English Language Arts
3rd Nine Weeks
Grade 4
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The
District is committed to these goals, as further described in our strategic plan, Destination 2025.
By 2025,
● 80% of our students will graduate from high school college or career ready
● 90% of students will graduate on time
● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.
In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standardsaligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County
Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction
that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and
expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.
Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include
instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State
Standards (CCR) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at
specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve
their highest potentials.
A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum
maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricu-lar sequences and
quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of
instruction for all learners in their classrooms, including those with special learning needs.
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
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English Language Arts
3rd Nine Weeks
Grade 4
How to Use the Literacy Curriculum Maps
Our collective goal is to ensure our students graduate ready for
college and career. This will require a comprehensive, integrated
approach to literacy instruction that ensures that students become
college and career ready readers, writers, and communicators.
To achieve this, students must receive literacy instruction aligned
to each of the elements of effective literacy program seen in the
figure to the right.
This curriculum map is designed to help teachers make effective
decisions about what literacy content to teach and how to teach it
so that, ultimately, our students can reach Destination 2025. To
reach our collective student achievement goals, we know that
teachers must change their instructional practice in alignment the
with the three College and Career Ready shifts in instruction for
ELA/Literacy. We should see these three shifts in all SCS literacy
classrooms:
(1) Regular practice with complex text and its academic
language.
(2) Reading, writing, and speaking grounded in evidence
from text, both literary and informational.
(3) Building knowledge through content-rich nonfiction.
Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you
in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map,
there are some high-leverage resources around each of the three shifts that teachers should consistently access:
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
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English Language Arts
3rd Nine Weeks
Grade 4
The TNCore Literacy Standards
The TNCore Literacy Standards (also known as the College
and Career Ready Literacy Standards):
Teachers can access the TNCore standards, which are featured throughout this curriculum map and
represent college and career ready student learning at each respective grade level.
http://www.tncore.org/english_language_arts.aspx
Shift 1: Regular Practice with Complex Text and its Academic Language
Student Achievement Partners Text Complexity Collection:
http://achievethecore.org/page/642/text-complexitycollection
Student Achievement Partners Academic Word Finder:
http://achievethecore.org/page/1027/academic-word-finder
Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task
measures) using the resources in this collection.
Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic
vocabulary contained within the text.
Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text
Student Achievement Partners Text-Dependent Questions
Resources:
Teachers can use the resources in this set of resources to craft their own text-dependent questions based on
their qualitative and reader/task measures text complexity analysis.
http://achievethecore.org/page/710/text-dependent-questionresources
Shift 3: Building Knowledge through Content-Rich Non-fiction
Student Achievement Partners Text Set Projects Sequenced:
http://achievethecore.org/page/1112/text-set-projectbuilding-knowledge-and-vocabulary
Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student
knowledge of the world.
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
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English Language Arts
3rd Nine Weeks
Grade 4
Curriculum Maps, Grades 3-5
● Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big
Idea” for the week.
● Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to a learning
target in the center column. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the
curriculum maps but should be addressed every week, as students should consistently be reading rigorous grade-level texts and
citing evidence when writing or speaking about the text:
○ CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
○ CCR Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and
proficiently.
● Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.
● Plan your weekly and daily objectives, using the learning target statements to help.
● Study the suggested performance assessments in the right-hand column, and match them to your objectives.
● Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those
that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead
students to success on your selected performance assessments.
● Examine the other standards and skills you will need to address—writing, reading foundational skills, language skills, and
speaking and listening skills.
● Using your Journeys TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template.
Remember to include differentiated activities for small group instruction and literacy stations.
Resources to Help Prepare Students for the TNReady Assessments
The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments:
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The Item Sampler (MICA) can be found here: https://micatime.com/
TDOE TNReady Practice Tools homepage: A summary of TNReady practice tools
Classroom Chronicles: Using MICA to prepare for TNReady: Hear how other teachers in TN are using MICA!
Ten Things to Know about TNReady from the TDOE
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
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English Language Arts
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3rd Nine Weeks
Grade 4
TNReady Blueprints: Blueprints provide a summary of what will assessed in each grade, including the number of items that will address each
standard on each part of TNReady. This webpage also includes the ELA writing rubrics that will be used to score students’ writing on the
TNReady assessment. The appropriate rubrics for current writing tasks have been referenced in the Curriculum Maps each week.
Descriptions of TNReady Writing Types: This document outlines the three types of writing expected by the standards and information about how
they will be assessed on TNReady, including what types of passages will be used, what to expect from tasks, and examples of tasks.
Using the WIDA MPIs
WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to
provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are
provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers
can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be
referenced for designing new and/or modifying existing assessments.
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
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English Language Arts
TN DOE Curriculum Standards
3rd Nine Weeks
Grade 4
Learning Outcomes
Content & Tasks
Week 1 – Lesson 15
Reading Selection
 Ecology for Kids (Lexile Level 770)
 Wonderful Weather (NP; paired selection)
 Break It Down (Donyall Dickey, Complex Text, RI.4.4)
 Climates-An Introduction of Climates (Lexile Level 770) http://www.readworks.org/passages/climates-introduction-climates
 Climate Zones (Lexile Level 800) http://www.readworks.org/passages/climates-climate-zones
Big Idea: Protect your environment.
Reading Literature and Informational Text
RI .4.2- Determine the main idea of a text and
explain how it is supported by key details;
summarize 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.
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.
RI.4.8- Explain how an author uses reasons
and evidence to support particular points in
text.
Strategies and Skills
Comprehension Skill
 Main Idea and Details
 Author’s Word Choice
 Analyze an Argument
Comprehension Strategy
 Monitor/Clarify
Learning Targets (I Can…)
 Identify main idea and details in two or more texts.
 Describe how a narrator’s or speaker’s point of view
influences how events are described.
 Read and comprehend informational texts.
Performance Assessments
 Journeys Grab-and-Go Assessments, Lesson 15
 Journeys Progress Monitoring, Lesson 15
 Journeys Reader’s Notebook, Lesson 15
 Written summary of a “cold read” text or texts, drawing on specific details
from the text
 Teacher-made or district common assessments in testing format
 Anecdotal evidence from classroom discussions
Performance Task- Optional
 Use projectable 15.2 web the main idea and details of An Ocean of
Resources.
Sample MICA Items for RL.4.2 and RL.4.4
https://micatime.com/
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Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Create an assessment using Question IDs 44322 and 44334
Text Dependent Questions
 Why is it important to preserve the rain forest? Cite evidence from the
text.
(general understanding)
 Why is the ozone layer important for living things on Earth? (key
details)
 One page 444, what does it mean to have something directly affect you?
Use evidence from the text to support your answer. (vocabulary)
 What reasons and evidence does the author use to support his message
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English Language Arts
TN DOE Curriculum Standards
3rd Nine Weeks
Grade 4
Learning Outcomes
Content & Tasks
about the sun? (opinion)
Literacy Station Activities
 Comprehension Station –use a graphic organizer to web the main idea
and supporting details of Ecology for Kids. Use projectable 15.2. Write a
summary of an event, compare and contrast information from two texts,
Journeys flip charts (add rigor.
 Link to practice main idea:
http://www.roomrecess.com/pages/MainIdea.html
 Link to practice main idea
http://www.oswego.org/ocsdweb/quiz/mquiz.asp?filename=jwildemainidea
 Link to comprehending ecosystems
http://www.scholastic.com/teachers/activity/ecosystems-11-studyjamsinteractive-science-activities
WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
Model Performance Indicator for RI .4.2- Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Level 1: Entering
Level 2: Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Explain the main idea and key details
by summarizing the text using L1
and/or Pictures and Photographs,
Gestures and high frequency, single
words or answer yes/no or either/or
questions.
Explain the main idea and key
details by summarizing the text
using L1 and/or using Pictures and
Photographs, and key vocabulary in
phrases and short sentences.
Explain the main idea and key
details by summarizing the text
using key vocabulary in a series of
simple, related sentences.
Explain the main idea and key
details by summarizing the text
using key vocabulary in expanded
and some complex sentences.
Explain the main idea and key
details by summarizing the text
using precise vocabulary in
multiple, complex sentences.
For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see:
http://www.state.nj.us/education/modelcurriculum/ela/ku1.shtml -Click on grade level and unit, then ELL Scaffolded Student Learning Objectives
Reading Foundational Skills
Strategies and Skills: Expression
Phonics and fluency: Three syllable words
RF 4.3a- Know and apply grade-level phonics
Learning Targets (I Can…)
Performance assessments
and word analysis skills in decoding words.
 Read with fluency from a variety of texts (poetry, drama, current
Use combined knowledge of all letter-sound
 Recognize and use three syllable words
events, novels).
correspondences, syllabication patterns, and
 Use of learned phonics patterns to decode unfamiliar words
morphology (e.g., roots and affixes) to read
 Read poetry with expression.
 Oral reading fluency checks/running records
accurately unfamiliar multisyllabic words in
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
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English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
Learning Outcomes
context and out of context.
RF.4.4a- Read on-level text with purpose and
understanding.
RF.4.4b- Read on-level prose and poetry
orally with accuracy, appropriate rate, and
expression on successive readings.
Writing/Research
W 4.1a- Introduce a topic or text, clearly state
an opinion, and crate and organizational
structure in which related ideas are grouped
to support the writer’s purpose.
W 4.1b- Provide reasons that are supported
by facts and details.
W 4.1c- Link opinion and reasons using
words and phrases.
W 4.1d- Provide a concluding statement or
section related to the opinion presented.
Grade 4
Content & Tasks
Literacy Station Activities
 Decoding/Word Study-Count the syllables in each line of the poem,
Wonderful Weather. Identify all words with three syllables. After
identifying all the three syllable words have segment each word, say
the chunks, blend them together and say the result, then try to
recognize the words. Make corrections as necessary. Now add writing:
Cover the word and have the reader write it from memory after reading
it. The reader should say each chunk out loud while writing it. Do not
say separate sounds while writing a chunk, but instead, slowly say the
entire chunk.
 http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Advanced Phonics Part 2: AP.008-Syllable Game, AP.009-Syllable
Score, AP.010-Syllable Sort
 Fluency station (optional)-timed reading to practice pace and
expression, performance reading.
 http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Fluency Part 2, F.011-Reading Chunks
Strategies and Skills
Skills
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Opinion Writing
Linking Words
Topic Sentence
Concluding Statement
Strategy
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Writing pre-assessment of paragraph written from a prompt about
a text
POW + TREELL mnemonic and graphic organizer
http://tncore.org/training/2014fall-training-materials/2014fttsliteracy3-5.aspx (Username: tneducation; password:
fastestimproving)
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Routine Writing
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Forming a text-based opinion
Citing evidence to support opinion
Using linking words
Including topic sentence and concluding statement
Writing Tasks
 Pre-assessment writing task: Practice Writing Test on MIST Portal OR
Microsoft Word
 Post-assessment writing task: Self-reflection on practice MIST test
Use scoring rubric from TNReady
http://www.tennessee.gov/assets/entities/education/attachments/tnready_ru
bric_opinion-argue_gr4-5.pdf
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English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
Grade 4
Learning Outcomes
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Content & Tasks
Modeled response to text
Peer editing pre-assessment for clear evidence in text
Self editing pre-assessment and self-reflection
Writing post-assessment to similar prompt
Learning Targets (I Can…)
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Speaking and Listening
SL.4.4- Report on a topic or text, tell a story,
or recount an experience in an organized
manner, using appropriate facts and relevant,
descriptive details to support main ideas or
themes; speak clearly at an understandable
pace
SL 4.5- Add audio recordings and visual
displays to presentations when appropriate to
enhance the development of main ideas or
themes
Language
L.4.1-Demonstate command of the
conventions of standard English grammar
sage when writing or speaking.
L.4.2- Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling when
writing.
L.4.4a- Use context (e.g., definitions,
Form an opinion based on something I have read.
Give between 4 to 5 reasons from the text that support my
opinion.
 Use Linking words to connect my opinion to my reasons.
 Write my paragraphs always containing a clear topic sentence.
 Writing my paragraphs with a clear concluding statement.
Strategies and Skills
 Participating in and conducting discussions, read-alouds, and
q/a sessions.
 Think, pair, and share.
 Preparing materials for class discussions.
 TNCore Accountable Talk resource:
http://tncore.org/sites/www/Uploads/files/ELA_/EL_Accountable_
Talk_Academic_Discussion.pdf
Performance Assessments
 Teacher observations
 Participating in and conducting discussions, read alouds, and
question/answer sessions.
 Oral presentations (group or individual)
 Using formal English in appropriate situations
Learning Targets (I Can…)
 Paraphrase information from a text.
 Prepare and present my research findings
 Summarize a text or passages from a text.
Strategies and Skills
Skills
 Irregular Verbs
Strategy
Learning Grammar through Writing

https://wvde.state.wv.us/strategybank/VocabularyStrategies.html
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Vocabulary
 Using context
Vocabulary for Explicit Instruction
 Traces, affect, ecology, destruction, context
 http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf
 http://achievethecore.org/page/61/which-words-do-i-teach-and-howdetail-pg (Supplemental Resources, click Vocabulary Quadrant)
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English Language Arts
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TN DOE Curriculum Standards
examples, or restatements in text) as a clue
to the meaning of a word or phrase.
Grade 4
Learning Outcomes

