ELA Pacing Guide Overview 4th Grade Edition
The pacing guide is a tool to help teachers address the state standards while using the Houghton Mifflin reading materials. To achieve this, HM may need to be supplemented with a variety of other resources such as trade books, newspapers, magazines, and the Internet. To allow the teacher greater flexibility, pacing is indicated for each theme rather than individual stories. Thedailyread aloud is expected to be part of your daily instruction.
Enduring understandings and essential questions from the standards are identified for each theme. These are the big ideas to guide the unit. The essential questions should focus instruction during the unit. Posting the essential questions for each theme is essential for student learning.
Dates are provided for all district assessments. Assessments are listed as formative or summative. Formative assessments are used to guide instruction. Summative assessments are given at set times during instruction when it is felt the student has mastered the concept. They show the student’s ability to use strategies and skills in another setting or with a new text.
Ongoing assessments include: grade-level created, school created, teacher created, selection tests, performance tasks, observation, etc.
Summative assessment may include the above, but must show student’s ability to transfer strategies and skills to new selections and situations.
The five strands of reading instruction (comprehension, phonics, phonemicawareness, vocabulary and fluency) are aligned to the core curriculum materials.
- Whole group instruction should be 30-45 minutes daily concentrating on comprehension and vocabulary. The strategies and skills for mini-lessons are listed. Selection vocabulary is to be taught where needed to support the text. Explicit vocabulary options may also be suggested. These Tier 2 words are to be developed more deeply so that they become part of the students’ writing and speaking vocabulary. Explicit vocabulary instruction of three to five selected words should take place weekly. Vocabulary extension activities focus on using the words after they have been introduced and are done daily for the remainder of the week. In addition, there should also be daily instruction to provide students with strategies for making meaning of new words (ex: prefixes, suffixes, root origins, etc.).
- Targeted Instruction (Differentiated Small Group Instruction)/centersshould be 45-60 minutes daily concentrating on individual student needs as determined by various diagnostic tools (spelling inventory, phonics inventory, kindergarten assessment, etc). The Targeted Instruction Binder lessons (available through your literacy coach/instructional coach) should be used during this time to specifically address the needs of each student.
- Fluency instruction may be taught daily whole group for 6-10 minutes at grades one through mid-year grade three. From grade three mid-year through grade 5, fluency instruction should only be provided for those who do not yet read at the fluency level listed for their grade. Non-fluent readers should receive daily instruction during small group. A Fluency Classroom Strategies Packet is located on the Christina School District website.
- Structural/Spelling Analysis includes phonics and phonemic awareness. In the lower grades (K-2) whole group time may be used to introduce new concepts. However, in depth work is done in small group according to need. In the upper grades (3-5) any phonics deficiencies would be addressed during small group. Brief Spelling Analysis work as addressed in Houghton Mifflin may be introduced whole group.
The numbers (such as 2.4e), indicate the standard and the cluster expectation/performance indicator for that grade. Please reference them in the GLEs for a more detailed explanation of what is expected.
4thGrade Houghton Mifflin Reading at a Glance for ChristinaSchool DistrictPacing Guide 2010-2011
Dates – 8/30-10/8
Theme 1:Journeys
Enduring Understandings: 6) Good readers may use many strategies that work, and they quickly try another one when the one they are using doesn’t work. They not only know many different strategies, but they never get stuck in persisting with one that isn’t working. 10) The impact of a text on a reader is influenced by the reader’s experience. 11) The reader’s interaction with text changes with time and experience. 13) Good readers employ strategies to help them understand text.
Essential Questions: 5) What do good readers do? What do they do when they do not understand? How do texts differ? How should I read different types of text? 10) What is the relationship between reader and writer? 17) How does literature reveal us to ourselves?
