Snake River School District No. 52 Fourth Grade ELA Standards Breakdown and Resource Alignment

College and Career Readiness Standards-
Reading: Literature / CCSS
RL1-10 / Unpacking / Essential Vocabulary / Materials / Resources
Alignment with textbooks, and any other resources available.
RL1 – RL3
1. Read closelyto determine what thetextsaysexplicitlyand to makelogical inferences from it;citespecific textual evidencewhen writingorspeaking to support conclusions drawn from thetext. / 1. Refer to details andexamples in a text when explainingwhat thetext says explicitlyand when drawinginferences from thetext. / Fourthgradestudents shouldrefer to the text when drawing conclusions as wellas when answeringdirectlystated questions. The central messageor lesson is now referred toas theme(aunifyingideathat is a recurrentelement in literaryor artistic work). Students are continuingto determineatheme and expandingthis work to othergenres. Theyare required to refer to thetext to describevarious story elements.
Usequestions and prompts such as:
Canyou tell methereasons whythe charactersaid …in the story?Show me whereyou linkedyour thinkingto the text.
What arethe most important events that happened in thestory?Howdo you know?
What is the themeof this text? Summarizethe storyfrom beginningto end in a few sentences.
Canyou tell mehow thecharacteris feelingis this part of thestory?Explain whythecharacter is feelingthis way. / Prior
 Drawing Inferences, details,
Explicit
Relevant, paraphrase / Pumpkin Runner
Grandfather’s Journey
Theme 1 Wrap up
Tomas & Library Lady
My Name is Maria Isabel
Happy Birthday Dr. King
Skylark
2. Determinecentral ideas or themes ofatext and analyzetheirdevelopment; summarizethe keysupportingdetails and ideas. / 2. Determineatheme ofastory, drama, or poem from details in thetext;summarize the text. / Prior
 Theme
 Prompt
 Summary
 Details
Explicit
Drama, reflect / Akiak
Boss of the Plains
FOG – Plays
Last Dragon
Theme 4 Wrap up
Salmon Summer
3. Analyzehowand whyindividuals,events, and ideas developand interact over the courseofatext. / 3. Describein depth a character, setting, or event in astoryor drama,drawingon specific details in thetext(e.g., a character’sthoughts, words, or actions). / Prior
 Character
 Setting
 Event
Explicit
 Verse
 Drama / Akiak
Sing to the Stars
RWW Theme 3
RL4-RL6
4.Interpret words and phrases as theyareusedin a text, includingdetermining technical, connotative,and figurative meanings,and analyzehow specific word choices shapemeaningor tone. / 4. Determinethe meaningofwords and phrases as theyareusedin atext, including those that allude to significant characters foundin mythology(e.g.,Herculean). / Students will continue totell themeaning ofwords and phrases in atext and focus specificallyon mythological characters. Students must tellthe differences between poems, drama, and proseusingstructural elements to create an oralor written response to atext. Students willfind the similarities and differencesin thenarration betweenastorywrittenin first person and
astorywritten in third person point of view.
Usequestions and prompts such as:
What doyou do whenyou come to words orphrasesyou donot know? (use context)
Canyou tell mewhat is differentabout thesekinds of texts? What isthe same?
Think about whatyouread. Who is tellingthe story?
Think about whatyouread. Doyou agreewith thewaythecharacters are thinkingin this story?Doyou agree with thewaythe narratoris thinkingin this story?Howisyour thinkingthe same ordifferent? / Prior
 Myths
Explicit
 Mythology / *Need Materials
5. Analyzethe structureoftexts, includinghow specific sentences, paragraphs, and larger portions of thetext(e.g., asection, chapter, scene, or stanza)relateto each other and the whole. / 5. Explain majordifferences between poems, drama, and prose,and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., castsof characters, settings, descriptions, dialogue, stagedirections) when writingor speaking about a text. / Prior
Stanza
Explicit
 Verse
 Prose
 Dialogue
 Drama
 Genre / FOG – Poetry
Grandfather’s Journey
FOG – Plays
The Stanger
6. Assess how pointof view orpurposeshapes the contentand styleofatext. / 6. Compare and contrastthe point of view from which different stories arenarrated, includingthe differencebetween first- and third-person narrations. / Prior
 Point of View
 Similarities
 Differences
 Narrator
Explicit
 1st/2nd hand account
 3rd person point of view / Grandfather’s Journey
RL7-RL9
7.Integrateand evaluatecontent presentedin diversemedia andformats, including visuallyand quantitatively,aswellas in words.1 / 7. Make connections between the text of a storyor dramaand avisual or oral presentation of thetext, identifyingwhere each version reflects specific descriptions and directions in the text. / Students at this levelmust link the reading ofthe text in astoryto listeningor viewing the same story. Theywillmake connections bycomparingwhat theyread to what theyvisualized and heard. Students willfind similarities anddifferences in themes, topics, and patterns of events among culturallydiversestories, myths, and traditional literature.
