Anchor Map
Preparing Career Ready Graduates
This map describes the relationship among the focus standards, common assignments, and district assessments over a school year.
CCSS ELA, HSS,
Science Anchor Map
(TK-12)
Focus Anchor
Standards
Recursive Anchor
Standards
Content
Common Assignment
Product Types for
Student Portfolio
Text/Resources
Assessments
Timeline tbd
Project
Revised 3/22/16
Q1
Q2
Q3
Q4
SL: 1
R: 3, 5
W: 2, 3
L: 5
SL: 2-6
R: 1, 2, 4, 6, 7, 8, 9, 10
W: 1, 4-9
L: 1, 2, 3, 4, 6
Content varies by subject
or course.
R3 & W2 Prompts
SL: 3, 4
R: 4, 6
W: 1
L: 4
SL: 1, 2, 5, 6
R: 1, 2, 3, 5, 7, 8, 9, 10
W: 2, 3, 4-9, 10
L: 1, 2, 3, 5, 6
Content varies by subject
or course.
R6 & W1 Prompts
SL: 2, 5
R: 2, 7
W: 2
L: 3
SL: 1, 3, 4, 6
R: 1, 3, 5, 6, 8, 9, 10
W: 1, 3, 4-9, 10
L: 1, 2, 4, 5, 6
Content varies by subject
or course.
R2 & W2 Prompts
SL: 2, 5
R: 8, 9
W: 1
L: 1, 2
SL: 1, 3, 4, 6
R: 1, 2, 3, 4, 5, 6, 7, 10
W: 2, 3, 4-9, 10
L: 3, 4, 5, 6
Content varies by subject
or course.
R8 & W1 Prompt
Products vary by subject.
Products vary by subject.
Products vary by subject.
Products vary by subject.
Text/resources vary by
subject.
District R3 & W2 Prompt
Timeline tbd
tbd
Text/resources vary by
subject.
District R6 & W1 Prompt
Text/resources vary by
subject.
District R2 & W2 Prompt
Text/resources vary by
subject.
District R8 & W1 Prompt
tbd
tbd
tbd
(excluding AP, IB, ERWC)
(excluding AP, IB, ERWC)
(excluding AP, IB, ERWC)
(excluding AP, IB, ERWC)
Page 1
English Language Arts
3-5 Quarter 1 Map
Preparing Career Ready Graduates
This document is a SAMPLE of what a single quarter map might look like based on the Anchor Map.
Content Maps
for Q1 3-5
ELA
History / Social Studies
Science
Focus Standards
SL: 1
R: 3, 5
W: 2, 3
L: 5
SL: 2-6
R: 1, 2, 4, 6, 7, 8, 9, 10
RF: 3, 4
W: 1, 4-8, 9*, 10 (*Begins in grade 4)
L: 1, 2, 3, 4, 6
Inquiry and Communication
SL: 1
R: 3, 5
W: 2, 3
L: 5
SL: 2-6
R: 1, 2, 4, 6, 7, 8, 9, 10
W: 1, 4-8, 9*, 10 (*Begins in grade 4)
L: 1, 2, 3, 4, 6
SL: 1
R: 3, 5
W: 2, 3
L: 5
SL: 2-6
R: 1, 2, 4, 6, 7, 8, 9, 10
W: 1, 4-8, 9*, 10 (*Begins in grade 4)
L: 1, 2, 3, 4, 6
CA H/SS Content Standards through the C3
Inquiry Arc Framework
R3 & W2 Prompt
(designed by AC to assess focus standards)
Short research paper (common prompt)
Summaries
Self-reflection response
Next Generation and CA Content Standards
FUSD Classroom Foundations
LDC Core tools
Sample module
FUSD Classroom Foundations
LDC Core tools
Sample module
Non-fiction texts (Primary, Secondary, and
Tertiary sources)
Non-fiction texts (Primary, Secondary, and
Tertiary sources)
Timelines
Biographies
Multi-Media
Data
Bar Graphs
Multi-Media
District R3 & W2
NA
District R3 & W2
NA
Recursive Standards
Content
Common Assignment
Student Portfolio
Products
Lesson Planning Tools
(in supporting
documents)
Text/Resources
(Text/resource sets to
reflect appropriate
complexity, a range of
types, as well as the
content and inquiry focus
of the quarter)
Assessments (tbd)
Project (future)
Revised 3/22/16
R3 & W2 Prompt
(designed by AC to assess focus standards)
Essay (common prompt)
Storyboard
Diary Entry
Oral Product
FUSD Classroom Foundations
LDC Core tools
Sample module
Basal Alignment Project Tasks
Chapter books
Short stories
Poetry
Multi-media
District R3 & W2
NA
R3 & W2 Prompt
Explanatory composition
Lab report
Academic group discussion
Page 2
English Language Arts
4th Grade
Preparing Career Ready Graduates
This document is a SAMPLE of what a single quarter map might look like based on the Anchor Map.
Content Maps
for Q2 3-5
ELA
History / Social Studies
Science
Focus Standards
SL: 3, 4
R: 4, 6
W: 1
L: 4
SL: 1, 2, 5, 6
R: 1, 2, 3, 5, 7, 8, 9, 10
RF: 3, 4
W: 2-8, 9*, 10 (*Begins in grade 4)
L: 1, 2, 3, 5, 6
Perspective
SL: 3, 4
R: 4, 6
W: 1
L: 4
SL: 1, 2, 5, 6
R: 1, 2, 3, 5, 7, 8, 9, 10
W: 2-8, 9*, 10 (*Begins in grade 4)
L: 1, 2, 3, 5, 6
SL: 3, 4
R: 4, 6
W: 1
L: 4
SL: 1, 2, 5, 6
R: 1, 2, 3, 5, 7, 8, 9, 10
W: 2-8, 9*, 10 (*Begins in grade 4)
L: 1, 2, 3, 5, 6
CA H/SS Content Standards through the C3
Inquiry Arc Framework
R6 & W1 Prompt
Next Generation and CA Content Standards
Recursive Standards
Content
Common Assignment
Student Portfolio
Products
Lesson Planning Tools
Text/Resources
(Text/resource sets to
reflect appropriate
complexity, a range of
types, as well as the
content and inquiry focus
of the quarter)
Assessments (tbd)
Project (future)
Revised 3/22/16
R6 & W1 Prompt
(designed by AC to assess focus standards)
Essay (common prompt)
letter
Blog Entry
Academic group discussion
FUSD Classroom Foundations
LDC Core tools
Sample module
Basal Alignment Project Tasks
Chapter books
Short stories
Poetry
Multi-media
Mythology (4th grade)
Fables, Folktales, Myths (3rd grade)
District R6 & W1
NA
Summaries
Speech
R6 & W1 Prompt
(designed by AC to assess focus standards)
Short research report (common prompt)
Lab report
Self-reflection response
FUSD Classroom Foundations
LDC Core tools
Sample module
FUSD Classroom Foundations
LDC Core tools
Sample module
Non-fiction texts (Primary, Secondary, and
Tertiary sources)
Non-fiction texts (Primary, Secondary, and
Tertiary sources)
Timelines
Data
Multi-Media
Data
Lab manual
Multi-Media
District R6 & W1
NA
District R6 & W1
NA
Page 3
English Language Arts
4th Grade
Preparing Career Ready Graduates
This document is a SAMPLE of what a single quarter map might look like based on the Anchor Map.
Content Maps
for Q3 3-5
ELA
History / Social Studies
Science
Focus Standards
SL: 2, 5
R: 2, 7
W: 2
L: 3
SL: 1, 3, 4, 6
R: 1, 3, 5, 6, 8, 9, 10
RF: 3, 4
W: 1, 3-8, 9*, 10 (*Begins in grade 4)
L: 1, 2, 4, 5, 6
Story and Conveying Information
SL: 2, 5
R: 2, 7
W: 2
L: 3
SL: 1, 3, 4, 6
R: 1, 3, 5, 6, 8, 9, 10
W: 1, 3-8, 9*, 10 (*Begins in grade 4)
L: 1, 2, 4, 5, 6
SL: 2, 5
R: 2, 7
W: 2
L: 3
SL: 1, 3, 4, 6
R: 1, 3, 5, 6, 8, 9, 10
W: 1, 3-8, 9*, 10 (*Begins in grade 4)
L: 1, 2, 4, 5, 6
CA H/SS Content Standards through the C3
Inquiry Arc Framework
R2 & W2 Prompt
Next Generation and CA Content Standards
Recursive Standards
Content
Common Assignment
Student Portfolio
Products
Lesson Planning Tools
Text/Resources
(Text/resource sets to
reflect appropriate
complexity, a range of
types, as well as the
content and inquiry focus
of the quarter)
Assessments (tbd)
Project (future)
Revised 3/22/16
R2 & W2 Prompt
(designed by AC to assess focus standards)
Explanatory Essay (common prompt)
Memo
Oral product
Summaries
FUSD Classroom Foundations
LDC Core tools
Sample module
Basal Alignment Project Tasks
Chapter books
Short stories
Poetry (4th/5th)
Graphic novel (5th grade)
Fables, Folktales, Myths (3rd/5th)
Drama (4th/5th)
Audio recordings of stories or poems
Diverse media
District R2 & W2
NA
Map
Summaries
Self-reflection response
R2 & W2 Prompt
(designed by AC to assess focus standards)
Information report (common prompt)
Observation Log
Diagram
FUSD Classroom Foundations
LDC Core tools
 Sample module
FUSD Classroom Foundations
LDC Core tools
 Sample module
Non-fiction texts (Primary, Secondary, and
Tertiary sources)
Non-fiction texts (Primary, Secondary, and
Tertiary sources)
Timelines
Biographies
Multi-Media
Field Report
Biographies
Data
Lab manual
Multi-Media
District R2 & W2
NA
District R2 & W2
NA
Page 4
English Language Arts
4th Grade
Preparing Career Ready Graduates
This document is a SAMPLE of what a single quarter map might look like based on the Anchor Map.
Content Maps
for Q4 3-5
ELA
History / Social Studies
Science
Focus Standards
SL: 2, 5
R: 8, 9
W: 1
L: 1, 2
SL: 1, 3, 4, 6
R: 1-7, 10
RF: 3, 4
W: 2-8, 9*, 10 (*Begins in grade 4)
L: 3-6
Expression
SL: 2, 5
R: 8, 9
W: 1
L: 1, 2
SL: 1, 3, 4, 6
R: 1-7, 10
W: 2-8, 9*, 10 (*Begins in grade 4)
L: 3-6
SL: 2, 5
R: 8, 9
W: 1
L: 1, 2
SL: 1, 3, 4, 6
R: 1-7, 10
W: 2-8, 9*, 10 (*Begins in grade 4)
L: 3-6
CA H/SS Content Standards through the C3
Inquiry Arc Framework
R8 & W1 Prompt
(designed by AC to assess focus standards)
Next Generation and CA Content
Standards
R8 & W1 Prompt
research report (common prompt)
Summaries
Lab report
Self-reflection response
FUSD Classroom Foundations
LDC Core tools
Sample module
FUSD Classroom Foundations
LDC Core tools
Sample module
Non-fiction texts (Primary, Secondary, and
Tertiary sources)
Non-fiction texts (Primary, Secondary,
and Tertiary sources)
Biographies
Multi-Media
Data
Lab manual
Multi-Media
District R8 & W1
NA
District R8 & W1
NA
Recursive Standards
Content
Common Assignment
Student Portfolio
Products
Lesson Planning Tools
Text/Resources
(Text/resource sets to
reflect appropriate
complexity, a range of
types, as well as the
content and inquiry focus
of the quarter)
Assessments (tbd)
Project (future)
Revised 3/22/16
R8 & W1 Prompt
(designed by AC to assess focus
standards)
Essay (common prompt)
Oral product
Literature review
Critique
FUSD Classroom Foundations
LDC Core tools
Sample module
Basal Alignment Project Tasks
Chapter books
Short stories
Poetry
Multi-media
Mythology (4th grade)
Fables, Folktales, Myths (3rd grade)
District R8 & W1
NA
Oral product
Page 5
English Language Arts
4th Grade
Preparing Career Ready Graduates
Entering the Conversation: A Rhetorical Approach to Reading, Writing, Listening, Speaking, & Language
Quarterly
Units
1
Focus
Standards
R: 3, 5
W: 2, 3
SL: 1
L: 5
2
Focus
Standards
R: 4, 6
W: 1
SL: 3, 4
L: 4
3
Focus
Standards
R: 2, 7
W: 2
SL: 2, 5
L: 3
Reading & Listening to Complex Texts
Writing & Speaking to Texts
Common Assignment
Description: The goal of reading complex text is to
build critical literacies. The reader “should consider
the sociopolitical and historical context of the text
while focusing on what the author actually says.”
Readings throughout the course should include a
balance of text types and range of genres. As readers,
students should assume four roles during the reading
process:
Description: Writing is a way of meaning making and
learning. It is essential to the learning process and should
be an integral part of unit design and instructional
delivery. Writing is also a recursive process, rather than
linear, requiring students to engage in writing as meaning
making continuously throughout the learning process.
While at the student level writing is used to make meaning,
at the teacher level writing is used as a means of formative
and summative assessment. When assessing student
writing, teachers should consider “learning to write well
means more than learning to organize information in
appropriate forms and construct clear and grammatically
correct sentences. Learning to write well means learning
ways of using writing in order to think well.”
Description: Student products are the
expression of lesson sequences and
assignments drawn from texts read and skills
developed throughout the course of a unit.
Assignments should be curriculum imbedded
and should be designed such that instruction
leads up to a common culminating
experience assessing students’ acquisition of
content and skills. Assignments and student
products should be used as both formative
and summative assessment considering the
following:
“1. Code breaker: Understanding the text at a surface
level.
2. Meaning making: Comprehending the text at the
level intended by the author.
3. Text user: Analyzing the factors that influence the
author and the text, including a historical
grounding of the context within which it was
written.
4. Text critic: Understanding that the text is not
neutral and that existing biases inform calls to
action.”
(Text Complexity, Raising Rigor in Reading)
(Writing Analytically with Readings)
1. Formative assessment is used to “gather,
interpret, and use information as
feedback to change teaching and learning
in the short run so that the gap between
expected and observed student
performance can close.”
2. Summative assessment is used to provide
“information about students’ outcomes
and performances that gives indicators of
or summarizes the degree to which
students have mastered the knowledge
and skills that represent learning
objectives, usually following periods of
extensive instruction.”
(“Formative Assessment for ERWC
Professional Learning”)
4
Focus
Standards
R: 8, 9
W: 1
SL: 2, 5
L: 1, 2
Revised 3/22/16
Page 6
English Language Arts
4th Grade
Preparing Career Ready Graduates
Strategies Used to Enter the Conversation and Develop Cognitive Skills
Description: The Common Core Standards call to action a need to attend to higher order thinking skills associated with acquisition of skills and content knowledge. The
following list of strategies and skills are examples associated with reading, writing and assignments. When writing curriculum and planning lessons, teachers should consider the
strategies they will use to develop tasks and assignments that will build transferable cognitive skills.
Cognitive skills associated with reading:
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Cognitive skills associated with writing:
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Establishing purpose
Exhibiting curiosity and open mindedness
Questioning
Discovering
Reflecting
Speculating
Activating background knowledge and making connections
Sorting and categorizing
Summarizing/synthesizing
Comparing and contrasting
Interpreting and analyzing
Evaluating
Tasks associated with reading:
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Take inventory on what you know
Identification of purpose
Identification of conversation
Consider the significance of the conversation
Identify themes and arguments
Consider organization of information
Select and collecting relevant information
 Synthesize information
Dialectical journals
Annotating/marginalia
Free-writes
Idea chunks
Quote analysis
Conversation description
Focused summary
Write about relationships between readings
Develop a rhetorical framework
Make personal connections
Write about the reading/meaning making process
Write a says/does of the text/passage
Revised 3/22/16
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Describing
Identifying
Analyzing
Interpreting
Sorting and categorizing
Making connections
Reasoning
Precision and accuracy
Problem solving
Tasks associated with writing:
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Identify the purpose/context for writing
Discover and develop ideas
Identify relationships between ideas
Make a plan for writing and compose a draft
Focus rhetorical goals for writing
Describe and articulate an argument
Assess the significance of ideas
Consider development and complexity of writing
Consider progression of ideas/argument
Check for relevance to the writing task
Revise writing & polish writing
Strategies associated with reading:

