferences
• determining importance
• generating literal, clarifying, and
inferential questions
• constructing sensory images (making
pictures in one’s mind)
• making connections (text to self, text
to text, and text to world)
• taking notes
• locating, using and analyzing text
features e.g. transition words,
subheadings, bold/italicized
• using text structure clues, e.g.
chronological, cause/effect,
compare/contrast, proposition and
support, description, classification,
logical sequential
• using metacognition strategies for
understanding text
Facilitates comprehension strategies
• making connections
• questioning
• visualizing
• inferring
• determining importance
Textbook
Core Books Lexile rates
770-980
LITERATURE, REQUIRED
• Chris Van Allsburg, author
study
• Frindle, Clements
• Last Holiday, Clements
• The Janitors Boy, Clements
• The School Story, Clements
LITERATURE, SUGGESTED
• Holes, Louis Sachar
• Maniac Magee, Spinelli
• Something Upstairs, Avi
• The Library Card, Spinelli
• There’s a Boy in the Girls’
Bathroom, Louis Sachar
Literary text
• Poetry, plays, fairytales,
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
INFORMATIONAL
• Map Essentials
• Rhode Island
• Scholastic News • Science trade books
o human body
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• A-Z
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Map essentials
• Multiple Intelligences
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 16
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE Literature circles, reading logs, running records,
modeling, guided reading, read alouds, readers’
theater, and partner reading
• synthesizing information
• self-monitoring or fix-up
• predicting
• summarizing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs best practice reading strategies
• read aloud
• think aloud
• shared reading
• guided reading
• self-selected reading
Models Readers’/Writers’ Workshop
Facilitates
• literature circles
• readers’ theater
o force (push/pull) gravitational
o constellations o food chain
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature circles, Daniels
• Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Readers’ notebook
• Rigby
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 17
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
2. WRITING
2.1 Text Types and
Purposes
2.1.1 Write opinion pieces on topics or texts, supporting a point of
view with reasons and information. (W.4.1)
• Introduce a topic or text clearly, state an opinion, and
create an organizational structure in which ideas are
logically grouped to support the writer’s purpose. (W.4.1a)
• Provide reasons that are supported by facts and details.
(W.4.1b)
• Link opinion and reasons using words, phrases, and clauses
(e.g., for instance, in order to, in addition). (W.4.1c)
• Provide a concluding statement or section related to the
opinion presented. (W.4.1d)
• Group ideas logically (e.g., predictable categories, steps of a procedure, reasons/arguments). W–4–6.1
(state assessment)
• Write an introduction that sets the context (including
materials list in procedures). W–4–6.2 a (state
assessment)
• Select appropriate information to set
context/background. W–4–6.2 b
• Use transition words or phrases. W–4–6.3 a (state
assessment)
o e.g. graphic organizer, report and procedural
writing, science notebook
2.1.2 Write informative/explanatory texts to examine a topic and
The teacher
Models the rituals and routines of W’iters'
Workshop using the 10/40/10 model
• focus lesson (10 minutes)
• guided practice (40)
• share (10)
Models characteristics of good writing,
e.g.
• organization
• idea
• voice
• sentence fluency
• convention
• word choice
Models the writing process
• prewriting/planning
• drafting
• revising
• editing
• publishing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Textbook
Core Books Lexile rates
770-980
LITERATURE, REQUIRED
• Chris Van Allsburg, author
study
• Frindle, Clements
• Last Holiday, Clements
• The Janitors Boy, Clements
• The School Story, Clements
LITERATURE, SUGGESTED
• Holes, Louis Sachar
• Maniac Magee, Spinelli
• Something Upstairs, Avi
• The Library Card, Spinelli
• There’s a Boy in the Girls’
Bathroom, Louis Sachar
Literary text
• Poetry, plays, fairytales,
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
INFORMATIONAL
• Map Essentials
• Rhode Island
• Scholastic News • Science trade books
o human body o force (push/pull)
gravitational o constellations o food chain
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• A-Z
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Map essentials
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Readers’ notebook
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 18
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE convey ideas and information clearly. (W.4.2)
• Introduce a topic clearly, provide a general observation and
focus, and group related information logically; include
formatting (e.g., headings), illustrations, and multimedia
when useful to aiding comprehension. (W.4.2a)
• Develop the topic with facts, definitions, concrete details,
quotations, or other information and examples related to
the topic. (W.4.2b)
• Link ideas within and across categories of information using
words and phrases (e.g., another, for example, also,
because). (W.4.2c)
• Use precise language and domain-specific vocabulary to
inform about or explain the topic. (W.4.2d)
• Provide a concluding statement or section related to the
information or explanation presented. (W.4.2e)
• Use numbering or words to arrange the steps in a
logical manner. W–4–6.3 b
• Write a conclusion. W–4–6.4 (state assessment)
• Establish a topic. W–4–7.1 (state assessment)
• State and maintain a focus/controlling idea on a topic.
