ELA GRADE 4                                                                                         Page  of

The Grade 4 ELA curriculum is designed to provide students with the instruction they need to continue to develop and enhance their literacy skills. Building on the skills and strategies that the children have developed in third grade, the ELA curriculum supports children as they learn to read with increasing fluency, comprehension and independence

Reading instruction begins with a targeted mini-lesson, followed by group or independent skill building lessons and independent practice time. The Reading block also consists of Independent Reading time. While students are reading independently, strategy groups and individual reading conferences take place. Strategy groups are comprised of students who need targeted practice on a specific skill and strategy, and individual conferences are tailored to specific student needs.

Writing instruction also begins with a targeted mini-lesson, followed by an opportunity for group and individual practice of targeted skill. The block also consists of Independent Writing time. While students are working on individual pieces, the teacher is holding small group or individual conferences based on specific strategies to improve student writing skills. Strategy groups are made up of students who demonstrate a need for targeted practice or enrichment of specific skills or strategies.

ELA instruction for the year is organized into 6 units of study, which are described below:

Units:

Unit 1. Think it Through

Unit 2. Amazing Animals

Unit 3. That’s the Spirit

Unit 4. A World Without Rules

Unit 5. Fact or Fiction

Unit 6. Past, Present, Future




Unit Title

Unit 1. Title: Think it Through

Timeframe 

6 weeks

Unit Summary

Students will explore texts including both fiction and nonfiction as well as expository and narrative nonfiction genres. Students will close read texts applying comprehension strategies such as inferring, cause and effect, and  rereading. They will demonstrate understanding of character, setting, and plot in fiction and main idea and supporting details. Students will build vocabulary, contextual clues strategies, deepen understanding of how words and sentences work, and utilize narrative techniques to develop real or imagined experiences or events..

Learning Targets

Essential Questions

Week 1: Where do good ideas come from?

Week 2: How do your actions affect others?

Week 3: How do people respond to natural disasters?

Week 4: How can science help you understand how things work??

Week 5: How can starting a business help others?

Enduring Understandings

Students will understand:

Week 1: People come up with creative and original ideas every day.  Sometimes a clever idea is the result of an accident, brainstorming, or observation.

Week 2:Have you ever heard the expression, “Actions speak louder than words?” A broken promise is one example of actions speaking louder than words.Our actions may have effects we don’t intend.

Week 3: When natural disasters occur, it can cause a huge crisis in a community. Luckily, there are people who are trained to respond to natural disasters.

Week 4: Science can help us understand a lot of things- from how to throw a curveball to what happens when you ride a roller coaster.

Week 5: Starting a business can provide goods and services that others need. It can provide things for a community that it didn’t have before.

Know

By the end of this unit, students will know:

  • Vocabulary Terms: brainstorm, flattened, frantically, gracious, muttered, official, original, stale, accountable, advise, desperately, hesitated, humiliated, inspiration, self-esteem, uncomfortably, alter, collapse, crisis, destruction, hazard, severe, substantial, unpredictable, accelerate, advantage, capabilities, friction, gravity, identity, inquiry, thrilling, compassionate, enterprise, exceptional, funds, innovative, process, routine, undertaking
  • Vocabulary Strategies: contextual clues: synonyms, idioms, multiple-meaning words, definitions, and restatements, and suffixes
  • Comprehension Strategies: make predictions,reread, cause and effect
  • Comprehension Skills: sequence, problem and solution, compare and contrast, main idea and key details
  • Genres: fairy tale, realistic fiction, expository text, narrative nonfiction, persuasive article
  • Writing traits: ideas, organization, sentence fluency
  • Grammar: sentences, subject and predicate, compound sentences, clauses and complex sentences, run-on sentences
  • Phonics/Spelling: short vowels, long a, long e, long i, long o
  • Fluency: expression and phrasing, intonation, accuracy, rate

Do

By the end of this unit, students will be able to:

  • Describe in depth a character, setting, or event in a story drawing on specific details in the text
  • Acquire and use accurately grade appropriate general academic and specific words and phrases
  • Refer to details in a text when explaining what the text says explicitly and when drawing inferences
  • Identify sequence of events in a story
  • Recognize the characteristics of a fairy tale
  • Demonstrate understanding of figurative language, word relationships, and word meanings
  • Use combined knowledge of all letter-sound patterns
  • Write about a personal experience
  • Add descriptive details to revise writing
  • Produce complete sentences
  • Spell grade appropriate words correctly
  • Expand vocabulary
  • Make, confirm, and revise predictions
  • Identify problem and solution within a story
  • Recognize the characteristics of realistic fiction
  • Understand how to focus an event
  • Add details to revise
  • Identify subjects and predicates
  • Identify characteristics and text features of expository texts
  • Reread difficult sections to increase understanding
  • Identify comparisons and contrast
  • Identify characteristics and text features of narrative nonfiction
  • Identify characteristics of persuasive articles
  • Determine the main idea of a text

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades 3-6

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Research and Inquiry Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

  • Learning goals will be met through a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, independent reading, close reading, reader’s theater, literacy/grammar games, and diagrams/charts.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop
  • Literature Anthology
  • Leveled Readers
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Chromebooks

Smartboards

Supplemental Resources

Newsela 

Sound Spelling Cards

High-Frequency Word Cards

Interactive Games

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

·       North Carolina-4th Gr. ELA Unpacking the Standards

·       PARCC Evidence Tables

·       Point of View Video

·       Main Idea Practice

·       Inference Practice

·       Read Aloud Strategy

·       Circle Plot Diagram

·       Fluency Packet

Writing/Language

·       Brainstorm before Writing

·       Conferencing Video

·       Narrative Lessons

·       Compare/Contrast Map

·       Essay Map

·       Implementing the Writing Process

·       Mini Lessons

·       Writing Samples

·       Graphic Organizers

Speaking & Listening

·       Collaborative Discussions Video

·       Notes for Discussions Video

·       Text Talk Time

·       Literature Circles

·       Speaking and Listening Rubric

·       In Character Presentation

·       Crafting a Persuasive Speech

Critical Thinking

·       Current Event Lessons

·       Smithsonian Tween Tribune

·       Newsela Critical Thinking Handbook

·       Critical Thinking Lessons in Literacy

·       Whole Brain Teaching Video

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking and Listening

RL.4.1. Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.

