Focus / Becominga Close Reader andWritingto Learn / Researchingto Build KnowledgeandTeaching Others / ConsideringPerspectives and SupportingOpinions / GatheringEvidenceand Speakingto Others
Module Title / OralTradition, Symbolism,and BuildingCommunity / AnimalDefense Mechanisms / Perspectivesonthe American Revolution / Susan B. Anthony,the Suffrage Movement and theImportanceofVoting
Description / Module1focuseson buildingcommunity by makingconnections betweenvisual imagery, oralaccounts, poetryandwritten textsof various cultureswith a focuson theHaudenosaunee (Iroquois)culture. Students determinea centralidea and demonstratehow gatheringinformation froma variety of sourcescanhelp us understanda central idea morefully. Module1also reinforcesreading fluency,closetext analysis,explanatory paragraph writing,and presentingtopeers. Themodulereinforces thefact that NativeAmericans– specificallythe Iroquois (Haudenosaunee, Peopleofthe Long House) –wereearly inhabitantsoftheNew York regionand state, andcontinueto contributetothe region’shistory. / Studentsbuild proficiency inwritingan informativepiece, examiningthe defense mechanismsofone specificanimalabout whichthey build expertise. Studentsalso buildproficiency in writinga narrativepiece aboutthisanimal.They build background knowledgeon general animaldefensesthrough closereadingsof several informationaltexts and usea science journalto makeobservationsand synthesizeinformation astheyresearchan expertanimalin preparationto write aboutthisanimal. Asthe finalperformancetask studentswritean informativepiece describingtheiranimal, thethreatsto its survival, andhowit isequippedto dealwith them,and a choose-your-own narrativepieceabout their animalthat incorporatestheir research. / Studentsexplore perspectivesinthe American RevolutionNS studyreasonswhythe13 Americancolonies decidedto declare independence,how colonists’opinions differedonthis decision, andhowtheperspectives offreeandenslaved blackswereboth similar anddifferent fromthe perspectiveofthewhite colonists. Students begin by closereadingof several informationaltextsabout thewar. They then read thehistoricalfictionplay, DividedLoyalties,to deepentheir understandingofthe Patriot andLoyalist perspectives. At theendof themodulethey synthesizetheir learning ina finalperformance task: anopinionpiece writtenfromthe perspectiveofa Patriot outliningreasons colonists should jointhe Patriot causeintheform ofa broadside(similar to a modern-day flier). / Students learnabout votingrightsand responsibilities.They first focusonthe women’s suffrage movement andthe leadershipofNewYorker Susan B. Anthony, readingfirsthandand secondhandaccountsof her arrestandtrial.Then studentsreadThe Hope Chest(historicalfiction set intheweeksbefore thepassageofthe 19th Amendment)examining thethemeofleadersand their impactonothers. Finally,studentsconnect thethemeofleadership to their own livesby readingabout the importanceofvotingin moderntimes. Asa final performancetask, students draft andthen createa public service announcement (using VoiceThreadtechnology) to statetheir opinionto high school seniorsabout why votingisimportant.
Module1A / Module2B / Module3B / Module4
Texts
(centraltext(s) inbold) / •The KeepingQuilt, Patricia Polacco (920 L; teacher copy only)
•The Iroquois: The Six Nations Confederacy,Mary Englar(RI,880L)
•Eagle Song,Joseph Bruchac(RL,840L; optional)
•Additionalshort textsto come(listed ineach unit overview) / •“Award-Winning Survival Skills,”Lea Winerman(RI,1150L)
•Venom,MarilynSinger (RI,1110L;teachercopy only)
•CanYouSurvive the Wilderness?Matt Doeden(RI,680L; teachercopyonly)
•AnimalBehavior: AnimalDefenses, Christina Wilsdon(RI, NL) / •TheDeclarationof Independence(excerpts (RI,NL)
•“AnIncomplete Revolution,” Amy Miller (RI,920L)
•“PrivateYankee Doodle,” ThomasFlemming (RI, 900L)
•“ThomasJeffersonand the Declarationof Independence,” Kathy Wilmore(RI,870L)
•“TheShot Heard Around theWorld,” Thomas Flemming(RI,860L)
•“Revolutionary War,” TheNew Book of Knowledge,Grolier Online(RI,690L)
•“Loyalists,”TheNew Book ofKnowledge, GrolierOnline(RL,730)
•DividedLoyalties: TheBarton Family DuringtheAmerican Revolution,GareThompson and
BarbaraKiwak(RL,NL) / •“MissSusan B. Anthony Fined$100andCosts for IllegalVoting” The NewYorkTimes,(RI, 1270L)
•Excerpt from“On Women’s Right to Suffrage,” Susan B. Anthony (RI,1200L)
•“Youth Power,”Karen Fanningand Bryan Brown(RI,960L)
•“ICan’t Waitto Vote!” Expeditionary Learning (RI,950L)
•AFirsthandAccountof Inauguration Day 2009: email,Corey Scholes
(RI,890L)
•“TheVote,” Rebecca Hershey (RI,870L)
•“A Historic Inauguration Day,” Expeditionary Learning (RI,840L)
•TheHopeChest, KarenSchwabach (RL, 800L)
•“Frederick Douglass: Freedom’sChampion,” Patrick S.Washburn (RI,790L)
•“Order intheCourt,” Ira PeckandKathy Wilmore(RI,770L)
2 TheIroquois:The SixNationConfederacy remainsacentraltext. EagleSong isno longera requiredtextforthismodule; itisanoptionalindependent readwith anindependentreadingguide.Therealsoare several mini-lessonsfor in-class discussionsifteacherschooseto usethisnovel.The KeepingQuilt hasbeenaddedasa read-aloudinUnit3.
