fourth grade ela pacing guide 2016-2017 · 2016-07-26 · fourth grade ela pacing guide 2016-2017 1...

Fourth Grade ELA Pacing Guide 2016-2017

1

Week # “TAS”

Tennessee

Academic

Standards

Target Skill

& Strategy/

Foundational

Skills

Literature Leveled Readers

Spelling and Vocabulary

Words

Grammar,

Writing, &

Vocab

Week 1

August 5th -- August 12th

RL.4.1: Refer to details & examples when explaining what the text says explicitly and when drawing inferences W.4.9a: Apply grade 4 Reading standards to literature W.4.10: Write routinely over extended time frames and shorter time frames

Procedures,

routines,

building

friendships

Read Aloud Ideas:

Salt in his Shoes

How full is Your Bucket?

First Day Jitters

You Are Special

You’re Finally Here!

Do unto Otters! (MS)

Miss Nelson is Missing

Stand Tall, Molly Lou Mellon

Enemy Pie

The Juice Box Bully

4th day of 4th grade

How I spent my summer vacation

Spaghetti in a Hot Dog Bun (MS)

The Golden Rule (MS)

The Recess Queen

What if everybody did that?

Too much glue!

This School Year will be the Best!

The Sandwich Swap

Lacey Walker, Nonstop Talker

Chrysanthemum

A Bad Case of Stripes

A Bad Case of Tattle Tongue

The Important Book

Activity Ideas:

12 powerful words PowerPoint, Song, Bookmark, etc.

Questar / DRA Testing

“All About Me” Activities

4th day of 4th Grade

Rules thinking map

Scavenger hunt

Pendant (Salt in his Shoes)

PowerPoint of Classroom and Playground Rules

The toilet paper game

Two truths and a fib game

Friend Wanted Ad

Puzzle Mural (It would be cool if we did the entire 4th grade?)

Learning style activities

Create and develop classroom rules together

Poem

“If I were in charge of the world” writing activity (I have a great example of this if you want to see it!)

Practice classroom procedures/label supplies/ put everything away


2

Week 2

August 15th -August 19th

Unit 1:

Lesson 1

DOMAIN:

Community

Lesson

Topic:

Helping

Others

Essential

Question:

How do

friends

help each

other?

RL 4.3: Describe a character, setting, or event, drawing on detail RL 4.6: Compare and Contrast the point of view from which stories are narrated L.4.4b: Use common Greek and Latin affixes and roots as clues to the meaning of a word L.4.6: Acquire and use general academic and domain-specific words and phrases L.4.1f: Produce complete sentences, recognizing and correcting fragments and run-ons W.4.1a: Introduce a topic, state an opinion, and create an organizational structure

Target Skill:

Story Structure

Point of View

Flashback

Target Strategy:

Summarize

Fluency:

Accuracy

and Self-

Correction

Decoding:

VCV Syllable Pattern

Read Aloud:

Sideline Support

Anchor Text:

Because of

Winn-Dixie (Realistic Fiction)

Paired Text: Because of Bookends

(Informational Text)

Mentor

Sentence:

The Name Jar

Vocabulary

Reader:

Check Out the

Library

820L

Struggling

Reader:

Parker’s

Problem

430L

On Level

Reader:

The Mystery on

Maple Street

490L

Advanced

Reader:

Trading

Talents

650L

EL Support

Reader:

What Happened

on Maple Street

370L

Short a and Long a

blade sale

gray hang

past stain

afraid glass

magic raft

delay jail

amaze crayon

drain fact

maybe stale

break steak

Vocabulary:

comfort: make someone feel better mention: say mood: the way a person feels properly: correctly, in the right way intends: plans to do something consisted: made up of positive: sure advanced: more highly developed or skilled peculiar: strange talent: an ability to do something well

Grammar:

What is a sentence?

Writing:

Narrative

Writing:

Descriptive

Paragraph

Focus: Word Choice/

Elaboration

Vocabulary: Prefixes re-,

un-, dis-


3

Week 3

August 22nd-

August 26th

Unit 1: Lesson 2

DOMAIN:

American

History

Lesson Topic:

Civil Rights

Essential Question:

What might lead a person to try to

change the world?

RI.4.3: Explain events/ procedures/ideas/concepts in a text RI.4.8: Explain how an author uses reasons and evidence to support points RL.4.9: Compare/Contrast the treatment of similar themes, topics, and patterns of events in stories, myths, and traditional literature from different cultures L.4.3b: Choose punctuation for effect L.4.4: Determine or clarify the meaning of unknown and multiple-meaning words (Use prefixes, suffixes, and roots to understand unfamiliar words) L.4.4b: Recognize and explain the meaning of idioms, adages, and proverbs W.4.4: Produce writing in which development and organization are appropriate to task, purpose, and audience

Target Skill: Author’s Purpose

Explain Historical

Events

Idioms

Target

Strategy: Monitor/Clarify

Fluency:

Phrasing: Pauses

Decoding: Open and

Closed Syllables

Read Aloud:

The

Troublemaker

Who Headed a

Nation

Anchor Text:

My Brother Martin

(Biography)

Paired Text:

Langston

Hughes: A

Poet and a

Dreamer

(Poetry)

Mentor

Sentence:

Spaghetti in a

Hot Dog Bun

Vocabulary

Reader:

Separate

Worlds

730L

Struggling

Reader:

Sharing a

Dream 830L

On Level

Reader:

A Voice for

Equality 890L

Advanced

Reader:

A Leader

for All 880L

EL

Support

Reader:

Thurgood

Marshall 630L

Short e & Long e west speck

steep kept

member cheap

gleam pretend

fresh greed

freedom shelf

speed least

steam eager

beast reason

believe chief

Vocabulary: injustice: unfairness

numerous: many

segregation: keeping two

groups of people apart

nourishing: giving the things

needed for good health

captured: caught

dream: a hope for the future

encounters: experiences with

something

preferred: liked one thing

more than other things

recall: remember something

and tell people about it

example: a model of what

something should be like

Grammar:

Kinds of Sentences

Writing:

Narrative Writing:

Story

Focus: Purpose

Vocabulary:

Prefixes in-, im-,il-,ir-


4

Week 4

August 29th-September 2nd

Unit 1: Lesson 3

DOMAIN:

Communicate-

ion

Lesson Topic:

Media

Essential Question:

How are books and libraries

important to people and

communities?

RI.4.5: Describe the overall structure of a text or a part of a text RI.4.7: Interpret information presented visually, orally, or quantitatively L.4.2.b: Use commas and quotation marks to mark direct speech and quotations from a text L.4.2d: Spell grade-appropriate words, consulting references as needed W.4.3b: Use dialogue and description to develop experiences and events or show characters’ responses W.4.9b: Apply grade 4 reading standards to informational text W.4.10: Write routinely over extended time frames and shorter time frames

Target Skill: Cause & Effect

Interpret Visuals

Domain- Specific Vocab

Target

Strategy: Visualize

Fluency:

Accuracy

Decoding:

VCCV Pattern

Read Aloud:

Bridging the Gap

Anchor Text:

My Librarian is

a Camel

(Informational text)

Paired Text:

From Idea to

Book

(Informational

text)

Mentor

Sentence:

Why Mosquitos

Buzz in People’s

Ears

Vocabulary

Reader:

Planes, Trains,

&

Snowmobiles

630L

Struggling

Reader:

Kids Can Save

the Planet 460L

On Level

Reader:

Habitat

Humanity

380L

Advanced

Reader:

Volunteer

890L

EL Support

Reader:

Helping Houses

570L

Short I and long I skill ditch

crime decide

grind witness

tonight wind

brick district

flight inch

live sigh

chill fright

delight remind

build split

Vocabulary:

isolated: separate from other places or people virtual: occurring on a computer rather than in real life devour: to thoroughly enjoy something remote: far away impassable: impossible to travel across access: a way to acquire something obtain: to get something using effort preserve: to maintain and keep safe extremes: very hot, cold, or wet avid: eager; excited

Grammar:

Quotations

Writing:

Narrative Writing:

Dialogue Focus: Conventions

Vocabulary: Using Context


5

Week 5

September 6th- September

9th

Unit 1: Lesson 4

DOMAIN:

Community

Lesson Topic:

Raising Money

Essential

Question:

Why might

people raise

money for a

cause?

RL.4.2: Determine theme from details RL.4.3: Describe a character, setting, or event, drawing on details RL.4.4: Determine the meaning of words and phrases, including those that allude to characters in mythology L.4.1f: Produce complete sentences, recognizing and correcting fragments and run-ons W.4.3a: Orient the reader by establishing a situation and introducing a narrator or characters/organize an event sequence W.4.4: Produce writing in which development and organization are appropriate to task, purpose, and audience

Target Skill:

Theme

Elements of

Drama

Allusion

Target Strategy:

Analyze/

Evaluate

Fluency:

Intonation

Decoding: VCV and

VCCV

Read Aloud:

Bookmobile Rescue

Anchor

Text:

The

Power of

W.O.W.!

