JONES COUNTY SCHOOLS CURRICULUM GUIDE
Quarter
1st Quarter
Standard Addressed
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.4.3 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).
SUBJECT: ENGLISH/LANGUAGE ARTS
Essential Question
Vocabulary
Why is it necessary to refer to details and examples in a text
when explaining what it means?
1. What is an important detail in this story and can you show
where that detail is in the text?
2. Can you tell me the reasons why the character said …in the
story?
3. Can you show me where you linked your thinking to the text?
4. What are the most important events that happened in the
story? How do you know?
5. What can you infer about the character from the details in the
story?
character
• _details
• _event
• _explicit
• _infer /inference
• _text
How do authors use story elements to raise questions and
influence our thinking?
1. Where does the story take place?
2. Why is the setting important to the story?
3. What details from the text help you to understand how a
character feels?
4. How did the main character change in the story?
5. How do the character’s thoughts and actions help the reader
understand the character?
6. What are character traits?
7. What are the character traits of the main character?
8. What detail from the text did you use to come up with this
character trait?
9. What is the author’s purpose for choosing specific details in
the text to describe characters, setting, and events?
10. Can you tell me how the character is feeling in this part of
the story? Explain why the character is feeling this way.
• character
• character trait
• details
• drama
• event
• setting
• text
• writer’s purpose
author’s purpose
GRADE: 4th
Resources
JONES COUNTY SCHOOLS CURRICULUM GUIDE
SUBJECT: ENGLISH/LANGUAGE ARTS
RI.4.1 Refer to details and examples in a text when
explaining what the text says explicitly and when
drawing inferences from the text.
Why is it necessary to refer to details and examples in a text
when explaining what it means?
1. Based on the information in ____ (text title), which car is best
for a large family? How do you know? Which details and/or
examples from the article support your answer?
2. Why are spiders important? How do you know? Which
details and/or examples from the article support your answer?
3. Which step is most important in constructing a bridge? How
do you know? Which details and/or examples from the article
support your answer?
4. As a result of their work, what will most likely happen to the
snow geese population? How do you know? Which details
and/or examples from the article support your answer?
5. How are insects and mammals alike and different? How do
you know? Use details and/or examples from the article to
support your answer.
RI.4.2 Determine the main idea of a text and explain
how it is supported by key details; summarize the text.
How can supporting details help a reader determine the main
idea of a text? How is the main idea used to help readers
summarize? How do readers use their own words to
summarize the main idea?
1. What is the main idea of this text? Which details in the text
support the main idea?
2. What are the important ideas in this text? Show where you
found them in the text.
3. Can you summarize the information in the text?
RI 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.
How does the vocabulary related to my unit of study help me
better understand the concept?
1. What does the word _____ mean in paragraph 2?
2. Which words help the reader understand the meaning of _____
in paragraph 5?
3. What do you do when you come to words you do not know?
(glossary, use context)
• _details
• _evidence
• _explicit
• _inference
• _informational/
informative text
• _supporting details
• _text feature such as
title
• _main idea
• _summarize
• _supporting detail
• _text
• _definition
• _glossary
• _paragraph
• _phrases
• _text
GRADE: 4th
JONES COUNTY SCHOOLS CURRICULUM GUIDE
SUBJECT: ENGLISH/LANGUAGE ARTS
RF.4.3 Know and apply grade-level phonics and word
analysis skills in decoding words.
a. Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read accurately
unfamiliar multisyllabic words in context and out of
context.
• _context
• _decode
• _morphology
• _multi-syllabic word
• _phonics
• _root word
RF.4.4 Read with sufficient accuracy and fluency to
support comprehension.
a. Read grade-level text with purpose and
understanding.
b. Read grade-level prose and poetry orally with
accuracy, appropriate rate, and expression.
c. Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
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.
a. Come to discussions prepared, having read or
studied required material;explicitly draw on that
preparation and other information known about the
topicto explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry
out assigned roles.
c. Pose and respond to specific questions to clarify or
follow up on information, and make comments that
contribute to the discussion and link to the remarks of
others.
d. d. Review the key ideas expressed and explain their
own ideas and understanding in light of the discussion.
• _comprehension
• _context
• _expression
• _fluency
• _poem/poetry
• _prose
• _purpose
• _rate
How does effective engagement in a collaborative discussion
about a topic or text increase my understanding of the topic or
text? How does listening to others’ ideas and opinion increase my
understanding of a topic or text?