W–4–7.2 (state assessment)
• Include facts and details relevant to focus/controlling
idea. W–4–8.1 (state assessment)
• Include sufficient details or facts for appropriate
depth of information: naming, describing, explaining,
Internet websites, etc.
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature circles, Daniels
• Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
• Rigby
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 19
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE comparing, use of visual images. W–4–8.2 (state
assessment)
o e.g. graphic organizer, report and procedural
writing, peer and teacher conferencing
2.1.3 Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear
event sequences. (W.4.3)
• Orient the reader by establishing a situation and
introducing a narrator and/or characters; organize an event
sequence that unfolds naturally. (W.4.3a)
• Use dialogue and description to develop experiences and
events or show the responses of characters to situations.
(W.4.3b)
• Use a variety of transitional words and phrases to manage
the sequence of events. (W.4.3c)
• Use concrete words and phrases and sensory details to convey experience and events precisely. (W.4.3d)
• Provide a conclusion that follows from the narrated
experiences or events. (W.4.3e)
• Create a clear, understandable story line with a
beginning, middle, and end. W-4-4.1 (state
assessment)
• Establish a problem and solution. W-4-4.2 (state
assessment)
• Establish transitions by using signal words/phrases.
W-4-4.3
• Use relevant and descriptive details. W–4–5.1
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 20
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE (state assessment)
• Identify characters. W–4–5.3a (state assessment)
• Create character(s) through description of physical
attributes and behaviors. W–4–5.3 b
• Write about observations and experiences. W–4–5.5
• Select and elaborate on important ideas. W–4–5.6
o research science – constellations
o e.g. graphic organizer, discussions, editing
checklists, quick writes, journals, science
notebook, peer and teacher conferencing
2. WRITING
2.2 Production and
Distribution of
Writing
Students
2.2.1 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.) (W.4.4)
• Use pre-writing, drafting, revising, editing, and
critiquing to produce final drafts of written products.
W-4-10
• Write in a variety of genres. W–4–11.4
o e.g. writing process (visual posting), graphic
organizers, peer and teacher conferencing, rituals
and routines of writing, clear criteria using
rubrics and checklists
2.2.2 With guidance and support from peers and adults, develop and
strengthen writing as needed by
• planning
• revising
• editing
The teacher
Models the rituals and routines of Writers’
Workshop using the 10/40/10 model
• focus lesson (10 minutes)
• guided practice (40)
• share (10)
Models characteristics of good writing,
e.g.
• organization
• idea
• voice
• sentence fluency
• convention
• word choice
Models the writing process
• prewriting/planning
• drafting
• revising
• editing
• publishing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
Textbook
Core Books Lexile rates
770-980
LITERATURE, REQUIRED
• Chris Van Allsburg, author
study
• Frindle, Clements
• Last Holiday, Clements
• The Janitors Boy, Clements
• The School Story, Clements
LITERATURE, SUGGESTED
• Holes, Louis Sachar
• Maniac Magee, Spinelli
• Something Upstairs, Avi
• The Library Card, Spinelli
• There’s a Boy in the Girls’
Bathroom, Louis Sachar
Literary text
• Poetry, plays, fairytales,
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
INFORMATIONAL
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• A-Z
• Exhibits
• Interviews
• Graphic organizers
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 21
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE (Editing for conventions should demonstrate command of
Language standards) (W.4.5)
• Use pre-writing, drafting, revising, editing, and
critiquing to produce final drafts of written products.
