To the Common Core Standards for English Language Arts …assets.pearsonschool.com/correlations/iLit90_2016_CCSS_ELA_G4.pdfUnit 1 Lesson 22: Read Aloud, Think Aloud Unit 2 Lesson 21:

A Correlation of

Pearson iLit 90 Grade 4, ©2016

To the

Common Core Standards for English Language Arts

Grade 4

A Correlation of Pearson iLit 90 ©2016, Grade 4, to the Common Core State Standards for English Language Arts

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Introduction This document demonstrates how Pearson iLit 90 ©2016 meets the objectives of the Common Core State Standards for English Language Arts. Correlation references are to the Teacher App and are cited by unit, lesson number and feature title. Pearson iLit is a comprehensive literacy solution designed to produce two or more years of reading growth in a single year. iLit is based on a proven instructional model that has produced successful results for students in districts across the country for more than a decade. iLit has been carefully crafted to meet the rigors of the Common Core State Standards and prepare students for success on the new assessments. Individual, small group, and whole-class instruction is personalized based on a constant stream of data from a wide range of embedded assessments, including text-based performance tasks. iLit engages students like no other reading program through its vast e-library of high-interest texts, instant coaching and feedback for scaffolded support, engaging activities, and built-in reward systems that motivate students and track their progress.

©2016 Pearson Education, Inc. or its affiliate(s). All rights reserved


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Table of Contents

Reading Standards for Literature ....................................................................................................... 4

Reading Standards for Informational Texts ...................................................................................... 8

Reading Standards for Foundational Skills ..................................................................................... 12

Writing Standards .............................................................................................................................. 13

Speaking and Listening Standards ................................................................................................... 20

Language Standards .......................................................................................................................... 25


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Common Core State Standards

for English Language Arts Pearson iLit 90 Grade 4, ©2016

Reading Standards for Literature Key Ideas and Details RL.4.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Students cite textual evidence in each selection of iLit. The Read Aloud, Think Aloud close reading activities include comprehension monitoring questions. Every day, during Read Aloud, Think Aloud and Whole Group, teachers model good reading practice including making inferences. Ask Questions (examples) Unit 1 Lesson 18: Read Aloud, Think Aloud Unit 2 Lesson 1: Read Aloud, Think Aloud; Work Time Make Inferences (narrative examples) Unit 1 Lesson 11: Whole Group; Work Time Unit 1 Lesson 13: Read Aloud, Think Aloud; Whole Group Unit 2 Lesson 16: Read Aloud, Think Aloud; Whole Group

RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Explore Theme (examples) Unit 1 Lesson 15: Read Aloud, Think Aloud Unit 2 Lesson 18: Read Aloud, Think Aloud Unit 2 Lesson 19: Read Aloud, Think Aloud Clarify Text by Retelling (examples) Unit 1 Lesson 8: Whole Group; Work Time Unit 1 Lesson 9: Read Aloud, Think Aloud Paraphrase (examples) Unit 3 Lesson 4: Whole Group Unit 3 Lesson 8: Read Aloud, Think Aloud; Work Time


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Common Core State Standards for English Language Arts


RL.4.3 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).

Students have many opportunities to connect story elements, for examples see: Analyze Characters Unit 2 Lesson 18: Whole Group Understand Setting Unit 1 Lesson 17: Whole Group Compare and Contrast Unit 1 Lesson 5: Read Aloud, Think Aloud; Work Time Unit 2 Lesson 19: Read Aloud, Think Aloud Write About Characters Unit 2 Lesson 4: Whole Group

Craft and Structure RL.4.4 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).

Each lesson in iLit includes vocabulary activities directly related to the lesson and selection. In addition, the Assignments activities provide additional instruction and practice with specific vocabulary skills. Reading Strategy: Use Context Clues Unit 1 Lesson 7: Whole Group; Work Time Vocabulary Activities (examples) Unit 1 Lesson 7: Vocabulary Unit 2 Lesson 14: Vocabulary Figurative Language (examples) Unit 2 Lesson 2: Whole Group; Work Time Unit 2 Lesson 15: Whole Group; Work Time Assignments: Vocabulary Study Plan (examples) Unit 1 Lessons 11–15: Part 4: Skill 4: Shades of Meaning Unit 2 Lessons 11–15: Part 5: Skill 5: Word Associations


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RL.4.5 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.

Introduce Genre: Poetry Unit 1 Lesson 25: Read Aloud, Think Aloud Unit 2 Lesson 25: Read Aloud, Think Aloud Unit 3 Lesson 20: Read Aloud, Think Aloud Library – Drama Romeo and Juliet Antigone A Midsummer Night’s Dream Macbeth

RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third person narrations.

