Reading/ELA

Scope and Sequence

Key Topics in Fourth Grade Reading/ELA:

Reads Grade Level Text

Phonics/Word Analysis

  • Read grade level texts with fluency and comprehension
  • Read independently for a sustained period of time
  • By end of year, independently reads grade level texts according to the following:
  • Fountas & Pinnell: S
  • Lexile: 799
  • AR: 4.9-6.1
  • Know and apply grade-level phonics and word analysis skills in decoding words.
  • Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar words

Sight Words/Fluency

Sight Words

  • Memorize sight words from Fry Sight Word Lists

Fluency

  • Read grade level text orally with accuracy
  • Read grade level text orally with appropriate rate (120-160 WPM)
  • Read grade level text with expression
  • Reread when needed
  • Use context clues to self correct

Vocabulary

  • Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
  • Use sentence-level context as a clue to the meaning of a word or phrase.
  • Determine the meaning of the new word formed when a known affix is added to a known word
  • Use a known root word as a clue to the meaning of an unknown word with the same root
  • Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of keywords and phrases.
  • Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
  • Distinguish the literal and nonliteral meanings of words and phrases in context (e.g.,take steps).
  • Complete analogies using knowledge of synonyms and antonyms
  • Identify real-life connections between words and their use
  • Distinguish shades of meaning among related words that describe states of mind or degrees of certainty
  • Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships

Comprehension Skills and Strategies

Reading Literature

  • Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
  • Determine a theme of a story, drama, or poem from details in the text; summarize the text.
  • 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).
  • Differentiate between main and minor characters, stereotypical characters as opposed to fully developed characters, identifies changes that characters undergo, and the importance of a character’s actions, motives, and appearance to plot and theme
  • 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).
  • 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.
  • Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
  • 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.
  • Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
  • Students analyze, make inferences, and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts, and provide evidence to support their conclusions
  • Draw from prior knowledge and personal experience

Reading Informational Text

  • Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text
  • Determine the main idea of a text and explain how it is supported by key details; summarize the text
  • Use multiple text features to gain an overview of the contents of text and to locate information
  • 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.
  • Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
  • 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.
  • Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
  • 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.
  • Explain how an author uses reasons and evidence to support particular points in a text.
  • Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Writing

Conventions: spelling, capitalization, punctuation, usage grammar and Handwriting

  • Use elements of the writing process to compose text
  • Use graphic organizers
  • Write opinion pieces on topics or texts, supporting a point of view with reasons and information
  • 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.
  • Provide reasons that are supported by facts and details.
  • Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
  • Provide a concluding statement or section related to the opinion presented.
  • Write informative/explanatory texts to examine a topic and convey ideas and information clearly
  • Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
  • Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
  • Link ideas within categories of information using words and phrases (e.g., another,for example, also, because).
  • Use precise language and domain-specific vocabulary to inform about or explain the topic.
  • Provide a concluding statement or section related to the information or explanation presented.
  • Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  • Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
  • Use dialogue and description to develop experiences and events 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 and phrases and sensory details to convey experiences and events precisely.
  • Provide a conclusion that follows from the narrated experiences or events.

Production and Distribution of Writing:

  • Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
  • With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
  • 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.

Conventions

  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
  • Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
  • Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
  • Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
  • Form and use prepositional phrases.
  • Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*
  • Correctly use frequently confused words (e.g., to, too, two; there, their).*
  • Indent the first word of a paragraph
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • Use correct capitalization.
  • Use commas and quotation marks to mark direct speech and quotations from a text.
  • Use a comma before a coordinating conjunction in a compound sentence.
  • Spell grade-appropriate words correctly, consulting references as needed.

Handwriting

  • Write legibly, leaving appropriate margins for readability

Knowledge of Language:

  • Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • Choose words and phrases to convey ideas precisely.*
  • Choose punctuation for effect.*
  • Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

Research

Speaking and Listening

  • Conduct short research projects that build knowledge through investigation of different aspects of a topic.
  • 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.
  • Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • Apply grade 4 Reading standards to literature (e.g., "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].").
  • Apply grade 4 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text")..
  • 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.
  • 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.
  • Follow agreed-upon rules for discussions and carry out assigned roles.
  • 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.
  • Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
  • Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • Identify the reasons and evidence a speaker provides to support particular points.

Presentation of Knowledge and Ideas:

  • 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.
  • Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
  • Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

Reading/ELA Units: 4rd Grade

First Quarter

Topic

Standard

Quarter

UNIT 1: Key Ideas and Details in Informational Texts

Review of Third Grade Skills

1st

Finding Main Ideas and Details

Determine the main idea of a text and explain how it is supported by details

1st

Understanding Historical Texts

Explain events, procedures, or ideas in a historical, scientific, or technical text

1st

Understanding Technical Texts

Explain events, procedures, or ideas in a historical, scientific, or technical text

1st

Understanding Scientific Texts

Explain events, procedures, or ideas in a historical, scientific, or technical text

1st

Summarizing Informational Texts

Summarize the text

1st

Supporting Inferences about Informational Texts

Refer to details and examples in a text

1st

Opinion Writing

Write an opinion piece on topics or texts

1st

UNIT 1 Test:

1st

Second Quarter:

UNIT 2: Key Ideas and Details in Literature

Describing Characters in Plays

Describe in depth a character, setting, or event in a story or drama

2nd

Describing Settings and Events in Stories

Describe in depth a character, setting, or event in a story or drama

2nd

Determining the Theme of a Story

Determine a theme of a story, drama, or poem from details in the text

2nd

Determining the Theme of a Poem

Determine a theme of a story, drama, or poem from details in the text

2nd

Summarizing Literary Texts

Summarize the text

2nd

Supporting Inferences about Literary Texts

Refer to details and examples in a text

2nd

UNIT 2 Test:

2nd

Unfamiliar Words

Determine or clarify the meaning of unknown and multiple-meaning words

2nd

Text Structures, Part 1

Describe the overall structure

2nd

Text Structures, Part 2

Describe the overall structure

2nd

Unfamiliar Words

Determine or clarify the meaning of unknown and multiple-meaning words

2nd

Narrative Writing

Write narratives to develop real or imagined experiences or events

2nd

Third Quarter

UNIT 3: Key Ideas and Details in Literature and Informational Texts

Comparing Accounts of the Same Topic

Compare and contrast a firsthand and secondhand account

3rd

Unit 3 Test:

3rd

Understanding Vocabulary in Literary Texts

Demonstrate understanding of figurative language, word relationships, and nuances

3rd

Comparing Points of View

Compare and contrast the different points of view from which stories are narrated

3rd

Elements of Poetry

Explain the major differences between poems, drama, and prose

3rd

Elements of Plays

Explain the major differences between poems, drama, and prose

3rd

Comparing Poems, Plays, and Prose

Explain the major differences between poems, drama, and prose

3rd

Unit 4 Test:

3rd

Expository Writing

Write an informative/explanatory text

Fourth Quarter

UNIT 5: Reading Informational Text

Interpreting Visual Information

Interpret information presented visually, orally, or quantitatively

4th

Explaining an Author’s Reasons and Evidence

Explain how an author uses reasons or evidence to support particular points

4th

Integrating Information from Two Sources

Integrate information from two texts

4th

Unit 5 Test:

4th

UNIT 6: Reading Literature

Comparing Topics and Themes in Stories

Compare and contrast the treatment of similar themes and topics

4th

Comparing Patterns of Events in Stories

Compare and contrast the patterns of events

4th

Unit 6 Test:

4th