Literacy

Literacy Resources:

Enriching Literacy Grades 3-5 Link

Opinion Writing - Book Review
Read Works -- a FANTASTIC website with tons of reading comprehension passages & questions to work on reading comprehension.
Read Theory -- Reading comprehension: Adapts to student's abilities!
Newsela -- TONS of current events articles on a wide variety of topics.
Into the Book: Great reading game website focusing on specific reading skills. Students need to sign up for a "key" and it is FREE. Just write down your code!
Story Read Alouds: Features storybooks read aloud by actors.
Literactive
Reading Rockets is a national multimedia project that offers research-based and best-practice information on teaching kids to read and helping those who struggle.
US Department of Education resources for parents
www.animoto.com -- create short photo & video "commercials". Would be a cool idea for an online book report! Very cool site for your own personal/family photos. FREE!
Turtle Diary -- Tons of online games on a variety of literacy & math topics.
K12 Reader -- Great articles and things for parents about reading & literacy.
Fables, Folktales, & Myths

Short Responses:

Are NOT paragraphs.
They are meant to answer the question in three or four sentences.
How to write a short constructed response:
- - Identify and underline each thing the question is asking you to do.
  - Look for plurals, like “details,” as this means more than one detail
  - Restate the question in the response
  - Support your answer with details from the text. (Text-based evidence)
  - Make sure your answer addresses each of the things you underlined in the question.

Informational Reading Prompts

What is the theme or main idea of the text? What are some of the key details, and how do they support the main idea?
What do the illustrations tell you? How do they help you understand the words?
What questions do you now have after reading? What would you like to learn more about? Why?
What are the most important facts you learned from reading?
What is the most interesting fact you learned today? Why?
How does what you read today connect to something you have learned in other lessons?
Describe in depth a character in the text using details from the text.
Describe in depth a setting in the text using details from the text.
Describe in depth an event in the text using details from the text.
Choose one new word from your reading today and analyze it on a vocabulary square:

Narrative Reading Prompts

For each response, be sure to use the narrative techniques discussed in class and carefully chosen words and phrases to describe the actions, thoughts, and feelings of the characters and events.

Describe the setting where your story takes place. What do the characters see? What do they hear? How does it smell?
Describe the main character in the story. What does he/she look like? What is his/her personality like? How does he/she interact with others?
Describe a different problem the main character(s) have. How do they resolve it?

Vocabulary Strategies

Context: Read the sentence around the word.
Look at the affixes for clues.
Look at the root of the word for clues.
Use a dictionary.
Discuss the word with another person (after attempting some of the above strategies).

ELA Standard Course of Study Grade 4

Quarter 1: Module 1 Poetry, Poets, & Becoming Writers

Guiding Questions and Big Ideas

What makes a poem a poem?

Poetry has characteristics that are unique and distinct from prose.

What inspires writers to write poetry?

Writers draw inspiration from many places, including the work of other writers and their own lives.

Unit 1: Reading and Analyzing Poetry: Love That Dog and Famous Poems

Instructional Focus:

Launch independent reading, vocabulary logs, and collaborative discussion norms.
Read the literary text Love That Dog to analyze what happened and how the main character felt about it.
Closely read famous poems in the back of Love That Dog to determine a theme, to identify the characteristics of poetry, and write a summary of the poem.
Compare poetry to prose using the characteristics of poetry.
Continue reading Love That Dog and analyzing the famous poems for characteristics of poetry.
Prepare for and practice a text-based discussion about where you can see evidence of Jack being inspired by other poetry in his work.
Prepare for and participate in a text-based discussion about how Jack’s feelings toward poetry have changed since the beginning of Love That Dog.

CCS Standards Assessed:

RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.5, RL.4.10, RI.4.1, RI.4.10, W.4.8, W.4.9, W.4.9a, SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, L.4.4 Assessments and Performance Task
Mid-Unit 1 Assessment: Summarizing a Poem and Comparing Prose and Poetry (RL.4.1, RL.4.2, RL.4.5, RL.4.10, and W.4.9a)
End of Unit 1 Assessment: Analyzing Changes in Jack’s Character (RL.4.1, RL.4.3, RL.4.10, W.4.9a, SL.4.1a–c)

Unit 2: Writing to Inform: What Inspires Writers to Write Poetry?

Instructional Focus:

Finish reading Love That Dog.
Take notes to answer the question: What inspires Jack to write poetry, and where can you see evidence of this in his poetry?
Read biographies about famous poets thinking about what inspired these writers to write poetry, and where you can see evidence of this in their poetry.
Analyze model essay.
Write an informative essay about what inspired a poet to write poetry and where you can see evidence of this in his or her poetry.
Revise and edit work.

CCS Standards Assessed

RL.4.1, RL.4.3, RL.4.4, RL.4.10, RI.4.1, RI.4.3, RI.4.4, RI.4.10, W.4.2, W.4.2a, W.4.2b, W.4.2c, W.4.2e, W.4.4, W.4.5, W.4.10, SL.4.1, L.4.1, L.4.1f, L.4.2, L.4.2b, L.4.4, L.4.4a, L.4.4b, L.4.4c

Assessments and Performance Task

Mid-Unit 2 Assessment: Informative Paragraph: What Inspires Jack? (RL.4.1, RL.4.3, W.4.2, W.4.10)
End of Unit 2 Assessment: Revising a Literary Essay (W.4.2a, W.4.5, L.4.1f, and L.4.2b)

Unit 3: Writing to Inform: Overcoming Learning Challenges -Reading

Instructional Focus

Write original poems.
Revise poems for word and phrase choice, and punctuation for effect.
Analyze model presentation.
Create a poetry presentation.
Choose visuals to support their presentations.
Reading fluency practice.

CCS Standards Assessed

RL.4.5, RF.4.3, RF.4.4, RF.4.4a, RF.4.4b, RF.4.4c, W.4.2, W.4.2a, W.4.2b, W.4.2c, W.4.2d, W.4.2e, W.4.4, W.4.5, SL.4.4, SL.4.5, L.4.1, L.4.1f, L.4.3, L.4.3a, L.4.3b, L.4.3c

Assessments and Performance Task

Mid-Unit 3 Assessment: Revising a Poem (W.4.4, L.4.3a–c)
End of Unit 3 Assessment: Reading a New Poem Aloud for Fluency (RF.4.3, RF.4.4a–c)
Final Performance Task: Poetry Presentation (SL.4.4, SL.4.5)

Quarter 2: Module 2 Animal Defense Mechanisms

Guiding Questions and Big Ideas

How do animals’ bodies and behaviors help them survive?

To protect themselves from predators, animals use different defense mechanisms.

How can writers use knowledge from their research to inform and entertain?

Writers use scientific knowledge and research to inform and entertain.

Unit 1: Building Background Knowledge: Animal Defenses and the Research Process

Instructional Focus:

Building Background Knowledge: What Are Defense Mechanisms, and How Do They Help Animals Survive?
Building Background Knowledge: What Do Researchers Do?
Listening Closely to Paraphrase Information about Animal Defenses
Reading Closely about Animals and Their Defenses
Science Talk: Synthesizing What We Know about the Animal Defense Mechanisms
Listening Closely: Learning about Millipedes and Their Defenses
Reading Closely about Millipedes
Science Talk: Synthesizing What We Know about the Millipede
Setting the Purpose for a Deeper Study of Animal Defense Mechanisms

CCS Standards Assessed

RL.4.10, RI.4.1, RI.4.2, RI.4.4, RI.4.7, RI.4.8, RI.4.10, W.4.5, W.4.7, W.4.8, SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.2, SL.4.6, L.4.4, L.4.4a, L.4.4b, L.4.4c

Assessments

Mid-Unit 1 Assessment: Reading about Caterpillars, Answering Questions, and
Determining the Main Idea (RI.4.2 , RI.4.4, and RI.4.7)
End of Unit 1 Assessment: Answering Questions and Summarizing Texts about Animal Defense Mechanisms (RI.4.1, RI.4.2, and SL.4.2)

Unit 2: Using Writing to Inform

Instructional Focus

Reading Scientific Text: Reading Closely about a Chosen Animal
Science Talk: Synthesizing What We Know about Our Researched Animal
Setting a Purpose for Writing: Creating a Rubric for Informative Paragraphs
Writing Informative Texts: Sequencing Ideas and Using Research Notes
Writing Informative Texts: Revising Paragraphs for Organization, Concrete Details

CCS Standards Assessed

RI.4.1, RI.4.2, RI.4.4, RI.4.9, RI.4.10, W.4.2, W.4.2a, W.4.2b, W.4.2d, W.4.2e, W.4.4, W.4.5, W.4.7, W.4.8, W.4.9, W.4.9b, SL.4.1, SL.4.1b, L.4.1, L.4.1c, L.4.2, L.4.2a, L.4.2c, L.4.2d, L.4.3, L.4.3a, L.4.3c, L.4.4, L.4.6

Assessments

Mid-Unit 2 Assessment: Reading and Researching the Defense Mechanisms of the Pufferfish (RI.4.1, RI.4.2, W.4.7, and W.4.8)
End of Unit 2 Assessment: Writing an Informative Text about Pufferfish Defense Mechanisms (RI.4.9, W.4.2a, W.4.2b, W.4.2d, W.4.2e, W.4.4, W.4.7, W.4.8, 4.9b, L.4.2a, L.4.2c, L.4.2d and L.4.3a)

Unit 3: Using Writing to Entertain

Instructional Focus

Writing Informative Texts: Revising Paragraphs Based on Peer Critique
Introducing the Format: Choose-Your-Own-Adventure
Setting a Purpose for Writing: Understanding the Performance Task
Setting a Purpose for Writing: Creating a Rubric for Narrative Writing
Writing Narrative Texts: Creating a Character Profile
Writing Narrative Texts: Orienting the Reader and Introducing the Characters
Writing Narrative Texts: Including Dialogue and Description
Writing Narrative Texts: Using Transition Words
Writing Narrative Texts: Using Concrete Words and Phrases and Sensory Details
Publishing the Performance Task: Citing Sources and Authors’ Celebration

CCS Standards Assessed

RL.4.10, RI.4.9, RI.4.10, W.4.2, W.4.3, W.4.3a, W.4.3b, W.4.3c, W.4.3d, W.4.3e, W.4.4, W.4.5, W.4.6, W.4.7, W.4.8, W.4.9, W.4.9b, W.4.10, SL.4.1, SL.4.1b, L.4.1, L.4.1d, L.4.2, L.4.2a, L.4.2b, L.4.2d, L.4.3, L.4.3a, L.4.3b, L.4.3c, L.4.6

Assessments and Performance Task

Mid-Unit 3 Assessment: Planning for and Drafting an Introduction for the Choose-Your- Own Adventure Animal Defenses Narrative (W.4.3a W.4.3d and W.4.4)
End of Unit 3 Assessment: Writing Choice #2 of the Choose-Your-Own-Adventure Animal Defense Mechanisms Narrative (W.4.3b, W.4.3c, W.4.3d, W.4.3e, W.4.2a, and W.4.4)
Performance Task: Choose-Your-Own-Adventure Animal Defense Mechanisms Narrative (RI.4.9, W.4.2, W.4.3, W.4.7, W.4.8, and W.4.9b)

Quarter 3: Module 3: The American Revolution

Guiding Questions and Big Ideas

How did the American Revolution and the events leading up to it affect the people in the colonies?

- - - The American Revolution resulted in the United States of America becoming a new country with independence from Britain.
    - The American Revolution, like many wars, divided people: brother against brother, mother against daughter, neighbor against neighbor.
    - American colonists had different perspectives on fighting for independence from Britain.

Unit 1: Perspectives on the American Revolution: Building Background

Knowledge

Instructional Focus

Read Colonial Voices: Hear Them Speak.
Closely read informational texts about the American Revolution to build background knowledge about what happened and the reasons people became either Loyalists or Patriots.
Closely read informational texts about other perspectives on the American Revolution to determine the main idea, analyze the overall structure, and summarize the text.

CCS Standards Assessed

RI.4.1, RI.4.3, RI.4.10, W.4.7, W.4.8, W.4.9, W.4.9b, L.4.2, L.4.2b, RI.4.4, RI.4.5, L.4.1, L.4.1f

Assessments and Performance Task

Mid-Unit 1 Assessment: Researching Perspectives on the American Revolution: Patriots (RI.4.1, RI.4.3, RI.4.10, W.4.7, W.4.8, W.4.9b, and L.4.2b)
End of Unit 1 Assessment: Answering Questions about an Informational Text (RI.4.1, RI.4.2, RI.4.4, RI.4.5, RI.4.10, and L.4.1f)

Unit 2: Perspectives on the American Revolution: Perspectives in

Literature

Instructional Focus

Begin reading Divided Loyalties.
Analyze for character thoughts, feelings, and actions.
Write character analysis paragraphs.
Closely read excerpts of the Declaration of Independence and make connections to the characters in Divided Loyalties.
Prepare for and participate in text-based discussions.
Analyze character thoughts, feelings, and actions to write a first-person narrative.
Correctly use progressive tenses.

CCS Standards Assessed

RL.4.1, RL.4.3, RL.4.4, RL.4.10, W.4.9, W.4.9a, SL.4.1, SL.4.6, L.4.4, RL.4.5, RL.4.6, RL.4.9, W.4.3, W.4.10, L.4.1 ,L.4.1b

Assessments and Performance Task

Mid-Unit 2 Assessment: Reading and Discussing Divided Loyalties (RL.4.1, RL.4.3, RL.4.4, RL.4.10, W.4.9a, SL.4.1, SL.4.6, L.4.4)
End of Unit 2 Assessment: Narrative Writing: First Person Story Based on Divided Loyalties (RL.4.1, RL.4.3, RL.4.5, RL.4.6, RL.4.9, W.4.3, W.4.10, L.4.1b)

Unit 3: Using Writing to Share an Opinion

Instructional Focus

Read opinion texts, determine the author’s opinion, and explain how the author uses reasons and evidence to support his or her opinion.
Analyze model broadside.
Write and revise broadsides from the Patriot and Loyalist perspectives about whether to support the American Revolution.
Prepare for and participate in a discussion about whether to support the American Revolution.

CCS Standards Assessed

RL.4.1, RI.4.2, RI.4.8, RI.4.10, RI.4.9, W.4.1, W.4.5, W.4.9, W.4.9b, W.4.10, SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d, L.4.1, L.4.1e, L.4.1g

Assessments and Performance Task

Mid-Unit 3 Assessment: Reading and Answering Questions about an Opinion Text (RI.4.1, RI.4.2, RI.4.8, RI.4.10)
End of Unit 3 Assessment: Opinion Writing: Loyalist Broadside (RI.4.9, W.4.1, W.4.5, W.4.9b, W.4.10, and L.4.1e,g)
Final Performance Task: Text-Based Discussion: American Revolution (RI.4.9, SL.4.1)

Quarter 4: Module 4: Responding to Inequality: Ratifying the 19th Amendment

Guiding Questions and Big Ideas

What can we learn from the process of ratifying the 19th Amendment?

In 1920, the U.S. Constitution was amended to give women the right to vote; however, this did not allow African American women to vote. When people take action against inequality, they can cause social change.

How can stories inspire us to take action to contribute to a better world?

Stories can build our awareness, empathy, and understanding of injustice and other problems in the world.

How and why can we encourage and support others to contribute to a better world?

We can encourage others to create a better world by raising awareness, offering ideas, and providing opportunities for them to help.

Unit 1: Building Background Knowledge: Reading about and Analyzing Events in The Hope Chest

Instructional Focus

Practice reading The Hope Chest fluently and accurately.
Compare artwork inspired by The Hope Chest with details in the text.
Comparing and contrasting firsthand and secondhand accounts of events

CCS Standards Assessed

RL.4.1, RL.4.3, RL.4.4, RL.4.7, RF.4.4, RF.4.4a, RF.4.4b, RF.4.4c, L.4.4, L.4.4a, L.4.4b, L.4.4c, L.4.5, L.4.5c, RI.4.1, RI.4.2, RI.4.4, RI.4.6

Assessments and Performance Task

Mid-Unit 1 Assessment: Answering Questions about a Literary Text (RL.4.1, RL.4.3, RL.4.4, RL.4.7, RF.4.4, L.4.4, and L.4.5c)
End of Unit 1 Assessment: Comparing Firsthand and Secondhand Accounts of the Same Event (RI.4.1, RI.4.4, RI.4.6, and L.4.4)

Unit 2: Analyzing Characters and How Their Actions Contribute to Theme: Reading and Analyzing The Hope Chest

Instructional Focus

Determining the meaning of similes, metaphors, and common idioms, adages, and proverbs
Summarizing events in The Hope Chest that show evidence of a theme
Using relative pronouns and relative adverbs
Writing a literary essay about a theme in The Hope Chest.

CCS Standards Assessed

RL.4.1, RL.4.2, L.4.1, L.4.1a, L.4.5, L.4.5a, L.4.5b, W.4.2, W.4.2a, W.4.2b, W.4.2c, W.4.2d, W.4.2e, W.4.4, W.4.6, W.4.9, W.4.9a

Assessments and Performance Task

Mid-Unit 2 Assessment: Summarizing Events in a Chapter (RL.4.1, RL.4.2, L.4.1a, and L.4.5a,L.4.5b)
End of Unit 2 Assessment: Writing a Literary Essay about a Theme in The Hope Chest (RL.4.1, RL.4.2, W.4.2, W.4.4, W.4.6, and W.4.9a)

Unit 3: Call to Action: How Can We Make a Difference?

Instructional Focus

Researching how children around the world have made a difference
Identifying the reasons and evidence a speaker in a video provides to support particular points
Planning and writing a PSA
Planning and writing a press release

CCS Standards Assessed

RI.4.1, RI.4.4, RI.4.7, W.4.1, W.4.1a, W.4.1b, W.4.1d, W.4.4, W.4.7, W.4.8, SL.4.3, L.4.4, L.4.4a, L.4.4c

Assessments and Performance Task

Mid-Unit 3 Assessment: Researching How Kids Have Take Action (RI.4.1, RI.4.4, RI.4.7, W.4.7, W.4.8, SL.4.3, L.4.4a and L.4.4c)
End of Unit 3 Assessment: Writing a PSA (W.4.1a,W.4.1b, W.4.1d and W.4.4)
Performance Task: Taking Action Project Press Release (W.4.2 and W.4.4)

Report abuse