Fourth Grade Literacy Guide
4th Grade English Language Arts Common Core State Standards (ELA, CCSS)
ards (ELA, CCSS)
Grade Four Core Content
Reading: Literature
 Key Ideas and Details
 Craft and Structure
 Integration of Knowledge and Ideas
 Range of Reading and Level of Text
Complexity
Reading: Informational Text
 Key Ideas and Details
 Craft and Structure
 Integration of Knowledge and Ideas
 Range of Reading and Level of Text
Complexity
Reading: Foundational Skills
 Print Concepts
 Phonological Awareness
 Phonics and Word Recognition
 Fluency
Writing
 Text Types and Purposes
 Production and Distribution of
Writing
 Research to Build and Present
Knowledge
 Range of Writing
Speaking and Listening
 Comprehension and Collaboration
 Presentation of Knowledge and Ideas
Language
 Conventions of Standard English
 Knowledge of Language
 Vocabulary Acquisition and Use
Text Complexity
English Language Arts Practices
1.
2.
3.
4.
5.
6.
7.
Demonstrate independence.
Build strong content knowledge.
Respond to varying demands of audience, task, purpose, and discipline.
Comprehend as well as critique.
Value evidence.
Use technology and digital media strategically and capably.
Understand other perspectives and cultures.
Grade Four Assessment Considerations
English Language Development Standards
Claim #1
Students can read closely and critically to comprehend a range of increasingly
complex literary and informational texts
Claim #2
Students can produce effective writing for a range of purpose and audiences
Claim #3
Students can employ effective speaking and listening skills for a range of purposes
and audiences
Claim #4
Students can engage appropriately in collaborative and independent inquiry to
investigate/research topics, pose questions, and gather and present information
Claim #5
Students can skillfully use and interpret written language across a range of literacy
tasks
Listening/Speaking Standards
 The student uses listening and observation skills and strategies to gain
understanding.
 The student uses communication skills and strategies to interact/work effectively
with others.
 The student uses communication skills and strategies to effectively present ideas
and one’s self in a variety of situations.
 The student analyzes and evaluates the effectiveness of communication.
Reading
 The student understands and uses different skills and strategies to read.
 The student understands the meaning of what is read.
 The student reads materials for a variety of purposes.
Writing
 The student writes in a variety of forms for different audiences and purposes.
 The student writes clearly and effectively
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Fourth Grade Literacy Guide
Burlington-Edison School District 4th Grade Snapshot
(Refer to District Curriculum & Learning Guides created for each subject to get additional descriptions, timelines, EALRS, unit focus, CC Standards, I can…etc.)
Reading (Harcourt, Daily Café, R Routman, F&P Phonics)
Writing (Write Source, D Matteson)
Social Studies/Science Integration Ideas
o
o
o
o
Trimester 1
Sept/Oct/Nov
o
o
o
o
o
o
o
District
Assess
Understand and apply a wide range of
vocabulary
Read grade level text with proper phrasing
and expression
Set and maintain reading goals
Check for understanding while reading
Choose “just right” books
Build “Read to Self” Stamina
State main idea of a passage with 2-3
supporting details
Explain text events in sequential order
Use prior knowledge (This reminds me of…)
Compare/contrast elements within and
between texts
Use appropriate resources to gain
information
Sept: DIBELS Benchmark (Record on SOAR)
Oct.,Nov. Progress Monitor (Record on SOAR)
MAPS Testing; District Reading Assessment
Reading (Harcourt, Daily Café, R Routman, F & P Phonics)
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Review 6-Trait Writing
o Writing process review
Descriptive Writing: Unit 3(Write Source)
Narrative Writing : Unit 4(Write Source/D
Matteson)
o Strong descriptive words
o Dialogue
o Sensory Details
Know and use conventions*
o Indent to begin paragraphs
o Grade level appropriate spelling
o
Use capitalization rules (name, date,
beg of sent., etc)
o Use punctuation marks,?!
o Use complete sentences
o Use quotes for dialogue
*Continue all trimesters
Nov: Descriptive Writing Assessment pg.
