Imagine It!
th
4 Grade Curriculum Map
2015-2016
Unit 4 Science Fair
Suggested Dates: 2/1-3/18
About the Unit:
The selections in this unit revolve around experiments and the scientific method. Students will learn how to find answers to their questions and about the
benefits of continuously asking more questions.
Big Idea: What steps lead to a good experiment?
Focus Standards for this Unit: * means assessed in this Unit/Review the Assessments for this Unit prior to teaching the Unit. May need to supplement.
(RL)
Reading Literature
Use stories from the “Red”
section but supplement
using stories and other
media to teach the standard
fully
(RIT)
Reading: Informational Text
Use stories from the “Red”
section but supplement using
articles and other media to
teach the standard fully.
(RFS)
Reading Foundational Skills
Taught in the “Green”
Section. May have to
supplement with CCSS
Handbook and other
resources to teach the
standards fully.
(L)
Language
Taught primarily in the
“Blue” & “Green” section.
Many CCSS Language
Standards aren’t covered in
Imagine It. Use the CCSS
Literacy Handbook and other
resources to teach these
standards fully
(W)
Writing
The focus for writing is W4.2
(Informative/Expository) the
other standards help support
the students through the
writing process. W 4.7, W
4.8, W 4.9 are met through
research and Inquiry projects
(SL)
Speaking/Listening
The focus is making sure
students follow discussion
protocols, contribute to class
conversations, and work
collaboratively. There is also
an emphasis on speaking
clearly and developing
presentation skills
RL 4.2* (Assessment 8)
RL 4.3* (Assessment 7)
RL 4.5* (Assessment 7)
RL 4.6* (Assessment 7)
RL 4.9* (Assessment 7)
RIT 4.1* (Assessment 8)
RIT 4.2* (Assessment 8)
RIT 4.4* (Assessment 8)
RIT 4.5* (Assessment 8)
RIT 4.8* (Assessment 7)
RIT 4.9* (Assessment 7)
RFS 4.4* (Unit Fluency)
L 4.1c* (Assessment 8)
L 4.1f* (Assessment 8)
L 4.2a* (Assessment 7)
L4.2c* (Assessment 7)
L 4.2d* (Weekly Spelling)
L 4.4c* (Assessment 7/8)
L4.5b* (Assessment 7)
L 4.5c* (Assessment 8)
W 4.2*
SL 4.1
SL 4.2
SL 4.3
SL 4.4
SL 4.5
SL 4.6
RL 4.4
RL 4.10
RIT 4.3
RIT 4.7
RIT 4.10
RFS 4.3
W 4.4
W 4.5
W 4.6
W 4.7
W 4.8
W 4.9
W 4.10
L 4.3c
L 4.4b
L 4.6
Required Assessments:
Optional Assessments:
CCSS Informative/Explanatory Writing Assessment
CCSS Assessment 7
CCSS Assessment 8
End of Unit Fluency
Informative/Expository Writing Ideas: Summaries of non-fiction text, report on current scientific research, how to conduct an experiment.
Inquiry Project Ideas: How has science affected our lives? How do scientific experiments increase our knowledge of the world around us?
Academic Services Department 2015-2016
1
Imagine It!
th
4 Grade Curriculum Map
2015-2016
Unit 4 Lesson 1:
Read Aloud: Why, Why, Why?
The Scientific Method
Science Link: Inch by Inch
Fourth Grade
Language Arts
Content Objectives
Academic Vocabulary
Throughout each lesson teacher have Content
Objectives for each of the standards. These
objectives tell WHAT students will be learning.
Reading Informational Text







Reading Informational Text
I use examples in a text to explain meaning.
(RIT 4.1) (ELD 1.6)
I can create a summary of information without
telling every detail. (RIT 4.2) (ELD 1.6-7)
I can summarize why concepts occurred with
supporting details. (RIT 4.2) (ELD 1.6-7)
I can determine the meaning of words when
reading non-fiction text. (RIT 4.4) (ELD 1.6, 1.8)
I can identify the evidence/examples to support
points in a text. (RIT 4.8)*(ELD 1.7)
I can integrate information from two texts to
display my knowledge of the topic when writing or
speaking (can use Why, Why, Why? The Scientific
Method and the Science Link: Inch by Inch or any
other related article)
(RIT 4.9)* (ELD 1.6)
I can read and comprehend on-level informational
text. (RIT 4.10) (ELD 1.6)


Academic Services Department 2015-2016
Examples
Summary
Supporting details
Evidence
Integrate
Reading: Foundational Skills


I can use knowledge of roots and suffixes –ist and 
-er to decode multisyllabic words. (RFS 4.3a)

Reading: Foundational Skills




Root
Suffix
Multisyllabic
Accuracy
Approximately 5 Days
Suggested Dates: 2/1-2/5
Selection Vocabulary
























