ENGLISH LANGUAGE ARTS / READING
ELEMENTARY CURRICULUM
GRADE: 4
1st Nine-Week Period
Essential Understanding (Big Ideas):
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Writing
Personal Narrative (Big Piece) Literary Emphasis
Understanding character development and influence on the
main events help a writer develop their own stories
Writing about one’s own experiences can be written in literary
(story) form to convey a lesson/theme
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Reading
Literary Text: Story Emphasis
Character development helps the reader understand the story
and make predictions
The lesson or theme of a story is supported with main events as
evidence of that lesson or theme
Guiding Questions:
How can I discover the characters interactions and the changes they undergo?
Why is that important?
How does recognizing the sequence and summarizing the plot’s main events help me write my own stories?
Predicting future events is important because…
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4.
Fall 2013
Reading
Ongoing
TEKS
Writing/OWC
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Fluency (4.1)
Vocabulary (4.2BE)
Independent reading (4.9)
Establish purposes for reading (Fig 19A)
Make inferences/ use textual (Fig 19D)
 Make connections (Fig. 19F)
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Writing Process (4.15 ABCDE)
Write responses to texts (4.18C)
Write legibly in cursive or manuscript (4.21)
Spell correctly (4.22A )
Revision practice (4.15C)
Edit practice (4.15D)
Reading
ELPS:
4I
CCRS:
IIA
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Assessments
Listen attentively to others 
(4.27A)
Follow, restate, & give oral
instructions (4.27B)
Participate productively in
teams (4.29)
Writing/Literary Text
 Personal narrative-own experience (4.17)
 Write literary responses-plot summaries;
Listening & Speaking
character changes with inferences about
 Peer and teacher
those changes (4.18C)
conferences for revisions
Oral/written conventions
& editing of drafts (4.15E;
 Functions of nouns, verbs in the context of
4.27AB; 4.29)
reading, writing, and speaking (20Ai, ii)
 Complete subject and predicate sentences
(4.20B)
 Use correct capitalization for titles, stories,
and essays; languages, races, and
nationalities (4.21Bii, iii)
 Spelling patterns (4.22AD)
Spelling/revise/edit quizzes (1 per
week = 1 major grade)
Common Assessments
Writing:

Personal experience in story form
(4.17)

Written responses of literary text
(4.18C)
Reading:

Cold read of a story- write a
summary of the story or teacher
created questions (4.6AB & Fig.
19E)

Vocabulary in context passage
and questions (teacher/campus
made) (4.2B)
Make connections with the reading vocabulary
within the writing of a persona narrative.
The writing process
Personal experience
ELPS:
5G; 5E
functions of nouns
complete subject &
complete predicate
CCRS:
IA;IA5
ELPS:
3G
CCRS:
IIIB2
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2
ELPS &
CCRS
Relationships
Changes undergo
First person/third person
Inference in fiction

Research and
Listening & Speaking
Research
N/A this grading period
Writing/OWC
Literary Text/Theme & Genre (realistic fiction
& personal narratives)
 Lesson/message as the theme (4.3A)
 Compare/contrast characters (4.3B)
 Plot’s main events and their influence on
future events (4.6A)
 Interactions of characters and changes they
undergo (4.6B)
1st Nine  First or third person (4.6C)
Weeks  Summarize information in texts-fiction (Fig.
19E)
Literary Text/Literary Nonfiction
 Identify similarities and differences between
experiences in a fictional work and actual
events and experiences in
biographies/autobiographies (4.7)
Make connections-literary & informational text
(Fig. 19F)
Literary text
Sequence
Academic Summarize
vocabulary Plot
Interaction
Listening & Speaking
Fall 2013
++ Readiness Standards
+ Supporting Standards
Reading/Vocabulary Development.
Students understand new vocabulary and use it
when reading and writing. Students are expected
to: (B) use the context of the sentence (e.g., insentence example or definition) to determine the
meaning of unfamiliar words or multiple meaning
words; and (E) use a dictionary or glossary to
determine the meanings, syllabication, and
pronunciation of unknown words.
(3) Reading/Comprehension of Literary
Text/Theme and Genre. Students analyze, make
inferences and draw conclusions about theme and
genre in different cultural, historical, and
contemporary contexts and provide evidence from
the text to support their understanding. Students
are expected to:
+ (A) summarize and explain the lesson or
message of a work of fiction as its theme; and
+ (B) compare and contrast the adventures or
exploits of characters (e.g., the trickster) in
traditional and classical literature.