(Play)

Paired

Text:

The Kid’s Guide

to Money

(Informational

Text)

Mentor

Sentence:

When Lightning

Comes in a Jar

Vocabulary

Reader:

Community

Teamwork

910L

Struggling

Reader:

Nina Wows

KWOW NPL

On Level Reader:

A Friendly Field

Trip NPL

Advanced

Reader:

A.L.L. to the

Rescue NPL

EL Support

Reader:

Friends on a Field

Trip NPL

Short O and Long O

block throat

shown host

oatmeal online

wrote shock

fellow solve

scold known

coast remote

odd stock

locate boast

slope globe

Vocabulary: assist: help or lend a hand

burglaries: crimes that involve

stealing

innocent: blameless or with

good intentions

scheme: a secret, clever plan

regretfully: feeling sorry or sad

misjudged: was wrong about

someone or something

suspect: someone who may

have committed a crime

favor: an act of kindness or a

good deed

speculated: guessed or

thought over ideas

prior: before or earlier

Grammar:

Fragment and

Run- On

Sentences

Writing:

Narrative

Writing: Fictional

Narrative

Focus:

Organization

Vocabulary:

Prefixes: non-, mis-


6

Week 6

September 12th-September 16th

Common Assessments and

Get caught up on ELA/

Social Studies Standards

Mentor Sentence:

14 Cows for America

Week 7

September 19th-

22nd

Unit 1: Lesson 5

DOMAIN:

Cultures

Lesson Topic:

Traditional

Tales

Essential

Question:

Why do people

pass down

stories over the

years?

RL.4.5: Explain major

differences between

poems, drama, and

prose/refer to their

structural elements

RL.4.6: Compare and

Contrast the point of view

from which stories are

narrated

RL.4.9: Compare and

Contrast similar themes

and topics

L.4.2a: Use correct

capitalization

L4.4c: Consult reference

materials, both print and

digital, to find

pronunciation and

determine or clarify

meaning

W.4.3c: Use transitional

words and phrases to

manage the sequence of

events

Target Skill:

Understanding

Characters

Point of View

Hyperbole

Target Strategy:

Infer/Predict

Fluency:

Expression

Decoding:

Homophones

Read Aloud:

Mighty Joe

Magarac

Anchor Text:

Stormalong

(Tall Tale)

Paired Text:

Hoderi the

Fisherman

(Folktale)

Mentor

Sentence:

Rotten

Redheaded

Brother

Vocabulary

Reader:

The Golden

Age of Sail

720L

Struggling

Reader:

Mississippi

Marvis Barnes

360L

On Level

Reader:

Balina

600L

Advanced

Reader:

Whisper

620L

EL Support

Reader:

The Amazing Balina 660L

Homophones

wait weight

sent cent

heard herd

feet feat

days daze

heel heal

peak peek

vain vane

vein miner

minor scent Vocabulary:

memorable: interesting and worth remembering horrified: shocked and scared outcast: a person who has been rejected by a group shortage: a lack of something that is needed seafaring: traveling by or working at sea tidal: having to do with the ocean and its tides foaming: bubbling up on top of the water condition: the way someone or something is betrayed: hurt by someone or something that had once been loyal or useful yearning: a feeling of wanting something very badly

Grammar:

Proper Nouns

Writing:

Narrative

Writing: Fictional

Narrative

Focus:

Conventions

Vocabulary:

Reference Materials


7

Week 8

September 26th-September 30th

Unit 2: Lesson 6

DOMAIN:

The Arts

Lesson Topic:

Performance

Arts

Essential

Question:

How are

performances

similar to and

different from

written stories?

RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text RL.4.3: Describe a character, setting, or event, drawing on details RL.4.7: Make connections between the text and a visual or oral presentation of it L.3.1: Explain how verbs work in different sentences L.4.4b: Use common Greek and Latin affixes and roots as clues to the meaning of a word W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly a.: Introduce a topic and group related information/include formatting, illustrations, and multimedia b.: Develop the topic with facts, definitions, details, quotations, or other information and examples

Target Skill:

Story Structure

Elements of

Drama

Formal and

Informal

Language

Target Strategy:

Infer/Predict

Fluency:

Expression

Decoding: Common

Consonant Patterns: Digraphs

Read Aloud:

The Tunguska Event

Anchor Text:

Invasion from Mars (Play)

Paired Text:

The History of Radio

(Historical Text)

Mentor Sentence:

Come on Rain!

Vocabulary Reader:

The Golden Age of Radio 850L

Struggling Reader:

The Zeebo Encounter 590L

On Level Reader:

Time Tag 650L

Advanced Reader: Be Afraid 910L

EL Support

Reader: The Amazing Game 420L

Short u, /yoo/, /oo/

bunch clue

fruit trunk

argue amuse

crumb suit

crew rude

tune trust

juice dew

refuse stuck

truth rescue

young brush

Vocabulary: extraordinary: very unusual;

remarkable

fade: to lose brightness or

color

awe: a sense of wonder

indescribable: hard to describe

luminous: brightly lit

daring: adventurous and

unafraid

alarmed: frightened and

surprised

convey: to communicate

reacted: changed as a result of

making contact with

something else

conferring: discussing with

others

Grammar:

Verbs

Writing:

Informative:

Writing a News

Report

Focus:

Organization

Vocabulary:

Suffixes: -y, -ous


8

Week 9

October 3rd-October 7th

Unit 2: Lesson 7

DOMAIN:

Communication

Lesson Topic: Media

Essential Question:

How are movies a form of

communication?

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 RI.4.8: Explain how an author uses reasons and evidence to support points RI. 4.9: Integrate information from two texts on the same topic L.4.1b: Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses W.4.5: Develop the topic, with facts, definitions, details, quotations, or other information and examples

Target Skill: Fact and Opinion

Explain

Concepts and Ideas

Domain- Specific

Vocab

Target Strategy: Summarize

Fluency: Phrasing:

Punctuation

Decoding: Common

Consonant Patterns: Clusters

Read Aloud:

Steven

Spielberg: A

Filmmaker’s

Journey

Anchor Text:

Coming Distractions

(Informational)

Paired Text:

How Did They

Do That?

(Informational)

Mentor

Sentence:

The Spider and

the Fly

Vocabulary Reader:

Behind the Scenes 930L

Struggling

Reader: Now Showing in

Your Living Room 800L

On Level Reader:

The Magic of Movies 800L

Advanced Reader:

Critics in Hollywood 1080L

EL

Support Reader: Making Movies

590L

Sounds /oo/, /oo/

bloom brook

cookbook foolish

tool bush

shampoo crooked

put booth

wool raccoon

stool hook

proof groom

prove roof

group soup

Vocabulary:

focus: concentrate on one thing target: a goal entertaining: enjoyable angles: directions from which things are viewed jolts: sudden, strong movements thrilling: exciting advertise: give information to sell something promote: help to grow, improve generated: brought about, produced critics: judges of art, movies

Grammar:

Verb Tenses

Writing:

Informational

Paragraph

Focus: Evidence

Vocabulary: Greek and Latin

Word Parts: phon, photo, graph,

auto, tele


9

Week 10

October 17th-October 21st

Unit 2: Lesson 8

DOMAIN: The Arts

Lesson Topic:

Visual Arts

Essential

Question:

How do an

artist’s

experiences

affect his or her

art?

RL.4.2 Determine theme from details/summarize RL.4.3 Describe a character, setting or event, drawing on details RL.4.6 Compare and contrast the point of view from which stories are narrated RL.4.7 Make connections between the text and visual or oral presentation of it

L.4.1b: Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses W.4.7 Conduct short research projects that build knowledge through investigation W.4.8 Recall information from experiences or gather information from print and digital sources/take notes, categorize information, and provide a list of sources

Target Skill: Understanding

Characters

Theme

Point of View

Target Strategy: Visualize

Fluency:

Stress

Decoding: Stressed and Unstressed

Syllables

Read Aloud:

Jazzy Jasmine

Anchor Text:

Me and Uncle Romie

(Realistic Fiction)

Paired Text:

Sidewalk Artists

(Readers’ Theater)

Mentor Sentence:

The Widow’s Broom (Free on

TPT)

Vocabulary Reader: Romare

Bearden 890L

Struggling Reader:

Recipe for Learning 620L

On Level Reader:

Gramps’ Favorite

Gift 810L

Advanced Reader:

Stuck at Camp

840L

EL Support

Reader:

A Gift for Grandpa 500L

/ou/, /o/

aloud howl

bald false

hawk drawn

south allow

faucet drown

proud pause

claw fault

tower cause

stalk amount

couple cloudier

Vocabulary:

studio: artist’s workroom glorious: wonderful feast: large meal streak: to move quickly yanked: pulled hard schedule: a set time for things to happen concerned: worried ruined: destroyed model: small copy or version smeared: messy or blurred

Grammar:

Progressive

Verb Tenses

Writing:

Informational

Book Report

Vocabulary:

Figurative Language

Fourth Grade ELA Pacing Guide

2016-2017

10

Week 11

October 24th-October 28th

Unit 2: Lesson 9

DOMAIN

Communicati-

on

Lesson Topic:

Research

Essential Question:

What are some different ways to

do research?

RL.4.1 Refer to

details and

examples when

explaining what the

text says explicitly

and when drawing

inferences

RL.4.3 Describe a

character, setting,

or event, drawing

on details

L.4.2c Use a comma

before a

coordinating

conjunction in a

compound sentence

W.4.2d Use precise

language and

domain-specific

vocabulary

W.4.2e Provide a

concluding

statement or

section

W.4.4 Produce

writing in which

development and

organization are

appropriate to task,

purpose, and

audience

W.4.9b Apply grade

4 Reading standards

to information texts

Target Skill:

Conclusions and

Generalizations

Understanding Characters

Humor

Target Strategy:

Question

Fluency:

Accuracy

Decoding:

Common Beginning Syllables

Read Aloud:

Is Sasquatch

Out There?