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Cognitive skills associated with assignments:
Tasks associated with assignments:
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Identify the purpose
Interact with complex texts
Summarize/analyze others’ ideas
Discover and develop ideas
Engage in intellectual discussion
Summarize ideas to be used as evidence
Make a plan for writing
Focus the rhetorical goals for writing
Develop main point/thesis
Determine evidence & organize information
Synthesize ideas from several sources
 Write a well-organized, well-developed essay
Strategies associated with writing:
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Write to discover
Plan to write
Draft and revise writing
Write about the writing process
Evaluate and describe own writing
Write to analyze argument and structure
List major claims and assess continuity
Check evidence for relationship to claims
Explain evidence and use of evidence
Check effectiveness of explanations
Map the rhetorical structure
Check persuasiveness
Establish purpose
Analyzing
Reasoning
Interpreting
Synthesizing
Problem solving
Precision/accuracy
Strategies associated with assignments:
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Plan to write
Annotating/marginalia
Idea chunks
Quote analysis
Focused summary/summarize argument
Write to explain
Write to analyze argument and structure
Map the rhetorical structure
Check persuasiveness
Page 7
English Language Arts
4th Grade
Preparing Career Ready Graduates
The Conversation: Year-at-a-Glance
Description: All students should have access to a big idea that allows them to enter the conversation of the discipline. Big ideas and essential questions support a focus on
inquiry, and create an entrance into the conversation for all students. They support the development of critical literacy and the principals of equity. The intent is to harness
“authentic interest and inquiry to encourage students to invest personally in literacy.” (ERWC “Theoretical Foundations for Reading and Writing Rhetorically”)
Big ideas and essential questions should invite inquiry and provide access into the content area of ELA in the same way that comparable questions promote engagement in
Science and History/Social Science. Supporting questions promote rigorous thinking through the content by targeting skills and strategies.
Unit One
Unit Two
Unit Three
Unit Four
Identity
Perspective
Change
Perseverance
How does an understanding
of your culture and history
build your identity?
How does the human
environment and technology
impact the growth and
development of society?
What are the effects of
change?
Why is it important for a
leader and/or hero to
persevere?
 (SL1) What contribution
can I make to the
conversation when I’m
prepared and engaged?
 (RL3) How does one or
more of the story elements
affect the text?
 (RI3) How does language in
informational texts help me
to understand how, what,
and/or why something
happened?
 (RL5) How does the text
structure help me
understand the text?
 (RI5) Why does the
structure of the text
matter?
 (W2) How can I use
information to express an
 (SL3) How do I decide the
speaker supported what he
said?
 (SL4) How does the way I
organize my presentation
affect how my audience
hears and understands the
message?
 (RL4) How does the
author’s choice and use of
words affect the meaning of
the text?
 (RL4) How does the
author’s use of specific
types of figurative language
affect the meaning of the
text?
 (RI4) How can I learn and
use academic and domainspecific vocabulary
 (SL2) How do I retell what
is important when listening
to and/or watching a
presentation?
 (SL5) How can I use audio
recordings and visual
displays to make my
presentation more engaging
for the audience?
 (RL2) How can I use the
details of the text to express
the theme or central idea?
 (RI2) How can I briefly and
accurately express the main
ideas and supporting details
of the text?
 (RL7) How do audio and
visual representations
express the ideas of the
text?
 (SL2) Using your own
words, what were the main
ideas presented?
 (SL5) What information can
be displayed visually to
enhance the development of
main ideas or themes?
 (RI8) How does the author
use reason and evidence to
support the text?
 (RL9) How do different
cultures approach stories
with similar events, themes,
and topics?
 (RI9) How can I present
information from two texts
to demonstrate
understanding?
 (W1) How can I use reasons
and information to support
Quarter 1
Big Idea
Quarter 2
Quarter 3
Quarter 4
(the conversation)
Essential Question
(access to the conversation)
Supporting Questions
(access to strategies and skills)
Revised 3/22/16
Page 8
English Language Arts
4th Grade
Preparing Career Ready Graduates
idea?
 (W3) How can I use
appropriate details and
organization to express a
real or imagined event?
 (L5) How do I show I know

