Hazleton Area School District
Literacy Curriculum
Aligned to PA Core Standards and
English Language Proficiency Standards
Fourth Grade
Fourth Grade
Page 1
The ELA (K-8) Curriculum Committee
Dr. Christopher J. Lake, Chairperson
Jennifer Angeli
Michael Balay
Danielle Bernstein
Debbie Boyle
Randi Chapin
Catherine Carrell
Ann Marie Corrado
Linda DeCosmo
Kelly Fegley
Ann Franzosa
Katherine Frumkin
Patricia Galloway
Janice Kelly
Kelly Klesh
Christine LaMonica
Elizabeth Sannie
Fourth Grade
Page 2
What is a Curriculum Framework?
A Curriculum Framework is an organized plan or set of standards that defines the content to be learned in terms of clear, definable standards of what
the student should know and be able to do.
A Curriculum Framework is part of standards aligned system. The framework is the first step, defining clear, high standards which will be achieved
by all students. The curriculum is then aligned to the standards, and students are assessed against the standards. When the standards are reached,
there will be no achievement gap where some groups are allowed to score lower than others. All will meet world class standards and be career and
college ready.
A Curriculum Framework includes the Enduring Understandings, which will lead to life-long learning; Essential Questions that guide student
learning; Grade Level Skills that students are to master in order to meet the overarching standards; Resources and Materials for teachers and
students to utilize to develop, master, and practice the skills, and Assessments, or opportunities, for students to demonstrate their level of achieving
the standards.
A Curriculum Framework is not a textbook. A textbook is one tool or resource used to deliver a Curriculum Framework. Likewise, a series is one of
many resources used to develop students’ skills and understanding of the world around them. A Curriculum Framework is not a unit plan or
collection of daily lesson plans for a teacher to follow. From the Curriculum Framework, teachers create lessons and units to meet each individual
student’s needs. A Curriculum Framework should allow a teacher to include differentiation through multiple resources, learning opportunities, and
assessments. Choice and creativity for teachers and students are very important, and a Curriculum Framework should allow for both, yet focus on the
standards.
A Curriculum Framework is a living document that must grow and develop with time and experience. It would behoove the committee to think that
this document is complete. Administrators, teachers, parents, and students will continue to revise the Curriculum Framework to continue to meet the
needs of the students in the Hazleton Area School District.
Aligning with PA Core Standards, this English/Language Arts curriculum focuses on the four domains of literacy: Speaking, Listening, Reading and
Writing. It is the intent that that the four domains are taught through an integrated approach, including vocabulary, spelling, syntax, grammar, and
conventions. Students demonstrate their understanding of the content and mastery of the literacy skills through speaking and/or writing assessments
about what they have heard and/or read. Research supports this approach of integrating all four domains of literacy as opposed to teaching each in
isolation. Even in the case when language arts may be taught by a teacher different from the teacher who teaches reading, integration is vital for
students’ language development.
Fourth Grade
Page 3
PA Core Standards for Fourth Grade
Foundational Skills
1.1 Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions.
Phonics and Word Recognition
 Use combined knowledge of all letter-sound correspondences, syllabication and patterns, and morphology to read accurately
unfamiliar multi-syllable words
Fluency



Fourth Grade
Read on-level text with purpose and understanding
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings
Use context to confirm or self-correct word recognition and understanding, rereading as necessary
Page 4
Reading
1.2 Students read, understand, and respond to informational text—with emphasis on comprehension, making connections
among ideas and between texts with focus on textual evidence.
1.3 Students read and respond to works of literature—with emphasis on comprehension, making connections among ideas
and between texts with focus on textual evidence.
Reading Informational Text
Reading Literature
Key Ideas and Details
Key Ideas and Details
 Identify main idea and key details, showing how they
 Identify the theme from key details,
support MI
 Summarize the text
 Summarize the text
 Make inferences and cite explicit details and
 Make inferences and refer to explicit details and examples
examples to support responses
to support responses
 Describe in depth character, setting, plot in story or
 Explain how and why events, procedures, ideas, and
drama from textual details
concepts happened
Craft and Structure
Craft and Structure
 Compare and contrast an event or topic told from two
 Compare and contrast an event or topic told from
different points of view
two different points of view
 Use text structure (chronological, comparison/contrast,
 Explain major differences between poetry, drama,
cause/effect, problem/solution) to interpret information
and prose
 Identify and determine meaning of figurative language
 Use genre specific terms when referring to each
(simile, personification, hyperbole, metaphor)
 Identify and determine meaning of figurative
language (simile, personification, hyperbole,
metaphor)
Integration of Knowledge and Ideas
Integration of Knowledge and Ideas
 Interpret various presentations of information within text
 Make connections between written text and visual
or digital source to explain how the information
or oral presentation of it
Fourth Grade
Page 5
 Identify where each version reflects textual
description and direction
 Compare and contrast similar themes, topics, and
patterns of events in literature including from
different cultures
Vocabulary Acquisition and Use
Vocabulary Acquisition and Use
 Use words and phrases acquired through conversations,
 Use words and phrases acquired through
general academics and content-specific vocabulary,
conversations, general academics and contentincluding precise actions, emotions, or states of being
specific vocabulary, including precise actions,
emotions, or states of being
 Determine or clarify the meaning of unknown or multiplemeaning words and phrases choosing flexibility from a
 Determine or clarify the meaning of unknown or
range of strategies and tools
multiple-meaning words and phrases choosing
flexibility from a range of strategies and tools
contributes to an understanding of the text
 Explain how an author uses reasons and evidence to
support points in text
 Integrate information from two texts on same topic
Fourth Grade
Page 6
Writing
1.2 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined
perspective and appropriate content.