Anchor Text:

Dear Mr. Winston

(Realistic Fiction)

Paired Text:

Field Guide to

Snakes of the

Southwest

(Informational)

Mentor

Sentence:

I Need My

Monster

Vocabulary

Reader:

Reptiles as

Pets 800L

Struggling

Reader:

Painting the

Ocean 400L

On Level

Reader:

Soccer

Sisters 580L

Advanced

Reader:

Think

Before You

Speak 580L

EL Support

Reader:

Sisters Play Soccer 430L

Vowel +/r/ Sounds

spark sharp

prepare rear

cheer spare

tear gear

scarf hairy

scare compare

repair alarm

earring harsh

scarce upstairs

weird square

Vocabulary:

reference: used for information borrow: use for a while local: in a nearby area fault: a mistake apologize: say “I’m sorry” insisted: said firmly fainted: passed out proof: showing truth genuine: honest, real

slimy: thick and slippery

Grammar:

Compound and

Complex

Sentences

Writing

Informational

Writing: Explanatory

Essay

Focus: Evidence

Vocabulary

Antonyms


2016-2017

11

Week 12

October 31st- November 4th

Common Assessments and

Get caught up on ELA/ Social

Studies Standards

Mentor Sentence: Encounter

Week 13 November 7th-November 11th Unit 2: Lesson 10

DOMAIN:

The Arts

Lesson Topic:

Performance

Arts

Essential

Question:

What does it

take to be a

great performer?

RL.4.10 Read and comprehend

literature

RI.4.3 Explain events,

procedures, ideas, or concepts

in a historical, scientific, or

technical text

RI.4.8 Explain how an author

uses reasons and evidence to

support points

L.4.5a Explain the meaning of

similes and metaphor’s in

context

L.4.5c Demonstrate

understanding of words by

relating them to their

opposites and to words with

similar meanings

W.4.2b Develop the topic with

facts, definitions, details,

quotations, or other

information and examples

Target Skill:

Author’s Purpose

Genre

Biography

Simile and Metaphor

Target Strategy:

Analyze/ Evaluate

Fluency:

Intonation

Decoding:

Vowel +r sound in

Multisyllable Words

Read Aloud:

Mexican Dove

Anchor Text:

Jose! Born to Dance (Biography)

Paired Text:

Dance to the Beat (Poetry)

Mentor Sentence:

In November

Vocabulary

Reader:

Artists in

Training

790L

Struggling

Reader:

Isadora

Duncan

780L

On Level

Reader:

Jackson Pollack

in Action 1000L

Advanced

Reader:

Luciano

Pavarotti

980L

EL

Support

Reader:

The Life of

Jackson Pollack

770L

More Vowel + /r/

learn worth

dirty early

worn return

sore pure

thirst world

burn search

record worse

cure thirteen

board sport

course current

Vocabulary

towered: taller than others stubborn: determined border: boundary hauling: carrying; moving permission: allow something discouraged: hopeless mournful: sad toured: took a sightseeing trip debut: first public appearance triumph: succeed

Grammar:

Pronouns

Writing: Informational

Writing: Explanatory

Essay Focus:

Elaboration

Vocabulary:

Shades of Meaning


2016-2017

12

Week 14

November 14th- 18th

Unit 3: Lesson 11

DOMAIN:

Earth Science

Lesson Topic:

Hurricanes

Essential Question:

What are the benefits of

studying weather?

RI.4.1 Refer to details and

examples when explaining

what the text says explicitly

and when drawing

inferences

RI.4.5 Describe the overall

structure of a text or part of

a text

RI.4.7 Interpret information

presented visually, orally, or

quantitatively

L.4.1g Correctly use

frequently confused words

L.4.4b Use common Greek

and Latin affixes and roots

as clues to the meaning of a

word

W.4.1a Introduce a topic,

state an opinion, and create

an organizational structure

W.4.1b Provide reasons

supported by facts and

details

Target Skill:

Text and Graphic

Features

Explain Scientific Ideas

Text Structure

Target Strategy:

Infer/Predict

Fluency: Phrasing:

Punctuation

Decoding:

Compound Words

Read Aloud:

The Big Storm

Anchor Text:

Hurricanes: Earth’s

Mightiest Storms


Paired Text:

Recovering from

Katrina

(Newspaper Article)

Mentor Sentence:

In November

Vocabulary

Reader:

Tornadoes

1050L

Struggling

Reader:

Volcanoes

800L

On Level

Reader:

Tsunami 930L

Advanced

Reader:

Nature

Destroys,

Nature

Renews 960L

EL Support

Reader:

The Big

Dangerous

Wave 930L

Compound Words

somebody classmate

fireplace flashlight

nearby haircut

toothbrush twenty-two

homesick driveway

make-believe

alarm clock

anything baby-sit

all right airport

goodbye forever

forehead mailbox

Vocabulary

whirling: spinning quickly rapidly: quickly condense: to form tiny droplets of water source: the place where something comes from rotating: turning or spinning rage: to act in a violent way experience: to see and feel the effects of something ancient: very old predict: to say that something is going to happen registered: to have recorded information

Grammar:

Frequently

Confused

Words

Writing:

Opinion

Writing:

Persuasive

Paragraph

Focus:

Purpose

Vocabulary:

Suffixes – ful, -less,

-ness,-ment


2016-2017

13

Week 15

November 21st and November

22nd

Week of Thanksgiving

Read Aloud:

A Turkey for Thanksgiving

The Night Before Thanksgiving

Thank You, Sarah

Twas the Night Before Thanksgiving

Encounter

Turk and Runt

I’m no Turkey!

Amelia Bedelia Talks Turkey

Arthur’s Thanksgiving Emergency

Squanto’s Journey

Squanto’s Home (Play)

The Very First Thanksgiving Day!

…If you sailed on the Mayflower in 1620

Thanksgiving on Thursday (Magic Tree House Chapter

Book)

What was the First Thanksgiving? (Chapter book. Melissa

has a class set of these if you would like to borrow them)

Thanksgiving Mice

The Great Turkey Race (MS)

This is the Turkey

This is the Feast

Parade over Broadway

How Many Days to America

Activity Ideas:

Disguise a Turkey writing and activity


2016-2017

14

Week 16

November 28th- December 2nd

Unit 3: Lesson 12

DOMAIN:

Earth Science

Lesson Topic:

Forces of Nature

Essential

Question:

How do natural

disasters affect

people?

RL.4.1 refer to details and

examples when explaining

what the text says explicitly

and when drawing

inferences

Rl.4.3 Describe a character,

setting or event, drawing

on details

L.4.1b Form and use

progressive verb tenses

L.4.5c Demonstrate

understanding of words by

relating them to their

opposites and to words

with similar meanings

W.4.1c Link opinion and

reasons using words and

phrases

W.4.7 Conduce short

research projects that build

knowledge through

investigation

W.4.9a Apply grade 4

Reading standards to

literature

Target Skill:

Sequence of Events

Conclusions and

Generalizations

Author’s Word

Choice

Target Strategy: Visualize

Fluency:

Rate

Decoding: Base Words and

Endings

Read Aloud:

Safe from Harm

Anchor Text:

The Earth Dragon Awakes

(Historical Fiction)

Paired Text:

Twisters


Mentor Sentence:

Owl Moon

Vocabulary

Reader:

Keeping Safe

in an

Earthquake

780L

Struggling

Reader:

Sailing to

Safety 560L

On Level

Reader:

Little Hare

and the

Thundering Earth 850L

Advanced Reader:

Two Against

the Mississippi

900L

EL Support

Reader:

New Name for Lois 480L

Words with –ed or-ing

rising dripped

traced begged

stripped dared

slammed skipped

dancing hitting

striped spotted

winning raced

snapping dimmed

bragging spinning

handled escaped

Vocabulary constructed: built crushing: smashing tenement: an apartment building often poorly maintained possessions: things you own trembles: shakes wreckage: leftover bits of something that is ruined debris: pieces of broken things rubble: broken stones or bricks slab: a broad, flat piece timbers: large pieces of wood

Grammar:

Possessive Nouns

Writing:

Opinion

Writing:

Problem-

Solution

Composition

Focus: Organization

Vocabulary:

Synonyms


2016-2017

15

Week 17

December 5th-December 9th

Unit 3: Lesson 13

DOMAIN:

Life Science

Lesson Topic: Interdependence

Essential Question:

How are the different parts of

an ecosystem connected?

