2014-2015 Curriculum Blueprint
Grade:
4
District Unit 6 & 7
Lexile Band 740L-1010L
Course: ELA
Flexible Time:
20 days
Unit Overview
In this unit students will read persuasive and procedural texts to describe the structural elements that make up the text. In addition, students will explain how the
author uses reasons and evidence to support an opinion in text and will summarize steps explaining procedures and ideas. By the end of this unit, students will write a
letter to the editor supporting their point of view on the advantages or disadvantages of a given topic. In this unit, students will analyze two texts to discuss and explain
new concepts based on specific information. They will also explain how information from text features clarify or contribute to the meaning of the text in which they
appear. By the end of this unit, students will write an explanatory essay on their analysis of a concept, drawing evidence from informational texts to support their
reasoning.
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Learning Goal
Suggested Essential Questions to Choose From
Students will be able to understand how an author uses structure, reason and
 How does language in informational text help me understand how, what, and/or
evidence to convey meaning in informational text. RI.1.3 Scale
RI.2.5 Scale
why something happened?
RI.3.8 Scale (Use indicators that align to the learning goal)
 How does the text structure help me understand the text?
Students will use ideas presented in two texts to explain events, procedures, or
 How does the author use reason and evidence to support the text?
ideas using text features to interpret information and explain its significance in
 How do authors explain the events, procedures, ideas, or concepts in
understanding the content. RI.1.3 Scale
RI.3.7 Scale
RI.3.9 Scale
informational text? What details from the text can be used to help explain
information presented?
Students will write to explain their analysis of a concept, drawing evidence from  How do different text features impact the understanding of the text? How is
informational texts to support their reasoning. 4.W.1.2
analysis of information altered by the presentation of text in different text
structures?
Students will understand how to write opinion pieces on topics or texts,
 What connections between different texts can be found and how would those
supporting a point of view with reasons and information. W.1.1 Scale
connections help the reader to write or speak knowledgeably about the text?
Published Product
Writing Standard
After reading multiple historical, scientific, and technical texts, students will
4. W.1.1 (DOK 3) Write opinion pieces on topics or texts, supporting a point of view
write an essay in which they explain how one event caused, affected, or
with reasons and information.
contributed to another by answering the question: What was Henry Flagler’s
a. Introduce a topic or text clearly, state an opinion, and create an organizational
Greatest Achievement? Students will use reasons to support and cite evidence structure in which related ideas are grouped to support the writer’s purpose.
from the text to support their position.
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
FLDOE Opinion Writing Rubric
addition).
FSA Text-Based Writing and Scoring Implications
d. Provide a concluding statement or section related to the opinion
presented.4.W.1.2 (DOK 2) Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
a. Introduce a topic clearly and group related information in paragraphs and sections;
Revised 1/5/2015
include formatting (e.g., headings), illustrations, and multimedia when useful to
aiding
comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
c. Link ideas within categories of information using words and phrases (e.g., another,
for example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain
the topic.
e. Provide a concluding statement or section related to the information or
explanation presented.
4.W.3.9 (DOK 3) Draw evidence from literary or informational texts to support
analysis, reflection, and research. (Recursive and linked to RI standards)
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”)
Recursive Standards to be Embedded in Instruction
Recursive Standards
The above link is a listing of standards that should be addressed throughout the year, while instructing the weekly standards.
Revised 1/5/2015
Reading Standards
4.RI.1.3 (DOK 2) 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.
• Identify events, procedures, ideas, and concepts
• Describe how or why character interaction led to events
• Evaluate why events, procedures, ideas, and concepts occurred with supporting details
• Summarize why events, procedures, ideas, and concepts occurred with supporting details
3rd : Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to
time, sequence, and cause/effect
5th: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text.
4.RI.2.5 (DOK 3) 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
• Determine the overall text structure
• Describe the overall text structure
3rd : Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently
5th : Compare and contrast the overall structure (e.g. chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more
texts
4.RI.3.8 (DOK 3) Explain how an author uses reasons and evidence to support particular points in a text
• Recognize the differences between fact and opinion
• Define evidence and reason
• Identify the author’s reasons and evidence
• Evaluate how to use reasons to support points
• Evaluate how to evidence to support points
3rd : Describe the logical connection between particular sentences and paragraphs in a text (e.g. comparison, cause/effect, first/second/third in a sequence)
5th: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which points
text.
4.RI.3.7 (DOK 3) Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web
pages) and explain how the information contributes to an understanding of the text in which it appears
• Recognize informational text features
• Read graphs, charts, diagrams, timelines, etc.
