COURSE TITLE

Grade 4 English Language Arts

LENGTH

Full Year

Grade 4

DEPARTMENT

English

Megan Caughey, Supervisor of Elementary Education

Brian Ersalesi, Supervisor of English and Arts

SCHOOL

Pierrepont School

DATE

Primary Content - English Language Arts

Initial Approval: March 11, 2024

Embedded Content - Career Readiness, Life Literacies and Key Skills

Initial Approval: March 11, 2024

Embedded Content - Computer Science and Design Thinking

Initial Approval: March 11, 2024

Grade 4 English Language Arts

I.        Introduction/Overview/Philosophy

The Grade 4 English Language Arts curriculum affords students interdisciplinary opportunities to become proficient in speaking, listening, writing, and viewing.  Students will be encouraged to become fluent readers who construct meaning through text.  Success in school, the workplace, and life, requires that individuals know how to read, interpret, analyze, and synthesize information.  To that end, this course of study includes multiple exposures to critical skills and strategies and instructional techniques necessary to meet these goals. Students are encouraged to recognize that what they hear, write, and view contributes to the content and quality of their oral and written language.  Instruction will be provided to enable effective listeners to restate, interpret, respond to, and evaluate what they hear.  Strategies will be implemented that enable students to vary forms, style, and conventions in order to write for different audiences, contexts, and purposes.  The language arts are interdependent processes that enrich each other and culminate in an integrated act of learning and knowing.  

The Rutherford Public Schools has built its foundational literacy program on the Reading and Writing Project’s workshop model.

The Reading and Writing Project’s approach to instruction recognizes that “one size fits all” does not match the realities of the classrooms and schools in which they work. Instruction is designed to:

• help teachers address each child’s individual learning,
• explicitly teach strategies students will use not only the day they are taught, but whenever they need them,
• support small-group work and conferring, with multiple opportunities for personalizing instruction,
• tap into the power of a learning community as a way to bring all learners along,
• build choice and assessment-based learning into the very design of the curriculum,
• help students work with engagement so that teachers are able to coach individuals and lead small groups.

The routines and structures of reading and writing workshop are kept simple and predictable so that the teacher can focus on the complex work of teaching in a responsive manner to accelerate achievement for all learners.

II.        Objectives

Course Outline:

Reading

• UNIT 1 Interpreting Characters: The Heart of the Story: This unit invites students to delve into complex texts and see significance in details. They’ll study the complexity of characters and the themes those characters advance.
• UNIT 2 Reading the Weather, Reading the World: This unit teaches students that expository texts are organized into text structures and that they can use their knowledge of structures to figure out what’s important. Children form research teams to study tone and craft, practice close reading, and evaluate sources for credibility.
• UNIT 3 Reading History: The American Revolution: This is a unit on researching history. You’ll teach students to lean on text structures to organize notes and thinking, synthesize information, and tackle primary sources. You’ll also teach strategies to help students read complex texts, preview and paraphrase, and extract main ideas.
• UNIT 4 Historical Fiction Clubs: In this unit, students practice reading analytically, synthesizing complicated nar- ratives, comparing and contrasting themes, and incorporating nonfiction research into their reading. Chil- dren learn to think across fiction and nonfiction, across story and history, and across books they have read.

Writing

• UNIT 1 The Arc of Story: Writing Realistic Fiction: In this unit, students learn that the lenses they bring to reading fiction can also be brought to writing fiction, as they develop believable characters with struggles, motivations, and rich stories to tell.
• UNIT 2 Boxes and Bullets: Personal and Persuasive Essays: This unit teaches students to learn the value of organization and form as they gather evidence to support and express an opinion on topics they know well.                                        
• UNIT 3 Bringing History to Life: Students are invited to tackle historical research in this unit, in which they collect evidence and use details to vividly describe people and events long ago and far away.
• UNIT 4 The Literary Essay: Writing About Fiction: This unit brings the series full circle as students build on their learning of essay writing and apply it with increasing sophistication to a unit on literary essays—that is, writing about fiction.

