Grade 4
AmplifyCKLA
NESSE
EN
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Hello, Tennessee Educator!
Your time is important, so Amplify created the Amplify CKLA Teacher Planner
to assist you in planning daily, weekly, and unit level instruction. The Teacher
Planner brings together several resources, including yearly pacing guides,
individual lessons and objectives, standards alignments and checklists, and
much more. This planner was designed with you in mind—to ensure that your
planning is easy and efficient.
Each page in the Lesson Planning Pages includes five days of Amplify CKLA
instruction, listing brief lesson objectives, formative assessment objectives,
and lesson standards*. In each two-page spread, you will see two weeks’ of
lessons. There is space in each lesson for your own notes. Another feature on
the lesson pages is a chart from the Year-Long Pacing Guide to help keep you on
track during the school year. In specific lessons you will see icons (described
below) to indicate where multimedia and/or reading resources can be used to
enhance learning. These resources are located on the Amplify CKLA Teacher
Resource site and can be downloaded or projected as appropriate.
Below is a list of the resources in the planner:
• Year-long Pacing Guide
• Lesson Planning Pages
Additional Resources:
• Spelling Word List
• Master Supply List
• Standards Alignments
• Standards Checklist
• Four-Year Calendar
• Contacts
• Notes
* Some recurring standards may not be listed in each lesson. Please check the TN Standards Alignments in Additional Resources.
AmplifyCKLA
1
Amplify CKLA Multimedia and Reading Resources
The icons listed below appear throughout the planner lessons to indicate when
specific multimedia and/or reading resources can be used to enhance learning.
These resources are on the Amplify CKLA Teacher Resource site and can be
downloaded or projected as appropriate.
Essential Questions and Writing Prompts
The Essential Questions and Prompts guides for Grades 3–5 contain
essential and guiding questions for each unit. Each guide features
questions, writing prompts, and activities that enable students
to engage meaningfully with new information and ideas covered
in each unit and express what they’ve learned with creative and
collaborative projects. Use these throughout the unit to enrich
students’ understanding of the content area.
Vocabulary Lessons
Projectable Vocabulary Lessons contain additional vocabulary
instruction that builds on program content. Each mini-lesson aligns
to Amplify CKLA domain vocabulary words and skills and consists
of projectable, direct instruction that may be implemented with
minimal advance preparation.
2
How Amplify CKLA meets the Tennessee instructional shifts
The Tennessee standards for English Language Arts support the three key
ELA instructional shifts to prepare students to be college and career ready:
1) regular practice with complex text and its academic vocabulary; 2) reading
and writing grounded in evidence from literary and informational text; and
3) building knowledge through content-rich literary and informational text.
Amplify CKLA’s instructional design is completely aligned with the Tennessee
instructional shifts because both Amplify CKLA and the shifts are based on the
same research and concept base.
1
Regular practice with complex texts and its academic vocabulary
Exposure to complex texts is crucial in developing students’ knowledge
base and vocabulary skills. In Amplify CKLA K–2, students engage with
complex text daily during the interactive Read-Aloud in the Knowledge
Strand. In the Amplify K–2 Skills Strand, students read increasingly
complex texts that keep appropriate pace with their decoding development.
By Grade 3, students are increasingly reading grade-level complex text
independently. They also continue to be exposed to above-grade ReadAlouds. In Grades 4 and 5, students are exclusively reading grade-level
complex text that increases in challenge from the beginning to the end
of the grade. Vocabulary instruction in Amplify CKLA focuses on building
academic vocabulary using both explicit and implicit approaches.
2
Reading and writing grounded in evidence from literary and
informational text
3
Building knowledge through content-rich literary and
informational text.
The overwhelming majority of questions, tasks, and assignments in Amplify
CKLA materials are text-dependent. Students are asked daily in reading
instruction, both in discussion and through short and longer-answer written
responses, to answer questions requiring evidence from a text. Student
writing frequently incorporates textual evidence that must be gathered,
recorded, and/or categorized prior to planning and drafting. Students also
write in response to text in assignments that ask them to support their
claim or opinion with evidence from the text.
The organizing framework of Amplify CKLA’s units is a focus on domains or
topics of study. This creates a context in which knowledge, vocabulary, and
comprehension development are built hand-in-hand. Students gain deeper
understanding about a wide array of topics through a balance of literary and
informational texts addressing literature, culture, science, and American
and world history.
AmplifyCKLA
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4
Lesson Planning
PreK
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
All About Me
Nursery
Rhymes and
Fables
Fables and
Stories
Fairy Tales and
Tall Tales
Classic Tales
Personal
Narratives
Personal
Narratives
Families and
Communities
The Five
Senses
The Human
Body
Early Asian
Civilizations
Animal
Classification
Empires in the
Middle Ages
Early
American
Civilizations
Animals
Stories
Different
Lands, Similar
Stories
The Ancient
Greek
Civilization
The Human
Body: Systems
and Senses
Poetry
Poetry
Plants
Plants
Early World
Civilizations
Greek Myths
The Ancient
Roman
Civilization
Eureka!
Student
Inventor
Adventures of
Don Quixote
Habitats
Farms
Early
American
Civilizations
The War of
1812
Light and
Sound
Geology
The
Renaissance
Classic Tales
Native
Americans
Astronomy
Cycles in
Nature
The Viking Age
Contemporary
Fiction:
The House on
Mango Street
The
Reformation
Important People
in American
History
Kings and
Queens
The History of
the Earth
Westward
Expansion
Astronomy:
Our Solar
System and
Beyond
American
Revolution
A Midsummer
Night’s Dream
Seasons and
Weather
Animals and
Habitats
Insects
Native
Americans:
Regions and
Cultures
Treasure Island
Native
Americans
Columbus and
the Pilgrims
Fairy Tales
The U.S.
Civil War
Early
Explorations of
North America
Colonial
Towns and
Townspeople
A New Nation:
American
Independence
Human Body:
Building
Blocks and
Nutrition
Colonial
America
Taking Care
of the Earth
Frontier
Explorers
Immigration
Ecology
Presidents
and American
Symbols
Chemical
Matter
Fighting for a
Cause
AmplifyCKLA
5
6
Grade 4 Pacing Guide
Week 1
1
2
Week 2
3
4
5
1
2
Week 3
3
4
5
1
2
Week 4
3
4
5
1
2
Week 5
3
4
5
BOY
Unit 1: Personal Narratives
1
2
Week 6
3
PP
4
5
1
2
3
4
5
Unit 2: Middle Ages | Part 1
* The Contraption
Quest: Unit 1
Week 7
1
2
Week 8
3
4
5
1
2
Week 9
3
4
5
1
PP
Unit 2: Middle Ages | Part 1
2
Week 10
3
4
5
1
2
3
Week 11
4
5
1
2
Week 12
3
4
PP
Unit 2: Middle Ages | Part 2
5
1
2
3
4
5
4
5
4
5
Unit 3: Poetry
* The
Contraption
Quest: Unit 2
Week 13
1
2
3
Week 14
4
5
1
2
Week 15
3
4
5
1
2
PP
Unit 3: Poetry
3
Week 16
4
5
1
1
2
3
Unit 5
5
2
3
2
Week 21
3
MOY
Week 25
1
1
4
5
5
1
2
3
1
2
3
1
2
3
4
5
Week 27
4
5
Week 32
4
Unit 8
5
1
2
3
EOY
1
2
3
4
5
1
2
3
Unit 5: Geology
Week 22
1
2
3
Week 23
4
5
1
2
3
Week 28
4
5
1
PP
Unit 7: American Revolution
Week 31
5
1
2
3
Week 24
4
Unit 6: Contemporary Fiction with excerpts from
The House on Mango Street
PP
Week 26
4
4
Week 18
* The
Contraption
Quest: Unit 4
Week 20
4
3
Unit 4: Eureka!
* The Contraption
Quest: Unit 3
Week 19
2
Week 17
2
3
5
5
1
2
3
2
PP
Week 29
4
1
3
Unit 7
Week 30
4
5
1
2
3
4
5
Unit 8: Treasure Island
Week 33
4
5
1
2
3
4
5
PP
* Please note that The Contraption Quest is represented at the end of units 1–4. We recommend completing the Quest units by the time they are
listed on the Pacing Guide. Do not wait until the end of a unit to begin the Quest; it is designed for integration into instructional time through-out the
core units as best suits individual classes.
AmplifyCKLA
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8
Unit 1
Quest: Unit 1
Unit 2, P1
Unit 1
Day 5
Unit 2, P1
Quest: Unit 1
Day 4
4.RI.CS.5, 4.W.TTP.3a, 4.W.TTP.3b, 4.SL.CC.1
Formative Assessment: AP 3.1, AP 3.3, AP 3.4
4.SL.CC.2, 4.RI.KID.1, 4.W.PDW.4
Formative Assessment: AP 4.1, AP 4.2, AP 4.3
4.RI.KID.2, 4.SL.PKI.4, 4.W.TTP.3
Formative Assessment: AP 5.1, Teacher
Resources, AP 5.3
• Outline sequence of events
• Write a paragraph using sensory details
• Make predictions based on listening to narratives
• Present memory to partner
• Identify sensory details
• Describe events of “How to Eat a Guava”
Lesson 5 Cooking Up Memories
Unit 1
4.RI.KID.2, 4.RI.KID.1, 4.SL.CC.3, 4.W.TTP.1
• Write a paragraph about someone who
changed them
Lesson 4 Sensory Details
Unit 1
4.W.TTP.3, 4.SL.CC.1, 4.RI.KID.1, 4.W.RBPK.9
5
• Write an opinion paragraph
• Write six-word memories
Formative Assessment: AP 2.1, AP 2.2, Teacher
Resource, AP 2.4
• Identify peers’ opinions and supporting evidence
• Infer information from memories
Formative Assessment: AP 1.1, AP 1.2, AP 1.3,
AP 1.4
• Describe character traits using text evidence
• Define personal narrative
Lesson 2 Character Traits
Unit 1
• Describe main argument in “A Good Lie”
2
• Write a paragraph about a memory
Lesson 1 Introduction to Personal Narratives
Unit 1
• Summarize a text
4
1
• Explain how and why a character changed
Lesson 3 Cause and Effect
Unit 1
Unit 2: Empires in the Middle Ages
Beginning-of-Year Assessment
Unit 1: Personal Narratives
3
W6
W5
BOY
Unit 1
W3
W4
Unit 1
W2
Day 3
Unit 1
Day 2
W1
Day 1
WEEK ONE
9
4
1
4.RI.KID.1, 4.RI.CS.5, 4.W.TTP.3d
Formative Assessment: AP 6.1, AP 6.2, AP 6.4,
AP 6.6
4.RI.KID.1, 4.W.TTP.3a, 4.W.TTP.3b
Formative Assessment: AP 9.1, Teacher
Resources, AP 9.3
4.FL.VA.7bi, 4.RI.KID.1, 4.W.TTP.3c
Formative Assessment: AP 10.1, AP 10.2, AP 10.4
• Include similes and metaphors in personal
narratives
• Interpret and analyze simile or metaphor
• Listen to narratives, provide constructive
feedback
• Draft introduction to personal narratives
• Identify and explain similes and metaphors
Lesson 10 Similes and Metaphors
• Infer character traits from actions
Lesson 9 Action!