Focus
Content
Informative
Argumentative
Narrative
Identify and introduce the topic
clearly
Develop the topic with facts,
definitions, concrete details,
quotations, including illustrations and
multimedia when appropriate
Introduce the topic state an opinion
Create an organizational structure that
includes related ideas grouped to
support the writer’s purpose and
linked in a logical order with a
concluding statement or section
Establish a situation and introduce a
narrator and/or character
Use dialogue and descriptions of
actions, thoughts, and feelings to
develop experiences and events or
show the response of characters to
situations; use concrete words and
phrases and sensory details precisely
Organize an event sequence that
unfolds naturally, using a variety of
transitional words and phrases; provide
a conclusion that follows from the
narrated experiences and events
Choose words and phrases to convey
ideas precisely
Use complete simple sentences
Use appropriate transitions between
paragraphs
Use correct forms of adjectives and
adverbs, including for comparison
Use correct relative pronouns
Use commas in adjectives and
appositives
Use correct grade-level spelling
Use correct word in troublesome pairs
Choose words and phrases to convey
ideas precisely
Use complete simple sentences
Use appropriate transitions between
paragraphs
Use correct forms of adjectives and
adverbs, including for comparison
Use correct relative pronouns
Use commas in adjectives and
appositives
Use correct grade-level spelling
Use correct word in troublesome pairs
Organization Group related information in
Style
Conventions
Fourth Grade
paragraphs and sections, linking ideas
with categories; provide a concluding
statement or section, include
formatting when useful to aiding
comprehension
Use precise language and domainspecific vocabulary
Use complete simple sentences
Use appropriate transitions between
paragraphs
Use correct forms of adjectives and
adverbs, including for comparison
Use correct relative pronouns
Use commas in adjectives and
appositives
Use correct grade-level spelling
Use correct word in troublesome pairs
Provide reasons that are supported by
facts and details
Page 7
Grammar







Analyze and write simple sentences with a subject/verb/adverb; subject/linking verb/predicate nominative; subject/transitive verb/
direct object; subject/transitive verb/indirect object/direct object
Explain the correct use of nominative and objective pronoun case
Define, identify, correctly punctuate, and use adjectives and adverbs
Use comparison forms of adjectives and adverbs
Use relative pronouns correctly
Correctly use verb forms for present, past, future, and present perfect tenses for irregular verbs
Use commas correctly in letter writing
Response to Literature


Draw evidence from literary or information texts to support analysis, reflection, and research
Apply grade level reading standards for literature and informational texts
Production and Distribution of Writing
Writing Process
With guidance and support,
 Focus on a topic
 Strengthen writing through planning, revising and editing
Technology and Publication


With some guidance, use technology, including Internet, to produce and publish writing as well as to interact and collaborate with
others
Demonstrate sufficient keyboarding skills to type a minimum of one page in a single sitting
Conducting Research

Conduct short research projects that build knowledge through investigation of different aspects of a topic
Credibility, Reliability, and Validity of Sources
 With guidance and support, recall relevant information from experience or gather relevant information from print or digital sources
 Take notes and categorize information

Fourth Grade
Provide a list of sources
Page 8
Speaking and Listening
1.5 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or
in group discussion.
Comprehension and Collaboration
Collaborative Discussion



Engage effectively in a range of collaborative discussions on grade level topics
Build upon others’ ideas
Express own ideas clearly
Critical Listening
 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media formats
Evaluating Information

Identify the reasons and evidence a speaker provides to support particular points
Presentation of Knowledge and Ideas
Purpose, Audience, and Task


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 idea or theme
Speak clearly with adequate volume, appropriate pacing, and clear pronunciation
Context

Differentiate between contexts that require formal English verses informal situations
Integration of Knowledge and Ideas
Multimedia

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or
themes
Conventions of Standard English
 Demonstrate command of the conventions of standard English when speaking based on Grade 4 level and content
Fourth Grade
Page 9
Socialization Skills
For the Hazleton Area School District, the ELA Curriculum Committee (2014) has combined literacy with socialization skills
for its curriculum development. Through a thematic approach, students will learn important social skills to be a good citizen
while learning the Pennsylvania standards for literacy. Each year, students will focus on one overarching social goal which will
build upon the previous year’s goal. Kindergarten will develop CARING KIDS; First Grade, COOPERATIVE WORKERS;
Second Grade, INDEPENDENT LEARNERS; Third Grade, PROBLEM SOLVERS; Fourth Grade, RESPONSIBLE
STUDENTS; Fifth Grade, DECISION MAKERS; Sixth Grade, TOLERANT THINKERS; Seventh Grade; CONFIDENT
INDIVIDUALS; and Eighth Grade, WORLDLY THINKERS. These skills and overarching goals will develop accepting and
understanding global thinkers for the 21st Century.
Fourth Grade Goal: Responsible Students
As children are more easily solving problems independently, they are given more responsibility. In this year, children are
challenged to think by themselves and at the same time, understand the importance of working with others. Children begin to
gain an understanding of the value of hard work and determination.
Theme One: Thinking for Yourself – How can a challenge bring out our best?
Theme Two: Perseverance vs. Quitting
Theme Three: Leadership
Theme Four: Working Together
Fourth Grade
Page 10
THEME 1- Thinking for Yourself – How can a challenge bring out our best?
Enduring Understanding
Students begin to gain an understanding of how challenges inspire creative thinking and problem solving and that clever thoughts affect the actions
of others.
Essential Questions
How can a challenge bring out our best?
Where do good ideas come from?
How do your actions affect others?
How do people respond to natural disasters?
How can science help you understand how things work?
Cumulative Assessment
Students will create a collage, a journal, or an original scene of how they may demonstrate independence in their lives, answering at least 3 essential questions
and connecting to at least 3 of the works covered in the unit.
Goals
Reading
Informational Text
Goals
Reading
Literature
-Determine the
meaning of a text and
explain how it is
supported by key
details; summarize the
text.
-Cite relevant details
from text to support
what the text says
explicitly and make
inferences.
-Refer to details and
examples in text to
support what the text
says explicitly and
make inferences.
-Describe in depth a
character, setting, or
event in a story or
drama, drawing on
specific details in the
text.
-Use text structurecomparison/ contrast
to interpret
-Determine the
meaning of words and
phrases as they are
Fourth Grade
Goals
Foundational Skills,
Writing, Speaking &
Listening
Foundational Skills
-Know and apply
grade‐level phonics
and word analysis
skills in decoding
words.
-Use combined
knowledge of all
letter-sound
correspondences,
syllabication and
patterns, and
morphology to read
accurately unfamiliar
multi-syllable words.
-Read with accuracy
Assessment(s)
*=Nonnegotiable
Suggested Materials
*=nonnegotiable
Suggested Resources
for teachers
Academic Vocabulary
*Writing Assessments
-Write a Friendly letter
-Write a Personal
Narrative
*McGraw-Hill Reading
Wonders (Unit 1)
www.connected.mcgr
aw-hill.com
*Rubric
-Personal Narrative
-Friendly Letter
*Grade Level Read
Aloud
*Anthology
*Reading/ Writing Workshop
*Wonder Works
Workbooks
*Leveled Readers;
Main selection/ paired
selection
“My Name is Maria
Isabel” by Alma Flor
Ada (Fiction)
And accompanying
leveled readers
Houghton Mifflin
Reading Series
Literary Vocabulary
Analysis
Author’s Purpose
Biography
Cause/Effect
Character
Character Trait
Chronological Order
Collaborate
Compare/Contrast
Compound Words
Context Clues
Definition
Descriptive Detail
Diagram
Dialogue
Additional
Assessments:
-Teacher made Tests/
Quizzes
-Please Do Now
-Thumbs up/down
-Exit Ticket
“Marven of the Great
North Woods” by
Kathryn Lasky
(Fiction)
And accompanying
leveled readers
Houghton Mifflin
Reading Series
Page 11
information.