* Indicatespoemsthat studentsreadclosely.
4Texts listedinorder ofinformationaltextfirst,then literature; bothcategories shownfrommost to least quantitativelycomplex(basedonLexile®).
Module1A / Module2B / Module3B / Module4Lexile® / CommonCore BandLevelTextDifficultyRangesforGrades4–55: 740-1010L
Performance Task / ClassroomCommunity Quilt (W.4.2, W.4.5,
W.5.9,andL.43) / Choose-Your-Own- AdventureAnimal DefenseNarrative(RI.4.9, W.4.2,W.4.3,W.4.7, W.4.8,W.4.9b)
scaffolded narrative / OpinionWriting: American Revolution Broadside (W.4.1,W.4.2bandd, W.4.4,W4.5,W.4.7,L.4.2a,
cand d,andL.4.3) scaffoldedessay / PublicServiceAnnounce- ment aboutthe Importance
of Voting(RI.4.9,W.4.1,
W.4.4, SL.4.3, SL.4.4,
SL.4.5, SL.4.6,L.4.1cand
f,andL.4.3) scaffoldedessay and speech
5SupplementalInformationfor Appendix AoftheCommonCoreStateStandardsfor English LanguageArtsandLiteracy: New Research onTextComplexity
Unit-LevelAssessments(ELACCSS)
Module1A / Module2B / Module3B / Module4Mid-Unit 1 / AnsweringQuestions with Evidencefrom Text (RI.4.1, RI.4.3)
selectedresponseand
short constructed response
System Common Assessment
Results Collected (MC/2pt)
Lesson 6 / Readingabout Caterpillars, Answering Questions,and DeterminingtheMain Idea(RI.4.2, RI.4.4,and RI.4.7)
selectedresponseand
short constructed response
System Common Assessment
Results Collected (MC/2pt)
Lesson 7 / Readingand Answering Questionsabout the Revolutionary War (RI.4.1, RI.4.2,and RI.4.4)
selectedresponseand short constructed response
System Common Assessment
Results Collected (MC/2pt)
Lesson 6 / AnsweringQuestionsand Summarizinga Textabout Frederick Douglass (RI.4.2andRI.4.4)
selectedresponseand short constructed response
System Common Assessment
Results Collected (MC/2pt/4pt)
Lesson 6
Endof Unit 1 / Paragraphto Explain Student-Created Wampum Belt(W4.2, RL.4.1, RI.4.1)
scaffoldedextended response
System Common Assessment
Results Collected (4pts)
Lesson 11 / AnsweringQuestionsand SummarizingTextsabout AnimalDefense Mechanisms(RI.4.1, RI.4.2,and SL.4.2)
selectedresponseand
short constructed response
System Common Assessment
Results Collected (MC/2pt)
Lesson 14 / Readingand Answering Questionsabout the Declarationof Independence(RI.4.1, RI.4.3,andRI.4.5)
selectedresponseand graphicorganizer
System Common Assessment
Results Collected (MC/2pt)
Lesson 11 / ComparingFirsthandand SecondhandAccountsof Inauguration Day
(RI.4.2andRI.4.6)
selectedresponseand short constructed response
System Common Assessment
Results Collected (MC/4pt)
Lesson 9
Mid-Unit 2 / Reading, Note-taking, andParagraph Writing (RI.4.1, RI.4.2, W.4.2,
W.4.8andSL.4.1)
short constructed response
System Common Assessment
Results Collected (4pts)
Lesson 6 / Readingand Answering Questionsabout Two TextsontheSameTopic (RI.4.1, RI.4.2,W.4.7,
W.4.8,andL.4.4a andb)
selectedresponseand short constructed response
System Common Assessment
Results Collected (MC/7pt)
Lesson 6 / Readingand Answering Questionsabout Divided Loyalties(RL.4.1, RL.4.5, L.4.4a,andL.4.4c)
selectedresponse
System Common Assessment
Results Collected (MC/2pt)
Lesson 5 / On-Demand Readingof NewChapter ofTheHope Chest (RL.4.1, RL.4.2, RL.4.3,
L.4.4,andL.4.5)
selectedresponseand short constructed response.