Unit 1
Unit 1
Formative Assessment: AP 7.1, AP 7.2, AP 7.5
• Write narrative including dialogue
5
• Use transition words in planning narrative
• Punctuate dialogue
4.FL.VA.7c, 4.RI.KID.1, 4.FL.SC.6g, 4.W.TTP.3c
• Describe chronology of personal narrative
• Describe character traits using quotes
Lesson 7 Chronology and Transition Words
Unit 1
• Explain what text says
2
• Determine meaning of vocabulary
Lesson 6 Dialogue
Unit 1
WEEK TWO
3
4.RI.KID.1, 4.RI.CS.6, 4.W.RBPK.8
AmplifyCKLA
Formative Assessment: AP 8.2, AP 8.3, AP 8.4
• Complete planning personal narratives
• Compare firsthand and secondhand accounts
• Identify details that demonstrate narrator’s
feelings
Lesson 8 Supporting Sentences
Unit 1
10
Unit 2, P1
Unit 1
Day 5
Unit 2, P1
Unit 2, P2
Quest: Unit 1
Day 4
4.RI.KID.2, 4.W.TTP.3e
Formative Assessment: AP 13.1, AP 13.2
• Compose conclusions for personal narratives
• Learn about strong conclusions, analyze
conclusion
Lesson 13 Conclusions: Finishing Strong
Unit 1
Unit 2: Empires in the Middle Ages
Beginning-of-Year Assessment
Unit 1: Personal Narratives
3
W8
Unit 2, P1
W7
Unit 1
Day 3
Unit 2, P1
Quest: Unit 1
Unit 1
BOY
Day 2
W6
W5
W4
W3
Day 1
WEEK THREE
4
1
4.SL.CC.1, 4.W.PDW.4, 4.W.PDW.5
Formative Assessment: Teacher Resources,
AP 14.2, AP 14.3
• Offer peer feedback, revise personal narratives
• Prepare for and conduct interviews
Lesson 14 Revising Personal Narratives
Unit 1
4.RI.CS.5, 4.W.TTP.3
Formative Assessment: AP 11.1, AP 11.2, AP 11.3
• Replace nondescript verbs with vital verbs
• Draft second paragraph of personal narratives
• Identify details, analyze cause and effect, use
descriptive words
Lesson 11 Using Detail in Writing
Unit 1
5
2
4.W.PDW.5, 4.SL.CC.1
Formative Assessment: AP 15.1, Teacher
Resources
• Prepare for and conduct interviews about
personal narratives
• Use self-evaluation and revision checklist to
complete final work
Lesson 15 Sharing Your Work
Unit 1
4.RI.KID.1, 4.W.TTP.3, 4.W.PDW.5
Formative Assessment: AP 12.1, AP 12.2, AP 12.3
• Revise personal narrative drafts
• Identify and use textual details
Lesson 12 It’s All in the Details
Unit 1
11
4
1
The Contraption Quest: Unit 1
Pausing Point Day 1
Unit 1
Beginning-of-Year Assessment Day 1
Unit 1
WEEK FOUR
5
2
The Contraption Quest: Unit 1
Pausing Point Day 2
Unit 1
Beginning-of-Year Assessment Day 2
Unit 1
3
AmplifyCKLA
Beginning-of-Year Assessment Day 3
Unit 1
12
Unit 2, P2
W10
3
4.RI.KID.1, 4.FL.SC.6, 4.FL.PWR.3a, 4.W.RBPK.9
Formative Assessment: AP 2.4, AP 2.5, AP 2.6
• Use a graphic organizer, produce clear and
coherent writing
4.RI.IKI.7, 4.RI.KID.1
4.RI.KID.3, 4.W.TP.2
Formative Assessment: AP 2.6
• Draft an informative paragraph
• Use knowledge of prefixes, read and interpret
unfamiliar words
Formative Assessment: AP 1.1
Lesson 3 Writing an Informative Paragraph
about Lords
Unit 2 | Part 1
The Contraption Quest: Unit 1
Pausing Point Day 4
Unit 1
• Explain concept of feudalism as way of life
5
2
• Identify nouns and adjectives
Lesson 2 Lords and Serfs
Unit 2 | Part 1
The Contraption Quest: Unit 1
Pausing Point Day 3
Unit 1
• Paraphrase information from Reader
4
1
• Explain relationship between lords and serfs
Quest: Unit 2
Unit 2, P2
Day 5
• Sequence five events on timeline
Lesson 1 The Middle Ages
Unit 2 | Part 1
Day 4
Unit 2, P1
Unit 2: Empires in the Middle Ages
Beginning-of-Year Assessment
Unit 2, P2
Unit 2, P1
W9
W8
Unit 2, P1
W7
Day 3
Unit 2, P1
Quest: Unit 1
Unit 1
Day 2
W6
W5
Day 1
WEEK FIVE
13
4
1
Unit 2 | Part 1
4.RI.KID.1, 4.SL.CC.1, 4.W.RBPK.9
4.RI.KID.1, 4.SL.CC.1, 4.W.RBPK.9, 4.W.TTP.1b
Formative Assessment: AP 8.1
• Use text to support opinions
• Produce clear and coherent writing comparing
medieval lives
Formative Assessment: AP 7.2
• Participate in small group discussion, cite
evidence from text
Lesson 8 Positive Aspects of Life in the
Middle Ages
• Discuss influence of the church on daily lives
of people
Lesson 7 The Power of the Church in the
Middle Ages
Unit 2 | Part 1
AmplifyCKLA
4.RI.KID.1, 4.SL.CC.1, 4.FL.SC.6, 4.FL.PWR.3
4.RI.KID.1, 4.RI.KID.3, 4.FL.SC.6d, 4.FL.PWR.3a, 4.W.RBPK.9
• Use knowledge of morphology and prefixes to
read and interpret unknown words
• Correctly use words to, too, two
4.RI.KID.1, 4.FL.VA.7c, 4.SL.CC.1, 4.W.TP.2, 4.W.RBPK.9
• Refer to examples of medieval towns changing
way of life
Lesson 6 Manors and Towns
Unit 2 | Part 1
• Demonstrate understanding of adverb and its
function
3
Formative Assessment: AP 5.2, AP 2.6
• Draft informative paragraph
• Answer questions about medieval towns
Lesson 5 Towns in the Middle Ages
Unit 2 | Part 1
Formative Assessment: AP 6.1, AP 6.2, AP 6.3
5
2
Formative Assessment: AP 4.2, AP 4.4, AP 4.5,
AP 2.6
• Produce clear and coherent writing
• Use knowledge of prefixes and root words, read
and interpret unfamiliar words
• Form and use prepositional phrases
• Explain why knights and castles were needed in
Middle Ages
Lesson 4 Knights and Castles
Unit 2 | Part 1
WEEK SIX
14
Unit 2, P1
Day 3
Unit 3
Unit 3
• Paraphrase facts from text
Formative Assessment: AP 10.3
4.RI.KID.3, 4.W.TTP.1b, 4.W.TTP.1e
• Identify and use words with root arch
• Spell targeted words
Formative Assessment: AP 11.2, AP 11.3
4.RI.KID.3, 4.FL.SC.6, 4.FL.VA.7aii, 4.FL.WC.4a
• Identify subject and predicate
• Evaluate positive and negative actions King
Henry II took
Lesson 12 Two Views on King Henry II
Unit 2 | Part 1
4.RI.IKI.8, 4.FL.SC.6, 4.FL.PWR.3, 4.FL.VA.7a
Formative Assessment: AP 9.2, AP 9.3, AP 9.4
• Discuss effect King Henry II had on England
Lesson 11 Introduction to King Henry II
Unit 2 | Part 1
Unit 3: Poetry
Unit 2: Empires in the Middle Ages
3
W12
W11 Unit 2, P2
Q: U2
Quest: Unit 2
• Demonstrate understanding of spelling words
Unit 2, P2
W10
4.RI.KID.1, 4.W.TTP.1
Formative Assessment: AP 13.2, AP 13.4
• Draft and edit persuasive paragraph
• Evaluate importance of Magna Carta
Lesson 13 Magna Carta
Unit 2 | Part 1
4.FL.SC.6, 4.RI.KID.1, 4.W.TTP.1
Formative Assessment: AP 10.1, AP 10.2, AP 10.3
• Plan persuasive paragraph
5
Lesson 10 Persuasive Paragraph
Unit 2 | Part 1
• Demonstrate knowledge of correct spelling
2
• Use textual evidence to support author’s claim
Lesson 9 The Battle That Changed History
Unit 2 | Part 1
• Answer questions about Battle of Hastings
4
1
• Use knowledge of morphology and prefixes to
read and interpret unknown words
Unit 2, P2
Day 5
• Distinguish need for adjective or adverb
Day 4
Unit 2, P2
Unit 2, P1
Day 2
W9
W8
W7
Day 1
WEEK SEVEN
15
4
1
Pausing Point 1 Day 2
Unit 2 | Part 1
4.RI.KID.3, 4.FL.SC.6, 4.FL.VA.7aii, 4.FL.WC.4a
Formative Assessment: AP 14.2, AP 14.3, AP 14.4,
AP 14.5
• Practice spelling targeted words
• Select correct words with root arch
• Identify parts of speech, subjects, predicates
• Identify impact of Middle Ages on our lives today
Lesson 14 A Changing World
Unit 2 | Part 1
WEEK EIGHT
5
2
4.RI.KID.3, 4.RI.KID.1
Formative Assessment: AP 16.1, AP 16.2
• Answer questions about information in text
• Place major events on timeline and map
Lesson 16 Introduction to the Islamic Empire
Unit 2 | Part 2
Lesson 15 Mid-Unit Assessment
Unit 2 | Part 1
3
Pausing Point 1 Day 1
Unit 2 | Part 1
AmplifyCKLA
16
Unit 3
Quest: Unit 3
4
Formative Assessment: AP 20.1, AP 20.2,
AP 20.3, AP 20.4, AP 20.5
• Pronounce and use spelling words in sentences
4.RI.IKI.7, 4.FL.SC.6, 4.FL.VA.7aii, 4.FL.VA.7a
Formative Assessment: AP 19.1, AP 19.2, AP 19.3,
AP 19.4, AP 19.5
4.RI.KID.1, 4.W.RBPK.8
• Collect details to plan historical fiction pieces
• Use words with root graph
• Generate four types of sentences
• Answer questions about two major branches
of Islam
Lesson 20 A Civil War
Unit 2 | Part 2
• Present annotated diagram of Battle of Yarmouk
Lesson 19 Battle of Yarmouk
Unit 2 | Part 2
Unit 4: Eureka! Student Inventor
Unit 3: Poetry
Unit 2: Empires in the Middle Ages
3
W14
4.RI.KID.1, 4.FL.SC.6e, 4.W.RBPK.8
Unit 3
W13
• Scan text to find quotes about particular topic
5
4.RI.KID.1, 4.W.TTP.3
Formative Assessment: AP 21.1, AP 21.2, AP 21.3,
AP 21.4
• Draft historical fiction using elements of a story
• Answer questions about Umayyad dynasty
Lesson 21 Writing Historical Fiction
Unit 2 | Part 2
4.RI.KID.3, 4.W.RBPK.8
Formative Assessment: AP 18.1, AP 18.2, AP 18.3
• Paraphrase information from text
• Correctly use prefixes in context
• Identify and correct sentence fragments
Lesson 18 Muhammad’s Early Life
Unit 2 | Part 2
• Sequence events related to spread of Islam
2
• Answer questions about Muhammad’s life
Lesson 17 The Birth of a New Religion
Unit 2 | Part 2
Formative Assessment: AP 17.1, AP 17.2, AP 17.3,
AP 17.4, AP 17.5, AP 17.6
Unit 4
1
Unit 3
Unit 3
Day 5
Quest: Unit 2
Day 4
W12
W11 Unit 2, P2
Q: U2
Unit 2, P2
W10
Day 3
Unit 2, P2
Day 2
W9
Day 1
WEEK NINE
17
4
1
The Contraption Quest: Unit 2
Lesson 25 End of Unit Assessment
Unit 2 | Part 2
The Contraption Quest: Unit 2
Pausing Point 2 Day 1
Unit 2 | Part 2
4.FL.SC.6, 4.RI.KID.1, 4.SL.PKI.4
Formative Assessment: AP 22.1, AP 22.2 AP 22.3
4.RI.KID.1, 4.FL.SC.6b, 4.FL.VA.7a
Formative Assessment: AP 23.1, AP 23.2
• Correctly use vocabulary words in sentences
4.RL.KID.2, 4.FL.SC.6, 4.FL.VA.7a
AmplifyCKLA
Formative Assessment: AP 24.1, AP 24.2, AP 24.3,
AP 24.4
• Practice using words accurately in sentences
• Use suffix -y to change nouns into adjectives
• Identify parts of speech, correct fragments and
run-ons, write four sentence types
• Answer questions about Crusades
Lesson 24 Features of a Fable
Unit 2 | Part 2
• Generate fable with morals
3
• Demonstrate ability to spell targeted words
Lesson 23 The Crusades
Unit 2 | Part 2
• Use words with root graph accurately
5
2
• Present historical fiction stories, provide
feedback
• Form and use progressive verb tense
• Identify and discuss features of classical Islamic
architecture
Lesson 22 The Classical Age
Unit 2 | Part 2
WEEK TEN
18
Unit 3
Quest: Unit 4
Unit 4
Unit 4
Quest: Unit 3
Day 4
Unit 5
Unit 4
Day 5
4.RL.KID.1, 4.W.PDW.4
Formative Assessment: PJ 2.1, PJ 2.2, PJ 2.3
Formative Assessment: PJ 3.2, PJ 3.4, PJ 3.5
• Compose questions, assemble into original
poem
4.RL.KID.3, 4.RL.CS.6, 4.W.RBPK.8
• Record information about own experiences, plan
memory poem
• Define repetition, alliteration, create original work
using alliteration
Lesson 3 “My First Memory (of Librarians)”
Unit 3
The Contraption Quest: Unit 2
Pausing Point 2 Day 2
Unit 2 | Part 2
• Identify points of view, apply knowledge while
reading poem
4
1
• Identify textual evidence, determine meanings
of texts
Lesson 2 “Ask Aden” and “Wishes”
Unit 3
Unit 5: Geology
Unit 4: Eureka! Student Inventor
Unit 3: Poetry
Unit 2: Empires in the Middle Ages
3
W16
W15
W14
Unit 3
Unit 3
W13
Day 3
Unit 3
Day 2
W12
W11 Unit 2, P2
Q: U2
Day 1
WEEK ELEVEN
5
2
4.RL.CS.4, 4.FL.VA.7bi, 4.W.PDW.4, 4.FL.VA.7b
Formative Assessment: PJ 4.1, PJ 4.2, PJ 4.3
• Compose original, simile-rich poems in response
to questions
• Discuss “Harlem,” interpret similes
Lesson 4 “Harlem” (Lesson 1 of 2)
Unit 3
4.RL.KID.1, 4.FL.VA.7c
Formative Assessment: Teacher Resources,
PJ 1.1, PJ 1.2
• Identify stanza, stanza break, line, rhyme
within text
• Identify textual evidence, determine meaning
of text
• Discuss plot of “Little Red Riding Hood and
the Wolf”
Lesson 1 “Little Red Riding Hood and
the Wolf”
Unit 3
19
4
1
4.RL.KID.1, 4.FL.VA.7b
4.RL.KID.1, 4.FL.VA.7b, 4.W.TTP.3, 4.W.PDW.4, 4.W.PDW.5
Formative Assessment: Teacher Resources, PJ 9.1,
PJ 9.2, PJ 9.3
• Plan and draft poems that use anaphora to
describe characters
• Use textual detail as evidence about poem’s
meaning
Formative Assessment: Teacher Resources, PJ 8.1
• Read passages from “She Had Some Horses”
• Define, identify, and explain anaphora, metaphor
Lesson 9 From “She Had Some Horses”
(Lesson 2 of 2)
Unit 3
• Read from Joy Harjo’s “She Had Some Horses”
Lesson 8 From “She Had Some Horses”
(Lesson 1 of 2)
Unit 3
4.FL.VA.7b, 4.RI.KID.1, 4.SL.CC.2, 4.RL.KID.2, 4.W.PDW.5,
4.W.RBPK.8
Formative Assessment: PJ 5.1, PJ 5.2, PJ 5.3,
PJ 5.4, PJ 5.5
5
4.SL.CC.1, 4.SL.CC.2, 4.RL.KID.1, 4.W.TTP.1, 4.W.PDW.4
Formative Assessment: Teacher Resources,
PJ 6.2, PJ 6.3
4.SL.CC.1, 4.RL.KID.1, 4.RL.KID.3, 4.W.PDW.4, 4.W.RBPK.8
Formative Assessment: Teacher Resources,
PJ 7.1, PJ 7.2, PJ 7.3, PJ 7.4
• Draft memory poems
• Use historical and cultural context to answer
questions
• Use teacher feedback to plan revisions
• Compose poems about school day
AmplifyCKLA
• Identify how Whitman characterizes America
• Read original poems aloud, give feedback
Lesson 7 “I Hear America Singing”
Unit 3
• Use details from text to infer tone and meaning,
affect of repetition on tone
3
• Assimilate information from video on Harlem
Renaissance
Lesson 6 From “Why We Play Basketball”
Unit 3
• Answer questions about biographical note
2
• Learn about tone, match tones to audiences and
occasions
• Identify figurative language
Lesson 5 “Harlem” (Lesson 2 of 2)
Unit 3
WEEK TWELVE
20
3
Day 4
Unit 5
Unit 4
Day 5
4.SL.CC.2, 4.RL.KID.1, 4.RL.KID.2, 4.RL.CS.4
Formative Assessment: PJ 12.1, PJ 12.2, PJ 12.3
• Summarize text, identify poetic devices
• Answer questions about poem read aloud
Lesson 12 “Casey at the Bat” (Lesson 1 of 2)
Unit 3
Unit 5: Geology
Unit 4: Eureka! Student Inventor
Unit 5
W18
Quest: Unit 4
Unit 4
Unit 4
Unit 5
Unit 3: Poetry
Unit 3
Unit 3
Day 3
Quest: Unit 3
Day 2
W17
W16
W15
W14
W13
Day 1
WEEK THIRTEEN
4
1
• Describe responsibilities of poet, identify poet’s
tools
• Write advice poems for new readers of poetry
Formative Assessment: PJ 14.1, PJ 14.2, PJ 14.3
4.RL.KID.1, 4.RL.KID.2, 4.RL.CS.4, 4.W.RBPK.9, 4.W.PDW.4
• Write narrative poems
Formative Assessment: PJ 13.1, PJ 13.2, PJ 13.3
4.RL.CS.5, 4.W.TTP.3, 4.W.PDW.4
Lesson 14 From Kavikanthabharana
Unit 3
• Examine elements of poem, define how poem
differs from short story
Lesson 13 “Casey at the Bat” (Lesson 2 of 2)
Unit 3
4.RL.KID.1, 4.RL.CS.4, 4.FL.VA.7b, 4.W.TTP.3, 4.W.PDW.4
Formative Assessment: PJ 11.1, PJ 11.2
Formative Assessment: PJ 10.1, PJ 10.2, PJ 10.3
4.RL.CS.4, 4.FL.VA.7b, 4.W.TTP.3, 4.W.PDW.4
• Construct original poems using extended
metaphors
• Compose poems using alliteration and detailed
descriptions
Lesson 11 “Fog”
Unit 3
• Identify extended metaphor, explain
various details
5
2
• Identify and create examples of alliteration;
identify and explain similes
Lesson 10 “Words Free as Confetti”
Unit 3
21
4
1
The Contraption Quest: Unit 3
Pausing Point Day 3
Unit 3
The Contraption Quest: Unit 3
Lesson 15 Unit Assessment
Unit 3
WEEK FOURTEEN
5
2
4.SL.CC.1, 4.RI.IKI.9, 4.W.PDW.4
Formative Assessment: AP 1.2, AP 1.4
• Write about own collaboration experience
• Integrate ideas from two texts
• Discuss and practice collaboration
Lesson 1 Welcome to Eureka!—Collaboration
Unit 4
The Contraption Quest: Unit 3
Pausing Point Day 1
Unit 3
3
AmplifyCKLA
The Contraption Quest: Unit 3
Pausing Point Day 2
Unit 3
22
Unit 5
4
5
Formative Assessment: Diagrams on Board,
AP 6.6
4.W.TP.2
• Integrate information about prior inventions and
simple machines
Formative Assessment: AP 5.1, AP 5.2
Formative Assessment: AP 4.2, AP 4.3
4.SL.PKI.4, 4.SL.CC.2, 4.FL.VA.7b, 4.W.TTP.3
4.RI.CS.5, 4.RI.KID.3, 4.W.PDW.4
• Collaborate to generate ideas, respond to new
challenge
• Read technical texts, interpret diagrams about
machines
• Use audio recordings to enhance presentations
• Write and present skit with dialogue
• Create texts to document inventors, including
diagrams
Lesson 6 Looking at It from Many
Perspectives—Documentation
Unit 4
• Describe chronology, causes, effects of Louis
Braille’s invention
Lesson 5 Invention Breeds Invention—
Knowledge
Unit 4
4.RI.KID.3, 4.W.TTP.1, 4.W.TTP.1b, 4.SL.CC.2, 4.FL.VA.7b,
4.FL.VA.7c
Formative Assessment: AP 3.2, AP 3.3
• Acquire vocabulary about inventions
• Listen to presentations, take notes, paraphrase
information
• Use research to create oral pitch for invention
Lesson 4 Speaking with Style—Pitching
Unit 4
Middle-of-Year Assessment
Unit 5: Geology
Unit 4: Eureka! Student Inventor
3
W20
Unit 5
• Use audio recordings to enhance oral
presentations
4.RI.KID.1, 4.RI.KID.2, 4.W.RBPK.9
W19
• Summarize best practices for oral presentations
Formative Assessment: Inventor Cards
Unit 5
Lesson 3 Lovin’ the Light Bulb—Research/
Introduction to Pitching
Unit 4
W18
MOY
2
• Write opinion piece about importance of the
light bulb
Lesson 2 Those Fascinating Judges—
Research
Unit 4
Unit 5
MOY
1
W17
Unit 5
Day 5
• Read informational texts about major inventions
Day 4
• Draw evidence from inventor biographies to
support research
Unit 4
Unit 4
Day 3
• Complete close reads of inventor biographies
Day 2
Quest: Unit 4
W16
W15
Day 1
WEEK FIFTEEN
23
4
1
The Contraption Quest: Unit 4
4.SL.PKI.4, 4.W.RW.10
Formative Assessment: Judges’ Rubric for
Invention Pitches, AP 10.1
• Write reflection on experiences
• Present invention, support pitch with diagram or
model demonstration
Lesson 10 Final Challenge Part 2—Pitch Your
Invention!
4.RI.KID.1, 4.RI.KID.3, 4.RI.IKI.7, 4.RI.IKI.8
Formative Assessment: AP 1.1, AP 1.3, AP 1.4
• Describe how knowledge of Earth’s surface
has changed
• Identify different areas of study about Earth, ask
questions about Earth
Lesson 1 Geology
Unit 5
4.W.TTP.1b, 4.SL.PKI.4, 4.FL.VA.7b
The Contraption Quest: Unit 4
Unit 4
Formative Assessment: AP 9.1, AP 9.2
4.W.RW.10, 4.W.TP.2
AmplifyCKLA
The Contraption Quest: Unit 4
• Discuss and choose audio recordings for final
presentations
• Write, rehearse, create illustrations for
invention pitch
• Listen to classmates, pose questions, offer
feedback
• Write detailed explanation of invention
Lesson 9 Final Challenge Part 1—Invent!
Unit 4
Formative Assessment: Writing Make-Up Time,
AP 8.2, AP 8.4
3
4.W.TTP.1b
• Write informative pieces describing invention
idea
• Revise or complete writing challenges
Lesson 8 Why We Invent—Identifying
Challenges
Unit 4
• Share ideas about inventions
5
2
Formative Assessment: AP 7.2
• Write an opinion piece
• Participate in collaborative discussions to
evaluate inventions
Lesson 7 If At First You Don’t Succeed—
Failure
Unit 4
WEEK SIXTEEN
24
3
Day 4
MOY
Day 5
4.RI.KID.1, 4.RI.KID.3, 4.RI.IKI.8, 4.FL.SC.6, 4.FL.VA.7a,
4.W.RBPK.8, 4.W.RBPK.9
Formative Assessment: AP 3.1, AP 4.1, AP 4.2,
AP 4.3, AP 4.4
4.RI.KID.1, 4.RI.KID.2, 4.RI.KID.3, 4.W.RBPK.8, 4.W.RBPK.9
• Identify meaning of root rupt, use words in
sentences
Formative Assessment: AP 1.3, AP 1.4, AP 4.2,
AP 5.1, AP 5.2, AP 5.3
• Describe informational pamphlet
• Distinguish between root words and words with
suffix -ly
4.RI.KID.1, 4.RI.KID.3, 4.RI.CS.4, 4.FL.SC.6, 4.FL.VA.7a
Formative Assessment: AP 1.3, AP 1.4, AP 6.1,
AP 6.2, AP 6.3, AP 6.4, AP 6.5
• Practice spelling words based on familiar roots
• Explain how and where volcanoes, geysers, hot
springs are formed
• Use quotation marks and commas
Lesson 6 Volcanoes, Geysers, and
Hot Springs
Unit 5
4.RI.KID.1, 4.RI.KID.2, 4.RI.IKI.8, 4.FL.VA.7b, 4.W.TP.2
Formative Assessment: AP 2.4, AP 3.1
• Write detailed explanation of a simile
• Explain characteristics of Earth’s layers and
tectonic plates
Lesson 3 Close Reading: Earth’s Layers and
Moving Plates
Unit 5
• Draft informational pamphlet using notes,
paraphrases
5
2
• Describe key causes and effects of earthquakes
Lesson 5 Close Reading: Earthquakes and
Tsunamis
Unit 5
4.RI.KID.1, 4.RI.KID.3, 4.RI.IKI.8, 4.FL.SC.6, 4.FL.VA.7a, 4.FL.VA.7b
Formative Assessment: AP 1.3, AP 1.4, AP 2.2,
AP 2.3, AP 2.4
• Explain similes related to geology
• Distinguish between root words and words with
suffix -ly
• Identify correct location of commas
• Identify and describe Earth’s layers and tectonic
plates
Lesson 2 Earth’s Layers and Plate Tectonics
Unit 5
• Practice using commas
4
1
• Explain cause and effect of earthquakes,
earthquake measurement
Lesson 4 Earthquakes and Tsunamis
Unit 5
Unit 6: Contemporary Fiction
Middle-of-Year Assessment
Unit 5: Geology
Unit 6
W22
Unit 5
Unit 6
MOY
Unit 5
W21
W20
W19
Unit 5
W18
Day 3
Unit 5
Day 2
W17
Day 1
WEEK SEVENTEEN
25
4
1
• Practice spelling targeted words
Formative Assessment: Flowchart, AP 7.4, AP 7.5,
AP 8.4, AP 9.1, AP 10.1, AP 10.3
4.RI.KID.1, 4.RI.KID.2, 4.RI.CS.4, 4.FL.SC.6, 4.FL.VA.7a, 4.FL.SC.6
Formative Assessment: AP 1.3, AP 1.4, AP 10.3,
AP 11.1, AP 11.2, AP 11.4
• Review suffixes -ly, -y and roots graph, rupt
• Revise and edit writing
4.FL.SC.6, 4.RI.KID.2, 4.RI.KID.3, 4.RI.CS.4, 4.W.PDW.4,
4.W.PDW.5
• Identify and use multiple adjectives in sequence
• Describe process of weathering and erosion,
identify geologic features
Lesson 11 Weathering and Erosion, Part 2
• Identify, define, provide examples of weathering
and erosion
• Demonstrate knowledge of correct spelling
Lesson 10 Weathering and Erosion, Part 1
Unit 5
Unit 5
4.RI.KID.2, 4.RI.KID.3, 4.RI.CS.4, 4.W.TP.2, 4.W.PDW.4,
4.W.RBPK.8
Formative Assessment: AP 7.1, AP 7.2, AP 7.3,
AP 7.4, AP 7.5
4.RL.KID.1, 4.RL.KID.2, 4.RL.CS.4, 4.RL.IKI.9, 4.FL.VA.7aiii,
4.W.TP.2, 4.W.PDW.4, 4.W.PDW.5
Formative Assessment: AP 7.3, AP 8.2, AP 8.3,
AP 8.4
AmplifyCKLA
4.RI.KID.1, 4.RI.KID.2, 4.RI.KID.3, 4.FL.SC.6, 4.FL.VA.7a
Formative Assessment: AP 1.3, AP 1.4, AP 9.1,
AP 9.2, AP 9.3, AP 9.4
• Practice spelling targeted words
• Create words with root rupt
• Write dialogue using commas and
quotation marks
• Take notes by paraphrasing text, draft wiki entry
Lesson 9 Close Reading:
Rocks and the Rock Cycle
Unit 5
• Describe a wiki entry, plan writing for own
wiki entry
3
• Describe what rocks are, explain formation and
characteristics of rock classes
Lesson 8 Three Types of Rocks and the
Rock Cycle
Unit 5
• Identify rocks as solids, describe formation,
characteristics of three types
5
2
• Determine or clarify precise meaning of words,
identify alternate word choices
• Describe how myths were used to explain
unusual events in nature
Lesson 7 Myths and Volcanoes
Unit 5
WEEK EIGHTEEN
26
3
Unit 7
4.RI.KID.2, 4.RI.KID.3, 4.RI.CS.4, 4.FL.SC.6, 4.FL.VA.7a, 4.FL.SC.6
Formative Assessment: AP 13.2, AP 14.1, AP 14.2,
AP 14.3, AP 14.4
• Practice spelling targeted words
• Use words with suffixes -ly, -y and roots
graph, rupt
• Identify and use multiple adjectives in correct
sequence
• Explain unique characteristics of geological
features on seafloor
Lesson 14 Under the Sea, Part 2
Unit 5
Unit 7: American Revolution
Unit 6: Contemporary Fiction
Middle-of-Year Assessment
Unit 5: Geology
Unit 6
4.FL.SC.6, 4.RI.KID.1, 4.RI.KID.2, 4.RI.KID.3, 4.RI.CS.4,
4.RL.KID.1, 4.RL.KID.2, 4.RL.KID.3, 4.RL.CS.4, 4.FL.SC.6,
4.FL.VA.7a, 4.FL.VA.7b, 4.W.TP.2, 4.W.PDW.4
Formative Assessment: None
• Demonstrate understanding of concepts and
facts taught in unit
• Demonstrate ability to spell words
Lesson 15 Unit Assessment
Unit 5
Middle-of-Year Assessment Day 1
Unit 5
Unit 6
W23
W24
4.RI.KID.1, 4.RI.KID.3, 4.RI.CS.4, 4.W.TP.2, 4.W.PDW.4
4.RI.KID.1, 4.RI.KID.2 4.RI.KID.3, 4.W.TP.2, 4.W.TTP.3, 4.W.PDW.4,
4.W.PDW.5
Unit 6
W22
5
Lesson 13 Under the Sea, Part 1
Unit 5
• Identify and explain mid-ocean ridges, ocean
trenches, hydrothermal vents, seamounts
2
• Describe how mountains are formed, identify
types, locate on map
Lesson 12 Mountains
Unit 5
Formative Assessment: AP 1.3, AP 1.4, AP 12.3,
AP 13.2
4
1
Formative Assessment: AP 1.3, AP 1.4, AP 12.2,
AP 12.3
MOY
Day 5
• Draft descriptive paragraph
Unit 5
Day 4
• Plan descriptive paragraph
Unit 5
Day 3
Unit 6
MOY
Day 2
W21
W20
W19
Day 1
WEEK NINETEEN
27
4
1
Pausing Point Day 3
Unit 5
Middle-of-Year Assessment Day 2
Unit 5
WEEK TWENTY
5
2
Pausing Point Day 4
Unit 5
Pausing Point Day 1
Unit 5
3
Pausing Point Day 2
Unit 5
AmplifyCKLA
28
3
4.W.RW.10, 4.RL.KID.3
Formative Assessment: WJ 3.1, WJ 3.3, Blank
Paper, WJ 3.4
4.RL.KID.3, 4.W.TTP.1, 4.W.TTP.3
Formative Assessment: WJ 5.1, WJ 5.4, WJ 5.5
Formative Assessment: WJ 3.4, WJ 4.1, WJ 4.3
• Create alternative narrative
4.FL.VA.7bi, 4.W.TTP.3
• Prepare to write own stories of aspiration
• Write personal reflection based on text
• Explore how figurative language conveys
meaning
Lesson 5 Figurative Language/Your Story of
Aspiration
Unit 6
• Write statement about Esperanza’s mood
change
• Revise and share alternative narrative piece
Lesson 4 Character and the Theme of
Aspiration
Unit 6
• Describe differences between Esperanza and her
mother
• Investigate Esperanza’s dialogue, actions, and
motivation
• Collaborate on theatrical presentation
Lesson 3 Investigating Character: Esperanza
Unit 6
Unit 7: American Revolution
Unit 6: Contemporary Fiction
Unit 7
W26
5
4.W.PDW.5, 4.W.RBPK.9, 4.RL.KID.2
Unit 7
W25
4
Formative Assessment: WJ 2.1, WJ 2.2, WJ 2.3
Unit 7
4.RL.KID.1, 4.W.TTP.3
Unit 6
Formative Assessment: WJ 1.2, WJ 1.3
W24
• Revise and strengthen descriptions of a house
Lesson 2 Discovering a Theme
• Use graphic organizers and tools to discover
theme
Lesson 1 Reading for Details
• Write inferential statements about narrator
Unit 6
• Write own detailed descriptions of real or
imaginary home
2
Unit 6
Unit 6
W23
1
• Underline and quote details in order to
understand setting
Day 5
Unit 6
Day 4
W22
Day 3
Unit 6
Day 2
W21
Day 1
WEEK TWENTY-ONE
29
4
1
Formative Assessment: WJ 10.1, WJ 10.2, WJ 10.3
• Create alternative version of Vignette 6 from
different perspective
4.RL.KID.3, 4.W.PDW.5, 4.W.TTP.3c
4.RL.KID.2, 4.W.TTP.3a, 4.W.TTP.3b
• Create new secondary character
Formative Assessment: WJ 8.2, WJ 9.1,WJ 9.2
• Analyze how theme of aspiration is developed
Lesson 10 New Characters and Aspirations in
Vignette 7
Unit 6
• Revise scenes from previous lessons
5
4.FL.F.5, 4.RL.KID.3
• Analyze Esperanza’s character and perspective
Lesson 9 A Closer Look at Perspective in
Vignette 6
Unit 6
4.W.TTP.3, 4.SL.PKI.4
Formative Assessment: WJ 7.1, WJ 7.2,
Blank Paper
4.RL.CS.6, 4.W.TTP.3c
AmplifyCKLA
Formative Assessment: WJ 8.1, WJ 8.2
• Create own characters and dialogue
• Share writing with a partner
• Analyze Esperanza’s interaction with secondary
characters
Lesson 8 Looking at Perspective
Unit 6
Formative Assessment: WJ 5.5
3
• Draw comparisons between Esperanza’s and
other people’s perspectives
Lesson 7 Secondary Characters in Vignette 4
Unit 6
• Examine use of pronouns to identify secondary
characters
2
• Write original narrative on theme of aspiration
Lesson 6 Writing Your Aspiration Story
Unit 6
WEEK TWENTY-TWO
30
3
Unit 8
Day 4
Lesson 13 Unit Assessment
Unit 6
Unit 8: Treasure Island
Unit 7: American Revolution
Unit 6: Contemporary Fiction
Unit 7
Unit 7
W27
W28
Unit 7
W26
Unit 7
Unit 6
Day 3
Unit 7
Unit 6
Day 2
W25
W24
W23
Day 1
Day 5
4
1
Pausing Point Day 1
Unit 6
4.W.TTP.3a, 4.W.TTP.3b, 4.RL.KID.2, 4.RL.KID.3
Pausing Point Day 2
Unit 6
4.W.TTP.3, 4.W.TTP.3e, 4.SL.PKI.4
Formative Assessment: WJ 12.2
Formative Assessment: WJ 10.3, WJ 11.1, WJ 11.2
• Share writing with class, provide feedback
• Write concluding chapter for story
Lesson 12 Concluding Your Story of
Aspirations
Unit 6
• Conduct in-depth exploration of Esperanza’s
character development
5
2
• Develop personal aspirations by introducing new
character
Lesson 11 Personal Narrative Writing and
Esperanza’s Character Growth
Unit 6
WEEK TWENTY-THREE
31
4
1
4.RI.KID.1, 4.RI.KID.3, 4.RI.CS.6, 4.RI.IKI.9, 4.FL.SC.6, 4.FL.SC.6g,
4.FL.VA.7aii, 4.W.TP.2, 4.W.TP.2a, 4.W.TP.2b, 4.W.TP.2c, 4.RI.CS.5
Formative Assessment: AP 4.3, AP 4.4, AP 3.4
• Describe what gave rise to French and Indian War
• Recognize root port, use topic-relevant words
Formative Assessment: AP 3.1, AP 3.3, AP 3.4
4.RI.KID.1, 4.RI.KID.3, 4.RI.CS.4, 4.W.TP.2
• Use commas with quotation marks
• Draft cause-and-effect statements
Lesson 4 Give Me Liberty or Give Me Death
Unit 7
4.RI.CS.5, 4.SL.PKI.4, 4.SL.PKI.5, 4.SL.PKI.6, 4.FL.SC.6,
4.FL.VA.7c, 4.RI.KID.1, 4.RI.KID.2, 4.RI.KID.3
Formative Assessment: AP 1.1, AP 1.3, AP 1.4
• Justify colonists’ growing discontent and anger
toward Britain
• Describe events connecting French and Indian
War to American Revolution
Lesson 1 The French and Indian War
Brings Change
Unit 7
• Understand how Intolerable Acts precipitated
American Revolution
5
2
• Deepen understanding of growing discontent
and anger toward Great Britain
Lesson 3 Voices of Discontent
Unit 7
Pausing Point Day 3
Unit 6
WEEK TWENTY-FOUR
3
AmplifyCKLA
4.RI.KID.1, 4.RI.KID.3, 4.RI.CS.4, 4.SL.CC.1, 4.SL.PKI.6, 4.FL.SC.6,
4.FL.VA.7c, 4.FL.SC.6, 4.FL.VA.7aii, 4.RI.CS.5
Formative Assessment: AP 1.3, AP 2.3, AP 2.4
• Explain how to use cause and effect to describe
event
• Use root port as clue to meaning of words
• Practice correct use of commas
• Identify Sons of Liberty, describe rebellious acts
in Boston
Lesson 2 Boycotts and Protests
Unit 7
32
Unit 7
Unit 8
W30
3
Unit 8
• Spell targeted words accurately
4.RI.KID.1, 4.RI.KID.3, 4.RI.IKI.9, 4.W.TP.2, 4.W.TP.2d, 4.W.TP.2f,
4.W.TP.2g
4.RI.KID.1, 4.RI.KID.3, 4.RI.RRTC.10, 4.RI.IKI.9, 4.W.TP.2,
4.W.TP.2d, 4.W.TP.2f, 4.W.TP.2g
4.RI.KID.1, 4.RI.IKI.9, 4.FL.SC.6, 4.FL.VA.7aii, 4.FL.PWR.3
Formative Assessment: AP 9.1, AP 9.2, AP 9.3
• Recognize prefixes im-, in- modify root words
Formative Assessment: AP 6.2, AP 8.3
• Use correct subject-action verb agreement
• Analyze language to better understand
Continental Army soldiers’ state of mind
Lesson 9 Time to Outsmart the British!
Unit 7
4.RI.KID.1, 4.RI.KID.3, 4.RI.CS.5, 4.FL.VA.7aiii, 4.FL.SC.6,
4.FL.VA.7aii, 4.FL.PWR.3
Formative Assessment: Written Answers to
Reading Questions, AP 6.2, AP 6.3, AP 6.4
• Practice spelling content-based spelling words
• Understand how prefixes im-, in- modify
root words
• Use correct subject–action verb agreement
• Find pronunciations, clarify definitions of words
from Declaration of Independence
• Explain how colonists declared independence
Lesson 6 Declaring Independence
Unit 7
Formative Assessment: AP 7.1, Teacher
Observation, AP 7.3, AP PP.1
5
2
• Reflect on role first shot fired played in igniting
American Revolutionary War
• Explain colonists’ concern about Intolerable Acts
Lesson 8 The Continental Army’s Plight
Unit 7
• Understand strategic and physical challenges
colonial soldiers faced
4
4.RI.KID.1, 4.RI.IKI.9, 4.FL.VA.7ai, 4.W.TP.2, 4.W.TP.2d, 4.W.TP.2f,
4.W.TP.2g
Formative Assessment: Written Answers to Close
Reading Questions, AP 4.2, AP 5.3
• Evaluate political choices available to colonial
leaders
Lesson 7 A Final Separation
Unit 7
Unit 8: Treasure Island
Unit 7: American Revolution
Unit 8
W29
W28
• Use paragraph writing skills to draft essay
Lesson 5 The Truth About Paul Revere
Unit 7
Unit 7
W27
1
• Evaluate historical accuracy of Longfellow’s
poem “Paul Revere’s Ride”
Day 5
Unit 7
Day 4
W26
Day 3
Unit 7
Day 2
W25
Day 1
WEEK TWENTY-FIVE
33
4
1
4.RI.KID.1, 4.RI.KID.3, 4.FL.VA.7ai, 4.FL.SC.6, 4.FL.VA.7aii,
4.FL.PWR.3
4.FL.WC.4a, 4.FL.VA.7c, 4.RI.IKI.9, 4.W.TP.2, 4.W.TP.2d, 4.W.TP.2f,
4.W.TP.2g, 4.RI.KID.1
• Explain differences between drama and prose
• Understand use of modal auxiliary verbs
• Use suffixes -able, -ible to modify root words
• Spell targeted words
Formative Assessment: AP 13.2, Cause and
Effect Essay
4.RL.KID.1, 4.RL.KID.2, 4.RL.KID.3, 4.RI.KID.3, 4.W.TP.2, 4.W.TP.2e
4.RL.CS.4, 4.FL.VA.7b, 4.RL.CS.5, 4.FL.SC.6c, 4.FL.VA.7aii,
4.FL.PWR.3
Formative Assessment: AP 14.1, AP 14.2, AP 14.3,
AP 14.4
• Identify literary devices
• Provide concluding paragraph for essay
Lesson 14 Literary Devices in “The Legend of
Sleepy Hollow”
• Recognize Washington Irving as famous early
American writer
Lesson 13 The Headless Hessian
Unit 7
Formative Assessment: AP 10.3, AP 11.1, AP 11.2,
AP 11.3
Formative Assessment: AP 10.1, AP 6.2, Cause
and Effect Essay
5
• Practice spelling content-based words
• Demonstrate understanding of why French army
joined forces with Continental Army
Unit 7
Formative Assessment: AP 12.2, Cause and
Effect Essay
• Understand how suffixes -able, -ible modify
root words
AmplifyCKLA
4.RI.KID.1, 4.RI.KID.3, 4.RI.IKI.9, 4.W.TP.2, 4.W.TP.2d, 4.W.TP.2f,
4.W.TP.2g
• Develop paragraphs describing attitudes toward
Intolerable Acts
• Use correct subject -to be verb agreement
Lesson 12 A Country of Idealists
Unit 7
• Draft essay describing causes and effects
leading to American Revolution
3
• Evaluate acts of lesser-known individuals
involved in American Revolution
Lesson 11 Five Years and 700 Miles
Unit 7
• Understand scope of Revolutionary War
2
• Correctly spell targeted words
Lesson 10 The French Intervention
Unit 7
WEEK TWENTY-SIX
34
3
Lesson 17 Unit Assessment
Unit 7
End-of-Year Assessment
Unit 8: Treasure Island
Unit 7: American Revolution
Pausing Point Day 1
Unit 7
EOY
W32
Unit 8
Unit 8
W31
5
• Recognize various roots and suffixes -able, -ible
as clues to meaning of words
• Examine elements of historical fiction
Pausing Point Day 2
Unit 7
4.RI.KID.3, 4.RI.CS.5, 4.RL.RRTC.10, 4.FL.SC.6c, 4.FL.VA.7aii,
4.W.PDW.4, 4.W.PDW.5
Formative Assessment: AP 15.3, AP 16.1, AP 16.2,
AP SR.3
• Develop and strengthen essays
• Use modal auxiliary verbs and forms of verb
to be
• Engage in collaborative discussions with peers
for writing feedback
Lesson 16 An Allegory of Independence
Unit 7
• Compare and contrast Rip Van Winkle’s outlook
2
• Correctly spell targeted words
Lesson 15 Rip Van Winkle
Unit 7
4.FL.WC.4a, 4.FL.VA.7c, 4.W.PDW.5, 4.SL.CC.1, 4.RI.KID.2,
4.RI.KID.3, 4.RI.RRTC.10, 4.RL.KID.3
4
1
Formative Assessment: AP 15.1, AP 15.3, AP 15.4
Unit 8
Day 5
Unit 8
Unit 8
Day 4
W30
Unit 7
Day 3
Unit 8
Unit 7
Day 2
W29
W28
W27
Day 1
WEEK TWENTY-SEVEN
35
4
1
Formative Assessment: AP 3.1, AP 3.2
4.RL.KID.1, 4.FL.VA.7b, 4.W.TTP.3a, 4.W.TTP.3b
• Select setting for original adventure story
Formative Assessment: AP 2.2, AP 2.3
4.RL.KID.2, 4.FL.SC.6c, 4.FL.VA.7aii, 4.W.TTP.3
• Identify meaning of words with root bio
• Use descriptive details to create character for
adventure stories
• Accurately use modal auxiliaries and verb to be
Lesson 3 Characters in Adventure Stories
Unit 8
Pausing Point Day 4
Unit 7
• Identify key details in chapter, show
understanding of figurative language
5
2
• Identify significant events of chapter, summarize
key details
Lesson 2 The Sea Chest
Unit 8
Pausing Point Day 3
Unit 7
WEEK TWENTY-EIGHT
3
4.SL.CC.1, 4.RL.KID.1
AmplifyCKLA
Formative Assessment: AP 1.1, AP 1.3, AP 1.4
• Identify narrator and setting of story, describe
important characters
• Identify relevant geographical points, historical
events, key ship terms
Lesson 1 The Old Seadog
Unit 8
36
3
4.RL.KID.1, 4.FL.SC.6, 4.FL.SC.6a, 4.FL.VA.7aii, 4.FL.PWR.3
Formative Assessment: AP 6.2, AP 6.3, AP 6.4,
AP 6.5, AP 6.6
4.FL.VA.7b, 4.W.TTP.3, 4.W.PDW.5
4.RL.KID.1, 4.RL.KID.3, 4.W.TTP.3a, 4.W.TTP.3b
Formative Assessment: AP 8.2, AP 8.3
Formative Assessment: AP 7.1, AP 7.2
• Use prefixes im-, in- and roots port, bio
• Correctly spell targeted words
• Write introduction to adventure story
• Plan own adventure story
Lesson 8 The Man on the Island
Unit 8
• Use relative pronouns that, which, whose
correctly
5
• Summarize events; distinguish between
trustworthy and untrustworthy characters
Lesson 7 Planning an Adventure Story
Unit 8
4.RL.KID.1, 4.RL.KID.3, 4.FL.SC.6a, 4.FL.VA.7aii, 4.W.TTP.3a,
4.W.TTP.3b, 4.W.PDW.4
Formative Assessment: AP 4.2, AP 4.3, AP 4.4
• Demonstrate understanding of descriptive
language and literary devices in text
• Cite details from text about Long John Silver
Lesson 6 The Apple Barrel
Unit 8
End-of-Year Assessment
Unit 8: Treasure Island
4
4.FL.VA.7aiii, 4.FL.VA.7b, 4.FL.VA.7bi, 4.FL.VA.7bii, 4.FL.VA.7biii,
4.W.TTP.3a, 4.W.TTP.3b
Unit 8
Unit 8
• Use descriptive details to write about a character
W33
EOY
Formative Assessment: AP 5.1
Unit 8
• Use words with root bio
W32
• Correctly use there, their, they’re
Lesson 5 Interpreting Figurative Language
• Compose paragraphs about character using
details
Lesson 4 A Real Adventure
• Correctly use relative pronouns
Unit 8
Unit 8
2
W31
Unit 8
• Determine meaning of descriptive words and
phrases, identify figurative language
1
• Summarize upcoming voyage, describe
character of Long John Silver
Day 5
Unit 8
Day 4
W30
Day 3
Unit 8
Day 2
W29
Day 1
WEEK TWENTY-NINE
37
4
1
4.FL.VA.7b, 4.W.TTP.3, 4.W.TTP.3f, 4.FL.SC.6
Formative Assessment: AP 12.1, AP 12.2
4.RL.KID.1, 4.W.PDW.4, 4.W.PDW.5, 4.W.RW.10
Formative Assessment: AP 13.2
• Draft body and revise introduction of adventure
story
• Start drafting adventure stories
Lesson 13 The Adventure Comes to an End
Unit 8
4.FL.PWR.3, 4.RL.KID.3, 4.W.TTP.3c, 4.FL.SC.6g
Formative Assessment: AP 10.1, AP 10.3
• Incorporate dialogue to develop experiences and
events in adventure story
AmplifyCKLA
4.RL.KID.3, 4.FL.SC.6h, 4.FL.VA.7aii, 4.FL.PWR.3
Formative Assessment: AP 11.2, AP 11.3, AP 11.4,
AP 11.5, AP 11.6
• Decode and encode targeted words
• Distinguish between root words and words with
suffix -ful, -less
• Correctly use coordinating conjunctions
• Analyze choices made by Jim Hawkins, use
details from text
Lesson 11 My Life Hangs in the Balance
Unit 8
• Analyze choices made by Long John Silver
3
• Correctly spell targeted words
Lesson 10 “Shiver Me Timbers”
Unit 8
• Discuss key points about climax and resolution
of story
5
2
• Demonstrate understanding of figurative
language and literary devices
Lesson 12 Drafting an Adventure Story
Unit 8
4.RL.KID.1, 4.RL.KID.2, 4.FL.SC.6a, 4.FL.VA.7aii, 4.FL.PWR.3
Formative Assessment: AP 9.2, AP 9.3, AP 9.4,
AP 9.5
• Correctly spell targeted words
• Accurately use words with prefixes im-, in-, and
words with roots port, bio
• Accurately use relative pronouns who, whom,
that, which, whose
• Summarize significant events, make inferences
about character relationships
Lesson 9 The Plan
Unit 8
WEEK THIRTY
38
Unit 8
Unit 8
Day 2
EOY
Unit 8
Day 3
Day 4
Formative Assessment: AP 17.1, AP 17.2
4.W.PDW.5
4.W.TTP.3, 4.W.TTP.3e, 4.W.PDW.5, 4.W.RW.10
Lesson 17 Create a Title
Unit 8
4.RL.KID.1, 4.RL.KID.3, 4.FL.SC.6, 4.FL.VA.7aii, 4.FL.PWR.3,
4.FL.WC.4a
Formative Assessment: AP 14.1, AP 14.2, AP 14.3,
AP 14.4
• Decode and encode targeted words
• Distinguish between root words and words with
suffix -ful, -less
• Correctly use coordinating conjunctions in
sentences
• Explain changes Jim Hawkins experiences over
course of story
Lesson 14 The Character of Treasure Island
Unit 8
Formative Assessment: AP 16.1
4
1
• Create effective title, revise and edit adventure
story
Unit 8
Day 5
• Revise body of story, identify features of effective
conclusion, draft conclusion
Lesson 16 Planning a Conclusion
Unit 8
End-of-Year Assessment
Unit 8: Treasure Island
3
W33
W32
W31
Day 1
WEEK THIRTY-ONE
5
2
4.W.PDW.6
Formative Assessment: None
• Publish adventure story
Lesson 18 Publish a Story
Unit 8
Lesson 15 Unit Assessment
Unit 8
39
4
1
End-of-Year Assessment Day 3
Unit 8
4.SL.CC.1
Formative Assessment: AP 19.1
• Present own adventure stories, listen to
classmates’ stories
Lesson 19 Sharing Adventure Stories
Unit 8
WEEK THIRTY-TWO
5
2
Pausing Point Day 1
Unit 8
End-of-Year Assessment Day 1
Unit 8
3
AmplifyCKLA
End-of-Year Assessment Day 2
Unit 8
40
Unit 8
Day 2
Day 3
Pausing Point Day 4
Unit 8
Unit 8: Treasure Island
3
W33
Day 1
Day 4
Day 5
1
WEEK THIRTY-THREE
Pausing Point Day 2
Unit 8
2
Pausing Point Day 3
Unit 8
Additional
Resources
In this section
• Spelling List
• Master Supply List
• Standards Alignment
• Standards Checklist
• 4-year Calendar
• Contacts
• Notes
AmplifyCKLA
41
42
Grade 4 Spelling Lists
Lesson numbers show the lesson in which the words are assessed.
Unit 2
Lesson 10
Lesson 15
Lesson 23
establish
nonfiction
collapse
thrive
entrust
diverse
unravel
unlikely
hyena
surrender
nonsense
integrity
transform
enjoy
illiterate
fatal
unsuccessful
fray
acquire
unsettle
conquest
seize
nonstop
governor
promote
unable
guilty
retreat
unusual
humiliate
ensure
nonissue
nonverbal
enclose
unrest
Unit 5
Lesson 10
Lesson 15
archrival
molten
paragraph
fault
rupture
geyser
hierarchy
epicenter
biographer
seismograph
abrupt
glacier
matriarch
tsunami
uninterrupted
erosion
anarchy
conclusion
autograph
tectonic
eruption
calligraphy
AmplifyCKLA
43
Unit 7
Lesson 10
Lesson 15
valiant
inflexible
militia
loudly
victory
temporarily
declaration
immobile
incident
insufficient
monarchy
tasty
representative
impossible
grievance
easily
surrender
intolerable
independence
greasy
imperfect
noisy
Unit 8
Lesson 10
Lesson 15
buccaneer
endless
fortune
successful
nautical
edible
league
helpless
captain
enjoyable
voyage
predictable
commotion
senseless
mutiny
comfortable
ferocious
powerful
treasure
accessible
faithful
visible
44
CKLA Supply List
Grade 4 Materials
The general items list provides a list of items that are used throughout units. Some of these
items may already be in your classroom; others may need to be purchased or gathered.
Please refer to your Teacher Guide for details.
□ chart paper
□ clock
□ colored pens
□ drawing tools for each student (pencils, colored pencils, markers, etc.)
□ index cards
□ journal or notebook (one per student)
□ lined writing paper
□ ruler
□ scissors (one pair per student)
□ sticky notes
□ transparent tape
□ U.S. map
□ world map
□ yardstick
AmplifyCKLA
45
46
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
six sets of building materials (ping-pong balls, pencils, tissues, rubber bands in
each set)
shoeboxes
scissors
poster board
popsicle sticks
paper, plastic, or ceramic cup
materials to make lab name cards
map of Europe or world map
large paper for timeline
journals or notebooks
index cards
images of events in poem “Words Free as Confetti”
images of different-size foods
hole punchers
glue
dance music
colored pencils and/or pens
colored chalk or markers
cardboard
blank map outlines
a guava or tennis ball
Materials
ü
ü
ü
ü
1
ü
2, p1
2, p2
ü
o
ü
3
ü
ü
ü
ü
ü
ü
ü
o
ü
4
Units
ü
6
O = optional
ü
ü
ü
5
o
7
ü
ü
8
ü = needed for unit
Below is a list of specific materials beyond common classroom materials that can be used in each unit. Some materials are listed as optional
because they are a part of Universal Access or a Pausing Point. Please refer to your Teacher Guide for details.
Grade 4 Materials
CKLA Supply List
AmplifyCKLA
47
□
□
□
□
world map
toilet paper rolls
string
sticky notes
Materials
1
2, p1
ü
2, p2
3
ü
ü
4
Units
6
O = optional
5
o
8
ü = needed for unit
ü
7
Grade 4 Overview
Tennessee English
Language Arts Standards
FOUNDATIONAL LITERACY SKILLS
Print Concepts
Standard 1
Cornerstone: Demonstrate understanding of the organization and basic features of print.
(Does not apply to grade 4) [4.FL.PC.1]
Unit
1
2
3
4
5
6
7
8
Phonological Awareness
Standard 2
Cornerstone: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
(Does not apply to grade 4) [4.FL.PA.2]
Unit
1
2
3
4
5
6
7
8
Phonics and Word Recognition
Standard 3
Cornerstone: Know and apply grade-level phonics and word analysis skills when decoding isolated words and in
connected text.
Know and apply grade-level phonics and word analysis skills when decoding isolated words and
in connected text. [4.FL.PWR.3]
Unit
1
2
3
4
5
6
7
8
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and
morphology (roots and affixes) to accurately read unfamiliar multisyllabic words in context and
out of context. [4.FL.PWR.3a]
Unit
1
2
3
4
5
6
7
8
Grade 4
48
Word Composition
Standard 4
Cornerstone: Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.
Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.
[4.FL.WC.4]
Unit
1
2
3
4
5
6
7
8
Spell grade-appropriate words correctly, consulting references as needed. [4.FL.WC.4a]
Unit
1
2
3
4
5
6
7
8
Write legibly in manuscript and cursive. [4.FL.WC.4b]
Unit
1
2
3
4
5
6
7
8
Fluency
Standard 5
Cornerstone: Read with sufficient accuracy and fluency to support comprehension.
Read with sufficient accuracy and fluency to support comprehension. [4.FL.F.5]
Unit
1
2
3
4
5
6
7
8
Read grade-level text with purpose and understanding. [4.FL.F.5a]
Unit
1
2
3
4
5
6
7
8
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on
successive readings. [4.FL.F.5b]
Unit
1
2
3
4
5
6
7
8
Use context to confirm or self-correct word recognition and understanding of words; reread
as necessary. [4.FL.F.5c]
Unit
1
2
3
4
Tennessee English Language Arts Standards Alignment
5
6
7
8
AmplifyCKLA
49
Sentence Composition
Standard 6
Cornerstone: Demonstrate command of the conventions of standard English grammar and usage when speaking and
conventions of standard English grammar and usage, including capitalization and punctuation, when writing.
Demonstrate command of the conventions of standard English grammar and usage when
speaking and conventions of standard English grammar and usage, including capitalization and
punctuation, when writing. [4.FL.SC.6]
Unit
1
2
3
4
5
6
7
8
Use relative pronouns and relative adverbs. [4.FL.SC.6a]
Unit
1
2
3
4
5
6
7
8
Form and use progressive verb tenses. [4.FL.SC.6b]
Unit
1
2
3
4
5
6
7
8
Use auxiliary verbs, such as can, may, and must, to clarify meaning. [4.FL.SC.6c]
Unit
1
2
3
4
5
6
7
8
Form and use prepositional phrases. [4.FL.SC.6d]
Unit
1
2
3
4
5
6
7
8
Produce complete sentences; recognize and correct inappropriate fragments and run-ons. [4.FL.SC.6e]
Unit
1
2
3
4
5
6
7
8
7
8
Use correct capitalization. [4.FL.SC.6f]
Unit
1
2
3
4
5
6
Use commas and quotation marks to mark direct speech and quotations from a text. [4.FL.SC.6g]
Unit
1
2
3
4
5
6
7
8
Use a comma before a coordinating conjunction in a compound sentence. [4.FL.SC.6h]
Unit
1
2
3
4
5
6
7
8
Write several cohesive paragraphs on a topic. [4.FL.SC.6i]
Unit
1
2
3
4
5
6
7
8
Grade 4
50
Vocabulary Acquisition
Standard 7
Cornerstone: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context
clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
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. [4.FL.VA.7a]
Unit
1
2
3
4
5
6
7
8
Use context as a clue to the meaning of a word or phrase. [4.FL.VA.7ai]
Unit
1
2
3
4
5
6
7
8
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a
word. [4.FL.VA.7aii]
Unit
1
2
3
4
5
6
7
8
Consult reference materials, both print and digital, to find the pronunciation and determine or
clarify the precise meaning of key words and phrases. [4.FL.VA.7aiii]
Unit
1
2
3
4
5
6
7
8
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings. [4.FL.VA.7b]
Unit
1
2
3
4
5
6
7
8
Explain the meaning of simple similes and metaphors in context. [4.FL.VA.7bi]
Unit
1
2
3
4
5
6
7
8
Recognize and explain the meaning of common idioms and proverbs. [4.FL.VA.7bii]
Unit
1
2
3
4
5
6
7
8
Demonstrate understanding of words by relating them to their opposites and to words with
similar but not identical meanings. [4.FL.VA.7biii]
Unit
1
2
3
4
5
6
7
8
Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases, including those that signal precise actions, emotions, or states of being and that are
basic to a particular topic. [4.FL.VA.7c]
Unit
1
2
3
4
Tennessee English Language Arts Standards Alignment
5
6
7
8
AmplifyCKLA
51
READING STANDARDS
Literature
Key Ideas and Details
Standard 1
Cornerstone: Read closely to determine what a 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.
Refer to details and examples in a text when explaining what the text says explicitly; refer to
details and examples in a text when drawing inferences from the text. [4.RL.KID.1]
Unit
1
2
3
4
5
6
7
8
Standard 2
Cornerstone: Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
Determine a theme of a story, drama, or poem and explain how it is conveyed through details in
the text; summarize the text. [4.RL.KID.2]
Unit
1
2
3
4
5
6
7
8
Standard 3
Cornerstone: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in
a text, such as a character’s thoughts, words, or actions. [4.RL.KID.3]
Unit
1
2
3
4
5
6
7
8
Craft and Structure
Standard 4
Cornerstone: Interpret words and phrases as they are used in a text. including technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
Determine the meaning of words and phrases as they are used in a text, including those that
refer to significant characters and situations found in literature and history. [4.RL.CS.4]
Unit
1
2
3
4
5
6
7
8
Grade 4
52
Standard 5
Cornerstone: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text
(e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Explain major differences between poems, drama, and stories, and refer to the structural
elements when writing or speaking about a text. [4.RL.CS.5]
Unit
1
2
3
4
5
6
7
8
Standard 6
Cornerstone: Assess how point of view or purpose shapes the content and style of a text.
Compare and contrast the point of view from which different stories are narrated. [4.RL.CS.6]
Unit
1
2
3
4
5
6
7
8
Integration of Knowledge and Ideas
Standard 7
Cornerstone: Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words.
Make connections between the print version of a story or drama and a visual or oral presentation
of the same text. [4.RL.IKI.7]
Unit
1
2
3
4
5
6
7
8
Standard 8
Cornerstone: 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.
Standard #8 is not applicable to literature. [4.RL.IKI.8]
Unit
1
2
3
4
5
6
7
8
Standard 9
Cornerstone: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare
the approaches an author takes.
Compare and contrast the treatment of similar themes, topics, and patterns of events in stories
from different cultures. [4.RL.IKI.9]
Unit
1
2
3
4
Tennessee English Language Arts Standards Alignment
5
6
7
8
AmplifyCKLA
53
Range of Reading and Level of Text Complexity
Standard 10
Cornerstone: Read and comprehend complex literary and informational texts independently and proficiently.
Read and comprehend stories and poems throughout the grades 4–5 text complexity band
proficiently, with scaffolding at the high end as needed. [4.RL.RRTC.10]
Unit
1
2
3
4
5
6
7
8
Informational Text
Key Ideas and Details
Standard 1
Cornerstone: Read closely to determine what a text says explicitly and to make logical inferences for it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
Refer to details and examples in a text when explaining what the text says explicitly; refer to
details and examples in the text when drawing inferences from the text. [4.RI.KID.1]
Unit
1
2
3
4
5
6
7
8
Standard 2
Cornerstone: Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
Determine the main idea of a text and explain how it is supported by key details; summarize
a text. [4.RI.KID.2]
Unit
1
2
3
4
5
6
7
8
Standard 3
Cornerstone: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text,
including what happened and why, based on specific information in a text. [4.RI.KID.3]
Unit
1
2
3
4
5
6
7
8
Grade 4
54
Craft and Structure
Standard 4
Cornerstone: Interpret words and phrases as they are used in a text, including technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
Determine the meaning of words and phrases as they are used in a text relevant to a grade 4
topic or subject area, including figurative, connotative, and technical meanings. [4.RI.CS.4]
Unit
1
2
3
4
5
6
7
8
Standard 5
Cornerstone: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text
(e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Describe the overall structure of events, ideas, and concepts of information in a text or part of a
text. [4.RI.CS.5]
Unit
1
2
3
4
5
6
7
8
Standard 6
Cornerstone: Assess how point of view or purpose shapes the content and style of a text.
Compare and contrast two accounts of the same event or topic; describe the differences in focus
and the information provided. [4.RI.CS.6]
Unit
1
2
3
4
5
6
7
8
Integration of Knowledge and Ideas
Standard 7
Cornerstone: Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words.
Interpret information presented visually, orally, or quantitatively and explain how the information
contributes to an understanding of the text in which it appears. [4.RI.IKI.7]
Unit
1
2
3
4
5
6
7
8
Standard 8
Cornerstone: 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.
Explain how an author uses reasons and evidence to support particular points in a text. [4.RI.IKI.8]
Unit
1
2
3
4
Tennessee English Language Arts Standards Alignment
5
6
7
8
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Standard 9
Cornerstone: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare
the approaches an author takes.
Integrate information from two texts on the same topic in order to write or speak about the
subject knowledgeably. [4.RI.IKI.9]
Unit
1
2
3
4
5
6
7
8
Range of Reading and Level of Text Complexity
Standard 10
Cornerstone: Read and comprehend complex literary and informational texts independently and proficiently.
Read and comprehend stories and informational texts throughout the grades 4-5 text complexity
band proficiently, with scaffolding at the high end as needed. [4.RI.RRTC.10]
Unit
1
2
3
4
5
6
7
8
SPEAKING AND LISTENING STANDARDS
Comprehension and Collaboration
Standard 1
Cornerstone: Prepare for and participate effectively in a range of conversations and collaborations with varied partners,
building on others’ ideas and expressing one’s own ideas clearly and persuasively.
Prepare for collaborative discussions on 4th grade level topics and texts; engage effectively with
varied partners, building on others’ ideas and expressing one’s own ideas clearly. [4.SL.CC.1]
Unit
1
2
3
4
5
6
7
8
Standard 2
Cornerstone: Integrate and evaluate information presented in diverse media formats, such as visual, quantitative, and
oral formats.
Paraphrase portions of a text presented in diverse media such as visual, quantitative, and oral
formats. [4.SL.CC.2]
Unit
1
2
3
4
5
6
7
8
Standard 3
Cornerstone: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Identify the reasons and evidence a speaker provides to support particular points. [4.SL.CC.3]
Unit
1
2
3
4
5
6
7
8
Grade 4
56
Presentation of Knowledge and Ideas
Standard 4
Cornerstone: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning;
the organization, development, and style are appropriate to task, purpose, and audience.
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. [4.SL.PKI.4]
Unit
1
2
3
4
5
6
7
8
Standard 5
Cornerstone: Make strategic use of digital media and visual displays of data to express information and enhance
understanding of presentations.
Add multimedia, such as audio and visual elements, to presentations, when appropriate, to
enhance the development of main ideas or themes. [4.SL.PKI.5]
Unit
1
2
3
4
5
6
7
8
Standard 6
Cornerstone: Adapt speech to a variety of contents and communicative tasks, demonstrating command of formal
English when indicated or appropriate.
Recognize that different situations call for formal vs. informal English, and use formal English
when appropriate. [4.SL.PKI.6]
Unit
1
2
3
4
5
6
7
8
WRITING STANDARDS
Text Types and Protocol
Standard 1
Cornerstone: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
[4.W.TTP.1]
Unit
1
2
3
4
5
6
7
8
7
8
Introduce a topic or text. [4.W.TTP.1a]
Unit
1
2
3
4
Tennessee English Language Arts Standards Alignment
5
6
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57
Develop an opinion with reasons that are supported by facts and details. [4.W.TTP.1b]
Unit
1
2
3
4
5
6
7
8
Create an organizational structure in which related ideas are grouped to support the writer’s
purpose. [4.W.TTP.1c]
Unit
1
2
3
4
5
6
7
8
Provide a concluding statement or section related to the opinion presented. [4.W.TTP.1d]
Unit
1
2
3
4
5
6
7
8
Link opinion and reasons using words and phrases. [4.W.TTP.1e]
Unit
1
2
3
4
5
6
7
8
Apply language standards addressed in the Foundational Literacy standards. [4.W.TTP.1f]
Unit
1
2
3
4
5
6
7
8
Standard 2
Cornerstone: Write informative/explanatory texts to examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of content.
Write informative/explanatory texts to examine a topic and convey ideas and information.
[4.W.TP.2]
Unit
1
2
3
4
5
6
7
8
5
6
7
8
Introduce a topic. [4.W.TP.2a]
Unit
1
2
3
4
Group related information in paragraphs and sections. [4.W.TP.2b]
Unit
1
2
3
4
5
6
7
8
Include formatting, features, illustrations, and multimedia, when needed, to provide clarity to the
reader. [4.W.TP.2c]
Unit
1
2
3
4
5
6
7
8
Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic. [4.W.TP.2d]
Unit
1
2
3
4
5
6
7
8
Provide a conclusion related to the information or explanation presented. [4.W.TP.2e]
Unit
1
2
3
4
5
6
7
8
Grade 4
58
Link ideas within categories of information using words and phrases. [4.W.TP.2f]
Unit
1
2
3
4
5
6
7
8
Use precise language and domain-specific vocabulary to inform about or explain the topic.
[4.W.TP.2g]
Unit
1
2
3
4
5
6
7
8
Apply language standards addressed in the Foundational Literacy standards. [4.W.TP.2h]
Unit
1
2
3
4
5
6
7
8
Standard 3
Cornerstone: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen
details, and well-structured event sequences.
Write narratives to develop real or imagined experiences or events using effective technique,
such as descriptive details and clear event sequences. [4.W.TTP.3]
Unit
1
2
3
4
5
6
7
8
Orient the reader by establishing a situation, using a narrator, and/or introducing characters.
[4.W.TTP.3a]
Unit
1
2
3
4
5
6
7
8
Organize an event sequence that unfolds naturally and logically. [4.W.TTP.3b]
Unit
1
2
3
4
5
6
7
8
Use dialogue and description to develop experiences and events or show the responses of
characters to situations. [4.W.TTP.3c]
Unit
1
2
3
4
5
6
7
8
Use a variety of transitional words and phrases to manage the sequence of events. [4.W.TTP.3d]
Unit
1
2
3
4
5
6
7
8
Provide a conclusion that follows from the narrated experiences or events. [4.W.TTP.3e]
Unit
1
2
3
4
5
6
7
8
Use precise words and phrases and use sensory details to convey experiences and events.
[4.W.TTP.3f]
Unit
1
2
3
4
5
6
7
8
Apply language standards addressed in the Foundational Literacy standards. [4.W.TTP.3g]
Unit
1
2
3
4
Tennessee English Language Arts Standards Alignment
5
6
7
8
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Production and Distribution of Writing
Standard 4
Cornerstone: Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience.
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.) [4.W.PDW.4]
Unit
1
2
3
4
5
6
7
8
Standard 5
Cornerstone: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
With guidance and support from peers and adults, develop and strengthen writing as needed
by planning, revising, and editing. (Editing for conventions should demonstrate command of
Foundational Literacy standard 6 up to and including grade 4.) [4.W.PDW.5]
Unit
1
2
3
4
5
6
7
8
Standard 6
Cornerstone: Use technology, including the Internet, to produce and publish writing and to interact and collaborate
with others.
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 technology skills to type a complete product in a single sitting as defined in W.1–3. [4.W.PDW.6]
Unit
1
2
3
4
5
6
7
8
Research to Build and Present Knowledge
Standard 7
Cornerstone: Conduct short as well as more sustained research projects based on focus questions, demonstrating new
understanding of the subject under investigation.
Conduct short research projects that build knowledge through investigation of different aspects
of a topic. [4.W.RBPK.7]
Unit
1
2
3
4
5
6
7
8
Grade 4
60
Standard 8
Cornerstone: Integrate relevant and credible information from multiple print and digital sources while avoiding plagiarism.
Recall relevant information from experiences or gather relevant information from print and digital
sources; take notes, categorize information, and provide a list of sources. [4.W.RBPK.8]
Unit
1
2
3
4
5
6
7
8
Standard 9
Cornerstone: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Draw evidence from literary or informational texts to support analysis, reflection, and research,
applying grade 4 standards for reading. [4.W.RBPK.9]
Unit
1
2
3
4
5
6
7
8
Range of Writing
Standard 10
Cornerstone: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Write routinely over extended time frames and shorter time frames for a range of disciplinespecific tasks, purposes, and audiences; promote writing fluency. [4.W.RW.10]
Unit
1
2
3
4
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5
6
7
8
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Tennessee State Standards Checklist
Date
Taught
Standard
Foundational Literature Standards
Print Concepts
4.FL.PC.1
(Does not apply to grade 4)
Phonological Awareness
4.FL.PA.2
(Does not apply to grade 4)
Phonics and Word Recognition
4.FL.PWR.3
Know and apply grade-level phonics and word analysis skills
when decoding isolated words and in connected text.
4.FL.PWR.3a
Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (roots and affixes) to
accurately read unfamiliar multisyllabic words in context and
out of context.
Word Composition
4.FL.WC.4
Know and apply grade-level phonics and word analysis skills
when encoding words; write legibly.
4.FL.WC.4a
Spell grade-appropriate words correctly, consulting references
as needed.
4.FL.WC.4b
Write legibly in manuscript and cursive.
Fluency
4.FL.F.5
Read with sufficient accuracy and fluency to support
comprehension.
4.FL.F.5a
Read grade-level text with purpose and understanding.
4.FL.F.5b
Read grade-level prose and poetry orally with accuracy,
appropriate rate, and expression on successive readings.
4.FL.F.5c
Use context to confirm or self-correct word recognition and
understanding of words; reread as necessary.
Sentence Composition
62
4.FL.SC.6
Demonstrate command of the conventions of standard English
grammar and usage when speaking and conventions of
standard English grammar and usage, including capitalization
and punctuation, when writing.
4.FL.SC.6a
Use relative pronouns and relative adverbs.
4.FL.SC.6b
Form and use progressive verb tenses.
4.FL.SC.6c
Use auxiliary verbs, such as can, may, and must, to clarify
meaning.
4.FL.SC.6d
Form and use prepositional phrases.
4.FL.SC.6e
Produce complete sentences; recognize and correct
inappropriate fragments and run-ons.
4.FL.SC.6f
Use correct capitalization.
Date
Reviewed
Date
Assessed
Date
Re-Assessed
Date
Taught
Standard
4.FL.SC.6g
Use commas and quotation marks to mark direct speech and
quotations from a text.
4.FL.SC.6h
Use a comma before a coordinating conjunction in a
compound sentence.
4.FL.SC.6i
Write several cohesive paragraphs on a topic.
Date
Reviewed
Date
Assessed
Date
Re-Assessed
Vocabulary Acquisition
4.FL.VA.7a
Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 4 reading and
content, choosing flexibly from a range of strategies.
4.FL.VA.7ai
Use context as a clue to the meaning of a word or phrase.
4.FL.VA.7aii
Use common, grade-appropriate Greek and Latin affixes and
roots as clues to the meaning of a word.
4.FL.VA.7aiii
Consult reference materials, both print and digital, to find the
pronunciation and determine or clarify the precise meaning of
key words and phrases.
4.FL.VA.7b
Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
4.FL.VA.7bi
Explain the meaning of simple similes and metaphors
in context.
4.FL.VA.7bii
Recognize and explain the meaning of common idioms
and proverbs.
4.FL.VA.7biii
Demonstrate understanding of words by relating them to their
opposites and to words with similar but not identical meanings.
4.FL.VA.7c
Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases, including
those that signal precise actions, emotions, or states of being
and that are basic to a particular topic.
Reading Standards
Literature
Key Ideas and Details
4.RL.KID.1
Refer to details and examples in a text when explaining what
the text says explicitly; refer to details and examples in a text
when drawing inferences from the text.
4.RL.KID.2
Determine a theme of a story, drama, or poem and explain how
it is conveyed through details in the text; summarize the text.
4.RL.KID.3
Describe in depth a character, setting, or event in a story
or drama, drawing on specific details in a text, such as a
character’s thoughts, words, or actions.
Craft and Structure
4.RL.CS.4
Determine the meaning of words and phrases as they are used
in a text, including those that refer to significant characters
and situations found in literature and history.
4.RL.CS.5
Explain major differences between poems, drama, and stories,
and refer to the structural elements when writing or speaking
about a text.
4.RL.CS.6
Compare and contrast the point of view from which different
stories are narrated.
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Date
Taught
Standard
Integration of Knowledge and Ideas
4.RL.IKI.7
Make connections between the print version of a story or
drama and a visual or oral presentation of the same text.
4.RL.IKI.8
Standard #8 is not applicable to literature.
4.RL.IKI.9
Compare and contrast the treatment of similar themes, topics,
and patterns of events in stories from different cultures.
Range of Reading and Level of Text Complexity
4.RL.RRTC.10 Read and comprehend stories and poems throughout the
grades 4–5 text complexity band proficiently, with scaffolding
at the high end as needed.
Informational Text
Key Ideas and Details
4.RI.KID.1
Refer to details and examples in a text when explaining what
the text says explicitly; refer to details and examples in the text
when drawing inferences from the text.
4.RI.KID.2
Determine the main idea of a text and explain how it is
supported by key details; summarize a text.
4.RI.KID.3
Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and
why, based on specific information in a text.
Craft and Structure
4.RI.CS.4
Determine the meaning of words and phrases as they are used
in a text relevant to a grade 4 topic or subject area, including
figurative, connotative, and technical meanings.
4.RI.CS.5
Describe the overall structure of events, ideas, and concepts of
information in a text or part of a text.
4.RI.CS.6
Compare and contrast two accounts of the same event or topic;
describe the differences in focus and the information provided.
Integration of Knowledge and Ideas
4.RI.IKI.7
Interpret information presented visually, orally, or quantitatively
and explain how the information contributes to an understanding
of the text in which it appears.
4.RI.IKI.8
Explain how an author uses reasons and evidence to support
particular points in a text.
4.RI.IKI.9
Integrate information from two texts on the same topic in
order to write or speak about the subject knowledgeably.
Range of Reading and Level of Text Complexity
4.RI.RRTC.10 Read and comprehend stories and informational texts
throughout the grades 4-5 text complexity band proficiently,
with scaffolding at the high end as needed.
Speaking and Listening Standards
Comprehension and Collaboration
4.SL.CC.1
64
Prepare for collaborative discussions on 4th grade level topics
and texts; engage effectively with varied partners, building on
others’ ideas and expressing one’s own ideas clearly.
Date
Reviewed
Date
Assessed
Date
Re-Assessed
Date
Taught
Standard
4.SL.CC.2
Paraphrase portions of a text presented in diverse media such
as visual, quantitative, and oral formats.
4.SL.CC.3
Identify the reasons and evidence a speaker provides to
support particular points.
Date
Reviewed
Date
Assessed
Date
Re-Assessed
Presentation of Knowledge and Ideas
4.SL.PKI.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.
4.SL.PKI.5
Add multimedia, such as audio and visual elements, to
presentations, when appropriate, to enhance the development
of main ideas or themes.
4.SL.PKI.6
Recognize that different situations call for formal vs. informal
English, and use formal English when appropriate.
Writing Standards
Text Types and Protocol
4.W.TTP.1
Write opinion pieces on topics or texts, supporting a point of
view with reasons and information.
4.W.TTP.1a
Introduce a topic or text.
4.W.TTP.1b
Develop an opinion with reasons that are supported by facts
and details.
4.W.TTP.1c
Create an organizational structure in which related ideas are
grouped to support the writer’s purpose.
4.W.TTP.1d
Provide a concluding statement or section related to the
opinion presented.
4.W.TTP.1e
Link opinion and reasons using words and phrases.
4.W.TTP.1f
Apply language standards addressed in the Foundational
Literacy standards.
4.W.TP.2
Write informative/explanatory texts to examine a topic and
convey ideas and information.
4.W.TP.2a
Introduce a topic.
4.W.TP.2b
Group related information in paragraphs and sections.
4.W.TP.2c
Include formatting, features, illustrations, and multimedia,
when needed, to provide clarity to the reader.
4.W.TP.2d
Develop the topic with facts, definitions, concrete details,
quotations, or other information and examples related to
the topic.
4.W.TP.2e
Provide a conclusion related to the information or explanation
presented.
4.W.TP.2f
Link ideas within categories of information using words
and phrases.
4.W.TP.2g
Use precise language and domain-specific vocabulary to
inform about or explain the topic.
4.W.TP.2h
Apply language standards addressed in the Foundational
Literacy standards.
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65
Standard
4.W.TTP.3
Write narratives to develop real or imagined experiences or
events using an effective technique, such as descriptive details
and clear event sequences.
4.W.TTP.3a
Orient the reader by establishing a situation, using a narrator,
and/or introducing characters.
4.W.TTP.3b
Organize an event sequence that unfolds naturally
and logically.
4.W.TTP.3c
Use dialogue and description to develop experiences and
events or show the responses of characters to situations.
4.W.TTP.3d
Use a variety of transitional words and phrases to manage the
sequence of events.
4.W.TTP.3e
Provide a conclusion that follows from the narrated
experiences or events.
4.W.TTP.3f
Use precise words and phrases and use sensory details to
convey experiences and events.
4.W.TTP.3g
Apply language standards addressed in the Foundational
Literacy standards.
Production and Distribution of Writing
4.W.PDW.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
4.W.PDW.5
With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing.
(Editing for conventions should demonstrate command of
Foundational Literacy standard 6 up to and including grade 4.)
4.W.PDW.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 technology skills to type a complete product in a
single sitting as defined in W.1–3.
Research to Build and Present Knowledge
4.W.RBPK.7
Conduct short research projects that build knowledge through
investigation of different aspects of a topic.
4.W.RBPK.8
Recall relevant information from experiences or gather
relevant information from print and digital sources; take notes,
categorize information, and provide a list of sources.
4.W.RBPK.9
Draw evidence from literary or informational texts to support
analysis, reflection, and research, applying grade 4 standards
for reading.
Range of Writing
4.W.RW.10
66
Write routinely over extended time frames and shorter time
frames for a range of discipline-specific tasks, purposes, and
audiences; promote writing fluency.
Date
Taught
Date
Reviewed
Date
Assessed
Date
Re-Assessed
AmplifyCKLA
67
January
F
S
F
S
S
F
S
F
S
F
S
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30
S M T W T
September
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
S M T W T
May
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31
S M T W T
January
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30
F
F
S
February
November
S
March
F
S
F
S
F
S
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31
S M T W T
October
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30
S M T W T
F
S
F
S
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30
S M T W T
November
1 2
3 4 5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28 29 30
31
S M T W T
July
S M T W T
June
S
F
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30
S M T W T
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 31
F
S
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28
S M T W T
F
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31
S M T W T
2022
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30 31
S M T W T
October
S M T W T
S
July
F
June
S M T W T
September
S
March
S M T W T
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
S
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
F
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30
F
February
S M T W T
1 2
3 4 5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28 29 30
31
S M T W T
May
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31
S M T W T
2020
April
F
S
F
S
F
S
F
S
F
S
F
S
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30 31
S M T W T
December
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
S M T W T
August
1 2
3 4 5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28 29 30
S M T W T
April
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 31
S M T W T
December
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31
S M T W T
August
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30
S M T W T
January
F
S
F
S
F
S
F
S
F
S
F
S
1 2
3 4 5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28 29 30
S M T W T
September
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
S M T W T
May
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
S M T W T
January
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30
S M T W T
September
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31
S M T W T
May
1 2
3 4 5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28 29 30
31
S M T W T
February
F
S
F
S
F
S
February
F
S
F
S
F
S
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
S M T W T
October
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30
S M T W T
June
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28
S M T W T
March
F
S
F
S
F
S
F
S
F
S
F
S
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30
S M T W T
November
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31
S M T W T
July
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31
S M T W T
March
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30
S M T W T
November
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30 31
S M T W T
July
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
S M T W T
2023
1 2
3 4 5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28 29 30
31
S M T W T
October
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30
S M T W T
June
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28
S M T W T
2021
April
F
S
F
S
F
S
F
S
F
S
F
S
1 2
3 4 5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28 29 30
31
S M T W T
December
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 31
S M T W T
August
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30
S M T W T
April
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31
S M T W T
December
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
S M T W T
August
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30
S M T W T
NAME:
AmplifyCKLA
PHONE:
(800) 823-1969
edsupport@amplify.com
55 Washington St #800,
Brooklyn, NY 11201
EMAIL:
ADDRESS:
www.amplify.com
68
NAME:
NAME:
PHONE:
PHONE:
EMAIL:
EMAIL:
ADDRESS:
ADDRESS:
NAME:
NAME:
PHONE:
PHONE:
EMAIL:
EMAIL:
ADDRESS:
ADDRESS:
NAME:
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PHONE:
PHONE:
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Notes
AmplifyCKLA
69
Notes
70
Notes
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71
Notes
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Core Knowledge Language Arts
Amplify.
General Manager K-8 ELA and SVP, Product
Contributors
Alexandra Clarke
Bill Cheng
Nicole Galuszka
Vice President, Elementary Literacy Instruction
Susan Lambert
Ken Harney
Molly Hensley
David Herubin
Ian Horst
Editorial
Elizabeth Wade, PhD, Director, Elementary ELA Content
Sara Hunt
James Mendez-Hodes
Christopher Miller
Patricia Erno, Associate Director, Elementary ELA Instruction
Sheri Pineault
Kristen Kirchner, Content Writer
Diana Projansky
Christina Cox, Copy Editor
Todd Rawson
Jennifer Skelley
Product & Project Management
Julia Sverchuk
Elizabeth Thiers
Ayala Falk, Director, Business and Product Strategy, K-8 ELA
Jeanne Thornton
Amber McWilliams, Senior Product Manager
Amanda Tolentino
Leslie Johnson, Associate Director, K-8 ELA
Zara Chaudhury, Associate Project Manager
Design and Production
Tory Novikova, Product Design Director
Erin O’Donnell, Product Design Manager
Paige Womack, Product Designer
¬ CKLA