Understand Point of View Unit 2 Lesson 11: Whole Group; Work Time Compare Point of View Unit 5 Lesson 24: Whole Group

Integration of Knowledge and Ideas RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

Each selection in iLit includes an audio version of the text. Students can compare the different versions and how the speaker interpreted the words. In addition see the following: Comparing Different Mediums (listen to audio version) Unit 1 Lesson 5: Read Aloud, Think Aloud Unit 2 Lesson 17: Read Aloud, Think Aloud Clarify Text by Retelling Unit 1 Lesson 17: Read Aloud, Think Aloud Unit 2 Lesson 6: Whole Group; Work Time

RL.4.8 (Not applicable to literature) Not applicable according to the Common Core State Standards for English Language Arts


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RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Students explore choices in the following selections. Begin a Multimedia Project (images tell a story about choices) Unit 2 Lesson 16: Whole Group “The Choice” (short Story) Unit 2 Lesson 24: Read Aloud, Think Aloud

Range of Reading and Level of Text Complexity RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range

Every day during Read Aloud, Think Aloud and Whole Group, teachers model good reading practice and teach reading strategies and literary elements using a whole-class anchor text. Anchor texts include full-length fiction and short stories. Examples include: Because of Winn Dixie (novel) Unit 1 Lessons 1-19 Knucklehead (memoir) Unit 3 Lessons 1–18 “Lone Dog” & “Open all the Cages” (poetry) Unit 1 Lesson 25 Reading Strategy (examples) Unit 3 Lesson 3: Read Aloud, Think Aloud; Work Time Unit 4 Lesson 7: Read Aloud, Think Aloud Library The iLit Student Library, with hundreds of titles, includes a broad range of short stories, dramas, and poems.


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Reading Standards for Informational Texts Key Ideas and Details RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Students cite textual evidence in each selection of iLit. The Read Aloud, Think Aloud close reading activities include comprehension monitoring questions. Every day during Read Aloud, Think Aloud and Whole Group, teachers model good reading practice including making inferences. Ask Questions (informative/nonfiction examples) Unit 3 Lesson 23: Whole Group Unit 4 Lesson 19: Read Aloud, Think Aloud Make Inferences (informative/nonfiction examples) Unit 3 Lesson 13: Whole Group Unit 3 Lesson 14: Read Aloud, Think Aloud Unit 3 Lesson 16: Read Aloud, Think Aloud; Work Time

RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Determine Main Idea (informative examples) Unit 2 Lesson 20: Read Aloud, Think Aloud; Work Time Unit 2 Lesson 21: Read Aloud, Think Aloud Unit 3 Lesson 21: Read Aloud, Think Aloud Summarize Text (informative/nonfiction) Unit 3 Lesson 21: Read Aloud, Think Aloud; Work Time Unit 3 Lesson 23: Read Aloud, Think Aloud; Work Time Unit 3 Lesson 25: Read Aloud, Think Aloud


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RI.4.3 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.

Cause and Effect (informative examples) Unit 1 Lesson 20: Read Aloud, Think Aloud; Work Time Unit 1 Lesson 22: Read Aloud, Think Aloud Unit 2 Lesson 21: Whole Group Unit 3 Lesson 22: Read Aloud, Think Aloud Reading Strategy: Compare and Contrast Unit 3 Lesson 13: Read Aloud, Think Aloud; Work Time Summarize Unit 3 Lesson 19: Whole Group

Craft and Structure RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Each lesson in iLit includes vocabulary activities directly related to the lesson and selection. In addition, the Assignments activities provide additional instruction and practice with specific vocabulary skills. Use Domain-Specific Vocabulary Unit 1 Lessons 5: Whole Group; Work Time Unit 5 Lesson 6: Whole Group Use Context Clues Unit 1 Lessons 22–24: Vocabulary Vocabulary Activities (examples) Unit 1 Lesson 20: Vocabulary Unit 2 Lesson 22: Vocabulary Unit 4 Lesson 22: Vocabulary Assignments: Vocabulary Study Plan (examples) Unit 1 Lessons 11–15: Part 5: Skill 5: Word Associations Unit 2 Lessons 11–15: Part 1: Skill 1: Context Clues


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RI.4.5 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.

Introduce Genre: Interview Unit 2 Lesson 23: Read Aloud, Think Aloud; Work Time Introduce: Understand Autobiography Unit 3 Lesson 1: Whole Group Recognize Text Structure Unit 4 Lesson 22: Whole Group

RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Analyze a Firsthand Account Unit 3 Lesson 18: Whole Group Compare News Article and Photo Essay Unit 4 Lesson 25: Read Aloud, Think Aloud

Integration of Knowledge and Ideas RI.4.7. 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.