Anthology Selection / Phonemic Awareness
-Word Analysis / Structural/Spelling Analysis / High Frequency Words / Selection Vocabulary / Explicit
Selection
Vocabulary Options / Comprehension Strategy/Skill / Fluency Practice
Akiak / Small group as needed
Not to be done in whole group at this grade level / Short vowels a,e: long vowels a,e
Base words and endings-er,-est / Small group as needed
Not to be done in whole group at this grade level / Blizzard, courageous, musher, checkpoint, experienced, rugged p. 27 / Select five Tier 2 words to develop
Multiple-Meaning Words / Review seven strategies: Focus on Summarize
(2.4e)
Story structure (2.4bL) / Small group as needed when indicated by DIBELS assessment
Grandfather’s Journey / Small group as needed
Not to be done in whole group at this grade level / Short vowels i,o: long vowels i,o
Suffixes-ly and -y / Small group as needed
Not to be done in whole group at this grade level / Bewildered, longed, reminded, homeland, marveled, surrounded p. 61 / Select five Tier 2 words to develop / Review seven strategies: Predict/Infer &Making Connections
(2.4a) (4.2a) (4.1c)
Author’s viewpoint (4.1c) / Small group as needed when indicated by DIBELS assessment
Finding the Titanic / Small group as needed
Not to be done in whole group at this grade level / Short vowel u: long vowel u
Syllabication / Small group as needed
Not to be done in whole group at this grade level / Plaques, survivors, voyage, shipwreck, unsinkable, wreckage p. 81 / Select five Tier 2 words to develop / Review seven strategies: Monitor/Clarify
(2.3c) (2.4a) (2.4i)
Text organization (2.4bL) / Small group as needed when indicated by DIBELS assessment
Formative: DIBELS (9/7-9/30); Spelling Inventory (9/7-9/24), Ongoing assessments
Summative: Anecdotal records and performance tasks that show student’s ability to use the strategy and skills in other settings
Dates – 8/30-10/8
Theme 1: Journeys
Enduring Understandings: 6) Good readers may use many strategies that work, and they quickly try another one when the one they are using doesn’t work. They not only know many different strategies, but they never get stuck in persisting with one that isn’t working.9) Different types of texts (e.g., narrative, mystery, biography, expository, persuasive) have different structures. Understanding a text‘s structure helps a reader better understand its meaning.10) The impact of a text on its reader is influenced by the reader’s experience. 11) The reader’s interaction with text changes with time and experience. 13) Good readers employ strategies to help them understand text.
Essential Questions:5)What do good readers do? What do they do when they do not understand? How do texts differ? How should I read different types of text? 10) What is the relationship between reader and writer? 17) How does literature reveal us to ourselves?
Anthology Selection / Phonemic Awareness
-Word Analysis / Structural/Spelling Analysis / High Frequency Words / Selection Vocabulary / Explicit
Selection
Vocabulary Options / Comprehension Strategy/Skill / Fluency Practice
By the Shores of SilverLake / Small group as needed
Not to be done in whole group at this grade level / Homophones
Word roots tele, rupt / Small group as needed
Not to be done in whole group at this grade level / Conductor, depot, jolting, lurching, platform, satchels p. 109 / Select five Tier 2 words to develop / Question
(2.3a)
Noting details (2.4e) / Small group as needed when indicated by DIBELS assessment
Chester Cricket’s Pigeon RideThe Parcel Kid / Small group as needed
Not to be done in whole group at this grade level / Review / Small group as needed
Not to be done in whole group at this grade level / Sensation, turbulent, precious, perch, hindrance, fluttered, p. M9
accompanying, postmaster, fare, parcel post, classified, flabbergasted / Select five Tier 2 words to develop / Strategy Review
Predict/Infer
(2.4a)
Making Connections
(4.1c)
Review / Small group as needed when indicated by DIBELS assessment
Genre Focus: Mysteries / Small group as needed
Not to be done in whole group at this grade level / Base Words and Endings, Review Long and Short Vowel Sounds / Small group as needed
Not to be done in whole group at this grade level / Case, clue, criminal, detective, evidence, solution, suspect, suspense, witness
p. 13 / Select five Tier 2 words to develop / Making Connections
(2.4k)
Understanding Mysteries(text structure) (2.4bL)(2.4e)
Review / Small group as needed when indicated by DIBELS assessment
Formative: DIBELS (9/7-9/30); Spelling Inventory (9/7-9/24), Ongoing assessments
Summative: Anecdotal records and performance tasks that show student’s ability to use the strategy and skills in other settings
Dates– 10/11-11/19Theme 2: American Stories
Enduring Understandings: 2) Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the ‘surface’ of the text to find the meaning. 6) Good readers may use many strategies that work, and they quickly try another one when the one they are using doesn’t work. They not only know many different strategies, but they never get stuck in persisting with one that isn’t working. 9) Different types of text (e.g. narrative, mystery, biography, expository, persuasive) have different structures. Understanding a text’s structure helps a reader better understand its meaning. 13) Good readers employ strategies to help them understand text.
Essential Questions: : 1) What makes a book or story great? 6)What is the author saying? How do I know? What is the gist? What is the main idea? How do I read between the lines? How do I know that I am getting the point and not merely imposing my views and experience? 9) What lies beneath the surface of the text? How much does this matter? How can I uncover it? 12) What does a reader gain from re-visiting or re-reading a text?
