(books, programs, websites, apps, etc.)
RL.AS.1
-Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RL.AS.2
-Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RL.4.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.4.2Determine a theme of a story, drama, or poem from details in the text; summarize the text.

I can explain a story Unit 1, Week 4: The Horned by referring to Toad Prince details and examples Unit 2, Week 2: Coyote
School News in the text.

I can make conclusions about an author’s meaning by thinking about the details and examples
Unit 3, Week 5: Paul Bunyan
Unit 4, Week 5: Encyclopedia
Brown and the Case of the
Slippery Salamander
Unit 6, Week 3: How Tia Lola in the text (drawing conclusions).
Came to Stay
Unit 6, Week 4: A Gift from the Heart

I can figure out the theme of a piece of fiction by thinking
Unit 1, Week 1: Because of
Winn-Dixie
Unit 1, Week 3: On the Banks of Plum Creek about the details in the text.

I can figure out the theme of a piece of
Unit 1, Week 4: The Horned
Toad Prince
Unit 5, Week 3: Cliff Hanger fiction by thinking about the details in the text.
 www.fcrr.org
(More
Incredible Inferences)

Read Works- Drawing
Conclusions

Internet4Classrooms
RL4.1
 www.fcrr.org
(Sum-thing special, Summary Step-
Up)

Read Words- Theme

Internet4Classrooms
RL4.2

RL.AS.3
-Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
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).

I can figure out the theme of a piece of fiction by thinking about the details in the text.
RL.AS.4
words and phrases as they are used in a text, determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RL.AS.5
structure of texts, including how specific sentences, paragraphs, and larger portions of the text (such as section, chapters, scene, or stanza) relte to each other and the whole.
-Interpret
-Analyze the
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 ).
RL.4.5
-Explain major differences among 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.

I can figure out the theme of a piece of fiction by thinking about the details in the text.

I can figure out the theme of a piece of fiction by thinking about the details in the text.

I can write and talk about the differences between poems, plays and fictional stories.

I can write and talk about the differences between poems, plays and fictional stories.
Unit 1, Week 1: Because of
Winn-Dixie
Unit 1, Week 3: On the Banks of Plum Creek
Unit 2, Week 2: Coyote
School News
Unit 4, Week 1: The Case of the Gasping Garbage
Unit 4, Week 5: Encyclopedia
Brown and the Case of the
Slippery Salamander
Unit 5, Week 3: Cliff Hanger
Not addressed in Reading
Street
Not addressed in Reading
Street
 www.fcrr.org
(Character consideration, Check-a-
Trait, Plotting the Plot,
Plot Plan, Story Mapping)

Read Works- Character

Read Works- Setting

Read Works- Plot

Internet4Classrooms
RL4.3
 www.fcrr.org
(Get A
Clue!, Word Winner)

Internet4Classrooms
RL4.4

Interactive LA Skills
Builders

Internet4Classrooms
RL4.5
 www.fcrr.org
(Side-by-
Side Stories)

RL.AS.6
text.
-Assess how point o of view or purpose shapes the content and style of a
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.

I can compare and contrast different stories by thinking about the different points of view.
Not addressed in Reading
Street
RL.AS.7
-Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
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.
N/A RL.AS.8
-Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RL.AS.9
-Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
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
N/A

I can make connections between a written text and a dramatic interpretation of the same text.

I can compare and contrast similar themes and events in stories, myths and traditional literature from different cultures
Not addressed in Reading
Street
N/A
Unit 4, Week 1: The Case of the Gasping Garbage
 http://www.fcrr.org

ELA Flip Book

Point of View PPT
N/A
 http://www.fcrr.org
 www.readsworks.org
 www.readwritethink.org
 www.learnzillion.com
 www.fcrr.org
side stories)
(side-by-

Internet 4 Classrooms
Activities

RL.AS.10
-Read and comprehend complex literary and informational texts independently and proficiently. traditional literature from different cultures.
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.

I can read and understand fourth grade fiction including stories, dramas and poetry.
All stories
RI.AS.1
-Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
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.

I can explain what a Unit 1, Week 2: Lewis and piece of nonfiction Clark and Me teaches me by referring to details and examples in the
Unit 2, Week 1: What Jo Did
Unit 2, Week 3: Scene Two
Unit 2, Week 4: Horse text. Heroes: True Stories of
Amazing Horses
Unit 2, Week 5: So You Want to Be President?
Unit 3, Week 2: Adelina’s
Whales
Unit 3, Week 3: How Night
Came from the Sea
Unit 3, Week 4: Eye of the
Storm
Unit 4, Week 2: Encantado:
Pink Dolphin of the Amazon
Unit 4, Week 4: Seeker of
Knowledge
Unit 5, Week 2: Lost City:
The Discovery of Machu

Renaissance AR
Reports/Monitoring

Internet4Classrooms
RL4.10

Scholastic News

Read Works- Drawing
Conclusions

Internet4Classrooms RI4.1

RI.AS.2
-Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RI.4.2Determine the main idea of a text and explain how it is supported by key details; summarize the text.

I can figure out the main idea in nonfiction by thinking about the details in the text.