Usequestions and prompts such as:
What is the same about how the story is presented visually(illustrations) and in writing? What is different?
What happened to the characters that is the same? What happened that is different?
How did characters solveproblems in different ways across texts?
How arethe plots the same ordifferent across texts? / Prior
 Compare
 Contrast
Explicit
 Reflect / Cendrillon
Lou Gehrig
8. Delineateand evaluatethe argument andspecific claims in a text, includingthe validityof thereasoning as wellas the relevance and sufficiencyof the evidence. / 8. (Not applicable to literature)
9. Analyzehow two or moretexts addresssimilar themes ortopics in order to build knowledgeor to compare the approaches the authors take. / 9. Compare and contrastthe treatment of similarthemes andtopics (e.g., opposition ofgoodand evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literaturefrom different cultures. / Prior
 Compare/contrast
 Theme
 Similarities
 Differences
 Myths
Explicit
 Visual
 Culture / Grandfather’s Journey
Tomas
Cendrillon
A Very Important Day
RL 10
10. Read and comprehend complexliteraryand informational texts independentlyand proficiently. / 10. Bythe end of theyear, readand comprehend literature, includingstories, dramas, and poetry, in thegrades 4–5 text complexityband proficiently, with scaffoldingas neededat thehighend ofthe range. / Fourthgradestudents arecapable of readingand understandingavarietyof literatureingrades 4-5 with assistance provided at thehigherend.
“TheReadingstandardsplace equal emphasis on thesophistication ofwhat students read and the skill with which they read. Standard 10definesagrade-by-grade “staircase‟ ofincreasingtext complexity that rises from beginning readingto the college andcareerreadiness level. Whatever theyarereading, students must also show asteadilygrowingabilityto discern morefrom and make fuller useof text includingmakinganincreasing numberof connections amongideasand between texts, consideringawider range oftextual evidence, andbecomingmore sensitive to inconsistencies, ambiguities, and poor reasoningin texts.”
“Students also acquirethehabits of reading independentlyand closely,whichare essential to their futuresuccess.”Students should encounter appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge needed for success in school and life.
Effective scaffolding should allow the reader to encounter the text with minimal clarifications. It should not replace the text by translating its contents for students. / Prior
Explicit
 Reflect / All basal stories
College and Career Readiness Standards-
Reading: Information / CCSS
RI 1-10 / Unpacking / Essential Vocabulary / Materials / Resources
Alignment with textbooks, and any other resources available.
RI 1 – RI 3
1. Read closelyto determine what thetextsaysexplicitlyand to makelogical inferences from it;citespecific textual evidencewhen writingorspeaking to support conclusions drawn from thetext. / 1. Refer to details andexamples in a text when explainingwhat thetext says explicitlyand when drawinginferences from thetext. / Fourthgradestudents arerequired to refer to specific examples when explainingthe text and drawingconclusions. Students mustidentifythe main idea andfind the mostimportant details that strengthen the main idea. Theymustalsoexplain the text in their own words.At this level, students tell how orwhyhistorical events, scientific ideas or “how to”procedures happened and usethe text to support their answers. Usequestions and prompts such as:
What is the main ideaof this text?How doyou know?
What arethe importantideas inthis text? Show whereyou found them in the text.
Summarizethe textfrombeginningto end in a few sentences.
Which step comes first?Afterthat? What happened first?What happened after that?
Canyou tell mehow theseideas arethe same?Canyou tell mehow theyare different?
Think about thesehistorical events.