RI.4.5 Describe the overall structure of a text or part of a text RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic L.4.1c Use modal auxiliaries (e.g., can, may must) to convey various conditions L.4.4b Use common Greek and Latin affixes and roots as clues to the meaning of a word L.4.5a Explain the meaning of similes and metaphors in context W.4.1a Introduce a topic, state an opinion, and create an organizational structure W.4.1b Provide reasons supported by facts and details W.4.1c Link opinion and reasons using words and phrases W.4.1d Provide a concluding statement or section

Target Skill: Sequence of

Events

Domain-Specific Vocabulary

Simile and Metaphors

Target Strategy:

Summarize

Fluency: Phrasing: Pauses

Decoding:

Recognizing Common Word Parts

Read Aloud:

On My Way to Meet the

Khan: Excerpts from

Marco Polo’s Adventures

Anchor Text:

Antarctic Journal

(Narrative Nonfiction)

Paired Text: Cold, Cold Science


Mentor Sentence: The Snow Globe Family

Vocabulary Reader: Really,

Really Cold! 690L

Struggling

Reader: Amazing Birds of Antarctica

650L

On Level Reader: An Icy

Adventure 980L

Advanced Reader:

Heroes of the

Antarctic 900L

EL Support

Reader: A Visit to

Antarctica 770L

More words with -ed or –ing

wiped covered

shipped phoning

mapped offered

pleasing smelling

slipped hiking

putting checking

traveled fainted

seeking landed

visiting becoming

mixed wandering

Vocabulary vision: a mental image of what something could be like standards: levels used to compare huddle: crowd together alert: aware of weariness: tiredness fractured: broken graceful: elegant stranded: left helpless display: show concluded: formed an opinion

Grammar: Modal

Auxiliaries

Writing:

Opinion

Writing:

Persuasive

Letter

Focus:

Evidence

Vocabulary:

Greek and

Latin Word

Parts: spect,

struct, tele,

vis


2016-2017

16

Week 18

December 12th-Tuesday,

December 20th

Common

assessments;

Holiday themed

writing activities

Mentor Sentence:

Snowmen at Christmas

Week 19

January 4th-6th

See Speaking and

Listening standards

at the bottom of

this document

Testing

Begin working on 4-H speeches

Review Procedures

Trouble with Trolls (MS)


2016-2017

17

Week 20

January 9th-13th

Unit 3: Lesson 14

DOMAIN: Life Science

Lesson Topic:

Insects

Essential Question:

How do living things each have

an important role in the

world?

RL.4.9 Compare an d contrast the treatment of similar themes and topics RI.4.5 Describe the overall structure of a text or part of a text RI.4.7 Interpret information presented visually, orally, or quantitatively L.4.4b Use common Greek and Latin affixes and roots as clues to the meaning of a word W.4.7 Conduct short research projects that build knowledge through investigation W.4.6 Use technology

to produce and publish writing

Target Skill: Text

and Graphic Features

Explain

Scientific Concepts and Ideas

Author’s Purpose

Target

Strategy: Question

Fluency:

Stress

Decoding:

Recognizing Suffixes

Read Aloud:

Wicked Wind

Anchor Text:

The Life and

Times of the Ant

(Informational

Text)

Paired Text:

The Dove and the Ant

(Fable)

Mentor Sentence:

March on (Free on TPT)

Vocabulary Reader:

Ants of All Kinds 890L

Struggling Reader:

The Lives of Social Insects

910L

On Level Reader:

Arthropods Rule 860L

Advanced Reader:

Love Those Bugs 970L

EL Support Reader:

Arthropods Everywhere!

730L

Final Long e

turkey duty

lonely drowsy

colony chimney

steady plenty

hungry daily

valley alley

hockey fifty

starry empty

melody injury

movie prairie

Vocabulary

transport: carry from one place to another

social: relating to the way people live together

obstacles: things in the way

scarce: hard to find

exchange: giving one thing and getting another

transfers: moves from one place to another

chamber: a room

reinforce: make stronger

storage: a place to keep supplies

excess: extra

Grammar:

Participles

Writing:

Opinion

Writing:

Persuasive

Essay

Focus: Purpose

Vocabulary:

Suffixes –able, -ible


2016-2017

18

Week 21

January 17th-January 20th

Unit 3: Lesson 15

DOMAIN:

Life Science

Lesson Topic:

The

Environment

Essential

Question:

Why is it

important to be

informed about

what is

happening in our

world?

RI.4.2 Determine the

main idea and explain

how it is supported

by details

/summarize

RI.4.8 Explain how an

author uses reasons

and evidence to

support points

RF.4.4a Read on-level

text with purpose and

understanding

L.4.1b Form and use

progressive verb

tenses

L.4.4a Use context as

a clue to the meaning

of a word or phrase

W.4.4 Produce

writing in which

development and

organization are


purpose, and

audience

W.4.5 Develop the

topic with facts,

definitions, details,

quotations, or other

information and

examples

Target

Skill:

Main

Ideas and

Details

Author’s

Word

Choice

Analyze an

Argument

Target

Strategy:

Monitor/ Clarify

Fluency:

Expression

Decoding:

Three- Syllable Words

Read Aloud:

Forests are Forever

Anchor Text:

Ecology for

Kids

(Informational

Text)

Paired Text:

Wonderful

Weather

(Poetry)

Mentor

Sentence:

The Day the

Crayons Quit

Vocabulary Reader: Squash in

the Schoolyard 700L

Struggling Reader:

The Seal Who Wanted to Live

520L

On Level Reader: Dad’s

Garden 630L

Advanced Reader: The

Princess and the Manatee

710L

EL Support Reader:

A Father’s Garden 600L

Changing Final y to i

tiniest ladies

hobbies friendlier

copied studied

countries busier

pitied breezier

easier prettiest

laziest noisier

families healthier

spied butterflies

happiest funniest

Vocabulary

habitats: the environments that animals and plants live on species: a group of plants or animals that are alike organisms: living things such as plants or animals traces: marks left by people, animals, or things vast: great in size directly: in a clear and obvious way affect: to have an influence on variety: a number of slightly different things within the same grouping radiation: energy in the form of rays or waves banned: not allowed; forbidden

Grammar:

Irregular Verbs

Writing: Opinion Writing: Persuasive Essay

Focus: Conventions

Vocabulary:

Using Context


2016-2017

19

Week 22

January 23rd-January 27th

Unit 4: Lesson

16

DOMAIN

American

History

Lesson Topic:

Individual

Contributions

Essential

Question:

What traits do

successful

people

RL.4.7 Make

connections

between the text

and a visual or oral

presentation

RL.4.10 Read and

comprehend

literature

L.4.1d Order

adjectives within

sentences

according to

conventional

L.4.5b Recognize

and explain the

meaning of idioms,

adages, and

proverbs

W.4.3a Orient the

reader by

establishing a

situation and

introducing a

narrator or

characters/organize

an event sequence

W.4.3b Use dialogue

and description to

develop experiences

and events

Target Skill:

Compare

and

Contrast

Genre:

Historical

Fiction

Personification

Target

Strategy:

Monitor/Clarify

Fluency:

Rate

Decoding: Sound/Spelling

Changes

Read Aloud:

Getting the Story

Anchor Text:

Riding Freedom

(Historical Fiction)

Paired Text

Spindletop


Mentor Sentence:

George Washington’s Teeth

Vocabulary

Reader:

Stagecoach

Travel 680L

Struggling

Reader:

Elizabeth’s

Stormy Ride

310L

On Level

Reader:

Perilous

Passage

800L

Advanced

Reader:

Come to Nicodemus

940L

EL Support Reader:

A Dangerous Trip 640L

Words with

/k/,/ng/,/kw/

risky public

track attack

topic struck

blank earthquake

question picnic

pocket banker

monkey electric

junk blanket

equal mistake

ache stomach

Vocabulary:

worthy: good enough for something churning: vigorously mixing or stirring situation: a set of circumstances swelled: got larger deserve: earn something defended: speak or write in support of something satisfied: accepting relied: depended on reputation: people’s opinions about someone or something escorted: guided or accompanied by someone

Grammar:

Adjectives

Writing:

Narrative:

Descriptive

Paragraph

Focus: Development

Vocabulary:

Figurative Language


2016-2017

20

Week 23

January 30th- February 3rd

Unit 4: Lesson 17

DOMAIN

Health and

Safety

Lesson Topic:

Service Animals

Essential

Question:

How do people

and animals

benefit each

other?

RI.4.1 Refer to

details and

examples when

explaining what the


and when drawing

inferences

RI.4.1 Determine

the main idea and

explain how it is

supported by

details/summarize

L.4.4b Use common

Greek and Latin

affixes and roots as

clues to the

meaning of a word

W.4.3c Use

transitional words and

phrases to manage the

sequence of events

W.4.4 Produce writing

in which development

and organization are


purpose, and

audience

Target

Skill:

Sequence

of Events

Main Idea and

Details

Domain-

Specific

Vocabulary

Target

Strategy:

Summarize

Fluency: intonation

Decoding: More

Sound/Spelling Changes

Read Aloud:

Let Me Be Brave

Anchor Text:

The Right Dog for the

Job

(Narrative Nonfiction)

Paired Text:

Knowing Noses:

Search-and-Rescue

Dogs

(Informational

Text)

Mentor Sentence:

Groudhog Gets a

Say

Vocabulary Reader: Animals

Helping People 940L

Struggling

Reader: Animal Doctors

710L

On Level Reader: A Rural

Veterinarian 890L

Advanced Reader:

Helping Wild Animals 1030L

EL Support

Reader:

Taking Care

of Animals

690L

Words with Final

/j/ and /s/

glance baggage

judge office

damage message

package bridge

twice chance

stage notice

carriage ridge

since manage

practice palace

marriage bandage

Vocabulary

confidence: feeling sure about abilities

graduate: to finish school or training

performs: acts

confesses: admits something is true

foster: cared for by an adult for a period

of time

patiently: waiting calmly, without getting

annoyed

disobey: not do what you are told

ceremony: a special event celebrating

something

reward: to give a person something her or

she has earned

symbol: an object that stands for

something else

Grammar:

Adverbs

Writing:

Narrative:

Friendly Letter Focus: Purpose

Vocabulary:

Suffixes: -ion, -ation,

-ition


2016-2017

21

Week 24

February 6th- 10th

Unit 4: Lesson

18

DOMAIN Cultures

Lesson Topic:

Traditional

Tales

Essential

Question:

What makes a

character

memorable?

RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text RL.4.4 Determine the meaning of words and phrases, including those that allude to characters in mythology RL.4.9 Compare and contrast the treatment of similar themes and topics L.4.1e Form and use prepositional phrases L.4.5b recognize and explain the meaning of idioms, adages, and proverbs W.4.3a orient the reader by establishing a situation and introducing a narrator or characters/organize an event sequence

Target Skill: Story

Structure

Theme

Allusion

Target Strategy: Question

Fluency:

Accuracy and Self-Correction

Decoding

Recognizing Prefixes re-,

un-, dis-

Read Aloud:

Theseus and Minotaur

Anchor Text:

Hercules’ Quest

(Myth)

Paired Text:

Zomo’s Friends

(Folktale)

Mentor

Sentence:

Somebody Love

You, Mr. Hatch

Vocabulary Reader:

Long Ago in Greece 930L Struggling

Reader: King Midas 550L

On Level Reader:

The Adventures of Perseus 660L

Advanced Reader:

The Story of Icarus 760L

EL Support

Reader: The Story of Perseus 540L

Prefixes re-, un-,dis-

unused untrue

refresh unload

dislike recall

replace displease

unpaid uneven

redo rebuild

disorder restart

unplanned uncover

distrust untidy

rewind discolor

Vocabulary: boasted: bragged ceased: stopped; brought to an end unfortunate: unlucky declared: made a statement resourceful: clever; able to solve difficult problems coerce: force devised: planned or thought up glared: stared angrily acquire: gain or get beamed: smiled broadly

Grammar: Prepositions and

Prepositional Phrases

Writing:

Narrative: Story Focus:

Elaboration

Vocabulary: Adages and

Proverbs


2016-2017

22

Week 25

February 13th-17th

Unit 4: Lesson

19

DOMAIN:

American

History

Lesson Topic:

Agriculture

Essential Question:

Why is farming important?

RI.4.1 Refer to

details and

examples when

explaining what the


and when drawing

inferences

RI.4.8 Explain how

an author uses

reasons and

evidence to support

points

L.4.1a Use relative

pronouns and

relative adverbs

L.4.4c Consult

reference materials,

both print and

digital, to find

pronunciation and

determine or clarify

meaning

W.4.5 Develop and

strengthen writing

by planning,

revising, and editing

Target Skill:

Conclusions

and

Generalization

Problem and

Solution

Idioms

Target

Strategy:

Infer/Predict

Fluency:

Stress

Decoding: More Common

Suffixes

Read Aloud:

The Father of India

Anchor Text:

Harvesting Hope: The

Story of Cesar Chavez

(Biography)

Paired Text:

The Edible Schoolyard (Informational Text)

Mentor Sentence: Voices in the Park

Vocabulary

Reader:

Tough Times

830L

Struggling

Reader:

Songs for the People 810L

On Level Reader:

The People’s

President 790L

Advanced

Reader:

The Story of

Dorothea

Lange 880L

EL Support

Reader: A President for the

People 610L

Suffixes –ful, -less,

colorful clumsiness

weakness pavement

movement peaceful

endless fondness

truthful neatness

illness speechless

cheerful statement

useless wasteful

beautiful penniless

restless treatment

Vocabulary:

drought: a time with little or no rain

dedicate: set aside for a special

purpose

overcome: defeat

capitol: a building where government

meets

association: a club or organization

violence: use of physical force

conflicts: disagreements or fights

publicity: information given to the

public to get attention

brilliant: bright and shinning

horizon: where the earth meets the

sky

Grammar:

Relative

Pronouns and

Adverbs

Writing: Personal

Narrative

Focus:

Organization

Vocabulary:

Reference Materials


2016-2017

23

Week 26

February 21st- 24th

Common

Assessments and

Get caught up on

ELA/ Social Studies

Standards

Mentor Sentence: Saturdays and Tea

Cakes

Week 27

February 27th-March 3rd

Unit 4: Lesson

20

DOMAIN:

Cultures

Lesson Topic:

Native

American

History

Essential

Question:

How do people

from different

cultures

contribute to

American

history?

RI.4.7 Interpret

information

presented visually,

orally, or

quantitatively

RL.4.5 Explain major

differences between

poems, drama, and

prose/refer to their

structural elements

L.4.2a Use correct

capitalization

L.4.5c Demonstrate

understanding of

words by relating

them to their

opposites and to

words with similar

meanings

W.4.3b Use dialogue

and description to

develop experiences

and events or show

characters’

responses

Target Skill:

Main Idea

and Details

Text Structure

Onomatopoeia

Target Strategy:

Visualize

Fluency:

Phrasing: Punctuation

Decoding: VCCV Pattern

and Word Parts

Read Aloud:

Race Against Death

Anchor Text:

Sacagawea

(Biography)

Paired Text:

Native American

Nature Poetry

(Poetry)

Mentor

Sentence:

Tikki Tikki Tembo

Vocabulary

Reader:

Lewis and

Clark’s Packing

List 810L

Struggling Reader:

John Wesley Powell 830L

On Level

Reader:

Writer from

the Prairie

830L

Advanced

Reader:

Chief

Washakie

1090L

EL Support

Reader: Laura Ingalls Wilder 640L

Word with VCCV

million canyon

collect traffic

lumber fortune

pepper danger

plastic soccer

borrow engine

support picture

thirty survive

perfect seldom

attend effort

Vocabulary: corps: a group of people interpreter: a person who translates different languages supplies: important things people need territory: land area proposed: suggested duty: a job; responsibility accompany: go with route: a path or way landmark: an important place clumsy: awkward

Grammar:

Abbreviations

Writing:

Personal

Narrative

Focus:

Conventions

Vocabulary:

Shades of Meaning


2016-2017

24

Week 28

March 6th-March 13th

Unit 5: Lesson 21

DOMAIN:

Communication

Lesson Topic:

Media

Essential Question:

How can media be a distraction

RL.4.2 Determine a theme of a story, or drama, or poem from details in the text; summarize the text RL.4.6 Compare and Contrast the point of view from which stories are narrated L.4.1d Order adjectives within sentences according to conventional patterns (e.g., a small red bag, rather than a red small bag). L.4.4a Use context as a clue to the meaning of a word or phrase W.4.2b Develop the topic with facts, definitions, details, quotations, or other information and examples W.4.9a Apply grade 4 Reading standards to literature

Target Skill:

Theme

Point of View

Idioms

Target Strategy:

Summarize

Fluency: Accuracy

Decoding:

VCV Pattern and Word Parts

Read Aloud:

Fun and Games on the

Range

Anchor Text:

The World According to

Humphrey

(Fantasy)

Paired Text:

Make the Switch (Advertisement)

Mentor Sentence:

Chicken Sunday

Vocabulary Reader:

The Truth About

Rodents 940L

Struggling

Reader:

The Magic of

Teamwork 530L

On Level Reader:

The Belton’s

Imagination 780L

Advanced

Reader:

A Dragon’s View

670L

EL Support

Reader:

Summer with

Uncle Vince 610L

Words with VCV

event siren

humor polite

rapid hotel

music protest

relief punish

planet defend

detail relay

unite habit

frozen student

figure moment

Vocabulary

blaring: making a loud noise

combination: mixture

racket: loud noise

suggest: give an idea

nocturnal: active at night

effort: hard work

promptly: right away

introduce: present something

feats: difficult actions

appreciate: see what is good

about something

Grammar:

Comparative

and

Superlative

Adjectives

and Adverbs

Writing:

Informative:

Summary

Focus:

Evidence

Vocabulary:

Using Context


2016-2017

25

Week 29

March 13th- March 17th

Unit 5: Lesson 22

DOMAIN

Civics

Lesson Topic:

Citizens’ Rights

Essential Question:

What causes change in a

community?

RI.4.1 Refer to details and examples when explaining what the text says explicitly and when drawing inferences RI.4.10 Read and comprehend informational texts L.4.5b Recognize and explain the meaning of idioms, adages, and proverbs L.4.5c Demonstrate understanding of words by relating them to their opposites and to words with similar meanings W.4.7 Conduct short research projects that build knowledge through investigation W.4.8 Recall information from experiences or gather information from print and digital sources/take notes, categorize information, and provide a list of sources

Target Skill:

Cause and Effect

Conclusions

and

Generalizations

Domain-

Specific

Vocabulary

Target

Strategy:

Infer/Predict

Fluency:

Phrasing: Pauses

Decoding: Syllable

Patterns and Word Parts

Read Aloud:

Jane’s Big Ideas

Anchor Text:

I Could Do That!