Each selection in iLit includes an audio version of the text. Students can compare the different versions and how the speaker interpreted the words. In addition see the following: Informational Text/ Fact Cards Unit 1 Lesson 23: Real Aloud; Think Aloud Informational Text/Blog Post Unit 1 Lesson 24: Real Aloud; Think Aloud Connect Images and Ideas Unit 4 Lesson 21: Whole Group Recognize Text Structure Unit 4 Lesson 25: Whole Group Background Video (examples) Unit 2 Lesson 2: Whole Group Unit 3 Lesson 3: Whole Group

RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.

Support an Opinion & Plan an Opinion Paragraph Unit 3 Lesson 12: Whole Group; Work Time Unit 4 Lesson 13: Whole Group; Work Time


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RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Information Text and Fact Cards “Living With Urban Wildlife” (informational text) Unit 1 Lesson 22: Read Aloud, Think Aloud “Animals in Our World” (fact cards) Unit 1 Lesson 22: Read Aloud, Think Aloud Hurricane Sandy “Hurricane Sandy Survivor” (news article) Unit 4 Lesson 25: Read Aloud, Think Aloud “Hurricane Sandy Aftermath: A Photo Essay” (photo essay) Unit 4 Lesson 25: Read Aloud, Think Aloud

Range of Reading and Level of Text Complexity RI.4.10 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.

Every day during Read Aloud, Think Aloud and Whole Group, teachers model good reading practice and teach reading strategies and literary elements using a whole-class anchor text. Anchor texts include full-length informational selections, academic articles, and biographies. Examples include: “Biomimicry: From Biology to Technology” (academic text) Unit 1 Lessons 20 “Keep Climbing” (nonfiction text) Unit 2 Lesson 20 “Moving Forward” (interview) Unit 2 Lesson 23 “Reality TV-Not So Real?” (news article) Unit 3 Lesson 23: Reading Strategy (informative examples) Unit 3 Lesson 21: Read Aloud, Think Aloud; Work Time Library The iLit Student Library, with hundreds of titles, includes a broad range of nonfiction, academic articles, and biographies.


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Reading Standards for Foundational Skills Print Concepts RF.4.1 (Not applicable to Grade 4) Not applicable according to the Common Core

State Standards for English Language Arts

Phonological Awareness RF.4.2 (Not applicable to Grade 4) Not applicable according to the Common Core

State Standards for English Language Arts

Phonics and Word Recognition RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Phonics (examples) Unit 1 Lesson 4: Time to Read Unit 1 Lesson 22: Time to Read Work Analysis (examples) Unit 2 Lesson 22: Vocabulary Unit 3 Lesson 6: Vocabulary

RF.4.3.a 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.

Phonics (examples) Unit 3 Lesson 7: Time to Read Unit 3 Lesson 12: Time to Read Roots and Affixes (Examples) Unit 3 Lesson 11: Whole Group; Work Time Unit 3 Lesson 20: Whole Group

Fluency RF.4.4 Read with sufficient accuracy and fluency to support comprehension.

Read Fluently (examples) Unit 1 Lesson 5: Whole Group Unit 2 Lesson 10: Whole Group; Work Time Unit 3 Lesson 10: Whole Group; Work Time Unit 4 Lesson 15: Whole Group; Work Time

RF.4.4.a Read grade-level text with purpose and understanding.

Fluency Practice (examples) Unit 3 Lesson 10: Work Time Unit 4 Lesson 15: Work Time Unit 4 Lesson 6: Work Time

RF.4.4.b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Read Fluently Unit 1 Lesson 5: Whole Group Unit 2 Lesson 10: Whole Group; Work Time Unit 3 Lesson 10: Whole Group; Work Time Unit 4 Lesson 15: Whole Group; Work Time


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RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Use Context Clues (examples) Unit 1 Lesson 7: Whole Group; Work Time Unit 2 Lesson 14: Whole Group; Work Time

Writing Standards Text Types and Purposes W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Argumentative Writing (examples) Unit 1 Lesson 13: Work Time Unit 2 Lesson 12: Whole Group; Work Time Unit 4 Lesson 14: Work Time Assignments (examples) Unit 2 Lessons 11, 13: Write an Opinion Paragraph

W.4.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

Write and Plan an Opinion Paragraph Unit 2 Lesson 12: Whole Group; Work Time Write an Opinion Paragraph Unit 3 Lesson 13: Work Time Unit 4 Lesson 14: Work Time

W.4.1.b Provide reasons that are supported by facts and details.

Write and Plan an Opinion Paragraph Unit 2 Lesson 12: Whole Group; Work Time Support an Opinion and Plan an Opinion Paragraph Unit 3 Lesson 12: Whole Group; Work Time

W.4.1.c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

Support an Opinion Unit 4 Lesson 13: Whole Group Plan an Opinion Paragraph Unit 4 Lesson 13: Work Time

W.4.1.d Provide a concluding statement or section related to the opinion presented.