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how to use words
accurately and effectively?


Revised 3/22/16
accurately?
(RL6) How does the
difference between first
and third person influence
how the story is told?
(RI6) How does a firsthand
or secondhand account
influence how the event is
told?
(W1) How can I use reasons
and information to support
my opinion?
(L4) How do I know which
strategy to use to make
meaning of the words or
phrases I don’t know?
 (RI7) How does this audio
or visual representation
help you understand what
the topic is?
 (W2) How can I use
domain-specific vocabulary
to express ideas accurately?
 (L3) How can I convey my
ideas effectively through
word choice and
punctuation?
my opinion?
 (L1) Why is it important for
me to know and follow the
rules of standard English
grammar when I write or
speak?
 (L2) Why is it important for
me to know and follow the
rules of standard English
mechanics for writing?
Page 9
English Language Arts
4th Grade – Unit 1
Preparing Career Ready Graduates
Unit Overview:
Throughout the Unit, students will be involved in deep discussion, reading, and writing about the big idea. They will engage in inquiry of the big
idea through essential questions. Students will be engaged in a range of complex texts through the use of text sets that are created using an anchor
text and suggested related texts/resources. Through the utilization of the text sets students will be able to access more knowledge and gain a
deeper understanding of the content as well as the skills and strategies needed to engage with the range of complex texts. The text sets will also
provide students with alternative perspectives to address the essential questions. The variety of texts/resources within the text set, as well as
multiple opportunities to engage with the text through reading, routine writing, and collaborative discussions, will help them to construct meaning
of the big idea.
Specifically, in Unit One, students will 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. Students will explain major differences between poems, drama, and prose, and refer to the structural
elements of poems (e.g. verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing
or speaking about a text. Students will explain events, procedures, ideas, or concepts in a historical, scientific or technical text, including what
happened and why, based on specific information in the text. Students will 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. Students will engage in focused writing
instruction that leads to students independently creating informative/explanatory pieces as well as real and imaginative narratives. Throughout
the reading and writing processes students will effectively engage in collaborative conversations with diverse partners in one-on-one
conversations, small large groups as well as teacher-led discussions, building on others’ ideas and expressing their own clearly. Students will come
to discussions prepared, follow agreed-upon rules for discussions and carry out assigned roles. Students will pose and respond to specific
questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. Students
will also be able to review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
The Conversation Drives Content and Skill Acquisition
Focus Standards RL & RI: 3, 5; W: 2, 3; SL: 1; L: 5
Recursive Standards RL & RI: 1, 2, 4, 6, 7, 8, 9, 10; W: 1, 4-9; SL: 2-6; L: 1, 2, 3, 4, 6
ELD Standards
Reading & Listening to Complex Texts
Anchor Texts
ACs should choose a complex text to
anchor the set by considering the
three dimensions of text complexity *.
Selections from your current
classroom resources are listed below
to serve as guidance.
Suggested Related Texts/Resources
Suggested literary, informational, and non-print texts to provide additional
opportunities to explore the essential and supporting questions through
reading, writing, and talking. In combination with the anchor text, these texts
may add depth, provide a range of ideas, and provide scaffolds for learning.
Additional texts should be selected with attention to the three dimensions of
text complexity.
Extended Texts:

Justin and the Best Biscuits in the World (HM Novel Unit) (620L)

Tuck Everlasting, by Babbitt, Natalie (770L)
Revised 3/22/16
Writing & Speaking to Texts
Writing to Learn
Routine writing includes short constructed responses to
text-dependent questions, note-taking, brainstorming
ideas, learning logs, writing-to-learn tasks, and crafting
summaries in response to text.
Analyses: Emphasizes the use of evidence, as well as
crafting works that display logical integration and
coherence. These responses can vary in length based on
the questions asked and tasks performed. Analyses serve
as both formative and summative assessments of
Page 10
English Language Arts
4th Grade – Unit 1
Preparing Career Ready Graduates
*4th – 5th Lexile Range: 770-980L
*Three Dimensions of Text
Complexity:
Social Studies, Unit 2,
California Vistas Lexile: 920L
This text falls at the top of the 4th-5th
grade complexity band. However,
utilizing qualitative measures, such as
text structure, students are supported
by text features, such as charts,
illustrations, and contextual
definitions when encountering new
terminology.
Grandfather’s Journey by Allen
Say Lexile: 620L
The qualitative analysis shows this
text is complex due to the historical
context and language features. The
thematic elements connect with the
big idea and the use of figurative and
metaphorical language provides
opportunities for deeper connections
and complexity.

Ishi, the Last of His Tribe, by Theodora Kroeber (870L)
Short Stories:

Tomas and the Library Lady (Theme 2 HM) (400L)

A Very Important Day (Theme 2 HM) (470L)

Tanya’s Reunion (Theme 2 HM) (630L)

The Last Dragon (Theme 4 HM) (500L)

Back in the Beforetime, Tales of the California Indians retold, by Jane
Louise Curry (California Vistas P. 88) (730L)
Non-fiction Texts:

One Land, Many People, (California Vistas, p. 36)

The Central Valley, (California Vistas, p. 54)

Ranchero Life, (California Vistas, p. 202)

Life During the Gold Rush, (California Vistas, p. 236)

Education for All, (California Vistas, p. 388)

California Today, (California Vistas, p. 418)

Progress is Made by Asking Meaningful Questions and Conducting
Careful Investigations (Harcourt Science, p. 1-47)

How Do Living Things Compete for Resources, Unit 2, (Harcourt Science
p. 192)
Poetry:

When Clay Sings, by Byrd Baylor (880L)

They Were My People, by Grace Nichols
Multi-Media:

Video: California Up Close: Native Americans and European Explorers

Visual Art: Piñata, by Diego Rivera. Information about artist
on: Image available through Google images:

Explore Identity and Cultural Heritage on Calisphere: The University
of California’s Collection of Primary Source digital resources for
teachers (photographs, documents, etc.)
Brainpop: Native Americans
students’ ability to paraphrase, infer, and ultimately
integrate the ideas they have gleaned from what they
have read.
Narratives: Offers students opportunity to express
personal ideas and experiences through stories and
descriptions. Deepens their understanding of literary
concepts, structures, and genres through purposeful
imitation. Provides additional opportunities for students
to reflect on what they read through imaginative writing
and practice with sequencing events and ideas through
narrative descriptions.
Presentation of Knowledge: Students need ample
opportunities to engage in a variety of rich, structured
conversations. They will showcase their knowledge
through a variety of mediums both orally and visually.
Student Portfolio Products: Represent the ability to
communicate through various socially constructed
representational forms.




1 Essay (common prompt)
1 Storyboard
2 Diary Entries
2 Oral Products ( ex. speech, commercial)
My Name Is María Isabel, by
Alma Flor Ada Lexile: 790L
The qualitative measures including
purpose, structure and knowledge
demands are consistent with a
selection that is appropriate for an
anchor text.
Revised 3/22/16

Page 11
English Language Arts
4th Grade – Unit 1
Preparing Career Ready Graduates
Reading Foundational Skills
“Foundational skills are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the
capacity to comprehend text across a range of types and disciplines” (CCSS, p. 15)
Phonics & Word
Recognition
Fluency
Standards
Skills
RF3
Know and apply grade-level phonics and word analysis decoding skills.
RF3a
 Know grade-level phonics and word analysis skills in decoding words.
RF4
Read with sufficient accuracy and fluency to support comprehension.
RF4a
 Read grade-level text with purpose and understanding.
RF4b
 Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive
readings.
RF4c
 Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
*Note: Highlighted standards are focus standards for Unit One.
Revised 3/22/16
Page 12
English Language Arts
4th Grade – Unit 1
Preparing Career Ready Graduates
Language and Structure
“Skills related to conventions, effective language us, and vocabulary are important to reading, writing, speaking,
and listening; they are inseparable from such context” (CCSS, p. 25)
Cite Evidence
Standard
Skills
Study & Apply Grammar
Standards
Skills
Focus
Standards
R1
Recursive
Standards
Revised 3/22/16
 Quote
accurately
from a text
when
explaining
what the text
says explicitly
and when
drawing
inferences
from text.
 Differentiate
between
explicit and
inferred
information.
 Identify
explicit and
implicit details
when
L1a

L1f

L1g

L2a

L2d




L3a

Identify relative pronouns
and adverbs.
Recognize fragments and
run-ons.
Identify and use frequently
confused
words/homophones. (e.g.
to, too, two)
Apply correct capitalization
in writing.
Recall and apply spelling
rules.
Identify and correct
misspelled words.
Know procedures to
efficiently find correct
spelling.
Consult references as
needed.
Recognize language
conventions for writing,
speaking, reading, and
listening.
Study & Apply Vocabulary
Standards
Skills
L5a

L4a

L6



Recognize and define simple
similes and metaphors, common
idioms, adages, and proverbs.
Identify common context clues.
Acquire grade appropriate
general academic and domainspecific words.
Know words that signal precise
actions, emotions, and states of
being.
Know words that are basic to a
particular topic.
Page 13
English Language Arts
4th Grade – Unit 1
Preparing Career Ready Graduates
explaining
text.
L3b


Recognize types of
punctuation.
Identify punctuation that
creates effect.
Sample Assignments: Responding to the Conversation
Description:
(The description should speak to the idea that through engaging in and responding to the conversation, students are demonstrating competencies in
communicating with attention to the rhetorical situation.)
Sample Assignment Prompt Frames
After researching ________ (informational texts) on ________ (content), write a
________ (report or substitute) that defines________ (term or concept) and
explains ________ (content). Support your discussion with evidence from your
research. L2 What ________ (conclusions or implications) can you draw?
After researching ________ (informational texts) on ________ (content), write a
________ (report or substitute) that describes_______ (content). Support your
discussion with evidence from your research.
[Insert question] After reading ________ (literature or informational texts) on
________ (content), write a ________ (report or substitute) that relates how ________
(content). Support your discussion with evidence from the text(s).
Revised 3/22/16
Sample Prompts
Ensure samples address the 2 focus standards (R3 & W2)
1. After researching the first people living in California in Chapter 3 of your
social studies book, write an essay that explains the diversity of the Native
Americans living in the six main regions, or culture areas, and explain why the
different groups in California are so diverse. Support your discussion with
evidence from your research. What conclusions can you draw about diversity
back then and the diversity we currently have among people living in the state
of California?
2. After reading about Sebastian Vizcaino and the other Europeans who
explored California in the 1500s and 1600s, write an essay that describes what
happened when the explorers met the Native Americans and addresses the
question of how people’s identities are shaped when they encounter different
cultures. Support your discussion with evidence from the text.
3. How does an understanding of your culture and history build your identity?
After reading Unit 2 in your social studies book and Grandfather’s Journey,
write an essay that examines what we learn by hearing about how different
groups came to California. What conclusions can you draw about how the
Native Americans felt about the explorers and missionaries coming to
California? How did Grandfather feel about coming to California? Support your
discussion with evidence from the texts.
Page 14
English Language Arts
4th Grade – Unit 2
Preparing Career Ready Graduates
Unit Overview:
Throughout the Unit, students will be involved in deep discussion, reading, and writing about the big idea. They will engage in inquiry of the big
idea through essential questions. Students will be engaged in a range of complex texts through the use of text sets that are created using an anchor
text and suggested related texts/resources. Through the utilization of the text sets students will be able to access more knowledge and gain a
deeper understanding of the content as well as the skills and strategies needed to engage with the range of complex texts. The text sets will also
provide students with alternative perspectives to address the essential questions. The variety of texts/resources within the text set, as well as
multiple opportunities to engage with the text through reading, routine writing, and collaborative discussions, will help them to construct meaning
of the big idea.
Specifically, in Unit Two, students will compare and contrast the point of view from which different stories are narrated, including the difference
between first- and third-person narrations. Students will 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). Students will compare and contrast a firsthand and secondhand account
of the same event or topic. They will be able to describe the differences in focus and the information provided. Students will engage in focused
writing instruction that leads to students independently creating opinion pieces as well as real and imaginative narratives. Throughout the reading
and writing processes students will effectively engage in collaborative conversations with diverse partners in one-on-one conversations, small
large groups as well as teacher-led discussions, building on others’ ideas and expressing their own clearly. Students will continue to build their
collaborative conversation skills by being able to identify the reasons and evidence a speaker provides to support particular points. Students will
also present knowledge and ideas by reporting on a topic or text, telling a story, or recounting an experience in an organized manner, using
appropriate facts and relevant, descriptive details to support main ideas or themes. During presentations students will speak clearly at an
understandable pace.
The Conversation Drives Content and Skill Acquisition
Focus Standards RL & RI: 4,6; W: 1; SL: 3, 4; L: 4
Recursive Standards RL & RI: 1, 2, 5, 7, 8, 9, 10; W: 2-9; SL: 1-2, 5-6; L: 1, 2, 3, 5, 6
ELD Standards
Reading & Listening to Complex Texts
Anchor Texts
Suggested Related Texts/Resources
ACs should choose a complex text to
anchor the set by considering the
three dimensions of text complexity *.
Selections from your current
classroom resources are listed below
to serve as guidance.
Suggested literary, informational, and non-print texts to provide additional
opportunities to explore the essential and supporting questions through
reading, writing, and talking. In combination with the anchor text, these texts
may add depth, provide a range of ideas, and provide scaffolds for learning.
Additional texts should be selected with attention to the three dimensions of
text complexity.
*4th – 5th Lexile Range: 770-980L
*Three Dimensions of Text
Complexity:
Extended Texts:

The Earth Dragon Awakes, by Laurence Yep (510L)

By the Great Hornspoon, by Sid Fleischman (730L)

The Cricket in Times Square, by George Selden (780L)
Revised 3/22/16
Writing & Speaking to Texts
Writing to Learn
Routine writing includes short constructed responses to
text-dependent questions, note-taking, brainstorming
ideas, learning logs, writing-to-learn tasks, and crafting
summaries in response to text.
Analyses: Emphasizes the use of evidence, as well as
crafting works that display logical integration and
coherence. These responses can vary in length based on
the questions asked and tasks performed. Analyses serve
as both formative and summative assessments of
students’ ability to paraphrase, infer, and ultimately
Page 15
English Language Arts
4th Grade – Unit 2
Preparing Career Ready Graduates
California Vistas
Unit 4: A Growing State
Lexile: 920L
This text falls
at the top of the 4th-5th grade
complexity band utilizing quantitative
measures with a Lexile measure of
920. However, the qualitative analysis
shows that students are supported by
text features, such as charts,
illustrations, and contextual
definitions when encountering new
terminology.
By the Shores of the Silver
Lake, by Laura Ingalls Wilder
Lexile: 700L
While this selection falls slightly below
the 4th - 5th grade text complexity
band. There is a link to some
specialized content knowledge because
of the historical significance.
Using reader and task considerations,
students can make connections to
Unit 4 in social studies because of the
methods of communication and
transportation depicted in the story.
The characters’ perspectives are also
impacted through their interactions on
this journey.
Unit 1 Science
Electricity and Magnetism
Lexile: 810L
This unit falls quantitatively within
the 4th- 5th grade text complexity band
with a Lexile measure of 810, and is
qualitatively complex.
Revised 3/22/16
Short Stories:

Marven of the Great North Woods, (Theme 4 HM) (700L)

Tomas and the Library Lady, (Theme 2 HM) (400L)

Boss of the Plains, (Theme 2 HM) (800L)

Grandfather’s Journey, (Theme 1 HM) (620L)

Baseball Saved Us, by Ken Mochizuki (California Vistas P. 272) (550L)

2030: A Day in the Life of Tomorrow’s Kids, by Amy Zuckerman and
Jim Daly (990L)
Non-fiction Texts:

Nature Art With Chiura Obata, by Michael Elsohn Ross

The Children of Topaz: The Story of Japanese Internment Based on a
Classroom Diary, by Michael O. Tunnel (1080L)

Online Leveled Readers from Harcourt Science: Electricity and
Magnetism, Lessons 1-3 (660L), Lessons 4-7 (600L)
Poetry:

The New Colossus, by Emma Lazarus

Ode to Family Photographs, by Gary Soto
Mythology:

A Wonder Book: Heroes and Monsters of Greek Mythology, by Nathaniel
Hawthorne

Readworks.com unit for A Wonder Book: Heroes and Monsters of
Greek Mythology
integrate the ideas they have gleaned from what they
have read.
Narratives: Offers students opportunity to express
personal ideas and experiences through stories and
descriptions. Deepens their understanding of literary
concepts, structures, and genres through purposeful
imitation. Provides additional opportunities for students
to reflect on what they read through imaginative writing
and practice with sequencing events and ideas through
narrative descriptions.
Presentation of Knowledge: Students need ample
opportunities to engage in a variety of rich, structured
conversations. They will showcase their knowledge
through a variety of mediums both orally and visually.
Student Portfolio Products: Represent the ability to
communicate through various socially constructed
representational forms.





Essay (common prompt)
Letter to the Editor
Blog Entry
Academic group discussion
Debate (ex. assume roles of political
opponents)
Multi-Media:

Image: Sundown at Tioga, by Chiura Obata
http://obata.wilderness.net/




Map of crops grown in California:
The history of California agriculture:
Photos, multimedia, and a virtual tour of the Statue of Liberty, hosted
on the National Parks Service’s Web site:
Brainpop: Railroad History
Page 16
English Language Arts
4th Grade – Unit 2
Preparing Career Ready Graduates
Reading Foundational Skills
“Foundational skills are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the
capacity to comprehend text across a range of types and disciplines” (CCSS, p. 15)
Phonics & Word
Recognition
Fluency
Standards
Skills
RF3
Know and apply grade-level phonics and word analysis decoding skills.
RF3a
 Know grade-level phonics and word analysis skills in decoding words.
RF4
Read with sufficient accuracy and fluency to support comprehension.
RF4a
 Read grade-level text with purpose and understanding.
RF4b
 Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive
readings.
RF4c
 Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
*Note: Highlighted standards are focus standards for Unit Two.
Revised 3/22/16
Page 17
English Language Arts
4th Grade – Unit 2
Preparing Career Ready Graduates
Language and Structure
“Skills related to conventions, effective language us, and vocabulary are important to reading, writing, speaking,
and listening; they are inseparable from such context” (CCSS, p. 25)
Cite Evidence
Standard
Skills
Study & Apply Grammar
Standards
Skills
Study & Apply Vocabulary
Standards
L4a
Skills


Focus
Standards
L4c




R1
Recursive
Standards
Revised 3/22/16
 Quote
accurately
from a text
when
explaining
what the text
says explicitly
and when
drawing
inferences
from text.
 Differentiate
between
explicit and
inferred
L1a



L1b

L1c

L1d

L2a

Identify relative pronouns
and adverbs.
Recognize fragments and
run-ons.
Identify frequently confused
words/homophones.
Recognize progressive verb
tenses and modal
auxiliaries/helping verbs.
Use modal auxiliaries to
convey various conditions.
Order adjectives according
to conventional patterns.
L5a

L5c

Determine the meaning of
words by examining a text.
Choose from a range of
vocabulary strategies to
determine a word’s meaning.
Use common reference
materials.
Use a pronunciation guide.
Use reference materials to find
pronunciation.
Use reference materials to
determine the meaning of key
words.
Recognize and define simple
similies and metaphors, common
idioms, adages, and proverbs.
Identify synonyms and
antonyms.
Apply correct capitalization
in writing.
Page 18
English Language Arts
4th Grade – Unit 2
Preparing Career Ready Graduates
information.
 Identify
explicit and
implicit
details when
explaining
text.
L2b


L2d




L3a

L3b


Revised 3/22/16
Apply correct punctuation
in writing.
Use commas and quotation
marks in dialogue.
Recall and apply spelling
rules.
Identify and correct
misspelled words.
Know procedures to
efficiently find and correct
spelling.
Consult references as
needed.
Recognize language
conventions for writing,
speaking, reading, and
listening.
Recognize types of
punctuation.
Identify punctuation that
creates effect.
L6



Acquire grade appropriate
general academic and domainspecific words.
Know words that signal precise
actions, emotions, and states of
being.
Know words that are basic to a
particular topic.
Page 19
English Language Arts
4th Grade – Unit 2
Preparing Career Ready Graduates
Sample Assignments: Responding to the Conversation
Description:
(The description should speak to the idea that through engaging in and responding to the conversation, students are demonstrating competencies in
communicating with attention to the rhetorical situation.)
Sample Assignment Prompt Frames
Explain – [Insert question] After reading___________ (literary or informational
text/s), write a/n_______ (product) in which you answer the question and
explain your reasons_________________ (content). Give________ (an, several, or #)
examples from_______________(text/s) to support your opinion.
Compare – [Insert optional question] After reading____________ (literary or
informational text/s), write a/n_________ (product) in which you compare_______
(content). Give ____ (an, some or #) example/s from_________ (text/s) to support
your opinion.
Identify-Argue- [Insert optional question] After reading __________ (literary or
informational text/s), write a/n_______________ (product) in which you identify
______________________(concept, term) and argue________________________ (content).
Give____ (an, some or #) example/from________________(text/s) to support your
opinion.
Revised 3/22/16
Sample Prompts
Ensure samples address the 2 focus standards (R6 & W1)
1. After reading By the Shores of the Silver Lake, by Laura Ingalls Wilder, write
an essay in which you answer the question, “How was Laura’s perspective of
the world changed by her journey on the train?” Give several examples from the
text to support your opinion.
2. After reading unit 4 in your social studies book, create a poster in which you
describe different of examples of technology during this time period, such as
the Pony Express, the telegraph, and the transcontinental railroad. Compare
how these technological advancements have changed people’s lives. Give
examples from the text and explain how these advancements are alike and
different.
3. After reading/viewing ______, write a multiple paragraph essay in which you
identify the costs and benefits (pros/cons) of the High Speed Rail. Make
connections to Chapter 8 in your social studies book when considering both the
positive and negative impacts of this new form of transportation.
Page 20
English Language Arts
4th Grade – Unit 3
Preparing Career Ready Graduates
Unit Overview:
Throughout the Unit, students will be involved in deep discussion, reading, and writing about the big idea. They will engage in inquiry of the big
idea through essential questions. Students will be engaged in a range of complex texts through the use of text sets that are created using an anchor
text and suggested related texts/resources. Through the utilization of the text sets students will be able to access more knowledge and gain a
deeper understanding of the content as well as the skills and strategies needed to engage with the range of complex texts. The text sets will also
provide students with alternative perspectives to address the essential questions. The variety of texts/resources within the text set, as well as
multiple opportunities to engage with the text through reading, routine writing, and collaborative discussions, will help them to construct meaning
of the big idea.
Specifically, in Unit Three, students will be able to determine the theme of a story, drama, or poem from details in the text. Students will be able to
summarize a text. Students will be able to make connections between the text of a story or drama and a visual or oral presentation of the text.
They will be able to identify where each version of the text reflects specific descriptions and directions in the text. Students will be able to
determine the main idea of a text and explain how it is supported by key details. Students will be able to 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. Students will engage in focused writing instruction that leads to
students independently creating informative/explanatory pieces as well as real and imaginative narratives. Throughout the reading and writing
processes students will effectively engage in collaborative conversations with diverse partners in one-on-one conversations, small large groups as
well as teacher-led discussions, building on others’ ideas and expressing their own clearly. Students will continue to build their collaborative
conversation skills by being able to paraphrase portions of a text read aloud or information presented in diverse media and formats, including
visually, quantitatively, and orally. Students will present knowledge and ideas by adding audio recordings and visual displays to presentations
when appropriate to enhance the development of main ideas or themes.
The Conversation Drives Content and Skill Acquisition
Focus Standards RL & RI: 2, 7; W: 2; SL: 2, 5; L: 3
Recursive Standards RL & RI: 1, 3, 5, 6, 8, 9, 10; W: 1-3, 4-9, 10; SL: 1-2, 5-6; L: 1, 2, 4, 5, 6
ELD Standards
Reading & Listening to Complex Texts
Anchor Texts
ACs should choose a complex text to
anchor the set by considering the
three dimensions of text complexity *.
Selections from your current
classroom resources are listed below
to serve as guidance.
*4th – 5th Lexile Range: 770-980L
*Three Dimensions of Text
Complexity:
Revised 3/22/16
Suggested Related Texts/Resources
Suggested literary, informational, and non-print texts to provide additional
opportunities to explore the essential and supporting questions through
reading, writing, and talking. In combination with the anchor text, these texts
may add depth, provide a range of ideas, and provide scaffolds for learning.
Additional texts should be selected with attention to the three dimensions of
text complexity.
Extended Texts:

Island of the Blue Dolphins by Scott O-Dell (1000L)

Zia, by Scott O’Dell (790L)
Writing & Speaking to Texts
Writing to Learn
Routine writing includes short constructed responses to
text-dependent questions, note-taking, brainstorming
ideas, learning logs, writing-to-learn tasks, and crafting
summaries in response to text.
Analyses: Emphasizes the use of evidence, as well as
crafting works that display logical integration and
coherence. These responses can vary in length based on
the questions asked and tasks performed. Analyses serve
as both formative and summative assessments of
Page 21
English Language Arts
4th Grade – Unit 3
Preparing Career Ready Graduates


Boss of the Plains (HM Theme
2) Lexile: 800L
The quantitative Lexile level of 800
reflects the grade band of 4-5. This
selection demonstrates simple
narrative structure, more explicit
than implicit, largely conventional,
with few shifts in point of view. Some
implicit or inferred meaning and
occasional use of figurative language
is evident. Knowledge demands
contain some cultural elements and
experiences uncommon to most
readers.
Wildfires (HM Theme 6)
Lexile: 900L
This selection has a Lexile measure of
900, which is at the top of the 4-5
complexity band. However, the
reading purpose is easy to identify
based upon context and source. The
organization is mildly complex but
clearly stated and pictures enhance
the understanding of the text. The
subject matter requires moderate
levels of subject-specific knowledge.
Many academic terms can be
determined through contextual clues.
Changing Times (Vistas, Ch. 10)
Lexile: 820L
Reading purpose is implied, but easy
to identify based upon context.
Organization of main ideas and
details is clearly stated and
sequential. Text features greatly
enhance the reader’s understanding
of content. Meaning is largely explicit
and easy to understand with few
Revised 3/22/16
The Misadventures of Maude March, by Audrey Couloumbis (810L)
Paths to Discovery HM Novel Unit
Short Stories:

Finding the Titanic (Theme 1 HM) (500L)

A Very Important Day (Theme 2 HM) (470L)

Cendrillon (Theme 3 HM) (590L)

The Last Dragon (Theme 4 HM) (500L)

Pourquoi Tales (Theme 5 HM)

Skylark (Theme 6 HM) (470L)

Rachel’s Journal (California Vistas, p. 188)
Non-fiction Texts:

California’s Resources (California Vistas, p. 20)

How Should Land be Used in the Central Valley (California Vistas,
p. 60)

The Impact of the Missions (California Vistas, p. 162)

Junipero Serra (California Vistas, p. 169)

The Mexican War for Independence (California Vistas, p. 196)

The Bear Flag Revolt (California Vistas, p. 218)

From Stagecoach to Railroad (California Vistas, p. 280)

Destination California (California Vistas, Ch. 7)

Coming to California (California Vistas, p. 314)

A Thirsty State (California Vistas, p. 328)

The Growth of California (California Vistas, Ch. 11)

Seal Island Kids (HM Theme 6 Social Studies Link)

Saving Sea Turtles (HM Novel Unit, Teacher Read Aloud)

Waves, Wind, Water, and Ice (Unit 5, Harcourt Science p. 318)

Achieve 3000 Grade 4: “Antarctic Animal Helps with Study”

Reading A-Z:
o “Ancient Cliff Dwellers”
o “Bill of Rights”
o “The Outburst”
o
“Samson: A Horse Story”
o
“Adventure on the Amazon River”
students’ ability to paraphrase, infer, and ultimately
integrate the ideas they have gleaned from what they
have read.
Narratives: Offers students opportunity to express
personal ideas and experiences through stories and
descriptions. Deepens their understanding of literary
concepts, structures, and genres through purposeful
imitation. Provides additional opportunities for students
to reflect on what they read through imaginative writing
and practice with sequencing events and ideas through
narrative descriptions.
Presentation of Knowledge: Students need ample
opportunities to engage in a variety of rich, structured
conversations. They will showcase their knowledge
through a variety of mediums both orally and visually.
Students Portfolio Products: Represent the ability to
communicate through various socially constructed
representational forms.
 Explanatory Essay (common prompt)
 Multi-Media Representation (ex. documentary,
short film)
 Oral product (ex. presentation with visuals such
as charts or Power Point)
 Summaries
 Article
Poetry:

Sierra, by Diane Siebert (in California Vistas, p. 6)

Dust of Snow, by Robert Frost
Drama:

The Battle to Save Whiteoak Creek (Reader’s Theater in California
Vistas, p. 70)

Save Timber Woods! (Reader’s Theater in HM Novel Unit, p. 48)

Focus on Plays (HM Theme 2)
Page 22
English Language Arts
4th Grade – Unit 3
Preparing Career Ready Graduates
occasions of more complex meaning.
Largely every day, practical
knowledge; requires some subjectspecific knowledge.
Energy for Life and Growth
(Harcourt Unit 2, p. 150)
Lexile: 790L
Reading purpose is implied, but easy
to identify based upon context.
Organization of main ideas and
details is clearly stated and
sequential. Text features greatly
enhance the reader’s understanding
of content. Meaning is largely explicit
and easy to understand with few
occasions of more complex meaning.
Largely every day, practical
knowledge; requires some subjectspecific knowledge.
Diverse Media:

Brain Pop Jr.: “Slow Land Changes” & “Fast Land Changes”
 Discoveryeducation.com: “Water, Weather and Climate Change” “Air
Pollution”
 Yosemite Sequoia’s Need Fire National Geographic Video
Reading Foundational Skills
“Foundational skills are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the
capacity to comprehend text across a range of types and disciplines” (CCSS, p. 15)
Phonics & Word
Recognition
Fluency
Standards
Skills
RF3
Know and apply grade-level phonics and word analysis decoding skills.
RF3a
 Know grade-level phonics and word analysis skills in decoding words.
RF4
Read with sufficient accuracy and fluency to support comprehension.
RF4a
 Read grade-level text with purpose and understanding.
RF4b
 Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive
readings.
RF4c
 Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
*Note: Highlighted standards are focus standards for Unit Three.
Revised 3/22/16
Page 23
English Language Arts
4th Grade – Unit 3
Preparing Career Ready Graduates
Language and Structure
“Skills related to conventions, effective language us, and vocabulary are important to reading, writing, speaking,
and listening; they are inseparable from such context” (CCSS, p. 25)
Cite Evidence
Standard
Skills
Study & Apply Grammar
Standards
Skills
L3a
L3c
R1
Recursive
Standards
Revised 3/22/16
 Quote
accurately
from a text
when
explaining
what the text
says explicitly
and when
drawing
inferences
from text.
 Differentiate
between
explicit and
L1b
Standards
Skills

L3b
Focus
Standards
Study & Apply Vocabulary

Use words and
phrases precisely.
 Recognize
fundamentals of
formal and informal
English.
 Choose punctuation
for effect.
 Differentiate between
contexts that call for
formal English and
informal discourse.
 Use knowledge of
language when
speaking.
 Use knowledge of
language conventions
when speaking.
Recognize progressive verb
tenses and modal
auxiliaries/helping verbs.
L4a


L1c

Use modal auxiliaries to
convey various conditions.
L4b

L1d

Order adjectives within
sentences according to
conventional patterns.
L4c

Determine the meaning of words
by examining a text.
Choose from a range of vocabulary
strategies to determine a word’s
meaning.
Use common, grade-appropriate
Greek and Latin affixes and roots
as clues to the meaning of a word.
(e.g., telegraph, photograph,
autograph)
Use common reference materials
for pronunciation guides and to
determine the meaning of key
words.
Page 24
English Language Arts
4th Grade – Unit 3
Preparing Career Ready Graduates
inferred
information.
 Identify
explicit and
implicit details
when
explaining
text.
L1e

Identify prepositional
phrases.
L5a

L2b

Apply correct punctuation in
writing.
Use commas and quotation
marks in dialogue.
Recall and apply spelling
rules.
Identify and correct
misspelled words.
Know procedures to
efficiently find correct
spelling.
Consult references as
needed.
L5b

L5c

L6


L2d




Revised 3/22/16


Recognize and define simple
similes and metaphors, common
idioms, adages, and proverbs in
context.
Explain the meaning of common
idioms, adages, and proverbs.
Distinguish between synonyms and
antonyms.
Acquire and use grade appropriate
general academic and domainspecific words.
Know and use words that signal
precise actions, emotions, and
states of being.
Know and use words that are basic
to a particular topic.
Page 25
English Language Arts
4th Grade – Unit 3
Preparing Career Ready Graduates
Sample Assignments: Responding to the Conversation
Description:
(The description should speak to the idea that through engaging in and responding to the conversation, students are demonstrating competencies in
communicating with attention to the rhetorical situation.)
Sample Assignment Prompt Frames
DETERMINE: [Insert optional question] After reading _____ (literary or informational
text/s), write a/n_____ (product) in which you determine_______ (content). Give ____ (an,
several, or #) example/s from ____(text/s) to support your discussion.
DEFINE: [Insert optional question] After reading _____ (literary or informational text/s),
write a/n_____ (product) in which you define_______(concept, term) and
explain___(content). Give ________(an, several, or #) example/s from ____(text/s) to
support your discussion.
DESCRIBE: [Insert optional question] After reading _____ (literary or informational
text/s), write a/n_____ (product) in which you describe_______(content). Give ________(an,
several, or #) example/s from ____(text/s) to support your discussion.
COMPARE: [Insert optional question] After reading _____ (literary or informational
text/s), write a/n_____ (product) in which you compare______(content). Give ____ (an,
several, or #) example/s from____(text/s) to support your discussion .
DISCUSS: [Insert optional question] After reading
(literary or informational
text/s), write a/n_ (product) in which you discuss how (content) contributes to an
understanding of___
(content). Give (an, several, or #) example/s from
(text/s) to support your discussion.
Sample Prompts
Ensure samples address the 2 focus standards (R2 & W2)
How does technology change people’s lives? After reading Changing Times
(Vistas, Ch. 10) and Boss of the Plains, write an online wiki-report in which you
define “technology,” mention the different forms it can take and explain how
technology has changed people’s lives. Give examples from both texts to
support your discussion.
How do people adapt to where they live? After reading Island of the Blue
Dolphins and The First People in California (Vistas Chapter 3), write a multipleparagraph composition in which you describe how different people adapt to
where they live. Give several examples from each text to support your
discussion.
What are the effects of natural disaster? After reading Wildfires and watching
the video Yosemite Sequoias Need Fire, design a pamphlet in which you explain
the causes of wild fires and the effect they have on the natural environment.
Give examples from both pieces to support your discussion.
CAUSE-EFFECT: [Insert optional question] After reading _____ (literary or informational
text/s), write a/n _____ (product) in which you explain the causes _____ (content) and the
effect _____ (content). Give ____ (an, several, or #) example/s from____(text/s) to support
your discussion.
INTERPRET: [Insert optional question] After reading _____ (literary or informational
text/s), write a/n_____ (product) in which you interpret_______(content). Give ________(an,
several, or #) example/s from ____(text/s) to support your discussion.
Revised 3/22/16
Page 26
English Language Arts
4th Grade – Unit 4
Preparing Career Ready Graduates
Unit Overview:
Throughout the Unit, students will be involved in deep discussion, reading, and writing about the big idea. They will engage in inquiry of the big
idea through essential questions. Students will be engaged in a range of complex texts through the use of text sets that are created using an anchor
text and suggested related texts/resources. Through the utilization of the text sets students will be able to access more knowledge and gain a
deeper understanding of the content as well as the skills and strategies needed to engage with the range of complex texts. The text sets will also
provide students with alternative perspectives to address the essential questions. The variety of texts/resources within the text set, as well as
multiple opportunities to engage with the text through reading, routine writing, and collaborative discussions, will help them to construct meaning
of the big idea.
Specifically, in Unit Four, students will be able to compare and contrast the treatment of similar themes and topic (e.g. opposition of good and evil)
and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. Students will be able to explain how an
author uses reasons and evidence to support particular points in a text. Students will be able to integrate information from two texts on the same
topic in order to write or speak about the subject knowledgeably. Students will engage in focused writing instruction that leads to students
independently creating opinion pieces as well as real and imaginative narratives. Throughout the reading and writing processes students will
effectively engage in collaborative conversations with diverse partners in one-on-one conversations, small large groups as well as teacher-led
discussions, building on others’ ideas and expressing their own clearly. Students will continue to build their collaborative conversation skills by
being able to paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively,
and orally. Students will present knowledge and ideas by adding audio recordings and visual displays to presentations when appropriate to
enhance the development of main ideas or themes.
The Conversation Drives Content and Skill Acquisition
Focus Standards RL & RI: 8, 9; W: 1; SL: 2, 5; L: 1, 2
Recursive Standards RL & RI: 1, 2, 3, 4, 5, 6, 7, 10; W: 2-9, 10; SL: 1, 3-4, 6; L: 3 - 6
ELD Standards
Reading & Listening to Complex Texts
Anchor Texts
ACs should choose a complex text to
anchor the set by considering the
three dimensions of text complexity *.
Selections from your current
classroom resources are listed below
to serve as guidance.
*4th – 5th Lexile Range: 770-980L
*Three Dimensions of Text
Complexity:
Revised 3/22/16
Suggested Related Texts/Resources
Suggested literary, informational, and non-print texts to provide additional
opportunities to explore the essential and supporting questions through
reading, writing, and talking. In combination with the anchor text, these texts
may add depth, provide a range of ideas, and provide scaffolds for learning.
Additional texts should be selected with attention to the three dimensions of
text complexity.
Extended Texts:

Phineas L. MacGuire Gets Slimed! (HM Trade Book) (870L)

A Place Called Freedom, by Scott Russell (900L)

Her Life in Pictures (Hellen Keller,) by George Sullivan

James and the Giant Peach, by Roald Dahl (870L)

The Contest: Everest #1, by Gordon Korman (690L)
Writing & Speaking to Texts
Writing to Learn
Routine writing includes short constructed responses to
text-dependent questions, note-taking, brainstorming
ideas, learning logs, writing-to-learn tasks, and crafting
summaries in response to text.
Analyses: Emphasizes the use of evidence, as well as
crafting works that display logical integration and
coherence. These responses can vary in length based on
the questions asked and tasks performed. Analyses serve
as both formative and summative assessments of
students’ ability to paraphrase, infer, and ultimately
integrate the ideas they have gleaned from what they
have read.
Page 27
English Language Arts
4th Grade – Unit 4
Preparing Career Ready Graduates
Gloria Estefan
(HM, Theme 5)
Lexile: 800L
The qualitative review of the text
shows the text to be of middle low
complexity. The text organization is
clearly stated and generally
sequential. The text features, if used,
help the reader to navigate and
understand content but are not
essential. The graphics are largely
simple and supplementary to
understanding the text. The meaning
is largely explicit and easy to
understand. The register is largely
contemporary. The subject matter is
largely every day, and practical
knowledge is necessary.
Poem: “Don’t Quit” (Author
Unknown )
The qualitative review of the text
shows the text to be of middle high
complexity. The text has multiple
levels of meaning and its structure
contains some complexities as well as
implicit or inferred meaning. There is
use of figurative language with an
occasionally unfamiliar register. The
text explores varying levels of
complexity.
“Working For Change”
(California Vistas p. 392)
Lexile: 990L
Rationale: The qualitative review of
the text shows it to be of middle high
complexity. The text organization
exhibits traits specific to a discipline.
The text features are used to enhance
Revised 3/22/16
Short Stories:

Akiak (HM Theme 1) 590L

Finding the Titanic (HM Theme 1) 540L

By the Shores of Silver Lake (HM Theme 1) 820L

Boss of the Plains (HM Theme 2) 830L

Marven of the Great North Woods (HM Theme 4) 700L

The Last Dragon (HM Theme 4) 500L

Sing to the Stars (HM Theme 4) 570L

Adventures of Greek Heroes (HM Leveled Library) 520L

“Darnell Tries Harder” (HM Theme 4, pgs. V6-V7)
 The Red Comb by Fernando Pico 860L

“Baseball Saved Us” by Ken Mochizuki, California Vistas pgs.
272-275
Read A-louds:






“Race against Death” (HM Theme 1, pgs. V2-V3)
“Superhero of the Sea” (HM Theme 1, pgs. V6-V7)
“Let Me Be Brave” (HM Theme 4, pgs. V4-V5)
“The Troublemaker Who Healed a Nation” (HM Theme 5, pgs. V2-V3)
“Mexican Dove” (HM Theme 5, pgs. V4-V5)
“The Father of India” (HM Theme 5, pgs. V6-V7)
Non-Fiction Texts:

“Nowhere Else on Earth” (HM Novel Unit, pgs. T54-T55)

Lou Gehrig, The Luckiest Man (HM Theme 5) 710L

Kids Voting USA (HM p. 272-275)






“People Who Made a Difference” (California Vistas, p. 378)
Biography: Elsie Allen (California Vistas )p. 100
Biography: Junipero Serra (California Vistas p. 169)
“Rachel’s Journal” (California Vistas pgs. 188-191)
Biography: Josefina Fierro de Bright (California Vistas p. 351)
Biography: Heather Fong (California Vistas p. 451)





Phoebe Apperson Hearst
William Byron Rumford
Isamu Noguchi
Rumford Fair Housing Act
Unruh Civil Rights Act
Narratives: Offers students opportunity to express
personal ideas and experiences through stories and
descriptions. Deepens their understanding of literary
concepts, structures, and genres through purposeful
imitation. Provides additional opportunities for students
to reflect on what they read through imaginative writing
and practice with sequencing events and ideas through
narrative descriptions.
Presentation of Knowledge: Students need ample
opportunities to engage in a variety of rich, structured
conversations. They will showcase their knowledge
through a variety of mediums both orally and visually.
Student Portfolio Products: Represent the ability to
communicate through various socially constructed
representational forms.
 Essay (common prompt)
 Public Service Announcement (can be oral
and/or written)
 Oral product (speech, play, reader’s theater)
 Literature review
 Critique
Poetry:



The Man Who Thinks He Can by Walter D. Wintle
Hope is the Thing With Feathers by Emily Dickinson
Impossible? Not! (HM Novel Unit, Pg. 2)
Page 28
English Language Arts
4th Grade – Unit 4
Preparing Career Ready Graduates
the reader’s understanding of the
content. The meaning is largely
explicit and easy to understand. The
register is subject specific and
requires moderate levels of subjectspecific knowledge.
“What Is Interdependence?”
(Harcourt, p. 240)
Lexile: 670L
Rationale: The qualitative analysis of
the text shows the text to be of middle
low complexity. The text structure
and organization is clearly stated and
generally sequential. The text
features enhance the readers’
understanding of the content while
the graphics are supplementary to
understanding the text. The meaning
is largely explicit and easy to
understand. The text requires some
subject-specific knowledge.
.

Myths and Culturally Diverse Literature:

Myths and Traditional literature from different cultures

Focus on Mysteries (HM, Theme 1)

The Pourquoi Tales (HM Theme 5, pgs. F610-F625)

The Frog in the Milk Pail (HM Novel Unit, pgs. T60-T61, magazine p.
20)

Cendrillon (HM Theme 3) 540L

“The Origin of the Robin” Native American Folktale

Lizard and the Sun by Alma Flor Ada

Discovery Education-Animated Hero Classics

Version of the story of the Koi Fish

Another version of the story of the Koi Fish
Multi- Media:

Martin Luther King Jr. Biographical from www.nobelprize.org

National Geographic for Kids-Kids Magazines-Tsunami Heroes

ABC Clio-American History-Eras-March on Washington for Jobs and
Freedom from ABC Clio

ABC Clio-American History-Eras-United Farm Workers of America
(includes articles and media about Cesar Chavez and Dolores Huerta)

ABC Clio-Issues-Native American Issues

ABC Clio-Issues-Native American Issues-Native American Alcatraz
Occupation

ABC Clio-Issues-Endangered SpeciesThe Lizard and the Sun study
guide from the author http://almaflorada.com/the-lizard-and-thesun-la-lagartija-y-el-sol/

Audio version of Mexican folktale, The Lizard and the Sun from
Scholastic.com

The King Center

“Martin Luther King Jr. and the Civil Rights Movement” in The Seattle
Times

“Perseverance 2013-2014” by Classroom Champions

Jos Duncan retells the American Black folktale “The People Could Fly”
(RL.4.7)

Movie Clips Database from www.wingclips.com perseverance theme:


Revised 3/22/16
Dreams, by Langston Hughes
Martin Luther King Jr. “I Have a Dream” speech
Song: Follow the Drinking Gourd
Page 29
English Language Arts
4th Grade – Unit 4
Preparing Career Ready Graduates
Reading Foundational Skills
“Foundational skills are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the
capacity to comprehend text across a range of types and disciplines” (CCSS, p. 15)
Phonics & Word
Recognition
Fluency
Standards
Skills
RF3
Know and apply grade-level phonics and word analysis decoding skills.
RF3a
 Know grade-level phonics and word analysis skills in decoding words.
RF4
Read with sufficient accuracy and fluency to support comprehension.
RF4a
 Read grade-level text with purpose and understanding.
RF4b
 Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive
readings.
RF4c
 Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
*Note: Highlighted standards are focus standards for Unit Four.
Revised 3/22/16
Page 30
English Language Arts
4th Grade – Unit 4
Preparing Career Ready Graduates
Language and Structure
“Skills related to conventions, effective language us, and vocabulary are important to reading, writing, speaking,
and listening; they are inseparable from such context” (CCSS, p. 25)
Cite Evidence
Standard
Skills
Study & Apply Grammar
Standards
Skills
L1e

Identify prepositional
phrases.
L1f

Correct inappropriate
fragments or run-ons
sentences.
L1g

L2c

Identify frequently
confused
words/homophones.
Apply correct spelling in
writing.
Know coordinating
conjunctions and that
they connect two or more
independent clauses.
Use commas before a
coordinating conjunction
in a compound sentence.
Recall and apply spelling
rules.
Identify and correct
misspelled words.
Know procedures to
efficiently find correct
spelling.
Consult references as
needed.

Focus
Standards

L2d




Revised 3/22/16
Study & Apply Vocabulary
Standards
Skills
Page 31
English Language Arts
4th Grade – Unit 4
Preparing Career Ready Graduates
R1
Recursive
Standards
 Quote
accurately
from a text
when
explaining
what the text
says explicitly
and when
drawing
inferences
from text.
 Differentiate
between
explicit and
inferred
information.
 Identify
explicit and
implicit
details when
explaining
text.
L3c

Recognize language
conventions for writing,
speaking, reading, and
listening.
L4a


L4b

L5a

Define and recognize simple
similes and metaphors, common
idioms, adages, and proverbs.

L5b

Explain the meaning of simple
similes and metaphors in context.
L6

Acquire and use grade
appropriate general academic
and domain-specific words.
Know and use words that signal
precise actions, emotions, and
states of being.
Know and use words that are
basic to a particular topic.


Revised 3/22/16
Determine meaning of words by
examining a text and using
context clues.
Choose from a range of
vocabulary strategies to
determine a word’s meaning.
Use common reference materials
for pronunciation guides and to
determine the meaning of key
words.
Page 32
English Language Arts
4th Grade – Unit 4
Preparing Career Ready Graduates
Sample Assignments: Responding to the Conversation
Description:
(The description should speak to the idea that through engaging in and responding to the conversation, students are demonstrating competencies in
communicating with attention to the rhetorical situation.)
Sample Assignment Prompt Frames
Explain – [Insert question] After reading_______ (literary or informational
text/s), write a/n_____ (product) in which you answer the question and explain
your reasons_____ (content). Give
________ (an, several, or #) examples from ____ (text/s) to support your opinion.
Compare – [Insert optional question] After reading _____ (literary or
informational text/s), write a/n_____ (product) in which you compare_______
(content). Give ____ (an, some or #) example/s from ____ (text/s) to support your
opinion.
Identify-Argue- [Insert optional question] After reading _____ (literary or
informational text/s), write a/n_____ (product) in which you identify ____
(concept, term) and argue_______ (content). Give____ (an, some or #) example/s
from ____ (text/s) to support your opinion.
Revised 3/22/16
Sample Prompts
Ensure samples address the 2 focus standards (R8 & W1)
Explain – What does it take to persevere? After reading “Gloria Estefan” and
“Mexican Dove”, write an essay in which you answer the question and explain
your reasons about what it takes to persevere. Give several examples from texts
to support your opinion.
Compare – What are the effects of perseverance? After reading “Marven of the
Great North Woods” and “The Last Dragon”, write a paper in which you
compare the effects of the characters’ perseverance. Give some examples from
the texts to support your opinion.
Identify-Argue- Is it important for a leader and/or hero to persevere? After
reading “Working for Change” and “The Troublemaker who Healed a Nation”,
write a news report in which you identify how the leaders or heroes
demonstrated perseverance and argue why it is or isn’t important for a leader
to persevere. Give some examples from the texts to support your opinion.
Page 33