Blacksmith
Telescope
Gravity
Analyze
Method
Crabby
Information
Local
Examine
Results
Certain
React
Reject
Statistics
Observations
Experiment
Records
Clues
Detective
Curious
Table
Bureau
Compare
Treated
Common Core Literacy Handbook
Use these lessons to further align
Imagine It! with the Common Core
Standards.
Reading Informational Text
2.1.A
2.1.C
2.1.E
2.1.D
2.2.B
2.3.B
2.3.C
Use Details and Examples
Summarize
Read Scientific Text
Read Historical Text
Understand Content Words
Reasons and Evidence in Text
Use Multiple Sources
Reading: Foundational Skills
3.1.A Phonics and Word Recognition
3.2.A Develop Fluency
2
Imagine It!
th
4 Grade Curriculum Map
2015-2016



I can apply reading strategies for accuracy, rate,
and expression. (RFS 4.4)*
I can confirm or self-correct using context or
rereading to help my understanding of a text .
(RFS 4.4)*
I can read on-level text with accuracy and
expression at the appropriate rate. (RFS 4.4)*







Rate
Expression
Confirm
Self-correct
Context
Rereading
Appropriate
Writing







Writing
I can summarize a text I have read in an
explanatory text. (W 4.2)* (ELD 1.10, 2.1-2, 2.6-7)
I can use precise language in my summary.
(W 4.2d) (ELD 1.10, 2.1-2, 2.6-7)
I can produce a clear, organized summary that
addresses task, purpose, and audience. (W 4.4)
(ELD 1.4, 1.10-12, 2.1-2)
I can develop and strengthen by summary by
planning, revising, and editing with guidance from
peers and adults. (W 4.5) (ELD 1.4, 1.10, 1.12, 2.1,
2.3-7)
I can take notes and organize information for a
summary (explanatory text). (W 4.8) (ELD 1.10)
I can create and use a Writer’s Notebook to collect
and organize my writing. (W 4.8) (ELD 1.10)
I can write for various purposes over both
extended and shorter time frames. (W 4.10) (ELD
1.10-11)
Speaking and Listening

I can identify and discuss key ideas from text that I
have read in group discussion. (SL 4.1) (ELD 1.1,
Academic Services Department 2015-2016






Explanatory
Summarize
Precise language
Planning
Revising
Editing
Writing
4.1.B Write
Informative/Explanatory
Texts
4.2.A The Writing Process
4.3.A Use the Research Process
4.4.A Use a Writer’s Notebook
Speaking and Listening




Key ideas
Discussion
Formulate
Responses
Speaking and Listening
5.1.A
Collaborative Discussions
3
Imagine It!
th
4 Grade Curriculum Map
2015-2016




1.3-5)
I can engage in group discussions following agreed
upon rules. (SL 4.1) (ELD 1.1, 1.3-5)
I can formulate questions and responses based on
the discussion. (SL 4.1) (ELD 1.1, 1.3-5)
I can express my ideas clearly in group discussions.
(SL 4.1) (ELD 1.1, 1.3-5)
I can determine speaking situations that will
require formal English. (SL 4.6) (ELD 1.1, 1.3-4, 1.9,
1.11-12, 2.3-7)
Language
 I can use correct capitalization. (L 4.2a)* (ELD 1.1011)
 I can correctly use a common and conjunction
when connecting two simple sentences (L4.2c)*
(ELD 1.10-11)
 I can spell select grade-level word with the suffixes
–sion and- tion. (L 4.2d)* (ELD 1.10-11)
 I can use Greek and Latin suffixes and roots to
create meaning of words as I read. (L 4.4b) (ELD
1.6-8)
 I can use reference materials to find the meaning
of unknown words. (L 4.4c)* (ELD 1.6-8)
 I can recognize when an author s using idioms,
adages, and proverbs and determine his/her
intended meaning (L4.5b)* (ELD 1.7-8, 1.12)
 I can explain the difference between synonyms
and antonyms (L4.5c)* (ELD 1.7-8, 1.12)
 I can build my vocabulary of grade-level and
subject words. (L 4.6) (ELD 1.1-4, 1.6-12, 2.3-7)
 I can use my vocabulary to communicate clearly.
(L 4.6) (ELD 1.1-4, 1.6-12, 2.3-7)
Academic Services Department 2015-2016
Language