86 (Write Source)
Writing (Write Source, D Matteson)
Dec: Trimester 1 Assessment
(Record on SOAR); MAPS Testing
Social Studies/Science Integration Ideas
2
Fourth Grade Literacy Guide
o
o
o
o
Trimester 2
Dec/Jan/Feb
o
o
o
o
o
o
o
o
o
o
District
Assess
Dec., Feb. Prog. Monitor (Record on SOAR)
Jan: DIBELS Benchmark (Record on SOAR)
MAPS, Reading Benchmark Assessment
o
Trimester 3
Mar/April/May /June
District
Assess
Understand and apply a wide range of
vocabulary
Read grade level text with proper phrasing
and expression
Set and maintain reading goals
Check for understanding while reading
Choose “just right” books
Build “Read to Self” Stamina
Summarize with evidence from text
Back up and reread for fluency & understanding
Determine plot, character, setting, and other
literary elements
Use text features to comprehend text
Make and confirm inferences
Read voraciously (don’t want to stop)
Adjust reading rate to match text
Read grade level text with fluency and
expression
o
o
o
o
o
o
o
o
o
Understand and apply a wide range of
vocabulary
Read grade level text with proper phrasing
and expression
Set and maintain reading goals
Check for understanding while reading
Choose “just right” books
Build “Read to Self” Stamina
Cause and Effect (If….then…)
Determine author’s purpose
Identify facts, opinions, and their differences
Evaluate the effect of text on different
audiences
Mar/April/May: Progress Monitor (Record on SOAR) June: DIBELS
Benchmark (Record on SOAR)
MAPS, Reading Benchmark Assessment, MSP
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Expository Writing: Unit 5
o a specific subject
o a logical organization
o detailed information
Persuasive Writing: Unit 6
o Audience/purpose
o Forms can be posters, e-mail, etc.
Responding to Literature: Unit 7
o Fiction / Non-fiction
o Consider audience/purpose
Mar: Respond to Literature Assessment, pg. 264
Feb: Trimester 2 Assessment
(Record on SOAR)
Creative Writing: Unit 8
o Use elements of fiction
o Plot Line
o Poetry
Report Writing: Unit 9
o Use library to research and write
summary paragraph
May: Summative Assessment. Narrative
May: Trimester 3 Assessment
(Record on SOAR); MAPS, MSP
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Fourth Grade Literacy Guide
Fourth Grade Comprehension Toolkit Lesson Sequence
September
1.Monitor
1, 2
Comprehension
2.Activate and
Connect
3.Ask
Questions
4.Infer and
Visualize
5. Determine
Importance
6. Summarize
& Synthesize
October
November
December
January
February
March
April
May/June
3
4,5
6
7,8
9
10,11
12-14
15
16-17
18-20
21-23
24-26
(Harcourt and Daily Café have additional comprehension lessons and resources)
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Fourth Grade Literacy Guide
Core Content: Vocabulary
STANDARD
Timeline: All Year
Learning Targets
Vocabulary
Resources and
Materials
Notes
Vocabulary
1.2
Use vocabulary (word meaning) strategies to
comprehend text.
1.3
Build vocabulary through wide reading.
How can vocabulary words in
context assist in comprehension?
Vocabulary is embedded
in your daily lessons.
How do I understand a word I
don’t know?
Resources include:
Harcourt
Rewards
* I can read for meaning and
understanding.
Use this as a guide for all
vocabulary throughout
the year.
Additional resources from
a variety of sources
ie: CCD
expand vocabulary CAFÉ
* I can use my knowledge of
prefixes, suffixes, and root words
to predict what a word might
mean.
* I can infer the meaning of an
unknown word using text clues.
Assessment: Stem Questions:
What is the meaning of the word/phrase in italics) as it is used in the paragraph (number) of the story/selection/poem?
Which word could the author have used in paragraph (number) instead of (vocabulary word/phrase)?
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Fourth Grade Literacy Guide
Core Content: Fluency/Sight Words
STANDARD
Timeline: All Year
Learning Targets
Vocabulary
Resources and
Materials
Notes
Fluency/Sight Words
1.4
Apply word recognition skills and strategies to read
fluently.
How do word decoding strategies
help with fluency?
Trimester 1 Benchmark:
93 w.p.m.
How do word families assist in
decoding unfamiliar words?
Trimester 2 Benchmark:
105 w.p.m.
How should fluent readers
sound?
Trimester 3 Benchmark
118 w.p.m.
*I can read with proper phrasing
and expression.
* I can read smoothly with few
errors while maintaining my
comprehension.
Fountas & Pinnell
High Frequency (HF)
Lessons. See Phonics
Scope and Sequence for
Pacing.