• Recognize interactive Web elements
• Analyze information from charts, diagrams, graphs, timelines, animations and interactive elements
• Analyze information visually, orally, and quantitatively
• Evaluate how information presented visually, orally, and quantitatively aids in understanding
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3rd: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding if the text (e.g., where, when, why, and how key events
occur)
5th: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
4.RI.3.9 (DOK 3) Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
• Identify information within texts on the same topic
• Generalize information from two texts on the same topic
3rd : Compare and contrast the most important points and key details presented in two texts on the same topic
5th: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably
Speaking and Listening Standards
4. SL.1.3 (DOK 3) Identify the reasons and evidence a speaker provides to
support particular points.
Language Standards
4. L.2.3 (DOK 3) Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
a. Choose words and phrases to convey ideas precisely.
b. Choose punctuation for effect.
c. Differentiate between contexts that call for formal English (e.g., presenting ideas)
and situations where informal discourse is appropriate (e.g., small-group discussion).
4.L.3.6 (DOK 1) Acquire and use accurately general academic and domain-specific
words and phrases as found in grade level appropriate texts, including those that
signal precise actions, emotions, or states of being (e.g., wildlife, conservation, and
endangered when discussing animal preservation).
4.L.3.5 (DOK 3) Demonstrate understanding of word relationships, and nuances in
word meanings.
a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture)
Revised 1/5/2015
in context.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
c. Demonstrate understanding of words by relating them to their opposites
(antonyms) and to words with similar but not identical meanings (synonyms).
Suggested Literary Texts
*Depending on readability of text, Interactive Read-Alouds may be utilized
(refer to Higher Order Questions to ensure deeper comprehension)
Teach and Model
 Pioneer DBQ
 Henry Flagler DBQ
 FL Ready Lesson 2 pages 11-18 (RI.1.3)
 FL Ready Lesson 3 pages 19-26 (RI.1.3)
 FL Ready Lesson 4 pages 27-34 (RI. 1.3)
 FL Ready Lesson 14 pages 127-134 (RI.2.5)
 FL Ready Lesson 15 pages 135-142 (RI.2.5)
 FL Ready Lesson 22 pages 213-220 (RI.3.7)
 FL Ready Lesson 23 Pages 221-228 (RI.3.8)
 FL Ready Lesson 24 Pages 229-236 (RI.3.9)
Apply with Close Reading
 FL Ready Lesson 2 pages 11-18 (RI.1.3)
 FL Ready Lesson 3 pages 19-26 (RI.1.3)
 FL Ready Lesson 4 pages 27-34 (RI. 1.3)
 FL Ready Lesson 14 pages 127-134 (RI.2.5)
 FL Ready Lesson 15 pages 135-142 (RI.2.5)
 FL Ready Lesson 22 pages 213-220 (RI.3.7)
 FL Ready Lesson 23 Pages 221-228 (RI.3.8)
 FL Ready Lesson 24 Pages 229-236 (RI.3.9)
 DBQ Background Essays
 DBQ Documents
Literary Tasks
*Choose at least 1 task per standard that will support and scaffold learning for the
published product. Can be used in whole group, small group, and journal responses.
4. RI.1.3 (DOK 3) After reading a teacher selected procedural text, students will use a
thinking map/graphic organizer to identify the steps used to produce the end result
discussed in the given text. Students will write a summary to explain why the end
result occurred using supporting details from the text.
4. RI.1.3 (DOK 3) After reading a teacher selected procedural text, students will
create an open response to explain the relationship between the steps and the end
result. (Ex: business plan → money; blue prints → house; science experiment →
conclusion; math strategy → answer)
4. RI.1.3 (DOK 3) After reading a teacher selected persuasive text, students will
participate in a collaborative discussion to determine what events, or possible
events, led to the author’s point of view. Students will justify their reasoning by citing
evidence from the text.
4. RI.2.5 (DOK 3) After reading two teacher selected procedural texts, students will
construct an open response to describe the structure the authors use with these
passages and explain how this impacts the understanding of the texts.
4. RI.2.5 (DOK 3) After reading a teacher selected persuasive text, students will
participate in a collaborative discussion to identify the structures within the text.
Students will justify their reasoning by identify examples from the text that best
show the structure.
4. RI.3.8 (DOK 3) After reading a teacher selected persuasive text, students will
create an open response to explain how the evidence that the author gives supports
the main idea of the text.
4. RI.3.8/4.RI.1.3 (DOK 3) After reading a teacher selected persuasive text, students
will form an opinion on the given topic. Through a debate, students will state their
opinion citing facts, reasons, and evidence from the text.