1. What is the topic of our discussion?
2. What materials do I need to bring to the group?
3. What are the rules for discussion?
• collaborative discussion
• connection
• explicit
• explain
• key idea
• idea
• summarize
• text
• topics
GRADE: 4th
JONES COUNTY SCHOOLS CURRICULUM GUIDE
SUBJECT: ENGLISH/LANGUAGE ARTS
LS.4.2 Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
a. Use correct capitalization.
b. Use commas and quotation marks to mark direct
speech and quotations from a text.
c. Use a comma before a coordinating conjunction in a
compound sentence.
d. Spell grade-appropriate words correctly, consulting
references as needed
How do we use the English language appropriately to speak and
write?
1. What words should be capitalized in a sentence?
2. What are grade-level appropriate spelling words?
3. What resources can I use to help me correctly spell grade level
appropriate words? (dictionary, spelling rules, word patterns)
• capitalization
• comma
• compound sentence
• coordinating
conjunction
• punctuation
• quotation marks
• reference material
LS.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).
How do I find and accurately use grade-appropriate words and
phrases to demonstrate my understanding of a topic?
1. What words are grade-appropriate?
2. How do words convey precise actions, emotions or states of
being?
• action
• phrases
• states of being
• topic
W.4.3 Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and
introducing a narrator and/or characters; organize an
event sequence that unfolds naturally.
b. Use dialogue and description to develop
experiences and events or show the responses of
characters to situations.
c. Use a variety of transitional words and phrases to
manage the sequence of events.
d. Use concrete words and phrases and sensory
details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated
experiences or events.
How do writers engage their readers by sharing personal or
imagined experiences? How does the audience influence the
format of your writing? How does the purpose influence the format
of your writing?
1. What is a narrative piece?
2. What is dialogue?
3. Can I use dialogue in my narrative piece correctly?
4. What are transition words and how do I use them in narrative
writing?
5. What is the sequence of events in my narrative?
6. Does my piece have a beginning, middle and end/
7. Does my piece focus on one topic?
• character
• conclusion
• concrete detail
• description
• dialogue
• event
• narrative
• narrator
• phrase
• sensory detail
• sequence
• sequence of events
• technique
• transitional word/phrase
GRADE: 4th
JONES COUNTY SCHOOLS CURRICULUM GUIDE
2nd Quarter
SUBJECT: ENGLISH/LANGUAGE ARTS
W.4.4 Produce clear and coherent writing in which the
development and organization are appropriate to task,
purpose, and audience. (Grade-specific expectations
for writing types are defined in standards 3 above.)
How does the audience influence the format of your writing? How
does the purpose influence the format of your writing?
1. What are the steps in the writing process?
2. What is the focus of my writing?
3. How does audience affect my writing style?
• audience
• purpose
• task
• writing process
• writing style
W.4.5 With guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, and editing.
Why do all authors need to edit their pieces?
1. What is editing?
2. What resources can I use to edit my writing?
3. How do I use graphic organizers to help plan my writing?
• _graphic organizer
• _plan
• _revise
RL.4.2 Determine a theme of a story, drama, or poem
from details in the text; summarize the text.
What is the difference between the theme and the main idea of a
piece?
1. What is the theme of the text?
2. What details from the text did you use to come up with the
theme?
3. What is a summary?
4. What details from the text should be used to summarize the
story?
5. Can you summarize the story from the beginning to the end in a
few sentences?
6. What is the sequence of events in the story, drama, or poem?
7. How did the sequence of events affect the outcome of the story,
drama, or poem?
* details
• _drama
• _poem/poetry
• _sequence
• _sequence of events
• _summarize
• _text
• _theme
GRADE: 4th
JONES COUNTY SCHOOLS CURRICULUM GUIDE
SUBJECT: ENGLISH/LANGUAGE ARTS
RL.4.4 Determine the meaning of words and phrases
as they are used in a text, including those that allude to
significant characters found in mythology (e.g.,
Herculean).
How do good readers use context to generate meaning? How do
certain words and phrases impact the meaning of the text?
1. What does it mean to have the Midas touch? How does this
reference help the reader understand the character in the story?
2. What is meant by a Herculean task? How does this reference
help the reader understand the task the character faced?
3. What is Pandora’s Box? What does this phrase represent?
4. What words from the text helped you understand an unknown
word?
5. What do you do when you come to words or phrases you do not
know? (use context)
6. What do the Latin and Greek roots mean?
7. Can you infer the meaning of an unknown word using Latin and
Greek roots you have learned in the past?
• context
• infer/inference
• myth/mythology
• phrase
• reference
• root word – latin and
greek
• text
RI.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.
How do you interpret important ideas, events, procedures and
concepts when reading non-fiction?