I can summarize a piece of nonfiction in my own words.
RI.AS.3
-Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
RI.4.3Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

I can summarize a piece of nonfiction in my own words.
Picchu
Unit 5, Week 5: Moonwalk
Unit 6, Week 1: My Brother
Martin
Unit 6, Week 2: Jim Thorpe’s
Bright Path
Unit 6, Week 5: The Man
Who Went to the Far Side of the Moon
Unit 1, Week 5: Letters Home from Yosemite
Unit 2, Week 5: So You Want to Be President?
Unit 3, Week 1: The Man
Who Named the Clouds
Unit 4, Week 2: Encantado:
Pink Dolphin of the Amazon
Unit 4, Week 3: Navajo Code
Talkers
Unit 5, Week 1:
Smokejumpers: Life Fighting
Fires
Unit 5, Week 4: Antarctic
Journal: Four Months at the
Bottom of the World
Unit 6, Week 2: Jim Thorpe’s
Bright Path
Unit 4, Week 3: Navajo Code
Talkers
Unit 6, Week 1: My Brother
Martin

Scholastic News

Read Works- Main Idea

Internet4Classrooms RI4.2

Scholastic News

Internet4Classrooms RI4.3

RI.AS.4
-Interpret words and phrases as they are used in a text, determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RI.AS.5
-Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (such as section, chapters, scene, or stanza) related to each other and the whole.
RI.4.4Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a Grade 4 topic or subject area .
RI.4.5Describe the overall structure (e.g., chronology, comparison, cause and effect, problem and solution) of events, ideas, concepts, or information in a text or part of a text.
RI.AS.6
text.
RI.AS.7
-Assess how point o of view or purpose shapes the content and style of a
-Integrate and evaluate content presented in diverse media and formats,
RI.4.6Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
RI.4.7Interpret information presented visually, orally, or quantitatively (e.g., in

I can summarize a piece of nonfiction in my own words.

I can summarize a piece of nonfiction in my own words.

I can compare and contrast a firsthand and secondhand account of the same event or topic.

I can interpret and use information from charts, graphs, diagrams, time lines,
Not addressed in Reading
Street
Unit 1, Week 5: Letters Home from Yosemite
Unit 2, Week 1: What Jo Did
Unit 3, Week 2: Adelina’s
Whales
Unit 3, Week 3: How Night
Came from the Sea
Unit 3, Week 4: Eye of the
Storm
Unit 5, Week 4: Antarctic
Journal: Four Months at the
Bottom of the World
Unit 6, Week 1: My Brother
Martin
Unit 5, Week 2: Lost City:
The Discovery of Machu
Picchu
Unit 3, Week 1: The Man
Who Named the Clouds
Unit 4, Week 4: Seeker of
Knowledge

Scholastic News

Internet4Classrooms RI4.4

Scholastic News

Internet4Classrooms RI4.5

Scholastic News

Scholastic News

Read Works- Text
Features

Internet4Classrooms RI4.7

including visually and quantitatively, as well as in words.
RI.AS.8
-Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
RI.4.8Explain how an author uses reasons and evidence to support particular points in a text.
RI.AS.9
-Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
RI.AS.10
-Read and comprehend complex literary and informational texts independently and
RI.4.9Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
RI.4.10By the end of year, read and comprehend informational texts, including animations or other internet presentations to understand nonfiction.
Unit 6, Week 5: The Man
Who Went to the Far Side of the Moon

I can explain how an author uses reasons and evidence to support particular points in a text.
Unit 1, Week 2: Lewis and
Clark and Me
Unit 2, Week 4: Horse
Heroes: True Stories of
Amazing Horses
Unit 3, Week 2: Adelina’s
Whales
Unit 3, Week 3: How Night
Came from the Sea
Unit 5, Week 1:
Smokejumpers: Life Fighting
Fires
Not addressed in Reading
Street

I can use information from two different texts on the same topic to help me write or speak knowledgeably about the topic.

I can read and understand fourth grade informational text including history, social
All stories

Scholastic News

Read Works- Author's
Purpose

Internet4Classrooms RI4.9




Colonists Activity
Teacher training video on using Venn Diagrams with standard.
Renaissance
(Reports/Monitor)

Internet4Classrooms
RI4.10
Graphic Organizers

proficiently. 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. studies, science, and technical texts.
RF.4.3Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4.3aUse combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
RF.4.4Read with sufficient accuracy and fluency to support comprehension.

I can read unfamiliar Unit 2, Week 4: Horse words that have Heroes: True Stories of more than one Amazing Horses syllable. Unit 2, Week 5: So You Want to Be President?

I can read and understand root words that also have prefixes or suffixes.

I can read unfamiliar words that have more than one syllable.
Unit 5, Week 2: Lost City:
The Discovery of Machu
Picchu
Unit 2, Week 3: Scene Two
Unit 5, Week 4: Antarctic
Journal: Four Months at the
Bottom of the World

I can read fourth grade text aloud with accuracy, expression, and appropriate rate.
Unit 1, Week 2: Lewis and
Clark and Me
Unit 1, Week 5: Letters Home from Yosemite
Unit 3, Week 5: Paul Bunyan
Unit 4, Week 2: Encantado:
Pink Dolphin of the Amazon
Unit 4, Week 3: Navajo Code
Talkers

Internet4Classrooms
RF4.3

Internet4Classrooms
RF4.3a

Internet4Classrooms
RF4.4

RF.4.4aRead onlevel text with purpose and understanding.
RF.4.4bRead onlevel prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Unit 4, Week 4: Seeker of
Knowledge
Unit 4, Week 5: Encyclopedia
Brown and the Case of the
Slippery Salamander
Unit 5, Week 2: Lost City:
The Discovery of Machu
Picchu
Unit 6, Week 1: My Brother
Martin
Unit 6, Week 4: A Gift from the Heart
Unit 5, Week 1:
Smokejumpers: Life Fighting
Fires

I can read fourth grade text with purpose and understanding.