W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 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. B. Provide reasons that are supported by facts from texts and/or other sources. C. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). D. Provide a conclusion related to the opinion presented.

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

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

RL.4.3. 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)

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

RL.4.4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in literature.

W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SL.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.

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

W.4.6. 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.

RL.4.7. Make connections between specific descriptions and directions in a text and a visual or oral representation of the text.

RL.4.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

RL.4.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.

RI.4.1. Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.

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

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

RI.4.3. 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.

L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Use correct capitalization. B. Use commas and quotation marks to mark direct speech and quotations from a text. C. Use a comma before a coordinating conjunction in a compound sentence. D. Spell grade-appropriate words correctly, consulting references as needed.

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

L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. A. Choose words and phrases to convey ideas precisely. B. Choose punctuation for effect. C. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

RI.4.5. 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.

L.4.4. 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. A. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. B. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). C. 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.

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

L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. B. Recognize and explain the meaning of common idioms, adages, and proverbs. C. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

RI.4.7. 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.

L.4.6. 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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

RI.4.10. By the end of year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.

RF.4.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words. A. 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.

RF.4.4. Read with sufficient accuracy and fluency to support comprehension. A. Read grade-level text with purpose and understanding. B. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

3 -5th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.

 

  • Select and use applications effectively and productively.

8.1.5.A.2. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures.

8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.5.D.1 Understand the need for and use of copyrights.

  • Demonstrate personal responsibility for lifelong learning.

8.1.5.D.2 Analyze the resource citations in online materials for proper use.

8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.

 

  • Exhibit leadership for digital citizenship.

8.1.5.D.4  Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.

 

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.5.E.1  Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding.

Modifications/Accommodations

(IEPs, ELLs, 504s, G/T & BASIC SKILLS)

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT

Unit Title

Unit 2. Title: Amazing Animals

Timeframe 

6 weeks

Unit Summary

Students will explore texts including both fiction and nonfiction as well as expository and narrative nonfiction genres. Students will close read texts applying comprehension strategies such as ask and answer questions, summarizing, and  rereading. They will demonstrate understanding of character, setting, and plot in dramas. Students will build vocabulary, contextual clues strategies, deepen understanding of how words and sentences work, and utilize explanatory and how to techniques to develop informative texts.

Learning Targets

Essential Questions

Week 1:What are some messages in animal stories?

 Week 2: How do animal characters change familiar stories?

 Week 3: How are living things connected?

 Week 4: What helps an animal survive?

 Week 5: How are writers inspired by animals?

Enduring Understandings

Students will understand:

Week 1: Animals in stories may reveal a lesson about how people should act. Many times they are used to help teach a lesson.

Week 2: Sometimes stories use animal characters we are familiar with since they have unique traits and attitudes, or ways that they think, act, and feel.

Week 3: The world has a natural balance. All living things in an ecosystem have relationships.

Week 4: Animals have traits that allow them to survive, or keep living, in its habitat.

Week 5: Writers are observers; creative people show the ability to do something in a new way.  Writers watch and listen. Then they are inspired to write about their experiences.

Know

By the end of this unit, students will know:

  • Vocabulary Terms: attracted, dazzling, fabric, greed, honest, requested, soared, trudged, annoyed, commotion, attitude, cranky, familiar, frustrated, selfish, specialty, crumbled, droughts, ecosystem, extinct, flourished, fragile, imbalance, ripples, camouflaged, dribbles,extraordinary, poisonous, pounce, predator, prey, vibrations, brittle, creative, descriptive, outstretched, metaphor, meter, rhyme, simile
  • Vocabulary Strategies: root words, antonyms, prefixes, figurative language
  • Comprehension Strategies: ask and answer questions, summarize
  • Comprehension Skills: theme, main idea and details, point of view
  • Genres: folktale, drama narrative nonfiction, expository text, point of view
  • Writing traits: organization, voice, ideas, word choice
  • Grammar: nouns; common, proper, singular, plural, irregular, possessive, and combining sentences
  • Phonics/Spelling: prefixes, digraphs, three-letter blends, r-controlled vowels, suffixes
  • Fluency: expression and phrasing, intonation, accuracy, rate

Do

By the end of this unit, students will be able to:

  • Identify characteristics of a folktale
  • Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases
  • Ask and answer questions about sections of text to increase understanding
  • Compare and contrast the treatment of similar themes and topics
  • Use known root words as a clue for new unknown words
  • Use combined knowledge of all letter-sound patterns
  • Add strong openings to a story
  • Rewrite to revise
  • Explain the function of nouns
  • Spell grade appropriate words correctly
  • Expand vocabulary using a variety of context clues
  • Identify characteristics of a dramatic scene
  • Find evidence in text
  • Reread difficult sections to increase understanding
  • Read on level text with understanding
  • Gather resources to take notes
  • Identify characteristics of expository text
  • Determine main idea and key details
  • Explain events, procedures, and ideas in informational text
  • Identify characteristics of a haiku
  • Identify metaphors and similes in poetry
  • Identify rhythm and meter in poetry