Grammar Usage and Mechanics

• Parts of a sentence
• Nouns
• Verbs
• Adjectives
• Capitalization and punctuation
• Pronouns
• Adverbs
• Prepositions
• Synonyms
• Antonyms

Listening and Speaking

• Listening

• For information
• To an opinion
• To take messages
• To conduct interviews

• Speaking

• Dramatizing
• Giving and following instructions
• Producing oral reports
• Conducting interviews

Student Outcomes:

After successfully completing this course, the student will be able to:

• Understand the concepts of print
• Identify, segment, and combine phonemes
• Read high frequency words
• Demonstrate knowledge of vocabulary and word study
• Reading Comprehension

• Activate background knowledge
• Make connections
• Self-monitor comprehension
• Retell and summarize
• Make inferences

• Distinguish various text types/genres
• Use and evaluate story elements
• Use and evaluate text structures and text features
• Appreciate author’s craft
• Respond to text
• Set purpose for reading
• Understand and use text features
• Understand and use text structures
• Read critically
• Write with purpose

• Narrative
• Informative
• Opinion

Vision for English Language Arts Education in New Jersey

A New Jersey education in English Language Arts builds readers, writers, and communicators prepared to meet the demands of college and career and to engage as productive American citizens with global responsibilities. Throughout their kindergarten through grade 12 experience, students will:

• Develop the necessary skills in reading, writing, speaking, and listening that are the foundations for creative and purposeful expression in language.
• Read rich, challenging texts that build their knowledge of the world, grow their confidence and identities as readers, and develop critical thinking skills and vocabulary necessary for long-term success.
• Engage in regular, meaningful, writing authentic tasks, exploring valued topics, writing for impact and expression, and sharing their work with others (including authentic audiences).
• Leverage complex texts and digital media to develop comprehension, active listening, and discussion skills.
• Ground daily writing and discussion in evidence, fostering an ability to read critically, build arguments, cite evidence, and communicate ideas to contribute meaningfully as productive citizens.
• Evaluate the reliability, credibility, and perspective of authors and speakers across all forms of media.
• Express ideas and knowledge through a variety of modalities and media, and serve as effective communicators who purposefully read, write, and speak across multiple disciplines.
• Learn to persist in reading complex texts, establishing lifelong habits to read voluntarily for pleasure, for further education, for information on public policy, and for advancement in the workplace.

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Practices of English Language Arts

The English Language Arts Practices offer the capacities held by students who have progressed through a kindergarten through grade 12 English Language Arts program in New Jersey. These practices describe students who are proficient in literacy, possessing the abilities to read deeply, create their own works, and listen and speak to a broad range of ideas. As New Jersey students advance through the grades and demonstrate proficiency in the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and regularity the following capacities of the literate individual.

Student capacities include:

• Developing Responsibility for Learning: Cultivating independence, self-reflection, and responsibility for one’s own learning.
• Adapting Communication: Adapting communication in response to the varying demands of audience, task, purpose, and discipline.
• Valuing Evidence in Argumentation: Constructing viable claims and evaluating, defending, challenging, and qualifying the arguments of others.
• Building Knowledge: Building strong content knowledge and connecting ideas across disciplines using a variety of text resources and media.
• Leveraging Technology: Employing technology and digital media thoughtfully, strategically and capably to enhance reading, writing, speaking, listening, and language use.
• Understanding Self and Others: Using literacy as a vehicle to affirm all the aspects of one’s own identity, as well as understand, connect to and respect other perspectives and cultures.

Language Domain Anchor Statements

Language: System and structure, effective use, and vocabulary

The Language anchor statements include the system and structure of English, but they also approach language as a matter of craft and informed choice among alternatives. The vocabulary standards focus on understanding words and phrases, their relationships, and their nuances and on acquiring new vocabulary, particularly general academic and domain-specific words and phrases.