I can read fourth grade text, including prose and poetry, aloud with accuracy, expression, and appropriate rate.
Unit 1, Week 1: Because of
Winn Dixie
Unit 1, Week 3: On the Banks of Plum Creek
Unit 1, Week 4: The Horned
Toad Prince
Unit 2, Week 1: What Jo Did
Unit 2, Week 2: Coyote
School News
Unit 2, Week 3: Scene Two
Unit 2, Week 4: Horse
Heroes: True Stories of
Amazing Horses
Unit 2, Week 5: So You Want to Be President?
Unit 3, Week 1: The Man
Who Named the Clouds
Unit 3, Week 2: Adelina’s
Whales
Unit 3, Week 3: How Night
Came from the Sea

Internet4Classrooms
RF4.4a

Internet4Classroom
RF4.4b

RF.4.4cUse context to confirm or selfcorrect word recognition and understanding, rereading as

I can use context to check my understanding of fourth grade text, and reread if
Unit 3, Week 4: Eye of the
Storm
Unit 3, Week 5: Paul Bunyan
Unit 4, Week 1: The Case of the Gasping Garbage
Unit 4, Week 2: Encantado:
Pink Dolphin of the Amazon
Unit 4, Week 3: Navajo Code
Talkers
Unit 4, Week 4: Seeker of
Knowledge
Unit 4, Week 5: Encyclopedia
Brown and the Case of the
Slippery Salamander
Unit 5, Week 1:
Smokejumpers: Life Fighting
Fires
Unit 5, Week 2: Lost City:
The Discovery of Machu
Picchu
Unit 5, Week 3: Cliff Hanger
Unit 5, Week 4: Antarctic
Journal: Four Months at the
Bottom of the World
Unit 5, Week 5: Moonwalk
Unit 6, Week 1: My Brother
Martin
Unit 6, Week 2: Jim Thorpe’s
Bright Path
Unit 6, Week 3: How Tia Lola
Came to Stay
Unit 6, Week 4: A Gift from the Heart
Unit 3, Week 2: Adelina’s
Whales
Unit 3, Week 3: How Night
Came from the Sea

Internet4Classrooms
RF4.4c

necessary.
W.AS.1
-Write arguments to support claims in an analysis of substantive topics, using valid reasoning and relevant and sufficient evidence.
W.4.1Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.AS.2Write informative and explanatory texts to examine and convey complex ideas and information clearly and
W.4.1a
-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.
W.4.1b
-Provide reasons that are supported by facts and details.
W.4.1c
-Link opinion and reasons using words and phrases
(e.g., for instance, in order to, in addition).
W.4.1dProvide a concluding statement or section related to the opinion presented.
W.4.2
-Write informative or explanatory texts to examine a topic and convey ideas and information clearly.
 necessary.
I can write an opinion piece that supports a point of view.

I can introduce a topic or name of a book, state an opinion, and create an organizational structure that supports my purpose.

I can provide reasons that are supported by facts and details.

I can use linking words to give a reason to support my opinion.
Unit 2, Week 5: So You Want to be President?
Unit 4, Week 4: Seeker of
Knowledge
Unit 5, Week 4: Antarctic
Journal: Four Months at the
Bottom of the World
Unit 2, Week 5: So You Want to be President?
Unit 4, Week 4: Seeker of
Knowledge
Unit 5, Week 4: Antarctic
Journal: Four Months at the
Bottom of the World
Unit 6, Week 2: Jim Thorpe’s
Bright Path
Unit 2, Week 5: So You Want to be President?
Unit 5, Week 4: Antarctic
Journal: Four Months at the
Bottom of the World
Unit 2, Week 5: So You Want to be President?

I can provide a concluding section or statement.
Not addressed in Reading
Street

I can clearly write to inform and to explain my ideas.
Unit 1, Week 2: Lewis and
Clark and Me
Unit 2, Week 2: Coyote
School News
Unit 2, Week 4: Horse
Heroes: True Stories of

Opinion Flip Book

Internet4Classrooms W4.2

Common Core Writing
Worksheets

accurately through the effective selection, organization, and analysis of content.
W.4.2a
-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.
W.4.2b
-Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
W.4.2c
-Link ideas within categories of information using words and phrases
(e.g., another, for example, also, because).
W.4.2d
-Use precise language and domainspecific vocabulary to inform about or explain the topic.

I can introduce a topic and group related information and include formatting and illustrations when helpful.

I can use facts, definitions, details, and quotations to develop the topic.

I can use facts, definitions, details, and quotations to develop the topic,

I can use specific vocabulary to explain a topic.
Amazing Horses
Unit 4, Week 3: Navajo Code
Talkers
Unit 6, Week 1: My Brother
Martin
Unit 1, Week 2: Lewis and
Clark and Me
Unit 2, Week 4: Horse
Heroes: True Stories of
Amazing Horses
Unit 3, Week 2: Adelina’s
Whales
Unit 3, Week 4: Eye of the
Storm
Unit 4, Week 3: Navajo Code
Talkers
Unit 6, Week 1: My Brother
Martin
Unit 2, Week 2: Coyote
School News
Unit 6, Week 1: My Brother
Martin
Not addressed in Reading
Street
Not addressed in Reading
Street

Internet4Classrooms W4.2

Internet4Classrooms W4.2

Internet4Classrooms W4.2

Internet4Classrooms W4.2

W.AS.3
-Write narratives to develop real or imagined experiences or events using effective techniques, wellchosen details, and well-structured event sequences.
W.4.2e
-Provide a concluding statement or section related to the information or explanation presented.
W.4.3
-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.4.3aOrient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event

I can provide a concluding topic or section.
Not addressed in Reading
Street

I can write stories using a clear sequence of events and descriptive details.

I can establish a situation, introduce a narrator and/or characters, and organize events.
Unit 3, Week 1: The Man
Who Named the Clouds
Unit 3, Week 2: Adelina’s
Whales
Unit 4, Week 1: The Case of the Gasping Garbage
Unit 4, Week 2: Encantado:
Pink Dolphin of the Amazon
Unit 4, Week 5: Encyclopedia
Brown
Unit 5, Week 1:
Smokejumpers: Life Fighting
Fires
Unit 5, Week 2: Lost City:
The Discovery of Machu
Picchu
Unit 5, Week 5: Moonwalk
Unit 6, Week 3: How Tia Lola
Came to Stay
Unit 6, Week 4: A Gift from the Heart
Unit 6, Week 5: The Man
Who Went to the Far Side of the Moon
Unit 1, Week 1: Because of
Winn Dixie
Unit 1, Week 3: On the Banks of Plum Creek
Unit 1, Week 4: Letters Home from Yosemite.