Root
Suffix
Reference Materials
Language
6.1.H Capitalization
6.1.J Spelling
6.3.C Understand Word Parts
6.3.D Use Print and Digital Resources
6.3.H Build Vocabulary
4
Imagine It!
th
4 Grade Curriculum Map
2015-2016
Resources:
Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Launching the Theme: 13A & 13B
Concept/Question Board: 14T, 16E, 32, 35F
Leveled Readers:
Strategic Level: A Peek at Dinosaurs
Benchmark Level: Science Fair Surprise
English Learner: A Surprising Problem
Advanced Level: Isabel’s Invention
Standards for Lesson 1:
RIT 4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RIT 4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RIT 4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
RIT 4.8: Explain how an author uses reasons and evidence to support particular points in a text.*
RIT 4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.*
RIT 4.10: By the end of the 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.
RFS 4.3: Know and apply grade-level phonics and word analysis skills in decoding words.
RFS 4.4: Read with sufficient accuracy and fluency to support comprehension.*
W 4.2:
W 4.4:
W 4.5:
W 4.8:
Write informative / explanatory texts to examine a topic and convey ideas and information clearly.*
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience.
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
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.
W 4:10: 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.
SL 4.1: 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.
SL 4.6: Differentiate between contexts that call for formal English and informal discourse.
L 4.2a: Use correct capitalization.*
L 4.2d: Spell grade appropriate words correctly, consulting references as needed.*
Academic Services Department 2015-2016
5
Imagine It!
th
4 Grade Curriculum Map
2015-2016
L 4.4b: Use common, grade appropriate Greek and Latin affixes and roots as clues to the meaning of a word.
L 4.4c: Consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and
phrases.*
L 4.6: 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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and
endangered when discussing animal preservation).

Unit 4 Lesson 2:
Magnetism
Social Studies Link: Where Am I?
Fourth Grade
Language Arts
Content Objectives
Academic Vocabulary
Throughout each lesson teacher have Content
Objectives for each of the standards. These
objectives tell WHAT students will be learning.
Reading Informational Text








I can summarize text with key supporting details.
(RIT 4.2) (ELD 1.6-7)
I can determine the main idea of what I read and
share it with others. (RIT 4.2) (ELD 1.6-7)
I can identify the main idea and supporting details
when reading a summary. (RIT 4.2) (ELD 1.6-7)
I can use specific ideas from informational text to
explain what happened and why. (RIT 4.3) (ELD 1.6)
I can determine the meaning of words when I read
science text. (RIT 4.4) (ELD 1.6, 1.8)
I can describe the cause and effect relationships in
informational text that I read. (RIT 4.5) (ELD 1.6, 1.8,
2.1-2)
I can identify how an author uses evidence to support
points in a text. (RIT 4.8)* (ELD 1.7)
I can identify information in two science texts on the
Academic Services Department 2015-2016
Approximately 5 Days
Suggested Dates: 2/8-2/12
Reading Informational
Text







Summarize
Main idea
Supporting details
Informational text
Cause and effect
Structure
Evidence
Selection Vocabulary



















Attract
Repel
Rarely
Force
Stroke
Compass
Core
Align
Related
Generators
Friction
Ordinary
Pure
Poles
Material
Connection
Glides
Coils
Common Core Literacy Handbook
Use these lessons to further align
Imagine It! with the Common Core
Standards.
Reading Informational Text
2.1.B
2.1.C
2.1.E
2.2.B
2.2.C
2.3.A
2.3.B
2.3.C
Determine Main Idea and
Supporting Details
Summarize
Read Scientific Text
Understand Content Words
Describe Text Structure
Multisyllabic Words
Reasons and Evidence in Text
Use Multiple Sources
6
Imagine It!
th
4 Grade Curriculum Map
2015-2016

same topic. (RIT 4.9)* (ELD 1.6)
I can read and comprehend on-level informational
text. (RIT 4.10) (ELD 1.6)
Reading: Foundational Skills


I can use morphology (root plus prefix) to decode
words. (RFS 4.3)
I can read expository text aloud with accuracy, rate,
and expression. (RFS 4.4)*
Writing







I can write an informative/explanatory text (summary
from single source with note cards) that includes a
clear topic and introduction. (W 4.2)* (ELD 1.10, 2.12, 2.6-7)
I can produce a summary with clear, cohesive idea
development and organization appropriate to the
determined task, purpose, and audience. (W 4.4) (ELD
1.4, 1.10-12, 2.1-2)
I can gather information from informational text to
support my summary (W 4.7) (ELD 1.10)
I can take notes and organize information to create a
summary. (W 4.8) (ELD 1.10)
I can research and investigate a topic to gain
knowledge and understanding. ( Inquiry Process)
(W 4.9) (ELD 1.10)
I can create a Writer’s Notebook to collect and
organize my writing. (W 4.8, W 4.9) (ELD 1.10)
I can write for various purposes over both extended
and shorter time frames. (W 4.10) (ELD 1.10-11)
Academic Services Department 2015-2016
Reading: Foundational Skills
Reading: Foundational
Skills




3.1.A
3.2.A
Multisyllabic Words
Develop Fluency
Morphology
Root
Prefix
Expository text
Writing
Writing
4.1.B



Informative
Explanatory
Summary
4.2.A
4.3.A
4.3.B
4.4.A
Write Informative/ Explanatory
Text
The Writing Process
Use the Research Process
Use Text Evidence
Use a Writer’s Notebook
7
Imagine It!
th
4 Grade Curriculum Map
2015-2016
Speaking and Listening