(Biography)

Paired Text:

The Role of the

Constitution

(Informational

Text)

Mentor

Sentence:

Tar Beach

Vocabulary Reader: Mill Girls

910L

Struggling Reader:

The First Woman Doctor 650L

On Level Reader:

A Champion of Change 1010L

Advanced Reader:

The Writer Who Changed

America 1000L

EL Support Reader:

Shirley Chisholm 730L

VCCV and VCV

dentist recent

final silver

finish capture

narrow cabin

shelter dinner

ahead minus

corner minute

hollow value

divide reward

famous broken

Vocabulary

intelligent: smart denied: not allowed to have approve: agree with polls: places where people vote informed: knowing about the world politics: art of government disorderly: loud or rude legislature: people who make laws amendment: a change made to a law candidates: people who may be chosen for something

Grammar:

Negatives

Writing

Informative

Writing:

Explanation

Focus: Elaboration

Vocabulary:

Adages and Proverbs


2016-2017

26

Week 30

March 27th- 31st Unit 5: Lesson 23

DOMAIN: Life Science

Lesson Topic:

Life Cycles

Essential Question:

How do forests and trees show

change?

RL.4.1 Refer to details and examples when explaining what the text says explicitly and when drawing inferences RI.4.5 Describe the overall structure of a text or part of a text L.4.3b Choose punctuation for effect L.4.4b Use common Greek and Latin affixes and roots as clues to the meaning of a word W.4.2c Link ideas within categories of information using words and phrases W.4.5 Develop and strengthen writing by planning, revising, and editing

Target Skill: Text and Graphic Features

Text Structure

Similes

Target

Strategy: Monitor/Clarify

Fluency:

Stress

Decoding: Difficult VCCV

Patterns

Read Aloud:

Deserts on the Move

Anchor Text: The Ever-Living Tree (Informational Text)

Paired Text:

Towering Trees (Poetry)

Mentor Sentence:

Amazing Grace

Vocabulary Reader:

Forever Green 930L

Struggling

Reader: Plants of the

Redwood Forest 730L

On Level Reader: Life Among the Redwoods 970L

Advanced Reader:

Gentle Redwood Giants 1160L

EL Support

Reader: Animals of the

Redwood Forest 710L

Words with VCCV

poster chicken

secret clothing

whether apron

author whiskers

rocket degree

bushel gather

agree achieve

bucket rather

ticket bracket

declare machine

Vocabulary

continent: a large area of land

dense: having many things close

together

civilized: well developed as a society

opportunities: chances to do

something

resources: things people use

independent: separate from other

things

shallow: not deep

moisture: tiny drops of water

evaporate: dry up

customs: things that people in a

society do

Grammar: Punctuation

Writing:

Informational Writing:

Procedural Composition

Focus: Organization

Vocabulary: Prefixes pre-,

inter-, ex-


2016-2017

27

Week 31

April 3rd- 7th

Unit 5: Lesson 24

DOMAIN:

Life Science

Lesson Topic:

Animal

Behavior

Essential

Question:

How can

animal

behavior be

like human

behavior?

RI.4.6 Compare

and contrast a

firsthand and

secondhand

account of the

same event or

topic

RI.4.8 Explain

how an author

uses reasons

and evidence

to support

points

RI.4.9 Integrate

information

from two texts

on the same

topic

L.4.2b Use

commas to

mark direct

speech from

text

L.4.2c Use a

comma before

a coordinating

conjunction in

a compound

sentence

W.4.10 Write

over extended

and shorter

time frames

Target

Skill:

Compare

and

Contrast

Fact and

Opinion

Author’s

Word Choice

Target

Strategy:

Analyze/

Evaluate

Fluency –

intonatio

n

Decoding

VCCCV

Pattern

Read Aloud:

New Friends in

the Newsroom

Anchor

Text:

Owen and

Mzee

(Narrative

Nonfiction)

Paired Text:

Sea Sanctuary (Informational

Text)

Mentor Sentence:

The Keeping Quilt

Vocabulary Reader:

Dangerous Waves 670L

Struggling Reader: Flying into History

790L

On Level Reader: Helen Keller’s

Lifelong Friend 810L

Advanced Reader:

Champions on Ice 840L

EL Support

Reader: Helen Keller’s Special Friend

560L

Words with VCCCV Pattern

hundred monster

supply settle

single address

middle farther

explain sample

surprise although

pilgrim turtle

sandwich athlete

instead orchard

complete kingdom

Vocabulary

exhausted: tired

intruder: someone who does not

belong

bond: close relationship

enclosure: fenced-in area

charged: ran toward

inseparable: very close

chief: most important

companion: person to spend time

with

suffered: felt pain

affection: fondness

Grammar:

Commas

Writing:

Informational:

Research Report

Focus: Purpose

Vocabulary

Suffixes –ed, -ly


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28

Week 32

April 10th- 13th

Common

Assessments

and Get caught

up on ELA/

Social Studies

Mentor Sentence: Titanicat

Week 33

April 17th- 21st

Unit 5: Lesson 25

DOMAIN:

Technology

and

Innovation

Lesson Topic:

Inventions

Essential Question:

How do inventions change the way we do

things?

SL.4.1c Pose

and respond

to questions

and make

comments

that

contribute to

the discussion

and link to

others’

remarks

L.4.1f Produce

complete

sentences,

recognizing

and correcting

fragments and

run-ons

W.4.6 with

others/demon

strate key

boarding skills

Target Skill:

Author’s

Purpose

Genre:

Science

Fiction

Formal and

Informal

Language

Target

Strategy: Question

Fluency:

Adjust Rate to Purpose

Decoding: VV Pattern

Read Aloud:

The Future of Flight

Anchor Text:

The Fun They

Had

(Science Fiction)

Paired Text:

Toys!

(Information

al Text)

Mentor

Sentence:

The Honest

to Goodness

Truth

Vocabulary Reader:

Remarkable Robots

950L

Struggling Reader:

The Linny Twins Get

Cooking 610L

On Level Reader:

A Hero Weighs In 880L

Advanced Reader:

Math Today and

Tomorrow 770L

EL Support Reader:

Dex is a Hero 610L

Words with VV

idea poet

lion science

usual diary

radio violin

liar period

poem February

India cereal

piano video

January meteor

quiet rodeo

Vocabulary centuries: hundreds of years of time progress: improvement dispute: argue mechanical: by use of machines calculated: figured out superior: better waste: something used without result inspector: person who makes sure things are working average: usual insert: put in

Grammar:

Proper Mechanics

Writing:

Informationa

l: Research

Report

Vocabulary:

Greek and

Latin Word

Parts: meter,

therm, aud, fac


2016-2017

29

Week 34 April 24th- 27th

Unit 6: Lesson 1

DOMAIN:

Life Science

Lesson Topic:

Spiders

Essential

Question:

How does

exploring

nature help

our

understanding

of the world?

Review all skills

Target Skill:

Story Structure

Target

Strategy: Visualize

Fluency –

Expression

Decoding Common

Final Sounds

Read Aloud:

The Importance of

Spiders

Anchor Text:

The Girl Who

Loved Spiders

(Realistic Fiction)

Paired Text:

Web Wise The Spider, Spider

Ropes (Informational

Text)

Mentor Sentence: Twilight Comes

Twice

There are no Leveled Readers for weeks 26-30

Final Schwa +/r/ Sounds

enter favor

banner bother

sugar fever

shower doctor

motor temper

collar actor

labor polar

finger sweater

mirror traitor

beggar Whenever

Grammar:

Making Comparisons

Writing:

Opinion Writing:

Response to

Fiction

Focus: Evidence

Vocabulary

Greek and Latin

Word Parts


2016-2017

30

Week 35 May 1st-5th

Common Assessment

s and Get caught up

on ELA/ S.S Standards

Mentor Sentence: Dandelions

Week 36

May 8th- 12th

Unit 6; Lesson 2

DOMAIN

Life Science

Lesson Topic: Amphibians

Essential Question: Why is it

important to learn about

amphibians?

Review all skills

Target Skill: Main Ideas and Details

Target

Strategy: Question

Fluency: Phrasing:

Punctuation

Decoding: More Final Syllables

Read Aloud:

Nowhere Else on Earth

Anchor Text:

Amphibian Alert!


Paired Text:

The Frog in the Milk Pail (Fable)

Mentor

Sentence: Roller Coaster

There are no Leveled Readers for weeks 26-30

Final Schwa +/l/ Sounds

title nickel

towel gentle

battle barrel

pedal model

metal tangle

simple ankle

eagle marvel

special juggle

total squirrel

trouble riddle

Grammar:

More Comparisons

Writing:

Opinion

Writing:

Journal Entry

Focus:

Elaboration

Vocabulary:

Analogies


2016-2017

31

Week 37

May 15th- 19th

Unit 6; Lesson 3

DOMAIN: The Arts

Lesson

Topic: Visual

Arts

Essential

Question:

How do

museums

teach us

about our

world?

Review all Skills

Target Skill: Fact

and Opinion

Target Strategy:

Monitor/Clarify

Fluency: Rate

Decoding: Stress in

Multisyllable Words

Read Aloud: Digging Up the

Past

Anchor Text: Museums: Worlds of Wonder

Paired Text: Making the

Most of Trash

Dinosaur Bone,

Museum Farewell

Mentor

Sentence: My School’s a

Zoo

There are no

Leveled Readers for

weeks 26-30

Three-Syllable Words

library victory

another imagine

hospital camera

example potato

deliver remember

history together

however memory

several important

vacation continue

president favorite

Grammar:

Possessive Nouns

Writing Opinion:

Public Service

Announcement Focus:

Organization

Vocabulary:

Prefixes con-,

com-, in-, im-


2016-2017

32


2016-2017

33

“I can” Statements Language

L.4.1 I can use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why) correctly

when I speak or write.