-Determine the main
idea of a text and
explain how it is
supported by key
details; summarize the
text.
-Use text structure to
interpret information
(e.g., chronology,
comparison,
cause/effect,
problem/solution).
-Determine the
meaning of words and
phrases as they are
used in grade‐ level
text, including
figurative language.
-Interpret various
presentations of
information within a
text or digital source
and explain how the
information
contributes to an
understanding of text
in which it appears.
-Integrate information
from two texts on the
same topic to
demonstrate
understanding of that
topic.
-Acquire and use
Fourth Grade
used in grade‐ level
text, including
figurative language.
-Make connections
between the text of a
story or drama and a
visual or oral
presentation of the
text, identifying where
each version reflects
specific descriptions
and directions in the
text.
-Compare and
contrast similar
themes, topics, and
patterns of events in
literature, including
texts from different
cultures.
-Determine or clarify
the meaning of
unknown and
multiple‐meaning
words and phrases
based on grade‐level
reading and content,
choosing flexibly from
a range of strategies
and tools.
-Acquire and use
accurately grade‐
appropriate
conversational,
general academic, and
domain‐specific words
and phrases, including
and fluency to support
comprehension.
-Read on-level text
with purpose and
understanding.
-Read on-level text
orally with accuracy,
appropriate rate, and
expression on
successive readings.
-Use context to
confirm or self-correct
word recognition and
understanding,
rereading as
necessary.
Narrative Writing
-Write narratives to
develop real or
imagined experiences
or events.
-Orient the reader by
establishing a situation
and introducing a
narrator and/or
characters
-Use dialogue and
descriptions to
develop experiences
and events or show
the responses of
characters to
situations; use
concrete words and
phrases and sensory
details to convey
experiences and
events precisely.
-Organize an event
sequence that unfolds
-Student led
Discussion
Journal Writing
McGraw-Hill – Weekly,
Unit, & Benchmark
Assessments
*Other District
Assessments
-Study Island
Benchmarks(3)
-Scholastic Reading
Inventory (3)
-Study Island
Benchmarks (3)
“The Last Dragon” by
Susan Miho Nunes
And accompanying
leveled readers
(Fiction)
Houghton Mifflin
Reading Series
“Sing to the Stars”
By Mary Brigid
Barrett (Fiction)
And accompanying
leveled readers
Houghton Mifflin
Reading Series
“Heat Wave” by
Helen Kettleman
(Tall Tale)
Houghton Mifflin
Reading Series
“Wild Fires” by
Seymour Simon
And accompanying
leveled readers
Houghton Mifflin
Reading Series
“The Seed” by Aileen
Fisher
“By Myself” by Eloise
Greenfield
“Oda a mis
zapatos/Odeto My
Shoes” by Francisco
X. Alacon
“Pencils” by Barbara
Esbensen
“The Anteater” by
Digital Sources
Edit
Essay
Explanatory Essay
Expository Text
Fable
Fact and Opinion
Fairy Tale
Fiction
Focus
Folk Tale
Friendly Letter
Genre
Graph
Heading
Idioms
Illustration
Inference
Inflectional Endings
Informational Text
Internet
Intonation
Key Words
Letter
Main Idea
Multiple meaning
words
Narrative Nonfiction
Narrative Text
Narrator
Newspaper Article
Nonfiction
Organization
Paragraph
Paraphrase
Persuasive Articles
Plan
Plot
Predictions
Print Sources
Prior Knowledge
Page 12
accurately grade‐
appropriate
conversational,
general academic, and
domain‐specific words
and phrases, including
those that signal
precise actions,
emotions,
or states of being and
that are basic to a
particular topic
-Determine or clarify
the meaning of
unknown and
multiple‐meaning
words and phrases
based on grade‐ level
reading and content,
choosing flexibly from
a range of strategies
and tools.
-Read and
comprehend literary
nonfiction and
informational text on
grade level, reading
independently and
proficiently.
Fourth Grade
those that signal
precise actions,
emotions, or states of
being and that are
basic to a particular
topic.
naturally, using a
variety of transitional
words and phrases to
manage the sequence
of events; provide a
conclusion that
follows from the
narrated experiences
and events.
-Choose words and
phrases to convey
ideas precisely.
-Demonstrate a gradeappropriate command
of the conventions of
standard English
grammar, usage,
capitalization,
punctuation, and
spelling.
-Draw evidence from
literary or
informational texts to
support analysis,
reflection, and
research, applying
grade‐level reading
standards for
literature and
informational texts.
-With guidance and
support from peers
and adults, develop
and strengthen writing
as needed by planning,
revising, and editing.
-With some guidance
and support, use
technology, including
the Internet, to
produce and publish
Douglas Florian
“The Panther” by
Ogden Nash
“Rabbit” by Mary Ann
Hoberman
“Sky-Fish” by Aileen
Fisher
“I watched an Eagle
Soar” by Viginia
Driving Hawk Sneve
From Focus on Poetry
Houghton Mifflin
Reading Series
“Lady Bug Girl and
Bumble Bee Boy” by
Jacky Davis and David
Soman
Problem/Solution
Booklist
http://childrenbook
lists.com/category/
problem-solving/
Triumph Learning
online resources-
www.thriumphlear
ning.com
Online Resources:
http://teacher.scho
lastic.com/writewit
/poetry/
www.corestandard
s.org/assets/Appen
dix B.pdf
www.insideng.com
www.kidsinco.com
Problem/Solution
Procedural Text
Realistic Fiction
Reread
Restatements
Revise
Root Words
Science Fiction
Sequence of Events
Sequential Order
Setting
Speech Balloons
Summary
Supporting Details
Synonyms
Table of Contents
Text Structure
Theme
Time Line
Title
Topic
Transitional Words
Venn Diagram
Grammar Vocabulary
Adjective
Adverb
Appositive
Clauses
Common Noun
Complex Sentences
Compound Predicate
Compound Sentence
Compound Subject
Fragment
Plurals
Predicate
Pronoun
Proper Noun
Quotation Marks
Page 13
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.
-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.