I can identify and discuss key ideas from text I have
read in a group discussion. (SL 4.1) (ELD 1.1, 1.3-5)
I can engage in group discussions following agreed
upon rules. (SL 4.1) (ELD 1.1, 1.3-5)
I can formulate questions and responses based on the
discussion. (SL 4.1) (ELD 1.1, 1.3-5)
I can express my ideas clearly. (SL 4.1) (ELD 1.1, 1.3-5)
I can recount personal experience speaking clearly
and understandably, using both verbal and nonverbal
communication. (SL 4.4) (ELD 1.9, 1.11-12, 2.1-2, 2.57)
Language
 I can use correct capitalization. (L 4.2a)* (ELD 1.1011)
 I can spell select words with Greek root words phon
or graph correctly. (L 4.2d*) (ELD 1.10-11)
 I can use context clues to determine the meaning of
words I read in text. (L 4.4a) (ELD 1.6-8)
 I can use a thesaurus to determine the meaning of key
words. (L 4.4c)* (ELD 1.6-8)
 I can build and use my vocabulary of grade-level and
subject words. (L 4.6) (ELD 1.1-4, 1.6-12, 2.3-7)
Resources:
Speaking and Listening
Speaking and Listening



5.1.A
5.2.B
Collaborative Discussions
Tell A Story
Discussion
Formulate
Responses
Language
Language





6.1.J
6.3.B
6.3.D
6.3.H
Root
Context clues
Thesaurus
Shades of meaning
Vocabulary
Spelling
Use Context Clues
Use Print and Digital Resources
Build Vocabulary
Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Concept/Question Board: 38E, 48, 50, 51F
Leveled Readers:
Strategic Level: A Peek at Dinosaurs
Benchmark Level: Science Fair Surprise
English Learner: A Surprising Problem
Advanced Level: Isabel’s Invention
Academic Services Department 2015-2016
8
Imagine It!
th
4 Grade Curriculum Map
2015-2016
Standards for Lesson 2:
RIT 4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RIT 4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific
information in the text.
RIT 4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
RIT 4.8: Explain how an author uses reasons and evidence to support particular points in a text.*
RIT 4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.*
RIT 4.10:By the end of the 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.
RFS 4.3: Know and apply grade-level phonics and word analysis skills in decoding words.
RFS 4.4: Read with sufficient accuracy and fluency to support comprehension.*
W 4.2:
W 4.4:
W 4.7:
W 4.8:
Write informative / explanatory texts to examine a topic and convey ideas and information clearly.*
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience.
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
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.
W 4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
W4.10: 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.
SL 4.1: 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.
SL 4.4: 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.
L 4.2a: Use correct capitalization.*
L 4.2d: Spell grade appropriate words correctly, consulting references as needed*
L 4.4a: Use context as a clue to the meaning of a word or phrase.
L 4.4c: Consult reference materials both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.*
L 4.6: 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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic(e.g., wildlife, conservation, and
endangered when discussing animal preservation).
Academic Services Department 2015-2016
9
Imagine It!
th
4 Grade Curriculum Map
2015-2016
Unit 4 Lesson 3:
The Case of the Gasping Garbage
Social Studies Link: The Rise of Silicon Valley
Fourth Grade
Language Arts
Content Objectives
Academic Vocabulary
Throughout each lesson teacher have Content
Objectives for each of the standards. These
objectives tell WHAT students will be learning.
Reading Literature
Reading Literature
















I can use details and examples in text to explain or
infer meaning. (RL 4.1) (ELD 1.6)
I can draw conclusions about characters or situations
in a story by using clues from the text. (RL 4.3)* (ELD
1.6-7)
I can summarize a story to help check for
understanding help me remember what I read.
(RL 4.2) (ELD 1.6)
I can use evidence in text such as words, actions, and
reactions to identify and describe a character.
(RL 4.3)* (ELD 1.6-7)
I can determine the meaning of words in text using
context clues. (RL 4.4) (ELD 1.6-8)
I can identify and discuss the elements of a mystery
(prose) text. (RL 4.5)* (ELD 1.6, 1.8, 2.1-2)
I can compare and contrast the point of view in
different stories (RL 4.6)* (ELD 1.6-7)
I can compare and contrast stories and myths from
different cultures (RL 4.9)* (ELD 1.6)
I can read and comprehend on-level prose and
poetry. (RL 4.10) (ELD 1.6)
Academic Services Department 2015-2016
Approximately 5 Days
Suggested Dates: 2/22-2/26
Infer
Draw conclusions
Summarize
Evidence
Context clues
Mystery
Topics
Selection Vocabulary





















Pursuit
Laboratory
Beakers
Overwhelm
Stickler
Findings
Competitor
Techniques
Peered
Analysis
Formulated
Lurking
Drizzly
Gasped
Assignment
Diagrams
Temperature
Simulate
Environment
Identity
Formulated
Common Core Literacy Handbook
Use these lessons to further align
Imagine It! with the Common Core
Standards.
Reading Literature
1.1.A
1.1.C
1.1.D
1.2.A
Use Details and Examples
Summarize
Describe Characters
Determine Meaning of Words
and Phrases
1.2.C Elements of Prose
Reading: Foundational Skills
Reading: Foundational Skills