Write an Opinion Paragraph Unit 2 Lesson 12: Whole Group Plan an Opinion Paragraph Unit 4 Lesson 13: Work Time


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W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Informative Writing (example) Unit 1 Lesson 10: Work Time Write an Explanatory Paragraph (examples) Unit 2 Lesson 8: Work Time Unit 3 Lessons 3–4: Work Time Assignments (examples) Unit 3 Lessons 3, 4: Write an Explanatory Paragraph

W.4.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

Create the Visual Portion of Your Project Unit 2 Lesson 21: Work Time Unit 4 Lesson 21: Work Time Begin a Multimedia Project Unit 2 Lesson 16: Whole Group

W.4.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Write an Explanatory Paragraph Unit 4 Lesson 10: Work Time Assignments Unit 3 Lesson 18: Write an Explanatory Writing (Revising)

W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

Edit Writing Unit 3 Lesson 22: Whole Group; Work Time

W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.

Use Precise Words Unit 3 Lesson 3: Whole Group

W.4.2.e Provide a concluding statement or section related to the information or explanation presented.

Assignments Unit 3 Lesson 18: Write an Explanatory Writing (Drafting: Conclusion)

W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Narrative Writing (examples) Unit 1 Lesson 18: Work Time Unit 1 Lesson 19: Work Time Unit 1 Lesson 20: Work Time Unit 1 Lesson 22: Work Time Assignments (examples) Unit 1 Lessons 3, 4, 17: Narrative Writing


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W.4.3.a Orient the reader by establishing a situation introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Plan a Narrative Paragraph (examples) Unit 2 Lesson 3: Whole Group Unit 3 Lessons 8–9: Work Time Assignments Unit 1 Lesson 18: Write Narrative Essay (Drafting: Introduction)

W.4.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations.

Write About Characters & Write a Narrative Paragraph Unit 2 Lesson 4: Whole Group; Work Time

W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events.

Plan a Narrative Paragraph Unit 4 Lesson 2: Work Time (Sequence) Assignments Unit 1 Lesson 18: Write Narrative Essay (Drafting: Body - Transitions)

W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely.

Descriptive Details and Write a Narrative Paragraph (examples) Unit 4 Lesson 3: Whole Group; Work Time Assignments Unit 1 Lesson 18: Write Narrative Essay (Drafting: Body)

W.4.3.e Provide a conclusion that follows from the narrated experiences or events.

Plan a Narrative Paragraph Unit 4 Lesson 2: Work Time Assignments Unit 1 Lesson 18: Write Narrative Essay (Drafting: Conclusion)


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Production and Distribution of Writing W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience

Students write every day in iLit. They are called on to write a response each day to what they have been reading during Independent Reading. In addition, during “Work Time”, they are given Daily Assignments that require writing; they write a summary on the weekly Interactive Reading; they write a Critical Response on the Interactive Writing; they complete a weekly paragraph writing activity focused on a specific mode of writing; and they work on extended essays over a period of weeks focused on the modes of writing. Writing Lessons (examples) Unit 1 Lesson 22: Work Time Unit 2 Lesson 4: Work Time Unit 3 Lesson 13: Work Time Unit 3 Lesson 4: Work Time Unit 4 Lesson 10: Work Time Assignments (examples) Unit 1 Lessons 5, 17, 18: Write a Narrative Essay Unit 2 Lessons 7, 8: Write an Explanatory Essay Unit 4 Lessons 13, 16: Write an Argumentative Essay

W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

Writing Activities Unit 1 Lessons 16–24: Students Plan, Write, and Revise a Narrative Essay Unit 2 Lessons 16–24: Students Plan, Write, and Revise a Multimedia Presentation Unit 3 Lessons 16–24: Students Plan, Write, and Revise an Explanatory Essay


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W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Writing assignments are integrated into the digital structure of the program. Teachers and students will find writing instruction in the Whole Group and Work Time lessons. The Assignments section provides students a place to plan, draft, and submit their writing electronically. Plan Writing (examples) Unit 1 Lesson 4: Work Time Unit 3 Lesson 17: Whole Group Unit 4 Lesson 2: Work Time Revise Writing Unit 1 Lesson 20: Whole Group Edit Writing Unit 1 Lesson 22: Whole Group Unit 3 Lesson 22: Whole Group Make a Presentation/Present Your Project Unit 2 Lesson 24: Whole Group; Work Time Unit 4 Lessons 23–24: Work Time Assignments (examples) Unit 1 Lessons 5, 17, 18: Write a Narrative Essay Unit 2 Lessons 7, 8: Write an Explanatory Essay Unit 4 Lessons 13, 16: Write an Argumentative Essay


