Grade 4 Language Arts

Time Frame/Materials / Content / Objectives / Standards / Assessment
5 - 6 Weeks
Text:
  • The Gardener
  • Donavons Word Jar
  • My Name is Maria Isabella
Novel;
  • Tales of a Fourth Grade Nothing
/ Fiction/Humor
Reading Skills
Comprehension Strategies
Grammar
Narrative Writing / R5.A.1.1
TSW acquire a reading vocabulary by identifying and correctly using words.
R5.A.1.1 / R5.A.1.2
TSW recognize and understand the meaning of and use correctly key vocabulary from various subject areas.
R5.B.1.1
TSW identify literary elements within text including, character, setting, plot, and theme.
R5.A.2.3
TSW connect their reading to their personal lives, other text and to the world.
R5.A.2.5
TSW retell the actions of the story in sequence, and describe the characters and setting.
TSW identify types of sentences.
TSW write complete sentences with proper punctuation.
TSW use nouns.
  • Common
  • Proper
  • Singular
  • Plural
TSW utilize various graphic organizers.
R5.B.1.1
TSW write a character analysis of one of the characters from the novel.
R5.A.3.2
TSW write narrative pieces such as stories and letters.
TSW will respond to reading in their journals. / 1.1.4 E
1.1.4 F
1.1.3 B
1.1.4 G
1.6.4 B
1.6.4 B
1.5.4 F
1.4.4 C
1.4.4 A
1.3.4 F / Teacher Observation Teacher Made Quizzes
Teacher Made Tests Writing Pieces
  • Checklists
  • Rubrics
Performance Tasks
Graphic Organizers
Projects
Assessment Anchor Vocabulary: charactarization
climax
theme
retell
genere
literary elements
problem/solution
point of view
fiction
setting
3 weeks
Text:
  • The Seven Children
  • Days of King Adobe
  • One Grain of Rice
/ Folklore
  • Folktales
  • Fables
Reading Skills
Comprehension Strategies
Grammar Skills
Narrative Writing / TSW read and understand text using self-monitoring comprehension strategies.
R5.A.1.3
TSW use story information and prior knowledge to predict outcomes.
TSW read/listen to a selection of literature.
R5.A.1.5
TSW summarize and retell a story in chronological order. (sequencing)
TSW contribute to discussions.
TSW use verbs.
  • Action
  • Main/Helping
  • Past/Present
R5.A.3.2
TSW produce a folktale that reflects a specific idea or topic and reflects the conventions of a folktale. / 1.1.4 D
1.6.4 B
1.6.4 D
1.5.4 F
1.4.4 A
1.2.4 C / Teacher Observation Teacher Made Quizzes
Teacher Made Tests Writing Pieces
  • Checklists
  • Rubrics
Performance Tasks
Graphic Organizers
Projects
Assessment Anchor Vocabulary:
Folk tales
Legend
Fairy tale
Fable
5 weeks
Text:
  • Blue Willow
Novels:
  • Stone Fox
  • The Whipping Boy
  • Shiloh
/ Fiction/Adventure
Reading Skill
Comprehension Strategies
Grammar
Narrative Writing
Persuasive Writing / A5.A.2.7
TSW identify various points of view within a text.
After reading TSW demonstrate an understanding of the text by clarifying and summarizing the major ideas and themes.
R5.A
TSW demonstrate fluency and comprehension in reading.
R5.A.2.7
TSW identify the cause of the problem and the effect that it had on the characters in the story.
TSW use verbs.
  • Linking
  • Irregular
TSW identify subjects and predicates within sentences.
  • Complete
  • Simple
TSW generate letters from one character in the story to another.
TSW utilize the writing process… including prewriting, rough drafts, editing and sharing, final drafts and publishing to produce a persuasive piece. / 1.1.4 G
1.1.4 H
1.6.4 B
1.5.4 F
1.5.4 A
1.5.4 A - G / Teacher Observation Teacher Made Quizzes
Teacher Made Tests Writing Pieces
  • Checklists
  • Rubrics
Performance Tasks
Graphic Organizers
Projects
Assessment Anchor Vocabulary:
Story map
Cause and effect
Compare and contrast
Main idea
Venn diagram
3rd person
Style
Conflict
Dialogue
7 weeks
Text:
  • Cricket of Times Square
Novel:
  • Charlottes Web
  • Babe the Gallant Pig
  • Magic Treehouse
/ Fantasy
Comprehension Strategies
Grammar
Narrative Writing / R5.A.1.5
TSW listen to a selection of literature and summarize the selection.
TSW contribute to discussions.
TSW participate in small and large group discussions and presentations
R5.B.2.2
TSW Identify personification within a fantasy story
TSW identify subjects and predicates within sentences.
  • Compound
TSW identify adjectives.
  • What kind
  • How many
  • Adjectives that compare
TSW identify pronouns.
  • Singular
  • Plural
  • Subject
  • Object
TSW respond to reading in their journals.
TSW utilize the writing process… including prewriting, rough drafts, editing and sharing, final drafts and publishing to produce a narrative piece. / 1.6.4 B