Internet4Classrooms W4.2

CorbettHarrison Narrative
Writing Lesson

Internet4Classrooms W4.3

ReadWriteThink- Comics to Introduce Narrative
Structure
 See also “Comic Creator” in student interactives

Internet4Classrooms
W4.3a

sequence that unfolds naturally.
W.4.3bUse dialogue and description to develop experiences and events or show the responses of characters to situations.
W.4.3c
-Use a variety of transitional words and phrases to manage the sequence of events.
W.4.3d
-Use concrete words and phrases and

I can use dialogue and description to develop experiences, events and character responses.
Unit 3, Week 1: The Man
Who Named the Clouds
Unit 3, Week 3: How Night
Came from the Sea
Unit 4, Week 1: The Case of the Gasping Garbage
Unit 4, Week 2: Encantado:
Pink Dolphin of the Amazon
Unit 4, Week 5: Encyclopedia
Brown
Unit 5, Week 1:
Smokejumpers: Life Fighting
Fires
Unit 5, Week 2: Lost City:
The Discovery of Machu
Picchu
Unit 5, Week 5: Moonwalk
Unit 6, Week 3: How Tia Lola
Came to Stay
Unit 6, Week 4: A Gift from the Heart
Unit 6, Week 5: The Man
Who Went to the Far Side of the Moon
Unit 6, Week 4: A Gift from the Heart

I can use transitional words and phrases to manage event sequences.

I can use concrete words and phrases
Unit 5, Week 3: Cliff Hanger
Unit 1, Week 1: Because of
Winn Dixie

ReadWriteThink-
Dailogue Tags

Internet4Classrooms
W4.3b

Internet4Classrooms
W4.3c

Internet4Classrooms
W4.3d

sensory details to convey experiences and events precisely. and sensory details to convey events.
W.4.3e
-Provide a conclusion that follows from the narrated experiences or events.

I can provide a conclusion that follows narrated experiences or events.
W.AS.4
-Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, audience, and purpose.
W.4.4
-Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards
22-24 above.)

I can produce clear, developed and organized writing.

I can write for different purposes, audiences and topics.
W.AS.5
-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
W.4.5
-With guidance and support from peers and adults develop and strengthen writing as

I can plan, revise and edit my writing with the help of peers and adults.
Unit 1, Week 3: On the Banks of Plum Creek
Unit 4, Week 1: The Case of the Gasping Garbage
Unit 4, Week 2: Encantado:
Pink Dolphin of the Amazon
Unit 5, Week 3: Cliff Hanger
Unit 5, Week 5: Moonwalk
Unit 6, Week 3: How Tia Lola
Came to Stay
Unit 6, Week 4: A Gift from the Heart
Not addressed in Reading
Street

ReadWriteThink- Senses with Mentor Texts

Internet4Classrooms
W4.3e

ReadWriteThink-Writing
Good Endings
Unit 1, Week 1: Because of
Winn Dixie
Unit 1, Week 2: Lewis and
Clark and Me
Unit 1, Week 3: On the Banks of Plum Creek
Unit 1, Week 4: The Horned
Toad Prince
Unit 1, Week 5: Letters Home from Yosemite.
Unit 2, Week 1: What Jo Did
Unit 2, Week 3: Scene Two
Unit 3, Week 4: Eye of the
Storm
Unit 5, Week 3: Cliff Hanger
Unit 3, Week 5: Paul Bunyan
 http://teacher.scholastic.co
m/lessonrepro/lessonplans
/nfictindex.htm
 http://www.teacherspaytea
chers.com/Product/Animal
-Writing-Report-Outline-
583179 (free resource)
 http://corbettharrison.com/ mentortext.html
(Mentor
Text for revising: Nothing
Ever Happens on 90 th
Street by Roni Schotter)

new approach.
demonstrating subject under investigation.
W.AS.6
-Use technology, including internet, to produce and publish writing and to interact and collaborate with others.
W.AS.7
-Conduct short as well as more sustained research projects based on focused questions, understanding the
W.AS.8
-Gather relevant information from multiple print and digital sources, assess needed by planning, revising, and editing.
(Editing for conventions should demonstrate command of the first three
Language standards in
Grades K-4.)
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.
W.4.7
-Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.8
-Recall relevant information from experiences or gather relevant information

I can use technology to create pieces of writing and to interact and share ideas with others.
Not addressed in Reading
Street

I can conduct short research projects to help me learn about topics.

I can research and use what I have experienced to gather information.
Not addressed in Reading
Street
Not addressed in Reading
Street
 http://www.learninggames
forkids.com/keyboarding_ games.html
 http://www.keybr.com/
 http://www.approvedwebsites.org/mytyping/typ ing/Index.html
 http://www.abcya.com/ke yboarding_practice.htm
 http://www.bbc.co.uk/sch ools/typing/
 http://www.freetypinggam
e.net/

Web 2.0 Tools

ScootPad Communication
Tools, Edmodo, Prezi, etc.
 http://www.readwritethink
.org/files/resources/interac tives/cube_creator/

Read Write Think- Taking
Notes

Read Write Think-
Organizing Information

the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
W.AS.9
-Draw evidence from literary or information texts to support analysis, reflection, and research.
W.AS.10
-Write routinely and for extended time frames from print and digital sources; take notes and categorize information, and provide a list of sources.
W.4.9
-Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.4.9a
-Apply Grade
4 Reading standards to literature (e.g.,
“Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions]”).
W.4.9b
-Apply Grade
4 Reading standards to informational texts
(e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
W.4.10
-Write routinely over extended time frames,

I can take notes to help me organize the research in my writing.