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Research to Build and Present Knowledge W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Each of the two Multimedia Projects that students complete in iLit involve extensive research activities and instruction. In addition, a Research Paper assignment with extensive associated instruction and practice is provided in the Teacher’s Resources. Research a Topic Unit 4 Lesson 9: Whole Group Unit 4 Lesson 18: Work Time Take Notes for the Unit Project Unit 4 Lesson 17: Whole Group; Work Time Plan a Multimedia Project Unit 4 Lesson 16: Work Time

W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

Research a Topic Unit 4 Lesson 9: Whole Group Unit 4 Lesson 18: Work Time Take Notes for the Unit Project Unit 4 Lesson 17: Whole Group; Work Time Plan a Multimedia Project Unit 4 Lesson 16: Work Time Library The Student Library includes broad range of titles that students can use as primary or secondary sources.


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W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Write About Literature Unit 2 Lesson 7: Whole Group Recognize Cause and Effect Unit 2 Lesson 8: Whole Group Share and Review Stories Unit 2 Lesson 20: Work Time Take Notes for the Unit Project Unit 4 Lesson 17: Work Time Assignments – Interactive Reader (examples) Unit 1—5 weekly Interactive Reader Critical Responses Unit 3—5 weekly Interactive Reader Critical Responses Unit 5—5 weekly Interactive Reader Critical Responses

W.4.9.a 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]”).

Write Informative Text Unit 1 Lessons 9–10: Work Time Write About Literature Unit 2 Lesson 7: Whole Group Recognize Cause and Effect Unit 2 Lesson 8: Whole Group Share and Review Stories Unit 2 Lesson 20: Work Time

W.4.9.b 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”).

Reading Strategy: Summarize Unit 3 Lesson 21: Read Aloud, Think Aloud Unit 3 Lesson 23: Read Aloud, Think Aloud; Work Time Share and Review Stories Unit 2 Lesson 20: Work Time


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Range of Writing W.4.10 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.

Teachers and students will find writing instruction in the Whole Group and Work Time lessons. The Assignments section provides students a place to plan, draft, revise, and submit their writing electronically. Writing Lessons (examples) Unit 1 Lesson 10: Work Time Unit 2 Lesson 8: Work Time Unit 3 Lesson 20: Work Time Unit 4 Lesson 2: Whole Group Assignments (examples) Unit 1 Lessons 5, 17, 18: Write a Narrative Essay Unit 2 Lessons 7, 8: Write an Explanatory Essay Unit 4 Lessons 13, 16: Write an Argumentative Essay

Speaking and Listening Standards Comprehension and Collaboration SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

Students engage daily in listening during structured conversations on topics relating to the whole-class anchor texts during Classroom Conversation. Make a Presentation/Present Your Project Unit 2 Lesson 24: Whole Group; Work Time Unit 4 Lessons 23–24: Work Time Peer Conference Unit 1 Lesson 21: Work Time Unit 3 Lesson 21: Work Time Classroom Conversation (examples) Unit 1 Lesson 5: Classroom Conversation Unit 3 Lesson 9: Classroom Conversation Unit 5 Lesson 22: Classroom Conversation


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SL.4.1.a 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.

Plan a Multimedia Presentation Unit 4 Lesson 16: Work Time Whole Class/Small Group Discussion (examples) Unit 1 Lesson 1: Classroom Conversation Unit 2 Lesson 17: Classroom Conversation Unit 3 Lesson 11: Classroom Conversation Partner Discussion (examples) Unit 2 Lesson 16: Classroom Conversation Unit 3 Lesson 6: Classroom Conversation

SL.4.1.b Follow agreed upon rules for discussions and carry out assigned roles.

Plan a Multimedia Presentation Unit 4 Lesson 16: Work Time Discussion Opportunities (examples) Unit 4 Lesson 15: Classroom Conversation; Work Time Unit 5 Lesson 5: Classroom Conversation; Work Time

SL.4.1.c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

Discussion Opportunities (examples) Unit 3 Lesson 17: Classroom Conversation Unit 4 Lesson 15: Classroom Conversation; Work Time Ask and Respond to Questions (examples) Unit 1 Lesson 1: Whole Group; Work Time Unit 1 Lessons 4, 6: Read Aloud, Think Aloud Unit 2 Lesson 1: Read Aloud, Think Aloud; Work Time


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SL.4.1.d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Discussion Opportunities (examples) Unit 3 Lesson 24: Classroom Conversation; Work Time Unit 4 Lesson 8: Classroom Conversation Clarify Text by Paraphrasing (examples) Unit 3 Lesson 4: Whole Group Unit 3 Lesson 5: Read Aloud, Think Aloud; Work Time Unit 3 Lesson 8: Read Aloud, Think Aloud; Work Time

SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Speak to an Audience Unit 1 Lesson 21: Whole Group Clarify Text by Retelling Unit 2 Lesson 6: Whole Group Clarify Text by Paraphrasing Unit 3 Lesson 4: Whole Group Practice Project Presentation Unit 4 Lesson 22: Work Time Make a Presentation/Present Your Project Unit 2 Lesson 24: Whole Group; Work Time Unit 4 Lessons 23–24: Work Time

SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.