(RF) Foundational Skills: Reading Language: By the end of grade 5, develop understanding and conceptual knowledge of, phonics, syllabication patterns, letter-sound correspondences, word analysis, morphology, and other basic conventions of written English.

(WF) Foundational Skills: Writing Language: By the end of grade 5, develop understanding and conceptual knowledge of print, phonological processing, letter formation and handwriting, and other basic conventions of the English writing system.

(SS) System and Structure of Language: By the end of grade 12, demonstrate command of grammar and usage, capitalization, punctuation, and spelling.

(KL) Knowledge of Language: By the end of grade 12, apply knowledge of language and command of vocabulary to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

(VL) Vocabulary Acquisition, Use and Literal Meaning: By the end of grade 12, determine the meaning of unknown and multiple-meaning words using analysis of word parts (morphemes), word solving strategies, and consulting general and specialized reference materials, as appropriate.

(VI) Vocabulary Acquisition, Use and Interpretative Meaning: By the end of grade 12, interpret figurative and connotative word meanings, including shades of meaning based on word relationships and context.

Reading Domain Anchor Statements

Reading: Text complexity and the growth of comprehension

The Reading anchor statements place equal emphasis on the sophistication of what students read and the skill with which they read. They define a grade-by-grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.

(CR) Close Reading of Text: By the end of grade 12, read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

(CI) Central Ideas and Themes of Texts: By the end of grade 12, determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

(IT) Interactions Among Text Elements: By the end of grade 12, analyze how and why individuals, events, and ideas develop and interact over the course of a text.

(TS) Text Structure: By the end of grade 12, analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

(PP) Perspective and Purpose in Texts: By the end of grade 12, assess how perspective or purpose shapes the content and style of a text.

(MF) Diverse Media and Formats: By the end of grade 12, synthesize content presented in diverse media and formats, including visually and quantitatively, as well as in words.

(AA) Analysis of an Argument: By the end of grade 12, evaluate the argument and specific claims in a text, including the validity of the reasoning, the credibility and accuracy of each source as well as the relevance and sufficiency of the evidence.

(CT) Comparison of Texts: By the end of grade 12, analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Writing Domain Anchor Statements

Writing: Text types, responding to reading, and research

The Writing anchor statements acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing, other skills are more properly defined in terms of specific writing types: arguments, informative/explanatory texts, and narratives. They stress the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts. Because of the centrality of writing to most forms of inquiry, research standards are prominently included in this strand, though skills important to research are infused throughout the document.

(AW) Argumentative Writing: By the end of grade 12, write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

(IW) Informative and Explanatory Writing: By the end of grade 12, write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

(NW) Narrative Writing: By the end of grade 12, write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

(WP) Writing Process: By the end of grade 12, develop and strengthen writing as needed by planning, revising, editing, rewriting, and publishing.

(WR) Writing Research: By the end of grade 12, conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused questions, demonstrating understanding of the subject under investigation.

(SE) Sources of Evidence: By the end of grade 12, gather relevant information and evidence from multiple sources to support analysis, reflection, and research, while assessing the credibility and accuracy of each source, and integrating the information while avoiding plagiarism.

(RW) Range of Writing: By the end of grade 12, 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 tasks, purposes, and audiences.

Speaking and Listening Anchor Statements

Speaking and Listening: Flexible communication and collaboration

Including but not limited to skills necessary for formal presentations, the Speaking and Listening anchor statements require students to develop a range of broadly useful oral communication and interpersonal skills. Students must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task.

(PE) Participate Effectively: By the end of grade 12, prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

(II) Integrate Information: By the end of grade 12, integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

(ES) Evaluate Speakers: By the end of grade 12, evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

(PI) Present Information: By the end of grade 12, present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

(UM) Use Media: By the end of grade 12, make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

(AS) Adapt Speech: By the end of grade 12, adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Grade 4

Language Domain

Foundational Skills: Reading Language

Phonics and Word Recognition

L.RF.4.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words; use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Fluency

L.RF.4.4. Read with sufficient accuracy and fluency to support comprehension.