1.6.4 D
1.6.4 E
1.3.4 F
1.5.4 F
1.3.4 F
1.5.4 A – G / Teacher Observation Teacher Made Quizzes
Teacher Made Tests Writing Pieces
  • Checklists
  • Rubrics
Performance Tasks
Graphic Organizers
Assessment anchor Vocabulary:
Fantasy
Personification
Symbolism
Descriptive Text
5 weeks
Text:
  • On the Banks of Plum Creek
Novel:
  • Kate Shelly and the Midnight Express
  • MississippiBridge
  • Soft Rain
/ Historical Fiction
Reading Skills
Comprehension Strategies
Grammar
Narrative Writing / R5.A.3.1
Before reading TSW set a purpose of reading and identify the type of text.
R5.B.2.2
TSW identify literary devices within the text such as imagery, similes, and metaphors.
R5.A.2.3
TSW make inferences about a story when exact information is not given.
TSW differentiate fact from opinion.R5.A.2.6
R5.A.2.4
TSW distinguish between essential and non-essential information within a text identifying stereotypes and exaggeration where present.
TSW identify and use adverbs.
  • Place
  • Time
  • Manner
  • Degree
After reading the story, TSW compose a narrative piece from a different point of view. / 1.1.4 A
1.3.4 C
1.2.4 A
1.5.4 F
1.4.4 A / Teacher Observation Teacher Made Quizzes
Teacher Made Tests Writing Pieces
  • Checklists
  • Rubrics
Performance Tasks
Graphic Organizers
Projects
Assessment Anchor Vocabulary:
Subject area
Research
Summarize
Sources
5 weeks
Text:
  • Stealing Home
Novel:
  • Sort of Forever
  • Wringer
  • Old Yeller
/ Realistic Fiction
Reading Skills
Comprehension Strategies
Persuasive Writing / R5.A.1.1 / R5.A.1.2
TSW acquire a reading vocabulary by identifying and correctly using words.
TSW clarify ideas and understanding through rereading and discussion.
Revisit compare and contrast.
R5.A.1.4
TSW identify the main idea and supporting details.
TSW utilize the writing process… including prewriting, rough drafts, editing and sharing, final drafts and publishing to produce a narrative piece. / 1.1.4 D
1.1.4 G
1.4.4 C
1.1.4 G
1.5.4 A - G / Teacher Observation Teacher Made Quizzes
Teacher Made Tests Writing Pieces
  • Checklists
  • Rubrics
Performance Tasks
Graphic Organizers
Projects
Assessment Anchor Vocabulary:
Literary Devices
Literacy structure
Inference
Foreshadowing
Flashbacks
voice
6 weeks
Text:
  • Night of the Puffins
  • Saguaro Cactus
Kids Invention Book
Look to the North
A Very Important Day
Fly Traps! Plants that Bite Back / Non-Fictional / Informational Narrative
Reading Skills
Comprehension Strategies
Grammar Skills
Informational Writing / R5.A.2.7
TSW preview the text and identify headlines, graphics, captions, tables, and other non-fiction characteristics
R5.A.2.1 / R5.A.2.2
TSW identify non-fiction vocabulary
R5.A.2.3
TSW distinguish between important and unimportant information in a non-fiction text
R5.A.2.6
TSW differentiate fact from opinion
R5.A.2.5
TSW identify the main idea and the supporting
Details
TSW identify and use prepositional phrases correctly
TSW select a topic research.
TSW locate information using appropriate sources and strategies.
TSW organize and present main ideas from the research. / 1.1.4 B
1.2.4 A
1.5.4 F
1.8.4 A
1.8.4 B
1.8.4 C / Teacher Observation
Teacher-made Quizzes
Teacher-made tests
Writing Pieces
  • Checklists
  • Rubrics
Performance Tasks
Graphic Organizers
Projects
Assessment Anchor Vocabulary:
Non-fiction
Informational Text
Expository Text
On Going / Poetry
Comprehension Strategies
Narrative Writing / R5.B.2.1 / R5.B.2.2
TSW investigate the use of literary devices in stories
  • Rhyme
  • Rhythm
  • Alliteration
  • Figurative Language
  • Simile
  • Metaphor
  • Personification
TSW read and respond to various poems
TSW produce poems that include:
  • Detailed descriptions
  • Relevant illustrations
  • Literary elements
  • Literary Devices
/ 1.3.4 C
1.3.4 F
1.4.4 A / Teacher Observation
Writing Pieces
  • Checklists
  • Rubrics
Assessment Anchor Vocabulary:
Alliteration
Epic
Hyperbole
Free versefigurative language
Idiomatic language
Imagery
Limerick
Metaphor
Onomatopoeia
Poetry
Rhythm
Rhyme
Simile
3-4 weeks
Materials: Anthology: Encyclopedia Brown and the Case of Pablo’s Nose
Tradebook: The Westing Game / Mysteries
Grammar
Reading
Comprehension
Writing / Review various skills
Review various skills
Review various skills
Create a mystery story for a first-grade class to solve
Use the writing process to create, edit, and publish stories / 1.1.4 A,B,C
1.1.4 A,B,C
1.1.4 D,E,F,G,H
1.6.4 A,B,C,D,E,
1.2.4 C
1.4.4 A
!.5.4 A,B,C,D,E,F,G / Assessment Anchor Vocabulary:
Rising action
Reading critically