Content & Tasks
http://grammar.ccc.commnet.edu/grammar/quiz_list.htm
Learning Targets (I Can…)
 Review the qualities of regular and irregular verbs
 Identify both regular and irregular verbs while reading
 Write using both regular and irregular verbs correctly
 Edit writing for capitalization errors and spelling errors
 Recognize and use grade appropriate vocabulary within context.
 Use context clues to comprehend grade level vocabulary.
 Determine the meaning of unfamiliar words using context clues,
dictionaries, and glossaries
Literacy Station Activities
 Vocabulary Station- Use projectable 15.3 and read “An Unfriendly
Ecosystem”.
 Link to context clues practice
http://www.tv411.org/reading/understanding-what-you-read/usingcontext-clues/activity/1/1
 Link to irregular verb practice http://www.perfect-englishgrammar.com/irregular-verbs-exercise-1.html
 http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Vocabulary Part 3, V.020-Word Clues
Language Arts
 Irregular verbs
Performance Assessments
 Edit pre-assessment draft for weekly grammar skill
 Edit for grade-level capitalization and punctuation errors
Week 2 – Lesson 16
Reading Selections
 Riding Freedom (Lexile Level 640)
 Spindletop (Lexile Level 750, paired selection)
 The Pony Express (Lexile Level 830) http://www.readworks.com/passages/westward-expansion-pony-express
 Chinese-Americans spread the story of ancestors who built big U.S. railroad (Lexile Level 860) https://newsela.com/articles/railroad-chineseworkers/id/10930/
Big Idea: Success is near.
Reading Literature and Informational Text
RL.4.2- Determine a theme of a story, drama,
or poem from details in the text; summarize
the text
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.,
Strategies and Skills
Comprehension Skill
 Compare and Contrast
 Genre: Historical Fiction
 Personification
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Performance Assessments
 Journeys Grab-and-Go Assessments, Lesson 16
 Journeys Progress Monitoring, Lesson 16
 Journeys Reader’s Notebook, Lesson 16
 Written summary of a “cold read” text or texts, drawing on specific
details from the text
 Teacher-made or district common assessments in testing format
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English Language Arts
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TN DOE Curriculum Standards
the quest) in stories, myths, and traditional
literature from different cultures.
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.
RI.4.8- Explain how an author uses reasons
and evidence to support particular points in a
text.
Grade 4
Learning Outcomes
Content & Tasks
Comprehension Strategy
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Performance Task- Optional
 Have students generate questions from the text, Riding Freedom.
Students exchange papers to answer questions. (vocabulary/text
structure)
Monitor/Clarify
Learning Targets (I Can…)
 Compare and contrast the thoughts, words, and actions of
characters in literature.
 Analyze the elements of a story structure: character, setting, and
plot.
 Identify the elements of a historical fiction story.
 Identify personification in literature
Anecdotal evidence from classroom discussions
Text Dependent Questions
 Why do you think Charlotte was able to calm the horses as she waits for
the lightning? (general understanding)
 The author uses the phrase, “moans of the wood”. What does this
mean? Use contextual evidence to support your answer.
(vocabulary/text structure)
 On page 479, do you agree or disagree with the decision Charlotte made
to not let the man stay in the coach? Why? Use evidence from the text to
support your answer. (opinion)
Literacy Station Activities
 Comprehension Station-Use projectable 16.2 to compare and contrast
characters in Riding Freedom. Write a summary of an event, compare
and contrast information from two texts, Journeys flip charts (add rigor)
 http://www.fcrr.org/curriculum/studentCenterActivities45.shtmComprehension Part 2, C.010-Side-by-Side Stories
WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
Model Performance Indicator for RL4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Level 1: Entering
Identify the theme of the story in grade
level texts in L1 and /or answer questions
about the theme in leveled texts by
producing single word answers, pointing
to pictures or answering yes/no questions.
Level 2: Emerging
Identify theme in grade-level texts in
L1 and/or answer wh- questions
about the theme in leveled texts by
using short phrases with formulaic
patterns that represent the key
theme.
Level 3: Developing
Identify theme of story from
adapted texts by answering in
simple sentences with repetitive,
grammatical structures and key
content-based vocabulary.
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Level 4: Expanding
Identify theme of story
in texts within grades 34-complexity level by
producing complex
sentences with varying
grammatical structures
and content-based
vocabulary.
Level 5: Bridging
Identify theme of story in grade level
texts by producing multiple, complex
sentences of varying grammatical structures
with precise, content-based vocabulary.
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English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
Learning Outcomes
Grade 4
Content & Tasks
For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see:
http://www.state.nj.us/education/modelcurriculum/ela/ku1.shtml -Click on grade level and unit, then ELL Scaffolded Student Learning Objectives
Reading Foundational Skills
Strategies and Skills: Rate
Decoding and fluency: Sound/Spelling Changes
RF.4.3a- Use combined knowledge of all
Learning Targets (I Can…)
letter-sound correspondences, syllabication
Performance assessments
patterns, and morphology (e.g., roots and
 Suffixes –able and –ible
 Read aloud with accuracy, appropriate rate, and expression.
affixes) to read accurately unfamiliar
 Three-syllable words
 Use tone, volume, and pace to read with expression.
multisyllabic words in context and out of
 Read grade level text with fluency, accuracy, expression, and
 Use text cues to adjust intonation.
context
comprehension.
RF.4.4b- Read on-level prose and poetry
 Read orally with accuracy, appropriate rate, and expression.
orally with accuracy, appropriate rate, and
 Use of learned phonics patterns to decode unfamiliar words
expression on successive readings.
 Oral reading fluency checks/running records
Writing/Research
W.4.1a- Introduce a topic or text, clearly state
an opinion, and crate and organizational
structure in which related ideas are grouped
to support the writer’s purpose.
W.4.1b- Provide reasons that are supported
by facts and details.
W.4.1c- Link opinion and reasons using
words and phrases.
W.4.1d- Provide a concluding statement or
section related to the opinion presented.
Strategies and Skills
Skills
 Opinion Writing
 Linking Words
 Topic Sentence
 Concluding Statement
Strategy

Writing pre-assessment of paragraph written from a prompt about
a text
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Literacy Station Activities
 Decoding/Word Study- Students work in pairs with suffix cards that end
with the suffixes –able, -ible. Sort spelling words based on their
suffixes. Create a chart using suffix words, suffix meanings, suffix
words used in a sentence, and suffix illustration.
 Link to suffix activities
 http://www.internet4classrooms.com/skill_builders/suffixes_language_a
rts_fourth_4th_grade.htm
 Fluency station (optional)-timed reading to practice pace and
expression, performance reading.
 http://www.fcrr.org/curriculum/studentCenterActivities45.shtmFluency Part 1, F.002, Affix Wiz
Routine Writing
 Forming a text-based opinion
 Citing evidence to support opinion
 Using linking words
 Including topic sentence and concluding statement
Writing Tasks
 Pre-assessment writing task: Practice Writing Test on MIST Portal OR
Microsoft Word
 Post-assessment writing task: Self-reflection on practice MIST test
Shelby County Schools
2015/2016
Page 12 of 45
English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
Grade 4
Learning Outcomes





POW + TREELL mnemonic and graphic organizer
http://tncore.org/training/2014fall-training-materials/2014fttsliteracy3-5.aspx (Username: tneducation; password:
fastestimproving)
Modeled response to text
Peer editing pre-assessment for clear evidence in text
Self editing pre-assessment and self-reflection
Writing post-assessment to similar prompt
Content & Tasks
Use scoring rubric from TNReady
http://www.tennessee.gov/assets/entities/education/attachments/tnready_ru
bric_opinion-argue_gr4-5.pdf
Learning Targets (I Can…)


Speaking and Listening
SL 4.1a- 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.
SL 4.2- Paraphrase portions of a text read
aloud or information presented in diverse
media and formats, including visually,
quantitatively, and orally.
Language
L4.4a- Use context (e.g., definitions,
Form an opinion based on something I have read.
Give between 4 to 5 reasons from the text that support my
opinion.
 Use Linking words to connect my opinion to my reasons.
 Write my paragraphs always containing a clear topic sentence.

Writing my paragraphs with a clear concluding statement.
Strategies and Skills




Participating in and conducting discussions, read-alouds, and
q/a sessions.
Think, pair, and share.
Preparing materials for class discussions.
TNCore Accountable Talk resource:
http://tncore.org/sites/www/Uploads/files/ELA_/EL_Accountable_
Talk_Academic_Discussion.pdf
Learning Targets (I Can…)
 Compare and contrast story settings, drawing on details and
other evidence in the text.
 Participate in a collaborative discussion, drawing on preparation
and carrying out assigned roles.
 Make contributions to the discussion, review key ideas
expressed and draw conclusions.
Strategies and Skills
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Performance Assessments
 Participating in and conducting discussions, read-alouds, and q/a
sessions
 Accountable talk sessions
 Think, pair, share
 Prepare material for class/group discussion
 Teacher observations
Vocabulary
Shelby County Schools
2015/2016
Page 13 of 45
English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
examples, or restatements in text) as a clue
to the meaning of a word or phrase.
L4.5a- Explain the meaning of simple similes
and metaphors (e.g., as pretty as a picture) in
context.
L4.5b- Recognize and explain the meaning of
common idioms, adages, and proverbs.
Grade 4
Learning Outcomes
Content & Tasks
Skills

 Adjectives
Vocabulary for Explicit Instruction
 Escorted, situation, personification, describe, stagecoach
 http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf
 http://achievethecore.org/page/61/which-words-do-i-teach-and-howdetail-pg (Supplemental Resources, click Vocabulary Quadrant)
Strategy
Learning Grammar through Writing

https://wvde.state.wv.us/strategybank/VocabularyStrategies.html

http://grammar.ccc.commnet.edu/grammar/quiz_list.htm
Learning Targets (I Can…)
 Identify adjectives in sentences.
 Identify and explain personification.
 Explain the meaning of metaphors.
Figurative Language
Literacy Station Activities
 Vocabulary Station- Read Hired by The Pony Express. Have students
use projectable 16.3 to figure out boldfaced examples of figurative
language.
 Link to figurative language practice
http://www.timeforkids.com/homework-helper/study-helper/figurativelanguage
 Links to adjective practice
http://www.turtlediary.com/grade-4-games/ela-games/degrees-ofadjectives.html and http://www.turtlediary.com/grade-4-games/elagames/burst-adjective.html
Language Arts
 Adjectives
Performance Assessments
 Edit pre-assessment draft for weekly grammar skill
 Edit for grade-level capitalization and punctuation errors
Week 3 – Lesson 17
Reading Selections
 The Right Dog for the Job (Lexile Level 940)
 Knowing Noses (Lexile Level 790; paired selection)
 Snowy Town (Lexile Level 890) http://www.readworks.com/passages/snowy-town
 White House Guard Dogs are Heroes (Lexile Levels 950) https://newsela.com/articles/secretservice-dogs/id/5748/
Big Idea: People and animals share the same fate.
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
Page 14 of 45
English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
Reading Literature and Informational Text
RL.4.3- Describe in depth a character,
setting, or event in a story or drama, drawing
on specific details in the text (e.g., a
character’s thoughts, words, or actions)
RL.4.4-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).
RI.4.2- Determine the main idea of a text and
explain how it is supported by key details;
summarize 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.
Grade 4
Learning Outcomes
Strategies and Skills
Comprehension Skill



Sequence of Events
Main Idea and Details
Domain-Specific Vocabulary
Comprehension Strategy
 Summarize
Learning Targets (I Can…)




Explain how authors use sequence as a structure for narrative
next.
Summarize a text by indicating the sequence of events.
Identify main idea and details in two or more texts.
Determine the meaning of words in context.
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Content & Tasks
Performance Assessments
 Journeys Grab-and-Go Assessments, Lesson 17
 Journeys Progress Monitoring, Lesson 17
 Journeys Reader’s Notebook, Lesson 17
 Written summary of a “cold read” text or texts, drawing on specific
details from the text
 Teacher-made or district common assessments in testing format
 Anecdotal evidence from classroom discussions
Performance Task- Optional
 Use projectable 17.2 to chart the events in chronological order using the
text, Knowing Noses.
Sample MICA Items for RL.4.3 and RL.4.4
https://micatime.com/

Create an assessment using Question IDs 44521 and 44524
Text Dependent Questions
 Why do you think Sandy might be a good choice to raise Ira? Use
evidence from the text to support your answer. (general understanding)
 Explain how Ira’s experiences with Kathleen are different from those
with Sandy, the puppy raiser. Use evidence from the text to support
your answer. (general understanding)
 Re-read page 504. Why might a symbol be more useful than words to
identity wheel-chair access areas? Use evidence from the text to
support your answer. (vocabulary/text structure)
 What important task does Ira learn to perform early? Why is this an
important task for a service dog? Cite evidence from the text (key
details/inference)
.
Literacy Station Activities
 Comprehension Station-Create a timeline for charting sequence events
using the text, The Right Dog for the Job. Write a summary of an event,
compare and contrast information from two texts, Journeys flip charts
(add rigor
 Comprehension Part 1, C.004-The Main Events
http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Shelby County Schools
2015/2016
Page 15 of 45
English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
Grade 4
Learning Outcomes
Content & Tasks
WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
Model Performance Indicator for 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.
Level 1: Entering
Level 2: Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Define academic words and
phrases in L1 and/or define high
frequency, academic words in
English from leveled texts using
single words, gestures and pictures.
Define academic words and
phrases in L1 and/or define
general, content-based words in
English from leveled texts using
phrases and pictures.
Define key, academic words and
phrases in adapted, informational
text using simple, related
sentences.
Define academic words and
phrases in informational texts within
grades 3-4 complexity level using
expanded and some sentences with
emerging complexity.
Define precise, academic words
and phrases in informational,
grade-level text using multiple,
complex sentences.
For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see:
http://www.state.nj.us/education/modelcurriculum/ela/ku1.shtml -Click on grade level and unit, then ELL Scaffolded Student Learning Objectives
Reading Foundational Skills
Strategies and Skills: Intonation
Decoding and fluency: More Sound/Spelling Changes
RF 4.3a- Use combined knowledge of all
letter-sound correspondences, syllabication
Performance assessments
patterns, and morphology (e.g., roots and
 Use of learned phonics patterns to decode unfamiliar words
Learning Targets (I Can…)
affixes) to read accurately unfamiliar
 Oral reading fluency checks/running records
multisyllabic words in context and out of
 Read with fluency from a variety of texts (poetry, drama, current
context
Literacy Station Activities
events, novels).
RF 4.4b- Read on-level prose and poetry
 Decoding/word study: Have students notice that decoding unfamiliar
 Recognize and use sound/spelling changes.
orally with accuracy, appropriate rate, and
words, you sometimes have to use several strategies/clues: synonyms,
 Use word parts to decode longer words.
expression on successive readings
comparison, contrast, explanation, and examples or infer the meaning
 Read grade-level text with fluency, accuracy, expression, and
RF 4.4c- Use context to confirm or selfof the unfamiliar word by replacing it with the unfamiliar word. Give
comprehension.
correct word recognition and understanding,
students a passage with unfamiliar words to use the strategies or clues
 Apply phonics and word analysis skills effectively when reading.
rereading as necessary
taught to understand decoding unfamiliar words. For enrichment use
the 5th grade link below:
http://www.internet4classrooms.com/grade_level_help/language_unfam
iliar_words_language_arts_fifth_5th_grade.htm
 Fluency station (optional)-timed reading to practice pace and
expression, performance reading
 http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Fluency Part 2, F.012-Division Decisions
Writing/Research
W.4.1b- Provide reasons that are supported
by facts and details.
Writing/Research
Strategies and Skills
Skills
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Routine Writing
 Writing to explain or inform
Shelby County Schools
2015/2016
Page 16 of 45
English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
W.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.
Grade 4
Learning Outcomes
Content & Tasks

Informative/Explanatory Writing
 Using linking words

Linking Words
 Including topic sentence and concluding statement

Topic Sentence

Concluding Statement
Writing Tasks

Strategy
 Modeled response to text
 Peer editing for clear evidence in text
 Self editing and self-reflection
 POW + TIDE mnemonic and graphic organizer
http://www.tncore.org/training/2014summer-training-materials.aspx
You have read two stories about dogs. Write an essay in which you
compare and contrast the methods used to develop their service/guide
dogs and regular dogs at pets. Remember to cite evidence from both
texts to create your key points.
Use scoring rubric from TNReady:
http://www.tennessee.gov/assets/entities/education/attachments/tnready_ru
bric_info-expl_gr4-5.pdf
Learning Targets (I Can…)
 Write to explain or inform.
 Use Linking words to connect my key points.
 Write my paragraphs always containing a clear topic sentence.
 Writing my paragraphs with a clear concluding statement.
Speaking and Listening
SL 4.2- Paraphrase portions of a text read
aloud or information presented in diverse
media and formats, including visually,
quantitatively, and orally
SL 4.6- Differentiate between contexts that
call for formal English (e.g., presenting ideas)
and situations where informal discourse is
appropriate (e.g., small-group discussion);
use formal English when appropriate to task
and situation
Strategies and Skills




Participating in and conducting discussions, read-alouds, and
q/a sessions.
Think, pair, and share.
Preparing materials for class discussions.
TNCore Accountable Talk resource:
http://tncore.org/sites/www/Uploads/files/ELA_/EL_Accoun
table_Talk_Academic_Discussion.pdf
Performance Assessments
 Participating in and conducting discussions, read-alouds, and q/a
sessions
 Accountable talk sessions
 Think, pair, share
 Prepare material for class/group discussion
 Teacher observations
Learning Targets (I Can…)


Use accountable talk procedures to show active listening skills
while working in a group.
Use accountable talk procedures to engage effectively in a
discussion about literature and informational text.
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
Page 17 of 45
English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
Language
L4.4a- Use context (e.g., definitions,
examples, or restatements in text) as a clue
to the meaning of a word or phrase
L4.4b- Use common, grade-appropriate
Greek and Latin affixes and roots as clues to
the meaning of a word (e.g., telegraph,
photograph, autograph)
L4.5b- Recognize and explain the meaning of
common idioms, adages, and proverbs
Grade 4
Learning Outcomes
Strategies and Skills
Skills

Adverbs
Strategy
Learning Grammar through Writing

https://wvde.state.wv.us/strategybank/VocabularyStrategies.html

http://grammar.ccc.commnet.edu/grammar/quiz_list.htm
Learning Targets (I Can…)







Discuss how to write adverbs.
Identify adverbs while reading.
Ensure that I am using adverbs correctly when I write.
Edit writing for capitalization errors and spelling errors.
Recognize and use grade appropriate vocabulary within context.
Use and understand words with suffixes –ion, -ation, and -ition.
Determine the meaning of unfamiliar words using context clues,
dictionaries, and glossaries.
Content & Tasks
Vocabulary
 Suffixes -ion, -ation, -ition
Vocabulary for Explicit Instruction
 Reward, foster, service, symbol, retrieve
 http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf
 http://achievethecore.org/page/61/which-words-do-i-teach-and-howdetail-pg (Supplemental Resources, click Vocabulary Quadrant)
Literacy Station Activities
 Vocabulary Station- With a partner, scan the text, The Right Dog for
the Job. Find words that end with the suffixes -ion, -ation, -ition.
 Links to suffix practice http://www.tv411.org/vocabulary/understandinghow-words-work/suffixes/activity/1/1
 Link to adverb practice
http://learnenglishkids.britishcouncil.org/en/grammar-games/adverbs
Language Arts
 Adverbs
Performance Assessments
 Edit pre-assessment draft for weekly grammar skill
 Edit for grade-level capitalization and punctuation errors
Week 4- Lesson 18
Reading Selections
 Hercules’ Quest (Lexile Level 770)
 The Seven Wonders of the World (Lexile Level 830) http://www.readworks.org/passages/pre-history-seven-wonders-world
 In Crete, An Ancient City is Uncovered (Lexile Level 830) https://newsela.com/articles/crete-discovery/id/4728/
 The Renaissance-Introduction to the Renaissance (Lexile Level 790) http://www.readworks.org/passages/renaissance-introduction-renaissance
Big Idea: You are special in your own way.
Reading Literature and Informational Text
Strategies and Skills
Performance Assessments
RL.4.2- Determine a theme of a story, drama,
 Journeys Grab-and-Go Assessments, Lesson 18
Comprehension Skill
or poem from details in the text; summarize
 Journeys Progress Monitoring, Lesson 18
the text
 Journeys Reader’s Notebook, Lesson 18
RL.4.4- Determine the meaning of words and  Story Structure
 Written summary of a “cold read” text or texts, drawing on specific
 Theme
phrases as they are used in a text, including
details from the text
 Allusion
those that allude to significant characters
Shelby County Schools
2015/2016
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
Page 18 of 45
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
Grade 4
Learning Outcomes
found in mythology (e.g., Herculean)
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.