-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.
www.kidskonnect.c
om
www.kidsturncentr
al.com
Run-on Sentences
Simple Sentence
Subject
Suffixes
Verb
www.nationalgeogr
aphic.com
www.pitara.com
www.poetry4kids.c
om
www.poetryteache
rs.com/
www.proteacher.c
om/070034.shtml
www.rhymer.com/
www.squidoo.com/
k12interactivepoetr
y
www.teachervision
.fen.com/poetry/te
acherresources/6657.ht
ml
www.treasurereso
uces.com
www.writeexpress.
com
Speaking and
Listening
-Engage effectively in
a range of
Fourth Grade
Page 14
collaborative
discussions on grade‐
level topics and texts,
building on others’
ideas and expressing
their own clearly.
-Paraphrase portions
of a text read aloud or
information presented
in diverse media and
formats, including
visually, quantitatively,
and orally
-Identify the reasons
and evidence a
speaker provides to
support particular
points.
-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 with
adequate volume,
appropriate pacing,
and clear
pronunciation.
-Differentiate between
contexts that require
formal English versus
informal situations.
-Add audio recordings
and visual displays to
presentations when
appropriate to
enhance the
Fourth Grade
Movies, passages,
etc.:
www.ehow.com
www.learningtogiv
e.org/resources/fol
ktales/trait
www.onlineliteratu
re.com/forums
www.readworks.or
g
www.redbricklearni
ng.com
www.storylovers.c
om
www.teachercision.
com
www.teacherspayt
eachers.com
www.wingclips.co
m
Page 15
development of main
ideas or themes.
-Demonstrate
command of the
conventions of
standard English when
speaking, based on
Grade 4 level and
content.
Theme 2-Perseverance vs. Quitting
Enduring Understanding
Students will understand that they a part of a much larger world, outside of their daily life. Any one person can contribute to make a difference in
the world. Perseverance is the key to success in the world.
Essential Questions
What can animals teach us?
What are some messages in animal stories?
How do animal characters change familiar stories?
How are all living things connected?
What helps an animal survive?
How are writers inspired by animals?
How can you show your community spirit?
How can you make friends feel welcome?
In what ways can you help your community?
How can one person make a difference?
How can words lead to change?
In what ways can advances in science be helpful or harmful?
Cumulative Assessment
Students will create a collage, short play/scene, or an electronic presentation on the importance of persevering in their lives, answering at least 3 essential
questions and connecting to at least 3 of the works covered in the unit.
Fourth Grade
Page 16
Goals
Reading
Informational Text
Goals
Reading
Literature
-Determine the main
idea of a text and
explain how it is
supported by key
details; summarize
the text.
-Determine a theme
of a text from details
in the text;
summarize the text.
-Refer to details and
examples in text to
support what the
text says explicitly
and make
inferences.
-Compare and
contrast an event or
topic told from two
different points of
view.
-Use text structure to
interpret information
(e.g., chronology,
comparison,
cause/effect,
problem/solution).
-Cite relevant details
from text to support
what the text says
explicitly and make
inferences.
-Describe in depth a
character, setting,
or event in a story
or drama, drawing
on specific details in
the text.
-Compare and
contrast an event or
topic told from two
different points of
view.
-Determine the
meaning of words and
phrases as they are
used in grade‐ level
text, including
figurative language.
-Explain major
differences between
poems, drama, and
prose and refer to
the structural
elements of each
when writing or
speaking about a
text.
-Interpret various
presentations of
information within
-Determine the
meaning of words and
phrases as they are
Fourth Grade
Goals
Foundational Skills,
Writing, Speaking &
Listening
Foundational Skills
-Know and apply
grade‐level phonics
and word analysis
skills in decoding
words.
-Use combined
knowledge of all
letter‐sound
correspondences,
syllabication patterns,
and morphology to
read accurately
unfamiliar
multisyllabic words.
-Read with accuracy
and fluency to
support
comprehension.
-Read on‐level text
with purpose and
understanding.
-Read on‐level text
orally with accuracy,
appropriate rate, and
expression on
successive readings.
-Use context to
confirm or self‐ correct
word recognition and
understanding,
rereading as
necessary.
Informative/Explanat
ory Writing
-Write informative/
explanatory texts to
Assessment(s)
*=nonnegotiable
Suggested Materials
*=nonnegotiable
Suggested Resources
for teachers
Academic Vocabulary
*Writing Assessments
-Write an Explanatory
Essay
-Write a How-to
-Write a Book Review
-Write an Opinion
Essay
*McGraw-Hill Reading
Wonders (Unit 2 & 3)
www.connected.mcgr
aw-hill.com
*Grade Level Read
Aloud
*Anthology
*Reading/ Writing Workshop
*Wonder Works
Workbooks
*Leveled Readers;
Main selection/ paired
selection
“Happy Birthday! Dr.
King!” by Kathryn
Jones
(Fiction)
And accompanying
leveled readers
Houghton Mifflin
Reading Series
Literary Vocabulary
Antonyms
Audience
Autobiography
Book Review
Book Review
Caption
Captions
Categorize
Compound Words
Description
Digraphs
Drama
Dramatic Scene
Evaluate
Evidence
Fantasy
Figurative Language
Flash Back
Flow Chart
Folktale
Greek Suffixes
Haiku
Historical Fiction
Informal Voice
Latin Suffixes
Legend
Lyric Poetry
Maps
Metaphor
Mystery
Opinion Essay
Outline
Persuasive Article
Persuasive Writing
Photographs
Poetry
*Rubric
-Explanatory Essay
-How-to
-Book Review
-Opinion Essay
Additional
Assessments:
-Teacher made Tests/
Quizzes
-Please Do Now
-Thumbs up/down
-Exit Ticket
-Student led
Discussion
Journal Writing
McGraw-Hill – Weekly,
Unit, & Benchmark
Assessments
*Other District
Assessments
-Study Island
Benchmarks(3)
-Scholastic Reading
Inventory (3)
-Study Island
Benchmarks (3)
Real Life Reader
Biography - Gloria
Estefan by Sue Boulais
(Biography)
And accompanying
leveled readers
Houghton Mifflin
Reading Series
Lou Gehrig: The
Luckiest Man by David
A. Adler
(Biography)
And accompanying
leveled readers
Houghton Mifflin
Reading Series
“Dream Big” Michael
Jordan and the Pursuit
of Olympic Gold by
Deloris Jordan
(Short Story)
“Salt in his Shoes”
Michael Jordan in
Pursuit of a Dream
(Short Story)
Page 17
a text or digital
source and explain
how the
information
contributes to an
understanding of
text in which it
appears.
used in grade‐ level
text, including
figurative language.
-Explain how an
author uses
reasons and
evidence to
support particular
points in a text
-Make connections
between the text of
a story or drama
and a visual or oral
presentation of the
text, identifying
where each version
reflects specific
descriptions and
directions in the
text.
-Integrate
information from
two texts on the
same topic to
demonstrate
understanding of
that topic.