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades 3-6

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Research and Inquiry Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

  • Learning goals will be met through a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, independent reading, close reading, reader’s theater, literacy/grammar games, and diagrams/charts.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop
  • Literature Anthology
  • Leveled Readers
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Chromebooks

Smartboards

Supplemental Resources

Newsela 

Sound Spelling Cards

High-Frequency Word Cards

Interactive Games

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

·       North Carolina-4th Gr. ELA Unpacking the Standards

·       PARCC Evidence Tables

·       Point of View Video

·       Main Idea Practice

·       Inference Practice

·       Read Aloud Strategy

·       Circle Plot Diagram

·       Fluency Packet

Writing/Language

·       Brainstorm before Writing

·       Conferencing Video

·       Narrative Lessons

·       Compare/Contrast Map

·       Essay Map

·       Implementing the Writing Process

·       Mini Lessons

·       Writing Samples

·       Graphic Organizers

Speaking & Listening

·       Collaborative Discussions Video

·       Notes for Discussions Video

·       Text Talk Time

·       Literature Circles

·       Speaking and Listening Rubric

·       In Character Presentation

·       Crafting a Persuasive Speech

Critical Thinking

·       Current Event Lessons

·       Smithsonian Tween Tribune

·       Newsela Critical Thinking Handbook

·       Critical Thinking Lessons in Literacy

·       Whole Brain Teaching Video

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking and Listening

RL.4.1. Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.

W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. A. 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. B. Develop the topic with facts, definitions, concrete details, text evidence , or other information and examples related to the topic. C. Link ideas within paragraphs and sections of information using words and phrases (e.g., another, for example, also, because). D. Use precise language and domain-specific vocabulary to inform about or explain the topic. E. Provide a conclusion related to the information or explanation presented. 

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

RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

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

RL.4.3. 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)

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

RL.4.4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in literature.

W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

RL.4.5. 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.

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

W.4.6. 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.

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

 

W.4.8. 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.

RL.4.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.

W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. A. 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].”). B. 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”).

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

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

L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. A. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). B. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. C. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. D. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). E. Form and use prepositional phrases. F. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. G. Correctly use frequently confused words (e.g., to, too, two; there, their).

RI.4.3. 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.

L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Use correct capitalization. B. Use commas and quotation marks to mark direct speech and quotations from a text. C. Use a comma before a coordinating conjunction in a compound sentence. D. Spell grade-appropriate words correctly, consulting references as needed.

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

RI.4.5. 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.

L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. B. Recognize and explain the meaning of common idioms, adages, and proverbs. C. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

L.4.6. 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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

RI.4.10. By the end of year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.

RF.4.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words. A. 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.

RF.4.4. Read with sufficient accuracy and fluency to support comprehension. A. Read grade-level text with purpose and understanding. B. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

3 -5th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.

 

  • Select and use applications effectively and productively.

8.1.5.A.2. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures.

8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.5.B.1 Collaborative to produce a digital story about a significant local event or issue based on first-person interviews.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.5.D.1 Understand the need for and use of copyrights.

  • Demonstrate personal responsibility for lifelong learning.

8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.

 

  • Exhibit leadership for digital citizenship.

8.1.5.D.4  Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.

 

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.5.E.1  Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding.

Modifications/Accommodations

(IEPs, ELLs, 504s, G/T & BASIC SKILLS)

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT

Unit Title

Unit 3. That’s the Spirit

Timeframe 

6 weeks

Unit Summary

Students will explore complex texts including fantasy, realistic fiction, biography, and persuasive text genres. Students will close read texts applying comprehension strategies such as visualizing and rereading to deepen understanding. Students will build vocabulary, develop an understanding of using context clues in sentences and paragraphs, prefixes and suffixes, and synonyms and antonyms. Students will deepen their understanding of verbs and verb tenses, and utilize techniques to develop an argument text.

Learning Targets

Essential Questions

Week 1: How can you make new friends feel welcome?

Week 2: In what ways can you help your community?

Week3: How can one person make a difference?

Week 4: How can words lead to change?

Week 5: In what ways can advances in science be helpful or harmful?

Enduring Understandings

Students will understand:

Week 1: Making new friends can be difficult.  You can be a good friend by being trustworthy, or being able to be relied on.  

Week 2: We are all part of a community where we live, go to school, shop, and play.  We must focus on ways we can show generosity by helping our community.

Week 3: In life it is the everyday heroes-people who speak out against injustice and inequality, people who work to help others- who are making a difference.

Week 4: Words, speeches, and addresses can inspire people all over the world to spread messages of injustices and hope.

Week 5:Scientific discoveries have enabled scientist to change the characteristics of some plant and animals. These scientific advances could have both positive and negative effects around the world.