Revised 1/5/2015
Unit Assessments
 Florida Ready Interim Assessment #5 pages 237-242
 Rainforest Assessment
Tools and Resources for Finding Optional Texts
Science Texts: The Parts of a Science Project
Social Studies Texts: When applicable
Document-Based Questions (DBQs)
This link will direct you to login to Moodle to access all DBQ documents
login/password is your district login/password
NEWSELA
NEWSELA is an innovative way to build reading comprehension with nonfiction
that's always relevant: daily news. Lexile is adjustable within text.
ebscohost
Under this link, use “Searchasaurus”
Login/Password is lakecounty
lexile.com
Lexile.com serves as a tool to assist teachers with verifying reading sources for
curriculum support.
Tools to measure text complexity (Vetting a text)
*Students should interact with the selected texts multiple times to master the
three focus reading standards within this unit. PLC’s should collaborate to
determine the order of instruction and strategies that support the learning
goal.
4.RI.1.3 (DOK 2) After reading a teacher selected scientific, historical, or technical text,
write a summary explaining why an event from the text occurred. Use information from
the text to support your thinking.
4.RI.1.3 (DOK 2) After reading a teacher selected scientific, historical, or technical text,
students will write to identify the main idea/concept in in the text. Use details from the
text to support your argument.
4.RI.1.3 (DOK 2) After reading a teacher selected scientific, historical, or technical text,
discuss with a partner an event that took place and explain what interaction led up to
that event. Be sure to use details from the text to support your reasoning.
4.RI.3.7 (DOK3) After reading a teacher selected informational text, students will analyze
a chart, diagram graph or timeline and write a short response explaining in writing how
the text feature helps them understand the text.
4.RI.3.7 (DOK3) After reading a teacher selected informational text, students will discuss
with a partner how a particular text feature provides more information to clarify the
topic. Discuss the reasoning for your thinking with a partner.
4.RI.3.7 (DOK 3) After reading a teacher selected informational text, students will ask and
answer questions with a partner verbally, analyzing text features in the text.
4.RI.3.9 (DOK 3) After reading two related, teacher selected informational texts, discuss
the similarities and differences between the texts with a partner. In your conversation,
provide textual evidence from both.
4.RI.3.9 (DOK 3) In two related, teacher selected informational texts with opposing
viewpoints, discuss each author’s viewpoint on the topic. What is the main idea each
author is trying to communicate? Organize your ideas using a graphic organizer and
summarize your thoughts in 2-3 paragraphs. Be sure to provide details from each text to
support your writing.
Revised 1/5/2015
Higher Order Questions
Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit.
4.RI.1.3 (DOK 2)
4.RI.2.5 (DOK 3)
4.RI.3.8 (DOK 3)
* How did __ play a role in the events that occurred?
*What text structure(s) does the author employ?
*How does the author support the points __ using
*How would you describe the text structure of the
reasons and evidence?
* How would you prove…? disprove…?
text?
*How does the text structure impact your
*How does the author use facts, reasons, and
*Why did __occur?
interpretation of the text?
evidence to craft their argument?
*Which of the following best describes the structure
*What events led to __?
of the article?
*How well does the author explain and support the
*Which phrases and components of the article best
idea __?
*What relevant details would be included in a show the structure?
summary of __?
*What evidence does the author use to support the
*Which statement explains ___? What sentence from
idea that _____?
the article supports your answer?
4.RI.3.7 (DOK 3)
4.RI.3.9 (DOK 3)
*How does the __ (graph/ chart/ diagram/ timeline) *What can you tell about the topic from these two
contribute to the understanding of the text? Use texts?
examples from the text features to communicate your *What general information does the authors give on
reasoning.
__?
*What inference can you make based on the graph/ *How does each author go in depth with the
chart/ diagram/ timeline?
concept/event?
*What trends do you see that directly tie to the text?
*What information gathered from the sources is
*What new information have you gained as a result of important enough to include in your writing or
the text feature/interactive element?
presentation?
*What information can the reader can gain from the *How can you integrate the information from the two
text feature that is not discussed in the article?
texts to explain __?
*How is the information in both articles similarly
presented by the authors?
Additional Resources & Links
Marzano Proficiency Scales Bank
Writing Rubric – Informative/Explanatory
Writing Rubric - Opinion
Student Writing Examples by Grade Level
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications
4th Grade ELA Test Item Specifications
5th Grade ELA Test Item Specifications
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Revised 1/5/2015