2013- 2014
4thth Grade Reading/Language Arts
Curriculum Guide
Moore Public Schools
Coordinator: Michelle Burks
Phone: 735-4263 Email: MichelleBurks@mooreschools.com
Website: http://www.mooreschools.com//Domain/64
Greetings,
In this document I hope you find the answers to many questions, and tools to help you succeed in teaching your students. I have
tried to add items I think you might need quick access to, as well as documents that you can keep in a central location.
My first priority is to be a service and a valuable resource to you. I hope that you will call or email me with any questions you may
have, or needs that may arise. I will do everything I can to help you and to provide you with the resources you need.
In this document you will find sample units to work with as you strive to meet the Common Core State Standards (CCSS). The
units below are SAMPLES, and I can’t stress that enough. I hope that you will use them, but modify them to meet your needs. If you
don’t have a title listed or don’t feel passionately about that title, then simply replace it with one you can use and love.
How is this year different? From this point forward we can no longer teacher in isolation. We MUST take an integrated approach
to Reading, Language Arts and Writing. If you are not able to be the one teacher who teaches those subjects then it is IMPERATIVE that
you work as a team to meet the CCSS. Our students must be actively engaged with the text they read. This means they read, discuss and
write about a text, and dig deep within the text to truly take their learning to the next level. This is what will prepare them for the year
2014-2015 when our assessment is correlated to the CCSS and not PASS.
As a state we may not take the PARCC test, but we will test over the standards in a “PARCC like” test. The standards have
changed and how we teach MUST change as well.
Thank you for your time and I hope that you will please let me know any way I can help you to be successful. Have a wonderful
year and enjoy your time with your students, you will truly make a difference in their lives this year.
Respectfully,
Michelle Burks
Useful Websites
(Save these to your favorites for quick access)
MPS Elementary Reading/Language Arts Website: http://www.mooreschools.com//Domain/64
Official Website for the Common Core State Standards: http://www.corestandards.org/
PARCC Model Content Framework. The framework to which we have modeled our Units after:
http://www.parcconline.org/parcc-model-content-frameworks
Two groups who are creating a Common Core Assessment (PARCC and Smarter Balanced):
These are great sites to view sample test questions.
We may not be a part of PARCC currently, but our test will be modeled from these sources.
http://www.parcconline.org/
http://www.smarterbalanced.org/
State Department of Education Testing Page: http://www.ok.gov/sde/test-support-teachers-and-administrators
Oklahoma School Testing Program page. You will find blueprints, sample test questions and general OCCT information.
PASS Standards have become C3 standards which are the Common Core Standards. The SDE has now renamed all of our
teaching standards for all subjects as OAS (Oklahoma Academic Standards). Here is the site:
http://ok.gov/sde/oklahoma-c3-standards
ELA 2013-2014 Scope and Sequence
Build students’
knowledge:
Unit Focus
Illustrate how
knowledge builds
through texts
within and across
grades.
Unit 1
Anchor Text
Purpose of
Planning
Increase text
complexity:
Illustrate how text
complexity
increases within
and across grades.
Integrate
standards
around texts:
Provide multiple
opportunities for
students to develop
their literacy.
Unit 2
Because of
Winn-Dixie by
Katie DiCamillo
(Narrative)
A Walk in the
Desert by
Rebecca Johnson
(Informational)
Caring for
Others
Let’s Explore
There is a range of text
complexity within the set.
Most have a reading level
within the 4.0 to 6.0 range.
Most have an interest level
at or exceeding 3-6 grade.
There is a range of text
complexity within the set.
Most have a reading level
within the 4.0 to 6.0 range.
Most have an interest level
at or exceeding 3-6 grade.
Grade: 4th
Unit 3
Unit 4
The Lightning
Thief by Rick
Riordan
(Narrative)
Unit 5
How Ben
Franklin Stole
the Lightning
By Rosalyn
Schanzer
(Informational)
Mythology Then Inventions
and Now
Abby Takes a
Stand: Scraps
of Time
1960,
Mckissack
(Narrative)
Making a
difference
There is a range of text
complexity within the set.