System Common Assessment
Results Collected (MC/4pt)
Lesson 11
Module1A / Module2B / Module3B / Module4
Endof Unit 2 / Evidence-Based ParagraphWriting (RI.4.3,RI.4.1,and W.4.9)
scaffoldedresponse
System Common Assessment
Results Collected (7pts)
Lesson 12 / Writingabout the Pufferfish (RI.4.9,W.4.2, W.4.4,W.4.7,and W.4.8)
scaffoldedessay
System Common Assessment
Results Collected (7 pt)
Lesson 12 / Part1: Conductinga Literary Discussionand Part2and3: Analyzing, Summarizingand Reading AloudDivided Loyalties(RL.4.2,RL.4.3, RF.4.4,and SL.4.1)
speakingandlistening discussion
System Common Assessment
Results Collected (2 pt and 4 pt)
part 2
Lesson 9 and 10 / On-DemandWriting: How doLeadersImpact the ActionsofOthers? Readingand Answering Questionsabout CharactersandTheme (Part I); Writingan Essay Analyzing Howa Character’sActions Contributeto theTheme ofThe Hope Chest (Part II) (RL.4.2, RL.4.3,
RL.4.4,RL.4.6, RL.4.7,
W.4.2,W.4.9a,and W.4.11)
selectedresponse,short
constructedresponse,and extendedconstructed response
System Common Assessment
Results Collected (MC/2pt/4pt)
Lesson 17
Mid-Unit 3 / Planningfor andDrafting anIntroductionfor the Narrative(W.4.3a) scaffoldedextended response / Readingand Answering Questionsabout Opinion Pieces(RI.4.1,RI.4.4,
RI.4.8,W.4.9b)short constructedresponse
System Common Assessment
Results Collected (MC/2pt/4pt)
Lesson 4 / ReadingandComparing NewInformationalTexts aboutVoting
(RI.4.5,RI.4.8,and RI.4.9)
selectedresponseand
short constructed response
System Common Assessment
Results Collected (MC/7 pt)
Lesson 5
Endof Unit 3 / “FromKneetoKneeto CD: The Evolutionof OralTraditionin MountainBallads (RI.4.1,W.4.2,W.4.9, W.4.10, SL.4.1and L.4.4)
selectedresponseand short constructed response
System Common Assessment
Results Collected (MC/2pts)
Lesson 6 / Planningfor andWriting Choice2oftheChoose- Your-Own-Adventure AnimalDefenseNarrative (W.4.3b,c,d,e, W.4.4,
L.4.1g,L.4.2a,band d, andL.4.3b)
scaffolded narrative
System Common Assessment
Results Collected (7 pts)
Lesson 13 / (Part I)Planningand Draftinga Broadside (Part II)Revisingto Createa Polished Broadside(W.4.1,W.4.2d,
W.4.4,W.4.7,W.4.9,
L.4.1a & b,L.4.2a,c,d, andL.4.3)scaffoldedextendedresponses
System Common Assessment
Results Collected (7 pt)
Lesson 12 / PublicService Announcementabout ImportanceofVoting: Assessment ofFirst Draft WritingandPresentation (W.4.1,W.4.4, SL.4.3,
SL.4.4, SL.4.5, SL.4.6,
L.4.1candf,andL.4.3) extendedconstructed response
System Common Assessment
Results Collected (7 pt)
Lesson 10
End of Module Common Assessment / 19 Selected Response
1 Constructed Response / 19 Selected Response
1 Constructed Response / 19 Selected Response
1 Constructed Response / None
ReadingStandardsforLiterature
Module1A / Module2B / Module3B / Module4RL.4.1. Refer to detailsandexamplesina textwhenexplainingwhat thetextsays explicitlyandwhendrawinginferencesfromthetext. / /
RL.4.2.Determinea themeofa story,drama,orpoemfrom detailsinthetext; summarizethetext. / /
RL.4.3.Describein deptha character, setting,or event ina story or drama,drawingon specificdetailsinthetext(e.g.,a character’sthoughts,words,or actions). / / /
RL.4.4.Determinethemeaningofwordsandphrasesastheyare usedina text, includingthosethat alludeto significantcharactersfoundinmythology(e.g., Herculean). /