3.1.A Multisyllabic Words
3.2.A Develop Fluency
Decoding
Multisyllabic
10
Imagine It!
th
4 Grade Curriculum Map
2015-2016
Reading: Foundational Skills



I can read multisyllabic words by applying grade
level phonics and decoding strategies. (RFS 4.3)
I can read orally with accuracy, expression, and
appropriate rate. (RFS 4.4)*
I can read dialogue from prose aloud in a way that
expresses the character’s personality. (RFS 4.4)*
Writing





I can write an informative/explanatory text that
compares and contrasts information from two
different sources on the same topic. (W 4.2)* (ELD
1.10, 2.1-2, 2.6-7)
I can take notes, organize information and list
sources I have used for my writing. (W 4.8) (ELD
1.10)
I can identify ideas and details in texts that I read to
support my summary. (W 4.9) (ELD 1.10)
I can create and use a Writer’s Notebook to collect
and organize my writing. (W 4.8, W 4.9) (ELD 1.10)
I can write for various purposes over both extended
and shorter time frames. (W 4.10) (ELD 1.10-11)




Accuracy
Expression
Rate
Dialogue
Writing
Writing






4.1.B Write Informative Explanatory
Texts
4.2.A The Writing Process
4.3.A Use Research Process
4.3.B Use Text Evidence
Informative/Explanatory
Compare and contrast
Topic
Summary
Strategies
Organize
Speaking and Listening




Key ideas
Discussions
Formulate
Responses
Speaking and Listening
5.1.A Collaborative Discussions
Speaking and Listening



I can identify and discuss key ideas from text that I
have read in group discussion. (SL 4.1) (ELD 1.1, 1.35)
I can engage in group discussions following agreed
upon rules. (SL 4.1) (ELD 1.1, 1.3-5)
I can formulate questions and responses based on
the discussion. (SL 4.1) (ELD 1.1, 1.3-5)
Academic Services Department 2015-2016
Language





Suffix
Root
Context clues
Dictionary
Online
Language
6.1.J Spelling
6.3.B Use Context Clues
6.3.D Use Print and Digital
11
Imagine It!
th
4 Grade Curriculum Map
2015-2016

Vocabulary
Dictionaries
6.3.H Build Vocabulary
Language
 I can use correct capitalization. (L 4.2a)* (ELD 1.1011)
 I can correctly spell a select list of grade level words
with the Latin roots scrib/scrip and the suffix –less.
(L 4.2d)* (ELD 1.10-11)
 I can use context clues to determine the meaning of
words in text. (L 4.4a) (ELD 1.6-8)

I can use a dictionary (print or online) to find the
meaning of unfamiliar words found in text. (L 4.4c)*
(ELD 1.6-8)
 I can build and use my grade- level vocabulary. (L 4.6)
(ELD 1.1-4, 1.6-12, 2.3-7)
Resources:
Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Concept/Question Board: 54E, 78, 81, 81F
Leveled Readers:
Strategic Level: Thrillers!
Benchmark Level: Mae Jemison: Lifelong Scientist
English Learner: A Scientist in Space
Advanced Level: Women Inventors
Standards for Lesson 3:
RL 4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL 4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL 4.3: 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*
RL 4.5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama
(e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.*
RL 4.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band
independently and proficiently, with scaffolding as needed at the high end of the range.
Academic Services Department 2015-2016
12
Imagine It!
th
4 Grade Curriculum Map
2015-2016
RFS 4.3: Know and apply grade-level phonics and word analysis skills in decoding words.
RFS 4.4: Read with sufficient accuracy and fluency to support comprehension.*
W 4.2: Write informative / explanatory texts to examine a topic and convey ideas and information clearly.*
W 4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience.
W4.8: 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.
W4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
W4.10: 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.
L 4.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
L 4.4: 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.
L 4.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L 4.6: 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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and
endangered when discussing animal preservation).
Academic Services Department 2015-2016
13
Imagine It!
th
4 Grade Curriculum Map
2015-2016
Unit 4 Lesson 4:
How Ben Franklin Stole the Lightning
Science Link: Let It Flow!
Content Objectives
Academic Vocabulary
Throughout each lesson teacher have Content
Objectives for each of the standards. These objectives
tell WHAT students will be learning.
Reading Informational Text
I can locate details in a text that explain
meaning. (RIT 4.1)* (ELD 1.6)
I can use details from a text to explain how two
characters are alike. (RIT 4.1) (ELD 1.6)