Use this guide for all
vocabulary throughout
the year.
6 Minute Solutions
Leveled partner reading
passages; word lists to
support phonics study
Use Fountas & Pinnell
Word list as 3rd grade High
Frequency Word List.
Assessment: DIBELS Trimester Testing; DIBELS Progress Monitoring
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Fourth Grade Literacy Guide
Core Content: Determining Importance: Main Idea
STANDARD
Timeline: Sept. – Mid Oct. (5 Weeks)
Learning Targets
Vocabulary
Resources and
Materials
Notes
Comprehension
4.1.1
Apply strategies to monitor reading progress.
4.1.2.
Understand how to set grade-level appropriate reading
goals.
2.1.3
Demonstrate understanding of theme/message/main or
major idea and supporting details.
What does a good reader do?
* I can select a book that is “just
right” for me.
Comprehension Tool Kit:
Book 1: Monitor
Comprehension
Lessons 1-3
* I can set goals and maintain
reading stamina to improve my
reading.
What is the theme of this
passage?
How can the main idea help us
comprehend the text?
* I can state the main idea of a
passage and 2-3 supporting
details.
**1-2 weeks are
suggested to set up your
reading structure (Daily
5/Café, etc.)
Suggested Goals:
“Just Right Reading”
“Building Stamina”
Main Idea
Theme
Character
Setting
Supporting Details
Comprehension Tool Kit:
Det. Importance Lessons
18, 19, 21
Suggested Harcourt Texts:
The Gardener
My Name is Maria Isabel
Suggested Harcourt
Theme:
Genres: Fantasy, Realistic
Fiction
Café has a section that
sets up the reading
environment in 20 days
“Toolkit Texts” that work
well with this strategy:
P. 91 in The Source Book
of Short Text has a list of
articles that are leveled
for reading on a variety of
topics
Assessment:
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Fourth Grade Literacy Guide
Core Content: Sequencing
STANDARD
Timeline: October (2 Weeks)
Learning Targets
Vocabulary
Resources and
Materials
Notes
Comprehension
2.2.1
Order steps, sequence, and/or events/process from the
text .
What strategies do proficient
readers use before/during/after
reading?
Order
* I can explain events from text
in sequential order.
Predict
Seek information
Sequence
* I can explain steps in a
process.
* I can select the order of ideas,
facts, or events in which they
occurred.
Suggested Harcourt Text:
In the Case of Pablo’s
Nose, Red Writing Hood
Non-adopted…
www.fcrr.org
Harcourt Skill pages that
teach sequencing:
Book p. 436
Transparency p152 (422I)
Other suggestions for
sequence:
Fairy Tales and Fables
Genre focus:
Mystery, Realistic Fiction
Comprehension Tool Kit:
Activate & Connect,
Lessons 4-6
You can also use easier
texts with lessons from
other resources based on
class need
Assessment:
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Fourth Grade Literacy Guide
Core Content: Compare/Contrast
STANDARD
Timeline: Nov. (2 Weeks)
Learning Targets
Vocabulary
Resources and
Materials
Notes
Comprehension
2.3.1, 2.4.5, 2.4.6
Compare and contrast using elements of the text.
What are elements that texts
have in common?
How can information from a text
help you solve problems in your
daily life?
* I can compare and contrast
elements within and between
texts.
* I can describe how information
is alike and different.
* I can compare characters from
similar stories from different
cultures.
Fact
Opinion
Alike
Compare
Contrast
Difference
Suggested Harcourt:
Use Venn Diagram
Amelia and Eleanor
and/or Stealing Home.
Use Venn diagram to
compare Amelia and
Eleanor and Grandpa and
Aunt
You can also pair texts
with poem that follows on
p320
HC “Making Connections:
Compare Text” pages can
support compare
/contrasting texts.
Use MSP STEMS from OSPI
Additional
Strategies That Work
Lessons p96 and 135
Suggestion for homework
Book Reports – focus on
Narrative Elements
Character
Setting Plot
(problem +solution)
Genres: Historical and
Realistic Fiction; Fairy
Tales
Comprehension Tool Kit:
Ask Questions Lessons 7-9
Assessment:
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Fourth Grade Literacy Guide
Core Content: Usefulness of Resources/Generalize
STANDARD
Timeline: November (1 Week)
Learning Targets
Vocabulary
Resources and
Materials
Notes
Comprehension
2.3.2, 3.1.1
Analyze usefulness of resources.
