English Language Arts Curriculum Map

Fourth Grade

English Language Arts Curriculum Map

Waterloo School District

Striving toward greater focus and coherence through

Content Standards and Practice Standards

K-5 ELA Standard Topics

Each standard in the English Language Arts has a consistent focus, or anchor, across grades. Although the standards describe increasingly sophisticated skills as children progress through the school years, the primary topic of each standard is the same in each grade. The following charts outline the focus for each standard in the area of Reading, Writing, Speaking/Listening, and Language.

Reading Standards
Literature / Informational Text / Foundational Skills
Key Ideas and Details / RL.1 / Ask and Answer Questions / RI.1 / Ask and Answer Questions / Print Concepts Recognition / RF.1 / Concepts about Print (K-1)
RL.2 / Retell Stories / RI.2 / Main Topic/Idea and Key Details / Phonological Awareness / RF.2 / Spoken words, syllables, and sounds (K-1)
RL.3 / Story Elements / RI.3 / Connections and Relationships in Information Text / Phonics and Word Recognition / RF.3 / Decoding Words/Phonics
(K-5)
Craft and Structure / RL.4 / Word Meaning within Text / RI.4 / Word Meaning within Text / Fluency / RF.4 / Accuracy and fluency to support comprehension
RL.5 / Text Structure / RI.5 / Text Features and Structures
RL.6 / Point of View / RI.6 / Author/Illustrator Purpose and Point of View
Integration of Knowledge and Ideas / RL.7 / Visuals and Text / RI.7 / Visuals Support Comprehension
RL.8 / N/A / RI.8 / Author’s Supporting Points
RL.9 / Compare and Contrast / RI.9 / Compare and Contrast
Range and Reading and Level of Text Complexity / RL.10 / Text Complexity / RI.10 / Text Complexity
Writing Standards
Text Types and Purposes / W.1 / Opinion/Argument
W.2 / Informative/Explanatory
W.3 / Narrative
Production and Distribution of Writing / W.4 / Production (Begins in Grade 3)
W.5 / Plan/Revise/Edit
W.6 / Technology Integration
Research to Build and Present Knowledge / W.7 / Research
W.8 / Determine Importance and Organize Information
W.9 / Draw Evidence from Literary or Informational Text (Begins in Grade 4)
Range of Writing / W.10 / Write Routinely over Varied Time Frames (Begins in Grade 3)
Speaking and Listening Standards
Comprehension and Collaboration / SL.1 / Conversation
SL.2 / Listening Comprehension
SL.3 / Listen and Respond
Production and Distribution of Writing / SL.4 / Oral Expression
SL.5 / Multimedia Presentation
SL.6 / Adapting Oral Communication
Language Standards
Conventions of Standard English / L.1 / Grammar Usage
L.2 / Capitalization, Punctuation, and Spelling
L.3 / Conventions of Language
Knowledge of Language / L.4 / Word Meanings
Vocabulary Acquisition and Use / L.5 / Word Relationships and Nuances
L.6 / Vocabulary Development

Fourth Grade English Language Arts Curriculum Map

Waterloo School District Scope and Sequence Overview

Unit of Study / Literacy by Design Alignment / Standards
1 / Vol 1.
·  116-117
·  148-149
Vol. 2
·  340-341 / RL:
RI:
RF:
W:
SL:
L:
2 / RL:
RI:
RF:
W:
SL:
L:

Fourth Grade English Language Arts Curriculum Map

Waterloo School District Scope and Sequence Overview (continued)

3 / RL:
RI:
RF:
W:
SL:
L:
4 / RL:
RI:
RF:
W:
SL:
L:
5 / RL:
RI:
RF:
W:
SL:
L:

Fourth Grade English Language Arts Curriculum Map

Waterloo School District Scope and Sequence Overview (continued)

6 / RL:
RI:
RF:
W:
SL:
L:
7 / RL:
RI:
RF:
W:
SL:
L:
8 / RL:
RI:
RF:
W:
SL:
L:

Fourth Grade

Instruction and Assessment Schedule

2014-2015

It is expected that the units will be taught consecutively. The table below reflects which units are assessed on each benchmark. It is possible to begin a new unit prior to the quarter in which it is being assessed.

Approx. Number of Days of Instruction / Benchmark 1 / ?? / ?? / Common Assessment A / ?? / ?? / Common Assessment B / Benchmark 2 / ?? / ?? / Common Assessment C / ?? / ?? / Common Assessment D / Benchmark 3 / Endof
Year
Instructional
Content / Unit of
Study
1 / Unit of
Study
2 / Unit of
Study
3 / Unit of
Study
4 / Unit of
Study
5 / Unit of
Study
6 / Unit of
Study
7 / Unit of
Study
8 / Getting Ready forGr.
1 Unit
Assessment

Fourth Grade Language Arts

Curriculum Map - Overview

Unit of Study / The literacy content is sequenced in Units of Study that will take approximately 4-5 weeks each to teach.
The sequence of Units of Study provides a coherent flow to literacy instruction throughout the year.
Literacy by Design / The primary textbook adopted in Waterloo School District for Grades K-5
Teacher’s
Resources and Notes / Teachers are encouraged to make notes of their own lesson ideas and resources that align with each Unit of
Study.
Additional
Resources
Assessment / There are many formative and summative assessment options:
Unit of Study 1 / Fourth Grade / Quarter 1 / Approx. days
Theme 1
Reading Literature
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
Standards:
RL.4.3; 4.2; 4.5; 4.10
RI. 4.5; 4.10
I can:
RL.4.3
·  Identify characters, settings, and events in a story or drama.
·  Locate sections of a text where characters, settings, or events are described.
·  Use specific details from the text to describe characters, settings, and events.

RL 4.2

·  determine the theme of a piece of literature.
·  summarize a piece of literature.

RL 4.5

·  refer to structural elements to explain major differences among poems, drama, and prose.

RL 4.10

·  Read and comprehend literature appropriate for fourth grade

RI 4.5

·  Describe the structure used in a piece of informational text

RI 4.10

Read and comprehend informational text appropriate for fourth grade / Academic Vocabulary:
·  Fiction (prose)
·  Non-fiction
·  Plot
·  Setting
·  Characters
·  Headings
·  Index
·  Captions
·  Labels
·  Glossary
·  Verse
·  Poem/poetry
·  Rhythm
·  Meter
·  Stanza
·  Details
·  Drama
·  Cast
·  Stage directions / Text Structure
Lesson 1 Objective: Fiction (prose) vs nonfiction
-vocabulary:
Fiction- plot, setting, characters
Nonfiction- headings, index, captions, labels, glossary
-SmartBoard venn diagram sort (using page 58-59 Nonfiction Reading Power)
-fiction (prose) anchor chart
Lesson 2 Objective: Fiction (prose) vs nonfiction
-nonfiction search (using page 60-61 Nonfiction Reading Power)
-fiction story elements and narrative story elements on SmartExchange – Download onto the computer!
-nonfiction anchor chart
Lesson 3 Objective: Poetry
-vocabulary:
Verse-one line of a poem
Rhythm- the beat that results from the stress pattern of syllables
Meter- the rhythm in a line of poetry
Stanza- a groups of lines in poetry
-find these elements in a collection of poems
·  Ode to the Giant Redwoods p. 116-117 Vol. 1
·  This Land is Your Land p. 148-149 Vol. 1
·  Sounds of the Rain Forest p. 340-341 Vol. 2
-poetry anchor chart
Lesson 4 Objective: Drama
-vocabulary:
Cast
Stage Directions
-identify elements in three short dramas
-divide class into three groups to read/orally present
-drama anchor chart
·  How Animals Got Their Beautiful Coats
·  The Emperor’s New Clothes
Lesson 5 Objective: culminating text structure
-Use the foldable on the four structures: fiction (prose), nonfiction, poetry, drama
-Use as an informal assessment / Smart Board Activity Games
Anchor charts
Non-fiction Reading Power (pg. 58-61)
How Animals Got Their Beautiful Coats (drama)
The Emperor’s New Clothes (drama)
Reading Informational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
Standards:
RL.4.2
RI.4.4
I Can:
RL 4.2
·  determine the theme of a piece of literature
·  summarize a piece of literature / Academic Vocabulary:
·  Theme
·  Cooperation
·  Perseverance
·  Friendship
·  Courage
·  Kindness
·  Acceptance
·  Compassion
·  Honesty
·  Responsibility / Lesson 1 Objective: Introduction
1.  Introduce theme:
Theme-The repeated idea throughout the text (good vs evil, perserverence, compassion, courage)
2.  Introduce and explain theme bulletin and student friendly theme organizer (Copy onto colored paper for kids to keep all year).
3.  Possibly introduce one theme (depending on time)
Lesson 2-5 Objective: Introduce different themes
1.  Choose 2 themes to teach per day. Possible suggestions are:
Cooperation
Perseverance
Friendship
Courage
Kindness
Acceptance
Compassion
Honesty
Responsibility / Cooperation- Berlioz the Bear; Anasi the Spider: A Tale from the Ashanti
Perseverance- Stellaluna, Alexander and the Terrible Horrible Very Bad Day, Lilly’s Purple Purse, Amazing Grace
Friendship- Owen Mzee, Chrysanthemum
Courage- The Very Last First Time, Thunder Cake,
Kindness- The Giving Tree, Tale of Mandarin Ducks
Acceptance- Martin’s Big Words, Rough Faced Girl
Compassion- Alexander and the Terrible HorribleVery Bad Day, Chair for My Mother, Crowboy
Honesty- Why Mosquitos Buzz in People’s ears, Alexander and the Terrible HorribleVery Bad Day, Too Many Tamales, The Wolf Who Cried Boy
Responsibility- Sarah Morton’s Day, Keep the Lights Burning, Abbie
Reading Foundational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I Can:
·  / ·  / · 
Speaking and Listening
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I can:
·  / Academic Vocabulary:
· 
Unit of Study 2 / Fourth Grade / Quarter ?? / Approx. days
Reading Literature
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
Academic Vocabulary:
Section Vocabulary:
Reading Informational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I Can: / Academic Vocabulary:
Section Vocabulary:
Reading Foundational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I Can: / Academic Vocabulary:
Section Vocabulary:
Speaking and Listening
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I Can: / Academic Vocabulary:
Section Vocabulary:
Unit of Study 3 / Fourth Grade / Quarter ?? / Approx. days
Reading Literature
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
Reading Informational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I Can: / Academic Vocabulary:
Section Vocabulary:
Reading Foundational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I Can: / Academic Vocabulary:
Section Vocabulary:
Speaking and Listening
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I Can: / Academic Vocabulary:
Section Vocabulary:
Unit of Study 4 / Fourth Grade / Quarter ?? / Approx. days
Reading Literature
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
Academic Vocabulary:
Section Vocabulary:
Reading Informational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I Can: / Academic Vocabulary:
Section Vocabulary:
Reading Foundational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I Can: / Academic Vocabulary:
Section Vocabulary:
Speaking and Listening
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I Can: / Academic Vocabulary:
Section Vocabulary:
Unit of Study 5 / Fourth Grade / Quarter ?? / Approx. days
Reading Literature
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
Academic Vocabulary:
Section Vocabulary:
Reading Informational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I Can: / Academic Vocabulary:
Section Vocabulary:
Reading Foundational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I Can: / Academic Vocabulary:
Section Vocabulary:
Speaking and Listening
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I Can: / Academic Vocabulary:
Section Vocabulary:
Unit of Study 6 / Fourth Grade / Quarter ?? / Approx. days
Reading Literature
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
Reading Informational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I Can: / Academic Vocabulary:
Section Vocabulary:
Reading Foundational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I Can: / Academic Vocabulary:
Section Vocabulary:
Speaking and Listening
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I Can: / Academic Vocabulary:
Section Vocabulary:
Unit of Study 7 / Fourth Grade / Quarter 1 / Approx. days
Reading Literature
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
Academic Vocabulary:
Section Vocabulary:
Reading Informational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I Can: / Academic Vocabulary:
Section Vocabulary:
Reading Foundational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I Can: / Academic Vocabulary:
Section Vocabulary:
Speaking and Listening
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I Can: / Academic Vocabulary:
Section Vocabulary:
Unit of Study 8 / Fourth Grade / Quarter ?? / Approx. days
Reading Literature
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
Reading Informational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I Can: / Academic Vocabulary:
Section Vocabulary:
Reading Foundational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I Can: / Academic Vocabulary:
Section Vocabulary:
Speaking and Listening
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I Can: / Academic Vocabulary:
Section Vocabulary:
Writing Unit 1: Introduction / Fourth Grade / Quarter ?? / Approx. days
Writing Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
W.4.5
L.4.1f
L.4.2a
L.4.3b
I Can:
W.4.5
I can use guidance from my peers and adults to plan, revise, and edit my writing. / Academic Vocabulary:
Writing Unit 2:
Narrative / Fourth Grade / Quarter ?? / Approx. days
Writing Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
W.4.3, W.4.4, W.4.5, W.4.6, W.4.10
L.4.1a, L.4.1b, L.4.2b, L.4.2c
I Can:
W.4.3
I can write a real or imagined narrative piece where I:
a - establish a situation, introduce a narrator, and organize an appropriate sequence,