L.4.1 I can correctly write and use progressive verb tenses (e.g., I was talking, I am talking, I will be talking).

L.4.1 I can use auxiliary words to show different conditions (e.g., can, may, must).

L.4.1 I can correctly order adjectives within sentences according to conventional standard English.

L.4.1 I can correctly write and use prepositional phrases.

L.4.1 I can write complete sentences.

L.4.1 I can recognize inappropriate sentence fragments and run on sentences.

L.4.1 I can correctly use frequently confused words (e.g., to, too, two; their & there).

L.4.2 I can correctly use capitalization in all of my writing.

L.4.2 I can use commas and quotation marks appropriately in dialogue.

L.4.2 I can correctly use a comma and conjunction when connecting two simple sentences.

L.4.2 I can use an appropriate reference to help me spell fourth grade words.

L.4.3 I can choose interesting words and phrases to help others understand my ideas better.

L.4.3 I can choose various punctuation to help me convey different moods

L.4.3 I can figure out when I need to use formal speech and when I can use informal speech.

L.4.4 I can determine the meanings of unknown multiple-meaning words by using context clues.

L.4.4 I can determine the meanings of unknown words by using what I know about common Greek and Latin prefixes,

suffixes and roots.

L.4.4 I can use print and computer dictionaries to help me find the pronunciations and clarify meanings of new words or

phrases.

L.4.5 I can understand figurative language, word relationships and small shades of differences in word meanings.

L.4.5 I can explain the meaning of simple similes and metaphors in context.

L.4.5 I can recognize and explain the meaning of common idioms, adages and proverbs.

L.4.5 I can understand words by relating them to their antonyms and synonyms.

L.4.6 I can figure out and use fourth grade words that show specific actions, emotions or states of being.

L.4.6 I can figure out and use fourth grade words that are centered around a specific topic.


2016-2017

34

Reading

RL.4.1 I can explain a story by referring to details and examples in the text.

RL.4.1 I can make conclusions about an author’s meaning by thinking about the details and examples in the text (drawing

conclusions).

RL.4.2 I can figure out the theme of a piece of fiction by thinking about the details in the text.

RL.4.2 I can summarize a piece of fiction in my own words.

RL.4.3 I can use specific details in a story to help me describe a character, setting or event in the story.

RL.4.4 I can figure out the meanings of words and phrases an author uses.

RL.4.4 I can understand words that may be derived from characters found in mythology (e.g., Herculean).

RL.4.5 I can write and talk about the differences between poems, plays and fictional stories.

RL.4.5 I can refer to specific elements of poems (verse, rhythm, meter) and plays (characters, settings, descriptions,

dialogue, stage directions) when I write or talk about a piece of fiction.

RL.4.6 I can compare and contrast different stories by thinking about the different points of view.

RL.4.6 I can tell the difference between first- and third- person narrators.

RL.4.7 I can make connections between a written text and a dramatic interpretation of the same text.

RL.4.9 I can compare and contrast similar themes and events in stories, myths and traditional literature from different

cultures.

Information

RI.4.1 I can explain what a piece of nonfiction teaches me by referring to details and examples in the text.

RI.4.2 I can figure out the main idea in nonfiction by thinking about the details in the text.

RI.4.2 I can summarize a piece of nonfiction in my own words.

RI.4.3 I can explain why and how events, procedures, ideas or concepts in historical, scientific or technical texts happened

by using the information presented.

RI.4.4 I can understand the meanings of words and phrases in fourth grade science and social studies texts.

RI.4.5 I can describe how various forms of nonfiction are structured (e.g., time order, comparison, cause & effect or

problem & solution).

RI.4.6 I can compare and contrast a firsthand and secondhand account of the same event or topic.

RI.4.7 I can interpret and use information from charts, graphs, diagrams, time lines, animations or other internet

presentations to understand nonfiction.

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


2016-2017

35

RI.4.9 I can use information from two different texts on the same topic to help me write or speak knowledgeably about the

topic.

RI.4.10 I can read and understand fourth grade nonfiction.

Speaking/Listening

SL.4.1 I can effectively participate in different types of discussions and with different people.

SL.4.1 I can build on others’ ideas and express my own ideas clearly.

SL.4.1 I can come to discussions prepared to participate because I have studied appropriate materials.

SL.4.1 I can use my preparation to explore new ideas about a topic during a discussion.

SL.4.1 I can follow agreed-upon rules for discussion and carry out my assigned role.

SL.4.1 I can ask and answer questions to help me understand discussions, stay on topic and that contribute to others’ ideas

and remarks.

SL.4.1 I can think about what is discussed and explain any new thinking that I have.

SL.4.2 I can paraphrase text read aloud or information presented to me.

SL.4.3 I can identify the reasons a speaker gives to support his/her points.

SL.4.4 I can report on a topic or tell a story with correct and appropriate facts and details to support my main idea.

SL.4.4 I can speak clearly and at an understandable pace.

SL.4.5 I can create engaging audio recordings or visual displays to help me show main ideas or themes when necessary.

SL.4.6 I can figure out when to use standard formal English and when I can use informal English.

Writing

W.4.1 I can use my point of view with reasons to share my opinion.

W.4.2 I can clearly write to inform and to explain my ideas.

W.4.3 I can write stories using a clear sequence of events and descriptive details.

W.4.4 I can produce clear, developed and organized writing.

W.4.4 I can write for different purposes, audiences and topics.

W.4.5 I can plan, revise and edit my writing with the help of peers and adults.

W.4.6 I can use technology to create pieces of writing and to interact and share ideas with others.

W.4.6 I can use appropriate keyboarding skills to type one page of my writing at a time, in a single sitting.

W.4.7 I can conduct short research projects to help me learn about topics.

W.4.8 I can research and use what I have experienced to gather information.

W.4.8 I can take notes to help me organize the research in my writing.


2016-2017

36

W.4.8 I can provide a list of sources that I used for gathering information.

W.4.9 I can gather evidence from all my reading to support my writing.

W.4.10 I can write on a regular basis with stamina for different tasks, purposes, and audiences.


2016-2017

37

Additional Holiday Read Aloud Ideas

Labor Day (September 5th)

Books Activities

When I Was Little: A Four-Year-Old's Memoir of Her

Youth by: Jamie Lee Curtis (BL: 2.3 #21305)

Amelia’s Road by: Linda Altman (BL: 4.1 #17703)

The Man Who Walked Between The Towers by:

Mordicai Gerstein (BL: 3.7 #77196)

A Day’s Work by: Eve Bunting (BL: 2.7 #59580)

Invite Community leaders to share what they do to help

our community

Writing Prompts: “If I were a…” or “When I grow up…”

Thinking Maps

Columbus Day (October 10th)

Books Activities

Encounter by: Jane Yolen (BL: 4.2 #6313)

Who Was Christopher Columbus (BL: 4.2 #160146)

In 1492 by: Jean Marzollo (BL: 3.2 #18875)

You Wouldn't Want to Sail with Christopher Columbus!:

By: Fiona MacDonald, David Salariya, David Antram

(BL: 4.4 #82497)

Hudson by: Janice Weaver (BL: 7.3 #139908)

Writing Activities

Thinking Maps

http://www.amazon.com/dp/0531160602/ref=wl_it_dp_v_nS_ttl?_encoding=UTF8&colid=9XN5DAVOBGYR&coliid=I112GY2NB2VMEL


2016-2017

38

Red Coats and Petticoats by:

Halloween (October 31st)

Books Activities

The Candy Corn Contest by: Patricia Giff (BL: 2.5

#5211)

Pippi Longstocking by: Astrid Lindgren and Michael

Chesworth (BL: 5.2 #69)

Stellaluna by: Janell Cannon (BL: 3.5 #7193)

The Widow’s Broom by: Chris Van Allsburg (BL: 4.7

#6348)

The Adventures of Beekle: The Unimaginary Friend by:

by Dan Santat (BL: 2.3 #165778)

I Need My Monster by: Amanda Noll (BL: 3.0 #130382)

Click, Clack, Boo!: A Tricky Treat by: Doreen Cronin

and Betsy Lewin (BL: 2.5 #160763)

The Little Old Lady Who Was Not Afraid of Anything!

by Linda D. Williams and Megan Llo (BL: 3.5 #6495)

Skeleton Hiccups by Margery Cuyler and S.D. Schindler

(BL: 1.3 #65702)

The Biggest Pumpkin Ever! by Steven Kroll (BL: 3.5

#11160)

Creepy Carrots! by Aaron Reynolds (BL: 2.3 #151429)

Writing Activities

Thinking Maps

https://www.amazon.com/Astrid-Lindgren/e/B000AQ1STG/ref=sr_ntt_srch_lnk_1?qid=1469387802&sr=1-1

https://www.amazon.com/Chris-Van-Allsburg/e/B000APKEI8/ref=sr_ntt_srch_lnk_1?qid=1469387867&sr=1-1

https://www.amazon.com/Adventures-Beekle-Unimaginary-Friend/dp/0316199982/ref=sr_1_1?s=books&ie=UTF8&qid=1469387911&sr=1-1&keywords=Beekle





https://www.amazon.com/Megan-Lloyd/e/B000APZT6U/ref=sr_ntt_srch_lnk_1?qid=1469388295&sr=1-1


2016-2017

39

You Read to Me, I’ll Read to You: Very Short Scary

Tales to Read Together By: Mary Ann Hoberman (BL:

2.4 # 115903)

Halloween is… by: Gail Gibbons (BL: 3.6 # 61255)

The Vanishing Pumpkin by: Tony Johnston (BL: 2.4 #

145819)

Room on the Broom by: Julia Donaldson and Axel

Scheffler (BL: 3.7 # 61672)

Verdi by Janell Cannon (BL: 3.4 # 14443)

Election Day (November 8th)

Books Activities

Duck for President! by: Doreen Cronin (BL: 3.9 # 77201)

If I Ran for President! by: Catherine Stier (BL: 5.5 #

120259)

So you want to be President? by Judith St. George and

David Small (BL: 4.8 # 39885)

Grace for President by: Kelly DiPucchio (BL: 4.6 #

121418)

Amelia Bedelia’s First Vote by: Herman Parish and

Lynne Avril (BL: 3.0 # 151220)

Bad Kitty for President! by: Nick Bruel (BL: 4.5 #

148796)

My Teacher for President by: Kay Winters (BL: 1.8 #

83484)

Pepsi/Coke Activity. Melissa has the materials and

information for this! I did this during the last election.