I can explain how details support the main idea in
text. (RIT 4.2)* (ELD 1.6-7)
I can identify main idea and details in a portion a
text. (RIT 4.2)* (ELD 1.6-7)
I can use specific details and information from a
historical text (biography) to explain what happened
and why. (RIT 4.3) (ELD 1.6)
I can use specific information from a scientific text
(interview format) to explain why something
happens. (RIT 4.3) (ELD 1.6)
I can determine the meaning of words in text
relevant to grade-level topics. (RIT 4.4)* (ELD 1.6,
1.8)
I can interpret information presented in a diagram.
(RIT 4.7) (ELD 1.6)
I can identify how an author uses evidence
Academic Services Department 2015-2016
Approximately 5 Days
Suggested Dates: 2/29-3/4
Fourth Grade
Language Arts
Reading Informational Text








Main idea and details
Support
Historical text
Biography
Scientific text
Interpret
Diagram
Examples
Selection Vocabulary






















Academy
Inventions
Bamboo
Forecasts
Genuine
Lightning rod
Mast
Spires
Tyrants
Colonial
Eclipse
Charge
Newfangled
Odometer
Scurvy
Bifocals
Electricians
Gulf Stream
Jerked
Medallion
Invention
Charge
Common Core Literacy Handbook
Use these lessons to further align
Imagine It! with the Common Core
Standards.
1.1.A Key Ideas and Details
Reading Informational Text
2.1.A Use Details and Examples
2.1.B Determine Main Ideas and
Supporting Details
2.1.D Reading Historical Text
2.1.E Read Scientific Text
2.2.B Understand Content Words
2.3.A Interpret and Explain Visual
Information
14
Imagine It!
th
4 Grade Curriculum Map
2015-2016
(examples) to support a point. (RIT 4.8) (ELD 1.7)
Reading: Foundational Skills
Reading: Foundational Skills


3.1.A Multisyllabic Words
Reading: Foundational Skills


I can read multisyllabic words that have a suffix.
(RFS 4.3)
I can read grade level test fluently and show
comprehension through voice, timing, and
expression. (RFS 4.4)*
Writing






I can write an informative/explanatory text that
compares and contrasts information from two
different sources on the same topic. (continuation)
(W 4.2)* (ELD 1.10, 2.1-2, 2.6-7)
I can revise and edit my summary text with help from
other to strengthen my writing. (W 4.5) (ELD 1.4,
1.10, 1.12, 2.1, 2.3-7)
I can conduct a short research project investigating a
topic of interest related to the theme Science Fair.
(inquiry process) (W 4.7) (ELD 1.10)
I can collect information from a variety of print and
digital sources for a research project. (Inquiry
Process) (W 4.8) (ELD 1.10)
I can create and use a Writer’s Notebook to collect
and organize my writing. (W 4.8, W 4.9) (ELD 1.10)
I can write for a variety of purposes over both
extended and shorter time frames. (W 4.10) (ELD
1.10-11)
Speaking and Listening
Academic Services Department 2015-2016
Multisyllabic word
Suffix
Writing
Writing







4.1.B Write Informative/Explanatory
Texts
4.2.A The Writing Process
4.3.A Use the Research Process
4.4.A Use a Writer’s Notebook
Informative/Explanatory
Compare and contrast
Sources
Summary
Revise
Edit
Sources
Speaking and Listening
Speaking and Listening




5.1.A Collaborative Discussions
Key ideas
Discussion
Formulate
Responses
15
Imagine It!
th
4 Grade Curriculum Map
2015-2016