1. Read grade-level text with purpose and understanding.
2. Read grade-level text orally with accuracy, appropriate rate, and expression.
3. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Foundational Skills: Writing Language

Spelling

L.WF.4.2 Demonstrate command of the conventions of encoding and spelling.

1. Analyze and spell multi-syllable words with the most common Latin roots, prefixes, and suffixes.
2. Write affixed words that involve a sound or spelling change in the base word.
3. Spell grade-appropriate words correctly, consulting references as needed.
4. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

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Sentence Composition (Grammar, Syntax, and Punctuation)

L.WF.4.3. Demonstrate command of the conventions of writing, including those listed under grade three foundational skills:

1. Use basic paragraphing, including using paragraph indentations and using paragraphs in dialogue.
2. Place adjectives and adverbs and form comparative and superlative adjectives and adverbs.
3. Use independent clauses and coordinating conjunctions.
4. Form irregular verbs; form and use progressive tenses.
5. Form and use possessive nouns and pronouns.
6. Capitalize the first word in quotations as appropriate, capitalize other important words (e.g., section headings).
7. Use underlining, quotation marks, or italics for titles; use quotation marks for direct speech; use comma before a coordinating conjunction in a compound sentence.
8. Use apostrophes for possession.

L.KL.4.1. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

1. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.
2. Choose words and phrases to convey ideas precisely.
3. Choose punctuation for effect.
4. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

L.VL.4.2. Determine or clarify the meaning of unknown and multiple-meaning academic and domain-specific words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

1. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
2. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
3. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

L.VI.4.3. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

1. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
2. Determine the meaning of words and phrases that allude to significant characters found in literature.
3. Recognize and explain the meaning of common idioms, adages, and proverbs.
4. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

Reading Domain

RL.CR.4.1. Refer to details and examples as textual evidence when explaining what a literary text says explicitly and make relevant connections when drawing inferences from the text.

RI.CR.4.1. Refer to details and examples as textual evidence when explaining what an informational text says explicitly and make relevant connections when drawing inferences from the text.

RL.CI.4.2. Summarize a literary text and interpret the author’s theme citing key details from the text.

RI.CI.4.2. Summarize an informational text and interpret the author’s purpose or main idea citing key details from the text.

RL.IT.4.3. Describe the impact of individuals and events throughout the course of a text, using an in-depth analysis of the character, setting, or event that draws on textual evidence.

RI.IT.4.3. Describe the impact of individuals and events throughout the course of a text, explaining events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on evidence in the text.

RL.TS.4.4. 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.

RI.TS.4.4. 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.

RL.PP.4.5. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

RI.PP.4.5. Compare and contrast multiple accounts of the same event or topic; noting important similarities and differences in in the point of view they represent.

RL.MF.4.6. Make connections between specific descriptions and directions in a text and a visual or oral representation of the text.

RI.MF.4.6. Use evidence to show how graphics and visuals (e.g., illustrations, charts, graphs, diagrams, timelines, animations) support central ideas.

RI.AA.4.7. Analyze how an author uses facts, details and explanations to develop ideas or to support their reasoning.

RL.CT.4.8. Compare and contrast the treatment of similar themes, topics and patterns of events in literary texts from authors of different cultures.

RI.CT.4.8. Compare and contrast the treatment of similar themes, topics and patterns of events in informational texts from authors of different cultures.

Writing Domain

W.AW.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

1. 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.
2. Provide reasons that are supported by facts from texts and/or other sources.
3. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
4. Provide a conclusion related to the opinion presented.

W. IW.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

1. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), text features (e.g., illustrations, diagrams, captions) and multimedia when useful to aid in comprehension.
2. Develop the topic with facts, definitions, concrete details, text evidence, or other information and examples related to the topic.
3. Link ideas within paragraphs and sections of information using words and phrases (e.g., another, for example, also, because).
4. Use precise language and domain-specific vocabulary to inform about or explain the topic.
5. Provide a conclusion related to the information or explanation presented.