Support an Opinion Unit 4 Lesson 13: Whole Group Whole Class/Small Group Discussion (examples) Unit 1 Lesson 12: Classroom Conversation Unit 2 Lesson 8: Classroom Conversation Unit 4 Lesson 1: Classroom Conversation


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Presentation of Knowledge and Ideas SL.4.4 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.

Speak to an Audience Unit 1 Lesson 21: Whole Group Make a Presentation/Present Your Project Unit 2 Lesson 24: Whole Group; Work Time Unit 4 Lessons 23–24: Work Time Clarify Text by Retelling Unit 1 Lesson 8: Whole Group; Work Time Unit 1 Lesson 9: Read Aloud, Think Aloud Unit 2 Lesson 6: Whole Group Clarify Text by Paraphrasing Unit 3 Lesson 4: Whole Group Report on Summer Unit 3 Lesson 15: Work Time Present an Explanatory Essay Unit 3 Lesson 23: Work Time Classroom Conversation (examples) Unit 1 Lesson 5: Classroom Conversation Unit 5 Lesson 22: Classroom Conversation

SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Plan a Presentation Unit 2 Lesson 17: Work Time Create a Visual Unit 2 Lesson 21: Work Time Unit 4 Lesson 21: Whole Group; Work Time Prepare a Presentation Unit 2 Lesson 22: Work Time Make a Presentation/Present Your Project Unit 2 Lesson 24: Whole Group; Work Time Unit 4 Lessons 23–24: Work Time Begin & Plan a Multimedia Project Unit 4 Lesson 16: Whole Group; Work Time


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SL.4.6 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.

Classroom Conversation (examples) Unit 1 Lesson 4: Classroom Conversation Unit 5 Lesson 22: Classroom Conversation Speak to an Audience Unit 1 Lesson 21: Whole Group Make a Presentation/Present Your Project Unit 2 Lesson 24: Whole Group; Work Time Unit 4 Lessons 23–24: Work Time Conferencing with Individuals (examples) Unit 2 Lesson 20: Work Time Unit 5 Lesson 16: Work Time Fluency (examples) Unit 3 Lesson 10: Whole Group; Work Time Unit 4 Lesson 15: Whole Group; Work Time Peer Conference Unit 1 Lesson 21: Work Time Unit 3 Lesson 21: Work Time Present a Narrative Essay Unit 1 Lessons 23–24: Work Time


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Language Standards Conventions in Writing and Speaking L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Many opportunities exist in iLit for students to demonstrate correct usage in writing and speaking activities. For examples see: Write Informative Text Unit 1 Lesson 9: Whole Group Unit 1 Lesson 10: Work Time Write a Narrative Essay Unit 1 Lessons 18–20: Work Time Unit 2 Lesson 4: Work Time Make a Presentation/Present Your Project Unit 2 Lesson 24: Whole Group; Work Time Classroom Conversation (examples) Unit 2 Lesson 7: Classroom Conversation Unit 4 Lesson 13: Classroom Conversation Assignments: Grammar Study Plan (examples) Unit 1 Lessons 1–5: Part 5: Skill 5: Simple Sentences Unit 2 Lessons 1–5: Part 3: Skill 8: Consistent Verb Tenses Professional Learning Community Teacher Resources: Language Conventions Practice: all activities

L.4.1.a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

Revise & Edit Writing Unit 1 Lesson 20: Whole Group Unit 1 Lesson 22: Whole Group Unit 3 Lesson 22: Whole Group Professional Learning Community Teacher Resources: Language Conventions Practice: Using Relative Pronouns, 26


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L.4.1.b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

Revise & Edit Writing Unit 1 Lesson 20: Whole Group Unit 1 Lesson 22: Whole Group Unit 3 Lesson 22: Whole Group Professional Learning Community Teacher Resources: Language Conventions Practice: Recognizing the Progressive Tense of Verbs, 43; Using the Progressive Tense of Verbs, 44

L.4.1.c Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

Revise & Edit Writing Unit 1 Lesson 20: Whole Group Unit 1 Lesson 22: Whole Group Unit 3 Lesson 22: Whole Group Professional Learning Community Teacher Resources: Language Conventions Practice: Auxiliary Verbs that Express the Subjunctive Mood, 61

L.4.1.d Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

Revise & Edit Writing Unit 1 Lesson 20: Whole Group Unit 1 Lesson 22: Whole Group Unit 3 Lesson 22: Whole Group Professional Learning Community Teacher Resources: Language Conventions Practice: Comparative and Superlative Adjectives, 83; Adjective Order, 84–87

L.4.1.e Form and use prepositional phrases.