I can identify and discuss key ideas from text I have
read in a group discussion. (SL 4.1) (ELD 1.1, 1.3-5)
I can engage in group discussions following agreed
upon rules. (SL 4.1) (ELD 1.1, 1.3-5)
I can formulate questions and responses based on
the discussion. (SL 4.1) (ELD 1.1, 1.3-5)
I can express my ideas clearly. (SL 4.1) (ELD 1.1, 1.35)
I can paraphrase the information gathered to
determine the main idea and support details of a
presentation. (SL 4.2) (ELD 1.5-6)
Language
 I can form and use the progressive verb tenses.
(L 4.1b) (ELD 1.1-4, 1.9-12, 2.2-7)
 I can identify and correctly use modal auxiliaries
(verbs that convey mood or tense). (not taught in
Imagine It use other resources) . (L 4.1c)* (ELD 1.1-4,
1.9-12, 2.2-7)
 I can produce complete sentences. (L 4.1f)* (ELD 1.14, 1.9-12, 2.2-7)
 I can correctly spell a select list of words with the
suffixes –er and –or. (L 4.2d)* (ELD 1.10-11)
 I can use context clues to figure out the meaning of
unknown words. (L 4.4a)* (ELD 1.6-8)
 I can use reference material to find the precise
meaning of a word. (L 4.4c)* (ELD 1.6-8)
 I can build my vocabulary of grade-level and subject
words. (L 4.6) (ELD 1.1-4, 1.6-12, 2.3-7)
 I can use these words to communicate descriptively
about particular topics. (L 4.6) (ELD 1.1-4, 1.6-12,
2.3-7)
Resources:
Academic Services Department 2015-2016
Language
 Verb Tenses
 Context clues
 Vocabulary
Language
6.1.C Verb Tenses
6.1.J Spelling
6.3.B Use Context Clues
6.1.H Build Vocabulary
16
Imagine It!
th
4 Grade Curriculum Map
2015-2016
Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Concept/Question Board: 84E, 98, 101F
Leveled Readers:
Strategic Level: Thrillers!
Benchmark Level: Mae Jemison: Lifelong Scientist
English Learner: A Scientist in Space
Advanced Level: Women Inventors
Standards for Lesson 4:
RIT 4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.*
RIT 4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.*
RIT 4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific
information in the text.
RIT 4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.*
RIT 4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animation, or in interactive elements
on Web pages) and explain how the information contributes to an understanding of the text in which it appears
RIT 4.8: Explain how an author uses reasons and evidence to support particular points in a text.
RFS 4.3: Know and apply grade-level phonics and word analysis skills in decoding words.
RFS 4.4: Read with sufficient accuracy and fluency to support comprehension.*
W 4.2: Write informative / explanatory texts to examine a topic and convey ideas and information clearly.
W 4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W 4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W 4.8: 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.
SL 4.1: 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.
SL 4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
L 4.1b: Form and use the progressive verb tenses.
L 4.1c: Use modal auxiliaries to convey various conditions.*
L 4.1f: Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. *
L 4.2d: Spell grade appropriate words correctly, consulting references as needed.*
L 4.4a: Use context as a clue to the meaning of a word or phrase.*
Academic Services Department 2015-2016
17
Imagine It!
th
4 Grade Curriculum Map
2015-2016
L 4.4c: Consult reference materials both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.*
L 4.6: 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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered
when discussing animal preservation).
Unit 4 Lesson 5:
Kids Inventing
Science Link: Electromagnets in
Everyday Life
Week 6 Poetry: What is Science?
The Microscope
Content Objectives
Academic Vocabulary
Throughout each lesson teacher have Content
Objectives for each of the standards. These objectives
tell WHAT students will be learning.
Reading Literature
Reading Literature
 I can determine the theme of a poem (Use poems in
week 6 or red section) (RL 4.2)* (ELD 1.6)
 Rhythm
 I can identify and refer to rhythm and rhyme
 Rhyme
(structural elements) when speaking about poetry.
(RL 4.5) (ELD 1.6, 1.8, 2.1-2)
Reading Informational Text
I can use details to make meaning in text that I
read. (RIT 4.1)* (ELD 1.6)



I can determine the main idea of a text. (RIT 4.2)*
(ELD 1.6-7)
I can determine the meaning of words when I read
non-fiction articles. (RIT 4.4)* (ELD 1.6, 1.8)
I can define and describe the structure (chronology)
of an expository text that I read. (RIT 4.5)* (ELD 1.6,
Academic Services Department 2015-2016
Approximately 5 Days
Suggested Dates: 3/7-3/11
Week 6: 3/14-3/18
Fourth Grade
Language Arts
Reading Informational Text




Determine
Structure
Chronology
Expository text
Selection Vocabulary




















Steamship
Patent
Rotary
Mill
Machinery
Device
Prevent
Concept
Production
Recipe
Expert
Chemists
Broadcasts
Revolutionary
Program
Obelisk
Hieroglyph
Modern
Racquets
Disposable
Common Core Literacy Handbook
Use these lessons to further align
Imagine It! with the Common Core
Standards.
Reading Literature
1.2.C Compare Genres: Poetry, Drama,
and Prose
Reading Informational Text
2.1.A Use Details and Examples
2.2.B Understand Content Words
2.2.C Describe Text Structure
18
Imagine It!
th
4 Grade Curriculum Map
2015-2016

1.8, 2.1-2)
I can read and comprehend on-level prose
informational text. (RIT 4.10) (ELD 1.6)
Reading: Foundational Skills


I can read on-level science text fluently and
accurately. (RFS 4.4)*
I can read poetry orally with using appropriate
accuracy, rate, and expression. (RFS 4.4)*
Writing





I can write an informative/explanatory text
(Explaining a Scientific Process) that includes
(W 4.2)* (ELD 1.10, 2.1-2, 2.6-7):
o Clear topic introduction
o Illustrations to clarify and create visual
appeal
o Topic developed with facts, details , other
information and examples
o Uses topic specific language and vocabulary
o A conclusion statement or section
I can develop and strengthen my writing with the
support of peers and adults by planning (using a
problem/solution graphic organizer), editing, and
revising. (W 4.5) (ELD 1.4, 1.10, 1.12, 2.1, 2.3-7)
I can use appropriate technology tools to produce
and publish my writing to share research project
(Inquiry Process) findings. (W 4.6) (ELD 1.2, 1.10)
I can use technology with the guidance and support
from adults to find illustrations to enhance my
written explanatory text. (W 4.6) (ELD 1.2, 1.10)
I can conduct a short research project on which to
base my informative/explanatory writing. (W 4.7)
Academic Services Department 2015-2016
Reading: Foundational Skills