-Compare and
contrast similar
themes, topics, and
patterns of events in
literature, including
texts from different
cultures.
-Acquire and use
accurately grade‐
Appropriate
conversational,
general academic, and
domain‐specific words
and phrases, including
those that signal
actions, emotions, or
states of being and
that are basic to a
particular topic.
-Determine or clarify
the meaning of
unknown and
multiple‐meaning
words and phrases
based on grade‐level
reading and content,
choosing flexibly
from a range of
strategies and tools.
-Determine or clarify
the meaning of
unknown and
multiple‐meaning
Fourth Grade
-Acquire and use
accurately grade‐
appropriate
conversational,
general academic,
and domain‐
examine a topic and
convey ideas and
information clearly.
-Identify and introduce
the topic clearly
-Develop the topic
with facts,
definitions, concrete
details, quotations,
or other information
and examples related
to the topic; include
illustrations and
multimedia when
useful to aiding
comprehension.
-Group related
information in
paragraphs and
sections, linking
ideas within
categories of
information using
words and phrases;
provide a concluding
statement or
section; include
formatting when
useful to aiding
comprehension.
-Use precise
language and
domain‐specific
vocabulary to
inform about or
explain the topic.
-Demonstrate a
grade‐ appropriate
command of the
conventions of
standard English
“Try, Try Again” by
T.H. Palmer
(Poem)
“Akiak” by Robert J.
Blake (Fiction)
Houghton Mifflin
Reading Series
“Grandfather’s
Journey” (Personal
Narrative) by Allen Say
Houghton Mifflin
Reading Series
Triumph Learning
online resourceswww.thriumphlearnin
g.com
Online Resources:
http://teacher.scholas
tic.com/writewit/poet
ry/
www.corestandards.or
g/assets/Appendix
B.pdf
www.insideng.com
www.kidsinco.com
www.kidskonnect.com
www.kidsturncentral.c
om
Point of View
Prefixes
Prefixes
Primary Source
Primary Source
Secondary Source
Secondary Source
Simile
Speech
Suffixes
Syllables
Theme Fable
Titles
Tone
Visualize
Grammar Vocabulary
Action Verbs
Apostrophe
Commas in a Series
Contractions
Helping Verbs
Interjections
Irregular Plural Nouns
Irregular Verbs
Linking Verbs
Phrases
Plural Nouns
Possessive Nouns
Possessives
Singular Nouns
Subject/Verbagreement
Verb Tenses
Verb Usage
www.nationalgeograp
hic.com
Page 18
words and phrases
based on grade‐ level
reading and content,
choosing flexibly
from a range of
strategies and tools.
-Read and
comprehend
literary nonfiction
and informational
text on grade level,
reading
independently and
proficiently.
Fourth Grade
specific words and
phrases, including
those that signal
precise actions,
emotions, or
states of being
and that are basic
to a particular
topic.
-Read and
comprehend
literary fiction on
grade level,
reading
independently
and proficiently.
grammar, usage,
capitalization,
punctuation, and
spelling.
Opinion/
Argumentative
Writing
-Write opinion pieces
on topics or texts.
-Introduce the topic
and state an opinion
on the topic.
-Provide reasons that
are supported by
facts and details.
-Create an
organizational
structure that
includes related ideas
grouped to support
the writer’s purpose
and linked in a logical
order with a
concluding statement
or section related to
the opinion.
-Choose words
and phrases to
convey ideas
precisely.
-Demonstrate a grade‐
appropriate command
of the conventions of
standard English
grammar, usage,
capitalization,
punctuation, and
spelling.
-Draw evidence
from literary or
www.pitara.com
www.poetry4kids.com
www.poetryteachers.c
om/
www.proteacher.com/
070034.shtml
www.rhymer.com/
www.squidoo.com/k1
2interactivepoetry
www.teachervision.fe
n.com/poetry/teacher
-resources/6657.html
www.treasureresouce
s.com
www.writeexpress.co
m
Movies, passages, etc.:
www.ehow.com
www.learningtogive.or
g/resources/folktales/
trait
www.onlineliterature.
com/forums
www.readworks.org
www.redbricklearning.
com
www.storylovers.com
www.teachercision.co
m
Page 19
informational
texts to support
analysis,
reflection, and
research,
applying grade‐
level reading
standards for
literature and
informational
texts.
-With guidance and
support from peers
and adults, develop
and strengthen
writing as needed
by planning,
revising, and
editing.
-With some
guidance and
support, 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.
-Conduct short
research projects
that build
knowledge through
investigation of
different aspects of
a topic.
Fourth Grade
www.teacherspayteac
hers.com
www.wingclips.com
Page 20
-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.
-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.
Speaking and
Listening
-Engage effectively in
a range of
collaborative
discussions on grade‐
level topics and texts,
building on others’
ideas and expressing
their own clearly.
-Paraphrase portions
of a text read aloud
or information
presented in diverse
media and formats,
including visually,
quantitatively, and
Fourth Grade
Page 21
orally.
-Identify the reasons
and evidence a
speaker provides to
support particular
points.
-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 with
adequate volume,
appropriate pacing,
and clear
pronunciation.
-Differentiate between
contexts that require
formal English versus
informal situations.
-Add audio recordings
and visual displays to
presentations when
appropriate to
enhance the
development of main
ideas or themes.
-Demonstrate
command of
the
conventions of
standard
English when
speaking,
based on
Grade 4 level
and content.
Fourth Grade
Page 22
Theme 3-Leadership
Enduring Understanding
Students will understand the characteristics and qualities of leadership and how they impact government, technology, etc.
Essential Questions
What qualities does a leader possess?
How do people inspire us?
Why do we need government?
Why do people run for public office?
How do inventions and technology affect your life?
How do you explain what you see in the sky?
How do writers look at success in different ways?
Cumulative Assessment
Students will create a letter, poem, or inspirational speech about an important leader in their life, answering at least 3 essential questions and connecting to at
least 3 of the works covered in the unit.
Goals
Reading
Informational Text
Goals
Reading
Literature
-Refer to details
and examples in
text to support
what the text says
explicitly and make
inferences.
-Determine a theme
of a text from details
in the text;
summarize the text.
-Explain events,
procedures,
ideas, or concepts
in a text,
including what
happened and
why, based on
specific
information in
the text.
Fourth Grade
-Cite relevant
details from text
to support what
the text says
explicitly and
make inferences.
-Describe in depth
a character,
setting, or event in
a story or drama,
drawing on
specific details in
Goals
Foundational Skills,
Writing, Speaking &
Listening
Foundational Skills
-Know and apply
grade‐level phonics
and word analysis
skills in decoding
words.
-Use combined
knowledge of all letter‐
sound
correspondences,
syllabication patterns,
and morphology to
read accurately
unfamiliar multisyllabic
words.