(6) Reading/Comprehension of Literary
Text/Fiction. Students understand, make
inferences and draw conclusions about the
structure and elements of fiction and provide
evidence from text to support their understanding.
Students are expected to:
++ (A) sequence and summarize the plot's main
events and explain their influence on future
events;
++ (B) describe the interaction of characters
including their relationships and the changes they
undergo; and
Fall 2013
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The Workshop Model:
MINILESSON: student exposure of the TEKS/skills to be addressed
SMALL GROUPS: Guided Reading/Literature Groups
INDEPENDENT READING & WRITING: Practicing skill through the 9 weeks
CONFERENCING: Peer and teacher conferences in Reading-discuss what they are reading and address reading skills; in Writing-discuss
what they are writing and revising and editing
WORD STUDY: spelling conventions and decoding words; word meanings
*At this grade level spelling patterns are more of a review. The focus should be more on vocabulary development through the use of
reading and writing (Standard 2). Grades will come from a combination of spelling word quizzes and grammar in revising and
editing.
SMALL GROUPS
Guided Reading uses leveled readers to address the supported skills taught during each three week period. Tier II intervention is
the place to address gaps in student ELAR skills.
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INDEPENDENT READING & WRITING
Students will incorporate the skills addressed this nine weeks in their literacy notebooks: this includes reading responses, word
work activities, writing – free-writes, writing piece, grammar and conventions, etc.
This is a good time to meet in small groups, participate in both teacher and peer conferences
Daily 5, Debbie Diller workstations, or other routine structures can be implemented during this time.
WORD STUDY (WORD-WALL)
Unfamiliar words that students need in order to build their own repertoire of vocabulary. They address word meaning in context,
spelling patterns and decoding skills (patterns & abstract combinations), and proper use of the words. Vocabulary is taught in
context and word study techniques. A word wall that posts a few, but not every word addressed is valuable if students are directed
to revisit the words in application throughout the workshop style, (I do, We do, You do) cycle of each day.
Writer/Reader Notebook (WRN)
A composition notebook, spiral, or some type of journal is used to keep literacy notes, findings, prewrites, reading responses, and
other literacy notes. This is a vital part of the workshop. Ralph Fletcher has a suggested way of setting this up. Another
suggestion: IDEAS (10 pages); Prewrites/Quickwrites (25); Reader Responses (25 pages); Grammar & Word-work (25 pages);
Free-writes (to the end)
SUGGESTED Instructional Strategies & Activities
Assessment
Connections
Resources
3
++ (2)
*Notice the reading and writing connections. It is vital to make those connections throughout the
language arts block. The workshop model is suggested to provide a concise structure for delivering
instruction and student centered learning.
Page
TEKS / ELPS / CCRS
(1) Reading/Fluency. Students read grade-level
text with fluency and comprehension. Students are
expected to read aloud grade-level stories with
fluency (rate, accuracy, expression, appropriate
phrasing) and comprehension.
(9) Reading/Comprehension of Text/Independent
Reading. Students read independently for
sustained periods of time and produce evidence of
their reading. Students are expected to read
independently for a sustained period of time and
paraphrase what the reading was about,
maintaining meaning and logical order (e.g.,
generate a reading log or journal; participate in
book talks).
(15) Writing/Writing Process. Students use
elements of the writing process (planning,
drafting, revising, editing, and publishing) to
compose text. Students are expected to:
(A) plan a first draft by selecting a genre
appropriate for conveying the intended meaning to
an audience and generating ideas through a range
of strategies (e.g., brainstorming, graphic
organizers, logs, journals);
++ (B) develop drafts by categorizing ideas and
organizing them into paragraphs;
++ (C) revise drafts for coherence, organization,
use of simple and compound sentences, and
audience;
++ (D) edit drafts for grammar, mechanics, and
spelling using a teacher-developed rubric; and
(E) revise final draft in response to feedback from
peers and teacher and publish written work for a
specific audience.
++ (17)
Writing. Students write about their own
experiences. Students are expected to write about
important personal experiences.
+ (18)
Writing/Expository and Procedural Texts.
Students write expository and procedural or workrelated texts to communicate ideas and
information to specific audiences for specific
purposes. Students are expected to: (C) write
responses to literary or expository texts and
provide evidence from the text to demonstrate
understanding.