Tellhow theyare connected. / Prior
 Text
 Explicit
 Inference
Explicit / Pumpkin Runner
Grandfather’s Journey
Theme 1 Wrap up
Tomas & Library Lady
My Name is Maria Isabel
Happy Birthday Dr. King
Skylark
2. Determinecentral ideasorthemes of atext and analyzetheirdevelopment; summarizethe keysupportingdetails and ideas. / 2. Determinethe main ideaof atext and explain how it is supported bykeydetails; summarizethe text. / Prior
 Main Idea
 Details
 Summarize
Explicit / Akiak
Boss of the Plains
FOG – Plays
Last Dragon
Theme 4 Wrap up
Salmon Summer
3. Analyzehowand whyindividuals,events, and ideas developand interact over the courseofatext. / 3. Explain events, procedures, ideas, or concepts in ahistorical, scientific, or technical text, including what happened and why, based on specific information in the text. / Prior
Sequencing
Explicit
Key ideas / Boss of the Plains
Titanic
All of theme 6
Duke Ellington
Louis Braille
Sacagawea
Lord of the Fleas
RI 4 – RI 6
4.Interpret words and phrases as theyareusedin a text, includingdetermining technical, connotative,and figurative meanings,and analyzehow specific word choices shapemeaningor tone. / 4. Determinethe meaningofgeneral academic and domain-specific words or phrases in a text relevantto a grade4 topic or subject area. / Fourthgradestudents continueto find the meanings ofgeneral vocabularywords specific to fourthgradetopics orsubjects. Students must explain how the events, ideas, or concepts fitinto the overall structureofatext.At thislevel, students arerequired to find thesimilarities and differences in perspectives (first and second hand)about thesame event or subject.Theywillgivedescriptions about how theinformation is presented foreach perspective.
Usequestions and prompts such as:
What doyou do whenyou come to wordsyou do not know?(glossary, use context)
What features in thetext helpyoufind important information about whatyou arereading?
Howis theinformation presented/organized in this text?
What does the author want the reader to understand about this text?
What is the author emphasizingmostly in the firsthand account? What is the author emphasizingin thesecondhand account? / Prior
Definition
Explicit
Relevant / All cross curriculum vocabulary
5. Analyzethe structureoftexts, includinghow specific sentences, paragraphs, and larger portions of thetext(e.g., asection, chapter, scene, or stanza)relateto each other and the whole. / 5. Describetheoverallstructure(e.g., chronology, comparison,cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of atext. / Prior
Text, glossary, graph, captions
Explicit
Cause and effect / All basal stories
6. Assess how pointof view orpurposeshapes the contentand styleofatext. / 6. Compare and contrasta firsthand and secondhand account of thesame event or topic; describethe differences in focus and the information provided. / Prior
 Compare
 Contrast
Explicit
 First-hand account
 Second-hand account / 6 Traits – Point of View
RI 7 – RI 9
7.Integrateand evaluatecontent presentedin diversemedia andformats, including visuallyand quantitatively,aswellas in words.1 / 7.Interpret information presented visually, orally, or quantitatively(e.g., incharts, graphs, diagrams, timelines, animations, orinteractiveelements on Web pages) and
explain how theinformation contributes to an understandingof thetext in which it appears. / Fourthgradestudents must understand what is heard, viewed, orpresented through various media formatsto help makemeaningof thetext. Students give an explanation about how an author uses proof to support a point in the text.At this level, students will combine information from two texts about thesamesubject in a written ororal response that demonstrates knowledgeof thesubject.
Usequestions and prompts such as:
Howdoes the diagram/imagehelpyou understand whatyouare reading? Canyou find thereasonsthe author gives for his/herthinking? What is the same about thepoints presented in thesetexts? What is different?
Look at thesetwo texts about thesame topic. Canyou find theimportant information from both texts to add to yournotes?Canyou tellme about the important ideasyoufound in each text? / Prior
 Chart
 Graph
 Diagrams
 Time Lines
 Animation
 Media
Explicit
 Digital Sources / Titanic
Akiak
Pourquoi Tales
Lou Gehrig*
Stranger*
8. Delineateand evaluatethe argument andspecific claims in a text, includingthe validityof thereasoning as wellas the relevance and sufficiencyof the evidence. / 8. Explain how an author uses reasonsand evidenceto support particular points in a text. / Prior
 Evidence
 Point of View
 Author’s Point
Explicit / Titanic
A very Important
Wildfires
9. Analyzehow two or moretexts addresssimilar themes ortopics in order to build knowledgeor to compare the approaches the authors take. / 9.Integrate information from two texts on the same topic in order towriteor speak about thesubject knowledgeably. / Prior
 Compare and Contrast, text
Explicit / Research (especially science)
RI 10
10. Read and comprehend complexliteraryand informational texts independentlyand proficiently. / 10. Bythe end ofyear, read andcomprehend informational texts, including history/social studies, science,and technical texts, in the grades 4–5 text complexityband proficiently, withscaffoldingas neededat thehighend ofthe range. / Students arerequired to read andunderstand awide rangeofinformational texts within the fourth to fifth gradetext level efficiently,with assistance as needed at thehigher end, bytheend oftheyear.