RL.4.5.Explainmajor differencesbetweenpoems,drama,andprose,andrefer to the structuralelementsofpoems(e.g.,verse,rhythm,meter)anddrama(e.g.,castsof characters, settings,descriptions,dialogue, stagedirections)whenwritingor speaking abouta text. /
RL.4.6.Compareandcontrastthepoint of viewfromwhich different storiesarenarrated,includingthe differencebetweenfirst- andthird-personnarrations. /
RL.4.7.Makeconnectionsbetweenthetextofa story or drama anda visualor oral presentationofthetext,identifyingwhereeach versionreflects specificdescriptionsand directionsinthetext. /
RL.4.9.Compareandcontrastthetreatment ofsimilar themesandtopics(e.g., oppositionof goodandevil)andpatternsof events(e.g.,the quest)in stories,myths,and traditionalliteraturefrom different cultures. / Implementedthrough AccountableIndependent Reading: see“LaunchingIndependent Readingin Grades3–5: SamplePlan”(stand-alone document onEngageNY.org).
RL.4.10.By theendoftheyear, readandcomprehendliterature,including stories, dramas,andpoetry,inthegrades4–5textcomplexity bandproficiently,with scaffolding asneededat thehigh endoftherange. / Integratedthroughout.
ReadingStandardsforInformationalText
Module1 / Module 2B / Module3B / Module4RI.4.1. Refer to detailsandexamplesina textwhenexplainingwhat thetextsays explicitlyandwhendrawinginferencesfromthe text. / / /
RI.4.2.Determinethemainidea ofatextandexplainhowit is supported by key details; summarizethetext. / / / /
RI.4.3.Explainevents,procedures,ideas,orconceptsinahistorical, scientific,or technicaltext,includingwhathappenedandwhy,basedon specificinformationinthe text. / /
RI.4.4.Determinethemeaningof generalacademicand domain-specific wordsor phrasesina text relevant toa grade4topicor subjectarea. / / /
RI.4.5.Describetheoverall structure(e.g.,chronology,comparison,cause/effect, problem/solution)of events,ideas,concepts,or informationinatextor partofa text. / /
RI.4.6.Compareandcontrast a firsthandand secondhandaccount ofthesameevent or topic; describethe differencesinfocusandtheinformationprovided. /
RI.4.7.Interpret informationpresented visually,orally,or quantitatively(e.g.,incharts, graphs,diagrams,time lines,animations,or interactiveelementsonWebpages)and explainhowtheinformationcontributesto an understandingofthetextinwhich it appears. /
RI.4.8.Explainhowanauthor usesreasonsandevidenceto supportparticular pointsin a text. / /
RI.4.9.Integrateinformationfromtwo textsonthesametopicinorderto writeor speak aboutthe subject knowledgeably. / /
RI.4.10. By theendofyear,readandcomprehendinformationaltexts,including history/social studies, science,andtechnicaltexts,inthe grades4–5textcomplexity bandproficiently,with scaffoldingasneededat thehigh endoftherange. / Integratedthroughout.
ReadingStandards:FoundationalSkills
Module1A / Module2B / Module3B / Module4RF.4.3.Knowandapply grade-levelphonicsandword analysis skillsindecodingwords / +
A. Usecombinedknowledgeofall letter-soundcorrespondences, syllabication patterns,andmorphology(e.g.,rootsandaffixes)toreadaccurately unfamiliar multisyllabicwordsincontext andout ofcontext. / +
RF.4.4. Readwith sufficient accuracy andfluencyto support comprehension.
A. Readgrade-leveltext withpurposeand understanding.
B. Readgrade-levelproseandpoetryorallywith accuracy,appropriaterate,and expression
on successivereadings.