Fall 2013
WEEK 1 - 3
Reading
 Begin daily Read Aloud / Think Together modeling comprehension
strategies (Note: Teacher read-aloud is limited to 10 minutes.); set
up a readers notebook that will be used for reflection and response
through the year; work on reading workshop routines and
expectations
 Introduce Word Wall
 Begin Word Work and Vocabulary Development (continue 3-4
times per weeks) word ladders, making words, word sorts, word
wall games, root of the week, prefix and suffix games, context
clues, multiple-meaning words, finding synonyms, antonyms using
a dictionary and/or thesaurus (4.2A, 4.2B, 4.2C, 4.2E). Can be
done during independent reading and writing/workstations
 Pull unfamiliar words from student reading and determine meaning
through context of a sentence. Create a chart with the following
vocab. word/what I think it means through context/what clues I
used/dictionary definition. Continue to add to this chart throughout
the nine weeks and refer to it in class discussions and in student
writing. (Teachers must model this first in a short read aloud to
help students understand the process of context clues and dictionary
use. A mini lesson on dictionary use may need to take place first)
(4.2B & 4.2E)
 Discussion about characteristics of a good reader and list on an
anchor chart; discuss workshop procedures
 Introduce on-going book summary foldable and/or Daily Five
(4.3A & Fig. 19 E)
To enforce the reading/writing connections and build on skills taught:
 Read independently and respond ( 4.9) **respond to literary text
(4.18C)
Writing
 Begin to set up a Writer’s Notebook with your students. This is a
tool that will be used throughout the year to reflect and respond on
reading, demonstrate understanding of the writing processes,
practice grammar, conventions, and spelling, and expand
vocabulary. This notebook allows students to connect reading,
writing, and thinking. ( The Writer’s Notebook by Ralph Fletcher)
This WRN will be used for all student journaling.
 Using the read alouds, begin collecting ideas and list them in their
WRN
Attachments in
Forethought:
 Workshop article
 Spelling Lists
I-SIP weeks 2 – 4
Everyday Spelling:
Lessons 1 – 2
Journeys (Teachers may
use other resources that
teach the same skill.)
Write Source
Articles/books
Make sure to use the
word theme for fiction,
not main idea
TISD Smart Content
folder on the TISD
Computer Desktop
Cheryl Kelley-Tomball
ISD ELA Content
Specialist Grades 3-6
http://teacherweb.com/TX/
TomballCurriculumInstruc
tion/Kelley
Website with resources for
the various skills in this
nine week period
4
identify whether the narrator or speaker of
a story is first or third person.
Page
+ (C)
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(22) Oral and Written Conventions/Spelling.
Students spell correctly. Students are expected to:
++ (A) spell words with more advanced
orthographic patterns and rules:
(i) plural rules (e.g., words ending in f as in leaf,
leaves; adding -es);
(ii) irregular plurals (e.g., man/men, foot/feet,
child/children);
(iii) double consonants in middle of words;
(iv) other ways to spell sh (e.g., -sion, -tion, cian); and
(v) silent letters (e.g., knee, wring);
+ (B) spell base words and roots with affixes
(e.g., -ion, -ment, -ly, dis-, pre-);
Fall 2013
Oral & Written Conventions-Word Study
Use spelling patterns and rules to spell given words (4.21D)
 Complete word work activities, compile word lists in
WRN/Literacy notebooks; use words correctly in their writing.
 Edit activities and peer/teacher conferencing
Everyday Spelling: Lessons 1 & 2
WEEK 4-6
Reading
 Summarize and explain the lesson or message of a work of fiction
as its theme (4.3A & Fig. 19D & E))
 Introduce sequencing and summarization of plot’s main events and
explain influences on future events (4.3A, 4.6A)
o Read stories with a lesson and help students come up with
the lesson the stories reveals (4.3A)
o Chart the lessons/themes and pull out the main events that
support the lesson, explaining that the events should
support the lesson (4.6A)
o Helps students understand they can use events to help
them infer the theme/lesson (Fig. 19 D) to create a
summary (Fig. 19 E)
 Recognize the structure and elements of fiction by sequencing and
summarizing the plot’s main events and explain their influence on
future events (4.6 A) Sequence – continue through work stations
and/or discussion of Read Aloud novels
 Suggested Reading: Journeys / Unit 5 “The World According to
Humphrey” Lesson 21 TE p.16
Gates: weeks 3 & 4
WRITING:
Major Grade
Written Responses: a
collection of responses
to literary text in their
WRN (Literacy
Notebooks) (4.18C);
use of proper grammar
skills taught this nine
weeks: verb tenses
Attachments in
Forethought:
 Verb tenses chart
 Literary verb tense
Everyday Spelling:
Lessons 3, 4, 5
Verb tense information:
http://grammar.ccc.
commnet.edu/gram
mar/verbs.htm
To enforce the reading/writing connections and build on skills taught:
 Read independently and respond ( 4.9) **respond to literary text
(4.18C)
Writing
 Write responses to the stories read aloud and independently (4.18C)
 Pull from the ideas listed in their WRN to begin thinking about
writing their own story about themselves. (4.15 A & B)
5
(21) Oral and Written Conventions/Handwriting,
Capitalization, and Punctuation. Students write
legibly and use appropriate capitalization and
punctuation conventions in their compositions.
Students are expected to:
(A) write legibly by selecting cursive script or
manuscript printing as appropriate;
++ (B) use capitalization for:
(i) historical events and documents;
(ii) titles of books, stories, and essays; and
(iii) languages, races, and nationalities; and
++ (C) recognize and use punctuation marks
including:
(i) commas in compound sentences; and
(ii) quotation marks.
Establish writer workshop routines and expectations using read
alouds and responses to literature in quick-writes and literary
responses.
Page
(20) Oral and Written Conventions/Conventions.
Students understand the function of and use the
conventions of academic language when speaking
and writing. Students continue to apply earlier
standards with greater complexity. Students are
expected to:
++ (A) use and understand the function of the
following parts of speech in the context of
reading, writing, and speaking:
(i) verbs (irregular verbs);
(ii) nouns (singular/plural, common/proper);
a conclusion;
++ (B) use the complete subject and the
complete predicate in a sentence; and
o
+ (C)
spell commonly used homophones (e.g.,
there, they're, their; two, too, to); and
+ (D) use spelling patterns and rules and print
and electronic resources to determine and check
correct spellings.
(26) Research/Organizing and Presenting Ideas.
Students organize and present their ideas and
information according to the purpose of the
research and their audience. Students are expected
to draw conclusions through a brief written
explanation and create a works-cited page from
notes, including the author, title, publisher, and
publication year for each source used.
(27) Listening and Speaking/Listening. Students
use comprehension skills to listen attentively to
others in formal and informal settings. Students
continue to apply earlier standards with greater
complexity. Students are expected to:
(A) listen attentively to speakers, ask relevant
questions, and make pertinent comments; and
(B) follow, restate, and give oral instructions that
involve a series of related sequences of action.
(28) Listening and Speaking/Speaking. Students
speak clearly and to the point, using the
conventions of language. Students continue to
apply earlier standards with greater complexity.
Students are expected to express an opinion
supported by accurate information, employing eye
contact, speaking rate, volume, and enunciation,
and the conventions of language to communicate
ideas effectively.
Fall 2013
WEEK 7-9
Reading
 Continue to summarize and explain the lesson or message of a work
of fiction as its theme (4.3A & Fig. 19D)
 Read several stories and compare and contrast the adventures or
exploits of characters (4.3B)
 Recognize the structure and elements of fiction
o Describe the interaction of characters including their
relationships and changes they undergo (4.6 B)
o Identify whether the narrator or speaker of a story is first
or third person (4.6 C)

Describe the interaction of characters including their relationships
and the changes they undergo (4.6B)
o Use the previous stories to discuss the interaction of the
characters. Move characters from one story to the other
and have students think about how the story would change.
READING:
Major Grade
Summary of a story,
(cold read), with the
sequence and character
interactions in relation
to the plot; must
include how the
character changed over
time; must use text to
support their findings
(4.6A,B & Fig 19E)
WRITING:
Major Grades
Writing about a
personal experience in
Everyday Spelling:
Lessons 6, 7, 8
Attachments in
Forethought:
*Subject/verb
agreement lesson
*Subject/verb
agreement singular or
plural
6
(25) Research/Synthesizing Information. Students
clarify research questions and evaluate and
synthesize collected information. Students are
expected to improve the focus of research as a
result of consulting expert sources (e.g., reference
librarians and local experts on the topic).
Oral & Written Conventions-Word Study
 Grammar; verb tenses-word play and word wall activities;
recognize in reading and write in context (4.20 Ai). Use mentor
text (sentences from read materials that follow the verb tense
patterns) to show models of verb tense patterns. Have students
create sentences that follow the proper verb tenses; create an anchor
chart and have students write a chart in their WRN to list the verb
tenses of past, present, future and have students edit their writing
for proper verb tense.
 Word Work: Use spelling patterns and rules to spell given words
(4.21D) Everyday Spelling: Lessons 3, 4, 5
 Complete word work activities, compile word lists in
WRN/Literacy notebooks; use words correctly in their writing.
 Edit activities and peer/teacher conferencing
Page
(23) Research/Research Plan. Students ask openended research questions and develop a plan for
answering them. Students are expected to:
(A) generate research topics from personal
interests or by brainstorming with others, narrow
to one topic, and formulate open-ended questions
about the major research topic; and
o
o
Discuss the structure of a story from what they have been
reading
Begin writing drafts of their personal narratives
Share in groups
++ (E) make inferences about text and use textual
evidence to support understanding;
ELPS
4I demonstrate English comprehension and
expand reading skills by employing basic reading
skills such as demonstrating understanding of
supporting ideas and details in text and graphic
sources, summarizing text, and distinguishing
main ideas from details commensurate with
content area needs;
5G narrate, describe, and explain with increasing
specificity and detail to fulfill content area writing
needs as more English is acquired
5E employ increasingly complex grammatical
structures in content area writing commensurate
with grade-level expectations, such as
3G express opinions, ideas, and feelings ranging
from communicating single words and short
phrases to participating in extended discussions on
a variety of social and grade-appropriate academic
topics;
CCRS:
IIA Locate explicit textual information and draw
complex inferences, analyze, and evaluate the
Fall 2013
o
To enforce the reading/writing connections and build on skills taught:
 Read independently and respond ( 4.9) **respond to literary text
(4.18C)
Writing
 Continue to write responses to the stories read aloud and
independently (4.18C)
 Write a story about their own personal experiences (4.17)
o Pull from the ideas listed in their WRN to begin thinking
about writing their own story about themselves. (4.15 A &
B)
o Discuss the structure of a story from what they have been
reading
o Begin writing drafts of their personal narratives
o Share in groups and have students look for proper
character interactions and changes, as well as subject-verb
agreement
o Continue writing personal narratives; peer and teacher
conferences to preview and assist in the writing process
Oral & Written Conventions-Word Study
 Grammar; verb tenses-word play and word wall activities;
recognize in reading and write in context (4.20 Ai); review verbs
and past, present, and future; pull out verbs from stories and ask
students what they notices; discuss what helps the reader know the
author is talking about the past, present, or future; in groups have
students rewrite a short paragraph to sound like it took place in the
past that was written in the present; share and discuss what
changed; chart verbs in the past, present, and future in WRN and/or
anchor charts.
 Nouns in connections to verbs and plural/singular (4.20Aii):
explicitly discuss how nouns and verbs are connected; have
students pull noun and verb connection from sentences in their own
story form with a
lesson/theme: effective
character interactions,
with theme and plot;
use of grammar skills:
subject verb agreements
and complete subjects
and predicates
sentences (4.17)
READING:
Major Grade
Peer-read personal
narratives (at least 5
others) and write the
lesson/theme of each
piece. Could be done in
a two column chart:
main events / plot
summary on one side
and theme on the other
(4.6A, B & 4.3A, B)
7
FIG. 19
(A) establish purposes for reading selected texts
based upon own or others’ desired outcome to
enhance comprehension;
++ (D) monitor and adjust comprehension (e.g.,
using background knowledge, creating sensory
images, rereading a portion aloud, generating
questions);
o
Point out actions of characters and how they affect the
story.
Read several stories and compare and contrast the
adventures or exploits of characters (4.3B
Suggested Reading: Journeys “Save Timber Woods: Unit
6 Lesson 29 T148
Page
(29) Listening and Speaking/Teamwork. Students
work productively with others in teams. Students
continue to apply earlier standards with greater
complexity. Students are expected to participate in
teacher- and student-led discussions by posing and
answering questions with appropriate detail and by
providing suggestions that build upon the ideas of
others.


reading and writing and share; Askwhat do you notice? Discuss
the connections and askwhy it is important to know the
connections? See attached resources on subject-verb agreement for
further activities to teach grammar in context.
Complete subjects & complete predicates in sentences (4.20B)
o Show mentor text with examples and have students create
sentences that follow the correct subject/predicate patterns
o Continue to add sentences and look for it in their writing
pieces during conferences
Spelling Word Work: Use spelling patterns and rules to spell given
words (4.21D) Everyday Spelling: Lessons 6, 7, 8
Page
8
information within and across texts of varying
lengths
CCRS: IA Compose a variety of texts that
demonstrate clear focus, the logical development
of ideas and well-organized paragraphs, and the
use of appropriate language that advances the
author’s purpose.
CCRS: IA5 Edit writing for proper voice, tense,
and syntax, assuring that it conforms to standard
English, when appropriate.
CCRS: IIIB1 Participate actively and effectively
in one-on-one oral communication situations.
Fall 2013