Revise & Edit Writing Unit 1 Lesson 20: Whole Group Unit 1 Lesson 22: Whole Group Unit 3 Lesson 22: Whole Group Professional Learning Community Teacher Resources: Language Conventions Practice: Prepositions, 97–99


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L.4.1.f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

Assignments- Grammar Study Plan Unit 1 Lessons 1–5: Part 5: Skill 5: Simple Sentences Assignments - Writing Unit 3 Lesson 18: Write an Explanatory Paragraph (Editing) Professional Learning Community Teacher Resources: Language Conventions Practice: Sentences, 1–5; Fragments and Run-ons, 138–140

L.4.1.g Correctly use frequently confused words (e.g., to, too, two; there, their).

Revise & Edit Writing Unit 1 Lesson 20: Whole Group Unit 1 Lesson 22: Whole Group Unit 3 Lesson 22: Whole Group Professional Learning Community Teacher Resources: Language Conventions Practice: Using Who and Whom, 23; This, That, These, Those, 24; Avoiding Common Usage Problems, 145; Avoiding Problems with Number and Gender, 152


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L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Edit Writing Unit 1 Lesson 22: Whole Group Unit 3 Lesson 22: Whole Group Assignments: Grammar Study Plan (examples) Unit 1 Lessons 1–5: Part 3: Skill 3: Pronouns Unit 2 Lessons 1–5: Part 2: Skill 7: Verb Tenses Unit 2 Lessons 1–5: Part 5: Skill 10: Irregular Verbs Assignments: Spelling Study Plan (examples) Unit 1 Lessons 6–10: Part 3: Skill 3: Consonant Blends Unit 2 Lessons 6–10: Part 2: Skill 7: Consonant Digraphs Professional Learning Community Teacher Resources: Language Conventions Practice: all activities

L.4.2.a Use correct capitalization. Edit Writing Unit 1 Lesson 22: Whole Group Unit 3 Lesson 22: Whole Group Assignments Unit 3 Lesson 18: Write an Explanatory Paragraph (Editing) Professional Learning Community Teacher Resources: Language Conventions Practice: Capitalization, 113–115

L.4.2.b Use commas and quotation marks to mark direct speech and quotations from a text.

Edit Writing Unit 1 Lesson 22: Whole Group Unit 3 Lesson 22: Whole Group Professional Learning Community Teacher Resources: Language Conventions Practice: Commas, 118–125; Quotations and Quotation Marks, 126–127; Dialogue, 128


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L.4.2.c Use a comma before a coordinating conjunction in a compound sentence.

Professional Learning Community Teacher Resources: Language Conventions Practice: Comma, 124

L.4.2.d Spell grade-appropriate words correctly, consulting references as needed.

Every unit in iLit includes a personalized Spelling Study Plan in which students receive assessment-driven instruction and practice on a wide range of spelling rules, skills, and strategies. Edit Writing Unit 1 Lesson 22: Whole Group Unit 3 Lesson 22: Whole Group Phonics (examples) Unit 1 Lesson 24: Time To Read; Work Time Unit 3 Lesson 9: Time To Read; Work Time Unit 3 Lesson 12: Time To Read; Work Time Assignments: Spelling Study Plan (examples) Unit 1 Lessons 6–10: Part 2: Skill 2: Long Vowels Unit 2 Lessons 6–10: Part 1: Skill 6: Vowel Dipthong /oi/


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Knowledge of Language L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Read Fluently (example) Unit 1 Lesson 5: Whole Group Related Words Unit 1 Lesson 3: Whole Group; Work Time Writing Lessons (examples) Unit 2 Lesson 12: Whole Group Unit 3 Lesson 4: Work Time Unit 4 Lesson 3: Work Time Assignments (examples) Unit 1 Lessons 17, 18: Write a Narrative Essay Unit 2 Lessons 11, 13: Write an Opinion Paragraph Make a Presentation/Present Your Project Unit 2 Lesson 24: Whole Group; Work Time Unit 4 Lessons 23–24: Work Time Classroom Conversation (examples) Unit 3 Lesson 9: Classroom Conversation Unit 4 Lesson 13: Classroom Conversation

L.4.3.a Choose words and phrases to convey ideas precisely.

Related Words Unit 1 Lesson 3: Whole Group; Work Time Use Precise Words Unit 3 Lesson 3: Whole Group Use Domain-Specific Vocabulary Unit 4 Lesson 5: Whole Group; Work Time

L.4.3.b Choose punctuation for effect.