W-4-10
o e.g. editing rubrics/checklists, peer and teacher
conferences, graphic organizers, writing process
2.2.3 With guidance and support from adults, produce writing in which
the development and organization are appropriate to task and
purpose. (Grade-specific expectations for writing types are
defined in standards 1–3 above.) (W.4.6)
o e.g. teacher conferences, modeling
2.2.4 Use the writing process
• Prewriting
o establish a purpose and central/controlling idea or
focus
o generate ideas – mapping, webbing, note taking,
interviewing, researching, etc.
o organize ideas – consider other models of good writing,
appropriate text structures to match purpose, various
ways to organize information, etc.
• Drafting
o written draft(s) for an intended audience
o develop topic, elaborate, explore sentence variety and
language use
• Revising (Content/Ideas)
o reflect, add, delete, define/redefine content by self,
teacher, peer
o consider voice, tone, style, intended audience,
coherence, transitions, pacing
o compare with rubric criteria and benchmark
papers/models
• Editing (Conventions and Mechanics)
o check for correctness with self, teacher, peer
o compare with rubric criteria and benchmark
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
• Map Essentials
• Rhode Island
• Scholastic News • Science trade books
o human body o force (push/pull)
gravitational o constellations o food chain
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature circles, Daniels
• Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology
• Journals
• Map essentials
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Readers’ notebook
• Rigby
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 22
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE papers/models
o use resources to support editing
o read aloud with self, teacher, peer
• Publishing
o share final draft with intended audience – orally, in
print, electronically, etc.
• Write a variety of complete simple and compound
sentences. W-4-1.1 (state assessment)
• Use the paragraph form: indenting, main idea, supporting
details. W-4-1.2 (state assessment)
• Apply directionality as appropriate to text. W-4-1.6
• Write an introduction that sets context/background. W-
4-2.1b
• Summarize ideas. W-4-2.2
• State and maintain a focus (purpose) when responding to a
given question. W-4-3.1 (state assessment)
• Organize ideas, using transition words/phrases and write a
conclusion. W-4-3.4 (state assessment)
o e.g. graphic organizers, rubrics/checklists,
conferences, modeling, visual guides and models
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
2 WRITING
2.3 Research to Build
and Present
Knowledge
Students
2.3. 1 Conduct short research projects that build knowledge through
investigation of different aspects of a topic. (W.4.7)
o science – constellations
o e.g. science notebook, graphic organizers
2.3.2 Recall relevant information from experiences or gather relevant
information from print and digital sources; take notes and
The teacher
Models the rituals and routines of Writers’
Workshop using the 10/40/10 model
• focus lesson (10 minutes)
• guided practice (40)
• share (10)
Models characteristics of good writing,
e.g.
• organization
Textbook
Core Books Lexile rates
770-980
LITERATURE, REQUIRED
• Chris Van Allsburg, author
study
• Frindle, Clements
• Last Holiday, Clements
• The Janitors Boy, Clements
• The School Story, Clements
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 23
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE categorize information, and provide a list of sources. (W.4.8)
• W-4-6.5 Providing a list of resources (e.g. materials
used in a task; sources used for reference)
o e.g. modeling, conferencing
2.3.3 Draw evidence from literary or informational texts to support
analysis, reflection, and research. (W.4.9)
• Apply grade 4 Reading standards to literature (e.g.,
“Describe in depth a character, setting, or event in a story
or drama, drawing on specific details in the text [e.g., a
character’s thoughts, words, or actions”). (W.4.9a)
• Apply grade 4 Reading standards to informational texts
(e.g., “ Explain how an author uses reasons and evidence to
support particular points in a text”). (W.4.9b)
• Select appropriate information to set
context/background. W-4-2.1a (state assessment)
• Connect what has been read (plot/ideas/concepts) to
prior knowledge, which might include other texts. W-
4-2.3 (state assessment)
• Make inferences about content, events, characters,
setting, or common themes. W-4-3.2 (state