Assessment

Test - Quizzes ~ straight percentage

Projects/Products/Writing ~ Checklists and Rubrics (converted to percentage)

Course Description

Reading, grammar, and writing are taught thematically through novel units and anthology stories. Developing comprehension and independent reading skills is emphasized."

Assessment Anchor Alignment – Glossary

Assessed:

Accuracy

Alliteration

Analysis

Antonym

Autobiography

Cause and Effect

Characterization

Climax

Compare

Compound Word

Conflict

Context Clues

Contrast

Conventions of Language

Descriptive Text

Dialogue

Differentiate

Evaluate

Expository Text

Fable

Fiction

Figurative Language

First Person

Flashback

Fluency

Focus

Folktales

Generalization

Genre

Graphic Organizer

Headings, Graphics and Charts

Homophone

Idiomatic Language

Imagery

Implicit

Inference

Informational Text

Literary Conflict

Literary Elements

Literary Devices

Main Idea

Metaphor

Narrative

Nonfiction

Onomatopoeia

Paraphrase

Pattern Book

Personification

Phonics

Plot

Poetry

Point of View

Possessive

Prefix

Print Media

Problem/solution

Reading Critically

Reading rate

Research

Resolution

Retell

Rhyme

Rhythm

Rising Actions

Root Word

Self-monitor

Semantics

Setting

Sources: Primary/Secondary

Story Maps

Subject Area

Suffix

Summarize

Style

Symbolize

Synonym

Theme

Third Person

Tone

Validity

Venn Diagrams

Voice

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