1. Which step comes first, second, third, etc.?
2. Can you explain what happened first, second, third, etc? Why is
this important for understanding the text?
3. Can you tell me how these ideas are the same? Can you tell me
how they are different?
4. Think about these historical events. How are they connected?
5. What is the effect of not getting enough sleep? What
information from the article supports your answer?
6. Why is it important to sand the wood before it is painted? What
information from the article supports your answer?
• article
• concept
• events
• historical text
• idea
• procedure
• scientific text
• sequence
• supporting detail
• technical text
RI.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.
How does the overall structure of non-fiction affect its meaning?
1. What features in the text help you find important information
about what you are reading?
2. How is the information presented/organized in this text?
3. What is the overall structure of this article? What is the most
likely reason the author chose that structure?
4. Why is chronological order a good way to organize the
information in this article?
5. Why is cause/effect a good way to organize the information in
this article?
• cause/effect
• chronology
• compare
• concept
• event
• ideas
• informational text
• problem/solution
• structure
• text
GRADE: 4th
JONES COUNTY SCHOOLS CURRICULUM GUIDE
RI.4.7 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.
SUBJECT: ENGLISH/LANGUAGE ARTS
How do various presentations of information affect the learner’s
understanding of the text?
1. How does the diagram/image help you understand what you are
reading?
2. How does the diagram help the reader understand how a
person breathes? Use examples from the diagram and the text to
support your answer.
3. How does the diagram help the reader understand the
directions? Use examples from the diagram and the text in your
answer.
4. How does the graph contribute to the reader’s understanding of
crop yields? Use examples from the graph and the text in your
answer.
5. How does the timeline contribute to the reader’s understanding
of the development of chewing gum? Use examples from the
timeline and the text in your answer.
• animation
• chart
• diagram
• graph
• oral presentation
• quantitative
• time line
• visual display
RF.4.3 Know and apply grade-level phonics and word
analysis skills in decoding words.
a. Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read accurately
unfamiliar multisyllabic words in context and out of
context.
• affix
• context
• decode
• morphology
• multi-syllabic word
• phonics
• root word
• syllabication pattern
RF.4.4 Read with sufficient accuracy and fluency to
support comprehension.
a. Read grade-level text with purpose and
understanding.
b. Read grade-level prose and poetry orally with
accuracy, appropriate rate, and expression.
c. Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
• accuracy
• comprehension
• context
• expression
• fluency
• poem/poetry
• prose
• purpose
• rate
GRADE: 4th
JONES COUNTY SCHOOLS CURRICULUM GUIDE
SUBJECT: ENGLISH/LANGUAGE ARTS
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.
a. Come to discussions prepared, having read or
studied required material; explicitly draw on that
preparation and other information known about the
topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry
out assigned roles.
c. Pose and respond to specific questions to clarify or
follow up on information, and make comments that
contribute to the discussion and link to the remarks of
others.
d. Review the key ideas expressed and explain their
own ideas and understanding in light of the discussion.
How does effective engagement in a collaborative discussion
about a topic or text increase my understanding of the topic or
text? How does listening to others’ ideas and opinion increase my
understanding of a topic or text?
1. What are the different roles of the collaborative discussion?
2. What is my assigned role?
3. What is active listening?
4. How do I pose clarifying questions to my peers?
5. How do I respond to questions posed by my peers?
6. What are appropriate remarks to make to others?
• collaborative discussion
• connection
• explicit
• explain
• key idea
• idea
• summarize
• text
• topics
SL.4.2 Paraphrase portions of a text read aloud or
information presented in diverse media and formats,
including visually, quantitatively, and orally.
How can the speaker demonstrate their learning through
paraphrasing information from text or other formats?
1. How do you paraphrase?
2. How is paraphrasing different from retell/summary?
• diverse format
• diverse media
• paraphrase
• quantitative
• oral presentation
• visual display
SL.4.3 Identify the reasons and evidence a speaker
provides to support particular points.
How does a speaker use reasons and evidence to support their
points?
1. What is the speaker’s point?
2. What reason does the speaker provide for their argument?
3. What is “evidence”?
4. What evidence does the speaker provide to support their
reasons?
• evidence
• reason
GRADE: 4th
JONES COUNTY SCHOOLS CURRICULUM GUIDE
SUBJECT: ENGLISH/LANGUAGE ARTS
SL.4.6 Differentiate between contexts that call for
formal English (e.g., presenting ideas) and situations
where informal discourse is appropriate (e.g., smallgroup discussion); use formal English when
appropriate to task and situation.
How can a speaker/writer differentiate between situations that call
for the use of formal English vs situations that call for the use of
informal English?