Thinking Maps


2016-2017

40

We the Kids: The Preamble to the Constitution of the

United States by David Catrow (No AR Quiz)

Vote! by: Eileen Christelow (BL:3.8 # 69956)

Max for President by: Jarrett J. Krosoczkae (BL: 2.3 #

80675) Woodrow for President: A Tail of Voting, Campaigns,

and Elections by: Peter W. Barnes (BL: 6.2 # 34828)

The Kid Who Ran for President by Dan Gutman (BL: 4.7

# 17779)

America Votes: How Our President Is Elected by Linda

Granfield (BL: 7.8 # 121591)

Today on Election Day by Catherine Stier (BL: 5.2 #

153526)

Veterans Day (November 11th)

Books Activities

The Man Who Walked Between The Towers by:

Mordicai Gerstein (BL: 3.7 #77196)

14 Cows for America by: Carmen Deedy (BL: 4.1

#133355)

The Wall by: Eve Bunting (BL:2.4 #32248)

Writing Activities

Thinking Maps

http://www.amazon.com/gp/product/0547059736/ref=as_li_ss_tl?ie=UTF8&camp=1789&creative=390957&creativeASIN=0547059736&linkCode=as2&tag=yourmilitaryr-20







2016-2017

41

Christmas/Winter

Books Activities

The Snowy Day by: Ezra Keats (BL: 2.5 #6092)

The Best Christmas Pageant Ever! by: by Barbara

Robinson (BL: 5.1 #253)

The Family Under the Bridge by: by Natalie Savage

Carlson and Garth Williams (BL: 4.7 #467)

The Polar Express by Chris Van Allsburg (BL: 3.8

#5240)

Snowmen at Christmas by Caralyn Buehner (BL: 3.5

#102271)

Auntie Claus by Elise Primavera (BL: 3.5 #42382)

Its Christmas, David by: David Shannon (No AR Quiz)

The Christmas Wish by Lori Evert and Per Breiehagen

(BL: 4.3 161311)

The Animals' Santa by Jan Brett (BL: 3.2 #170910)

The Gingerbread Man retold by Jim Aylesworth (BL:

2.7 #29488)

Gingerbread Baby by Jan Brett (BL: 3.5 #34613)

Memoirs of an Elf by Devin Scillion (BL: 3.5 #172622)

Canned food drive

Thinking Maps


2016-2017

42

A Wish to be a Christmas Tree by Colleen Monroe (BL:

4.1 # 146826)

The Gingerbread Girl by Lisa Campbell Ernst (BL: 4.4

#110321)

Santa Claus and the Three Bears by Maria Modugno

(BL: 3.8 #162814)

Christmas in the Country by Cynthia Rylant & Diane

Goode (BL: 3.8 #71256)

How to Catch Santa by Jean Reagan (BL: 3.0 #178492)

Olive, the Other Reindeer by Vivian Walsh (BL: 3.4

#79197)

Martin Luther King, Jr. Day (January 16th) /February is Black History Month

Books Activities

The Other Side by Jacqueline Woodson and E. B. Lewis

(BL: 2.7 #46154)

Of Thee I Sing by Barack Obama (BL: 6.0 #141406)

Henry's Freedom Box : A True Story from the

Underground Railroad by Ellen Levine (BL: 3.0

#113369)

The Story of Ruby Bridges by: Robert Coles (BL: 4.4

#14855)

Find a silhouette of Martin Luther King Jr. on Google

and increase the size. Then, have kids cut it out and glue

it onto the middle of a piece of blue construction paper.

Finally, using old magazines have them hunt for words

and phrases that described what type of man MLK was

or what he stood for.

Thinking Maps


2016-2017

43

Sweet Clara and the Freedom Quilt by Deborah

Hopkinson (BL: 3.8 #9960)

Wilma Unlimited by: Kathleen Krull (BL: 5.1 #13757)

He's Got the Whole World in His Hands by Kadir Nelson

(No AR Quiz)

Who Was Martin Luther King Jr.? (BL: 5.2 #120459)

A Voice of Her Own: The Story of Phillis Wheatley,

Slave Poet by: Lasky, Kathryn (BL: 5.9 #67091)

Groundhog Day (February 2nd)

Books Activities

Groundhog Gets a Say by Pamela Curtis Swallow (BL:

3.1 #102595)

Mr. Groundhog Wants the Day Off by: by Pat Stemper

Vojta (BL: 2.6 #137501)

Groundhog Day! by Gail Gibbons (BL: 4.7 #111308)

It's Groundhog Day! by Steven Kroll and Jeni Bassett

(BL: 3.0 #129549)

Go to Sleep, Groundhog! by Judy Cox and Paul Meisel

(BL: 2.1 #71385)

Punxsutawney Phyllis by: Susanna Leonard Hill (BL: 2.9

# 89235)

Who Will See Their Shadows This Year? by Jerry

Pallotta (BL: 1.3 # 143070)

Thinking Maps


2016-2017

44

Geoffrey Groundhog Predicts the Weather by Bruce

Koscielniak (BL: 2.9 # 55951)

Substitute Groundhog by Pat Miller (BL: 2.6 # 109555)

Wake Up, Groundhog! by Susanna Leonard Hill and

Jeffrey Ebbeler (BL: 2.6 # 149719)

Valentine’s Day (February 14th)

Books Activities

Roses Are Pink, Your Feet Really Stink by Diane

DeGroat

Somebody Loves You, Mr. Hatch by: by Eileen Spinelli

Guess How Much I love You by Sam McBratney

Love You Forever by: Robert Munsch

Thinking Maps

Presidents Day (February 20th)

Books Activities


2016-2017

45

Duck for President! by: Doreen Cronin (BL: 3.9 # 77201)

If I Ran for President! by: Catherine Stier (BL: 5.5 #

120259)

So you want to be President? by Judith St. George and

David Small (BL: 4.8 # 39885)

Grace for President by: Kelly DiPucchio (BL: 4.6 #

121418)

Amelia Bedelia’s First Vote by: Herman Parish and

Lynne Avril (BL: 3.0 # 151220)

Bad Kitty for President! by: Nick Bruel (BL: 4.5 #

148796)

My Teacher for President by: Kay Winters (BL: 1.8 #

83484)

We the Kids: The Preamble to the Constitution of the

United States by David Catrow (No AR Quiz)

Vote! by: Eileen Christelow (BL:3.8 # 69956)

Max for President by: Jarrett J. Krosoczkae (BL: 2.3 #

80675) Woodrow for President: A Tail of Voting, Campaigns,

and Elections by: Peter W. Barnes (BL: 6.2 # 34828)

The Kid Who Ran for President by Dan Gutman (BL: 4.7

# 17779)

America Votes: How Our President Is Elected by Linda

Granfield (BL: 7.8 # 121591)

Today on Election Day by Catherine Stier (BL: 5.2 #

153526)

Thinking Maps








2016-2017

46

St. Patrick’s Day (March 17th)

Books Activities

Leprechaun on the Loose by: Marcia Thornton Jones and

Cyd Moore (BL: 2.6 # 123793)

The Night Before St. Patrick's Day by: Natasha Wing

and Amy Wummer (BL: 2.6 # 128253)

That's What Leprechauns Do by: Eve Bunting and Emily

Arnold McCully (BL: 3.4 # 101916)

How to Catch a Leprechaun by: Adam Wallace and

Andy Elkerton (No AR Quiz)

Thinking Maps

April Fool’s Day (April 1st)

Books Activities


2016-2017

47

April Foolishness by: Teresa Bateman (BL: 2.0 # 79659)

Arthur's April Fool by Marc Brown (BL: 2.7 # 10451)

April Fool! Watch Out at School! by Diane DeGroat

(BL: 2.8 # 129303)

Thinking Maps

Fish Fry Week (April 24th-April 27th)

Books Activities

The Pout-Pout Fish by Deborah Diesen (BL: 3.0 #

121541)

Flotsam by: David Wiesner (No AR Quiz)

Flotsam camera activity. Melissa has this and its really

neat!

The Pout-Pout Fish Activity, Susanne has a great activity

for this!

Thinking Maps

Mentor Sentence

fourth grade ela pacing guide 2016-2017 · 2016-07-26 · fourth grade ela pacing guide 2016-2017 1...

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