W.NW.4.3. Write narratives to develop real or imagined experiences or events using narrative technique, descriptive details, and clear event sequences.

1. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
2. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
3. Use a variety of transitional words and phrases to manage the sequence of events.
4. Use concrete words, phrases, and sensory details and explore using figurative language to convey experiences and events precisely.
5. Provide a conclusion that follows from the narrated experiences or events.

W.WP.4.4. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

1. Identify audience, purpose, and intended length of composition before writing.
2. Use specialized, topic-specific language appropriate for the audience, purpose and subject matter.
3. Consider writing as a process, including self-evaluation, revision and editing.
4. With adult and peer feedback, and digital or print tools such as a dictionary, thesaurus, and/or spell checker, evaluate whether the writing achieved its goal and make changes in content or form as necessary.
5. After initial drafting, expand, combine, and reduce sentences for meaning, audience, and style.

W.WR.4.5. Conduct short research projects that use multiple reference sources (print and non-print) and build knowledge through investigation of different aspects of a topic.

W.SE.4.6. Gather relevant information from multiple print and digital sources; take notes, prioritize and categorize information; provide a list of sources.

W.RW.4.7. Write routinely over extended time frames (with time for research and revision) and shorter time frames (a single sitting) for a range of tasks, purposes, and audiences.

Speaking and Listening Domain

SL.PE.4.1. 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.

1. Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.
2. Follow agreed-upon rules for discussions and carry out assigned roles.
3. 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.
4. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

SL.II.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats (e.g., visually, quantitatively, and orally).

SL.ES.4.3. Identify the reasons and evidence a speaker provides to support particular points.

SL.PI.4.4. 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.

SL.UM.4.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

SL.AS.4.6. 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.

Career Readiness, Life Literacies, and Key Skills Practices

CRLLKSP 1                Act as a responsible and contributing community member and employee.

Students understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.

CRLLKSP 2                Attend to financial well-being.

Students take regular action to contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success.

CRLLKSP 3                Consider the environmental, social and economic impacts of decisions.

Students understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization.

CRLLKSP 4                Demonstrate creativity and innovation.

Students regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization.

CRLLKSP 5                Utilize critical thinking to make sense of problems and persevere in solving them.

Students readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.

CRLLKSP 6                Model integrity, ethical leadership and effective management.

Students consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals and organizational culture.

 CRLLKSP 7                Plan education and career paths aligned to personal goals.

Students take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals.

CRLLKSP 8                Use technology to enhance productivity, increase collaboration and communicate effectively.

Students find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.

CRLLKSP 9                Work productively in teams while using cultural/global competence.

Students positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.

III.         Proficiency Levels

This curriculum is appropriate for all students in Grade 4.

IV.        Methods of Assessment

Student Assessment

Student progress and achievements are assessed through a variety of formal and informal methods of assessment that include, but are not limited to, the following:

• Formal

• F&P BAS
• Published tests
• Teacher-made tests
• Writing portfolios
• Homework
• Class work
• Class participation
• Projects
• Short constructed response
• Standardized test rubrics
• Standardized tests

• Informal

• Teacher observation
• Peer evaluation
• Teacher/student feedback
• Class discussion
• Self, peer, teacher collaborative feedback
• Portfolios
• Group/individual reports
• Activity sheets/workbooks (publisher/teacher-made)
• Supplemental activities

Curriculum/Teacher Assessment

The teacher will provide the subject area supervisor with suggestions for changes on an ongoing basis.

V.        Grouping

Grade 4 English Language Arts classes are heterogeneously grouped classes; therefore, no level placement criteria apply to this course of study. Students may be homogeneously grouped by need(s) in reading.

VI.        Articulation/Scope & Sequence/Time Frame

English Language Arts Grade 4 is a full-year course.

VII.        Resources

Texts/Supplemental Reading/References

• Speakers  

• Teachers are encouraged to contact community groups, parents, and organizations to obtain speakers to enhance the curriculum with the approval of the administration.        

• References

• Teachers may contact the English Language Arts department office and the school and local libraries for additional resources.  Nearby colleges and other organizations may also be excellent resources.

• Technology

• Use of technology will conform to the New Jersey Student Learning Standards.
• Students shall use computers to complete research and for word processing. Teachers shall use appropriate technology to enhance lessons.  Students shall use computers for independent practice of developing skills and as part of the writing process.

• Supplies and Materials

• Audio/video equipment for viewing and listening may be required.  
• In addition, art supplies for projects may also be needed.

• Textbooks

• Grammar Workshop, Sadlier 2023
• Units of Study for Teaching Reading with Trade Book Pack, Lucy Calkins, Teachers College Reading and Writing Project, Columbia University.

• The American Revolutionaries: A History in Their Own Words, 1750–1800 by Milton Meltzer
• Every Living Thing by Cynthia Rylant
• Hurricane and Tornado by Jack Challoner
• King George: What Was His Problem? by Steve Sheinkin
• Liberty! How the Revolutionary War Began by Lucille Recht Penner
• Number the Stars by Lois Lowry
• The Revolutionary War by Josh Gregory
• Rose Blanche by Cristophe Gallaz
• The Split History of the American Revolution by Michael Burgan
• The Tiger Rising by Kate DiCamillo
• Weather by Kathy Furgang

• Units of Study in Opinion, Information, and Narrative Writing with Trade Book Pack, Lucy Calkins, Teachers College Reading and Writing Project, Columbia University.

• Fireflies by Julie Brinkloe
• Pecan Pie Baby by Jacqueline Woodson
• Revolutionary War (Cornerstones of Freedom series) by Josh Gregory
• Fox by Margaret Wild & Ron Brooks

• Fountas and Pinnell Benchmark Assessment System, 3rd Edition
• Handwriting: Cursive. Sadlier 2024.

• Supplemental Readings/Materials

• Supplemental readings and/or materials must be relevant and appropriate and related to the course content.  Any supplemental readings/materials will be used with teacher discretion and/or supervisor/administrator approval.
• Flocabulary
• Commonlit.org
• IXL.com
• Reading A-Z
• Weekly Reader
• Test Preparation Resources
• Scholastic
• Computer Software
• Internet resources
• Dictionaries
• Videos/DVDs/CD’s
• Novels selected are based upon individual student’s reading levels. Examples include:

• Sarah Plain and Tall -  Patricia MacLachlan
• Tales of a Fourth Grade Nothing - Judy Blume
• The Bird House - Cynthia Rylant
• Daniel Boone - Laurie Lawlor
• Celebrate America in Poetry and Art - Nora Panzer
• Charlie and the Chocolate Factory - Roald Dahl
• Charlotte’ s Web - E.B. White
• Cricket in Times Square -  George Selden
• Maniac Magee - Jerry Spinelli
• Mississippi Mud: Three Prairie Journals - Ann Warren Turner
• The Mouse and the Motorcycle - Beverly Cleary
• Ragweed - Avi
• Skylark - Patricia Maclachan
• Stuart Little - E. B. White
• Wishtree - Katherin Applegate
• I Survived the American Revolution

Mandates

Classroom instruction and activities will include, where appropriate, activities on climate change. The New Jersey Student Learning Standards (NJSLS) are designed to prepare students to understand how and why climate change happens, the impact it has on our local and global communities and to act in informed and sustainable ways. Where possible, activities are infused to foster an interdisciplinary approach to climate change education that is evidence-based, action-oriented and inclusive.

Classroom instruction and activities will include, where appropriate, activities on Asian American and Pacific Islander Education. As per, P.L.2021, c.416, the instruction will include inclusive materials that portray the cultural diversity of Asian Americans and Pacific Islanders.

Classroom instruction and activities will include, where appropriate, curricula on diversity and inclusion. As per 18A:35-4.36a (2021), the instruction shall:

• apply to grades Kindergarten through 12
• highlight and promote diversity
• examine the impact that unconscious bias and economic disparities have
• encourage safe, welcoming, and inclusive environments for all students

The following websites may also be used to infuse activities into diversity and inclusion into lessons. They are current as of the publication/approval of this document.

Diversity and Inclusion

• https://newsela.com/
• https://www.learningforjustice.org/
• https://www.scholastic.com/teachers/lesson-plans/teaching-content/multiculturalism-and-diversity/
• https://diversebooks.org
• https://newsela.com/

Individuals with with Disabilities

• https://newsela.com/
• https://www.disabilitymuseum.org/dhm/index.html
• https://americanhistory.si.edu/disabilityrights/welcome.html
• https://getintoit.specialolympics.org/educators/

The Bergen County Curriculum Consortium has curated resources designed to work in tandem with existing curricula. These tools highlight the contributions of diverse groups and align to New Jersey Student Learning Standards. This resource was approved by the Rutherford Board of Education on August 23, 2021.

• https://sites.google.com/wwrsd.org/njsa1835-435to436/k-12-curriculum-toolkits 

Interdisciplinary Connections Mandated by the NJDOE

VIII.        Suggested Activities

After reading required selections, students may create/or participate in:

• Stories, journals, newspapers, or scrapbooks
• Analogy fun - partners create analogies
• Animal report - research an animal by answering questions
• Biography Day
• Book fair
• Book reports (written, oral)
• Concept webs for main idea and supporting detail
• Conduct an interview
• Create an advertisement
• DEAR time (Drop Everything And Read)
• Echo reading
• KWL chart (nonfiction stories)
• Literature circles
• Plays (attend or perform)
• Preview and predict balloons - put clues to book inside balloons
• “Read All About It!”- find the 5W’s in a newspaper article
• Reflective journal
• Story boards (fiction stories)
• Story mapping
• Story sequence cards
• Theme-related projects
• Treasure hunt - use newspapers and magazines
• Vocabulary crossword puzzles
• Word Ladder - change letters in a word
• Write an autobiography
• Book reports                                        
• Current events
• “Fishbowl” discussion
• Helping hand - 5W reinforcement
• Illustrate scene and name nouns
• Mini-white board activities
• Money words using adjectives
• Mystery adjective box
• Performance of student plays
• Portfolios
• Read, trace, write, and stamp spelling words
• Rewrite story endings
• Student generated sentence in three tenses
• “Traveling story” (pass along and add on)
• Unscramble spelling words
• Verb charades
• Write a menu
• Word sort to create sentences
• Writing prompts geared toward standardized tests
• Interdisciplinary projects/reports

IX.        Methodologies

Career Readiness, Life Literacies, and Key Skills Mission:  Career readiness, life literacies, and key skills education provides students with the necessary skills to make informed career and financial decisions, engage as responsible community members in a digital society, and successfully meet challenges and opportunities in an interconnected global economy.

Vision: An education in career readiness, life literacies and key skills fosters a population that:

• Continually self-reflects and seeks to improve the essential life and career practices that lead to success
• Uses effective communication and collaboration skills and resources to interact with a global society
• Possesses financial literacy and responsibility at home and in the broader community
• Plans, executes, and alters career goals in response to changing societal and economic conditions
• Seeks to attain skill and content mastery to achieve success in a chosen career path

Career Readiness, Life Literacies, and Key Skills are intended to:

• Promote the development of curricula and learning experiences that reflect the vision and mission of Career Readiness, Life Literacies, and Key Skills
• Foster greater coherence and appropriate progressions across grade bands
• Establish meaning connections among the major areas of study
• Prioritize the important ideas and core processes that are central and have lasting value beyond the classroom
• Reflect the habits of mind central to Career Readiness, Life Literacies, and Key skills that lead to post-secondary success

A wide variety of methodologies in this course will be used.  The following are suggestions, not limitations, as to how the program may be implemented and facilitated while paying special attention to the skills.  Codes refer to the 2020 New Jersey Student Learning Standards – Career Readiness, Life Literacies, and Key Skills.

• Cooperative learning groups CRLLKSP1, CRLLKSP4, CRLLKSP5, CRLLKSP6, CRLLKSP8, CRLLKSP9
• Differentiated instruction methods CRLLKSP2, CRLLKSP6, CRLLKSP8
• Workshop approach CRLLKSP1, CRLLKSP4, CRLLKSP5, CRLLKSP6, CRLLKSP8, CRLLKSP9
• Individual assignments CRLLKSP2, CRLLKSP4
• Whole class instruction CRLLKSP2, CRLLKSP4
• Small group instruction CRLLKSP1, CRLLKSP4, CRLLKSP5, CRLLKSP6, CRLLKSP8, CRLLKSP9
• Technology-aided instruction CRLLKSP2, CRLLKSP4, CRLLKSP8
• Peer-to-peer instruction CRLLKSP1, CRLLKSP4, CRLLKSP9

X.        Interdisciplinary Connections

Interdisciplinary curriculum coordination will be done with the other departments on a regular basis.

The nature of an English Language Course demands varied text types and genres.  Students will be exposed to informational and literary texts that may encompass any of the following areas: art, history, music, science, mathematics, business, and/or technology.  Throughout the year, students will use resources from these areas in their English Language Arts class(es). This course reinforces concepts taught in:

• Social Studies
• Humanities
• Mathematics
• Science
• Technology
• Appropriate and competent use of relevant websites and digital software and equipment
• Recording student performances/projects using appropriate audio, video, and /or photographic means to facilitate classroom critique of student growth and progress
• Presentation and exploration of related career possibilities
• Working in teams to create group based learning activities and projects CRLLKSP1
• Application of skills learned in class to project based activities CRLLKSP2

Interdisciplinary Connections

XI.         Differentiating Instruction for Students with Special Needs: Students with Disabilities, Students at Risk, Students with 504 Plans, English Language Learners, and Gifted & Talented Students

Differentiating instruction is a flexible process that includes the planning and design of instruction, how that instruction is delivered, and how student progress is measured. Teachers recognize that students can learn in multiple ways as they celebrate students’ prior knowledge. By providing appropriately challenging learning, teachers can maximize success for all students.

Differentiating in this course includes but is not limited to:

Differentiation for Support (ELL, Special Education, Students at Risk and Students with 504 Plans)

• Peer mentoring on problems
• Differentiated teacher feedback on assignments
• Modeling out accounting problems on whiteboard
• Visual aids as we project problems on whiteboard
• Study guides
• Tiered assignments
• Scaffolding of materials and assignments
• Re-teaching and review
• Guided note taking
• Exemplars of varied performance levels
• Multi-media approach to accommodating various learning styles
• Use of visual and multi-sensory formats
• Use of assisted technology
• Use of prompts
• Modification of content and student products
• Testing accommodations
• Authentic assessments
• Pre-teaching of vocabulary and concepts
• Visual learning, including graphic organizers
• Use of cognates to increase comprehension
• Teacher modeling
• Pairing students with beginning English language skills with students who have more advanced English language skills
• Scaffolding

• word walls
• sentence frames
• think-pair-share
• cooperative learning groups
• teacher think-alouds

• Supplemental reading material for independent study
• Flexible grouping
• Tiered assignments
• Topic selection by interest
• Enhanced expectations for independent study
• Elevated questioning techniques using Webb's Depth of Knowledge matrix
• Adjusting the pace of lessons
• Curriculum compacting
• Inquiry-based instruction
• Independent study
• Higher-order thinking skills
• Interest-based content
• Student-driven
• Real-world problems and scenarios

XII.        Professional Development

The teacher will continue to improve expertise through participation in a variety of professional development opportunities.

XIII.        Curriculum Map/Pacing Guide