Anthology Selection / Phonemic Awareness
-Word Analysis / Structural/Spelling Analysis / High Frequency Words / Selection Vocabulary / Explicit
Selection
Vocabulary Options / Comprehension Strategy/Skill / Fluency Practice
Tomas and the Library Lady / Small group as needed
Not to be done in whole group at this grade level / The /ou/ (howl/pound) and /ô/ (jaw/cause) sounds
Contractions / Small group as needed
Not to be done in whole group at this grade level / Borrow, check out, eager, glaring, lap, storyteller p. 157 / Select five Tier 2 words to develop
Suggested words: chattered, eager, lap, glaring, strict / Predict/Infer
(2.4a) (4.2a)
Sequence of Events (2.4e) / Small group as needed when indicated by DIBELS assessment
Tanya’s Reunion / Small group as needed
Not to be done in whole group at this grade level / The /oo /sounds: moon and cook
Word roots sign and spect / Small group as needed
Not to be done in whole group at this grade level / Arrangements, gathering, great-uncle, homestead, persisted, pitches in, reunion, satisfactionp. 185 / Select five Tier 2 words to develop
Suggested words: reassured, persisted, murmured, miserable,spectacular / Evaluate
(2.4j)
Making inferences (4.2a) / Small group as needed when indicated by DIBELS assessment
Boss of the Plains / Small group as needed
Not to be done in whole group at this grade level / The /îr/ (gear)
/ä/ (sharp)
/â/ (hairy) sounds
Possessives / Small group as needed
Not to be done in whole group at this grade level / Adventures, determined, frontier, gear, opportunity, pioneers, settlers, tanned, wranglers p. 217 / Select five Tier 2 words to develop
Suggested words:
Determined, distinctive, unique, scoffed, scorcing / Summarize
(2.4e)
Making generalizations (2.5d) / Small group as needed when indicated by DIBELS assessment
Formative: DIBELS Progress Monitoring; Ongoing assessments
Summative: Anecdotal records and performance tasks that show student’s ability to use the strategy and skills in other settings
Dates– 10/11-11/19Theme 2: American Stories
Enduring Understandings: 2) Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the ‘surface’ of the text to find the meaning. 6) Good readers may use many strategies that work, and they quickly try another one when the one they are using doesn’t work. They not only know many different strategies, but they never get stuck in persisting with one that isn’t working. 9) Different types of text (e.g. narrative, mystery, biography, expository, persuasive) have different structures. Understanding a text’s structure helps a reader better understand its meaning. 13) Good readers employ strategies to help them understand text.
Essential Questions: 1) What makes a book or story great? 6)What is the author saying? How do I know? What is the gist? What is the main idea? How do I read between the lines? How do I know that I am getting the point and not merely imposing my views and experience? 7) From whose viewpoint are we reading? What is the author’s angle or perspective? What should we do when texts and author’s disagree?
Anthology Selection / Phonemic Awareness
-Word Analysis / Structural/Spelling Analysis / High Frequency Words / Selection Vocabulary / Explicit
Selection
Vocabulary Options / Comprehension Strategy / Fluency Practice
A Very Important Day / Small group as needed
Not to be done in whole group at this grade level / The /ô/ (horse), /ûr) (curve), and /yoor/ (cure) sounds
Possessives / Small group as needed
Not to be done in whole group at this grade level / Allegiance, chamber, citizens, citizenship, enrich, examiner, oath, petitioners (247) / Select five Tier 2 words to develop
Suggested words: enrich, obliged, stooped, lobbed, urged / Question
(2.3c)
Categorize and classify (2.4e) / Small group as needed when indicated by DIBELS assessment
Amelia & Eleanor Go for a Ride
Duke Ellington / Small group as needed
Not to be done in whole group at this grade level / Review / Small group as needed
Not to be done in whole group at this grade level / License, elevations, solo, cockpit, airstrip, ragtime, melodies, jazz, orchestra, improvise, blues, heritage (M9 & M17 / Select five Tier 2 words to develop
Suggested words: amusing, incredible, anxious, improvise, romp / Evaluate
(2.5a)
Review / Small group as needed when indicated by DIBELS assessment
Tales of a Fourth Grade Nothing / Small group as needed
Not to be done in whole group at this grade level / Small group as needed
Not to be done in whole group at this grade level / Act, actor, character, dialogue, lines, perform, setting, stage, theater (279) / Select five Tier 2 words to develop / Summarize, Imagery/Visualization
(2.4e) (2.4c)
Understanding Plays (2.4bL) / Small group as needed when indicated by DIBELS assessment
Formative: DIBELS Progress Monitoring; Ongoing assessments
Summative: Anecdotal records and performance tasks that show student’s ability to use the strategy and skills in other settings
Dates – 11/29-1/21Theme 3: That’s Amazing
Enduring Understandings:1) Great literature provides rich and timeless insights into the key themes, dilemmas, and challenges that we face. They present complex stories in which the inner and outer lives of human beings are revealed. 5) Different readers may respond to the same text in different ways. The better responses are those that provide greater insight into the text and/or issues raised. 7) Good readers are never afraid or embarrassed to admit when they don’t understand. Asking questions of a text, of a teacher, of another reader-is what good readers do. 13) Good readers employ strategies to help them understand text. Essential Questions: 1) What makes a book or story great? Is a “good read” always a great book? 4) Why read? What can we learn from print? Can all of our experiences be put into words? Does literature primarily reflect culture or shape it? 13) How do you know a piece of text is worth reading more than once?14) What do you do when you don’t understand everything in the text? 15) To what extent does it matter that you do not understand the whole text?