Comprehension Strategy

Content & Tasks
Teacher-made or district common assessments in testing format
Anecdotal evidence from classroom discussions
Performance Task- Optional
 Use projectable 18.2 to map Theseus and the Minotaur.
Questioning
Text Dependent Questions
 What is so special about Hercules? Use evidence from the text to
support your answer. (general understanding)
 Recognize character, setting, and plot in a story

Why does Hera drop snakes on baby Hercules? Cite evidence from the
 Determine the theme of a story.
text. (key details)
 Compare and contrast the treatment of similar themes, topics,

On page 532, the author states, “Hercules beamed with pride as the
and events.
lion lay dead at his feet. What does beamed mean? Use context clues
 Recognize an allusion.
to determine your answer from the text. (vocabulary)
 Do you think Hera and Zeus made good use of their powers? Why or
why not? Use evidence from the text to support your answer (opinion)
.
Literacy Station Activities
 Comprehension Station- Use protectable 18.2 to map Hercules’ Quest.
Story structure graphic organizer, write a summary of an event, compare
and contrast information from two texts, Journeys flip charts (add rigor
 Comprehension Part 1, C.004-The Main Events
http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
Model Performance Indicator for 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.
Learning Targets (I Can…)
Level 1: Entering
Level 2: Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Compare and contrast patterns of
events in stories, myths, and
traditional literature from different
cultures in L1 and/or in English use
single words, to complete Venn
Diagram; or answer yes/no and
either/or questions.
Compare and contrast patterns of
events in stories, myths, and
traditional literature from different
cultures in L1 and/or in English
using phrases to answer questions
and match to images and Pictures
and Photographs.
Compare and contrast patterns of
events in stories, myths, and
traditional literature from different
cultures using key vocabulary in a
series of simple, related sentences.
Compare and contrast patterns of
events in stories, myths, and
traditional literature from different
cultures using key vocabulary in
expanded and some complex
sentences.
Compare and contrast patterns of
events in stories, myths, and
traditional literature from different
cultures using precise vocabulary in
multiple, complex sentences.
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
Page 19 of 45
English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
Grade 4
Learning Outcomes
Content & Tasks
For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see:
http://www.state.nj.us/education/modelcurriculum/ela/ku1.shtml -Click on grade level and unit, then ELL Scaffolded Student Learning Objectives
Reading Foundational Skills
Strategies and Skills: Accuracy and Self-Correction
Decoding and fluency: Prefixes re-, un-, disRF 4.4b- Read on-level prose and poetry
Learning Targets (I Can…)
orally with accuracy, appropriate rate, and
Performance assessments
expression on successive readings.
 Use of learned phonics patterns to decode unfamiliar words
 Read with fluency from a variety of texts (poetry, drama, current
RF 4.4c- Use context to confirm or self Oral reading fluency checks/running records
events, novels).
correct word recognition and understanding,
 Read grade-level text with fluency, accuracy, expression, and
rereading as necessary.
Literacy Station Activities
comprehension.
 Decoding/Word Study-- With a partner, scan the text, Hercules’ Quest.
 Apply phonics and word analysis skills effectively when reading.
Find words that begin with the prefixes re-, un-, dis. Sort spelling words
based on their prefixes. Create a chart using prefix words, prefix
meanings, prefixes used in a sentence, and prefix illustration.
 Link to prefix practice
http://www.internet4classrooms.com/skill_builders/prefixes_language_
arts_fourth_4th_grade.htm
Writing/Research
W.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

Fluency station (optional)-timed reading to practice pace and
expression, performance reading

http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Fluency Part 2, F.016-Reading Results
Strategies and Skills
Skills
Routine Writing
 Informative/Explanatory Writing
 Using linking words
 Linking Words
 Including topic sentence and concluding statement
 Writing to explain or inform
 Topic Sentence
 Concluding Statement
Writing Tasks

Strategy
 Modeled response to text
 Peer editing for clear evidence in text
 Self editing and self-reflection
 POW + TIDE mnemonic and graphic organizer
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
You have read two stories about special powers. Write an essay in
which you compare and contrast the Hercules’ powers used to the
Seven Wonders of the World. Remember to cite evidence from both
texts to create your key points.
Use scoring rubric from TNReady:
http://www.tennessee.gov/assets/entities/education/attachments/tnready_ru
Shelby County Schools
2015/2016
Page 20 of 45
English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
vocabulary to inform about or explain the
topic.
e. Provide a concluding statement or section
related to the information or explanation
presented.
Grade 4
Learning Outcomes
http://www.tncore.org/training/2014summer-training-materials.aspx
Content & Tasks
bric_info-expl_gr4-5.pdf
Learning Targets (I Can…)
 Write to explain or inform.
 Use Linking words to connect my key points.
 Write my paragraphs always containing a clear topic sentence.
 Writing my paragraphs with a clear concluding statement.
Learning Targets (I Can…)


Speaking and Listening
SL 4.1a- 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
SL 4.1b- Follow agreed-upon rules for
discussions and carry out assigned roles
SL 4.2- Paraphrase portions of a text read
aloud or information presented in diverse
media and formats, including visually,
quantitatively, and orally
SL 4.6- Differentiate between contexts that
call for formal English (e.g., presenting ideas)
and situations where informal discourse is
appropriate (e.g., small-group discussion);
use formal English when appropriate to task
and situation.
Language
Write to explain or inform.
Give between 4 to 5 details from the text that support my main
idea .
 Use Linking words to connect my details to my main idea.
 Write my paragraphs always containing a clear topic sentence.
 Writing my paragraphs with a clear concluding statement.
Strategies and Skills
Performance Assessments
Learning Targets (I Can…)










Use Formal and Informal English
TNCore Accountable Talk resource:
http://tncore.org/sites/www/Uploads/files/ELA_/EL_Accountable_
Talk_Academic_Discussion.pdf
Come to discussions prepared/explicitly draw on preparation and
other information about the topic.
 Pose and respond to questions, make comments that contribute
to the discussion.
 Review key ideas expressed and draw conclusions.
 Report on a topic or text or present an opinion, sequencing ideas
logically.
 Infer meanings of general academic and domain-specific
vocabulary words and phrases from within the text.
Strategies and Skills
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Journeys Grab-and-Go Fluency Tests
Oral reports
Cold Reads
Adding audio and visual information
Using formal English in appropriate situations
Participating in and conducting discussions, read alouds, and
q/sessions
Teacher observation
Vocabulary
Shelby County Schools
2015/2016
Page 21 of 45
English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
Grade 4
Learning Outcomes
L 4.1- Demonstrate command of the
Skills
conventions of standard English grammar
 Prepositions
and usage when writing or speaking
 Prepositional Phrases
L 4.2- Demonstrate the conventions of
standard English capitalization, punctuation,
and spelling when writing.
L4.5b- Recognize and explain the meaning of Strategy
common idioms, adages, and proverbs.
Learning Grammar through Writing

https://wvde.state.wv.us/strategybank/VocabularyStrategies.html

http://grammar.ccc.commnet.edu/grammar/quiz_list.htm
Learning Targets (I Can…)




Recognize and explain the role of prepositional phrases in
sentences.
Use prepositional phrases correctly when speaking and writing.
Edit writing for capitalization errors and spelling.
Determine the meaning of unfamiliar words using context clues,
dictionaries, and glossaries
Content & Tasks

Adages and Proverbs
Vocabulary for Explicit Instruction
 Resourceful, beamed, allusion, quest, analyze, Greek
 http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf
 http://achievethecore.org/page/61/which-words-do-i-teach-and-howdetail-pg (Supplemental Resources, click Vocabulary Quadrant)
Literacy Station Activities
 Vocabulary Station- Using a piece of text, have students underline
prepositions and highlight phrases.
 Use projectable 18.3 to chart adages and proverbs.
 Choose a famous adage or proverb. Explain and illustrate what they
are really saying.
 http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
 Link to adages and proverbs exercises
http://www.k12reader.com/subject/vocabulary/proverbs-adages/
 Link to prepositions and prepositional phrases practice
http://www.eduplace.com/cgi-bin/hme-quizstart.cgi?Grade=6&Unit=7&Topic=Prepositional+Phrases&x=25&y=9
Language Arts

Prepositions and Prepositional Phrases
Performance Assessments
 Edit pre-assessment draft for weekly grammar skill
 Edit for grade-level capitalization and punctuation errors
Week 5 – Lesson 19
Reading Selections
 Harvesting Hope (Lexile Level 850)
 The Edible Schoolyard (Lexile Level 830; paired selection)
 The Five Food Groups for Kids (Donyall Dickey, Complex Text, RI.4.7)
 The Importance of Nutrition Labels (Donyall Dickey, Complex Text, RI.4.7)
Big Idea: Healthy lives matter.
Reading Literature and Informational Text
Strategies and Skills
RL 4.3- Describe in depth a character,
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Performance Assessments
Shelby County Schools
2015/2016
Page 22 of 45
English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
setting, or event in a story or drama, drawing
on specific details in the text (e.g., a
character’s thoughts, words, or actions).
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.
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.
Related Science Standard
GLE 0407.3.1 Demonstrate that plants
require light energy to grow and survive.
Grade 4
Learning Outcomes
Comprehension Skill



Conclusions and Generalizations
Problem and Solution
Idioms
Comprehension Strategy

Infer/Predict
Learning Targets (I Can…)




Draw and make generalizations based on text evidence.
Locate evidence from the text to support inferences and
predictions.
Recognize and identify the problem and the solution presented
in a story.
Identify and analyze elements of a biography.
Content & Tasks






Journeys Grab-and-Go Assessments, Lesson 19
Journeys Progress Monitoring, Lesson 19
Journeys Reader’s Notebook, Lesson 19
Written summary of a “cold read” text or texts, drawing on specific
details from the text
Teacher-made or district common assessments in testing format
Anecdotal evidence from classroom discussions
Performance Task- Optional
 Create your own pie chart plate. See example on page 578 in the story,
The Edible Schoolyard.
Text Dependent Questions
 On page 562, the author uses the word “drought”. What does drought
mean? How might a drought affect the foods you eat? Use evidence
from the text to support your answers. (vocabulary/general
understanding)
 Why do you think the author uses words such as “battered” and “filthy”
to describe the place where Cesar’s family lived in California?
(vocabulary/text structure)
 Using text details, what can you conclude about how the migrant
workers’ treatment affected them? (inference)
 How does the author want readers to feel about La Causa? Use
evidence from the text to support your response. (inference)
 Cesar made the contract announcement from the capitol building steps.
Why do you think he choose this location? Do you think he made the
right decision to make this announcement on the capitol building steps?
Why or why not? (inference/opinion)
Literacy Station Activities
 Comprehension Station- Use projectable 19.2 to map conclusions and
generalizations using Harvesting Hope. Draw conclusions using text,
write a summary of an event, compare and contrast information from
two texts, Journeys flip charts, comprehension
http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Comprehension Part 2, C.022-Text Structure Sort
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
Page 23 of 45
English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
Grade 4
Learning Outcomes
Content & Tasks

Link to idiom practice
http://www.learninggamesforkids.com/vocabulary_games/idioms.html
WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
Model Performance Indicator for 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.
Level 1: Entering
Level 2: Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Read and analyze how the overall
structure contributes to the
development of ideas from an
informational text in L1 and/or match
word and phrase citations to the
overall structure of a text.
Read and analyze how the overall
structure contributes to the
development of ideas from an
informational text in L1 and/or
identify overall structure using
phrases and short sentences.
Read and analyze how the overall
structure contributes to the
development of ideas from an
adapted informational text using key
vocabulary in simple, related
sentences.
Read to analyze how the overall
structure contributes to the
development of ideas from
informational text within grades 3-4complexity level using key
vocabulary in expanded sentences
with emerging complexity.
Read and analyze how the overall
structure contributes to the
development of ideas from gradelevel informational text using precise
vocabulary in multiple, complex
sentences.
For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see:
http://www.state.nj.us/education/modelcurriculum/ela/ku1.shtml -Click on grade level and unit, then ELL Scaffolded Student Learning Objectives
Reading Foundational Skills
Strategies and Skills: Stress
Decoding and fluency: More Common suffixes
RF 4.3a- Use combined knowledge of all
 Read orally with accuracy, appropriate rate, and expression
 Participating in and conducting discussions, read-alouds, and
letter-sound correspondences, syllabication
 Recognize common suffixes
q/a sessions.
patterns, and morphology (e.g., roots and
 Decode words with common suffixes
affixes) to read accurately unfamiliar
 Think, pair, and share.
multisyllabic words in context and out of
 Preparing materials for class discussions.
Performance assessments
context
 Use of learned phonics patterns to decode unfamiliar words
RF 4.4a- Read on-level text with purpose and
 Oral reading fluency checks/running records
Learning Targets (I Can…)
understanding
RF 4.4b- Read on-level prose and poetry
Literacy Station Activities
 Read with fluency from a variety of texts (poetry, drama, current
orally with accuracy, appropriate rate, and
 Decoding/Word Study-Choose a passage and have students work in
events, novels).
expression on successive readings
pairs to decode words with suffixes. Identify and chart different words
 Use knowledge of syllable patterns to decode unfamiliar words.
with suffixes –ful, -less, -ness, -ment. Draw (or use) a four-column
 Read grade-level text with fluency, accuracy, expression, and
chart with headings –ful, -less, -ness, -ment. Then write the words in
comprehension.
the correct columns of the chart and have students copy it into their
 Apply phonics and word analysis skills effectively when reading.
notes. Have students add words on display on chart, then write suffix

Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
word meanings, suffix word used in a sentence, and suffix word
illustration.
Link to suffix practice http://www.vocabulary.co.il/suffixes/#intermediate
Shelby County Schools
2015/2016
Page 24 of 45
English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
Grade 4
Learning Outcomes
Content & Tasks

Writing/Research
W.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.
Speaking and Listening
SL.4.1a- 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
SL.4.1b- Follow agreed-upon rules for
discussions and carry out assigned roles
SL.4.2- Paraphrase portions of a text read
aloud or information presented in diverse
Fluency station (optional)-timed reading to practice pace and
expression, performance reading
Strategies and Skills
Skills
Routine Writing
 Informative/Explanatory Writing
 Using linking words
 Linking Words
 Including topic sentence and concluding statement
 Writing to explain or inform
 Topic Sentence
 Concluding Statement
Writing Tasks

Strategy
 Modeled response to text
 Peer editing for clear evidence in text
 Self editing and self-reflection
 POW + TIDE mnemonic and graphic organizer
http://www.tncore.org/training/2014summer-training-materials.aspx
Learning Targets (I Can…)
 Write to explain or inform.
 Give 4 to 5 details from the text that support my main idea.
 Use Linking words to connect my details to my main idea.
 Write my paragraphs always containing a clear topic sentence.
 Writing my paragraphs with a clear concluding statement.
Strategies and Skills
Use scoring rubric from TNReady:
http://www.tennessee.gov/assets/entities/education/attachments/tnready_ru
bric_info-expl_gr4-5.pdf
Sample MICA Writing Task
https://micatime.com/

Learning Targets (I Can…)


Use Formal and Informal English
TNCore Accountable Talk resource:
http://tncore.org/sites/www/Uploads/files/ELA_/EL_Accountable_
Talk_Academic_Discussion.pdf
Come to discussions prepared/explicitly draw on preparation and
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Create an assessment using Question ID 44959
Performance Assessments








You have read two stories about cooking. Write an essay in which you
compare and contrast the methods Ramona and Beezus used to
develop their recipes with the methods used by professional chefs.
Remember to cite evidence from both texts to create your key points.
Journeys Grab-and-Go Fluency Tests
Oral reports
Cold Reads
Adding audio and visual information
Using formal English in appropriate situations
Participating in and conducting discussions, read alouds, and
q/sessions
Teacher observation
Shelby County Schools
2015/2016
Page 25 of 45
English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
media and formats, including visually,
quantitatively, and orally
SL.4.6- Differentiate between contexts that
call for formal English (e.g., presenting ideas)
and situations where informal discourse is
appropriate (e.g., small-group discussion);
use formal English when appropriate to task
and situation.
Language
L.4.1- Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
L.4.2- Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling when
writing.
.
Grade 4
Learning Outcomes




other information about the topic.
Pose and respond to questions, make comments that contribute
to the discussion.
Review key ideas expressed and draw conclusions.
Report on a topic or text or present an opinion, sequencing ideas
logically.
Infer meanings of general academic and domain-specific
vocabulary words and phrases from within the text.
Strategies and Skills
Skills


Relative Pronouns
Adverbs
Strategy
Learning Grammar through Writing

https://wvde.state.wv.us/strategybank/VocabularyStrategies.html

http://grammar.ccc.commnet.edu/grammar/quiz_list.htm
Learning Targets (I Can…)





Content & Tasks
Identify and use relative pronouns properly.
Identify adverbs and the verbs that they describe while reading.
Use adverbs correctly to enhance writing and speaking.
Identify and adjust incorrect verb tense.
Use reference materials to find pronunciations and word
meanings.
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Vocabulary
 Reference Materials
Vocabulary for Explicit Instruction
 Conflicts, capitol, idioms, harvesting, edible
 http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf
 http://achievethecore.org/page/61/which-words-do-i-teach-and-howdetail-pg (Supplemental Resources, click Vocabulary Quadrant)
Literacy Station Activities
 Vocabulary Station- Using reference materials have students locate
and organize information on a topic.
 http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
 Link to Reference Materials
http://eduscapes.com/tap/topic9.htm
 Link to pronoun practice
http://www.chompchomp.com/hotpotatoes/procase01.htm
 Link to adverb practice
http://learnenglishkids.britishcouncil.org/en/grammar-games/adverbs
Language Arts
 Relative Pronouns
 Adverbs
Performance Assessments
 Edit pre-assessment draft for weekly grammar skill
Shelby County Schools
2015/2016
Page 26 of 45
English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
Grade 4
Learning Outcomes
Content & Tasks
 Edit for grade-level capitalization and punctuation errors.
Week 6 – Lesson 20
Reading Selections
 Sacagawea (Lexile Level 830)
 Native American Nature Poetry (Lexile Level-NP; paired selection)
 Native Americans (Lexile Level 870) http://www.readworks.com/passages/native-americans
 Westward Expansion-Westward Expansion Timeline (NP) http://www.readworks.org/passages/westward-expansion-westward-expansion-timeline
Big Idea: Cultures vary between groups of people.
Reading Literature and Informational Text
RL.4.2-Determine a theme of a story, drama,
or poem from details in the text; summarize
the text.
RI .4.2- Determine the main idea of a text and
explain how it is supported by key details;
summarize the 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 text.
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.
Related Social Studies Standard
4.47 Detail the events, struggles, success
and main people of the exploration of the
Louisiana Purchase and map the routes
across the continent, including the Corps of
Discovery, Lewis and Clark, Sacagawea,
Zebulon Pike, and John Fremont.
Strategies and Skills
Comprehension Skill



Main Ideas and Details
Text Structure
Onomatopoeia
Comprehension Strategy

Visualize
Learning Targets (I Can…)






Determine the main idea of a story and identify details that support
the main idea.
Identify how an author structures the text.
Determine the theme of a story.
Identify and analyze elements of a biography.
Interpret information using charts, maps, and timelines.
Use headings, graphics, and charts.
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Performance Assessments
 Journeys Grab-and-Go Assessments, Lesson 20
 Journeys Progress Monitoring, Lesson 20
 Journeys Reader’s Notebook, Lesson 20
 Written summary of a “cold read” text or texts, drawing on specific
details from the text
 Teacher-made or district common assessments in testing format
 Anecdotal evidence from classroom discussions
Performance Task- Optional
 Use a graphic organizer to web/map the main idea and details of
Native Americans.
Sample MICA Item for RI.4.2 and RI.4.3
https://micatime.com/

Create an assessment using Question ID 43176 and 43191
Text Dependent Questions
 If you were Lewis and Clark, would you have hired Sacagawea and
Charbonneau? Cite evidence from the text to support your
response.
(general understanding)
 How do you think Sacagawea felt when she arrived at the
Shoshone camp? (key details)
 On page 591, the author writes, “The wily Charbonneau proposed
that they hire him as a guide and an interpreter.” What does the
words Proposed and interpreter mean? Use contextual evidence to
Shelby County Schools
2015/2016
Page 27 of 45
English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
Grade 4
Learning Outcomes
Content & Tasks


support your answer.
(vocabulary)
What would have happened if Sacagawea had not joined them?
Would they have made it? (inference)
If you were born 200 years ago, would you have wanted to be part
of the Lewis and Clark expedition? Why or why not? Use evidence
from the text to support your opinion. (opinion)
Literacy Station Activities
 Comprehension Station- Use projectable 20.2 to web the main idea
and details of Sacagawea. Write a summary of an event, compare
and contrast information from two texts, Journeys flip charts
 http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Comprehension Part 2, C.107 Main Idea Mania
WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
Model Performance Indicator for 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.
Level 1: Entering
Level 2: Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Explain how the information of
reading a story and a multi-media
version contribute to an
understanding of the text in L1
and/or match single words to
Pictures and Photographs; use
single words to complete Venn
Diagram; or answer yes/ or either/or
questions.
Explain how the information of
reading a story and a multi-media
version contribute to an
understanding of the text in L1
and/or use short phrases to answer
questions; match to images and
Pictures and Photographs; or
complete Venn Diagram.
Use key vocabulary in simple, related
sentences to explain how the
information from reading a story or
watching a multi-media version
contributes to an understanding of
the text.
Use key vocabulary in
expanded and some complex
sentences to explain how the
information from reading a
story or watching a multimedia version contributes to
an understanding of the text
Use precise vocabulary in multiple,
complex sentences to explain how
the information from reading a story
or watching a multi-media version
contributes to an understanding of
the text.
For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see:
http://www.state.nj.us/education/modelcurriculum/ela/ku1.shtml -Click on grade level and unit, then ELL Scaffolded Student Learning Objectives
Reading Foundational Skills
Strategies and Skills: Phrasing: Punctuation
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Decoding and fluency: VCCV Pattern and Word Parts
Shelby County Schools
2015/2016
Page 28 of 45
English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
RF.4.3a- 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
RF.4.4a- Read on-level text with purpose and
understanding
RF.4.4b- Read on-level prose and poetry
orally with accuracy, appropriate rate, and
expression on successive readings
Grade 4
Learning Outcomes
Learning Targets (I Can…)




Read with fluency from a variety of texts (poetry, drama, current
events, novels).
Use knowledge of syllable patterns to decode unfamiliar words.
Read grade-level text with fluency, accuracy, expression, and
comprehension.
Apply phonics and word analysis skills effectively when reading.
Content & Tasks







Performance assessments
 Use of learned phonics patterns to decode unfamiliar words
 Oral reading fluency checks/running records
Literacy Station Activities
 Decoding/Word Study-Sort VCCV words using the pattern. Underline
the vowels once and the consonants twice.
 Create words with VCCV syllable patterns on two different shaped
cards (e.g., shamrock and a pot of gold), cut out and laminate. Use
these VCCV pattern cards in a variety of station activities. For
example: Students work in pairs placing all cards face down. They flip
over one shamrock and one pot of gold at a time. If they do not match,
they are placed down again. Continue until all matches are found
(shamrock-zip/pot of gold-per= zipper)
 Link to pattern practice
http://www.kubbu.com/student/?i=1&a=59356_sort_12_syllable
RF.4.4c- Use context to confirm or selfcorrect word recognition and understanding,
rereading as necessary

Writing/Research
W 4.1a- Introduce a topic or text, clearly state
an opinion, and crate and organizational
structure in which related ideas are grouped
to support the writer’s purpose.
W 4.1b- Provide reasons that are supported
by facts and details.
W 4.1c- Link opinion and reasons using
words and phrases.
W 4.1d- Provide a concluding statement or
Read orally with accuracy, appropriate rate, and expression
Recognize common suffixes
Decode words with common suffixes
Recognize words with VCCV syllabication patterns
Use the VCCV pattern to decode longer words
Decode words with the VCV syllable pattern.
Use word parts to decode longer words
Strategies and Skills
Skills




Opinion Writing
Linking Words
Topic Sentence
Concluding Statement
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Fluency station (optional)-timed reading to practice pace and
expression, performance reading
Routine Writing




Forming a text-based opinion
Citing evidence to support opinion
Using linking words
Including topic sentence and concluding statement
Writing Tasks
Shelby County Schools
2015/2016
Page 29 of 45
English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
section related to the opinion presented.
Grade 4
Learning Outcomes
Strategy






Writing pre-assessment of paragraph written from a prompt about
a text
POW + TREELL mnemonic and graphic organizer
http://tncore.org/training/2014fall-training-materials/2014fttsliteracy3-5.aspx (Username: tneducation; password:
fastestimproving)
Modeled response to text
Peer editing pre-assessment for clear evidence in text
Self editing pre-assessment and self-reflection
Writing post-assessment to similar prompt
Content & Tasks

Imagine you are going to visit a California Native American region from
long ago where you will be able to make a work of art from the region.
California Natives of the coast made baskets, in the mountains and
valley they made musical instruments and jewelry, and in the desert
pottery was made. Which work of art work you like to make? Write an
opinion piece to state which region you would visit and which item you
would like to make. Describe the item you will make and how you
would make it with many details. Support your opinion with at least two
reasons to explain why you would like to make this item the most.
Use scoring rubric from TNReady:
http://www.tennessee.gov/assets/entities/education/attachments/tnready_ru
bric_opinion-argue_gr4-5.pdf
Learning Targets (I Can…)


Speaking and Listening
SL.4.1a- 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.
SL.4.1b- Follow agreed-upon rules for
discussions and carry out assigned roles.
SL.4.2 Paraphrase portions of a text read
aloud or information presented in diverse
media and formats, including visually,
quantitatively, and orally.
SL.4.6 Differentiate between contexts that
call for formal English (e.g., presenting ideas)
and situations where informal discourse is
Form an opinion based on something I have read.
Give between 4 to 5 reasons from the text that support my
opinion.
 Use Linking words to connect my opinion to my reasons.
 Write my paragraphs always containing a clear topic sentence.
 Writing my paragraphs with a clear concluding statement.
Strategies and Skills


Use Formal and Informal English
TNCore Accountable Talk resource:
http://tncore.org/sites/www/Uploads/files/ELA_/EL_Accountable_
Talk_Academic_Discussion.pdf
Learning Targets (I Can…)




Performance Assessments
 Participating in and conducting discussions, read alouds, and q/a
sessions
 Oral reports
 Adding audio and visual information
 Using formal English in appropriate situations
 Teacher observations
Come to discussions prepared/explicitly draw on preparation and
other information about the topic.
Pose and respond to questions, make comments that contribute
to the discussion.
Review key ideas expressed and draw conclusions.
Report on a topic or text or present an opinion, sequencing ideas
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
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English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
appropriate (e.g., small-group discussion);
use formal English when appropriate to task
and situation.
Language
L 4.2- Demonstrate the conventions of
standard English capitalization, punctuation,
and spelling when writing.
L4.4a- Use context (e.g., definitions,
examples, or restatements in text) as a clue
to the meaning of a word or phrase.
L4.4c- 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.
L4.5 -Demonstrate understanding of
figurative language, word relationships, and
nuances in word meanings.
Grade 4
Learning Outcomes
logically.
Infer meanings of general academic and domain-specific
vocabulary words and phrases from within the text.
Strategies and Skills
Content & Tasks

Skills

Abbreviations
Strategy
Learning Grammar through Writing

https://wvde.state.wv.us/strategybank/VocabularyStrategies.html

http://grammar.ccc.commnet.edu/grammar/quiz_list.htm
Learning Targets (I Can…)






Identify abbreviations while reading
Use correct abbreviations when I am writing
Use context as a clue to the meaning of a word.
Recognize and use word parts to comprehend the meaning of
unfamiliar words.
Demonstrate understanding of words by relating them to their
opposites (antonyms) and to words with similar but not identical
meanings.
Choose a logical word to complete an analogy using synonyms
and antonyms.
Vocabulary
 Shades of Meaning
Vocabulary for Explicit Instruction
 Duty, territory, route, culture, abbreviate, expedition
 http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf
 http://achievethecore.org/page/61/which-words-do-i-teach-and-howdetail-pg (Supplemental Resources, click Vocabulary Quadrant)
Literacy Station Activities
 Vocabulary Station-Shades of meaning (using words to describe the
small, subtle differences in meaning between similar words or
phrases);
 Vocabulary Station- identify abbreviated words; practice writing
abbreviations to replace regular words.
 Link to Shades of Meaning
 http://www.k12reader.com/subject/vocabulary/shades-of-meaning/
 http://www.softschools.com/quizzes/language_arts/common_abbreviat
ions/quiz3694.html
Language Arts
 Abbreviations
Performance Assessments
 Use of abbreviations in writing
 Edit pre-assessment draft for weekly grammar skill
 Edit for grade-level capitalization and punctuation errors.
 Teacher observation
Week 7 – Trade Book (Week 1 of 3; Chapters 1-8)
Reading Selection
 Tuck Everlasting by Natalie Babbitt (Lexile 770)
Big Idea: What if you could live forever?
Reading Literature and Informational Text
Strategies and Skills
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Performance Assessments
Shelby County Schools
2015/2016
Page 31 of 45
English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
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).
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).
Grade 4
Learning Outcomes
Comprehension Skill
 Story Elements (Plot, Setting, Character)
 Theme
 Cause and Effect
Comprehension Strategy
 Summarize
Learning Targets (I Can…)
 Identify the theme of a text.
 Recognize the structure of a story.
 Recognize that poems, drama, and prose use different structural
elements.
 Recognize cause and effect relationships in a novel.
 Refer to the structural elements of a literary work when explaining
their differences.
Content & Tasks






Written summary of assigned chapter(s)
Respond to a series of text dependent questions
Written summary of a “fresh read” text or texts drawing on specific
details from the text
Book reports (oral and written)
Graphic organizers for character trait analysis
Teacher observation
Performance Task- Optional
 In a literature circle (group), discuss and identify the main character in
the novel and give some background about her. Where does she live?
What seems to be troubling her? What action does she take that sets
the story in motion?
Text Dependent Questions
 What does Mr. Tuck dream? What does the dream suggest about Mr.
Tuck’s attitude toward his life? Use evidence from the text to support
your answer. (key details)
 What secret do the Tucks share with Winnie? Why do they kidnap
her? How does Winnie feel about the Tucks? Would you feel the
same way? Why or why not? Cite evidence from the text to support
your answers (key details/inference)
 Who overhears the Tuck’s secret? How do the actions of this
character create suspense, or tension, in the plot? (inference)
*See additional questions in the back of the book and on the SCS weebly,
http://scsliteracy.weebly.com/fourth-grade-curriculum.html . The password is
readandwrite.
Literacy Station Activities
 Comprehension Station- Use a character map to web each of the
characters’ qualities in Tuck Everlasting. Write a summary of an
event, compare and contrast two characters from the story
 http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Comprehension Part 1, C002-Character Connections
WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
Shelby County Schools
2015/2016
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
Page 32 of 45
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
Grade 4
Learning Outcomes
Content & Tasks
Model Performance Indicator for 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.
Level 1: Entering
Level 2: Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Explain answers to questions about
what is explicitly stated in gradelevel texts in L1 and/or answer
questions about what is explicitly
stated by producing single word
answers, pointing to Pictures and
Photographs or answering yes/no.
Explain answers to questions about
what is explicitly stated in gradelevel texts in L1 and/or explain
answers to wh- questions using
Pictures and Photographs and key
vocabulary in phrases and short
sentences.
Explain answers to questions about
what is explicitly stated in adapted
grade-level texts using key
vocabulary in a series of simple,
related sentences.
Explain answers to questions about
what is explicitly stated in texts
within grades 3-4-complexity band
using key vocabulary in expanded
and some complex sentences.
Explain answers to questions about
what is explicitly stated in grade
level texts using precise vocabulary
in multiple, complex sentences.
For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see:
http://www.state.nj.us/education/modelcurriculum/ela/ku1.shtml -Click on grade level and unit, then ELL Scaffolded Student Learning Objectives
Reading Foundational Skills
RF.4.3a- 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
RF.4.4a- Read on-level text with purpose and
understanding
RF.4.4b- Read on-level prose and poetry
orally with accuracy, appropriate rate, and
expression on successive readings
RF.4.4c- Use context to confirm or selfcorrect word recognition and understanding,
rereading as necessary.
Strategies and Skills: Fluency and Accuracy
Decoding and fluency: Review stressed and unstressed syllables
Learning Targets (I Can…)
Performance assessments
 Use of learned phonics patterns to decode unfamiliar words
 Oral reading fluency checks/running records
 Oral reading from novel in small groups
 Read with fluency from a variety of texts (poetry, drama, current
events, novels)
 Read grade-level text with fluency, accuracy, expression, and
comprehension.
 Apply phonics and word analysis skills effectively when reading.
Literacy Station Activities
 Decoding/Word Study-Using nursery rhymes, write the stressed (/) and
unstressed symbols (^) above the words from each line. Common
nursery rhymes:
Little Miss Muffet, Mary Mary, Mary quite contrary, Patty cake, patty
cake, and Humpty Dumpty sat on the wall.

Fluency station (optional)-timed reading to practice pace and
expression, performance reading
 http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Fluency Part 1, F.006-Give Me Five; Fluency Part 2-Chunk It Up
Writing/Research
W 4.1a- Introduce a topic or text, clearly state
an opinion, and crate and organizational
Strategies and Skills
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Routine Writing
 Forming a text-based opinion
 Citing evidence to support opinion
Shelby County Schools
2015/2016
Page 33 of 45
English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
structure in which related ideas are grouped
to support the writer’s purpose.
W 4.1b- Provide reasons that are supported
by facts and details.
W 4.1c- Link opinion and reasons using
words and phrases.
W 4.1d- Provide a concluding statement or
section related to the opinion presented.
Grade 4
Learning Outcomes
Skills




Opinion Writing
Linking Words
Topic Sentence
Concluding Statement
Strategy






Writing pre-assessment of paragraph written from a prompt about
a text
POW + TREELL mnemonic and graphic organizer
http://tncore.org/training/2014fall-training-materials/2014fttsliteracy3-5.aspx (Username: tneducation; password:
fastestimproving)
Modeled response to text
Peer editing pre-assessment for clear evidence in text
Self editing pre-assessment and self-reflection
Writing post-assessment to similar prompt
Content & Tasks


Using linking words
Including topic sentence and concluding statement
Writing Tasks

Mae Tuck says that the spring is “a big, dangerous secret.” Do you
agree? Write an opinion piece. Be sure to address: what happened if
the secret was revealed to the public? How would people’s lives be
changed for better or worse? How would society be affected? How
might the planet be affected?

Share writings in class. Have students take a vote to find out how
many students think the spring should be kept a secret.
Use scoring rubric from TNReady:
http://www.tennessee.gov/assets/entities/education/attachments/tnready_ru
bric_opinion-argue_gr4-5.pdf
Learning Targets (I Can…)


Speaking and Listening
SL. 4.1a- 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.
SL.4.1b- Follow agreed-upon rules for
discussions and carry out assigned roles.
Form an opinion based on something I have read.
Give between 4 to 5 reasons from the text that support my
opinion.
 Use Linking words to connect my opinion to my reasons.
 Write my paragraphs always containing a clear topic sentence.
 Writing my paragraphs with a clear concluding statement.
Strategies and Skills




Participating in and conducting discussions, read-alouds, and
q/a sessions.
Think, pair, and share.
Preparing materials for class discussions.
TNCore Accountable Talk resource:
http://tncore.org/sites/www/Uploads/files/ELA_/EL_Accountable_
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Performance Assessments
 Participating in and conducting discussions, read alouds, and q/a
sessions
 Oral reports
 Adding audio and visual information
 Using formal English in appropriate situations
Shelby County Schools
2015/2016
Page 34 of 45
English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
Grade 4
Learning Outcomes
Content & Tasks
Talk_Academic_Discussion.pdf
Learning Targets (I Can…)

Language
L.4.1- Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
L.4.2- Demonstrate the conventions of
standard English capitalization, punctuation,
and spelling when writing.
L.4.5a- Explain the meaning of simple similes
and metaphors (e.g., as pretty as a picture) in
context.
Use accountable talk procedures to show active listening skills
while working in a group.
 Use accountable talk procedures to engage effectively in a
discussion about literature and informational text.
 Identify behaviors that are appropriate for group activities.
Strategies and Skills
Skills





Compound Sentences
Complex Sentences
Coordinating Conjunctions
Dependent Clauses
Subordinating Conjunctions
Strategy
Learning Grammar through Writing
Vocabulary

Figurative Language
Vocabulary for Explicit Instruction
 Pickle, rave, teeming, immense, fragrant, similes, metaphors
 http://achievethecore.org/content/upload/Liben_Vocabulary_Articl
e.pdf
 http://achievethecore.org/page/61/which-words-do-i-teach-andhow-detail-pg (Supplemental Resources, click Vocabulary
Quadrant)
Literacy Station Activities
 Vocabulary Station-Scan the novel, Tuck Everlasting, for figurative
 https://wvde.state.wv.us/strategybank/VocabularyStrategies.html
language phrases. Record and label each phrase. Share with your
 http://grammar.ccc.commnet.edu/grammar/quiz_list.htm
group.

Link to Activities-figurative language practice
http://www.timeforkids.com/homework-helper/study-helper/figurativeLearning Targets (I Can…)
language
 Link to complex sentences practice
 Explain what both a compound and complex sentences are.
http://www.eduplace.com/cgi-bin/hme-quiz-directions6 Describe the qualities of a compound and complex sentence.
8.cgi?Grade=7&Unit=8&Topic=Complex+Sentences
 Identify compound and complex sentences while reading.
 Link to conjunction practice
 Explain what both coordination and subordinating conjunctions
http://www.softschools.com/quizzes/grammar/conjunction/quiz350.html
are.
 Link to clauses practice
 Identify a dependent clause in a complex sentence.
http://www.harcourtschool.com/activity/sentence_speedway/index_pre.
 Distinguish between similes and metaphors.
htm
 Identify and analyze metaphors and similes in grade level texts.
Language Arts
Shelby County Schools
2015/2016
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
Page 35 of 45
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
Grade 4
Learning Outcomes
Content & Tasks





Compound Sentences
Complex Sentences
Coordinating Conjunctions
Dependent Clauses
Subordinating Conjunctions
Performance Assessments
 Edit pre-assessment draft for weekly grammar skill
 Edit for grade-level capitalization and punctuation errors.
Week 8 – Trade Book (Week 2 of 3; Chapters 9-20)
Reading Selection
 Tuck Everlasting by Natalie Babbitt (Lexile 770)
Big Idea: What if you could live forever?
Reading Literature and Informational Text
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).
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).
Strategies and Skills
Comprehension Skill
 Story Elements (Plot, Setting, Character)
 Theme
 Cause and Effect
Comprehension Strategy
 Summarize
Learning Targets (I Can…)
 Identify the theme of a text.
 Recognize the structure of a story.
 Recognize that poems, drama, and prose use different structural
elements.
 Recognize cause and effect relationships in a novel.
 Refer to the structural elements of a literary work when explaining
their differences.
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Performance Assessments
 Written summary of assigned chapter(s)
 Respond to a series of text dependent questions
 Written summary of a “fresh read” text or texts drawing on specific
details from the text
 Book reports (oral and written)
 Graphic organizers for character trait analysis
 Teacher observation
Close reading on Chapter 12.
See the SCS weebly for supporting documents.
http://scsliteracy.weebly.com/fourth-grade-curriculum.html. The password is
readandwrite.
Performance Task- Optional
 Describe in depth the idyllic setting of the story, drawing on specific
details in the text, from the color of the sky to the sounds of the pond,
to describe the scene.
Text Dependent Questions
 When Mr. Tuck takes Winnie rowing, what does he talk about? How
does he feel about living forever? How does Winnie respond to what he
says? Use evidence from the text to support your answers. (key details)
Shelby County Schools
2015/2016
Page 36 of 45
English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
Grade 4
Learning Outcomes
Content & Tasks


Chapter 12 in the first paragraph, the author uses the phrase, “like color
spilled from a paintbox.” What is the meaning of this phrase as used in
the passage? Cite evidence from the text to support your answer.
(vocabulary & text structure)
What suggestion does Jesse make to Winnie? Does her interest in
Jesse surprise you? Explain using evidence from the text. (inference)
*See additional questions in the back of the book and on the SCS weebly,
http://scsliteracy.weebly.com/fourth-grade-curriculum.html . The password is
readandwrite.
Literacy Station Activities
 Comprehension Station- Winnie has mixed feelings about her
experiences with the Tucks. Each of these feelings is an effect caused
by a particular event. Use graphic organizer (T-chart) to record
Winnie’s responses to the events that happen while she is with the
Tucks.
 Using a Venn diagram, compare and contrast the Tucks’ house and
way of life with the Fosters’. Write a summary of an event
 http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Comprehension Part 1, C,007-Story Pieces
WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
Model Performance Indicator for 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).
Level 1: Entering
Level 2: Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Define academic words and phrases
in L1 and/or define high frequency,
academic words in English from
leveled texts using single words,
gestures and pictures.
Define academic words and phrases
in L1 and/or define general, contentbased words in English from leveled
texts using phrases and pictures.
Define key, academic words and
phrases in adapted, informational
text using simple, related sentences.
Define academic words and phrases
in informational texts within grades 34 complexity level using expanded
and some sentences with emerging
complexity.
Define precise, academic words and
phrases in informational, grade-level
text using multiple, complex
sentences.
For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see:
http://www.state.nj.us/education/modelcurriculum/ela/ku1.shtml -Click on grade level and unit, then ELL Scaffolded Student Learning Objectives
Reading Foundational Skills
Strategies and Skills: Accuracy
Decoding and fluency: Vowel + r syllable patterns
RF 4.3a- Use combined knowledge of all
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
Page 37 of 45
English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
letter-sound correspondences, syllabication
patterns, and morphology (e.g., roots and
affixes) to read accurately unfamiliar
multisyllabic words in context and out of
context.
RF 4.4a- Read on-level text with purpose and
understanding.
RF 4.4b- Read on-level prose and poetry
orally with accuracy, appropriate rate, and
expression on successive readings.
RF 4.4c- Use context to confirm or selfcorrect word recognition and understanding,
rereading as necessary.
Grade 4
Learning Outcomes
Content & Tasks
Learning Targets (I Can…)





Decode words with more than one syllable.
Read words with vowel + r syllable patterns.
Read with fluency from a variety of texts (poetry, drama, current
events, novels)
Read grade level text with fluency, accuracy, expression and
comprehension.
Apply phonics and word analysis skills effectively when reading
and writing.
Performance assessments
 Use of learned phonics patterns to decode unfamiliar words
 Oral reading fluency checks/running records
Literacy Station Activities
 Decoding/Word Study- Sort words with vowel + r syllables. Have
students create more words with this pattern. Divide students into pairs.
Give each pair a stack of facedown word cards and some “category”
cards (i.e., ar, or, er, ir, and ur). Have students take turns saying a word
and categorizing it according to its r-controlled sound and spelling.
 Here is a link to explicit Instruction for phonics Intervention-Vowel r-ir, er,
ur http://50.87.248.181/~hickmank/wpcontent/uploads/2015/06/Skill8Vowel-R-er-ir-urWeek1.pdf

More lesson for other r-controlled patterns
 Fluency station (optional)-timed reading to practice pace and expression,
performance reading

Writing/Research
W 4.2a- Introduce the topic clearly and group
related information in paragraphs and
sections; include formatting (e.g.,
headings),illustrations, and multimedia when
useful to aiding comprehension
W.4.2b- Develop the topic with facts and
definitions, concrete details, quotations, or
other information and examples related to the
text.
W.4.2c- Link ideas within categories of
information using words and phrases
W.4.2d- Use precise language and domainspecific vocabulary to inform about or explain
http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Strategies and Skills
Skills
Routine Writing
 Self-edit draft to bring to a final copy
 Informative/Explanatory Writing
Writing Tasks
 Analysis: after reading Chapter 12 of Natalie Babbitt’s Tuck
Everlasting, write an essay describing in depth the idyllic setting of the
story, drawing on specific details in the text, from the color of the sky to
the sounds of the pond, to describe the scene.
 Linking Words
 Topic Sentence
 Concluding Statement
Strategy
 Modeled response to text
 Peer editing for clear evidence in text
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Use scoring rubric from TNReady:
http://www.tennessee.gov/assets/entities/education/attachments/tnready_ru
bric_info-expl_gr4-5.pdf
Shelby County Schools
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English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
the topic
W.4.2e- Provide a concluding statement or
section related to the information or
explanation presented.
Grade 4
Learning Outcomes
Content & Tasks
 Self editing and self-reflection
 POW + TIDE mnemonic and graphic organizer
http://www.tncore.org/training/2014summer-training-materials.aspx
Learning Targets (I Can…)


Speaking and Listening
SL. 4.1a- 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.
SL.4.1b- Follow agreed-upon rules for
discussions and carry out assigned roles.
SL.4.4- Report on a topic or text, tell a story,
or recount an experience in an organized
manner, using appropriate facts and relevant,
descriptive details to support main ideas or
themes; speak clearly at an understandable
pace.
SL.4.6- Differentiate between contexts that
call for formal English (e.g., presenting ideas)
and situations where informal discourse is
appropriate (e.g., small-group discussion);
use formal English when appropriate to task
and situation.
Language
L.4.1- Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
L.4.2- Demonstrate the conventions of
Write to explain or inform.
Give between 4 to 5 details from the text that support my main
idea .
 Use Linking words to connect my details to my main idea.
 Write my paragraphs always containing a clear topic sentence.
 Writing my paragraphs with a clear concluding statement.
Strategies and Skills




Participating in and conducting discussions, read-alouds, and
q/a sessions.
Think, pair, and share.
Preparing materials for class discussions.
Performance Assessments
 Participating in and conducting discussions, read alouds, and q/a
sessions
 Using formal English in appropriate situations
 Teacher observations
TNCore Accountable Talk resource:
http://tncore.org/sites/www/Uploads/files/ELA_/EL_Accoun
table_Talk_Academic_Discussion.pdf
Learning Targets (I Can…)



Use accountable talk procedures to take turns.
Use accountable talk procedures to show active listening skills
while working in a group.
Use accountable talk procedures to engage effectively in a
discussion about literature and informational text.
Strategies and Skills
Skills

Compound Sentences
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Vocabulary

Figurative Language
Vocabulary for Explicit Instruction
 Pickle, rave, teeming, immense, fragrant, similes, metaphors
Shelby County Schools
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English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
standard English capitalization, punctuation,
and spelling when writing.
L.4.5a- Explain the meaning of simple similes
and metaphors (e.g., as pretty as a picture) in
context.
Grade 4
Learning Outcomes





Complex Sentences
Coordinating Conjunctions
Dependent Clauses
Subordinating Conjunctions
Content & Tasks


http://achievethecore.org/content/upload/Liben_Vocabulary_Articl
e.pdf
http://achievethecore.org/page/61/which-words-do-i-teach-andhow-detail-pg (Supplemental Resources, click Vocabulary
Quadrant)
Literacy Station Activities
 Vocabulary Station-Scan the novel, Tuck Everlasting, for figurative
language phrases. Record and label each phrase. Share with your
 https://wvde.state.wv.us/strategybank/VocabularyStrategies.html
group.
 http://grammar.ccc.commnet.edu/grammar/quiz_list.htm

Link to Activities-figurative language practice
http://www.timeforkids.com/homework-helper/study-helper/figurativelanguage
Learning Targets (I Can…)
 Link to complex sentences practice
http://www.eduplace.com/cgi-bin/hme-quiz-directions6 Explain what both a compound and complex sentences are.
8.cgi?Grade=7&Unit=8&Topic=Complex+Sentences
 Describe the qualities of a compound and complex sentence.
 Link to conjunction practice
 Identify compound and complex sentences while reading.
http://www.softschools.com/quizzes/grammar/conjunction/quiz350.html
 Explain what both coordination and subordinating conjunctions
 Link to clauses practice
are.
http://www.harcourtschool.com/activity/sentence_speedway/index_pre.
 Identify a dependent clause in a complex sentence.
htm
 Distinguish between similes and metaphors.
Language Arts
 Identify and analyze metaphors and similes in grade level texts.
 Compound Sentences
 Complex Sentences
 Coordinating Conjunctions
 Dependent Clauses
 Subordinating Conjunctions
Strategy
Learning Grammar through Writing
Performance Assessments
 Edit pre-assessment draft for weekly grammar skill
 Edit for grade-level capitalization and punctuation errors.
Week 9 – Trade Book (Week 3 of 3; Chapters 21-25 and Epilogue)
Reading Selection
 Tuck Everlasting by Natalie Babbitt (Lexile 770)
Big Idea: What if you could live forever?
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
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English Language Arts
TN DOE Curriculum Standards
Reading Literature and Informational Text
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).
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).
3rd Nine Weeks
Grade 4
Learning Outcomes
Strategies and Skills
Comprehension Skill
 Story Elements (Plot, Setting, Character)
 Theme
 Cause and Effect
Comprehension Strategy
 Summarize
Learning Targets (I Can…)
 Identify the theme of a text.
 Recognize the structure of a story.
 Recognize that poems, drama, and prose use different structural
elements.
 Recognize cause and effect relationships in a novel.
 Refer to the structural elements of a literary work when explaining
their differences.
Content & Tasks
Performance Assessments
 Written summary of assigned chapter(s)
 Respond to a series of text dependent questions
 Written summary of a “fresh read” text or texts drawing on specific
details from the text
 Book reports (oral and written)
 Graphic organizers for character trait analysis
 Teacher observation
Performance Task- Optional
 In a literature circle (group), discuss how young people act differently from
elders.
Sample MICA Item for RL.4.4
https://micatime.com/

Create an assessment using Question ID 44524
Text Dependent Questions
 What plan does Miles have to free Mae from jail? How will Winnie help?
What will happen if Mae is sent to the gallows? Cite evidence from the
text to support your answers. (key details)
 In the epilogue, what parts of the description suggest the passage of
time? What has happened to the woods and spring? Why does Tuck
say, “Good girl” when he sees Winnie’s gravestone? Use evidence
from the text to support your answers. (keys details/inference)
 Tuck moves a toad out of harm’s way as he and Mae leave Treegap.
What do you make of this incident? Use evidence to support your
answers. (Inference)
*See additional questions in the back of the book and on the SCS weebly,
http://scsliteracy.weebly.com/fourth-grade-curriculum.html . The password is
readandwrite.
Literacy Station Activities
 Comprehension Station- In chapters 22-24, the author uses
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
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English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
Grade 4
Learning Outcomes
Content & Tasks
descriptions of the weather to emphasize the dramatic events that
occur as well as the dramatic inner changes in the main character.
Use a chart to note how the weather changes along with the action.
For example, chapter 22-hottest day of August so far (weather) +
Jesse tells Winnie about the plan to free Mae from jail; he gives are a
bottle of spring water and remind her to join him in the future. Write a
summary of an event, compare and contrast information from two
texts, Journeys flip charts, comprehension activities from
http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
Model Performance Indicator for 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).
Level 1: Entering
Level 2: Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Cite details and examples from text
when making inferences using L1
and/or using Pictures and
Photographs, Gestures or high
frequency, single words in phrases.
Cite details and examples from text
when making inferences using L1
and/or using Pictures and
Photographs or key vocabulary in
phrases and short sentences.
Cite details and examples from text
when making inferences using key
vocabulary in simple, related
sentences.
Cite details and examples from text
when making inferences using key
vocabulary in expanded and some
complex sentences.
Cite details and examples from text
when making inferences using
precise, vocabulary in multiple,
complex sentences.
For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see:
http://www.state.nj.us/education/modelcurriculum/ela/ku1.shtml -Click on grade level and unit, then ELL Scaffolded Student Learning Objectives
Reading Foundational Skills
Strategies and Skills: Accuracy
Decoding and fluency: Vowel + r syllable patterns
RF 4.3a- Use combined knowledge of all
Learning Targets (I Can…)
letter-sound correspondences, syllabication
Performance assessments
patterns, and morphology (e.g., roots and
 Use of learned phonics patterns to decode unfamiliar words
 Decode words with more than one syllable.
affixes) to read accurately unfamiliar
 Oral reading fluency checks/running records
 Read words with vowel + r syllable patterns.
multisyllabic words in context and out of
 Read with fluency from a variety of texts (poetry, drama, current
context.
Literacy Station Activities
events, novels)
RF 4.4a- Read on-level text with purpose and
 Read grade level text with fluency, accuracy, expression and
understanding.
 Decoding/Word Study- Have students complete a word web for a
comprehension.
RF 4.4b- Read on-level prose and poetry
specific r-controlled sound. First, write an r-controlled sound in the
orally with accuracy, appropriate rate, and
 Apply phonics and word analysis skills effectively when reading
middle bubble. Then, have students complete the web by writing a
expression on successive readings.
and writing.
word in each of the five smaller bubbles that include that sound. When
RF 4.4c- Use context to confirm or selfthe webs are complete, have students read the words to a partner.
correct word recognition and understanding,
Repeat with other r-controlled sounds.
rereading as necessary.
 Here is a link to explicit Instruction for phonics Intervention-Vowel-or
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
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English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
Grade 4
Learning Outcomes
Content & Tasks
http://50.87.248.181/~hickmank/wpcontent/uploads/2015/06/Skill8Vowelr-orWeek1.pdf
More lesson for other r-controlled patterns


Writing/Research
W 4.1a- Introduce a topic or text, clearly state
an opinion, and crate and organizational
structure in which related ideas are grouped
to support the writer’s purpose.
W 4.1b- Provide reasons that are supported
by facts and details.
W 4.1c- Link opinion and reasons using
words and phrases.
W 4.1d- Provide a concluding statement or
section related to the opinion presented.
Strategies and Skills
Skills




Opinion Writing
Linking Words
Topic Sentence
Concluding Statement
Strategy






Writing pre-assessment of paragraph written from a prompt about
a text
POW + TREELL mnemonic and graphic organizer
http://tncore.org/training/2014fall-training-materials/2014fttsliteracy3-5.aspx (Username: tneducation; password:
fastestimproving)
Fluency station (optional)-timed reading to practice pace and
expression, performance reading.
Writing Tasks
 After reading Natalie Babbitt’s excerpt from Tuck Everlasting, write an
opinion piece about whether the author’s description of the setting
helps to reveal how Tuck Feels about life. Use evidence from the
chapter book to support your response.
Remember to:
 Make a statement about how Tuck feels about life.
 Give an opinion whether the author’s description of the setting helps to
reveal how Tuck feels about life.
 Include reasons for your opinion and support them with detailed
evidence from the text.
Use scoring rubric from TNReady:
http://www.tennessee.gov/assets/entities/education/attachments/tnready_ru
bric_opinion-argue_gr4-5.pdf
Modeled response to text
Peer editing pre-assessment for clear evidence in text
Self editing pre-assessment and self-reflection
Writing post-assessment to similar prompt
Learning Targets (I Can…)



Introduce your topic clearly and group related information into
paragraphs.
Provide reasons for your opinion that are supported by facts and
details from the text.
Use words and phrases to link your opinion with your reasons
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
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English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
Grade 4
Learning Outcomes
(e.g., another, for example, for instance, also, in addition).
Provide a concluding statement or section related to the opinion
presented.
Strategies and Skills
Content & Tasks

Speaking and Listening
SL. 4.1a- 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.
SL.4.1b- Follow agreed-upon rules for
discussions and carry out assigned roles.
SL.4.4- Report on a topic or text, tell a story,
or recount an experience in an organized
manner, using appropriate facts and relevant,
descriptive details to support main ideas or
themes; speak clearly at an understandable
pace.
SL.4.6- Differentiate between contexts that
call for formal English (e.g., presenting ideas)
and situations where informal discourse is
appropriate (e.g., small-group discussion);
use formal English when appropriate to task
and situation.
Language
L.4.1- Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
L.4.2- Demonstrate the conventions of
standard English capitalization, punctuation,
and spelling when writing.
L.4.5a- Explain the meaning of simple similes
and metaphors (e.g., as pretty as a picture) in
context.




Participating in and conducting discussions, read-alouds, and
q/a sessions.
Think, pair, and share.
Preparing materials for class discussions.
Performance Assessments
 Participating in and conducting discussions, read alouds, and q/a
sessions
 Using formal English in appropriate situations
 Teacher observations
TNCore Accountable Talk resource:
http://tncore.org/sites/www/Uploads/files/ELA_/EL_Accoun
table_Talk_Academic_Discussion.pdf
Learning Targets (I Can…)



Use accountable talk procedures to take turns.
Use accountable talk procedures to show active listening skills
while working in a group.
Use accountable talk procedures to engage effectively in a
discussion about literature and informational text.
Strategies and Skills
Skills





Compound Sentences
Complex Sentences
Coordinating Conjunctions
Dependent Clauses
Subordinating Conjunctions
Strategy
Learning Grammar through Writing
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Vocabulary

Figurative Language
Vocabulary for Explicit Instruction
 Pickle, rave, teeming, immense, fragrant, similes, metaphors
 http://achievethecore.org/content/upload/Liben_Vocabulary_Articl
e.pdf
 http://achievethecore.org/page/61/which-words-do-i-teach-andhow-detail-pg (Supplemental Resources, click Vocabulary
Quadrant)
Literacy Station Activities
Shelby County Schools
2015/2016
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English Language Arts
3rd Nine Weeks
TN DOE Curriculum Standards
Grade 4
Learning Outcomes






https://wvde.state.wv.us/strategybank/VocabularyStrategies.html
http://grammar.ccc.commnet.edu/grammar/quiz_list.htm
Learning Targets (I Can…)




Content & Tasks
Explain what both a compound and complex sentences are.
Describe the qualities of a compound and complex sentence.
Identify compound and complex sentences while reading.
Explain what both coordination and subordinating conjunctions
are.
Identify a dependent clause in a complex sentence.
Distinguish between similes and metaphors.
Identify and analyze metaphors and similes in grade level texts.




Vocabulary Station-Scan the novel, Tuck Everlasting, for figurative
language phrases. Record and label each phrase. Share with your
group.
Link to Activities-figurative language practice
http://www.timeforkids.com/homework-helper/study-helper/figurativelanguage
Link to complex sentences practice
http://www.eduplace.com/cgi-bin/hme-quiz-directions68.cgi?Grade=7&Unit=8&Topic=Complex+Sentences
Link to conjunction practice
http://www.softschools.com/quizzes/grammar/conjunction/quiz350.html
Link to clauses practice
http://www.harcourtschool.com/activity/sentence_speedway/index_pre.
htm
Language Arts
 Compound Sentences
 Complex Sentences
 Coordinating Conjunctions
 Dependent Clauses
 Subordinating Conjunctions
Performance Assessments
 Edit pre-assessment draft for weekly grammar skill
 Edit for grade-level capitalization and punctuation errors.

Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
Page 45 of 45