C. Usecontextcluesto confirmor self-correct wordrecognitionand understanding, rereadingasnecessary.
Thismoduleincludesanexample lessontoshowteachershowtoaddressthe standard, butthis specific component ofthe standard isnot formally assessed. SeetheOverview document inthe Foundational Reading andLanguageStandards: ResourcesPackagesforGrades 3-5.
WritingStandards
Module1A / Module2B / Module3B / Module4W.4.1.Writeopinionpiecesontopicsor texts, supportinga pointofviewwith reasonsand information. / /
A. Introducea topicor text clearly, stateanopinion,andcreateanorganizational structureinwhichrelatedideasaregroupedto supportthewriter’spurpose. / /
B. Providereasonsthat are supportedby factsanddetails. / /
C. Link opinionandreasons usingwordsandphrases (e.g.,for instance,inorderto,inaddition). / /
D.Providea concludingstatement or sectionrelatedto theopinionpresented. / /
W.4.2. Writeinformative/explanatory textsto examinea topicandconveyideas andinformationclearly. /
A. Introducea topicclearlyandgrouprelatedinformationinparagraphsand sections; include formatting(e.g.,headings),illustrations,andmultimedia when usefulto aidingcomprehension. / / /
B. Develop thetopicwith facts,definitions,concrete details, quotations,orother informationandexamplesrelatedtothetopic. / / /
C. Link ideaswithincategoriesofinformation usingwordsandphrases(e.g.,another, for example,also,because). /
D.Useprecise languageanddomain-specificvocabulary to informabout orexplainthe topic. / /
E. Providea concludingstatement or sectionrelatedto theinformationor explanationpresented. /
Module1A / Module2B / Module3B / Module4
W.4.3. Writenarrativesto developrealor imaginedexperiencesor eventsusingeffective techniques,descriptive details,andclear event sequences. /
A. Orient thereader by establishinga situationandintroducinga narrator and/or characters;organizeanevent sequencethat unfoldsnaturally. /
B. Use dialogueanddescriptionto develop experiencesandeventsor showthe responsesof charactersto situations. /
C. Usea variety oftransitionalwordsandphrasesto managethe sequenceofevents. /
D.Useconcretewordsandphrasesandsensory detailsto convey experiences andeventsprecisely. /
E. Providea conclusionthat followsfromthenarratedexperiencesor events. /
W.4.4.Produceclearandcoherent writinginwhichthe development andorganizationare appropriateto task,purpose,andaudience. / / / /
W.4.5.With guidanceand supportfrompeersandadults,develop andstrengthenwriting asneeded by planning,revising,andediting. / Integrated throughout
W.4.6.With some guidanceand support fromadults, usetechnology,includingthe Internet,toproduceandpublish writingaswellasto interactandcollaboratewithothers; demonstrate sufficient commandofkeyboarding skillsto typea minimumofonepageina singlesitting. / Integrated throughout
Module1A / Module2B / Module3B / Module4
W.4.7.Conduct short research projectsthat buildknowledgethrough investigationof different aspectsofatopic. / /
W.4.8. Recallrelevant informationfromexperiencesorgatherrelevant informationfrom print anddigital sources; takenotesandcategorizeinformation,andprovidea list of sources. / /
W.4.9.Drawevidencefrom literary or informationaltextsto supportanalysis, reflection,andresearch. / /
A. Apply grade4reading standardsto literature(e.g.,“Describein deptha character, setting,or event ina story or drama,drawingon specificdetailsinthetext [e.g.,a character’sthoughts,words,or actions]”). /
B. Apply grade4reading standardsto informationaltexts(e.g.,“Explainhowanauthor usesreasonsandevidenceto support particularpointsina text”). / / /
W.4.10.Writeroutinelyover extendedtimeframes(timefor research,reflection,and revision)andshorter timeframes(asinglesittingor a day or two)for arangeofdiscipline- specifictasks,purposes,andaudiences.
SpeakingandListeningStandards
Module1A / Module2B / Module3B / Module4SL.4.1.Engageeffectivelyina rangeofcollaborative discussions(one-on-one,in groups, andteacher-led)withdiversepartnerson grade4topicsandtexts, buildingonothers’ ideasandexpressingtheir ownclearly. / /
A. Cometo discussionsprepared,havingreador studiedrequiredmaterial;explicitly drawonthat preparationandother informationknownaboutthetopicto explore ideas under discussion. /
B. Followagreed-uponrulesfor discussionsandcarry outassignedroles. / /
C. Poseandrespondto specificquestionsto clarify or follow up oninformation,and makecommentsthat contributeto the discussionand link totheremarksof others. / /
D.Reviewthekey ideasexpressedandexplaintheir ownideasand understandingin light ofthe discussion. / /
E. Seeto understandandcommunicatewith individualsfrom different perspectives andcultural backgrounds.9 /
SL.4.2.Paraphraseportionsofa textreadaloudor informationpresentedin diverse media andformats,including visually, quantitatively,andorally. /
SL.4.3.Identify thereasonsandevidencea speaker providesto support particular points. /
SL.4.4. Reportona topicor text,tella story, or recountanexperienceinanorganized manner, usingappropriatefactsandrelevant,descriptive detailsto supportmainideas or themes; speak clearlyatan understandablepace. /
8SL.4.1isheavilyaddressed but not formally assessedin4M1B. See4M1B.2Unit overviewforassessment suggestions.