2.4.1, 2.4.5
Extend information beyond text – make generalizations
beyond the text to a broader idea or concept.
How can a variety of printed
materials help provide specific
information?
Useful
Who might benefit from reading
this text?
Generalize
* I can use the appropriate
resource to gain information.
Fact
* I can generalize beyond the
text to a bigger idea.
Suggested Harcourt:
The Word Jar
Resource
Opinion
Genre: Realistic Fiction
Use:
Glossary, Dictionaries,
thesaurus, index
Tool Kit:
Lesson 15: Wrap Your
Mind around Big Ideas
Toolkit Texts: Practice with
most accessible texts see
page 91 in Source Book
HC Focus Skill Instruction:
Synonyms and antonyms
Prefixes/suffixes/roots
Assessment:
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Fourth Grade Literacy Guide
Core Content: Summarize
STANDARD
Timeline: Nov.-Dec. (3 Weeks)
Learning Targets
Vocabulary
Resources and
Materials
Notes
Comprehension
2.1.7
Summarize with evidence from the text.
Why is summarizing a useful
strategy for proficient readers?
How do we determine which
details to include in a summary?
Review Main idea
Summarize
Summary
*I can summarize ideas or
information from a text using
evidence.
* I can pull out important
information and put it into a
summary.
* I can identify the beginning,
middle, and end of a story.
Comprehension Tool Kit:
Summarize Lessons 22, 23,
24, 26
Toolkit Texts:
The Maya
The Long Swim p.66-67
Sharks p68
Picture Books:
Daybook
P 90
Strategies That Work
Ch 10 and 11
Suggested Harcourt:
Emperor and the Kite or
Lou Gehrig
Genre: Realistic Fiction
Assessment:
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Fourth Grade Literacy Guide
Core Content: Elements of Literary/Informational Text
STANDARD
Learning Targets
Timeline: January (3 Weeks)
Vocabulary
Resources and
Materials
Notes
Comprehension
2.2.2, 2.2.3, 2.3.3
Literary Specific: Demonstrate understanding of literary
elements (character, setting, plot, genre) and devices .
Informational/Functional Specific: Demonstrate
understanding of text features (titles, headings,
captions, maps, charts, tables, graphs, pull-down
menus, etc.)
How do literary elements help
make text predictable?
* I can identify the main
characters
* I can describe the setting and
determine why it’s important
* I can identify the problem and
solution
How do text features aid
comprehension?
* I can use and apply features
of literary and informational text.
* I can identify details and facts
that are important in the text
Summarize
Character
Setting
Plot
Problem
Solution
Titles
Headings
Captions
Suggested Harcourt:
The Cricket in Times
Square
Nonfiction
Fire! Saguaro Cactus
Genre: Fable; Expository
Non-fiction
Explore Jane Yolen and Ed
Young Pictures books
Time For Kids
Nonfiction articles
Science Magazines
Social Studies Text
Newspaper Articles
Tool Kit:
Review Lesson 4, “Follow
Text Sign Posts”
Lesson 13 “Crack Open
Features”
Lesson 16 “Spotlight New
Thinking” (pulling out
facts)
Assessment:
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Fourth Grade Literacy Guide
Core Content: Inference
STANDARD
Timeline: Jan. – Feb. (3 Weeks)
Learning Targets
Vocabulary
Resources and
Materials
Notes
Comprehension
2.1.5
Make or confirm inferences or predictions based on
the text
What clues can text give us
about how the story will unfold?
How does background
knowledge help us make
predictions about the text?
*I can use my background
knowledge and text clues to
make and confirm inferences.
How do readers infer word
meaning?
Inference
Infer
Draw Conclusions
Predict
Suggested Harcourt:
Sarah Plain and Tall
Picture Books:
Genre: Historical Fiction
Magazine Article, Social
studies
Café Ready reference forms
Daybook
Lessons on p20, p132
Tool Kit*: Infer Meaning
Review Lesson 6
(Background Knowledge);
Lessons 10-15
Lesson 15
Poetry resources
http://www.poetry4kids.com/
*Supplement with Toolkit
Assessment:
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Fourth Grade Literacy Guide
Core Content: Cause/Effect
STANDARD
Timeline: Feb. – Mar. (2 Weeks)
Learning Targets
Vocabulary
Resources and
Materials
Notes
Comprehension
2.3.1
Make connections (cause and effect) within a text.
How does this text relate to my
life?
Cause
Effect
How do finding cause/effect
relationships help us understand
what we are reading?
* I can find cause/effect
relationships within text.
* I can find evidence in the story
to support the cause and effect
*I can make connections in the
story to my life, to another book,
and to the world.
What Happened
Test-self
Text-text
Text- world
Suggested Harcourt:
Baker’s Neighbor
and/or
Garden of Happiness
Poem
Picture Books
Graphic Organizers to
support learning skill
Genre: Realistic Fiction
Fiction, Poetry
HC Skill Instruction:
Cause and Effect
transparencies
MSP practice embedded
Assessment:
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Fourth Grade Literacy Guide
Core Content: Author’s Purpose
STANDARD
Timeline: March (2 Weeks)
Vocabulary
Resources and
Materials
Author’s Purpose
Suggested Harcourt:
A Very Important Day
Blue Willow
Learning Targets
Notes
Comprehension
2.4.2, 2.4.3, 2.4.4
Analyze author’s purpose (including distinguishing
between fact and opinion) and evaluate effectiveness
for different audiences
How does knowing the author’s
purpose help us understand the
text?
Daybook
“Is that a Fact?” p136
Fact
How do facts differ from
opinions?
Who might benefit from reading
this text?
* I can state the author’s
purpose in a given text.
* I can identify facts and
opinions and explain the
difference between them.
Opinion
Genres: Informational
narrative; Realistic fiction
HC Skill Lessons
Teaching transparency
p199 for Author’s Purpose
Comp. Tool Kit:
Lesson 20, “Distinguish
Your Thinking from the
Author’s.”
* I can read an article and
explain whether the author
caused me to think differently.
Assessment:
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Fourth Grade Literacy Guide
Core Content: Strategy Review
STANDARD
Timeline: Mar. – April (3 Weeks)
Learning Targets
Vocabulary
Resources and
Materials
Notes
Comprehension
Strategy Review:
Main idea (2.1.3)
Inference (2.1.5)
Review
* I can state the main idea of a
passage and 2-3 supporting
details.
MSP Practice:
MSP PowerPoint,
Academic Language,
vocabulary review
* I can use background
knowledge and text clues to
make and confirm inferences.
Teach “Functional
Documents” using
released samples.
Suggested Harcourt:
Main Idea- Kid’s Invention
Book
These can be hyperlinked
from OSPI’s site,
www.k12.wa.us
Resources on
www.timeforkids.com
also provide access to
fiction/non-fiction
passages and activities for
Main Idea and Inference
Assessment:
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Fourth Grade Literacy Guide
Core Content: Strategy Review
STANDARD
Timeline: April - May (4 Weeks)
Learning Targets
Vocabulary
Resources and
Materials
Notes
Comprehension
Strategy Review:
Review Extend Information beyond text (2.4.1, 2.4.5)
Review
* I can use the appropriate
resource to gain information.
Review Author’s Purpose (2.4.2, 2.4.3, 2.4.4)
Review Summarize with evidence from the text (2.1.7)
* I can generalize beyond the
text to a bigger idea.
* I can state the author’s
purpose in a given text.
I can summarize text using
evidence.
MSP Practice:
Review “Stand alone” type
items.
Literary Released passage,
Through Grandpa’s Eyes
Informational Released
item, Story of Human
Calculators
These can be hyperlinked
from OSPI’s site.
Reader’s Theatre to
practice fluency
Suggested Harcourt
Nights of the Pufflings,
How to Babysit an
Orangutan,
Genres:
Non-fiction
Assessment:
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Fourth Grade Literacy Guide
Core Content: Strategy Review
STANDARD
Timeline: May – June (4 Weeks)
Learning Targets
Vocabulary
Resources and
Materials
Notes
Comprehension
Strategy Review:
Review Literary Elements (2.2.3, 2.3.2)
Review
*I can use and apply features of
literary and informational text.
MSP Practice:
Use paired passage
released item
* I can find cause/effect
relationships within text.
Review all skills and
strategies.
* I can compare and contrast
elements of texts.
Suggested Harcourt
Theme 6 or any stories not
read
These can be hyperlinked
from OSPI’s site.
Review Cause/Effect (2.3.1)
*Use paired texts to Compare/contrast (2.3.1)
Assessment:
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