Know

By the end of this unit, students will know:

  • Vocabulary Terms: acquaintance, cautiously, complementary, jumble, logical, scornful, scrounging, trustworthy, assigned, generosity, gingerly, mature, organizations, residents, scattered, selective, boycott, encouragement, fulfill, injustice, mistreated, protest, qualified, registered, address, divided, haste, opposed, perish, proclamation, shattered, tension, advancements, agriculture, characteristics, concerns, disagreed, inherit, prevalent, resistance
  • Vocabulary Strategies: contextual clues: synonyms, antonyms, Latin and Greek suffixes, Greek roots
  • Comprehension Strategies: visualize and reread
  • Comprehension Skills: point of view and author’s point of view
  • Genres: fantasy, realistic fiction, biography, persuasive article
  • Writing traits: sentence fluency, word, choice, ideas, organization, voice
  • Grammar: verbs: action, tenses, main, helping, linking, irregular
  • Phonics/Spelling: r-controlled vowels, er, ir, ur, silent letters, soft c and g, plurals, compound words
  • Fluency: expression and phrasing, accuracy, rate

Do

By the end of this unit, students will be able to:

  • Visualize what happens in a story to enhance comprehension
  • Identify the narrator’s point of view in a work of fiction
  • Recognize the characteristics of fantasy
  • Use context clues for the meaning of a word or phrase
  • Use knowledge of all letter-sound patterns to read accurately
  • Understand how transitions connect ideas
  • Write about something that couldn’t happen in real life
  • Demonstrate command of English language
  • Spell grade appropriate words correctly
  • Identify characteristics of realistic nonfiction
  • Add strong words to revise writing
  • Reread difficult sections for understanding
  • Determine author’s point of view in an informational text
  • Identify the features of a biography

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades 3-6

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Research and Inquiry Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

  • Learning goals will be met through a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, independent reading, close reading, reader’s theater, literacy/grammar games, and diagrams/charts.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop
  • Literature Anthology
  • Leveled Readers
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Cromebooks

Smartboards

Supplemental Resources

Newsela 

Sound Spelling Cards

High-Frequency Word Cards

Interactive Games

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

·       North Carolina-4th Gr. ELA Unpacking the Standards

·       PARCC Evidence Tables

·       Point of View Video

·       Main Idea Practice

·       Inference Practice

·       Read Aloud Strategy

·       Circle Plot Diagram

·       Fluency Packet

Writing/Language

·       Brainstorm before Writing

·       Conferencing Video

·       Narrative Lessons

·       Compare/Contrast Map

·       Essay Map

·       Implementing the Writing Process

·       Mini Lessons

·       Writing Samples

·       Graphic Organizers

Speaking & Listening

·       Collaborative Discussions Video

·       Notes for Discussions Video

·       Text Talk Time

·       Literature Circles

·       Speaking and Listening Rubric

·       In Character Presentation

·       Crafting a Persuasive Speech

Critical Thinking

·       Current Event Lessons

·       Smithsonian Tween Tribune

·       Newsela Critical Thinking Handbook

·       Critical Thinking Lessons in Literacy

·       Whole Brain Teaching Video

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking and Listening

RL.4.1. Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.

W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 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. B. Provide reasons that are supported by facts from texts and/or other sources. C. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). D. Provide a conclusion related to the opinion presented.

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

W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. A. 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. B. Develop the topic with facts, definitions, concrete details, text evidence , or other information and examples related to the topic. C. Link ideas within paragraphs and sections of information using words and phrases (e.g., another, for example, also, because). D. Use precise language and domain-specific vocabulary to inform about or explain the topic. E. Provide a conclusion related to the information or explanation presented.

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

RL.4.3. 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)

.

RL.4.4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in literature.

W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SL.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.

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

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

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

W.4.6. 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.

SL.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.

RL.4.7. Make connections between specific descriptions and directions in a text and a visual or oral representation of the text.

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

W.4.8. 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.

RL.4.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.

W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. A. 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].”). B. 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”).

RI.4.1. Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.

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

L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. A. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). B. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. C. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. D. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). E. Form and use prepositional phrases. F. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. G. Correctly use frequently confused words (e.g., to, too, two; there, their).

RI.4.3. 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.

L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Use correct capitalization. B. Use commas and quotation marks to mark direct speech and quotations from a text. C. Use a comma before a coordinating conjunction in a compound sentence. D. Spell grade-appropriate words correctly, consulting references as needed.

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

L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. A. Choose words and phrases to convey ideas precisely. B. Choose punctuation for effect. C. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

RI.4.5. 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.

L.4.4. 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. A. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. B. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). C. 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.

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

L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. B. Recognize and explain the meaning of common idioms, adages, and proverbs. C. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

RI.4.7. 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.

L.4.6. 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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text.

RI.4.9. Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably.

RI.4.10. By the end of year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.

RF.4.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words. A. 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.

RF.4.4. Read with sufficient accuracy and fluency to support comprehension. A. Read grade-level text with purpose and understanding. B. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

3 -5th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.

 

  • Select and use applications effectively and productively.

8.1.5.A.2. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures.

8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.

8.1.5.A.4 Graph data using a spreadsheet, analyze and produce a report that explains the analysis of the data.

8.1.5.A.5 Create and use a database to answer basic questions.

8.1.5.A.6 Export data from a database into a spreadsheet; analyze and produce a report that explains the analysis of the data.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.5.B.1 Collaborative to produce a digital story about a significant local event or issue based on first-person interviews.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.5.D.1 Understand the need for and use of copyrights.

  • Demonstrate personal responsibility for lifelong learning.

8.1.5.D.2 Analyze the resource citations in online materials for proper use.

8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.

 

  • Exhibit leadership for digital citizenship.

8.1.5.D.4  Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.

 

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.5.E.1  Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding.

Modifications/Accommodations

(IEPs, ELLs, 504s, G/T & BASIC SKILLS)

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT

Unit Title

Unit 4. Figure it Out

Timeframe 

6 weeks

Unit Summary

Students will explore complex texts including realistic fiction, tall tales,expository, and biography genres. Students will close read texts applying comprehension strategies such as visualizing and summarizing. Students will demonstrate understanding of text structure. Students will build vocabulary, develop an understanding of using context clues in paragraphs, determine the meanings of similes and metaphors, and apply knowledge of proverbs and adages. Students will deepen their understanding of adjectives including when they are used to compare, and utilize techniques to develop expository texts and researching.

Learning Targets

Essential Questions

Week 1: In what ways do people show they care about each other?

Week 2: What are some reasons people moved west?

Week 3: How can inventions solve problems?

Week 4: What can you discover when you look closely at something?

Week 5: How can learning about the past help you understand the present?

Enduring Understandings

Students will understand:

Week 1: People show that they care about each other in many different ways. In addition to helping others, people often express their emotions toward each other.  Showing emotion is one of the biggest ways people show they care about each other.

Week 2: All through our nation’s history, people have moved west. People have moved west in search of jobs and the hope of a better life.

Week 3: “Necessity is the mother of invention.” Inventor are constantly trying to find ways to fix problems. These inventors perform experiments to create and improve inventions.

Week 4: By carefully examining the things around us, we can make new discoveries.

Week 5: Archaeologists search for artifacts that will examine how people lived long ago. These clues to the past are a treasure trove of information about the foundations of our country and other countries.

Know

By the end of this unit, students will know:

  • Vocabulary Terms: bouquet, emotion, encircle, express, fussy, portraits, sparkles, whirl, plunging, prospector, scoffed, settlement, shrivel, territories, topple, withered, dizzy, experiment, genuine, hilarious, mischief, nowadays, politician, procedure, cling, dissolves, gritty, humid, magnify, microscope, mingle, typical, archaeology, document, era, evidence, expedition, permanent, tremendous, uncover
  • Vocabulary Strategies: similes, metaphors, homographs, Greek roots, antonyms, proverbs, adages
  • Comprehension Strategies: visualize, summarize
  • Comprehension Skills: problem and solution, cause and effect, sequence
  • Genres: realistic fiction, tall tale, biography, expository, informational article
  • Writing traits: organization, sentence fluency, voice
  • Grammar:  adjectives, articles, adjectives that compare, comparing with more and most, comparing with good and bad
  • Phonics/Spelling: closed syllables, open syllables, vowel teams, r-controlled vowel syllables, consonant + le syllables
  • Fluency: expression and phrasing, accuracy, rate, intonation

Do

By the end of this unit, students will be able to:

  • Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text
  • Identify the problem and solution in realistic fiction
  • Identify elements of realistic fiction
  • Demonstrate understanding of figurative language
  • Use combined knowledge of all letter-sound patterns
  • Write an essay that states an opinion
  • Spell grade-appropriate words correctly
  • Use context clues to expand vocabulary
  • Interpret information visually
  • Identify characteristics of a tall tale
  • Demonstrate command of the English language
  • Identify the characteristic of a biography
  • Identify problem and solution
  • Write using transitions
  • Build background knowledge on looking closely
  • Identify characteristics of expository texts
  • summarize the key ideas and details of a text
  • Identify characteristics of informational texts
  • Identify the sequence of information in an expository text
  • Identify text features in an informational article

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades 3-6

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Research and Inquiry Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

  • Learning goals will be met through a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, independent reading, close reading, reader’s theater, literacy/grammar games, and diagrams/charts.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop
  • Literature Anthology
  • Leveled Readers
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Cromebooks

Smartboards

Supplemental Resources

Newsela 

Sound Spelling Cards

High-Frequency Word Cards

Interactive Games

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

·       North Carolina-4th Gr. ELA Unpacking the Standards

·       PARCC Evidence Tables

·       Point of View Video

·       Main Idea Practice

·       Inference Practice

·       Read Aloud Strategy

·       Circle Plot Diagram

·       Fluency Packet

Writing/Language

·       Brainstorm before Writing

·       Conferencing Video

·       Narrative Lessons

·       Compare/Contrast Map

·       Essay Map

·       Implementing the Writing Process

·       Mini Lessons

·       Writing Samples

·       Graphic Organizers

Speaking & Listening

·       Collaborative Discussions Video

·       Notes for Discussions Video

·       Text Talk Time

·       Literature Circles

·       Speaking and Listening Rubric

·       In Character Presentation

·       Crafting a Persuasive Speech

Critical Thinking

·       Current Event Lessons

·       Smithsonian Tween Tribune

·       Newsela Critical Thinking Handbook

·       Critical Thinking Lessons in Literacy

·       Whole Brain Teaching Video

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking and Listening

RL.4.1. Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.

W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. A. 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. B. Develop the topic with facts, definitions, concrete details, text evidence , or other information and examples related to the topic. C. Link ideas within paragraphs and sections of information using words and phrases (e.g., another, for example, also, because). D. Use precise language and domain-specific vocabulary to inform about or explain the topic. E. Provide a conclusion related to the information or explanation presented.

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

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

RL.4.3. 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)

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

RL.4.4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in literature.

W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SL.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.

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

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

W.4.6. 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.

SL.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.

RL.4.7. Make connections between specific descriptions and directions in a text and a visual or oral representation of the text.

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

RL.4.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowled genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

W.4.8. 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.

RL.4.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.

W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. A. 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].”). B. 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”).

RI.4.1. Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.

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

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

L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. A. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). B. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. C. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. D. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). E. Form and use prepositional phrases. F. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. G. Correctly use frequently confused words (e.g., to, too, two; there, their).

RI.4.3. 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.

L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Use correct capitalization. B. Use commas and quotation marks to mark direct speech and quotations from a text. C. Use a comma before a coordinating conjunction in a compound sentence. D. Spell grade-appropriate words correctly, consulting references as needed.

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

L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. A. Choose words and phrases to convey ideas precisely. B. Choose punctuation for effect. C. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

RI.4.5. 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.

L.4.4. 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. A. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. B. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). C. 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.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. B. Recognize and explain the meaning of common idioms, adages, and proverbs. C. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

RI.4.7. 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.

L.4.6. 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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text.

RI.4.9. Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably.

RI.4.10. By the end of year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.

RF.4.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words. A. 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.

RF.4.4. Read with sufficient accuracy and fluency to support comprehension. A. Read grade-level text with purpose and understanding. B. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

3 -5th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.

 

  • Select and use applications effectively and productively.

8.1.5.A.2. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures.

8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.

8.1.5.A.4 Graph data using a spreadsheet, analyze and produce a report that explains the analysis of the data.

8.1.5.A.5 Create and use a database to answer basic questions.

8.1.5.A.6 Export data from a database into a spreadsheet; analyze and produce a report that explains the analysis of the data.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.5.B.1 Collaborative to produce a digital story about a significant local event or issue based on first-person interviews.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.5.D.1 Understand the need for and use of copyrights.

  • Demonstrate personal responsibility for lifelong learning.

8.1.5.D.2 Analyze the resource citations in online materials for proper use.

8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.

 

  • Exhibit leadership for digital citizenship.

8.1.5.D.4  Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.

 

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.5.E.1  Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding.

Modifications/Accommodations

(IEPs, ELLs, 504s, G/T & BASIC SKILLS)

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT

Unit Title

Unit 5. Title Fact or Fiction

Timeframe 

6 Weeks

Unit Summary

Students will explore complex texts including myth, historical fiction and expository genres. Students will close read texts applying comprehension strategies such as predicting, rereading and summarizing. Students will demonstrate understanding of author’s point of view or perspective in expository text, and analyze how a particular sentence, paragraph, or section fits into the overall structure of a text and contributes to the development of the ideas. They will be able to describe how a particular story’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. Students will build vocabulary, develop an understanding of using context clues, determine the meanings of adages and proverbs, and differentiate between the connotative and denotative meanings of words and phrases. Students will deepen their understanding of, and use correctly in writing, adjective and utilize techniques to develop informative text.

Learning Targets

Essential Questions

Students will understand:

Week 1:Why do we need government?

Week 2:Why do people run for public office?

Week 3: How do inventions and technology affect your life?

Week 4:How can you explain what you see in the sky?

Week 5: How do writers look at success in different ways?

Enduring Understandings

By the end of this unit, students will know:

Week 1: The justice system is an example of government at work. Judges are appointed by elected officials or voters. Juries are made up of citizens who listen to evidence presented by both sides.  Our government is a democracy, which means that it is run by the citizens of our country.

Week 2: People run for public office because they want to be a leader that creates positive changes for the people they serve.

Week 3: Creating new or better inventions and the use of engineering and technology gives us advances in the way we live our lives.

Week 4: For centuries people have come up with stories to explain what they see in the night sky. Today, astronomers use telescopes to observe the new things in the sky every day and try to explain them.

Week 5: Many stories show how characters attain success.  This may happen when a character finds a solution to a problem.  Writers live with their eyes wide open experiencing the world around them.

Know

  • Vocabulary Terms: amendments, commitment, compromise, democracy, eventually, legislation, privilege, version, accompanies, campaign, governor, intend, opponent, overwhelming, tolerate, weary, decade, directing, engineering, gleaming, scouted, squirmed, technology,tinkering, astronomer, crescent, phases, rotates, series, sliver, specific, telescope, attain, dangling, hovering, triumph, connotation, denotation, repetition, stanza
  • Vocabulary Strategies: Latin roots, idioms, synonyms, paragraph clues, connotation, denotation
  • Comprehension Strategies: ask and answer questions, make predictions,
  • Comprehension Skills: cause and effect, point of view, theme
  • Genres: narrative nonfiction, fantasy, historical fiction, expository text, narrative poetry
  • Writing traits: organization, ideas, word choice
  • Grammar: pronouns: antecedents, possessive, verb agreement, and homophones
  • Phonics/Spelling: inflectional endings, changing y to i, words with varying /U/ sounds, diphthongs /oi/ and /ou/, varient vowel /o/
  • Fluency: expression and phrasing, accuracy, rate, intonation

Do

By the end of this unit, students will be able to:

  • Acquire and use grade appropriate general academic and domain-specific words and phrases
  • Use knowledge of all letter-sound patterns to read accurately
  • Ask and answer questions about difficult sections of text to increase understanding
  • Identify cause and effect relationships
  • Recognize the characteristics and text features of narrative nonfiction
  • Build strong paragraphs to revise writing
  • Spell grade-appropriate words correctly
  • Use context clues to expand vocabulary
  • Identify characteristics and text features of fantasy
  • Make, confirm, and revise prediction to enhance comprehension
  • identify the narrator’s point of view
  • read on-level prose and poetry orally with accuracy
  • Add dialogue to revise
  • Identify characteristics of historical fiction
  • Identify the point of view of a story
  • Identify characteristics and literary elements of historical fiction
  • Add setting details to revise writing
  • Identify characteristics and features of expository texts
  • Identify characteristics of a narrative poetry
  • Determine the theme of a poem
  • Find text evidence
  • Identify stanzas and repetition
  • Determine the connotation and denotation of words in poetry

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades 3-6

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Research and Inquiry Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

  • Learning goals will be met through a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, independent reading, close reading, reader’s theater, literacy/grammar games, and diagrams/charts.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop
  • Literature Anthology
  • Leveled Readers
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Cromebooks