I can provide a list of sources that I used for gathering
 information.
I can gather evidence from all my reading to support my writing.

I can use evidence from literature to support analysis, reflection, and research.

I can use evidence from informational text to support analysis, reflection, and research.

I can write for a range of time and tasks.
Unit 6, Week 2: Jim Thorpe’s
Bright Path
Not addressed in Reading
Street
Not addressed in Reading
Street
Not addressed in Reading
Street
 www.readwritethink.org
(Lesson Plan- “Using
Picture Books to Teach
Characterization in
Writing Workshop”)
 www.readwritethink.org
 www.readwritethink.org

(time for research, reflection, and revision) and shorter time frames
(a single sitting or a day or two) for a range of tasks, purposes, and audiences. including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of disciplinespecific tasks, purposes, and audiences.
SL.AS.1
-Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL.4.1
-Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on
Grade 4 topics and texts , building on others’ ideas and expressing their own clearly.

I can effectively Not addressed in Reading participate in Street different types of discussions and with different people.

I can build on others’ ideas and express my own ideas clearly.

Socratic Seminars

Strategy: Turn & Talk
Plan & Video
 http://old.newteachercente
r.org/collaborativediscussions/turn-andtalk/plan

Strategy: Think Pair
Share
 http://www.readwritethink
.org/professionaldevelopment/strategyguides/using-think-pairshare-30626.html
 http://www.readingquest.o
rg/strat/tps.html
 http://www.readingrockets
.org/strategies/think-pairshare

Strategy: Listen Read
Discuss
 http://www.readingrockets
.org/strategies/listen_read
_discuss
 http://www.litandlearn.lpb
.org/strategies/strat_4lrd.p
df

SL.4.1a
-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.

I can come to discussions prepared to participate because I have studied appropriate materials.

I can use my preparation to explore new ideas about a topic during a discussion.
Unit 2, Week 5: So You Want to Be President
Unit 5, Week 4: Antarctic
Journal: Four Months at the
Bottom of the World

Sentence
Frames/Starters for
Discussions (listening and speaking frames, accountable talk, Bloom’s
Taxonomy question frames, common core question stems, Pearson text frames, simple text structure frames, & multiple sentence frames , etc.)
 http://teachersites.schoolw
orld.com/webpages/hulten
 ius/sentence.cfm

Building Common Core
Skills “
Beyond Turn &
Talk
” Article https://www.teachingchan
nel.org/blog/2013/05/22/b uilding-common-coreskills-beyond-turn-andtalk/

SL.AS.2
-Integrate and evaluate information presented in diverse
SL.4.1b
SL.4.1d
-Follow agreed-upon rules for discussions and carry out assigned roles.
SL.4.1c
-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.
-Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
SL.4.2
-Paraphrase portions of a text read aloud or information

I can follow agreedupon rules for discussion and carry out my assigned role.

I can ask and answer questions to help me understand discussions, stay on topic and that contribute to others’ ideas and remarks.

I can think about what is discussed and explain any new thinking that I have.
Unit 1, Week 3: On the Banks of Plum Creek
Unit 1, Week 5: Letters Home
From Yosemite
Unit 2, Week 4: Horse
Heroes: True Stories of
Amazing Horses
Unit 5, Week 1:
Smokejumpers: Life Fighting
Fires Unit 6, Week 3: How
Tia Lola Came to Stay
Unit 1, Week 2: Lewis and
Clark and Me
Unit 2, Week 3: Scene Two
Unit 3, Week 2: Adelina’s
Whales
Unit 3, Week 3: How Night
Came from the Sea
Unit 4, Week 4: Seeker of
Knowledge
Unit 5, Week 3: Cliff Hanger
Unit 5, Week 4: Antarctic
Journal: Four Months at the
Bottom of the World
Unit 5, Week 5: Moonwalk
Unit 6, Week 1: My Brother
Martin
Unit 6, Week 4: A Gift From the Heart
Not addressed in Reading
Street

I can paraphrase text read aloud or information
Unit 1, Week 1: Because of
Winn Dixie
Unit 3, Week 5: Paul Bunyan

Establishing rules for classroom discussion
 http://www.hrea.org/pubs/ rules-discussion.html
 http://www.litcircles.org/
Discussion/teaching.html
 http://my.hrw.com/nsmedi a/intgos/html/PDFs/Main_
Idea_and_Details_Chart.p

media and formats including visually, quantitatively, and orally.
SL.AS.3
-Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
SL.AS.4
-Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization development, and style are appropriate to task, purpose, and audience. presented in diverse media and formats, including visually, quantitatively, and orally.
SL.4.3
-Identify the reasons and evidence a speaker provides to support particular points.
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. presented to me.

I can identify the reasons a speaker gives to support his/her points.
Unit 4, Week 1: The Case of the Gasping Garbage
Unit 6, Week 1: My Brother
Martin

I can paraphrase text read aloud or information presented to me.