assessment)
• Use specific details and references to text to support
focus. W-4-3.3 (state assessment)
• Include facts and details relevant to focus/controlling
idea. W-4-8.1 (state assessment)
o e.g. think-pair-share, turn and talk, graphic
organizers, conferences, mini lessons, quick
writes, exit cards, reader’s notebook, and
sticky notes
• idea
• voice
• sentence fluency
• convention
• word choice
Models the writing process
• prewriting/planning
• drafting
• revising
• editing
• publishing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
LITERATURE, SUGGESTED
• Holes, Louis Sachar
• Maniac Magee, Spinelli
• Something Upstairs, Avi
• The Library Card, Spinelli
• There’s a Boy in the Girls’
Bathroom, Louis Sachar
Literary text
• Poetry, plays, fairytales,
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
INFORMATIONAL
• Map Essentials
• Rhode Island
• Scholastic News • Science trade books
o human body o force (push/pull)
gravitational o constellations o food chain
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• A-Z
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Map essentials
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Readers’ notebook
• Rigby
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 24
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature circles, Daniels
• Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
text
2 WRITING
2.4 Range of
Writing
Students
2.4.1 Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of discipline-specific tasks, purposes,
and audiences. (W.4.10)
• Write with frequency, including in-school, out-of-school,
and during the summer. W–4–11.1
• Share thoughts, observations, or impressions. W–4–11.2
• Generate topics for writing. W–4–11.3
• Write in a variety of genres. W–4–11.4
o e.g. conferences, lists of ideas for writing, daily
writing (quick writes, free writes, writing prompts),
student share out (questions, comments, suggestions)
The teacher
Models the rituals and routines of W’iters'
Workshop using the 10/40/10 model
• focus lesson (10 minutes)
• guided practice (40)
• share (10)
Models characteristics of good writing,
e.g.
• organization
• idea
• voice
• sentence fluency
• convention
• word choice
Models the writing process
• prewriting/planning
• drafting
• revising
• editing
Textbook
Core Books Lexile rates
770-980
LITERATURE, REQUIRED
• Chris Van Allsburg, author
study
• Frindle, Clements
• Last Holiday, Clements
• The Janitors Boy, Clements
• The School Story, Clements
LITERATURE, SUGGESTED
• Holes, Louis Sachar
• Maniac Magee, Spinelli
• Something Upstairs, Avi
• The Library Card, Spinelli
• There’s a Boy in the Girls’
Bathroom, Louis Sachar
Literary text
• Poetry, plays, fairytales,
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• A-Z
• Exhibits
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 25
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • publishing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
INFORMATIONAL
• Map Essentials
• Rhode Island
• Scholastic News • Science trade books
o human body o force (push/pull)
gravitational o constellations o food chain
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature circles, Daniels
• Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12
• Interviews
• Graphic organizers
• Journals
• Map essentials
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Readers’ notebook
• Rigby
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 26
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
3. SPEAKING and
LISTENING
3.1 Comprehension
and Collaboration
Students
3.1.1 Engage effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher led) with diverse partners on
grade 4topics, texts, and issues, building on others’ ideas and expressing their own clearly. (SL.4.1)
• Come to discussions prepared having read or studied
required material; explicitly draw on that preparation and
other information known about the topic to explore ideas
under discussion. (SL.4.1a)
• Follow agreed-upon rules for discussions and carry out
assigned roles. (SL.4.1b)
• Pose and respond to specific questions by making comments
that contribute to the discussion and elaborate on the
remarks of others. (SL.4.1c)
• Review the key ideas expressed and draw conclusions in
light of information and knowledge gained from the
discussions. (SL.4.1d)
• Follow verbal instructions to answer questions, to
perform tasks, or to solve problems. OC–4–1.1
The teacher
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs ELA best practices e.g.