Professional Learning Community Teacher Resources: Language Conventions Practice: Choose Punctuation for Effect, 132–135


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L.4.3.c Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

Speak to an Audience Unit 1 Lesson 21: Whole Group Make a Presentation/Present Your Project Unit 2 Lesson 24: Whole Group; Work Time Unit 4 Lessons 23–24: Work Time Classroom Conversation (examples) Unit 2 Lesson 9: Classroom Conversation Unit 4 Lesson 10: Classroom Conversation

Vocabulary Acquisition and Use L.4.4 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.

Vocabulary (examples) Unit 1 Lesson 14: Vocabulary Unit 2 Lesson 4: Vocabulary Unit 4 Lesson 22: Vocabulary Multiple Meanings (examples) Unit 1 Lesson 1: Vocabulary Unit 1 Lesson 23: Vocabulary Unit 3 Lesson 5: Whole Group; Work Time Unit 3 Lesson 8: Vocabulary

L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

Reading Strategy: Use Context Clues Unit 1 Lesson 7: Whole Group; Work Time Unit 2 Lesson 14: Whole Group; Work Time Unit 5 Lesson 13: Unit 5 Lesson 13: Using Context Clues (examples) Unit 1 Lesson 7: Vocabulary Unit 3 Lesson 21: Vocabulary Unit 4 Lesson 14: Vocabulary Unit 5 Lesson 21: Vocabulary Assignments: Vocabulary Study Plan (examples) Unit 1 Lessons 11–15: Part 1: Skill 1: Context Clues Unit 2 Lessons 11–15: Part 1: Skill 1: Context Clues


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L.4.4.b Use common, grade appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

Use Prefixes and Suffixes Unit 1 Lesson 19: Whole Group Unit 3 Lesson 7: Whole Group; Work Time Unit 3 Lesson 11: Whole Group; Work Time Vocabulary - Suffixes Unit 1 Lesson 11: Vocabulary Unit 3 Lesson 2: Vocabulary Use Greek and Latin Roots Unit 1 Lesson 17: Vocabulary Unit 3 Lesson 20: Whole Group Unit 3 Lesson 21: Vocabulary Unit 5 Lesson 22: Whole Group

L.4.4.c 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.

Use a Dictionary or Glossary Unit 3 Lesson 24: Whole Group Unit 5 Lesson 17: Whole Group During daily Independent Reading, students use a built-in dictionary to determine and confirm meanings of words and phrases Independent Reading—Every lesson Library Dictionary of Geographic Terms Dictionary of Forces, Matter, and Energy Professional Learning Community Teacher Resources: Writer’s Handbook: Using the Dictionary, 19–20

L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Figurative Language Unit 1 Lesson 1: Read Aloud, Think Aloud Unit 2 Lesson 15: Work Time Unit 4 Lesson 12: Whole Group; Work Time Synonyms and Antonyms Unit 1 Lesson 14: Whole Group; Work Time Unit 2 Lesson 9: Work Time


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L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

Analyze Similes and Metaphors Unit 2 Lesson 2: Whole Group; Work Time Unit 2 Lesson 3: Read Aloud, Think Aloud Unit 2 Lesson 15: Whole Group Figurative Language Unit 1 Lesson 1: Read Aloud, Think Aloud Unit 2 Lesson 15: Work Time Unit 4 Lesson 12: Whole Group; Work Time

L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs.

Understand Idioms Unit 4 Lesson 18: Whole Group Vocabulary - Idioms (examples) Unit 1 Lesson 11: Vocabulary Unit 4 Lesson 11: Vocabulary Unit 4 Lesson 14: Vocabulary

L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

Synonyms and Antonyms Unit 1 Lesson 14: Whole Group; Work Time Unit 2 Lesson 9: Work Time Vocabulary - Synonyms and Antonyms (examples) Unit 1 Lesson 21: Vocabulary Unit 3 Lesson 2: Vocabulary Unit 4 Lesson 2: Vocabulary Assignments – Vocabulary Study Plan (examples) Unit 1 Lessons 11–15: Part 3: Skill 3: Synonyms and Antonyms Unit 2 Lessons 11–15: Part 4: Skill 4: Antonyms


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L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Students learn new vocabulary every day during Vocabulary; review the words daily in context in Read Aloud, Think Aloud; and write daily using the vocabulary words. Vocabulary (examples) Unit 1 Lesson 11: Vocabulary Unit 2 Lesson 14: Vocabulary Unit 3 Lesson 9: Vocabulary Unit 4 Lesson 11: Vocabulary Unit 5 Lesson 14: Vocabulary During daily Independent Reading, students use a built-in dictionary to determine and confirm meanings of words and phrases Independent Reading—Every lesson

Documents

To the Common Core Standards for English Language Arts …assets.pearsonschool.com/correlations/iLit90_2016_CCSS_ELA_G4.pdfUnit 1 Lesson 22: Read Aloud, Think Aloud Unit 2 Lesson 21: