West Haven Public Schools
Unit Planning Organizer
Subject: ELA
Grade: 4
Unit 3: Reading: Using Language Structure and Access Features in Informational Text
Writing: Researching and Presenting Ideas
Pacing: 30 days (25 days of instruction, 5 days re-teaching/extension)
Essential Questions:
1. Why do authors use text features along with the text they write?
2. How can an author show more than one point of view about an event?
3. How can you summarize informational text?
4. What can I do if I get stuck on the meaning of a word?
5. How does an author make a point in a text?
6. How can technology help you find information on a topic?
Big Ideas:
1. Text features can clarify the meaning of text or provide additional information.
2. Authors can compare/contrast firsthand and secondhand accounts of the same event.
3. Identifying the main idea and supporting details enables you to summarize informational
text.
4. I can use context clues to help me figure out a word I don’t understand.
5. Authors use reasons and evidence to support what they are saying.
6. Technology can help you find current information and compare sources.
Overarching Standards (OS)
Reading
R.L.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.
R.I.10 By the end of year, read and comprehend informational texts, including history/social
studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
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Writing
W.4 Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.
W.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.10 Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
Speaking and Listening
SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher
led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing
their own clearly.
Language
L.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
L.2.a Use correct capitalization
L.2.d Spell grade-appropriate words correctly, consulting references as needed.
L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Foundational Skills
R.F.3 Know and apply grade-level phonics and word analysis skills in decoding words
R.F.4 Read with sufficient accuracy and fluency to support comprehension
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Common Core State Standards (includes West Haven’s “Priority” Common Core Standards in
BOLD and “Supporting” Standards)
Priority Standards:
R.I.2 Determine the main idea of a text and explain how it is supported by key details;
summarize the text.
R.I.6 Compare and contrast a firsthand and secondhand account of the same event or topic;
describe the differences in focus and the information provided.
R.I.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, or interactive elements on Web pages) and explain how the
information contributes to an understanding of the text in which it appears.
R.I.8 Explain how an author uses reasons and evidence to support particular points in a text.
R.I.9 Integrate information from two texts on the same topic in order to write or speak about
the subject knowledgeably.
W.5 With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, and editing.
W.2.a Introduce a topic clearly and group related information in paragraphs and sections;
including formatting (e.g., headings), illustration, and multimedia when useful to aiding
comprehension.
W.2.b Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
W.2.d Use precise language and domain specific vocabulary to inform about or explain a topic.
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and
research.
SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
L.1.e Form and use prepositional phrases.
L.3.a Choose words and phrases to convey ideas precisely.
L.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning
of a word or phrase.
RF.4.a Read on-level text with purpose and understanding.
Supporting Standards:
R.I.4 Determine the meaning of general academic and domain-specific words or phrases in a text
relevant to a grade 4 topic or subject area
W.2.c Link ideas within categories or information using words and phrases (e.g., another, for
example, also, because).
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W.2.e Provide a concluding statement or section related to the information or explanation
presented.
W.7 Conduct short research projects that build knowledge through investigation of different
aspects of a topic.
W.8 Recall relevant information from experiences or gather relevant information from print and
digital sources; take notes and categorize information, and provide a list of sources.
L.4 Determine or clarify the meaning of unknown and multiple words and phrases base on grade 4
reading and content, choosing flexibly from a range of strategies.
L.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital,
to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
SL.1.d Review the key ideas expressed and explain their own ideas and understanding in light of
the discussion.
SL.5 Add audio recordings and visual displays to presentations when appropriate to enhance the
development of main ideas or themes
“Unwrapped” Concepts and Skills, and Bloom Levels (BL)
Concepts(Need to Know)
R.I.2
 Main idea
 Key details
R.I.6
Compare and contrast accounts
 Event
 Topic
R.I.7
Presentation of Information
 Visual, oral, or quantitatively
Charts
Graphs
Diagrams
Time lines
Animations
Interactive elements
 Contribution to text
R.I.8
Explain how reasons and evidence are used to
support point
R.I.9
Information from two texts
Knowledgeable about subject
Skills(Able to Do)
BL
R.I.2
DETERMINE
3
R.I.6
COMPARE (accounts)
4
R.I.7
INTERPRET(information)
4,6
EXPLAIN(contribution to the text)
5,6
R.I.8
EXPLAIN(reasons and evidence)
3
R.I.9
INTEGRATE
WRITE/SPEAK
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3
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W.5
Peer editing
W.2.a
Write topic clearly to aid comprehension
 Paragraphs
 Sections
 Headings
 Illustrations
W.5
DEVELOP and STRENGTHEN (writing as
needed)
W.2.a
INTRODUCE(topic)
W.2.b
 Facts
 Definitions
 Concrete details
 quotations
W.2.d
Explain topic
 Precise language
 Domain specific vocabulary
W.9
Find Evidence
 Literary
 Informational text
SL.2
Portions of text (diverse media/formats)
L.1.e
Use prepositional phrases
L.3.a
Words/phrases
Precise ideas
L.4.a
Use context to determine meaning
 Definitions
 Examples
 Restatements
W.2. b
5
2
2
GROUP(related information in
paragraph/sections)
INCLUDE(formatting, illustrations, multimedia)
6
DEVELOP
W.2.d
3
2
USE(language)
INFORM(about a topic)
2
EXPLAIN(the topic)
W.9
6
DRAW (evidence to support analysis,
reflection, research
SL.2
Paraphrase
L.1.e
2
USE(prepositional phrases)
3
L.3.a
CHOOSE
CONVEY
L.4.a
Infer(meaning)
3
2
4
Assessments
“Dipsticks” (Informal Progress Monitoring Checks):

Teacher created
Common Post- Assessment (Followed by Data Team Analysis):

Unit 3 Post CA – “The Amazing Amazon”
Retest (based on student’s Post CA score):

1
Retest - “Deserts Dry”
Grade 4: ELA Unit 3
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Writing Performance Task - Expository Writing
Refer to Rigorous Curriculum Design: Engaging Learning Experiences Planner
Part 1 (approximately 1 hr.):
Students Read and Respond to three evidenced-based research questions
Part 2 (approximately 1 hr.): Students will develop a full-write response using the same source
material in part 1 – refer to Smarter Balanced Performance Task Scoring Guide
Vocabulary: Wordly Wise
 Use teacher guide to find 2 options for assessment; multiple choice or Review
Spelling: Words Their Way-Word Sorts for Derivational Relations Spellers
 Assess weekly
Choose 15 words each week
 Then choose 10 words from sorts for teacher created sentence dictation test
Language:
 Daily Oral Language (Teacher Created Assessments)
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Instructional Planning
ELA: Week 1
SHARED READING
*Refer to Nancy Boyles’ Launching Lessons for Modeling Close Reading (included in Unit 1)
What Do Good Readers Do? Model Before, During, After Reading Strategies during Shared
Reading and Read Aloud
IMPORTANT Shared Reading Strategies: The focus of shared reading is not based on the Scott
Foresman skill of the week. For any resources that you use during Shared Reading make sure to
focus your instruction on the following CT CORE Standards.
 Determine the main idea of a text and explain how it is supported by key details;
summarize the text.
 Compare and contrast a firsthand and secondhand account of the same event or topic;
describe the differences in focus and the information provided.
 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, or interactive elements on Web pages) and explain how
the information contributes to an understanding of the text in which it appears.
 Explain how an author uses reasons and evidence to support particular points in a text.
 Integrate information from two texts on the same topic in order to write or speak about
the subject knowledgeably
Scott Foresman Textbook
Komodo Dragons (p. 232-249)
Rattlers by Robert Charles (www.readinga-z.com) (copied by the district)
GUIDED READING
Scott Foresman Leveled Readers
The Perfect Garden - 100A
Horned Lizard - 100B
www.readinga-z.com (Leveled Readers)
Leveled Readers in Bookroom
INDEPENDENT READING
DAILY 5 – Read to Self
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*Vocabulary and Spelling should be taught in a small group setting
based on students’ needs.
Vocabulary:
 Wordly Wise 3000
 A-Z Readers
Spelling:
 Administer Words Their Way-Elementary Spelling Inventory (ESI)
 Utilize Words Their Way-Word Sorts for Syllables and Affixes
Language: (*Use World of Language only if it applies to the language standards being taught in
this unit.
o Form and use prepositional phrases.
o Choose words and phrases to convey ideas precisely.
o Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning
of a word or phrase.
Writing

Expository Writing- refer to Writing binder
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Instructional Planning
ELA: Week 2
SHARED READING
*Refer to Nancy Boyles’ Launching Lessons for Modeling Close Reading (included in Unit 1)
What Do Good Readers Do? Model Before, During, After Reading Strategies during Shared
Reading and Read Aloud
IMPORTANT Shared Reading Strategies: The focus of shared reading is not based on the Scott
Foresman skill of the week. For any resources that you use during Shared Reading make sure to
focus your instruction on the following CT CORE Standards.
 Determine the main idea of a text and explain how it is supported by key details;
summarize the text.
 Compare and contrast a firsthand and secondhand account of the same event or topic;
describe the differences in focus and the information provided.
 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, or interactive elements on Web pages) and explain how
the information contributes to an understanding of the text in which it appears.
 Explain how an author uses reasons and evidence to support particular points in a text.
 Integrate information from two texts on the same topic in order to write or speak about
the subject knowledgeably
Reading A-Z
Natural Wonders of the World (www.readinga-z.com) (copied by the district)
GUIDED READING
www.readinga-z.com (Leveled Readers)
Leveled Readers in Bookroom
INDEPENDENT READING
DAILY 5 – Read to Self
Grade 4: ELA Unit 3
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*Vocabulary and Spelling should be taught in a small group setting
based on students’ needs.
Vocabulary:
 Wordly Wise 3000
 A-Z Readers
Spelling:
 Administer Words Their Way-Elementary Spelling Inventory (ESI)
 Utilize Words Their Way-Word Sorts for Syllables and Affixes
Language: (*Use World of Language only if it applies to the language standards being taught in
this unit.
o Form and use prepositional phrases.
o Choose words and phrases to convey ideas precisely.
o Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning
of a word or phrase.
Writing

Expository Writing- refer to Writing binder
Grade 4: ELA Unit 3
July 2014
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Instructional Planning
ELA: Week 3
SHARED READING
*Refer to Nancy Boyles’ Launching Lessons for Modeling Close Reading (included in Unit 1)
What Do Good Readers Do? Model Before, During, After Reading Strategies during Shared
Reading and Read Aloud
IMPORTANT Shared Reading Strategies: The focus of shared reading is not based on the Scott
Foresman skill of the week. For any resources that you use during Shared Reading make sure to
focus your instruction on the following CT CORE Standards.
 Determine the main idea of a text and explain how it is supported by key details;
summarize the text.
 Compare and contrast a firsthand and secondhand account of the same event or topic;
describe the differences in focus and the information provided.
 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, or interactive elements on Web pages) and explain how
the information contributes to an understanding of the text in which it appears.
 Explain how an author uses reasons and evidence to support particular points in a text.
 Integrate information from two texts on the same topic in order to write or speak about
the subject knowledgeably
Scott Foresman Textbook
Understanding Horses p. 41-43
Hoofed Animals (www.readinga-z.com) (copied by the district)
GUIDED READING
www.readinga-z.com (Leveled Readers)
Leveled Readers in Bookroom
INDEPENDENT READING
DAILY 5 – Read to Self
Grade 4: ELA Unit 3
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*Vocabulary and Spelling should be taught in a small group setting
based on students’ needs.
Vocabulary:
 Wordly Wise 3000
 A-Z Readers
Spelling:
 Administer Words Their Way-Elementary Spelling Inventory (ESI)
 Utilize Words Their Way-Word Sorts for Syllables and Affixes
Language: (*Use World of Language only if it applies to the language standards being taught in
this unit.
o Form and use prepositional phrases.
o Choose words and phrases to convey ideas precisely.
o Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning
of a word or phrase.
Writing

Expository Writing- refer to Writing binder
Grade 4: ELA Unit 3
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Instructional Planning
ELA: Week 4
SHARED READING
*Refer to Nancy Boyles’ Launching Lessons for Modeling Close Reading (included in Unit 1)
What Do Good Readers Do? Model Before, During, After Reading Strategies during Shared
Reading and Read Aloud
IMPORTANT Shared Reading Strategies: The focus of shared reading is not based on the Scott
Foresman skill of the week. For any resources that you use during Shared Reading make sure to
focus your instruction on the following CT CORE Standards.
 Determine the main idea of a text and explain how it is supported by key details;
summarize the text.
 Compare and contrast a firsthand and secondhand account of the same event or topic;
describe the differences in focus and the information provided.
 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, or interactive elements on Web pages) and explain how
the information contributes to an understanding of the text in which it appears.
 Explain how an author uses reasons and evidence to support particular points in a text.
 Integrate information from two texts on the same topic in order to write or speak about
the subject knowledgeably
Reading A-Z
The Sun by Ned Jensen (www.readinga-z.com) (copied by the district)
GUIDED READING
www.readinga-z.com (Leveled Readers)
Leveled Readers in Bookroom
INDEPENDENT READING
DAILY 5 – Read to Self
Grade 4: ELA Unit 3
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*Vocabulary and Spelling should be taught in a small group setting
based on students’ needs.
Vocabulary:
 Wordly Wise 3000
 A-Z Readers
Spelling:
 Administer Words Their Way-Elementary Spelling Inventory (ESI)
 Utilize Words Their Way-Word Sorts for Syllables and Affixes
Language: (*Use World of Language only if it applies to the language standards being taught in
this unit.
o Form and use prepositional phrases.
o Choose words and phrases to convey ideas precisely.
o Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning
of a word or phrase.
Writing

Expository Writing- refer to Writing binder
Practice: Read two sources on the same topic (InfoPairs in bookroom) or view a video
(TumbleBooks online) and read a source on the same topic.
Write an expository piece stating what you learned about the topic.
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Instructional Planning
ELA: Week 5
Administer Post CA- “The Amazing Amazon”
SHARED READING
*Refer to Nancy Boyles’ Launching Lessons for Modeling Close Reading (included in Unit 1)
What Do Good Readers Do? Model Before, During, After Reading Strategies during Shared
Reading and Read Aloud
IMPORTANT Shared Reading Strategies: The focus of shared reading is not based on the Scott
Foresman skill of the week. For any resources that you use during Shared Reading make sure to
focus your instruction on the following CT CORE Standards.
 Determine the main idea of a text and explain how it is supported by key details;
summarize the text.
 Compare and contrast a firsthand and secondhand account of the same event or topic;
describe the differences in focus and the information provided.
 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, or interactive elements on Web pages) and explain how
the information contributes to an understanding of the text in which it appears.
 Explain how an author uses reasons and evidence to support particular points in a text.
 Integrate information from two texts on the same topic in order to write or speak about
the subject knowledgeably
Scott Foresman: Komodo Dragons p. 232-249
Reading A-Z: Rattlers
GUIDED READING
www.readinga-z.com (Leveled Readers)
Leveled Readers in Bookroom
INDEPENDENT READING
DAILY 5 – Read to Self
Grade 4: ELA Unit 3
July 2014
15
*Vocabulary and Spelling should be taught in a small group setting
based on students’ needs.
Vocabulary:
 Wordly Wise 3000
 A-Z Readers
Spelling:
 Administer Words Their Way-Elementary Spelling Inventory (ESI)
 Utilize Words Their Way-Word Sorts for Syllables and Affixes
Language: (*Use World of Language only if it applies to the language standards being taught in
this unit.
o Form and use prepositional phrases.
o Choose words and phrases to convey ideas precisely.
o Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning
of a word or phrase.
Writing Performance Task – Expository Writing (Part 1 = Tasks 1 & 2) (Part 2 = Tasks 3)
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Instructional Planning
ELA: Week 6
Performance Task 5 continued: Creating your book (Refer to Rigorous Curriculum Design:
Engaging Learning Experiences Planner)
Re-teaching and Enrichment based on Assessments
Extension
Further research finding out more about deserts and rainforests in the world. Compare and
contrast deserts and rainforests.
Interdisciplinary
Science: Nonfiction Study of Science Text Features
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Suggested Research-based Effective Instructional Strategies:
RESEARCH-BASED EFFECTIVE TEACHING STRATEGIES
Strategy
Suggestions for How to Use Strategy

1
Multiple intelligences
1
Non-Fiction Writing


Use engaging text for students to practice
inter-disciplinary writing

KWL Chart (what do we already know,
what do we want to find out, what did we
learn)
Venn diagram
Compare and contrast
Word and Number webs
2
3



Graphic organizers
Provide support resources (manipulative,
visual aids, charts, outlines, picture cues,
audiotape books and instructions)
Vary assessment types (i.e. performance
task, open response, multiple choice, etc)
Vocabulary/Word Wall
Lesson 5:
Abrupt - happening suddenly, without warning
Achieve - to do what one sets out to do
Attempt - to try; to make an effort
Contempt - a feeling that someone or something is bad or unworthy
Entertain - to interest and amuse
Glimpse - to get a quick look at
Mock - to make fun of
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Persist - to keep on doing or trying
Persuade - to win someone over by arguing or asking
Phase - a stage in a series of changes
Quaint - odd or unusual in a pleasing or old-fashioned way
Recall - to remember
Reject - to refuse to accept or use
Revise - to go over carefully in order to correct or improve
Sensitive - quick to notice or feel
Lesson 6:
Applaud - to show approval, especially by clapping hands
Crafty - skilled at tricking others
Disclose - to make known
Drab - dull and without color; not cheerful or colorful
Entire - having nothing left out; whole; complete
Exclaim - to speak suddenly and with strong feeling
Exquisite - finely done or made; very beautiful
Intend - to plan; to have in mind
Jeer - to speak or cry out in scorn; to mock
Peer - to look closely; to stare, especially at something that is hard to see or to understand
Progress - moving toward a goal
Refine - to make pure by removing all unwanted matter
Scoundrel - a mean or wicked person
Uneasy - not comfortable, worried or nervous
Vain - having too high an opinion of one’s looks or achievements
Additional Vocabulary:
Presented - information given or offered in a text
Varies – how something differs; contrast
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