4th Grade Pacing Guide for ELA SC Standards 2015
Embedded Standards
Informational
- LCS 9.5Acquire and use general academic and domain-specific words and phrases acquired through talk and text; identify nuances of words and phrases.
- RC 10.6 Acquire and use general academic and domain-specific words or phrases that signal precise actions, emotions, and states of being; demonstrate and understanding of nuances and jargon.
- MC 7.1Compare and contrast how events, topics, concepts, and ideas are depicted in primary and secondary sources. (embedded in SS)
- LCS 10.1 Identify and describe the difference between a primary or secondary account of the same event or topic. (embedded in SS)
- LCS 4-10.2 Determine the meaning of an unknown word using knowledge of base words and Greek and Latin affixes.
- RC 12.1 Engage in whole and small group reading with purpose and understanding.
- RC 12.2 Read independently for sustained periods of time.
- RC 12.3 Read and respond according to task and purpose to become self-directed, critical readers and thinkers.
Literary
- LCS 10.6 Acquire and use general academic and domain-specific words or phrases that signal precise actions, emotions, and states of being; demonstrate and understanding of nuances and jargon.
- RC 13.1 Engage in whole group and small group reading with purpose and understanding.
- RC 13.2 Read independently for sustained amounts of time to build stamina.
- RC 13.3 Read and respond according to task and purpose to become self-directed, critical readers and thinkers.
Writing
- 6.1 Write routinely and persevere in writing tasks: a. over short and extended time frames; b. for a range of domain-specific tasks; c. for a variety of purposes and audiences; and d. by adjusting the writing process for the task, increasing the length and complexity.
- 6.4 Demonstrate effective keyboarding skills.
Inquiry
- I-1.1 Formulate questions to focus thinking on an idea to narrow and direct further inquiry.
- I-2.1 Explore topics of interest to formulate logical questions; build knowledge; generate possible explanations; consider alternative views.
- I-3.1 Develop a plan of action for collecting relevant information from primary and secondary sources.
- I-3.2 Organize and categorize important information; collaborate to validate or revise thinking; report relevant findings.
- I-4.1 Draw logical conclusions from relationships and patterns discovered during the inquiry process.
- I-4.2 Reflect on findings to build deeper understanding and determine next steps.
- I-4.3 Determine appropriate tools and develop plan to communicate findings and/or take informed action.
- I-5.1 Acknowledge and value individual and collective thinking.
- I-5.2 Employ past learning to monitor and assess current learning to guide inquiry.
- I-5.3 Assess the process and determine strategies to revise the plan and apply learning for future inquiry.
Unit / Standard / Unpacking / Resources
1st Nine Weeks
Embedded multiple times within the nine weeks:
Literary Standard LCS 10/ Standard 9 Informational TextApply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.
Literary LCS 4-10.1/Informational 9.1Use definitions, examples, and restatements to determine the meaning of words or phrases.
(Tentatively) Two Weeks to teach / Informational Text
4-RI.5 Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.
Indicator:
5.1-Ask and answer inferential questions to analyze meaning beyond the text; refer to details and examples within a text to support inferences and conclusions.
Essential Questions:
Week One: Procedures
Week Two: Review 3rd skills
Week Three: Begin teaching standard 5.1 / 4th grade focus
- Predictions (before and during reading)
- Inference
- Drawing conclusions
- Analyze
- Break down into parts and explain how each part functions or fits into the whole
- Synthesize
- Combine a number of things into a coherent whole simultaneously
- Providing evidence
- Investigating multiple interpretations
- ask and answer inferential questions beyond the informational text
- refer to details and explains within informational text to support answers
- make predictions before and during reading
- confirm or modify thinking
- ask and answer questions that are directly stated in the text to determine meaning
- ask and answer questions that must be inferred from the text
- text evidence- explicitly from the text
- Essay
- historical documents
- informational trade books
- textbook
- news and feature articles
- magazine articles
- advertisements
- encyclopedia entries
- reviews (for example, book, movie, product)
- journals
- speeches
- commercials
- documentaries
- directions
- maps
- timelines
- graphs
- tables
- charts
- schedules
- recipes
- photos
- Exploration of the New World (Native Americans; Vikings with Explorers; trading, exploration, navigation; new technologies; discoveries by explorers)
- Study Island Notes
- Library of Congress
- USA Studies Weekly
One Week to teach standard 5.1 / Literary Text
4-RL.5 Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.
Indicator:
5.1-Ask and answer inferential questions to analyze meaning beyond the text; refer to details and examples within a text to support inferences and conclusions. / 4th grade focus
- Predictions (before and during reading)
- Inference
- Drawing conclusions
- Analyze
- Break down into parts and explain how each part functions or fits into the whole
- Synthesize
- Combine a number of things into a coherent whole simultaneously
- Providing evidence
- Investigating multiple interpretations
- ask and answer inferential questions beyond the literary text
- refer to details and explains within literary text to support answers
- make predictions before and during reading
- confirm or modify thinking
- ask and answer questions that are directly stated in the text to determine meaning
- ask and answer questions that must be inferred from the text
- text evidence- explicitly from the text
Fiction:
- chapter books
- adventure stories
- historical fiction
- contemporary realistic fiction
- science fiction
- picture books
- folktales
- legends
- tall tales
- myths
- personal essays
- autobiographies and biographies
- speeches
- narrative poems
- lyrical poems
- humorous poems
- free verse
Two weeks to teach standard 6.1 / Informational Text
4-RI.6 Summarize key details and ideas to support analysis of central ideas.
Indicator:
6.1 Summarize multi-paragraph texts using key details to support the central idea. / 4th Grade Focus:
- summarize (retell major ideas in your words)
- supporting details
- central idea / main idea
- summarize multi-paragraph informational texts
- use key details to support the central idea
- retell the central idea and key details of multi-paragraph informational texts
- summarize the text by stating the topic of each paragraph read, heard, or viewed
Students read informational (expository/persuasive/argumentative) texts in print and multimedia formats.
- essays
- historical documents
- informational trade books
- textbooks
- news and feature articles
- magazine articles
- advertisements
- encyclopedia entries
- reviews (book, movie, product)
- journals
- speeches
- commercials
- documentaries
- directions
- maps
- timelines
- graphs
- tables
- charts
- schedules
- recipes
- photos
- Exploration of the New World (Native Americans; Vikings with Explorers; trading, exploration, navigation; new technologies; discoveries by explorers)
- Study Island Notes
- Library of Congress
- USA Studies Weekly
Three weeks to teach standard 8.1a / Literary Text
4-RL.8: Analyze characters, settings, events, and ideas as they develop and interact within a particular context.
Use text evidence to:
Indicator:
8.1a: describe characters’ traits, motivations, and feelings and explain how their actions contribute to the development of the plot
8.1b: explain the influence of cultural and historical context on characters, setting, and plot development / 4th Grade Focus:
- characters
- setting
- events
- plot
- explain
- to give a clear description, make it known in detail, 5 W’s
- describe
- present clear picture, 5 senses, create visual
- analyze
- Break down into parts and explain how each part functions or fits into the whole
- Explain how conflict causes characters to change or revise plan moving towards resolution
- Explain influence of cultural, historical context, and social context on characters, setting, and plot development
- compare/contrast characters, actions, feelings, and responses to major events or challenges
- explain influence of cultural & historical context on characters, setting, and plot development
- describe character’s traits, motivations, and feelings
- describe how actions of characters contribute to the development of the plot
- development of plot (problem/conflict, events, solution)
- provide text evidence of plot
- describe influence of cultural & historical context on characters, setting, and plot development
Literary Fiction:
- chapter books
- adventure stories
- historical fiction
- contemporary realistic fiction
- science fiction
- picture books
- folktale
- legends
- tall tales
- myths
- personal essays
- autobiographies
- biographies
- speeches
- narrative poems
- lyrical poems
- humorous poems
- free verse
2nd Nine Weeks
Embedded multiple times within the nine weeks:
Literary Standard Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.
LCS 4-10.2 Determine the meaning of an unknown word using knowledge of base words and Greek and Latin affixes.
Two weeks to teach standard 6.1 / Literary Text
4-RL.6: Summarize key details and ideas to support analysis of thematic development.
Indicator
6.1: Determine the theme by recalling key details that support the theme. / 4th Grade Focus:
- summarize
- retell major ideas in your own words
- supporting details/key details
- theme
- determine (to decide) the development of a theme within a literary text
- summarize using key details
- retell the central idea and key details of multi-paragraph literary texts
- summarize the text by stating the topic of each paragraph read, heard, or viewed
- identify theme
- recall key details that support the theme
- Compare and contrast (character, theme, plot) (texts within a series)
- Compare and contrast (topics, ideas, concepts) texts with similar themes
- Compare author studies and genre studies
Literary Fiction:
- chapter books
- adventure stories
- historical fiction
- contemporary realistic fiction
- science fiction
- picture books
- folktale
- legends
- tall tales
- myths
- personal essays
- autobiographies
- biographies
- speeches
- narrative poems
- lyrical poems
- humorous poems
- free verse
One week to teach standard 7.2 / Literary Text
Standard 7: Analyze the relationship among ideas, themes, or topics in multiple media and formats, and in visual, auditory, and kinesthetic modalities
Indicator:
7.2 Compare and contrast the treatment of similar themes, topics, and patterns of events in texts and diverse media. / 4th grade focus:
- compare/contrast
- themes
- patterns of events
- text
- diverse media
Literary Fiction:
- chapter books
- adventure stories
- historical fiction
- contemporary realistic fiction
- science fiction
- picture books
- folktale
- legends
- tall tales
- myths
- personal essays
- autobiographies
- biographies
- speeches
- narrative poems
- lyrical poems
- humorous poems
- free verse
One week to teach standard 7.1 / Literary Text
Standard 7: Analyze the relationship among ideas, themes, or topics in multiple media and formats, and in visual, auditory, and kinesthetic modalities
Indicator:
7.1 Explore similarities and differences among textual, dramatic, visual, or oral presentations. / 4th grade focus:
- compare/contrast
- diverse media
- explore (list, Venn diagram, compare/contrast, t-chart)
- How do illustrations…
- Create mood
- Give information about the characters
- Give information about the setting
- Compare/contrast
- Thematic units
- Author studies
- Oral, read, or viewed materials
Literary Fiction:
- chapter books
- adventure stories
- historical fiction
- contemporary realistic fiction
- science fiction
- picture books
- folktale
- legends
- tall tales
- myths
- personal essays
- autobiographies
- biographies
- speeches
- narrative poems
- lyrical poems
- humorous poems
- free verse
Three weeksto teach standard 8.1 & 8.2 / Informational Text
4-LCS 8
Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts.
Indicator:
8.1 Determine how the author uses words to shape and clarify meaning.
8.2 Apply knowledge of text features to gain meaning; describe the relationship between these features and the text. / 4th grade focus:
- interpret
- analyze
- apply
- text structure
- cause/effect
- word choice
- multimedia text
- author’s use of words and phrases
- relationship between words, phrases, conventions, structures
- text features
- text structure
- 3rd- problem/solution, question/answer, descriptive text
- 1st- sequence, compare/contrast
- Text features
- 3rd-appendices, timeline, map, chart, side bar
- 2nd-index, heading, bullets, captions/labels
- 1st- illustrations, photographs, font, bold print, glossary, table of contents
Students read informational (expository/persuasive/argumentative) texts in print and multimedia formats.
- essays
- historical documents
- informational trade books
- textbooks
- news and feature articles
- magazine articles
- advertisements
- encyclopedia entries
- reviews (book, movie, product)
- journals
- speeches
- commercials
- documentaries
- directions
- maps
- timelines
- graphs
- tables
- charts
- schedules
- recipes
- photos
- Exploration of the New World (Native Americans; Vikings with Explorers; trading, exploration, navigation; new technologies; discoveries by explorers)
- Study Island Notes
- Library of Congress
- USA Studies Weekly
Two weeks to teach standard 9.1 & 9.2 / Literary Text
4- LCS 9
Interpret and analyze the author’s use of words, phrases, and conventions, and how their relationships shape meaning and tone in print and multimedia texts.
Indicator:
9.1 Identify and explain how the author uses imagery, hyperbole, adages, or proverbs to shape meaning and tone.
9.2 Explain how the author’s choice of words, illustrations, and conventions combine to create mood, contribute to create mood, contribute to meaning, and emphasize aspects of a character or setting. / 4th grade focus:
- Interpret author’s use of words, phrases, and conventions
- Analyze author’s use of words, phrases, and conventions
- Word choice
- Tone
- Mood
- Imagery
- Hyperbole
- Adages
- Proverbs
- Idiom
- Metaphor/simile
- Personification
- Onomatopoeia
- Alliteration
- Rhyme
Literary Fiction:
- chapter books
- adventure stories
- historical fiction
- contemporary realistic fiction
- science fiction
- picture books
- folktale
- legends
- tall tales
- myths
- personal essays
- autobiographies
- biographies
- speeches
- narrative poems
- lyrical poems
- humorous poems
- free verse
3rd Nine Weeks
Embedded multiple times within the nine weeks:
Informational Standard
MC 7.1 Compare and contrast how events, topics, concepts, and ideas are depicted in primary and secondary sources. (embedded in SS)
LCS 10.1 Identify and describe the difference between a primary or secondary account of the same event or topic. (embedded in SS)
2 weeks / Literary Text:
Standard 11
Analyze and provide evidence of how the author’s choice of point of view, perspective, or purpose shapes content, meaning, and style.
11.1 Compare and contrast first and third points of view; determine how an author’s choice of point of view influences the content and meaning. / Fourth Grade Focus:
- point of view – first and third person
- compare first and third point of view
- author’s choice of point of view – Why did the author write it in that point of view?
- how does the point of view influence the text (content and meaning)
- Grade 3 – explain the differences between first and third person points of view
Literary Fiction:
- chapter books
- adventure stories
- historical fiction
- contemporary realistic fiction
- science fiction
- picture books
- folktale
- legends
- tall tales
- myths
- personal essays
- autobiographies
- biographies
- speeches
- narrative poems
- lyrical poems
- humorous poems
- free verse
2 weeks / Informational Text Standard 11
Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument writing.