I can speak clearly and at an understandable pace.
Unit 1, Week 1: Because of
Winn Dixie
Unit 1, Week 4: The Horned
Toad Prince
Unit 2, Week 1: What Jo Did
Unit 2, Week 2: Coyote
School News
Unit 3, Week 1: The Man
Who Named the Clouds
Unit 4, Week 2: Encantado:
Pink Dolphin of the Amazon
Unit 4, Week 3: Navajo Code
Talkers
Unit 4, Week 4: Seeker of
Knowledge
Unit 4, Week 5: Encyclopedia
Brown
Unit 5, Week 2: Lost City:
The Discovery of Machu
Picchu
Unit 5, Week 3: Cliff Hanger
Unit 6, Week 2: Jim Thorpe’s
Bright Path
Unit 6, Week 5: The Man
Who Went to the Far Side of the Moon df
 http://www.enchantedlear
ning.com/graphicorganize rs/mainsupportingideas/
 http://my.hrw.com/nsmedi a/intgos/html/PDFs/Main_
Idea_and_Details_Chart.p
df
 http://www.enchantedlear
ning.com/graphicorganize rs/mainsupportingideas/
 http://www.eduplace.com/ graphicorganizer/
 http://www.studenthandou
ts.com/graphicorganizers.
htm
 https://www.teachervision.
com/graphicorganizers/printable/6293.
html

SL.AS.5
-Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL.4.5
-Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

I can create engaging audio recordings or visual displays to help me show main ideas or themes when necessary.
Unit 3, Week 4: Eye of the
Storm
Unit 4, Week 2: Encantado:
Pink Dolphin of the Amazon

Teachers Pay Teachers free activity

Digital/Web2.0 tools for this standard.

Audioboo and StoryKit

Another fun way to practice reading and build fluency is to have your students create their own audio books. This can be done simply with a tape recorder or audio recording feature or app
(like Audioboo http://audioboo.fm/ ) on your phone. Or, use something more sophisticated like StoryKit https://itunes.apple.com/us
/app/storykit/id329374595
?mt=8 , where a user can create an electronic storybook and record audio to accompany it.
Regardless of the method you choose, your student will be practicing what they want to record and that reading practice is critical. Sharing your audio recordings with family and friends is a great motivator too.

Audio memos and reading fluency
 http://klechleiter.blogspot.
com/2012/01/audiomemos-and-reading-

SL.AS.6
-Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal
English when indicated of appropriate.
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. (See Grade 4
Language standards 38 and 40 for specific expectations.)

I can figure out when to use standard formal English and when I can use informal English.
Not available in Reading Street
L.AS.1
-Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
L.4.1
-Demonstrate command of the conventions of
Standard English grammar and usage when writing or speaking

I can use correct Unit 1, Week 4: The Horned
English grammar Toad Prince conventions when writing or speaking.
Unit 1, Week 5: Letters Home
From Yosemite
Unit 2, Week 4: Horse
Heroes: True Stories of
Amazing Horses
Unit 2, Week 5: So You Want to Be President
Unit 3, Week 1: The Man
Who Named the Clouds
Unit 3, Week 3: How Night
Came from the Sea
Unit 3, Week 4: Eye of the
Storm
Unit 3, Week 5: Paul Bunyan
Unit 4, Week 1: The Case of the Gasping Garbage
Unit 4, Week 2: Encantado:
Pink Dolphin of the Amazon
Unit 4, Week 3: Navajo Code fluency.html

Informal/Formal English
Video and Games

L.4.1a
-Use relative pronouns ( who, whose, whom, which, that ) and relative adverbs
( where, when, why ).
L.4.1b
-Form and use the progressive (e.g., was walking; I am walking; I will be walking ) verb tenses.
L.4.1c
-Use modal auxiliaries (e.g., can, may, must ) to convey various conditions.
L.4.1d
-Order adjectives within sentences according to conventional patterns
I

I can use relative pronouns (who, whose, whom, which, that) and relative adverbs
(where, when, why) correctly when I speak or write.

I can correctly write and use progressive verb tenses (e.g., I was talking, I am talking, I will be talking).

I can use auxiliary words to show different conditions
(e.g., can, may, must).

I can correctly order adjectives within sentences according to conventional
Talkers
Unit 4, Week 4: Seeker of
Knowledge
Unit 5, Week 1:
Smokejumpers: Life Fighting
Fires
Unit 5, Week 2: Lost City:
The Discovery of Machu
Picchu
Unit 5, Week 3: Cliff Hanger
Unit 5, Week 4: Antarctic
Journal: Four Months at the
Bottom of the World
Unit 6, Week 1: My Brother
Martin
Not addressed in Reading
Street
Not addressed in Reading
Street
Not addressed in Reading
Street
Unit 5, Week 1:
Smokejumpers: Life Fighting
Fires

Internet4Classrooms L4.1

Parts of Speech game

Worksheet

Internet4Classrooms L4.1

Verb Tenses Worksheet

Worksheet

Learning Farm: Modal
Auxilaries

Learning Farm: Adjective
Order

L.AS.2
-Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
(e.g., a small red bag rather than a red small bag ).
L.4.1e
-Form and use prepositional phrases.
L.4.1f
-Produce complete sentences, recognizing and correcting inappropriate fragments and runons.*
L.4.1g
-Correctly use frequently confused words (e.g., to, too, two; there, their
L.4.2
).
-Demonstrate command of the conventions of
Standard English capitalization, punctuation, and spelling when writing. standard English.

I can correctly write and use prepositional phrases.

I can write complete sentences.
Unit 5, Week 5: Moonwalk


I can correctly use frequently confused words (e.g., to, too, two; their & there).
I can use capitalization, punctuation, and spelling correctly in my writing.
Unit 1, Week 3: On the Banks of Plum Creek
Unit 3, Week 3: How Night
Came from the Sea
Unit 3, Week 5: Paul Bunyan
Unit 5, Week 1:
Smokejumpers: Life Fighting
Fires
Unit 5, Week 2: Lost City:
The Discovery of Machu
Picchu
Unit 5, Week 5: Moonwalk
Unit 6, Week 2: Jim Thorpe’s
Bright Path
Unit 3, Week 2: Adelina’s
Whales
Unit 5, Week 1:
Smokejumpers: Life Fighting
Fires
Unit 1, Week 1: Because of
Winn Dixie
Unit 1, Week 2: Lewis and
Clark and Me
Unit 2, Week 1: What Jo Did
Unit 2, Week 2: Coyote
School News
Unit 2, Week 3: Scene Two
Unit 2, Week 4: Horse
Heroes: True Stories of
Amazing Horses
Unit 3, Week 5: Paul Bunyan

Preposition Activity

Identify Prepositions
 activity
Sentence Structure games

There Their They're worksheet

To Too Two worksheet

Multiple Conventions
Games

L.4.2a
-Use correct capitalization.