“TheReadingstandardsplace equal emphasis on thesophistication ofwhat students read and the skill with which they read. Standard 10definesagrade-by-grade“staircase‟ ofincreasingtext complexity that rises from beginning readingto the college andcareerreadiness level. Whatever theyarereading, students must also show asteadilygrowingabilityto discern morefrom and make fuller useof text includingmakingan increasing numberof connections amongideasand between texts, consideringawider range oftextual evidence, andbecomingmore sensitive to inconsistencies, ambiguities, and poor reasoningin texts.”
“Students also acquirethehabits of reading independentlyand closely,whichare essential to their futuresuccess.”Students should encounter appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge needed for success in school and life.
Effective scaffolding should allow the reader to encounter the text with minimal clarifications. It should not replace the text by translating its contents for students. / Prior
 Informational
 Technical
Explicit / All stories working towards this goal.
College and Career Readiness Standards-
Foundational Skills / CCSS
FS 3-4 / Unpacking / Essential Vocabulary / Materials / Resources
Alignment with textbooks, and any other resources available.
FS 3
3. Know and applygrade-level phonics and word analysisskills in decoding words.
a. Use combined knowledgeof allletter- sound correspondences, syllabication patterns, and morphology(e.g., roots and affixes) to read accurately unfamiliar multisyllabicwords in context and out of context. / Students continuelearningspecific strategies fordecodingwords in texts. Theyare required to applythe specific strategies fordecodingand spellingmulti- syllabic words.
Usequestions and prompts such as: Does that sound right?
Does that look right?
Does that makesense?
Look at theword, does itlook like …? You said …does it look like …? / Prior
 Prefixes
 Suffixes
 Multi-syllable
 Root/Base
Explicit / REWARDS, HM Spelling
FS 4
4. Read with sufficient accuracyand fluencyto support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level proseand poetry orallywith accuracy,appropriaterate, and expression.
c. Use context to confirm or self-correct word recognition and understanding, rereadingas necessary. / Fluencyhelps the readerprocess language formeaningandenjoyment. Fluent readers are able to focusattention on the meaningof thetext. Readers at this stage reread texts as needed tosupport understanding.
Usequestions and prompts such as:
Makeyour readingsound likethe charactersaretalking.
Go back andreread whenitdoesn’t sound or look likeyou think it should. / Prior
 Fluency
 Accuracy
 Comprehension
 Poetry
 Expression
 Self-correct
Explicit
 Prose / AR (practice)
6 minute solution
College and Career Readiness Standards-
Writing / CCSS
W 1-10 / Unpacking / Essential Vocabulary / Materials / Resources
Alignment with textbooks, and any other resources available.
W 1 – W 3
1. Write arguments to support claims in ananalysisof substantivetopics or texts, usingvalid reasoning and relevant and sufficient evidence. / 1. Write opinion pieces on topics ortexts, supportingapointof view with reasons and information.
a. Introduceatopicor text clearly, state an opinion, and create an organizational structurein which related ideas aregroupedto support the writer’spurpose.
b. Provide reasons that aresupported by facts and details.
c. Link opinion and reasonsusingwords and phrases(e.g., for instance, in order to, in addition).
d. Providea concludingstatement or section related to theopinion presented. / Fourth grade students should write opinion pieces that clearly state their preferences and supply the reasoning for their thinking. In doing so, students need to understand how their reasoning supports their opinion, search and find facts to support their viewpoint, and share this thinking.
Students also build their argument by linking their ideas together. At this level, students are using a variety of sentence structures and more complex sentences. They are developing the use of more complex linking phrases like (for instance,
in order to, in addition).
Students need to engage in behaviors (turn and talk, small group discussion, and numerous writing and speaking activities) that lead to the expression of ideas both verbally and in writing. Students will also need a purposeful focus on choice-making throughout ELA.
For example, fourth grade students need to be able to choose precise vocabulary in their writing that clarifies their thinking about a topic.
Fourth grade students are required toinclude both an introduction and a Personal concluding statement or section in their writing. Students need to use strategies for introducing concepts (such as beginning with a fact, dialogue, or question about the topic) and concluding their thoughts (using summary statements) when writing. They are learning to further organize their writing by developing the use of text features (headings, sections, illustrations, and multimedia). Students also write with complex sentences to link the parts of their writing together.
Fourth grade students write informative/ explanatory pieces. They must be able to find and group information together in a logical way. In order to do so, students need strategies for researching a topic (gathering data), selecting relevant information (note taking), grouping like ideas, and developing a way to present the ideas from beginning to end (format and organization of written presentation). Fourth grade students write real and imaginative stories and students are expected to use description to show characters‟ thoughts and feelings as well as the details of characters‟ interactions through dialogue. As students develop characters and use dialogue, they will need to understand how to introduce characters and how to engage characters in conversation in their writing. / Prior