1. What is formal English?
2. When is formal English necessary?
3. What is informal English?
4. When is informal English appropriate?
• context
• formal english
• ideas
• informal discourse
• situation
• task
L.4.2 Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
a. Use correct capitalization.
b. Use commas and quotation marks to mark direct
speech and quotations from a text.
c. Use a comma before a coordinating conjunction in a
compound sentence.
d. Spell grade-appropriate words correctly, consulting
references as needed
How do we use the English language appropriately to speak and
write?
1. When do I use a comma?
2. How do I use quotation marks?
3. What are grade-level appropriate spelling words?
4. What resources can I use to help me correctly spell grade level
appropriate words? (dictionary, spelling rules, word patterns)
• capitalization
• comma
• compound sentence
• coordinating
conjunction
• punctuation
• quotation marks
• reference material
L.4.3 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.*
Differentiate between contexts that call for formal
English (e.g., presenting ideas) and situations where
informal discourse is appropriate
What difference does using proper conventions and grammar
make on what I write and speak?
1. How do certain words convey different meanings and ideas?
2. How does proper punctuation clarify meaning?
3. What effect does proper usage of English have on everyday
life?
• context
• formal english
• ideas
• informal discourse
• phrase
• punctuation
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.
a. Use context (e.g., definitions, examples, or
restatements in text) as a clue to the meaning of a
word or phrase.
b. Use common, grade-appropriate Greek and Latin
affixes and roots as clues to the meaning of a word
(e.g., telegraph, photograph, autograph).
c. Consult reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find
the pronunciation and determine or clarify the precise
meaning of key words and phrases.
How does the context affect the meaning of certain (multiplemeaning) words?
1. How do I use context to determine the meaning of a word?
2. What is a root word?
3. What is an affix?
4. How do I use Greek and Latin affixes and clues to determine
the meaning of a word?
5. What references can I use to increase my understanding of
words?
• affix
• context
• definition
• dictionary
• digital source
• glossary
• morphology – greek and
latin roots
• multiple-meaning
word/phrase
• phrase
• print source
• reference material
• root word
• text
• thesaurus
GRADE: 4th
JONES COUNTY SCHOOLS CURRICULUM GUIDE
SUBJECT: ENGLISH/LANGUAGE ARTS
L.4.5 Demonstrate understanding of figurative
language, word relationships, and nuances in word
meanings.
a. Explain the meaning of simple similes and
metaphors (e.g., as pretty as a picture) in context.
b. Recognize and explain the meaning of common
idioms, adages, and proverbs.
c. Demonstrate understanding of words by relating
them to their opposites (antonyms) and to words with
similar but not identical meanings (synonyms).
How does an author’s use of figurative language affect a piece of
writing?
1. What is a synonym?
2. What is an antonym?
• adage
• antonym
• context
• figurative language
• idiom
• metaphor
• nuance
• proverb
• simile
• synonym
• word relationship
WS.4.2 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; 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.
How do writers engage their readers by using
informative/explanatory texts to examine a topic and convey ideas
and information? How does the audience influence the format of
your writing? How does the purpose influence the format of your
writing?
1. What is an informative/explanatory piece?
2. Can I write an opening, body, and closing to an
informative/explanatory text?
3. What is a topic sentence?
4. How do I support my topic sentence with details?
• concluding
statement/section
• concrete detail
• definition
• explain
• fact
• format
• illustration
• inform
• informative/explanatory
text
• multimedia
• paragraph
• quotation
• section
• audience
• purpose
• task
• writing process
• writing style
WS.4.4 Produce clear and coherent writing in which
the development and organization are appropriate to
task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standard 2
above.)
How does the audience influence the format of your writing? How
does the purpose influence the format of your writing?
1. What are the steps in the writing process?
2. What is the focus of my writing?
3. How does audience affect my writing style?
• edit
• graphic organizer
• plan
• revise
GRADE: 4th
JONES COUNTY SCHOOLS CURRICULUM GUIDE
SUBJECT: ENGLISH/LANGUAGE ARTS
WS.4.5 With guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, and editing.
Why do all authors need to edit their pieces?
1. What is editing?
2. What resources can I use to edit my writing?
3. How do I use graphic organizers to help plan my writing?
• collaborative discussion
• publish
• technology
• word processing
WS.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.
How does technology aid in the publishing process?
1. What is word processing?
2. How do I use the tab key, backspace key, space bar, etc. to
help write a piece using a word processing program?
3. How do I login to the computer?
4. What is the internet?
5. How do I use computers to present information?
• detail
• graphic organizer
• research
• text
WS.4.7 Conduct short research projects that build
knowledge through investigation of different aspects of
a topic.
How do good readers and writers use a research process to find
and share information?
1. How do I take notes?
2. What details from the text are important?
3. What are good resources for conducting research?
4. How do I use graphic organizers to collect notes?
• digital source
• graphic organizer
• print source
WS.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.
What can I use to find what I need and where are the sources
located? How can I find information within sources and take
notes?
1. What is relevant information?
2. Where do I find relevant information?
3. What graphic organizers can I use to organize my information?
4. What is a bibliography or works sited page?
5. How do I write a bibliography or works sited page?
6. How do I know a digital resource has relevant information?
GRADE: 4th
JONES COUNTY SCHOOLS CURRICULUM GUIDE
3rd Quarter
SUBJECT: ENGLISH/LANGUAGE ARTS
RL.4.1 Refer to details and examples in a text when
explaining what the text says explicitlyand when
drawing inferences from the text.
Why is it necessary to refer to details and examples in a text when
drawing inferences?
1. What is an important detail in this story and can you show
where that detail is in the text?
2. Can you tell me the reasons why the character said …in the
story?
3. Can you show me where you linked your thinking to the text?
4. What are the most important events that happened in the story?
How do you know?
5. What can you infer about the character from the details in the
story?
• character
• details
• event
• explicit
• infer /inference
• text
RL.4.2 Determine a theme of a story, drama, or poem
from details in the text; summarize the text.
What is the difference between theme and main idea?
1. What is the theme of the text?
2. What details from the text did you use to come up with the
theme?
3. What is a summary?
4. What details from the text should be used to summarize the
story?
5. Can you summarize the story from the beginning to the end in a
few sentences?
6. What is the sequence of events in the story, drama, or poem?
7. How did the sequence of events affect the outcome of the story,
drama, or poem?
• details
• drama
• poem/poetry
• sequence
• sequence of events
• summarize
• text
• theme
RL.4.4 Determine the meaning of words and phrases
as they are used in a text, including those that allude to
significant characters found in mythology (e.g.,
Herculean).
How do certain words and phrases impact the meaning of the
text? How has language been affected by the influence of Greek
mythology?
1. What does it mean to have the Midas touch? How does this
reference help the reader understand the character in the story?
2. What is meant by a Herculean task? How does this reference
help the reader understand the task the character faced?
3. What is Pandora’s Box? What does this phrase represent?
4. What words from the text helped you understand an unknown
word?
5. What do you do when you come to words or phrases you do not
know? (use context)
6. What do the Latin and Greek roots mean?
7. Can you infer the meaning of an unknown word using Latin and
Greek roots you have learned in the past?
context infer/inference
myth/mythology
phrase
reference
root word – latin and
greek text
GRADE: 4th
JONES COUNTY SCHOOLS CURRICULUM GUIDE
SUBJECT: ENGLISH/LANGUAGE ARTS
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.
How can text structure aid the reader in differentiating between
poetry, prose and drama?
1. What are the differences and similarities between poems,
dramas, and prose?
2. What are the structural elements of a story?
3. How do the elements of a story contribute to the telling of a
story or the relaying of a message?
4. How do story elements help the reader understand the story or
message?
5. What are the structural elements of a poem?
6. How do the structural elements of a poem contribute to a
poem?
7. How do the structural elements of a poem help the reader
understand the poem or its message?
8. What are the structural elements of a drama?
9. How do they contribute to the drama?
10. How do they help the reader understand the drama or
message?
cast
character
dialogue
drama meter
poem/poetry
prose
rhythm
setting stage
direction text
verse
RL.4.6 Compare and contrast the point of view from
which different stories are narrated, including the
difference between first- and third-person narrations.
How does the point of view of a story affect the plot?
1. What is first person point of view and can you locate an
example of first person point of view in the text?
2. What is third person point of view and can you locate an
example of third person point of view in the text?
3. Who is telling the story?
4. Think about what you read. Do you agree with the way the
characters are thinking in this story?
5. Do you agree with the way the narrator is thinking in this story?
6. How is your thinking the same or different?
7. What is the author’s purpose by telling the story in the thirdperson point of view instead of the first-person point of view?
8. How would the story be different if it had been told in the firstperson point of view rather than the third-person point of view?
9. Is telling the story from the first-person point of view effective?
Why or why not? Use examples from the story to support your
answer.
10. Which story is more effective—the one told from the firstperson point of view or the one told from the third-person point of
view? Why? Use examples from both texts in your answer.
11. Can you compare and contrast the point of view from which
____ (text title) and ____ (text title) are narrated? Use examples.
• character
• compare
• contrast
• first person
• narrate
• narrator
• point of
view
• third
person
GRADE: 4th
JONES COUNTY SCHOOLS CURRICULUM GUIDE
SUBJECT: ENGLISH/LANGUAGE ARTS
RL.4.9 Compare and contrast the treatment of similar
themes and topics (e.g., opposition of good and evil)
and patterns of events (e.g., the quest) in stories,
myths, and traditional literature from different cultures.
How do various cultures affect the theme or topic of similar stories,
myths and traditional literature?
1. What happened to the characters that is the same? What
happened that is different?
2. How did characters solve problems in different ways across
texts?
3. How are the plots the same or different across texts?
4. ______ (text title) and _____ (text title) have similar themes.
How are the authors’ treatments of that theme alike and different?
5. Which author is more effective in relaying a certain theme?
Why? Use examples from both texts to support your answer.
6. ______ (text title) and _____ (text title) have similar topics. How
are the authors’ treatments of that topic alike and different?
7. Which text is more interesting? Why? Use examples from both
texts to support your answer.
8. Both ______ (text title) and _____ (text title) are quest tales.
How are the patterns of events alike and different? Which text is
more interesting? Why? Use examples from both texts to support
your answer.
• character
• compare
• contrast
• myth
• story
• text
• theme
• topic
• traditional literature
RI.4.1 Refer to details and examples in a text when
explaining what the text says explicitly and when
drawing inferences from the text.
Why is it necessary to refer to details and examples in a text when
drawing inferences from the text?
1. Based on the information in ____ (text title), which car is best
for a large family? How do you know? Which details and/or
examples from the article support your answer?
2. Why are spiders important? How do you know? Which details
and/or examples from the article support your answer?
3. Which step is most important in constructing a bridge? How do
you know? Which details and/or examples from the article support
your answer?
4. As a result of their work, what will most likely happen to the
snow geese population? How do you know? Which details and/or
examples from the article support your answer?
5. How are insects and mammals alike and different? How do you
know? Use details and/or examples from the article to support
your answer.
• article
• details
• evidence
• explicit
• inference
•informational/informative
text
• supporting details
• text feature such as title
GRADE: 4th
JONES COUNTY SCHOOLS CURRICULUM GUIDE
SUBJECT: ENGLISH/LANGUAGE ARTS
RI.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.
How does the vocabulary related to my unit of study help me
better understand the concept?
1. What does the word _____ mean in paragraph 2?
2. Which words help the reader understand the meaning of _____
in paragraph 5?
3. What do you do when you come to words you do not know?
(glossary, use context)
• context
• definition
• glossary
• paragraph
• phrases
• text
RI.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.
How does the overall structure of non-fiction affect its meaning?
1. What features in the text help you find important information
about what you are reading?
2. How is the information presented/organized in this text?
3. What is the overall structure of this article? What is the most
likely reason the author chose that structure?
4. Why is chronological order a good way to organize the
information in this article?
5. Why is cause/effect a good way to organize the information in
this article?
• cause/effect
• chronology
• compare
• concept
• event
• ideas
• informational text
• problem/solution
• structure
• text
RI.4.6 Compare and contrast a firsthand and
secondhand account of the same event or topic;
describe the differences in focus and the information
provided.
How does point of view affect the recount of the focus and
information of the same event or topic?
1. What is a firsthand/secondhand account?
2. What is the focus of the even or the topic?
• compare
• contrast
• event
• firsthand
• focus
• secondhand
• topic
RI.4.9 Integrate information from two texts on the same
topic in order to write or speak about the subject
knowledgeably.
How does a good reader combine information from various
sources about the same topic to demonstrate understanding of the
topic
1. What is the same about the points presented in these texts?
What is different?
2. Look at these two texts about the same topic. Can you find the
important information from both texts to add to your notes? Can
you tell me about the important ideas you found in each text?
3. Given the information presented in two texts, explain why
exercise is the key to good health.
4. Given the information presented in two texts, explain the causes
of the American Revolution.
• cause
• compare
• contrast
• idea
• text
• topic
GRADE: 4th
JONES COUNTY SCHOOLS CURRICULUM GUIDE
SUBJECT: ENGLISH/LANGUAGE ARTS
RF.4.3 Know and apply grade-level phonics and word
analysis skills in decoding words.
a. Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read accurately
unfamiliar multisyllabic words in context and out of
context.
• affix
• context
• decode
• morphology
• multi-syllabic word
• phonics
• root word
• syllabication pattern
RF.4.4 Read with sufficient accuracy and fluency to
support comprehension.
a. Read grade-level text with purpose and
understanding.
b. Read grade-level prose and poetry orally with
accuracy, appropriate rate, and expression.
c. Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
• accuracy
• comprehension
• context
• expression
• fluency
• poem/poetry
• prose
• purpose
• rate
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.
a. Come to discussions prepared, having read or
studied required material; explicitly draw on that
preparation and other information known about the
topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry
out assigned roles.
c. Pose and respond to specific questions to clarify or
follow up on information, and make comments that
contribute to the discussion and link to the remarks of
others.
d. Review the key ideas expressed and
explain their own ideas and understanding in light of
the discussion
How does effective engagement in a collaborative discussion
about a topic or text increase my understanding of the topic or
text? How does listening to others’ ideas and opinion increase my
understanding of a topic or text?
1. How do I discuss with my group the information I learned on my
own?
2. What are the key ideas expressed?
3. How do I explain my own ideas to my peers in a way that will
add to the discussion?
• collaborative discussion
• connection
• explicit
• explain
• key idea
• idea
• summarize
• text
• topics
GRADE: 4th
JONES COUNTY SCHOOLS CURRICULUM GUIDE
SUBJECT: ENGLISH/LANGUAGE ARTS
L.4.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a. Use relative pronouns (who, whose, whom, which,
that) and relative adverbs (where, when, why).
b. Form and use the progressive (e.g., I was walking; I
am walking; I will be walking) verb tenses.
c. Use modal auxiliaries (e.g., can, may, must) to
convey various conditions.
d. Order adjectives within sentences according to
conventional patterns (e.g., a small red bag rather than
a red small bag).
e. Form and use prepositional phrases.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.*
g. Correctly use frequently confused words (e.g., to,
too, two; there, their).*
How do we use the English language appropriately to
speak and write?
1. What is a relative pronoun?
2. What is a relative adverb?
3. What is the progressive tense?
4. How do I form the progressive tense?
5. What is a preposition/
6. What is a prepositional phrase?
7. How do I form a prepositional phrase?
8. What is the difference between frequently confused
words?
9. What resources do I use to determine the correct
usage of frequently used words?
• adjective
• adverb
• fragment
• modal auxiliary
• prepositional phrase
• progressive verb tense
• relative adverb
• relative pronoun
• run-on sentence
L.4.2 Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
a. Use correct capitalization.
b. Use commas and quotation marks to mark direct
speech and quotations from a text.
c. Use a comma before a coordinating conjunction in a
compound sentence.
d. Spell grade-appropriate words correctly,
consulting references as needed.
What difference does using proper conventions and
grammar make on what I write and speak?
1. What is a coordinating conjunction/
2. What is a compound sentence/
3. What resources do I use to determine the correct
spelling of grade-appropriate words?
• capitalization
• comma
• compound sentence
• coordinating
conjunction
• punctuation
• quotation marks
• reference material
GRADE: 4th
JONES COUNTY SCHOOLS CURRICULUM GUIDE
SUBJECT: ENGLISH/LANGUAGE ARTS
L.4.5 Demonstrate understanding of figurative
language, word relationships, and nuances in word
meanings.
a. Explain the meaning of simple similes and
metaphors (e.g., as pretty as a picture) in context.
b. Recognize and explain the meaning of common
idioms, adages, and proverbs.
c. Demonstrate understanding of words by relating
them to their opposites (antonyms) and to words with
similar but not identical meanings (synonyms).
How do I differentiate between literal and figurative language?
How does the author’s use of figurative language affect the
meaning of the text?
1. What is a simile?
2. What is a metaphor?
3. What is an idiom? Adage? Proverb?
• adage
• antonym
• context
• figurative language
• idiom
• metaphor
• nuance
• proverb
• simile
• synonym
• word relationship
W 4.1Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information.
a. Introduce a topic or text clearly, state an opinion,
and create an organizational structure in which related
ideas are grouped to support the writer’s purpose.
b. Provide reasons that are supported by facts and
details.
c. Link opinion and reasons using words and phrases
(e.g., for instance, in order to, in addition).
d. Provide a concluding statement or section related to
the opinion presented.
How do writers engage their readers by using opinion pieces to
examine a topic and convey ideas and information? How does the
audience influence the format of your writing? How does the
purpose influence the format of your writing?
1. What is an opinion/argumentative piece?
2. Can I support my point of view using information I have
collected?
3. Can I use details to support my argumentative piece?
4. What is a fact?
5. What is an opinion?
• concluding
statement/section
• fact
• opinion
• opinion piece
• organizational structure
• point of view
• supporting detail
• text
• topic
• writer’s purpose
W.4.4 Produce clear and coherent writing in which the
development and organization are appropriate to task,
purpose, and audience. (Grade-specific expectations
for writing types are defined in standard 1 above.)
How does the audience influence the format of your writing? How
does the purpose influence the format of your writing?
1. What are the steps in the writing process?
2. What is the focus of my writing?
3. How does audience affect my writing style?
• audience
• purpose
• task
• writing process
• writing style
GRADE: 4th
JONES COUNTY SCHOOLS CURRICULUM GUIDE
SUBJECT: ENGLISH/LANGUAGE ARTS
W.4.5 With guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, and editing.
Why do all authors need to edit their pieces?
1. What is editing?
2. What resources can I use to edit my writing?
3. How do I use graphic organizers to help plan my writing?
W.4.9 Draw evidence from literary or informational
texts to support analysis, reflection, and research.
a. Apply grade 4 Reading standards to literature (e.g.,
“Describe in depth a character, setting, or event in a
story or drama, drawing on specific details in the text
[e.g., a character’s thoughts, words, or actions].”).
b. 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”).
How can a writer use evidence to support analysis, reflection and
research?
1. How do I use information to create my own writing on a topic?
2. How do I use information from a text to produce an opinion
piece?
• _graphic organizer
• _plan
• _revise
• character
• character motivation
• drama
• event
• evidence
• informational
/informative text
• literary text
• opinion piece
• reflect
• research
• setting
• topic
GRADE: 4th
JONES COUNTY SCHOOLS CURRICULUM GUIDE
4th Quarter
SUBJECT: ENGLISH/LANGUAGE ARTS
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 proficiently, with
scaffolding as needed at the high end of the range.
What strategies do good readers use every time they read to
comprehend?
1. Can I comprehend (understand) independently assigned text?
2. Can I comprehend (understand) self selected text?
3. What strategies do I use if I am not comprehending
(understanding) what I am reading?
• comprehension
• drama
• literature
• poem/poetry
• scaffolding
• text complexity
RI .4.10 By the end of year, read and comprehend
informational texts, including history/social studies,
science, and technical texts, in the grades 4–5 text
complexity band proficiently, with scaffolding as
needed at the high end of the range
What strategies do good readers use every time they read to
comprehend? How does a good reader use informational texts to
gather new knowledge?
1. Can I comprehend (understand) independently assigned text?
2. Can I comprehend (understand) self selected text?
3. What strategies do I use if I am not comprehending
(understanding) what I am reading?
• comprehension
• historical text
•informational/informative
text
• scaffolding
• scientific text
• technical text
• text complexity
RF.4.3 Know and apply grade-level phonics and word
analysis skills in decoding words.
a. Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read accurately
unfamiliar multisyllabic words in context and out of
context..
What strategies do good readers use to decode words?
• affix
• context
• decode
• morphology
• multi-syllabic word
• phonics
• root word
• syllabication pattern
RF.4.4 Read with sufficient accuracy and fluency to
support comprehension.
a. Read grade-level text with purpose and
understanding.
b. Read grade-level prose and poetry orally with
accuracy, appropriate rate, and expression.
c. Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
What strategies do good readers use to support
comprehension?
• accuracy
• comprehension
• context
• expression
• fluency
• poem/poetry
• prose
• purpose
• rate
GRADE: 4th
JONES COUNTY SCHOOLS CURRICULUM GUIDE
SUBJECT: ENGLISH/LANGUAGE ARTS
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
What strategies does an effective speaker use?
1. How does organization affect the speech?
2. How does using appropriate facts and relevant details add to
the speech?
3. How does clear and precise language enhance the speech?
• detail
• fact
• main idea
• oral presentation
• text
• theme
• topic
. SL.4.5 Add audio recordings and visual displays to
presentations when appropriate to enhance the
development of main ideas or themes.
How does adding audio and visual aspects to a presentation
enhance the overall quality of the presentation?
1. What is an appropriate audio addition?
2. What is an appropriate visual addition?
• main ideas
• multimedia
• presentation
• theme
• visual display
LS.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)
How do I find and accurately use grade-appropriate words and
phrases to demonstrate my understanding of a topic?
1. What words are grade-appropriate?
2. How do words convey precise actions, emotions or states of
being?
• domain specific
• phrases
• state of being
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..
How does the audience influence the format of your writing? How
does the purpose influence the format of your writing?
1. What is the purpose of my writing piece?
2. What are the writing genres?
3. What purpose doe writing serve?
4. How does the audience affect the piece of writing?
• research
• reflection
• purpose
• audience
GRADE: 4th