-Read with accuracy
and fluency to support
comprehension.
Assessment(s)
*=nonnegotiable
Suggested Materials
*=nonnegotiable
Suggested Resources for
teachers
Academic Vocabulary
*Writing
Assessments
-Write a Friendly
Letter
-Write a Poem
*McGraw-Hill
Reading Wonders
(Unit 4)
www.connected.mcg
raw-hill.com
*Grade Level Read
Aloud
*Anthology
*Reading/ Writing Workshop
*Wonder Works
Workbooks
*Leveled Readers;
Main selection/
paired selection
“Happy Birthday! Dr. King!”
by Kathryn Jones
(Fiction)
And accompanying leveled
readers
Houghton Mifflin Reading
Series
Literary Vocabulary
Inflectional Vocabulary
Myths
Personification
Diphthongs
Narrative Poems
Connotation
Denotation
Repetition
Stanza
Sensory Detail
Homophones
Homographs
*Rubric
-Friendly Letter
-Poem
Additional
Assessments:
-Teacher made Tests/
Quizzes
-Please Do Now
-Thumbs up/down
-Exit Ticket
-Student led
“A Very Important Day” by
Maggie Rugg Herold
(Realistic Fiction)
And accompanying leveled
readers
Houghton Mifflin Reading
Series
“Boss of the Plains – The
Hat that Won the West”
Grammar Vocabulary
Antecedent
Page 23
-Use text
structure to
interpret
information (e.g.,
chronology,
comparison,
cause/effect,
problem/solution
-Determine the
meaning of words
and phrases as they
are used in grade‐
level text, including
figurative language.
-Interpret
various
presentations of
information
within a text or
digital source
and explain how
the information
contributes to an
understanding of
text in which it
appears.
-Integrate
information from
two texts on the
same topic to
demonstrate
understanding of
that topic.
-Acquire and use
accurately grade‐
appropriate
conversational,
general
Fourth Grade
the text.
-Explain major
differences
between poems,
drama, and prose
and refer to the
structural
elements of each
when writing or
speaking about a
text.
-Determine the
meaning of
words and
phrases as they
are used in
grade‐ level text,
including
figurative
language.
-Make connections
between the text of
a story or drama and
a visual or oral
presentation of the
text, identifying
where each version
reflects specific
descriptions and
directions in the
text.
-Compare and
contrast similar
themes, topics,
and patterns of
events in
literature,
-Read on‐level text
with purpose and
understanding.
-Read on‐level text
orally with accuracy,
appropriate rate, and
expression on
successive readings.
-Use context to
confirm or self‐ correct
word recognition and
understanding,
rereading as
necessary.
Narrative Text/Poetry
- Write narratives to
develop real or
imagined experiences
or events.
-Orient the reader
by establishing a
situation and
introducing a narrator
and/or characters
-Use dialogue and
descriptions to
develop experiences
and events or show
the responses of
characters to
situations; use
concrete words and
phrases and sensory
details to convey
experiences and
events precisely
-Choose words
and phrases to
convey ideas
precisely.
Discussion
Journal Writing
McGraw-Hill –
Weekly, Unit, &
Benchmark
Assessments
*Other District
Assessments
-Study Island
Benchmarks(3)
-Scholastic Reading
Inventory (3)
-Study Island
Benchmarks (3)
(Biography)
Houghton Mifflin Reading
Series
Triumph Learning online
resourceswww.thriumphlearning.co
m
Online Resources:
http://teacher.scholastic.co
m/writewit/poetry/
www.corestandards.org/ass
ets/Appendix B.pdf
www.insideng.com
www.kidsinco.com
www.kidskonnect.com
www.kidsturncentral.com
www.nationalgeographic.co
m
www.pitara.com
www.poetry4kids.com
www.poetryteachers.com/
www.proteacher.com/0700
34.shtml
www.rhymer.com/
www.squidoo.com/k12inter
activepoetry
Page 24
academic, and
domain‐specific
words and
phrases,
including those
that signal
precise actions,
emotions, or
states of being
and that are
basic to a
particular topic.
-Determine or
clarify the meaning
of unknown and
multiple‐meaning
words and phrases
based on grade‐
level reading and
content, choosing
flexibly from a
range of strategies
and tools.
-Read and
comprehend
literary nonfiction
and informational
text on grade
level, reading
independently
and proficiently.
including texts
from different
cultures.
-Determine or
clarify the meaning
of unknown and
multiple‐meaning
words and phrases
based on grade‐
level reading and
content, choosing
flexibly from a
range of strategies
and tools.
-Acquire and
use accurately
grade‐
appropriate
conversational,
general
academic, and
domain‐specific
words and
phrases,
including those
that signal
precise actions,
emotions, or
states of being
and that are
basic to a
particular topic.
-Read and
comprehend
literary fiction on
grade level, reading
independently and
proficiently.
Fourth Grade
-Demonstrate a
grade‐
appropriate
command of the
conventions of
standard English
grammar, usage,
capitalization,
punctuation, and
spelling
-Draw evidence
from literary or
informational
texts to support
analysis,
reflection, and
research,
applying grade‐
level reading
standards for
literature and
informational
texts.
-With guidance and
support from peers
and adults, develop
and strengthen
writing as needed
by planning,
revising, and
editing.
-With some
guidance and
support, use
technology,
including the
Internet, to produce
and publish writing
as well as to interact
and collaborate with
others; demonstrate
www.teachervision.fen.com
/poetry/teacherresources/6657.html
www.treasureresouces.com
www.writeexpress.com
Movies, passages, etc.:
www.ehow.com
www.learningtogive.org/res
ources/folktales/trait
www.onlineliterature.com/f
orums
www.readworks.org
www.redbricklearning.com
www.storylovers.com
www.teachercision.com
www.teacherspayteachers.
com
www.wingclips.com
Page 25
sufficient command
of keyboarding skills
to type a minimum
of one page in a
single sitting.
-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.
-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.
-Identify and
introduce the topic
clearly.
-Group related
information in
paragraphs and
sections, linking
Fourth Grade
Page 26
ideas within
categories of
information using
words and phrases;
provide a concluding
statement or section;
include formatting
when useful to
aiding
comprehension.
Speaking and
Listening
-Engage effectively in a
range of collaborative
discussions on grade‐
level topics and texts,
building on others’
ideas and expressing
their own clearly.
-Paraphrase portions
of a text read aloud or
information
presented in diverse
media and formats,
including visually,
quantitatively, and
orally.
-Identify the reasons
and evidence a
speaker provides to
support particular
points.
-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
Fourth Grade
Page 27
ideas or themes; speak
clearly with adequate
volume, appropriate
pacing, and clear
pronunciation.
-Differentiate between
contexts that require
formal English versus
informal situations.
-Add audio recordings
and visual displays to
presentations when
appropriate to
enhance the
development of main
ideas or themes.
-Demonstrate
command of
the
conventions of
standard
English when
speaking, based
on Grade 4
level and
content.
Fourth Grade
Page 28
Theme 4-Working Together
Enduring Understanding
Student will gain an understanding of how their personal experiences shape their identity (who we become). The past creates the future.
Essential Questions
What helps you understand the world around you?
In what ways do people show the way they care about each other?
What are some reasons people moved west?
How can inventions solve problems?
What can you discover when you look closely at something?
How can learning about the past help you understand the future?
How do traditions connect people?
Why is it important to keep a record of the past?
How have our energy resources changed over the years?
What has been the role of money over time?
What shapes a person’s identity?
Cumulative Assessment
Students will create a research report, book review or electronic presentation on the importance if working together, answering at least 3 essential questions
and connecting to at least 3 of the works covered in the unit.
Goals
Reading
Informational Text
Goals
Reading
Literature
-Determine the
main idea of a text
and explain how it
is supported by key
details; summarize
the text.
-Determine a theme
of a text from
details in the text;
summarize the text.
-Refer to details
and examples in
text to support
what the text says
explicitly and make
inferences.
-Explain events,
Fourth Grade
-Cite relevant
details from text
to support what
the text says
explicitly and
make inferences.
-Describe in depth
a character,
setting, or event in
Goals
Foundational Skills,
Writing, Speaking &
Listening
Foundational Skills
-Know and apply
grade‐level phonics
and word analysis
skills in decoding
words.
-Use combined
knowledge of all letter‐
sound
correspondences,
syllabication patterns,
and morphology to
read accurately
unfamiliar multisyllabic
words.
Assessment(s)
*=nonnegotiable
Suggested Materials
*=nonnegotiable
Suggested Resources for
teachers
Academic Vocabulary
*Writing
Assessments
-Write an Expository
Letter
-Write a Research
Report
-Write a Book Review
-Write an Opinion
Essay
*McGraw-Hill
Reading Wonders
(Unit 5 & 6)
www.connected.mcg
raw-hill.com
*Grade Level Read
Aloud
*Anthology
*Reading/ Writing Workshop
*Wonder Works
Workbooks
*Leveled Readers;
Main selection/
paired selection
“Salmon Summer” by
Bruce McMillan
(Nonfiction)
And accompanying leveled
readers
Houghton Mifflin Reading
Series
Literary Vocabulary
Foreshadowing
Tall Tale
Hyperbole
Proverbs
Adages
Glossary
Skimming
Scanning
Free-verse Poetry
*Rubric
-Expository Letter
-Research Report
-Book Review
-Opinion Essay
“Grandfather’s Journey”
(Personal Narrative) by
Allen Say
Houghton Mifflin Reading
Series
“Finding the Titanic” by
Grammar Vocabulary
Articles
Demonstrative Article
Subject Pronoun
Page 29
procedures,
ideas, or concepts
in a text,
including what
happened and
why, based on
specific
information in
the text.
-Use text structure
to interpret
information (e.g.,
chronology,
comparison,
cause/effect,
problem/solution).
-Determine the
meaning of words
and phrases as they
are used in grade‐
level text, including
figurative language.
-Interpret
various
presentations of
information
within a text or
digital source
and explain how
the information
contributes to an
understanding of
text in which it
appears.
-Integrate
information from
two texts on the
Fourth Grade
a story or drama,
drawing on specific
details in the text.
-Explain major
differences
between poems,
drama, and prose
and refer to the
structural
elements of each
when writing or
speaking about a
text.
-Determine the
meaning of words
and phrases as they
are used in grade‐
level text, including
figurative language.
-Make
connections
between the text
of a story or
drama and a visual
or oral
presentation of
the text,
identifying where
each version
reflects specific
descriptions and
directions in the
text.
-Compare and
contrast similar
themes, topics,
and patterns of
-Read with accuracy
and fluency to
support
comprehension.
-Read on‐level text
with purpose and
understanding.
-Read on‐level text
orally with accuracy,
appropriate rate, and
expression on
successive readings.
-Use context to
confirm or self‐ correct
word recognition and
understanding,
rereading as
necessary.
Informative Writing
-Write informative/
explanatory texts to
examine a topic and
convey ideas and
information clearly.
-Identify and introduce
the topic clearly
-Develop the topic
with facts, definitions,
concrete details,
quotations, or other
information and
examples related to
the topic; include
illustrations and
multimedia when
useful to aiding
comprehension.
-Group related
information in
paragraphs and
Additional
Assessments:
-Teacher made Tests/
Quizzes
-Please Do Now
-Thumbs up/down
-Exit Ticket
-Student led
Discussion
Journal Writing
McGraw-Hill –
Weekly, Unit, &
Benchmark
Assessments
*Other District
Assessments
-Study Island
Benchmarks(3)
-Scholastic Reading
Inventory (3)
-Study Island
Benchmarks (3)
Robert Ballard
And accompanying leveled
readers
Houghton Mifflin Reading
Series
Triumph Learning online
resourceswww.thriumphlearning.co
m
Object Pronoun
Formal Language
Third Person
Pronoun/Verbagreement
Possessive Pronouns
Contractions
Punctuation
Prepositions
Online Resources:
http://teacher.scholastic.c
om/writewit/poetry/
www.corestandards.org/as
sets/Appendix B.pdf
www.insideng.com
www.kidsinco.com
www.kidskonnect.com
www.kidsturncentral.com
www.nationalgeographic.c
om
www.pitara.com
www.poetry4kids.com
www.poetryteachers.com/
www.proteacher.com/070
034.shtml
www.rhymer.com/
www.squidoo.com/k12int
Page 30
same topic to
demonstrate
understanding of
that topic.
-Acquire and use
accurately grade‐
appropriate
conversational,
general
academic, and
domain‐specific
words and
phrases,
including those
that signal
precise actions,
emotions, or
states of being
and that are
basic to a
particular topic.
-Determine or
clarify the meaning
of unknown and
multiple‐meaning
words and phrases
based on grade‐
level reading and
content, choosing
flexibly from a
range of strategies
and tools.
-Read and
comprehend
literary nonfiction
and informational
text on grade level,
reading
Fourth Grade
events in
literature,
including texts
from different
cultures.
-Determine or clarify
the meaning of
unknown and
multiple‐meaning
words and phrases
based on grade‐level
reading and content,
choosing flexibly
from a range of
strategies and tools.
-Acquire and
use accurately
grade‐
appropriate
conversational,
general
academic, and
domain‐specific
words and
phrases,
including those
that signal
precise actions,
emotions, or
states of being
and that are
basic to a
particular topic.
-Read and
comprehend
literary fiction
on grade level,
reading
independently
sections, linking
ideas within
categories of
information using
words and phrases;
provide a concluding
statement or section;
include formatting
when useful to
aiding
comprehension.
-Use precise
language and
domain‐specific
vocabulary to
inform about or
explain the topic.
-Demonstrate a
grade‐ appropriate
command of the
conventions of
standard English
grammar, usage,
capitalization,
punctuation, and
spelling.
eractivepoetry
www.teachervision.fen.co
m/poetry/teacherresources/6657.html
www.treasureresouces.co
m
www.writeexpress.com
Movies, passages, etc.:
www.ehow.com
www.learningtogive.org/re
sources/folktales/trait
www.onlineliterature.com
/forums
www.readworks.org
www.redbricklearning.co
m
www.storylovers.com
Opinion Writing
-Write opinion pieces
on topics or texts.
-Introduce the topic
and state an opinion
on the topic.
-Provide reasons that
are supported by
facts and details.
-Create an
organizational
structure that
includes related ideas
grouped to support
www.teachercision.com
www.teacherspayteachers
.com
www.wingclips.com
Page 31
independently and
proficiently.
Fourth Grade
and proficiently.
the writer’s purpose
and linked in a logical
order with a
concluding statement
or section related to
the opinion.
-Choose words
and phrases to
convey ideas
precisely.
-Demonstrate a grade‐
appropriate command
of the conventions of
standard English
grammar, usage,
capitalization,
punctuation, and
spelling.
-Draw evidence
from literary or
informational
texts to support
analysis,
reflection, and
research,
applying grade‐
level reading
standards for
literature and
informational
texts.
-With guidance and
support from peers
and adults, develop
and strengthen
writing as needed
by planning,
revising, and
editing.
-With some
guidance and
Page 32
support, 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.
-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.
-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
Fourth Grade
Page 33
audiences.
Speaking and
Listening
-Engage effectively in a
range of collaborative
discussions on grade‐
level topics and texts,
building on others’
ideas and expressing
their own clearly.
-Paraphrase portions
of a text read aloud or
information
presented in diverse
media and formats,
including visually,
quantitatively, and
orally.
-Identify the reasons
and evidence a
speaker provides to
support particular
points.
-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 with adequate
volume, appropriate
pacing, and clear
pronunciation.
-Differentiate between
contexts that require
formal English versus
informal situations.
Fourth Grade
Page 34
-Add audio recordings
and visual displays to
presentations when
appropriate to
enhance the
development of main
ideas or themes.
-Demonstrate
command of the
conventions of
standard English
when speaking, based
on Grade 4 level and
content.
Fourth Grade
Page 35
PA English Language Proficiency Standards: Classroom/Formative Framework
Standard 1: English language learners communicate in English for Social and Instructional purposes within the school setting.
Level 2
Beginning
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Listening
Follow visually supported
one-step oral directions to
complete tasks (such as:
making a peanut butter and
jelly sandwich).
Match materials and/or
resources needed to
complete tasks with their
uses based on realia and
oral descriptions.
Follow multi-step oral
directions to select
materials or resources
needed to complete tasks
working with a partner.
Analyze and apply
visually supported oral
information to complete a
task.
Draw conclusions based
on oral discourse about
materials needed to
complete a task within a
small group.
Reading
Match words or phrases to
icons or pictures associated
with school or community.
Classify phrases and short
sentences associated with
school or community using
graphic organizers.
Use context clues to
determine meaning of
words associated with
school or community in
visually supported texts.
Interpret information
about school or
community using a variety
of printed materials during
shared reading.
Draw conclusions about
school or community
using a variety of printed
materials during shared
reading.
Speaking
Ask for assistance with a
task or for needed supplies
using realia.
Ask WH-questions about a
task working with a partner.
Ask questions to seek
information in order to
provide opinions,
preferences or wishes
within a small group.
Ask for or provide
clarification of information
by paraphrasing ideas in
small groups.
Ask for or provide specific
information that confirms
or denies beliefs using
graphic support.
Label pictures that illustrate
socially and culturally
appropriate behaviors in
school using a picture
dictionary.
Write short phrases or
sentences to describe
socially and culturally
appropriate behaviors in
school as illustrated.
Produce a written solution
to correct an inappropriate
behavior in school with a
team.
Summarize a variety of
solutions to correct an
inappropriate behavior in
school with a team.
Create multimedia
brochures contrasting
appropriate American
school behaviors with
those of other countries
working with a partner.
Standard
or
Anchor
Level 6- Reaching
Level 1
Entering
Writing
Grade Level: Fourth Grade
Framework for FORMATIVE/CLASSROOM Instruction and Assessment
Fourth Grade
Page 36
Standard 2: English language learners communicate in English for Language Arts purposes within the school setting.
Level 1
Entering
Level 2
Beginning
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Listening
Match pictures of characters
from an illustrated story to
oral descriptions.
Sequence key events after
listening to an illustrated
story.
Interact with teachers
and/or peers during
shared reading to show
comprehension using
visual cues.
Demonstrate similarities
and differences among
various characters in
visually supported fiction.
Draw conclusions from
orally read grade level
fiction during literature
circles.
1.6.5.A,B,D
Reading
Match icons and symbols to
words and phrases from
illustrated texts.
Select language patterns
associated with a variety of
illustrated literary works
(such as: “Once upon a
time”).
Identify elements from a
variety of illustrated
literary works within a
small group.
Identify figures of speech
from various forms of
literature using a graphic
organizer.
Interpret grade level
literature within a small
group.
1.3.5.A-F
Speaking
Answer WH-questions
based on visually supported
information about stories.
Retell story elements using
facts and illustrations.
Describe major issues
and conflicts in various
literary works within a
small group.
Discuss issues and
concepts in a variety of
literary works within a
small group.
Express and defend
points of view of literary
characters from a visually
supported grade level
text.
1.6.5.D,E
Writing
Grade Level: Fourth Grade
Produce and organize
symbols, words and phrases
to convey messages using a
picture dictionary.
List the steps to complete a
given task using a graphic
organizer.
Write a series of
sentences with a main
topic and supporting
details using a guided
model.
Write an essay based on
a personal experience
working with a partner.
Revise writing for logic
and order of ideas with
feedback from teachers
and peers.
1.4.5.E,F
1.5.5.A,C
Standard
or
Anchor
Level 6- Reaching
Framework for FORMATIVE/CLASSROOM Instruction and Assessment
Fourth Grade
Page 37