grade_04_2ndQtr - Chinle Unified School District

Standards/Pacing

2014 Quarter Two Grade 04 ELA/Writing

Yearly Standards: 4.R.RF.04ab, 4.R.RI.10, 4.W.05, 4.W.10

ELP Standards Resources Week Pacing

10/06/14

10/13/14

5/10

Days

10/10

Days

[ 4.R.RL.03] Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

"I can describe a character, setting, or event in a story or

drama."

[ 4.R.RL.04] Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

"I can connect traditional words and phrases to modern-

day words and phrases."

III-R-4:HI-14 describing the characters’ traits and their motivations within a fictional text.

III-R-4:HI-15 describing the setting using key words from a fictional text.

III-R-4:HI-16 identifying and describing the plot

(specific events, problems and solutions) from a fictional text.

III-R-4:HI-8 locating sequential/ chronological order signal words (i.e., first, next, finally today, now, meanwhile, not long ago) in text.

III-R-4:HI-9 locating signal words that indicate comparison/contrast. (i.e., similarly, on the other hand, however, yet, in spite of)

III-R-4:HI-10 locating signal words that indicate cause and effect. (i.e., as a result of, consequently, so that, because of, since)

Stage III ELP Standards

Stage III ELP/Common Core

Crosswalk

BT Unwrapped 4.R.RL.03


1

Chinle Unified School District, No. 24

September 2014

ELD Methodologies





10/10

Days

[ 4.L.02bc] Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. b. Use commas and quotation marks to mark direct speech and quotations from a text. c. Use a comma before a coordinating conjunction in a compound sentence.

III-R-4:HI-32 identifying words (i.e., nouns, adjective, verbs and adverbs) that the author selects in a literary selection to create a graphic visual image.

III-W-2:HI-5 using punctuation for: sentence endings semi-colons in a series, introductory clauses, dialogue and direct address quotation marks for dialogue and titles colons to punctuate business letter salutations apostrophes to punctuate contractions and plural possessives

BT Unwrapped 4.L.02bc

5 Days

"I can use commas and

quotation marks correctly."

[ 4.W.07] Conduct short research projects that build knowledge through investigation of different aspects of a topic.

"I can conduct a short

research project."


September 2014

III-W-5:HI-1 recording, evaluating and organizing information, observations or questions on a topic of student interest from two or more sources (experiment, article, textbook, guest speaker, video, Internet, interview, podcasts, etc.) for

2

UW.4.W.07.pdf






10/20/14 5/10

Days

1 Day

[ 4.R.RL.04] Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

"I can connect traditional words and phrases to modern-

day words and phrases."

[ G4.R.AD.04] Additional State

Standards

4.R.RF.03a Use combined knowledge of all letter-sound correspondences, syllabication report/research purposes.

III-R-4:HI-8 locating sequential/ chronological order signal words (i.e., first, next, finally today, now, meanwhile, not long ago) in text.

III-R-4:HI-9 locating signal words that indicate comparison/contrast. (i.e., similarly, on the other hand, however, yet, in spite of)

III-R-4:HI-10 locating signal words that indicate cause and effect. (i.e., as a result of, consequently, so that, because of, since)

III-R-4:HI-32 identifying words (i.e., nouns, adjective, verbs and adverbs) that the author selects in a literary selection to create a graphic visual image.

III-R-2:HI-7 applying knowledge of spelling pattern exceptions.

III-R-2:HI-8 applying knowledge of syllabication rules


3


September 2014






10/27/14

5/10

Days

10/10 patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

4.R.RF.04c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

[ 4.L.02bc] Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. b. Use commas and quotation marks to mark direct speech and quotations from a text. c. Use a comma before a coordinating conjunction in a compound sentence. when decoding unfamiliar words in context.

III-R-2:HI-9 applying knowledge of inflectional forms of words in context.

III-R-2:HI-10 applying knowledge of affixes to words in context.

III-W-2:HI-5 using punctuation for: sentence endings semi-colons in a series, introductory clauses, dialogue and direct address quotation marks for dialogue and titles colons to punctuate business letter salutations apostrophes to punctuate contractions and plural possessives

BT Unwrapped 4.L.02bc

"I can use commas and

quotation marks correctly."

[ 4.R.RL.09] Compare and III-R-4:HI-6 UW.4.R.RL.09.pdf

4


September 2014






Days contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. making connections to text (i.e., text-totext and text-to-self).

1 Day

"I can compare and contrast similar themes and topics in

traditional literature."

[ G4.R.AD.05] Additional State

Standards

4.R.RF.03a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.



September 2014


III-R-2:HI-8 applying knowledge of syllabication rules when decoding unfamiliar words in context.



5






5 Days

11/03/14 5/10

Days

[ 4.L.04b] 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. b.Use common, gradeappropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

III-L-2:HI-7 using knowledge of base/root words and affixes (prefixes and suffixes) to determine the meaning of unknown grade-level content words.

"I can use root words, prefixes and suffixes to understand the meaning of an unknown

word."

[ 4.R.RL.09] Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

III-R-4:HI-6 making connections to text (i.e., text-totext and text-to-self).

UW.4.L.04b .pdf

UW.4.R.RL.09.pdf

6


September 2014






5 Days

"I can compare and contrast similar themes and topics in

traditional literature."

[ 4.L.04ac] 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. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. c. Consult reference materials

(e.g., dictionaries, glossaries, thesauri), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

III-L-2:HI-10 using context clues in a variety of content texts to confirm the intended meaning of grade-level homonyms and multiplemeaning words.

III-L-2:HI-12 using context clues in a variety of content texts to confirm the intended meaning of grade-level content words.

III-L-2:HI-14 using a dictionary to identify meanings, spellings, and pronunciations of gradelevel content words.

UW.4.L.04ac.pdf

"I can use context clues to determine the definition of an unknown word. I can use reference materials to find the

7


September 2014






11/10/14

5 Days

10/10

Days pronunciation and definition

of unknown words."

[ 4.W.08] 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.

"I can paraphrase information from at least one appropriate

source."

[ 4.R.RI.06] Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

N/A

III-W-5:HI-1 recording, evaluating and organizing information, observations or questions on a topic of student interest from two or more sources (experiment, article, textbook, guest speaker, video, Internet, interview, podcasts, etc.) for report/research purposes.

UW.4.W.08.pdf

UW.4.R.RI.06.pdf

5 Days

"I can compare and contrast a firsthand and secondhand

account of an event or topic. "

[ 4.L.05] Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

III-L-2:HI-13 interpreting the meaning of figurative language including in a variety of gradelevel texts.

8


September 2014

UW.4.L.05abc .pdf






11/17/14 5/10

Days a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. b. Recognize and explain the meaning of common idioms, adages (proverbs). c.Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

"I can demonstrate understanding of figurative language and word relationships (synonyms

and antonyms)."

[ 4.R.RI.06] Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

N/A

"I can compare and contrast a firsthand and secondhand


September 2014

9

UW.4.R.RI.06.pdf






11/24/14 5 Days

account of an event or topic. "

[ 4.W.09] Draw evidence from literary or informational texts to support analysis, reflection, and research.

N/A a. Apply grade 4 Reading standards to literature (e.g.,

“Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). b.Apply grade 4 Reading standards to informational texts

(e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

"I can make a response to literature that demonstrates an understanding of the text including evidence and

details."


September 2014

10

UW.4.W.09ab.pdf






12/01/14 1 Day [ G4.R.AD.06] Additional State

Standards

4.R.RF.03a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.


5 Days [ BENCHMARK #2]

12/08/14 10/10

Days

[ 4.R.RI.01] Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

"I can refer to details and examples from an expository

text to state an inference."


September 2014


III-R-2:HI-8 applying knowledge of syllabication rules when decoding unfamiliar words in context.



III-R-4:HI-3 answering literal (i.e., Yes/No, who, what, where, when, why, which and how) and/or personal response questions about text.

III-R-4:HI-13 drawing conclusions from information implied or inferred in a literary selection.

UW.4.R.RI.01.pdf

11






5 Days [ 4.W.01] Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.

"I can write an opinion piece with supporting details."

III-W-1:HI-7 writing a persuasive essay that states a clear position with supporting details using persuasive vocabulary/strategies to influence the reader (e.g., loaded/emotional words, exaggeration, euphemisms bandwagon, peer pressure,

repetition, etc.).

UW.4.W.01abcd .pdf

12


September 2014





ELP Standards Resources Week Pacing ELD Methodologies

12/15/14 5/10

Days

[ 4.R.RI.01] Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

III-R-4:HI-3 answering literal (i.e., Yes/No, who, what, where, when, why, which and how) and/or personal response questions about text.

III-R-4:HI-13 drawing conclusions from information implied or inferred in a literary selection.

UW.4.R.RI.01.pdf

"I can refer to details and examples from an expository

text to state an inference."

Yearly Standards:

4.R.RF.04ab Read with sufficient accuracy and fluency to support comprehension.

III-R-3:HI-1 reading aloud passages from unfamiliar content area text with fluency. (i.e., accuracy, appropriate phrasing, and attention to punctuation) a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. BT Unwrapped 4.R.RF.04ab

4.R.RI.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. BT Unwrapped 4.R.RI.10

4.W.05 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. BT Unwrapped 4.W.05

III-W-3:HI-1 generating and organizing ideas to create a prewriting plan using multiple self-selected methods (brainstorming, webbing, writer’s notebook, journal, etc.).

III-W-3:HI-2 evaluating, organizing and selecting ideas that reflect the audience and purpose.

13


September 2014




ELP Standards Resources Week Pacing ELD Methodologies

III-W-3:HI-3 using a prewriting plan to draft an essay with an introductory paragraph, body, transitions and concluding paragraph

III-W-3:HI-4 revising a student draft as a class, in small groups and independently with audience and purpose in mind for: word choice sequence of ideas (introduction, body, conclusion) adding/deleting/ moving supporting details effective transitions

sentence structure (combining/adding/ deleting, complete and varied sentences) using revision tools. (checklists, rubrics, and reference materials)

III-W-3:HI-5 reviewing student drafts for errors in conventions* as a class, in small groups and independently using editing tools. (e.g., checklists, rubrics, computer spell check and other reference materials)

4.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. BT Unwrapped 4.W.10

III-W-3:HI-7 using time management strategies to publish products within a teacher specified period of time.

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September 2014

grade_04_2ndQtr - Chinle Unified School District

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