• balanced literacy
• literature circles
• think/read/write aloud
• conferencing
• readers’ theater
Textbook
Core Books Lexile rates
770-980
LITERATURE, REQUIRED
• Chris Van Allsburg, author
study
• Frindle, Clements
• Last Holiday, Clements
• The Janitors Boy, Clements
• The School Story, Clements
LITERATURE, SUGGESTED
• Holes, Louis Sachar
• Maniac Magee, Spinelli
• Something Upstairs, Avi
• The Library Card, Spinelli
• There’s a Boy in the Girls’
Bathroom, Louis Sachar
Literary text
• Poetry, plays, fairytales,
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
INFORMATIONAL
• Map Essentials
• Rhode Island
• Scholastic News • Science trade books
o human body o force (push/pull)
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• A-Z
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Map essentials
• Multiple Intelligences
assessments e.g. role playing
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 27
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
• Paraphrase and ask questions about content. OC–4–1.2
• Participate in large and small group discussions to show
understanding how other group members think. OC–4–
1.4
• Identify choices, alternatives and consequences for
problem solving. OC–4–1.5 a
• Attend to speaker and wait for appropriate turn to
speak. OC–4–1.5 b
• Use rules that regulate social conventions in small
groups (e.g., interviews, small group discussions). OC–
4–2.1
o e.g. oral presentations, student share-outs,
collaborative grouping, jig sawing, think-pair-
share, visual prompts, modeling, checklists
3.1.2 Paraphrase portions of a text read aloud or information
presented in diverse media and formats, including visually,
quantitatively, and orally. (SL.4.2)
• Paraphrase and ask questions about content. OC–4–1.2
o e.g. discussions, literature circles, conferences,
response to literature, oral presentations
3.1.3 Identify the reasons and evidence a speaker provides to support
particular points. (SL.4.3)
gravitational o constellations o food chain
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature circles, Daniels
• Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Readers’ notebook
• Rigby
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 28
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • www.corestandards.org
• www.ride.ri.gov
3 SPEAKING AND
LISTENING
3.2 Presentation of
Knowledge and
Ideas
Students
3.2.1 Report on a topic or text, tell a story, or recount an experience
in an organized manner, using appropriate facts and relevant,
descriptive details to support main ideas or themes; speak
clearly at an understandable pace. (SL.4.4)
• Tell stories, giving information using details, provide
conclusions that include inflectional tone to convey
meaning. OC–4–2.3
• Provide effective and appropriate feedback to
audience. OC–4–2.4
• Use a variety of strategies to engage audience (e.g.,
eye contact, voice tone, and gestures). OC–4–2.5
o e.g. oral presentation, reports, modeling,
checklists, group presentations
3.2.2 Add audio recordings and visual displays to presentations when
appropriate to enhance the development of main ideas or
themes. (SL.4.5)
• Tell stories, giving information using details, providing
conclusions that include inflectional tone to convey
meaning. OC–4–2.3
o e.g. oral presentations, visual guides, technology
3.2.3 Differentiate between contexts that call for formal English
(e.g., presenting ideas) and situations where informal discourse
is appropriate (e.g., small-group discussion); use formal English
when appropriate to task and situation. (See grade 4 Language
standards 1 on pages 28 and 29 for specific expectations.)
(SL.4.6)
The teacher
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs ELA best practices e.g.
• balanced literacy
• literature circles
• think/read/write aloud
• conferencing
• readers’ theater
Textbook
Core Books Lexile rates
770-980
LITERATURE, REQUIRED
• Chris Van Allsburg, author
study
• Frindle, Clements
• Last Holiday, Clements
• The Janitors Boy, Clements
• The School Story, Clements
LITERATURE, SUGGESTED
• Holes, Louis Sachar
• Maniac Magee, Spinelli
• Something Upstairs, Avi
• The Library Card, Spinelli
• There’s a Boy in the Girls’
Bathroom, Louis Sachar
Literary text
• Poetry, plays, fairytales,
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
INFORMATIONAL
• Map Essentials
• Rhode Island
• Scholastic News • Science trade books
o human body o force (push/pull)
gravitational o constellations o food chain
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• A-Z
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Map essentials
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Readers’ notebook
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 29
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • Use rules that regulate social conventions in small
groups (e.g., interviews, small group discussions). OC–
4–2.1
• Identify how different verbal and nonverbal choices
alter the meanings conveyed to others. OC–4–2.2
o e.g. oral presentations (individual and group),
modeling, group discussions
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature circles, Daniels
• Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
• Rigby
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
4. LANGUAGE
4.1 Conventions of
Standard English
Students
4.1.1 Apply and use background knowledge of:
• Adjectives - comparative and superlative
• Adverbs
• Coordinating and subordinating conjunctions
The teacher
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
Textbook
Core Books Lexile rates
770-980
LITERATURE, REQUIRED
• Chris Van Allsburg, author
study
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 30
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
• Nouns - regular, irregular, plural, abstract
• Simple, compound, and complex sentences.
• Subject-verb and pronoun-antecedent agreement
• Verbs - regular, irregular, verb tenses
o e.g. teacher modeling, application of knowledge, mini
lessons
4.1.2 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
• Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
• Form and use the progressive verb tenses e.g., o I was walking
o I am walking
o I will be walking
• Use modal auxiliaries verbs to convey various conditions,
they come before another verb and tell more about the
verb that follows. e.g.
o Can, may, must, shall
o You must be starving (fact)
o You must leave now (requirement)
• Order adjectives within sentences according to
conventional patterns, e.g.
o a small, red bag rather than a red, small bag.
• Form and use prepositional phrases, e.g.
o locational/directional, down, under, below, above
o Bob, in room eight, is my brother (in room eight is an
adjective prepositional phrase)
o I go to the store (to the store is an adverbial
prepositional phrase)
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs ELA best practices e.g.
• balanced literacy
• literature circles
• think/read/write aloud
• conferencing
• readers’ theater
• Frindle, Clements
• Last Holiday, Clements
• The Janitors Boy, Clements
• The School Story, Clements
LITERATURE, SUGGESTED
• Holes, Louis Sachar
• Maniac Magee, Spinelli
• Something Upstairs, Avi
• The Library Card, Spinelli
• There’s a Boy in the Girls’
Bathroom, Louis Sachar
Literary text
• Poetry, plays, fairytales,
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
INFORMATIONAL
• Map Essentials
• Rhode Island
• Scholastic News • Science trade books
o human body o force (push/pull)
gravitational o constellations o food chain
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Common Core State Standards for English Language Arts and Literacy
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• A-Z
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Map essentials
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Readers’ notebook
• Rigby
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 31
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • Produce complete sentences, recognizing and correcting
inappropriate fragments and run-ons.
• Correctly use frequently confused words e.g.,
o to, too, two
o there, their, they’re
o which, witch
o are and our
o your and you’re
o its and it’s o hear, here
o e.g. checklists, conferences, modeling, mini lessons,
application of knowledge
4.1.3 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
• Use correct capitalization.
• Use commas and quotation marks to mark direct speech and
quotations from a text.
• Use a comma before a coordinating conjunction in a
compound sentence.
• Spell grade-appropriate words correctly, consulting
references as needed.
• Apply basic capitalization rules. W–4–9.2 (state
assessment)
• Use commas correctly in dates and in a series (Note: either
form is correct – x, y, and z or x, y and z). W–4–9.3
(state assessment)
• Use end punctuation correctly in a variety of sentence structures. W–4-9.4 (state assessment)
in History/Social Studies, Science and Technical Subjects
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature circles, Daniels
• Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
o Research
o Responding to literary
and informational
text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 32
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
• Correctly spell grade-appropriate, high-frequency words
and recognize syllables and affix patterns/rules that are
characteristic of the English spelling system. W–4–9.5
(state assessment)
o e.g. editing checklists, conferences, spelling and
vocabulary, written pieces in various genres
4 LANGUAGE
4.2 Knowledge of
Language
Students
4.2.1 Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
• Choose words and phrases to convey ideas precisely.
• Choose punctuation for effect.
• Differentiate between contexts that call for formal English
(e.g., presenting ideas) and situations where informal
discourse is appropriate (e.g., small-group discussion).
• Identify grammatical errors, when given examples. W–
4–9.1 (state assessment)
• Use end punctuation correctly in a variety of sentence structures. W–4–9.4 (state assessment)
o e.g. written pieces in various genres, checklists,
conferences, presentations, mini lessons, modeling,
group work
The teacher
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs ELA best practices e.g.