Fluently
Accurately
Expression






Poems
Geodes
Geysers
Question
Fumed
Tending
smear
Reading: Foundational Skills
3.2.A Develop Fluency
Writing
Writing








Informative/explanatory
text
Topic
Introduction
Illustrations
Specific language
Conclusion
Graphic organizer
Source list
4.1.B Write Informative/Explanatory
Texts
4.2.A The Writing Process
4.3.A Use the Research Process
4.4.A Use a Writer’s Notebook
19
Imagine It!
th
4 Grade Curriculum Map
2015-2016




(ELD 1.10)
I can take notes, categorize information, and make a
source list in order to compose a paper explaining a
scientific process. (W 4.8) (ELD 1.10)
I can conduct a short research project investigating a
topic of interest related to the theme Science Fair.
(Inquiry Process) (W 4.7) (ELD 1.10)
I can create and use a Writer’s Notebook to collect
and organize my writing. (W 4.8) (ELD 1.10)
I can write for a variety of purposes over both
extended and shorter time frames. (W 4.10) (ELD
1.10-11)
Speaking and Listening
Speaking and Listening





Discussion
Formulate
Responses
Technology
Oral presentation
5.1.A Collaborative Discussions
5.1.B Listening Skills
5.2.A Present a Report
Speaking and Listening






I can identify and discuss key ideas from text I have
read in a group discussion (SL 4.1) (ELD 1.1, 1.3-5)
I can engage in group discussions following agreed
upon rules. (SL 4.1) (ELD 1.1, 1.3-5)
I can formulate questions and responses based on
the discussion. (SL 4.1) (ELD 1.1, 1.3-5)
I can express my ideas clearly. (SL 4.1) (ELD 1.1, 1.35)
I can listen to an oral presentation of investigation
findings and identify reasons and evidence that
support the speaker’s point. (Inquiry Process) (SL 4.3)
(ELD 1.5-8)
I can speak clearly and understandably using
appropriate facts when reporting my investigation
findings. (Inquiry Process) (SL 4.4) (ELD 1.9, 1.11-12,
2.1-2, 2.5-7)
Academic Services Department 2015-2016
Language


Fragments
Run-on sentences
Language
6.1.A Sentences
6.1.J Spelling
20
Imagine It!
th
4 Grade Curriculum Map
2015-2016

I can use technology to enhance my oral
presentation of research findings. (Inquiry Process)
(SL 4.5) (ELD 1.9)
Language













Compound words
Word choice
Context clues
Thesaurus
Precise
Enhance
6.2.A Use Precise Language
Effectively
6.3.B Use Context Clues
6.3.H Build Vocabulary
I can create complete sentences and fix those that
may be fragments or run-on. (L 4.1f)* (ELD 1.1-4,
1.9-12, 2.2-7)
I can correctly spell a select list of homophones and
words with the prefix co- correctly. (L 4.2d)* (ELD
1.10-11)
I can use word choice to express my written ideas
clearly. (L 4.3a) (ELD 1.1-12, 2.2-7)
I can use context clues to understand the meaning of
words as I read text.(L 4.4a)* (ELD 1.6-8)
I can consult a thesaurus to clarify the precise
meaning of words I may want to use to enhance my
writing. (Explanatory/Informative text) (L 4.4c)* (ELD
1.6-8)
I can build my vocabulary of grade-level and subject
words. (L 4.6) (ELD 1.1-4, 1.6-12, 2.3-7)
I can use these words to communicate descriptively
about particular topics. (L 4.6) (ELD 1.1-4, 1.6-12,
2.3-7)
Resources:
Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Unit Celebration: 125K & 125L
Concept/Question Board: 104E, 115F, 117F
Leveled Readers:
Strategic Level: Robot Helpers
Benchmark Level: Astronauts in Training
English Learner: Space Camp
Academic Services Department 2015-2016
21
Imagine It!
th
4 Grade Curriculum Map
2015-2016
Advanced Level: Fun Careers in Science
Standards for Lesson 5:
RL 4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.*
RL 4.5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems(e.g., verse, rhythm, meter) and drama
(e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
RIT 4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.*
RIT 4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.*
RIT 4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.*
RIT 4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information
in a text or part of a text.*
RIT 4.10: By the end of the 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.
RFS 4.4: Read with sufficient accuracy and fluency to support comprehension.*
W 4.2: Write informative / explanatory texts to examine a topic and convey ideas and information clearly.*
W 4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W 4.6: 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 4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W 4.8: 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.
SL 4.1: 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.
SL 4.3: Identify the reasons and evidence a speaker or provides to support particular points.
SL 4.4: 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.
SL 4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
L 4.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
L.4.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L 4.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Academic Services Department 2015-2016
22
Imagine It!
th
4 Grade Curriculum Map
2015-2016
L 4.4: 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.
L 4.6: 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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered
when discussing animal preservation).
Academic Services Department 2015-2016
23