Most have a reading level
within the 4.5-7.0 range.
Most have an interest
level at or exceeding 3-6
grade.
There is a range of
text complexity
within the set.
Most have a reading
level within the 4.0 to
6.0 range. Most have
an interest level at or
exceeding 3-6 grade.
There is a range of text
complexity within the
set.
Most have a reading
level within the 4.0 to
6.0 range. Most have an
interest level at or
exceeding 3-6 grade.
This scope and sequence is an example of a way to organize your year. The titles and
activities are recommendations, but they can be swapped for other titles of comparable
reading levels. The Major Shift of the 2013-2014 school year is that all standards are taught
every quarter. We will benchmark test in October and February to prepare for the Spring
OCCT test. All benchmark exams will be online though Acuity.
Curriculum Framework
Grade __4___ Unit _ A____
Unit Focus: Building Relationships in New Places (Adapting to Change) (Treasures Unit 5)
Moving & making Friends, Relationships within Environments, Animals sharing habitats, Migrations & Adapting to New Places
Reading Complex Texts
Writing about Texts
Research Project
RL/RI 10
W1-6,9-10, RL/RI 1-10
W.,2 4-9 RL/RI 1-10
Anchor Text:
Because of Winn-Dixie, K. DiCamillio 3.9
Related Texts:
Literary Texts:
Extra Credit, A. Clements
*Dear Mr. Winston, T. Roberts
Drita, My Homegirl, Lombard
Homesick,J. Fritz
Hey World, Here I am! (Poems) 5.1
*Me and Uncle Romie, C. Hartfield
*Second Hand Art
Informational Texts:
The Great Migration: Journey to the North, E. Greenfield
National Geographic: Great Migrations Amazing Animal
Journeys, L. Marsh; *Piece of the Puzzle, E. Michaels;
*Snakes; *The Power of Oil; *Conservation, Gates; *At
Home in the Coral Reef, K. Brown-Wing; *Coral Reefs,
Smith; *The Life and Times of the Ant, Micucci; Adeline’’s
Whales, R. sobol
NonPrintTexts: (e.g.,Media, Website, Video, Film,
Music, Art Graphics
Poemhunter.com “A New Place”, Phil Panebianco
Safari: Magic School Bus, The Holiday Special
Safari: Bill Nye, Pollution Solutions
Safari: Because of Winn Dixie, Video
Youtube: Monarch Butterflies Migration Google Earth
Tour (12:18)
*Treasures Book
Routine Writing:
Write a poem about friendship.
Letter Writing
Use graphic organizers to summarize details
from a chosen text.
Use a KWL Chart from a chosen text.
Analyses:
Write an opinion piece related to
relationship/adaptation/environment using
information from two or more texts.
Compare and contrast how you and a friend are
alike and different
Narratives:
Write a narrative to develop real or imagined
experiences or events using details from two or
more texts. Use quotations, transition words,
& sensory words,
Write about a time when either you were new
to a place or thing or met a new friend. Use
adjectives to describe your thoughts and
feelings.
Research ways in which we can help
keep our environment safe and clean.
What could we do locally? What can be
done at a national level? What could be
done globally?
Cite Evidence RL/RI 1
Reading for Details, Locating facts, Drawing inferences
Analyze Content RL/RI 2-9, SL 2-3
Main Idea, Summarize, Cause & Effect, Context Clues, Synonym, Antonym, Sequence, Problem Solution, Compare & Contrast, look for Reasons & Evidence in text, Paraphrase
After reading two passages about the same topic, students divide into three groups to determine comparisons between the passages. Group A shares the
differences in the firsthand account; Group B shares the differences in the secondhand account; Group C points out the commonalities between the two
account. Students participate in a discussion to extend or clarify the shared information.
Students read two texts based on common topics and generate lists of key ideas from each text. Students synthesize the ideas into oral or written summaries.
Following read-alouds, students create and present visuals that restate the information.
Study and Apply Grammar L1-3,SL 6
Relative pronouns, progressive verb tense, modal auxiliaries, order adjectives, prepositional phrase, correct fragments and run-ons, frequently confused words,
capitalization, punctuation, commas, quotation marks, compound sentences, sentence structure, spelling, word choice
Differentiate between contexts that call for formal English and informal discourse.
Study and Apply Vocab L4-6
Multiple meaning words, context clues, affixes, roots, dictionary, glossaries, thesauruses, figurative language, similes, metaphors, idioms, adages, proverbs,
states of being.
Students complete webs, placing topics in center circles and topic-specific words and phrases in outer circles. Students use webs to gain ideas when creating
topic related products.
Conduct Discussions SL 1
During collaborative discussions (one-on-one, small group, and teacher led), students will build on others’ ideas and express their own clearly.
Report Findings SL 4-6
Students read self-selected books and present book recommendations. Students retell historical events using dramatization. Students develop and display time
lines with dates and images to support the retelling of historical events.
Students participate in small group discussions on particular topics using informal communication. Students transfer the conversations into formal English
appropriate for presentations and reflect on the process using questions (e.g. What changes took place?; When were complete sentences used?; When are
contractions appropriate?; Was slang present?).
Curriculum Framework
Grade __4___ Unit _ B____
Unit Focus: Let’s Explore! (Treasures Unit 1)
(National Parks, Regions, Landforms, Culture, Animals, Extinction, etc.)
Reading Complex Texts
Writing about Texts
Research Project
RL/RI 10
W1-6,9-10, RL/RI 1-10
W.,2 4-9 RL/RI 1-10
Anchor Text:
*A Walk in the Desert, by Rebecca Johnson (4.1)
(non fiction)
Related Texts:
Literary Texts:
*The Raft, LaMarche, 4.1; *The Astronaut and the Onion
*My Diary from Here to There; *Mystic Horse; Cosmic
4.5, 9 pt
Heart of a Samurai (Newberry) Preus
Informational Texts:
*Animals come home to our National Parks; Footprints
on the moon 3.8; Exploring the U.S. with the 5 Themes of
Geog. 6.0; Lewis & Clark on the Trail of Discovery;
Hottest, Coldest, Highest, Deepest (Jenkins); Brown Bear
(Swinburne); The Uncommon Traveler (Brown); How I
learned Geography (Caldecott); *Living in Alaska; Gray
Wolves 5.2; Starry Messenger 5.9 (Caldecott); So you
want to be an explorer (St. George);
-Astronauts in Training,The Solar System. (-Leveled
Readers from Treasures.)
*Time for Kids: Explorations
NonPrintTexts: (e.g.,Media, Website, Video, Film,
Music, Art Graphics
Youtube: A Trip to America’s Nat’l Parks (4:01)
10 Historic Moments in Space Exploration (2:30)
Lewis & Clark rap
Sheppard Software.com:
U.S. Geographic Regions Online Learning.
*Treasures Book
Routine Writing: (Develop & Convey Understanding)
Choose a book related to Exploration.
Summarize the author’s Main Ideas. Describe
the key evidence or details the author uses to
inform the readers. Explain the author’s
purpose for writing the text and identify the
intended audience.
Analyses: (opinion/inform/explain)
In the section “Animals Come Home to Our Nat’l
Parks” you read about wolves that have been
re-introduced to Yellowstone Park. What effect
will this have on the future of wolves? Do you
think they will remain endangered? Use details
from the selection to support your answer.
Narratives: (convey experiences, events, or procedures)
Write about a place you have explored. Include
details to describe what you saw, heard, or
learned in your exploration. Express your
feelings to show what makes this place special
to you. Remember to use a logical sequence of
events.
Research either: two National Parks, two
animals, two explorers, or two places
that have been explored.
Students will investigate one of the
above topics. Student will compare and
contrast the topic. They will provide
facts, definitions, details, and quotations
relating to their topic. They will use
domain specific vocabulary and
transition words as necessary. They will
provide a clear topic sentence and
concluding statement. The bibliography
will include books and digital sources.
Students will present their topics to the
class. They will speak about the subject
knowledgeably and will provide visual
displays.
Cite Evidence RL/RI 1
Reading for Details, Locating facts, Drawing inferences
Analyze Content RL/RI 2-9, SL 2-3
Main Idea, Summarize, Cause & Effect, Context Clues, Synonym, Antonym, Sequence, Problem Solution, Compare & Contrast, look for Reasons & Evidence in text, Paraphrase
After reading two passages about the same topic, students divide into three groups to determine comparisons between the passages. Group A shares the
differences in the firsthand account; Group B shares the differences in the secondhand account; Group C points out the commonalities between the two
account. Students participate in a discussion to extend or clarify the shared information.
Students read two texts based on common topics and generate lists of key ideas from each text. Students synthesize the ideas into oral or written summaries.
Following read-alouds, students create and present visuals that restate the information.
Study and Apply Grammar L1-3,SL 6
Relative pronouns, progressive verb tense, modal auxiliaries, order adjectives, prepositional phrase, correct fragments and run-ons, frequently confused words,
capitalization, punctuation, commas, quotation marks, compound sentences, sentence structure, spelling, word choice
Differentiate between contexts that call for formal English and informal discourse.
Study and Apply Vocab L4-6
Multiple meaning words, context clues, affixes, roots, dictionary, glossaries, thesauruses, figurative language, similes, metaphors, idioms, adages, proverbs,
states of being
Students complete webs, placing topics in center circles and topic-specific words and phrases in outer circles. Students use webs to gain ideas when creating
topic related products.
Conduct Discussions SL 1
During collaborative discussions (one-on-one, small group, and teacher led), students will build on others’ ideas and express their own clearly.
Report Findings SL 4-6
Students read self-selected books and present book recommendations. Students retell historical events using dramatization. Students develop and display time
lines with dates and images to support the retelling of historical events.
Students participate in small group discussions on particular topics using informal communication. Students transfer the conversations into formal English
appropriate for presentations and reflect on the process using questions (e.g. What changes took place?; When were complete sentences used?; When are
contractions appropriate?; Was slang present?).
Curriculum Framework
Grade __4___ Unit _ C____
Unit Focus: Mythology Then and Now- The Quest.
How literature from the past influences our current lives and contemporary stories.
Reading Complex Texts
Writing about Texts
Research Project
RL/RI 10
W1-6,9-10, RL/RI 1-10
W.,2 4-9 RL/RI 1-10
Anchor Text:
The Lightning Thief by Rick Riordan (Narrative)
Related Texts:
Literary Texts:
Excerpts from…
Legends: Battles and Quests, A. Horowitz
Heroes of Olympus, Calkhoven, Freeman, and Willis
The McElderly Book of Greek Mythology
Treasury of Greek Mythology, D. Napoli
Favorite Greek Myths, M. Osborne
Tales from the Odyssey, Parts 1 & 2, M. Osborne
Informational Texts:
What did the Ancient Greeks do for me?, P. Catel
Series- Profiles in Greek and Roman Mythology
Greeks: Flashback History, Liz Gogerly
Z is for Zeus, Helen L. Wilbur
NonPrintTexts: (e.g.,Media, Website, Video, Film,
Music, Art Graphics)
Mythweb, “Today”
Backtoclassics.com-“Fall of Icarus”
VIMEO- Greek Mythology for Kids
Teacherweb.com “Mythology Dictionary”
Clip from My Big Fat Greek Wedding- “Give me any
word.”
http://www.youtube.com/watch?v=VL9whwwTK6I
Routine Writing:
(Develop and Convey Understanding)
-
Reading Response Journals
(Summarize, Problem/Solution, Sequence Events)
-
Writing Snapshots (describe an image or
event)
Investigate how myths affect our
lives today by collecting words,
stories, speeches, poems, videos,
companies, commercials, and then
present their findings to the class
using visuals or multimedia.
Analyses:
Create a trading card of a character
from Greek Mythology. Research
their history, abilities, and physical
characteristics.
(Opinion or Inform/Explain)
Research Greek life then and now.
-
-
-
Story Mapping
Story Webs
Choose your favorite myth or
character from a myth. Convince
another student that your favorite is
the best using evidence from a
variety of texts.
Compare and Contrast two versions
of the same myth.
What is a quest?
Narratives:
(Convey experiences and or procedures)
-
Write your own quest and/or myth.
Cite Evidence RL/RI 1
Reading for Details, Locating facts, Drawing inferences
Color Coding text sections to identify where information was located
Sticky- Note reading- Students use notes to annotate information, ask questions, identify unknown words, and provide commentary
Analyze Content RL/RI 2-9, SL 2-3
Main Idea, Summarize, Cause & Effect, Context Clues, Sequence, Problem Solution, Compare & Contrast, look for Reasons & Evidence in text, Paraphrase
After reading two passages about the same topic, students divide into three groups to determine comparisons between the passages. Group A shares the
differences in the firsthand account; Group B shares the differences in the secondhand account; Group C points out the commonalities between the two
account. Students participate in a discussion to extend or clarify the shared information.
Students read two texts based on common topics and generate lists of key ideas from each text. Students synthesize the ideas into oral or written summaries.
Following read-alouds, students create and present visuals that restate the information.
Study and Apply Grammar L1-3,SL 6
Relative pronouns, progressive verb tense, modal auxiliaries, order adjectives, prepositional phrase, correct fragments and run-ons, frequently confused words,
capitalization, punctuation, commas, quotation marks, compound sentences, sentence structure, spelling, word choice
Differentiate between contexts that call for formal English and informal discourse.
Study and Apply Vocab L4-6
Multiple meaning words, context clues, affixes, roots, dictionary, glossaries, thesauruses, figurative language, similes, metaphors, idioms, adages, proverbs,
states of being
Students complete webs, placing topics in center circles and topic-specific words and phrases in outer circles. Students use webs to gain ideas when creating
topic related products.
Conduct Discussions SL 1
During collaborative discussions (one-on-one, small group, and teacher led), students will build on others’ ideas and express their own clearly.
Report Findings SL 4-6
Students read self-selected books and present book recommendations. Students retell historical events using dramatization. Students develop and display time
lines with dates and images to support the retelling of historical events.
Students participate in small group discussions on particular topics using informal communication. Students transfer the conversations into formal English
appropriate for presentations and reflect on the process using questions (e.g. What changes took place?; When were complete sentences used?; When are
contractions appropriate?; Was slang present?).
Curriculum Framework
Grade __4___ Unit _ D____
Unit Focus: Inventions/Inventors
Reading Complex Texts
Writing about Texts
Research Project
RL/RI 10
W1-6,9-10, RL/RI 1-10
W.,2 4-9 RL/RI 1-10
Anchor Text:
How Ben Franklin Stole the Lightning by Rosalyn
Schanger 5.1/.5
Related Texts:
Literary Texts:
The Junkyard Wonders, by Patricia Polacco 4.0/.5
Mr. Docker is Off His Rocker by Dan Gutman 3.6/1
Melonhead, by Katy Kelly 4.0/4 pt.
The Power of Un, by Nancy Etchemendy 4.8/5
Informational Texts:
Toys!: Amazing Stories Behind Some Great Inventions by Don
Wulffson and Laurie Keller
Timeless Thomas: How Thomas Edison Changed Our Lives by
Gene Barretta
Visual Timeline of Inventions by Richard Platt
So You Want to Be An Inventor? by Judith St. George and
David Small
I, Galileo by Bonnie Christensen
Ferris Wheel!: George Ferris and His Amazing Invention
(Genius at Work! Great Inventor Biographies) by Dani Sneed
How Ben Franklin Stole the Lightning by Rosalyn Schanger
5.1/.5
The Day Glow Brothers by Chris Barton 6.0/.5
NonPrintTexts: (e.g.,Media, Website, Video,
Film, Music, Art Graphics
Youtube: Inventors and Inventions (1:40)
Donald Duck Modern Invensions (8:28)
Dates & Events.org – invention timeline
Enchanted Learning.com/Inventors
Routine Writing:
(develop & convey
understanding)
Journaling daily/weekly
Readers Notebook Responses
(Summarize, Problem/Solution, Sequence Events)
Use graphic Organizers to develop paragraphs
Analyses: (opinions/inform/explain)
In your opinion, what invention is most
important to mankind?
Narratives: (convey experiences, events, or
procedures)
Based on your experiences, write an essay
describing which one invention you could not
live without.
Write about a time when an invention either
saved your life or proved most helpful.
Design a timeline (biographical) that
chronicles an inventor’s life and include
his/her efforts at inventing.
Compare/Contrast two inventors
Promote an invention that you are
familiar with; act as a salesperson to
persuade others of its importance.
(could be an oral presentation)
Cite Evidence RL/RI 1
Reading for Details, Locating facts, Drawing inferences
Analyze Content RL/RI 2-9, SL 2-3
Main Idea, Summarize, Cause & Effect, Context Clues, Synonym, Antonym, Sequence, Problem Solution, Compare & Contrast, look for Reasons & Evidence in text, Paraphrase
After reading two passages about the same topic, students divide into three groups to determine comparisons between the passages. Group A shares the
differences in the firsthand account; Group B shares the differences in the secondhand account; Group C points out the commonalities between the two
account. Students participate in a discussion to extend or clarify the shared information.
Students read two texts based on common topics and generate lists of key ideas from each text. Students synthesize the ideas into oral or written summaries.
Following read-alouds, students create and present visuals that restate the information.
Study and Apply Grammar L1-3,SL 6
Relative pronouns, progressive verb tense, modal auxiliaries, order adjectives, prepositional phrase, correct fragments and run-ons, frequently confused words,
capitalization, punctuation, commas, quotation marks, compound sentences, sentence structure, spelling, word choice
Differentiate between contexts that call for formal English and informal discourse.
Study and Apply Vocab L4-6
Multiple meaning words, context clues, affixes, roots, dictionary, glossaries, thesauruses, figurative language, similes, metaphors, idioms, adages, proverbs,
states of being
Students complete webs, placing topics in center circles and topic-specific words and phrases in outer circles. Students use webs to gain ideas when creating
topic related products.
Conduct Discussions SL 1
During collaborative discussions (one-on-one, small group, and teacher led), students will build on others’ ideas and express their own clearly.
Report Findings SL 4-6
Students read self-selected books and present book recommendations. Students retell historical events using dramatization. Students develop and display time
lines with dates and images to support the retelling of historical events.
Students participate in small group discussions on particular topics using informal communication. Students transfer the conversations into formal English
appropriate for presentations and reflect on the process using questions (e.g. What changes took place?; When were complete sentences used?; When are
contractions appropriate?; Was slang present?).
Curriculum Framework
Grade __4___ Unit _ E____
Unit Focus: Making a difference (Treasures Unit 3)
Civil Rights, Revolutionary War, Civil War, suffrage, American heroes
Reading Complex Texts
Writing about Texts
Research Project
RL/RI 10
W1-6,9-10, RL/RI 1-10
W.,2 4-9 RL/RI 1-10
Anchor Text:
Routine Writing:
Abby Takes a Stand: Scraps of Time 1960, Mckissack 3.6
Journaling daily/weekly
Readers Notebook Responses
(Summarize, Problem/Solution, Sequence
Events)
Use graphic Organizers to develop paragraphs
Related Texts:
Literary Texts:
Revolutionary War on Wednesday, Osborne 3.5
After the Rain: Virginia’s Civil War Story 4.6
Osborne
Abe Lincoln at Last 3.5 Osborne
Informational Texts:
American Revolution: A non-fiction Companion to
Revolutionary War on Wed., Osborne 4.5
Biography on Martin Luther King & Rosa Parks
Biography on George Washington (Founding Fathers)
Biography on Abraham Lincoln or Harriet Tubman
Biography on Susan B. Anthony
Biography on Clara Barton (Red Cross)
NonPrintTexts: (e.g.,Media, Website, Video, Film, Music,
Art Graphics
Safari: Our Friend Martin
Analyses:
Use graphic organizers to write paragraphs for
each key point referencing pertinent facts,
concrete definitions, descriptive details,
relevant quotations, or other supporting
information.
Use the information from two or more text to
create a timeline showing how life was before
the person made a difference and after.
Narratives:
Students use dialog and descriptions to develop
experiences and events to show the responses
of characters to situations.
What can you do to make a difference?
Think of a person you know and admire. Write a
list of things this person has done to inspire
you. Use the list and write a paragraph about
the person. Present your paragraph to your
neighbor.
Use two or more text selections, and the
internet, to research a famous person
who “made a difference” (such as the
people who traveled the underground
railroad). Use digital graphics and word
processing skills to create a piece.
Then, write a journal entry from the
perspective of that person.
Cite Evidence RL/RI 1
Reading for Details, Locating facts, Drawing inferences
Analyze Content RL/RI 2-9, SL 2-3
Main Idea, Summarize, Cause & Effect, Context Clues, Synonym, Antonym, Sequence, Problem Solution, Compare & Contrast, look for Reasons & Evidence in text, Paraphrase
After reading two passages about the same topic, students divide into three groups to determine comparisons between the passages. Group A shares the
differences in the firsthand account; Group B shares the differences in the secondhand account; Group C points out the commonalities between the two
account. Students participate in a discussion to extend or clarify the shared information.
Students read two texts based on common topics and generate lists of key ideas from each text. Students synthesize the ideas into oral or written summaries.
Following read alouds, students create and present visuals that restate the information.
Study and Apply Grammar L1-3,SL 6
Relative pronouns, progressive verb tense, modal auxiliaries, order adjectives, prepositional phrase, correct fragments and runons, frequently confused words,
capitalization, punctuation, commas, quotation marks, compound sentences, sentence structure, spelling, word choice
Differentiate between contexts that call for formal English and informal discourse.
Study and Apply Vocab L4-6
Multiple meaning words, context clues, affixes, roots, dictionary, glossaries, thesauruses, figurative language, similes, metaphors, idioms, adages, proverbs,
states of being
Students complete webs, placing topics in center circles and topic-specific words and phrases in outer circles. Students use webs to gain ideas when creating
topic related products.
Conduct Discussions SL 1
During collaborative discussions (one-on-one, small group, and teacher led), students will build on others’ ideas and express their own clearly.
Report Findings SL 4-6
Students read self-selected books and present book recommendations. Students retell historical events using dramatization. Students develop and display time
lines with dates and images to support the retelling of historical events.
Students participate in small group discussions on particular topics using informal communication. Students transfer the conversations into formal English
appropriate for presentations and reflect on the process using questions (e.g. What changes took place?; When were complete sentences used?; When are
contractions appropriate?; Was slang present?).
2013-2014 OCCT Grade 4 Blueprint
Oklahoma C3 Standards and Objectives
Grade 4
Vocabulary
Ideal Number of Items*
Ideal Percentage of Items**
12
24%
Words in Context
Affixes, Roots, and Stems
Synonyms, Antonyms, and Homonyms
4
4
4
Comprehension/Critical Literacy
23
4
6
7
6
46%
9
5
4
18%
6
6
12%
Literal Understanding
Inferences and Interpretation
Summary and Generalization
Analysis and Evaluation
Literature
Literary Elements
Figurative Language/Sound Devices
Research and Information
Accessing Information
Sample Performance Tasks for Stories and Poetry Grades 4-5
•
Students make connections between the visual presentation of John Tenniel’s illustrations in Lewis Carroll’s
Alice’s Adventures in Wonderland and the text of the story to identify how the pictures of Alice reflect specific
descriptions of her in the text. [RL.4.7]
•
Students explain the selfish behavior by Mary and make inferences regarding the impact of the cholera outbreak in
Frances Hodgson Burnett’s The Secret Garden by explicitly referring to details and examples from the text. [RL.4.1]
•
Students describe how the narrator’s point of view in Walter Farley’s The Black Stallion influences how events are
described and how the reader perceives the character of Alexander Ramsay, Jr. [RL.5.6]
•
Students summarize the plot of Antoine de Saint-Exupéry’s The Little Prince and then reflect on the challenges
facing the characters in the story while employing those and other details in the text to discuss the value of
inquisitiveness and exploration as a theme of the story. [RL.5.2]
•
Students read Natalie Babbitt’s Tuck Everlasting and 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.
[RL.4.3]
•
Students compare and contrast coming-of-age stories by Christopher Paul Curtis (Bud, Not Buddy) and Louise
Erdrich (The Birchbark House) by identifying similar themes and examining the stories’ approach to the topic of
growing up. [RL.5.9]
•
Students refer to the structural elements (e.g., verse, rhythm, meter) of Ernest Lawrence Thayer’s “Casey at the
Bat” when analyzing the poem and contrasting the impact and differences of those elements to a prose summary
of the poem. [RL.4.5]
•
Students determine the meaning of the metaphor of a cat in Carl Sandburg’s poem “Fog” and contrast that
figurative language to the meaning of the simile in William Blake’s “The Echoing Green.” [RL.5.4]
Sample Performance Tasks for Informational Texts Grades 4-5
•
Students explain how Melvin Berger uses reasons and evidence in his book Discovering Mars: The Amazing Story of
the Red Planet to support particular points regarding the topology of the planet. [RI.4.8]
•
Students identify the overall structure of ideas, concepts, and information in Seymour Simon’s Horses (based
on factors such as their speed and color) and compare and contrast that scheme to the one employed by
Patricia Lauber in her book Hurricanes: Earth’s Mightiest Storms. [RI.5.5]
•
Students interpret the visual chart that accompanies Steve Otfinoski’s The Kid’s Guide to Money: Earning It,
Saving It, Spending It, Growing It, Sharing It and explain how the information found within it contributes to an
understanding of how to create a budget. [RI.4.7]
•
Students explain the relationship between time and clocks using specific information drawn from Bruce
Koscielniak’s About Time: A First Look at Time and Clocks. [RI.5.3]
•
Students determine the meaning of domain-specific words or phrases, such as crust, mantle, magma, and lava, and
important general academic words and phrases that appear in Seymour Simon’s Volcanoes. [RI.4.4]
•
Students compare and contrast a firsthand account of African American ballplayers in the Negro Leagues to
a secondhand account of their treatment found in books such as Kadir Nelson’s We Are the Ship: The Story of
Negro League Baseball, attending to the focus of each account and the information provided by each. [RI.4.6]
•
Students quote accurately and explicitly from Leslie Hall’s “Seeing Eye to Eye” to explain statements they make
and ideas they infer regarding sight and light. [RI.5.1]
•
Students determine the main idea of Colin A. Ronan’s “Telescopes” and create a summary by explaining how key
details support his distinctions regarding different types of telescopes. [RI.4.2]