• balanced literacy
• literature circles
• think/read/write aloud
• conferencing
• readers’ theater
Textbook
Core Books Lexile rates
770-980
LITERATURE, REQUIRED
• Chris Van Allsburg, author
study
• Frindle, Clements
• Last Holiday, Clements
• The Janitors Boy, Clements
• The School Story, Clements
LITERATURE, SUGGESTED
• Holes, Louis Sachar
• Maniac Magee, Spinelli
• Something Upstairs, Avi
• The Library Card, Spinelli
• There’s a Boy in the Girls’
Bathroom, Louis Sachar
Literary text
• Poetry, plays, fairytales,
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
INFORMATIONAL
• Map Essentials
• Rhode Island
• Scholastic News • Science trade books
o human body o force (push/pull)
gravitational o constellations o food chain
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• A-Z
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Map essentials
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 33
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature circles, Daniels
• Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
• Oral presentations
• Performance/problem-
based/common tasks
• Readers’ notebook
• Rigby
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 34
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE 4 LANGUAGE
4.3 Vocabulary
Acquisition and Use
Students
4.3.1 Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
• Use context (e.g., cause/effect relationships and
comparisons in text) as a clue to the meaning of a word or
phrase.
• Use common, grade-appropriate Greek and Latin affixes and
roots as clues to the meaning of a word (e.g., telegraph,
photograph, autograph).
• Consult reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the
pronunciation and determine or clarify the precise meaning
of key words and phrases.
• Select appropriate information to set
context/background. R–4–2.1a (state assessment)
• Make inferences about content, events, characters,
setting, or common themes. R–4–3.2 (state
assessment)
o e.g. Words Their Way, dictionary skills,
conferences, modeling, mini lessons
4.3.2 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
• Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
• Recognize and explain the meaning of common idioms,
adages, and proverbs.
• Demonstrate understanding of words by relating them to
The teacher
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs ELA best practices e.g.
• balanced literacy
• literature circles
• think/read/write aloud
• conferencing
• readers’ theater
Textbook
Core Books Lexile rates
770-980
LITERATURE, REQUIRED
• Chris Van Allsburg, author
study
• Frindle, Clements
• Last Holiday, Clements
• The Janitors Boy, Clements
• The School Story, Clements
LITERATURE, SUGGESTED
• Holes, Louis Sachar
• Maniac Magee, Spinelli
• Something Upstairs, Avi
• The Library Card, Spinelli
• There’s a Boy in the Girls’
Bathroom, Louis Sachar
Literary text
• Poetry, plays, fairytales,
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
INFORMATIONAL
• Map Essentials
• Rhode Island
• Scholastic News • Science trade books
o human body o force (push/pull)
gravitational o constellations o food chain
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• A-Z
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Map essentials
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Readers’ notebook
• Rigby
• Rubrics
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 4
Curriculum Writers: Joanne Reilly-Chaves, Tara Donaldson, Amy Dunn, and Lisa Sinclair
2/24/2012 Middletown Public Schools 35
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE their opposites (antonyms) and to words with similar but not
identical meanings (synonyms).
• Identify synonyms, antonyms, homonyms/ homophones,
or shades of meaning. R–4–3.1 (state assessment)
• Select appropriate words to use in context, including
content specific vocabulary, words with multiple
meanings, or precise vocabulary. R–4–3.2 (state
assessment)
• Identify literary devices as appropriate to genre:
rhyme, alliteration, simile, description, or dialogue. R–
4–4.5
• Demonstrate knowledge of use of literary elements and
devices (i.e., imagery, exaggeration) to interpret
intended meanings. R–4–6.1
o e.g. Words Their Way, dictionary skills,
conferences, modeling, mini lessons
4.3.3 Acquire and use accurately grade-appropriate general academic
and domain-specific words and phrases, including those that
signal contrast, addition, and other logical relationships (e.g.,
quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
o e.g. conferences, modeling, mini lessons
It and Get It, Zimmermann,
Hutchins
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Grade Level and Grade Span Expectations for English Language Arts
• Literature circles, Daniels
• Mosaic of Thought, Keene,
Zimmerman
• Reading Essentials, Routman
• Rhode Island PreK-12 Literacy Policy
• Strategies that Work, Non
Fiction Matters, Harvey
• Words Their Way
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text