I can correctly use capitalization in all of my writing.

I can use commas and quotation marks appropriately in dialogue.
Unit 6, Week 5: The Man
Who Went to the Far Side of the Moon
Unit 2, Week 1: What Jo Did
Unit 6, Week 2: Jim Thorpe’s
Bright Path
Unit 6, Week 5: The Man
Who Went to the Far Side of the Moon
Unit 6, Week 4: A Gift From the Heart


Capitalization worksheet
Capitalization interactive games
L.4.2b
Use commas and quotation marks to mark direct speech and quotations from a text.
L.4.2c
-Use a comma before a coordinating conjunction in a compound sentence.
L.4.2d
-Spell gradeappropriate words correctly, consulting references as needed.

I can correctly use a comma and conjunction when connecting two simple sentences.

I can spell fourth grade words appropriately and consult references as needed.
Unit 1, Week 4: The Horned
Toad Prince
Unit 6, Week 3: How Tia Lola
Came to Stay
Unit 1, Week 1: Because of
Winn Dixie
Unit 1, Week 2: Lewis and
Clark and Me
Unit 1, Week 3: On the Banks of Plum Creek
Unit 1, Week 4: The Horned
Toad Prince
Unit 1, Week 5: Letters Home
From Yosemite
Unit 3, Week 1: The Man
Who Named the Clouds
Unit 3, Week 2: Adelina’s
Whales
Unit 3, Week 3: How Night
Came from the Sea
Unit 3, Week 4: Eye of the
Storm
Unit 3, Week 5: Paul Bunyan

Learning Farm: Commas

Punctuation game

Conjunction/Punctuation game

L.AS.3
-Apply knowledge of language to understand how language functions in different contexts, to make effective use of
L.4.3
-Use knowledge of language and its conventions when writing, speaking, reading, or listening.

I can use my knowledge of language and its conventions when writing, speaking, reading, or listening.
Unit 4, Week 1: The Case of the Gasping Garbage
Unit 4, Week 2: Encantado:
Pink Dolphin of the Amazon
Unit 4, Week 3: Navajo Code
Talkers
Unit 4, Week 4: Seeker of
Knowledge
Unit 4, Week 5: Encyclopedia
Brown
Unit 5, Week 1:
Smokejumpers: Life Fighting
Fires
Unit 5, Week 2: Lost City:
The Discovery of Machu
Picchu
Unit 5, Week 3: Cliff Hanger
Unit 5, Week 4: Antarctic
Journal: Four Months at the
Bottom of the World
Unit 5, Week 5: Moonwalk
Unit 6, Week 1: My Brother
Martin
Unit 6, Week 2: Jim Thorpe’s
Bright Path
Unit 6, Week 3: Tia Lola
Came to Stay
Unit 6, Week 4: A Gift From the Heart
Unit 6, Week 5: The Man
Who Went to the Far Side of the Moon
Unit 3, Week 2: Adelina’s
Whales
Unit 4, Week 5: Encyclopedia
Brown

choices for meaning and style, and to comprehend more fully when reading or listening.
L.4.3a
-Choose words and phrases to convey ideas precisely.*
L.4.3b
-Choose punctuation for effect.
L.AS.4
-Determine or clarify the meaning of unknown and multiplemeaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L.4.3c
-Differentiate between contexts that call for formal English
(e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
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.

I can choose interesting words and phrases to help others understand my ideas better.

I can choose various punctuation to help me convey different moods.

I can figure out when I need to use formal speech and when I can use informal speech.
Unit 2, Week 1: What Jo Did
Unit 2, Week 3: Scene Two
Unit 4, Week 2: Encantado
Unit 4, Week 5: Encyclopedia
Brown
Unit 1, Week 1: Because of
Winn Dixie
Not addressed in Reading
Street

I can determine the meanings of unknown multiplemeaning words by using context clues.
Unit 1, Week 1: Because of
Winn Dixie
Unit 1, Week 2: Lewis and
Clark and Me
Unit 1, Week 3: On the Banks of Plum Creek
Unit 2, Week 2: Coyote
School News
Unit 2, Week 3: Scene Two
Unit 2, Week 4: Horse
Heroes: True Stories of
Amazing Horses
Unit 2, Week 5: So You Want to Be President?
Unit 3, Week 1: The Man
Who Named the Clouds
Unit 3, Week 3: How Night
Came from the Sea
Unit 4, Week 2: Encantado:

Writing Format and Style
Video and Activities

L.4.4a
-Use context
(e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

I can determine the meanings of unknown multiplemeaning words by using context clues.
Pink Dolphin of the Amazon
Unit 4, Week 3: Navajo Code
Talkers
Unit 4, Week 4: Seeker of
Knowledge
Unit 4, Week 5: Encyclopedia
Brown
Unit 5, Week 3: Cliff Hanger
Unit 6, Week 2: Jim Thorpe’s
Bright Path
Unit 6, Week 3: How Tia Lola
Came to Stay
Unit 6, Week 4: A Gift From the Heart
Unit 6, Week 5: The Man
Who Went to the Far Side of the Moon
Unit 1, Week 4: The Horned
Toad Prince
Unit 2, Week 1: What Jo Did
Unit 3, Week 1: The Man
Who Named the Clouds
Unit 3, Week 2: Adelina’s
Whales
Unit 3, Week 3: How Night
Came from the Sea
Unit 4, Week 1: The Case of the Gasping Garbage
Unit 4, Week 2: Encantado:
Pink Dolphin of the Amazon
Unit 4, Week 5: Encyclopedia
Brown
Unit 5, Week 3: Cliff Hanger
Unit 5, Week 5: Moonwalk
Unit 6, Week 3: How Tia Lola
Came to Stay
Unit 6, Week 4: A Gift From the Heart
Unit 6, Week 5: The Man
 www.fcrr.org
(Looking for Meaning, Context
Clues)

Context Clues worksheet

(website has additional context clues worksheets)

L.4.4b
-Use common, grade-appropriate
Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph ).
L.4.4c
-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.

I can determine the meanings of unknown words by using what I know about common
Greek and Latin prefixes, suffixes and roots.

I can use print and computer reference materials to help me find the pronunciations and clarify meanings of new words or phrases.
Who Went to the Far Side of the Moon
Unit 1, Week 1: Because of
Winn Dixie
Unit 1, Week 5: Letters Home
From Yosemite
Unit 2, Week 1: What Jo Did
Unit 2, Week 3: Scene Two
Unit 3, Week 4: Eye of the
Storm
Unit 3, Week 5: Paul Bunyan
Unit 4, Week 4: Seeker of
Knowledge
Unit 5, Week 2: Lost City:
The Discovery of Machu
Picchu
Unit 5, Week 3: Cliff Hanger
Unit 5, Week 4: Antarctic
Journal: Four Months at the
Bottom of the World
Unit 6, Week 1: My Brother
Martin
Unit 1, Week 3: On the Banks of Plum Creek
Unit 2, Week 2: Coyote
School News
Unit 2, Week 4: Horse
Heroes: True Stories of
Amazing Horses
Unit 2, Week 5: So You Want to Be President?
Unit 4, Week 3: Navajo Code
Talkers
Unit 5, Week 1:
Smokejumpers: Life Fighting
Fires
Unit 6, Week 2: Jim Thorpe’s
Bright Path
 www.fcrr.org
(Make It
Meaningful, Rooting for
Meaning, Meaningful
Affixes)
 www.fcrr.org
(Meaning
Extender)

Define Write Draw template

L.AS.5
-Demonstrate understanding of figurative language, word relationships, and nuances in meaning.
L.AS.6
-Acquire and accurately use a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening; demonstrate
L.4.5
-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.4.5a
meaning of simple similes and metaphors
(e.g.,
-Explain the as pretty as a picture ) in context.
L.4.5b
-Recognize and explain the meaning of common idioms, adages, and proverbs.
L.4.5c
-Demonstrate understanding of words by relating them to their opposites
(antonyms) and to words with similar but not identical meanings
(synonyms).
L.4.6
-Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases, including those that signal precise actions,

I can understand figurative language, word relationships and small shades of differences in word meanings.

I can explain the meaning of simple similes and metaphors in context.
Unit 2, Week 1: What Jo Did
Not addressed in Reading
Street

I can recognize and explain the meaning of common idioms, adages and proverbs.

I can understand words by relating them to their antonyms and synonyms.
Not addressed in Reading
Street
Unit 1, Week 4: The Horned
Toad Prince
Unit 4, Week 1: The Case of the Gasping Garbage
Unit 4, Week 5: Encyclopedia
Brown
Unit 5, Week 5: Moonwalk

I can figure out and use fourth grade words that show specific actions, emotions or states of being.
Unit 1, Week 1: Because of
Winn Dixie
Unit 1, Week 2: Lewis and
Clark and Me
Unit 1, Week 3: On the Banks of Plum Creek
Unit 1, Week 4: The Horned
Toad Prince
 http://www.readworks.org
/lessons/grade4/figurativelanguage
 http://corbettharrison.com/ lessons/Extending-
Metaphors.htm
 http://www.readworks.org
/lessons/grade4/figurativelanguage

Identifying meanings of similes

(website has additional worksheets for similes and metaphors)
 http://www.readworks.org
/lessons/grade4/figurativelanguage

Idioms worksheet
 www.fcrr.org
(Synonym-
Antonym Creations)

Synonyms worksheet

Antonyms worksheet

Vocabulary Building
Interactive Games

independence in gathering vocabulary knowledge.
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).
Unit 1, Week 5: Letters Home
From Yosemite
Unit 2, Week 1: What Jo Did
Unit 2, Week 2: Coyote
School News
Unit 2, Week 3: Scene Two
Unit 2, Week 4: Horse
Heroes: True Stories of
Amazing Horses
Unit 2, Week 5: So You Want to Be President?
Unit 3, Week 1: The Man
Who Named the Clouds
Unit 3, Week 2: Adelina’s
Whales
Unit 3, Week 3: How Night
Came from the Sea
Unit 3, Week 4: Eye of the
Storm
Unit 3, Week 5: Paul Bunyan
Unit 4, Week 1: The Case of the Gasping Garbage
Unit 4, Week 2: Encantado:
Pink Dolphin of the Amazon
Unit 4, Week 3: Navajo Code
Talkers
Unit 4, Week 4: Seeker of
Knowledge
Unit 4, Week 5: Encyclopedia
Brown
Unit 5, Week 1:
Smokejumpers: Life Fighting
Fires
Unit 5, Week 2: Lost City:
The Discovery of Machu
Picchu
Unit 5, Week 3: Cliff Hanger
Unit 5, Week 4: Antarctic
Journal: Four Months at the

Bottom of the World
Unit 5, Week 5: Moonwalk
Unit 6, Week 1: My Brother
Martin
Unit 6, Week 2: Jim Thorpe’s
Bright Path
Unit 6, Week 3: Tia Lola
Came to Stay
Unit 6, Week 4: A Gift From the Heart
Unit 6, Week 5: The Man
Who Went to the Far Side of the Moon