Evidence Outcomes:

a. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. (CCSS: SL.4.1)

I. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. (CCSS: SL.4.1a)

ii. Follow agreed-upon rules for discussions and carry out assigned roles. (CCSS: SL.4.1b)

iii. 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. (CCSS: SL.4.1c)

iv. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. (CCSS: SL.4.1d)

b. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (CCSS: SL.4.2)

c. Identify the reasons and evidence a speaker provides to support particular points. (CCSS: SL.4.3)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Develop insight into the nature of communicating and the concept of culture and realize there are multiple ways of viewing the world by actively listening and engaging in effective discourse and collaborative conversations.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Collaborative discussions with diverse partners require engagement

• Posing questions will increase understanding

• Contributing ideas will further the group’s attainment of an objective

• Regulate reactions to different perspectives

• Acknowledge others’ viewpoints

• Engage in thoughtful, purposeful discussion within various social groups and in a range of academic disciplines and settings

• The purpose of the discussion impacts the level of outside preparation (previous work, previous discussion, annotating and paraphrasing specific text, etc.)

In order to meet these essential understandings, students must know...

• Established routines and rituals for effective discourse

• How to actively listen in a variety of contexts (i.e. read aloud, presentations, conversations, etc.)

• How to ask questions to increase personal understanding

• When personal understanding breaks down and how to monitor for meaning in situations

• Multiple strategies for engaging in meaningful discourse

• Pose thoughtful questions

• Acknowledge the ideas of others

• How to have collaborative conversations

In order to meet these essential understandings, students must be able to...

• Paraphrase others’ thinking, before adding to the conversation

• Develop questions that are relevant to the content/discussion

• Pose and respond to questions

• Come to discussions prepared by analyzing specific materials/texts that will inform discourse

• Make comments that contribute to the discussion

• Follow agreed-upon rules for discussions

• Actively listen so that information from portions of text, read aloud, and/or information presented can be paraphrased and/or annotated so that the information can be used to deepen understanding in discussions

• Respond to questions and/or clarify information

Evidence Outcomes:

a. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (CCSS: SL.4.4)

b. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (CCSS: SL.4.5)

c. Differentiate between contexts that call for formal English (for example: presenting ideas) and situations where informal discourse is appropriate (for example: small-group discussion); use formal English when appropriate to task and situation. (CCSS: SL.4.6)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Communicate and present effectively based on purpose, task, and audience using appropriate language and planning.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Effective communicators can plan and present to diverse audiences for varied purposes

• There are differences between effective and ineffective communication

In order to meet these essential understandings, students must know...

• The difference between effective and ineffective communication

• How to analyze a position and reflect on possible objections, assumptions, and implications of the position

• How to add audio and visual displays to enhance the development/main idea of the presentation

• The difference between formal and informal discourse and how to use them in appropriate situations (presenting ideas formally vs. small-group discussions, etc)

In order to meet these essential understandings, students must be able to...

• Decipher appropriate and relevant details that support main ideas and/or themes of material being presented

• Speak clearly at an understandable pace

• Plan and present to diverse audiences

• Create a plan to effectively present information both formally and informally

• Report on a topic, tell a story, or recount an experience in an organized manner

• Use appropriate facts and relevant, descriptive details to support the main idea of the work/presentation

• Consider purpose, audience, and formality of context when planning and presenting ideas

Evidence Outcomes:

a. Use Key Ideas and Details to:

i. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS: RL.4.1)

ii. Determine a theme of a story, drama, or poem from details in the text; summarize the text. (CCSS: RL.4.2)

iii. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (for example: a character’s thoughts, words, or actions). (CCSS: RL.4.3)

iv. Describe the development of plot (such as the origin of the central conflict, the action of the plot, and how the conflict is resolved).

b. Use Craft and Structure to:

i. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (for example: Herculean). (CCSS: RL.4.4)

ii. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (for example: verse, rhythm, meter) and drama (for example, casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. (CCSS: RL.4.5)

iii. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. (CCSS: RL.4.6)

c. Use Integration of Knowledge and Ideas to:

i. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. (CCSS: RL.4.7)

ii. Compare and contrast the treatment of similar themes and topics (for example: opposition of good and evil) and patterns of events (for example: the quest) in stories, myths, and traditional literature from different cultures. (CCSS: RL.4.9)

d. Use Range of Reading and Complexity of Text to:

i. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RL.4.10)

ii. Read familiar texts orally with fluency, accuracy, and prosody (expression)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Read a variety of literary texts to build knowledge, interpret, comprehend, and analyze literature to better understand the human experience.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Critical readers use appropriate strategies to understand, describe, summarize and reflect on texts for a deeper understanding of the world around them

• How to use comparative thinking, craft and structure, key ideas and details, and integrate knowledge and ideas in order to connect to and comprehend literary text

In order to meet these essential understandings, students must know...