Module1A / Module2B / Module3B / Module4SL.4.5. Addaudio recordingsandvisualdisplaysto presentationswhenappropriateto enhancethe development of mainideasor themes. /
SL.4.6.Differentiatebetweencontextsthatcallfor formalEnglish(e.g., presentingideas) and situationswhere informaldiscourseisappropriate(e.g., small-groupdiscussion); useformalEnglish whenappropriateto task and situation. /
LanguageStandards
Module1A / Module2B / Module3B / Module4L.4.1.Demonstratecommand oftheconventionsof standard English grammar and usage whenwritingor speaking. / +
A. Userelativepronouns(who,whose,whom,which,that)andrelativeadverbs (where,when,why). / + /
B. Formand usetheprogressive(e.g.,Iwaswalking;I amwalking;Iwill be walking)
verbtenses. / + /
C. Usemodalauxiliaries(e.g.,can, may, must)to convey variousconditions. / + /
D.Orderadjectiveswithin sentencesaccordingtoconventionalpatterns(e.g.,asmall redbagratherthan ared smallbag). / +
E. Formand useprepositionalphrases. / +
F. Producecomplete sentences,recognizingandcorrectinginappropriatefragments andrun-ons. / + /
G.Correctly usefrequentlyconfusedwords(e.g.,to,too,two;there,their). /
L.4.2. Demonstratecommandoftheconventionsof standard English capitalization, punctuation,and spellingwhenwriting. /
A. Usecorrect capitalization. / /
B. Usecommasand quotationmarksto markdirect speechand quotationsfroma text. /
Module1A / Module2B / Module3B / Module4
C. Usea comma beforeacoordinatingconjunctioninacompound sentence. / + /
D.Spellgrade-appropriatewordscorrectly,consultingreferencesasneeded. / /
L.4.3.Useknowledgeoflanguageanditsconventionswhenwriting, speaking,reading,or listening. / + / /
A. Choose wordsandphrasestoconveyideasprecisely. / / + / /
B. Choosepunctuationfor effect. / / /
C. Differentiatebetweencontextsthat callfor formalEnglish (e.g.,presentingideas) and situationswhereinformaldiscourseisappropriate(e.g., small-group discussion). / + / /
L.4.4.Determineor clarify themeaningof unknownandmultiple-meaningwordsand phrasesbasedongrade4readingandcontent,choosingflexiblyfromarangeof strategies. / + /
A. Usecontext(e.g.,definitions,examples,or restatementsintext)asaclueto the meaningofa wordor phrase. / / /
B. Usecommon,grade-appropriateGreek andLatinaffixesandrootsascluesto the meaningofa word(e.g., telegraph,photograph,autograph). / /
C. Consult referencematerials(e.g.,dictionaries,glossaries,thesauruses),bothprint anddigital,to findthepronunciationand determineorclarify theprecisemeaning ofkey wordsandphrases. / / /
Module1A / Module2B / Module3B / Module4
L.4.5.Demonstrate understandingoffigurative language,wordrelationships, and nuancesinwordmeanings. /
A. Explainthemeaningof simple similesandmetaphors(e.g.,aspretty asapicture) incontext. /
B. Recognizeandexplainthemeaningofcommonidioms,adages,andproverbs. /
C. Demonstrate understandingofwordsby relatingthemto their opposites (antonyms)andto wordswith similar but not identicalmeanings(synonyms). /
L.4.6.Acquireand useaccuratelygrade-appropriate generalacademicanddomain- specificwordsandphrases,includingthosethat signalpreciseactions,emotions,or statesof being(e.g., quizzed,whined, stammered)andthat arebasicto aparticular topic (e.g.,wildlife,conservation, andendangeredwhen discussinganimalpreservation). / Integratedthroughout.