Smartboards

Supplemental Resources

Newsela 

Sound Spelling Cards

High-Frequency Word Cards

Interactive Games

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

·       North Carolina-4th Gr. ELA Unpacking the Standards

·       PARCC Evidence Tables

·       Point of View Video

·       Main Idea Practice

·       Inference Practice

·       Read Aloud Strategy

·       Circle Plot Diagram

·       Fluency Packet

Writing/Language

·       Brainstorm before Writing

·       Conferencing Video

·       Narrative Lessons

·       Compare/Contrast Map

·       Essay Map

·       Implementing the Writing Process

·       Mini Lessons

·       Writing Samples

·       Graphic Organizers

Speaking & Listening

·       Collaborative Discussions Video

·       Notes for Discussions Video

·       Text Talk Time

·       Literature Circles

·       Speaking and Listening Rubric

·       In Character Presentation

·       Crafting a Persuasive Speech

Critical Thinking

·       Current Event Lessons

·       Smithsonian Tween Tribune

·       Newsela Critical Thinking Handbook

·       Critical Thinking Lessons in Literacy

·       Whole Brain Teaching Video

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking and Listening

RL.4.1. Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.

W.4.3. Write narratives to develop real or imagined experiences or events using narrative technique, descriptive details, and clear event sequences. A. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. B. Use dialogue and description to develop experiences and events or show the responses of characters to situations. C. Use a variety of transitional words and phrases to manage the sequence of events. D. Use concrete words and phrases and sensory details to convey experiences and events precisely. E. Provide a conclusion that follows from the narrated experiences or events.

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

RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

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

RL.4.3. 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)

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

RL.4.4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in literature.

W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SL.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.

RL.4.5. 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.

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

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

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

W.4.6. 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.

SL.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.

RL.4.7. Make connections between specific descriptions and directions in a text and a visual or oral representation of the text.

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

W.4.8. 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.

RL.4.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.

RI.4.1. Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.

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

L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. A. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). B. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. C. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. D. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). E. Form and use prepositional phrases. F. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. G. Correctly use frequently confused words (e.g., to, too, two; there, their).

RI.4.3. 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.

L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Use correct capitalization. B. Use commas and quotation marks to mark direct speech and quotations from a text. C. Use a comma before a coordinating conjunction in a compound sentence. D. Spell grade-appropriate words correctly, consulting references as needed.

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

L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. A. Choose words and phrases to convey ideas precisely. B. Choose punctuation for effect. C. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

RI.4.5. 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.

L.4.4. 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. A. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. B. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). C. 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.

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

L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. B. Recognize and explain the meaning of common idioms, adages, and proverbs. C. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

RI.4.7. 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.

L.4.6. 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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

RI.4.9. Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably.

RI.4.10. By the end of year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.

RF.4.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words. A. 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.

RF.4.4. Read with sufficient accuracy and fluency to support comprehension. A. Read grade-level text with purpose and understanding. B. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

3 -5th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.

 

  • Select and use applications effectively and productively.

8.1.5.A.2. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures.

8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.

8.1.5.A.4 Graph data using a spreadsheet, analyze and produce a report that explains the analysis of the data.

8.1.5.A.5 Create and use a database to answer basic questions.

8.1.5.A.6 Export data from a database into a spreadsheet; analyze and produce a report that explains the analysis of the data.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.5.B.1 Collaborative to produce a digital story about a significant local event or issue based on first-person interviews.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.5.D.1 Understand the need for and use of copyrights.

  • Demonstrate personal responsibility for lifelong learning.

8.1.5.D.2 Analyze the resource citations in online materials for proper use.

8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.

 

  • Exhibit leadership for digital citizenship.

8.1.5.D.4  Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.

 

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.5.E.1  Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding.

Modifications/Accommodations

(IEPs, ELLs, 504s, G/T & BASIC SKILLS)

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT

Unit Title

Unit 6. Title Past, Present, Future

Timeframe 

6 weeks

Unit Summary

Students will explore complex texts including expository, narrative nonfiction, and poetry genres. Students will close read texts applying comprehension strategies such as asking and answering questions and rereading. Students will determine a theme and main idea of a text and how it is conveyed through particular key details. Students will build vocabulary, develop an understanding of using context clues, determine the meanings of adages, proverbs, and homophones, and use common, grade appropriate Greek roots as clues to the meaning of a word. Students will deepen their understanding of, and use correctly in writing, adverbs and prepositions, combine sentence in numerous ways, and utilize techniques to develop opinion writing.

Learning Targets

Essential Questions

Week 1: How do traditions connect people?

Week 2: Why is it important to keep a record of the past?

Week 3: How have our energy resources changed over the years?

Week4: What has been the roles of money over time?

Week 5: What shapes a person’s identity?

Enduring Understandings

Students will understand:

Week 1: Stories, music, and dance are all part of a person’s cultural tradition and history.  Keeping cultural traditions alive helps to connect the past to the present.

Week 2: People keep records so we can look at these records to learn about the experiences people before us had.

Week 3: The way people use and create energy is ever changing to keep up with supply and demand as well as how we harness renewable resources is ever changing.

Week 4:Centuries ago, people had to barter, or trade, for the goods and services that they wanted. Today, the dollar can be exchanged for any number of things.

Week 5:People in our lives help shape who we are, yet we are all unique individuals.  