• Literary Elements:

  • Setting (when and where a story takes place)

  • Character (who or what the story is about)

  • Yearning (what the main character wants)

  • Conflict (what stops the main character from getting yearning)

  • Rising Action (events that drive the story toward resolution)

  • Climactic Event (point of no return, where the character demonstrates the lesson, growth, or change)

  • Falling Action (where the story is resolved)

  • Lesson, Growth, or Change (how the character develops through the story based on the events)

• The importance of literary elements (character, setting, events, plot) and their role in understanding more deeply in what we read

• How to summarize the text

• The difference between a retell, summary, main idea and theme/central message

• How plot structure affects our understanding of characters and events in the stories we read

• How to use schema and new information in order to make a thoughtful inference

• How to use questioning as a technique to understand literary elements

• How to determine the point of view of a text

• How to define theme/central message and its purpose in the texts that we read

In order to meet these essential understandings, students must be able to...

• Identify the point of view and analyze the difference between first and third-person narrations

• Monitor for meaning in order to determine the meaning of complex words, phrases, and ideas

• Make connections to stories they read and their life and the world around them.

• Make connections to stories we read to other stories, poems, drama, music, etc

• Used paired texts to examine specific ideas and elements in literary texts

• Describe characters in-depth and analyze how their actions, thoughts, feelings, and words connect to a greater understanding of the entire text

• Determine a theme central message/ of a story, poem, or drama

• Analyze similar themes in a variety of traditional and cultural texts

• Use thinking strategies in order to enhance understanding and comprehend literature

• Examine craft and structure of authors to better understand, interpret, and connect to the human experience

• Ask questions to develop further personal understanding of literary texts

• Draw inferences from a text to deepen understanding

• identify and explain multiple perspectives

Evidence Outcomes:

a. Use Key Ideas and Details to:

i. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS: RI.4.1)

ii. Determine the main idea of a text and explain how it is supported by key details; summarize the text. (CCSS: RI.4.2)

iii. 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. (CCSS: RI.4.3)

b. Use Craft and Structure to:

i. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. (CCSS: RI.4.4)

ii. Describe the overall structure (for example, chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. (CCSS: RI.4.5)

iii. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. (CCSS: RI.4.6)

c. Use Integration of Knowledge and Ideas to:

i. Interpret information presented visually, orally, or quantitatively (for example: 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. (CCSS: RI.4.7)

ii. Explain how an author uses reasons and evidence to support particular points in a text. (CCSS: RI.4.8)

iii. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (CCSS: RI.4.9)

d. Use Range of Reading and Complexity of Text to:

i. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RI.4.10)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Read a variety of informational texts to build knowledge, interpret, comprehend, and analyze information to better understand the human experience and the world around us.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Critical readers use appropriate strategies to understand, describe, summarize and reflect on texts to build a deeper understanding of the world around them

• Comprehension and interpretation of informational texts allows the reader to build knowledge and better understand the human experience

• How to use comparative thinking, craft and structure, key ideas and details, and integrate knowledge and ideas in order to connect to and comprehend informational text

In order to meet these essential understandings, students must know...

• The difference between main idea, key details, and how to use them to summarize information from a text

• How to determine a texts main idea

• How to use specific information from a text in order to examine historical, scientific, or technical texts and explain the what and why of the information

• Integrate information from at least two texts in order to write, speak, or present about a subject knowledgeably

• Informational text structures and how author’s use them to present information (cause/effect, sequence, chronology, comparison, problem/solution)

• How to take notes/gather information based on text structure (cause/effect, compare/contrast, problem/solution) so that information can be synthesized precisely.

• Summarize text that they read

• Strategies for determining the meaning of unknown words

• How to synthesize and interpret information from multiple sources

In order to meet these essential understandings, students must be able to...

• Examine text structure in order to better understand information and author’s purpose

• Interpret information from a variety of visual sources and explain how the information contributes to a deeper understanding of the text (graphs, charts, diagrams, etc)

• Use comparative thinking in order to examine multiple perspectives, firsthand and secondhand accounts, in order to better understand specific events and/or topics

• Monitor for meaning in order to determine the meaning of complex words, phrases, and ideas

• Analyze information and explain how an author uses reasons and evidence to support key points in a text

• Determine the main idea of a text and explain how it is supported by evidence from key details

• Determine the meaning of general academic and domain-specific words

• Read and comprehend grade level informational texts

• Identify and explain multiple perspectives

• Determine importance when contemplating what information to include in a summary

• Identify and explain multiple perspectives (cultural and global) when exploring ideas, events, and issues

Evidence Outcomes:

a. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.4.3)

i. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (for example, roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. (CCSS: RF.4.3a)

b. Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.4.4)

i. Read grade-level text with purpose and understanding. (CCSS: RF.4.4a)

ii. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (CCSS: RF.4.4b)

iii. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.4.4c)

c. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. (CCSS: L.4.4)

i. Use context (for example: definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. (CCSS: L.4.4a)

ii. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (for example: telegraph, photograph, autograph). (CCSS: L.4.4b)

iii. Read and understand words with common prefixes (for example: un-, re-, dis-) and derivational suffixes ( for example: -ful, -ly, -ness)

iv. Read and understand words that change spelling to show past tense (for example: write/wrote, catch/caught, teach/taught)

v. Read multisyllabic words with and without inflectional and derivational suffixes

vi. Infer meaning of words using explanations offered within a text

vii. Consult reference materials (for example: dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. (CCSS: L.4.4c)

d. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS: L.4.5)

i. Explain the meaning of simple similes and metaphors (for example, as pretty as a picture) in context. (CCSS: L.4.5a)

ii. Recognize and explain the meaning of common idioms, adages, and proverbs. (CCSS: L.4.5b)

iii. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). (CCSS: L.4.5c)

e. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (for example: quizzed, whined, stammered) and that are basic to a particular topic (for example: wildlife, conservation, and endangered when discussing animal preservation). (CCSS: L.4.6)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Develop insight to the nature of language by understanding language functions in different contexts, by commanding a variety of word-learning strategies to aid comprehension, and by making effective choices for meaning and style.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Critical readers use multiple strategies to monitor for the meaning of texts and understand the use of figurative language

• Language functions in different contexts, we use word-learning strategies to assist in comprehension and develop a deeper understanding of academic language and are able to make effective choices for meaning and style when writing and speaking

• Spelling patterns and word meanings are used to decode multisyllabic words and determine the meaning of unknown words

In order to meet these essential understandings, students must know...

• How to analyze word structures and word parts

• Syllabication patterns and how to apply phonics skills to decode unknown words in and out of the context of the text

• How to reread to determine the meaning of uncommon words and phrases

• Use context clues in order to understand the meaning of unknown words

• Use craft and structure to examine how author’s use figurative language

• Define antonym and synonym

• How prefixes and suffixes change the meaning of words

• Ask questions in order to further personal understanding of word meaning

• Monitor for meaning so grade-level text can be read fluently

• Grade level appropriate Greek and Latin affixes and roots

• The meaning of common prefixes and suffixes

• The meaning of simile, metaphor, synonym, antonym, idiom, adage, and proverb

• Determine and clarify the meaning of unknown and multi-meaning words

• Analyze figurative language, word relationships, and nuances in word meanings

In order to meet these essential understandings, students must be able to...

• Monitor for meaning multisyllabic words in order to better understand and comprehend informational and literary texts

• Read grade-level text with purpose and understanding

• Read grade-level text with accuracy

• Determine the importance of prefixes and suffixes and how they change the meaning of words

• Read and understand words that change the spelling from past/present tense

• Infer the meaning of words using explanations offered within a text

• Use tools and resources in order to discover the precise meaning of keywords and phrases (dictionary/thesaurus)

• Analyze similes and metaphors and their meaning

• Recognize and explain the meaning of idioms, adages, and proverbs

• Demonstrate an understanding of words by relating them to their opposites

• Demonstrate an understanding of words by relating them to words with similar but not identical meanings

• Use figurative language as students craft their own writing pieces

• Use common Greek and Latin affixes and roots as clues to discover the meaning of words

• Read and understand words with common prefixes (un-, re-, dis-) and derivational suffixes (-ful, -ly, -ness)

• Use grade-appropriate general academic domain-specific words and phrases to signal precise actions, emotions, and states of being

Evidence Outcomes:

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. (CCSS: W.4.1a)

b. Provide reasons that are supported by facts and details. (CCSS: W.4.1b)

c. Link opinion and reasons using words and phrases (for example: for instance, in order to, in addition). (CCSS: W.4.1c)

d. Provide a concluding statement or section related to the opinion presented. (CCSS: W.4.1d)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Critical writers use appropriate writing techniques to justify their opinions to others, supporting a point of view with reasons dependent on audience and purpose.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core process students must understand are...

• Opinions on topics or texts support a point of view with reasons and information using techniques specific to the genre

• Identify and explain multiple perspectives when exploring ideas, events, and issues

• Critical writers can prove their justification using evidence to defend their opinion and understand how to be persuasive without being biased

• State a position and reflect on possible objections to, assumptions and implications of the position

In order to meet these essential understandings, students must know...

• The differences between fact and opinion

• Opinion (a view, feeling, judgment or belief about something)

• Tools and strategies are available to use when planning, revising and drafting for writing

• Audience and purpose affect an author’s craft

• Persuasive linking words and phrases and how to use them to create a purposeful flow in a writing piece

• The structure of an opinion piece of writing and how to craft an introduction, supporting paragraphs, and conclusion

• How to write a well-developed paragraph with appropriate grade-level grammar, conventions, and spelling

• Examine multiple perspectives in order to create a well-developed persuasive piece that is supported by example, evidence, detail, and description

• Distinguish the difference between opinion and bias

• Present opinions in a culturally sensitive way

In order to meet these essential understandings, students must be able to...

• Regulate reactions to differing perspectives

• Introduce a topic or text clearly

• State an opinion and create an organizational structure where related ideas are grouped to support an author’s purpose

• Provide reasons that are supported by facts and details and enhance the opinion of the author

• Use evidence from a resource to support a reason

• Link opinions and reasons using words and phrases

• Compose a well-developed persuasive essay which includes an introduction, body paragraphs, and conclusion

• Craft a well-developed paragraph which includes a topic sentence, supporting evidence and details, and a closing sentence

Evidence Outcomes:

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (for example: headings), illustrations, and multimedia when useful to aiding comprehension. (CCSS: W.4.2a)

b. Identify a text structure appropriate to purpose (sequence, chronology, description, explanation, and comparison-and-contrast).

c. Organize relevant ideas and details to convey a central idea or prove a point.

d. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (CCSS: W.4.2b)

e. Link ideas within categories of information using words and phrases (for example: another, for example, also, because*). (CCSS: W.4.2c)

f. Use precise language and domain-specific vocabulary to inform about or explain the topic. (CCSS: W.4.2d)

g. Provide a concluding statement or section related to the information or explanation presented. (CCSS: W.4.2e)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Critical writers organize and use accurate facts to craft informational/explanatory texts using techniques specific to the genre.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core process students must understand are...

• Write informative/explanatory texts using text structures appropriate for the purpose and developed through facts, definitions, concrete details, precise language, and domain-specific vocabulary

In order to meet these essential understandings, students must know...

• The most effective options to access information needed for a specific purpose

• Which tools are available to assist in planning, drafting, and revising personal writing

• Text structures, their appropriate purpose, and the benefits of using them in informational pieces to organize writing (cause/effect, comparison, sequence, chronology, etc)

• How to annotate and determine importance when gathering specific information related to the topic

• Academic vocabulary directly related to the topic/information students are crafting a writing piece about

• The structure of an informational piece of writing (introduction paragraph that includes a thesis or main idea statement, body paragraphs supported with examples, evidence, details, and description, and a conclusion paragraph)

• Compose a well-developed paragraph with topic sentence, details and description, and a closing sentence that uses grade level appropriate vocabulary, grammar, spelling, and conventions

• Use direct quotes to strengthen the information in their writing piece

• Essay structure

• Structure of constructed response (RACE MODEL: Restate, Answer, Cite and Explain)

In order to meet these essential understandings, students must be able to...

• Introduce a topic clearly

• Group related information into paragraphs and sections with proper formatting

• Organize relevant ideas and details to convey a central idea or prove a point

• Develop a topic with facts, definitions, concrete details, quotations, other information and examples related to the topic

• Use precise language and domain specific vocabulary to inform/explain about a topic

• Link ideas within categories of information using words and phrases to craft a writing piece that flows for the intended audience

• Articulate the audience the writing is intended for

• Take notes and gather information to enhance the information being shared in writing

• Compose a well-developed four paragraph essay

• Organize information into the RACE structure

  • Restate and answer a question with a general answer

  • Select and cite evidence directly and indirectly

  • Thoroughly explain evidence

Evidence Outcomes:

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. (CCSS: W.4.3a)

b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. (CCSS: W.4.3b)

c. Use a variety of transitional words and phrases to manage the sequence of events. (CCSS: W.4.3c)

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. (CCSS: W.4.3d)

e. Provide a conclusion that follows from the narrated experiences or events. (CCSS: W.4.3e)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Critical writers use appropriate writing techniques to engage readers in real or imagined narratives with sequenced events and the appropriate level of detail.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core process students must understand are...

• How to craft narratives using techniques specific to the genre

• Purpose, formality, audience, and cultural norms when expressing ideas through the writing process

In order to meet these essential understandings, students must know...

• Literary Elements (Plot):

  • Setting (when and where a story takes place)

  • Character (who or what the story is about)

  • Yearning (what the main character wants)

  • Conflict (what stops the main character from getting yearning)

  • Rising Action (events that drive the story toward resolution)

  • Climactic Event (point of no return, where the character demonstrates the lesson, growth, or change)

  • Falling Action (where the story is resolved)

  • Lesson, Growth, or Change (how the character develops through the story based on the events)

• Narrative is a sequenced account of real or imagined connected events

• Story elements and the importance they play when crafting a well-developed narrative story

• Plot structure

• How to differentiate between fictional and personal narratives

• Different points of view (1st/ 3rd person)

• Convention structure for including dialogue

• How to use organization tools to assist a writer with planning, drafting, revising/editing

• How to analyze and use mentor texts as models when crafting their own narrative stories

• Compose a well-developed paragraph that uses grade level appropriate vocabulary, grammar, spelling, and convention

In order to meet these essential understandings, students must be able to...

• Literary Elements:

  • Clearly establish a setting

  • Develop a character with action, emotion, and dialogue

  • Incorporate a yearning

  • Develop a clear conflict

  • Develop rising action through multiple events

  • Include a climactic event

  • Resolve the story

  • Incorporate a lesson, growth, or change

• Utilize plot structure to orient a sequence of events throughout a narrative story

• Use dialogue and description to develop experiences and events and/or show the responses of characters to situations

• Use a variety of transitional words and phrases to manage the sequence of events

• Use concrete words, phrases, and sensory details to convey experiences and events precisely

• Use descriptive words to create visual images for readers

• Use descriptive word choice to show not just tell the audience what is happening throughout the narrative

• Use sensory language to describe events in a narrative

• Create well developed paragraphs that use grade appropriate conventions

• Provide a conclusion that follows from the narrated experiences or events

Evidence Outcomes:

a. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (CCSS: L.4.1)

i. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). (CCSS: L.4.1a)

ii. Form and use the progressive (for example: I was walking; I am walking; I will be walking) verb tenses. (CCSS: L.4.1b)

iii. Use modal auxiliaries (for example: can, may, must) to convey various conditions. (CCSS: L.4.1c)

iv. Order adjectives within sentences according to conventional patterns (for example: a small red bag rather than a red small bag). (CCSS: L.4.1d)

v. Form and use prepositional phrases. (CCSS: L.4.1e)

vi. Use compound subjects (for example: Tom and Pat went to the store) and compound verbs (for example: Harry thought and worried* about the things he said to Jane) to create sentence fluency in writing

vii. Produce complete simple, compound, and complex sentences.

viii. Recognize and correct inappropriate fragments and run-ons. (adapted from CCSS: L.4.1f)

ix. Correctly use frequently confused words (for example: to, too, two; there,* their*). (CCSS: L.4.1g)

b. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. (CCSS: L.4.2)

i. Use correct capitalization. (CCSS: L.4.2a)

ii. Use commas and quotation marks to mark direct speech and quotations from a text. (CCSS: L.4.2b)

iii. Use a comma before a coordinating conjunction in a compound sentence. (CCSS: L.4.2c)

iv. Spell grade-appropriate words correctly, consulting references as needed. (CCSS: L.4.2d)

c. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS: L.4.3)

i. Choose words and phrases to convey ideas precisely. (CCSS: L.4.3a)

ii. Choose punctuation for effect. (CCSS: L.4.3b)

iii. Differentiate between contexts that call for formal English (for example: presenting ideas) and situations where informal discourse is appropriate (for example: small-group discussion). (CCSS: L.4.3c)

d. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (CCSS: W.4.4)

e. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (CCSS: W.4.5)

f. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. (CCSS: W.4.6)

g. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (CCSS.W.4.10)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Critical writers utilize the conventions of Standard English to convey their message through the recursive process of planning, drafting, revising and editing.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Writers use the conventions of standard English grammar, usage, and mechanics so writing is coherent and meaningful and conveys the intended message

• Writers must demonstrate command of the conventions of Standard English grammar, usage, and conventions when writing or speaking

• There are appropriate structures of language and its conventions when writing, speaking, reading, or listening

• Clear and coherent writing must be developed, organized, and appropriate to task, purpose, and audience

• Writing is strengthened through the editing/revising process

In order to meet these essential understandings, students must know...

Grammar:

• Parts of Speech

  • Noun (person, place, thing)

  • Collective noun (group, family, crew)

  • Abstract noun: (denoting an idea, quality, or state rather than a concrete object)

  • Pronouns (she/her/hers, he/him/his, they/them/theirs)

  • Verbs (action words- run, jump)

  • Irregular verbs (verbs that do not follow the general rules for changing tense)

  • Past, present and future tense

  • Past tense word usage of irregular verbs (ex: sat, hid, told)

  • Adjective (describing word- color, texture, size, etc.)

  • Adverb (a word that modifies or qualifies an adjective- usually an -ly word, quietly)

  • Adjectives and adverbs when appropriate

• The difference between a run on and fragmented sentence

• How to identify complete simple, compound, and complex sentences

Conventions:

• The basic foundations of Standard English conventions and grammar

• Use grade level appropriate spelling patterns when writing

• Use punctuation for effect

• How punctuation affects meaning in writing

Use:

• How to choose words and phrases precisely to convey ideas and make meaningful connections in writing and speaking tasks

• How to differentiate between contexts that require formal and informal discourse

• How to examine writing through the revising/editing process

• How technology can be used to support the writing process (editing, revising, feedback, etc)

In order to meet these essential understandings, students must be able to...

Grammar:

• Identify and use relative pronouns and relative adverbs

• Use proper verb tenses when writing and speaking

• Order adjectives within sentences according to conventional patterns

• Form and use prepositional phrases

• Recognize and correct inappropriate fragments and run-ons

• Correctly use frequently confused words (to, too, two)

• Create complete simple, compound, and complex sentences that enhance writing and speaking

• Use compound subjects and verbs to create sentence fluency in writing

• Form and use prepositional phrases

Conventions:

• Use correct capitalization

• Use commas appropriately

• Use quotations marks to mark direct speaking and quotations from a text

• Produce clear and coherent writing

Use:

• Strategically choose words and phrases precisely to convey ideas and make meaningful connections in writing and speaking tasks

• Recognize and respond to the formality necessary

• Use guidance, support, and feedback from peers and adults to strengthen writing as needed

• Build stamina in order to write over extended and shorter time frames within different contexts, for different purposes, and for various audiences

Evidence Outcomes:

a. Conduct short research projects that build knowledge through investigation of different aspects of a topic. (CCSS: W.4.7)

i. Identify a topic and formulate open-ended research questions for further inquiry and learning.

ii. Present a brief report of the research findings to an audience.

b. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (CCSS: W.4.8)

c. Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.4.9)

i. Apply grade 4 Reading standards to literature (for example: “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [for example: a character’s thoughts, words, or actions].”). (CCSS: W.4.9.a)

ii. Apply grade 4 Reading standards to informational texts (for example: “Explain how an author uses reasons and evidence to support particular points in a text”). (CCSS: W.4.9.b)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Demonstrate professionalism through functioning like a researcher, crafting and continuing to refine a driving question, seeking out appropriate sources, adhering to digital citizenship, collaborating with others, and growing from feedback.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Concepts and ideas must be supported with facts that have been evaluated for quality and relevance

• Using a variety of resources builds knowledge related to open-ended research questions in the context of formal and informal research

• Ethical use of sources to answer complex questions

In order to meet these essential understandings, students must know...

• The basis of ethical research and reporting

• Most effective options to access information needed for a specific purpose

• Appropriate use of technology for gathering and presenting information

In order to meet these essential understandings, students must be able to...

• Conduct short research projects that build knowledge through investigation of different aspects of a topic

• Formulate open-ended research questions

• Present research findings in a manner appropriate to the audience

• Take notes and categorize information

• Provide a list of resources used during research

• Draw evidence from literary or informational texts to support analysis, reflection, and research according to features of literature and informational texts found in 4th grade Reading standards