Anthology Selection / Phonemic Awareness
-Word Analysis / Structural/Spelling Analysis / High Frequency Words / Selection Vocabulary / Explicit
Selection
Vocabulary Options / Comprehension Strategy / Fluency Practice
The Stranger / Small group as needed
Not to be done in whole group at this grade level / Compound words
Words that begin with a- or be- / Small group as needed
Not to be done in whole group at this grade level / Autumn, draft, etched, frost, mercury, peculiar, thermometer, timid p.299 / Select five Tier 2 words to develop / Monitor/Clarify
(2.3c)
Noting details (2.4e) / Small group as needed when indicated by DIBELS assessment
Cendrillon / Small group as needed
Not to be done in whole group at this grade level / Final /ər/ (sugar), and final/l/ or /lə/ (bottle/ medal)
Words with the suffix - able / Small group as needed
Not to be done in whole group at this grade level / Crossly, elegant, godmother, orphan, peasant, proud p.327 / Select five Tier 2 words to develop / Question
(2.3a)
Compare & contrast (2.4g) / Small group as needed when indicated by DIBELS assessment
Heat Wave! / Small group as needed
Not to be done in whole group at this grade level / Words ending with – ed or – ing
Digraphs / Small group as needed
Not to be done in whole group at this grade level / Affected, horizon, miscalculated, singe, temperature, weather vane p.359 / Select five Tier 2 words to develop / Imagery/Visualization
(2.4c)
Fantasy & realism (2.5e) / Small group as needed when indicated by DIBELS assessment
Formative: DIBELS Progress Monitoring; DIBELS(1/4-1/28); Spelling Inventory (1/10-1/28); Ongoing assessments
Summative: Anecdotal records and performance tasks that show student’s ability to use the strategy and skills in other settings
Dates –11/29-1/21Theme3: That’s Amazing
Enduring Understandings: 1) Great literature provides rich and timeless insights into the key themes, dilemmas, and challenges that we face. They present complex stories in which the inner and outer lives of human beings are revealed. 5) Different readers may respond to the same text in different ways. The better responses are those that provide greater insight into the text and/or issues raised. 7) Good readers are never afraid or embarrassed to admit when they don’t understand. Asking questions of a text, of a teacher, of another reader-is what good readers do. 13) Good readers employ strategies to help them understand text.
Essential Questions: 1) What makes a book or story great? Is a “good read” always a great book? 4) Why read? What can we learn from print? Can all of our experiences be put into words? Does literature primarily reflect culture or shape it? 14) What do you do when you don’t understand everything in the text? 15) To what extent does it matter that you do not understand the whole text?
Anthology Selection / Phonemic Awareness
-Word Analysis / Structural/Spelling Analysis / High Frequency Words / Selection Vocabulary / Explicit
Selection
Vocabulary Options / Comprehension Strategy / Fluency Practice
The Borrowers / Small group as needed
Not to be done in whole group at this grade level / Small group as needed / Small group as needed
Not to be done in whole group at this grade level / Draught, protruded, curious, object, turmoil p. M9 / Select five Tier 2 words to develop / Question/Review strategies
(2.3c)
Skills review/ compare and contrast / Small group as needed when indicated by DIBELS assessment
Lord Of the Fleas / Small group as needed
Not to be done in whole group at this grade level / Review homophones / Small group as needed
Not to be done in whole group at this grade level / Magnificent, carousel, harness, attraction, instincts, catapult, feat, delicate p. M16 / Select five Tier 2 words to develop / Question
(2.3c)
Skills review/ compare and contrast / Small group as needed when indicated by DIBELS assessment
Formative: DIBELS Progress Monitoring; DIBELS(1/4-1/28); Spelling Inventory (1/10-1/28); Ongoing assessments