Know

By the end of this unit, students will know:

  • Vocabulary Terms: ancestors, despised, endurance, forfeit, honor, intensity, irritating, retreated, depicts, detested, ignored, obedience, refuge, treacherous, coincidence, consequences, consume, converted, efficient, incredible, installed, renewable, currency, economics, entrepreneur, global, invest, marketplace, merchandise,transaction, gobble, individuality, mist, roots, free verse, imagery, metaphor, personification
  • Vocabulary Strategies: contextual clues:connotation, denotation, homophones, Latin and Greek prefixes, proverbs and adages, figurative language
  • Comprehension Strategies: reread, ask and answer questions
  • Comprehension Skills: theme, main idea and key details
  • Genres: historical fiction, narrative nonfiction, expository, free verse poetry
  • Writing traits: word choice, organization, ideas
  • Grammar: adverbs, comparing with adverbs, negatives, prepositions, sentences using prepositions
  • Phonics/Spelling: /en/, homophones, prefixes, suffixes, prefixes and suffixes
  • Fluency: expression and phrasing, accuracy, rate, intonation

Do

By the end of this unit, students will be able to:

  • Interpret information and explain how the information contributes to an understanding of the text
  • Identify characteristics of historical fiction
  • Acquire and use grade appropriate general academic and domain-specific words and phrases
  • Reread difficult passages to increase understanding
  • Identify important story elements
  • Recognize the characteristics and features of historical fiction
  • Demonstrate understanding of figurative language
  • Use knowledge of all letter-sound patterns to read accurately
  • Write about traditions that are important
  • Demonstrate command of the English language
  • Spell grade-appropriate words correctly
  • Use transition words and phrases
  • Identify characteristics of narrative nonfiction
  • Ask and answer questions about difficult sections of text
  • Determine main idea and summarize the text
  • Recognize the characteristics and text features of narrative nonfiction
  • Read on-level prose and poetry with accuracy
  • Identify characteristics of expository text
  • Identify imagery in poetry
  • Identify personification in poetry

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades 3-6

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Research and Inquiry Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

  • Learning goals will be met through a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, independent reading, close reading, reader’s theater, literacy/grammar games, and diagrams/charts.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop
  • Literature Anthology
  • Leveled Readers
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Cromebooks

Smartboards

Supplemental Resources

Newsela 

Sound Spelling Cards

High-Frequency Word Cards

Interactive Games

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

·       North Carolina-4th Gr. ELA Unpacking the Standards

·       PARCC Evidence Tables

·       Point of View Video

·       Main Idea Practice

·       Inference Practice

·       Read Aloud Strategy

·       Circle Plot Diagram

·       Fluency Packet

Writing/Language

·       Brainstorm before Writing

·       Conferencing Video

·       Narrative Lessons

·       Compare/Contrast Map

·       Essay Map

·       Implementing the Writing Process

·       Mini Lessons

·       Writing Samples

·       Graphic Organizers

Speaking & Listening

·       Collaborative Discussions Video

·       Notes for Discussions Video

·       Text Talk Time

·       Literature Circles

·       Speaking and Listening Rubric

·       In Character Presentation

·       Crafting a Persuasive Speech

Critical Thinking

·       Current Event Lessons

·       Smithsonian Tween Tribune

·       Newsela Critical Thinking Handbook

·       Critical Thinking Lessons in Literacy

·       Whole Brain Teaching Video

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking and Listening

RL.4.1. Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.

W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 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. B. Provide reasons that are supported by facts from texts and/or other sources. C. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). D. Provide a conclusion related to the opinion presented.

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

RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. A. 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. B. Develop the topic with facts, definitions, concrete details, text evidence , or other information and examples related to the topic. C. Link ideas within paragraphs and sections of information using words and phrases (e.g., another, for example, also, because). D. Use precise language and domain-specific vocabulary to inform about or explain the topic. E. Provide a conclusion related to the information or explanation presented.

RL.4.3. 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)

RL.4.4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in literature.

W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SL.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.

RL.4.5. 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.

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

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

W.4.6. 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.

SL.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.

RL.4.7. Make connections between specific descriptions and directions in a text and a visual or oral representation of the text.

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

RL.4.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

W.4.8. 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.

RL.4.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.

W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. A. 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].”). B. 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”).

RI.4.1. Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.

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

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

L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. A. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). B. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. C. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. D. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). E. Form and use prepositional phrases. F. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. G. Correctly use frequently confused words (e.g., to, too, two; there, their).

RI.4.3. 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.

L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Use correct capitalization. B. Use commas and quotation marks to mark direct speech and quotations from a text. C. Use a comma before a coordinating conjunction in a compound sentence. D. Spell grade-appropriate words correctly, consulting references as needed.

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

L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. A. Choose words and phrases to convey ideas precisely. B. Choose punctuation for effect. C. 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.4.4. 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. A. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. B. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). C. 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.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. B. Recognize and explain the meaning of common idioms, adages, and proverbs. C. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

RI.4.7. 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.

L.4.6. 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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text.

RI.4.9. Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably.

RI.4.10. By the end of year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.

RF.4.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words. A. 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.

RF.4.4. Read with sufficient accuracy and fluency to support comprehension. A. Read grade-level text with purpose and understanding. B. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

3 -5th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.

 

  • Select and use applications effectively and productively.

8.1.5.A.2. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures.

8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.

8.1.5.A.4 Graph data using a spreadsheet, analyze and produce a report that explains the analysis of the data.

8.1.5.A.5 Create and use a database to answer basic questions.

8.1.5.A.6 Export data from a database into a spreadsheet; analyze and produce a report that explains the analysis of the data.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.5.B.1 Collaborative to produce a digital story about a significant local event or issue based on first-person interviews.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.5.D.1 Understand the need for and use of copyrights.

  • Demonstrate personal responsibility for lifelong learning.

8.1.5.D.2 Analyze the resource citations in online materials for proper use.

8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.

 

  • Exhibit leadership for digital citizenship.

8.1.5.D.4  Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.

 

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.5.E.1  Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding.

Modifications/Accommodations

(IEPs, ELLs, 504s, G/T & BASIC SKILLS)

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT