curriculum map subject english language arts grade 4 first ... · curriculum map subject english...

Curriculum Map Subject English Language Arts Grade 4 First Nine Weeks

! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!Weeks!1>3! ! ! ! !Essential)Questions:)))What%steps%must%be%taken%to%cite%evidence%from%the%text%when%making%a%point%or%stating%a%claim?%What%steps%must%be%taken%when%formulating%a%summary?%Why%is%sequence%important%when%analyzing%the%plot%of%a%story?%%Why%is%it%necessary%to%use%context%when%determining%the%meanings%of%words%in%a%story%or%passage?%%How%does%a%narrator’s%point%of%view%affect%the%meaning%of%a%story?!Reading!Complex!Texts! TN Literature!!

RL!1>Refer!to!details!and!examples!in!a!text!when!explaining!what!the!text!says!explicitly!and!when!drawing!inferences!from!the!text.!!RL!2>Determine!a!theme!of!a!story,!drama,!or!poem!from!details!in!the!text;!summarize!the!text.!RL!3<Describe!in!depth!a!character,!setting,!or!event!in!a!story!or!drama,!drawing!on!specific!details!in!the!text!(e.g.,!a!character’s!thoughts,!words,!or!actions).!!RL!4>!Determine!the!meaning!of!words!and!phrases!as!they!are!used!in!a!text,!including!those!that!allude!to!significant!characters!found!in!mythology!(e.g.,!Herculean).!!RL!6>!Compare!and!contrast!the!point!of!view!from!which!different!stories!are!narrated,!including!the!difference!between!first<!and!third<person!narrations.!!RL!10>!By!the!end!of!the!year,!read!and!comprehend!literature,!including!stories,!dramas,!and!poetry,!in!the!grades!4–5!text!complexity!band!proficiently,!with!scaffolding!as!needed!at!the!high!end!of!the!range.!!!!!!

Standard!5>Logic!!SPI!0401.5.1!Locate!information!to!support!opinions,!predictions,!and!conclusions.!!SPI!0401.5.5!Make!inferences!and!draw!appropriate!conclusions!from!text.!!!Standard!8>Literature!!SPI!0401.8.3!Determine!the!problem!in!a!story!and!recognize!its!solution.!SPI!0401.8.5!Identify!the!forms!of!text!(e.g.,!poems,!drama,!fiction,!nonfiction).!!!!!!!!!!!!!

Literature!• Determine!the!sequence!of!events!

in!a!story!!• Describe!a!character!in!detail!!• Discuss!the!setting!and!plot!in!

detail!!• Use!story!structure!to!make!

meaning!!• Discuss!point!of!view!!• Use!graphic!organizers!to!derive!

meaning!!• Draw!conclusions!based!on!

evidence!in!the!text!!• Ask!and!answer!questions!about!a!

text!!• Build!prior!knowledge!through!

close!reading!!• Determine!the!meanings!of!

unfamiliar!words!and!academic!language!in!context!!

• Cite!evidence!from!the!text!to!support!key!points!!

• Summarize!a!story!!

Comprehension!skills:!Sequence,!story!elements!(plot,!character,!setting,!theme,!point!of!view),!draw!conclusions!!!Comprehension!strategies:!Summarize,!answer!questions,!graphic!organizers,!story!structure!!Text!Selections—Short!Pieces:!Because%of%Winn@Dixie!(see!Edmodo)!Grandfather’s%Journey%(see!Edmodo!and!Boston)%The%Horned%Toad%Prince!(see!Edmodo!and!Boston)!!Additional!Performance!Assessments:!• Written!summary!of!a!“fresh!read”!

text!or!texts,!drawing!on!specific!details!from!the!text!(RL1,!RL!2,!RI!1)!

• Plot!diagram!or!story!board!of!a!“fresh!read”!text)!(RL!3)!

• Teacher<made!or!district!common!assessments!in!PARCC format!(all)!

• Anecdotal!evidence!from!classroom!discussions!(all)!

Writing!to!Texts! TN Writing!!W1>Write!opinion!pieces!on!topics!or!texts,!supporting!a!point!of!view!with!reasons!and!information.!!a.!Introduce!a!topic!or!text!clearly,!state!an!opinion,!and!create!an!organizational!structure!in!which!related!ideas!are!grouped!to!support!the!writer’s!purpose.!b.!Provide!reasons!that!are!supported!by!facts!and!details.!!W!3<Write!narratives!to!develop!real!or!

Standard!3>Writing!!SPI!0401.3.3!Choose!a!topic!sentence!for!a!paragraph.!!SPI!0401.3.4!Select!details!that!support!a!topic!sentence.!SPI!0401.3.5!Rearrange!sentences!to!form!a!sequential,!coherent!paragraph.!!SPI!0401.3.6!Choose!the!supporting!sentence!that!best!fits!the!context!and!flow!of!ideas!in!a!paragraph.!!SPI!0401.3.7!Identify!sentences!

Writing!• Write!in!a!variety!of!modes!!• Write!in!response!to!literature!!• Cite!evidence!from!the!text!to!

support!key!points!!• Edit!and!revise!own!writing!!

!

Routine!Writing!• Two!column!notes!• Story!summaries!• Constructed!responses!to!teacher!

questions!• Explanations!of!processes!(e.g.,!a!

science!experiment,!learning!log)!!

!!!

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! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!imagined!experiences!or!events!using!effective!technique,!descriptive!details,!and!clear!event!sequences.!!W4>!With!guidance!and!support!from!adults,!produce!writing!in!which!the!development!and!organization!are!appropriate!to!task!and!purpose.!!!!

irrelevant!to!a!paragraph’s!theme!or!flow.!!

Analyses!(Opinion)!• In!the!story!Because%of%Winn@Dixie,!

Miss!Franny!and!Opal,!who!seem!so!different!from!one!another,!become!friends.!Write!a!paper!stating!your!opinion!about!why!they!decide!to!become!friends.!!Use!evidence!from!the!text!to!support!your!inference.!(see!Edmodo!structured!writing!lesson)!

• In!the!story!The%Horned%Toad%Prince,!a!girl!makes!a!deal!with!a!horned!toad!but!she!doesn’t!keep!her!end!of!the!deal.!Write!a!paper!supporting!the!opinion!that!Reba!Jo!is!an!ill<mannered!girl.!!Use!evidence!from!the!text!to!support!your!opinion.!(see!Edmodo!structured!writing!lesson)!

Research!Project! No!research!project!this!three<week!period! ! ! !TN Language!!L!1>!Demonstrate!command!of!the!conventions!of!standard!English!grammar!and!usage!when!writing!or!speaking.!!f.!Produce!complete!sentences,!recognizing!and!correcting!inappropriate!fragments!and!run<ons.!!L!2>Demonstrate!command!of!the!conventions!of!standard!English!capitalization,!punctuation,!and!spelling!when!writing.!!a.!Use!correct!capitalization!!c.!Use!a!comma!before!a!coordinating!conjunction!in!a!compound!sentence.!!d.!Spell!grade<appropriate!words!correctly,!consulting!references!as!needed.!!!!

Standard!1>Language!SPI!0401.1.4!Identify!declarative,!interrogative,!and!exclamatory!sentences!by!recognizing!appropriate!end!marks.!!SPI!0401.1.5!Select!the!best!way!to!correct!incomplete!sentences!within!context.!!SPI!0401.1.6!Identify!the!correct!use!of!commas!(i.e.,!series,!dates,!addresses,!friendly!letters,!introductory!words,!compound!sentences)!within!context.!SPI!0401.1.8!Identify!correctly!or!incorrectly!spelled!words!in!context.!√ 0401.1.15!Combine!simple!

sentences!into!compound!sentences.!

!!

Language!Conventions!• Identify!and!write!declarative,!

interrogative,!imperative,!and!exclamatory!!

• Use!correct!end!punctuation!!• Explain!the!functions!of!designated!

words!in!sentences!(e.g.,!explain!why!a!particular!word!is!a!noun!and!one!sentence!but!a!verb!in!another)!!!

• Identify,!write,!and!speak!in!simple!and!compound!sentences!!

• Use!commas!correctly!in!compound!sentences!!

• Combine!short,!choppy!sentences!to!form!compound!sentences!!

• Independently!edit!writing!for!errors!in!language!conventions!!

Language!Conventions:!!Sentence!analysis,!compound!sentences,!complex!sentences!and!clauses,!punctuating!compound!sentences,!editing!!!Performance!Assessments!• Use!of!language!conventions!in!

daily/weekly!writing!• Teacher<made!or!district!common!

assessments!in!PARCC format!!!!

For!Reading!and!Writing!in!Each!Module!

L!4<Determine!or!clarify!the!meaning!of!unknown!and!multiple<meaning!words!and!phrases!based!on!grade!4!reading!and!content,!choosing!flexibly!from!a!range!of!

Standard!1>Language!SPI!0401.1.11<Identify!sentences!with!correct!subject!verb!agreement.!!SPI!0401.1.13!Recognize!and!use!grade!

Vocabulary!• Read!and!understand!words!with!

suffixes!!• Use!the!dictionary!or!glossary!to!

Vocabulary!strategies:!Word!structure,!dictionary/glossary,!context!clues!!!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!strategies.!!a.!Use!context!(e.g.,!definitions,!examples,!or!restatements!in!text)!as!a!clue!to!the!meaning!of!a!word!or!phrase.!!b.!Use!common,!grade<appropriate!Greek!and!Latin!affixes!and!roots!as!clues!to!the!meaning!of!a!word!(e.g.,!telegraph,!photograph,!autograph).!(!c.!Consult!reference!materials!(e.g.,!dictionaries,!glossaries,!Thesauruses),!both!print!and!digital,!to!find!the!pronunciation!and!determine!or!clarify!the!precise!meaning!of!key!words!and!phrases.!!L!5>Use!knowledge!of!language!and!its!conventions!when!writing,!speaking,!reading,!or!listening.!a.!Choose!words!and!phrases!to!convey!ideas!precisely.!c.!Differentiate!between!contexts!that!call!for!formal!English!(e.g.,!presenting!ideas)!and!situations!where!informal!discourse!is!appropriate!(e.g.,!small<group!discussion).!

appropriate!vocabulary!within!context.!!SPI!0401.1.14!Use!prefixes,!suffixes,!and!root!words!as!aids!in!determining!meaning!within!context.!!SPI!0401.1.16!Determine!the!meaning!of!unfamiliar!words!using!context!clues,!dictionaries,!and!glossaries!!

confirm!the!meaning!of!multiple!meaning!words!in!context!!

• Identify!and!use!synonyms!to!determine!the!meanings!of!unfamiliar!words!!

• Use!context!clues!to!determine!the!meanings!of!unfamiliar!words!and!academic!language!!

!

Performance!Assessments!• Teacher!observation!• Teacher<made!or!district!common!

assessments!in!PARCC format! !

!

TN Speaking!and!Listening!!SL!1>!Engage!effectively!in!a!range!of!collaborative!discussions!(one<on<one,!in!groups,!and!teacher<!led)!with!diverse!partners!on!grade!4!topics!and!texts,!building!on!others’!ideas!and!expressing!their!own!clearly.!!a.!Come!to!discussions!prepared,!having!read!or!studied!required!material;!explicitly!draw!on!that!preparation!and!other!information!known!about!the!topic!to!explore!ideas!under!discussion.!!b.!Follow!agreed<upon!rules!for!discussions!and!carry!out!assigned!roles.!!SL!2<Paraphrase!portions!of!a!text!read!aloud!or!information!presented!in!diverse!media!and!formats,!including!visually,!quantitatively,!and!orally.!!SL!6>!Differentiate!between!contexts!that!call!for!formal!English!(e.g.,!presenting!ideas)!and!situations!where!informal!discourse!is!

Standard!2>Communication!SPI!0401.2.2!Given!a!list!of!interactive!behaviors!(i.e.,!taking!turns,!behaving!courteously,!not!interrupting,!listening,!remaining!on!task),!identify!those!that!are!appropriate!(or!inappropriate)!for!group!activities.!!

TN Speaking!and!Listening!• Participate!actively!in!class!

discussions!(all)!• Follow!established!rules!for!group!

behavior!(all)!• Paraphrase!a!story!or!part!of!a!

story!that!was!read!aloud!• Make!a!organized,!coherent,!and!

complete!oral!presentation!• Use!formal!and!informal!English!as!

appropriate!to!the!situation!

Speaking!and!Listening:!Group!behaviors,!classroom!routines!and!procedures,!collaborative!conversations,!oral!presentation!!Performance!Assessments!• Teacher!observation!• Teacher<made!rubric!for!oral!

presentation!!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!! appropriate!(e.g.,!small<group!discussion);!

use!formal!English!when!appropriate!to!task!and!situation.!!

Reading!Foundational!Skills! TN Reading!Foundational!Skills!RF!3<Know!and!apply!grade<level!phonics!and!word!analysis!skills!in!decoding!words.!a.!Use!combined!knowledge!of!all!letter< sound!correspondences,!syllabication!patterns,!and!morphology!(e.g.,!roots!and!affixes)!to!read!accurately!unfamiliar!multisyllabic!words!in!context!and!out!of!context.!!RF!4<Read!with!sufficient!accuracy!and!fluency!to!support!comprehension.!!a.!Read!on<level!text!with!purpose!and!understanding.!b.!Read!on<level!prose!and!poetry!orally!with!accuracy,!appropriate!rate,!and!expression!on!successive!readings.!c.!Use!context!to!confirm!or!self<correct!word!recognition!and!understanding,!rereading!as!necessary.!!!!!!!!!!!!!!!!!!!!!!

Standard!1>Language!SPI!0401.1.8!Identify!correctly!or!incorrectly!spelled!words!in!context.!!!Standard!8>Literature!(CFU)!

√ 0401.8.5!Read!with!fluency!from!a!variety!of!texts!(e.g.,!poetry,!drama,!current!events,!novels).!!

!

Reading!Foundational!Skills!• Read!grade!level!text!with!fluency,!

accuracy,!expression,!and!comprehension!(all)!

• Apply!phonics!and!word!analysis!skills!effectively!when!reading!and!writing!(all)!

Word!study!and!spelling:!VCCV!pattern,!word!structure!for!prefixes!and!suffixes,!adding!–s!and!–es,%!!Performance!Assessments:!• Oral!reading!fluency!

checks/running!records!• Spelling!of!grade<appropriate!

words!in!daily/weekly!writing!!Fluency:!Current!goal!of!95<105!WCPM!with!expression!and!understanding!!!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!Weeks!4>6! ! ! ! !Essential)Questions:)))What%steps%must%be%taken%to%cite%evidence%from%the%text%when%making%a%point%or%stating%a%claim?%What%steps%must%be%taken%when%formulating%a%summary?%Why%is%sequence%important%when%analyzing%the%plot%of%a%novel?%%Why%is%it%necessary%to%use%context%when%determining%the%meanings%of%words%in%a%story%or%passage?%%How%does%a%narrator’s%point%of%view%affect%the%meaning%of%a%story?!Reading!Complex!Texts! TN Literature!!

RL!1>Refer!to!details!and!examples!in!a!text!when!explaining!what!the!text!says!explicitly!and!when!drawing!inferences!from!the!text.!!RL!2>Determine!a!theme!of!a!story,!drama,!or!poem!from!details!in!the!text;!summarize!the!text.!!RL!3<Describe!in!depth!a!character,!setting,!or!event!in!a!story!or!drama,!drawing!on!specific!details!in!the!text!(e.g.,!a!character’s!thoughts,!words,!or!actions).!!RL!4>!Determine!the!meaning!of!words!and!phrases!as!they!are!used!in!a!text,!including!those!that!allude!to!significant!characters!found!in!mythology!(e.g.,!Herculean).!!RL!6>!Compare!and!contrast!the!point!of!view!from!which!different!stories!are!narrated,!including!the!difference!between!first<!and!third<person!narrations.!!RL!10>!By!the!end!of!the!year,!read!and!comprehend!literature,!including!stories,!dramas,!and!poetry,!in!the!grades!4–5!text!complexity!band!proficiently,!with!scaffolding!as!needed!at!the!high!end!of!the!range.!!

Standard!5>Logic!!SPI!0401.5.1!Locate!information!to!support!opinions,!predictions,!and!conclusions.!!SPI!0401.5.2!Recognize!cause<effect!relationships!within!context.!!SPI!0401.5.5!Make!inferences!and!draw!appropriate!conclusions!from!text.!SPI!0401.5.6!Indicate!the!sequence!of!events!in!text.!!!

• Determine!the!sequence!of!events!in!a!story!!

• Describe!a!character!in!detail!!• Discuss!the!setting!and!plot!in!

detail!• Discuss!the!influence!of!setting!on!

plot!and!characters!!• Use!story!structure!to!make!

meaning!!• Discuss!point!of!view!!• Use!graphic!organizers!to!derive!







• Summarize!a!chapter!or!a!story!

Comprehension!Skills!Sequence!of!events,!story!elements,!academic!language,!make!inference/draw!conclusions!!Extended!Text:!Literature!Bud,%Not%Buddy!by!Christopher!Paul!Curtis!(see!district!created!support!documents)!Focus!standards:!RL1,!RL2,!RL3,!RL!4,!RL6,!RL!10,!W2!Or:!Teachers!may!substitute!an!equally!complex!extended!work!of!literature!if!the!substituted!novel!better!suits!the!needs!of!their!students!and!allows!them!to!address!the!same!standards.!See!Appendix!B!of!the!TNSS!for!suggestions.!!See!TNSS!performance!task!for!Bud,%Not%Buddy!under!“Writing”!!Additional!Performance!Assessments:!• Written!summary!of!a!“fresh!read”!





Writing!to!Texts! TN Writing!W!2>!Write!informative/explanatory!texts!to!examine!a!topic!and!convey!ideas!and!

Standard!3>Writing!!SPI!0401.3.3!Choose!a!topic!sentence!for!a!paragraph.!!

Writing!• Write!in!a!variety!of!modes!!• Write!in!response!to!literature!!

Routine!Writing!• Two!column!notes!• Story!summaries!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!information!clearly.!!a.!Introduce!a!topic!clearly!and!group!related!information!in!paragraphs!and!sections;!include!formatting!(e.g.,!headings),!illustrations,!and!multimedia!when!useful!to!aiding!comprehension.!!b.!Develop!the!topic!with!facts,!definitions,!concrete!details,!quotations,!or!other!information!and!examples!related!to!the!topic.!!c.!Link!ideas!within!categories!of!information!using!words!and!phrases!(e.g.,!another,!for!example,!also,!because).!d.!Use!precise!language!and!domain<specific!vocabulary!to!inform!about!or!explain!the!topic.!e.!Provide!a!concluding!statement!or!section!related!to!the!information!or!explanation!presented.!W!3<Write!narratives!to!develop!real!or!imagined!experiences!or!events!using!effective!technique,!descriptive!details,!and!clear!event!sequences.!!W!4>!With!guidance!and!support!from!adults,!produce!writing!in!which!the!development!and!organization!are!appropriate!to!task!and!purpose.!!

SPI!0401.3.4!Select!details!that!support!a!topic!sentence.!SPI!0401.3.5!Rearrange!sentences!to!form!a!sequential,!coherent!paragraph.!!SPI!0401.3.6!Choose!the!supporting!sentence!that!best!fits!the!context!and!flow!of!ideas!in!a!paragraph.!!SPI!0401.3.7!Identify!sentences!irrelevant!to!a!paragraph’s!theme!or!flow.!!


• Edit!and!revise!own!writing!!!

• Constructed!responses!to!teacher!questions!

!Performance!Task:!(Explanatory)!Students!will!write!a!paper!describing!the!importance!of!sequence!when!reading!a!novel.!!To!do!this,!they!must!delineate!the!key!events!in!Bud,%Not%Buddy!(or!other!selected!novel)!and!draw!on!specific!details!from!the!text!to!illustrate!key!points.!(RL1,!RL3,!RL!4,!RL6,!W2)!!Narrative!Rewrite!a!scene!from!a!different!point!of!view!!

Research!Project! No!research!project!this!three<week!period! ! ! !For!Reading!and!Writing!in!Each!Module!

TN Language!!L!1>!Demonstrate!command!of!the!conventions!of!standard!English!grammar!and!usage!when!writing!or!speaking.!!f.!Produce!complete!sentences,!recognizing!and!correcting!inappropriate!fragments!and!run<ons.!L!2>Demonstrate!command!of!the!conventions!of!standard!English!capitalization,!punctuation,!and!spelling!when!writing.!!a.!Use!correct!capitalization!!c.!Use!a!comma!before!a!coordinating!conjunction!in!a!compound!sentence.!!d.!Spell!grade<appropriate!words!correctly,!

Standard!1>Language!SPI!0401.1.4!Identify!declarative,!interrogative,!and!exclamatory!sentences!by!recognizing!appropriate!end!marks.!!SPI!0401.1.5!Select!the!best!way!to!correct!incomplete!sentences!within!context.!!SPI!0401.1.6!Identify!the!correct!use!of!commas!(i.e.,!series,!dates,!addresses,!friendly!letters,!introductory!words,!compound!sentences)!within!context.!SPI!0401.1.8!Identify!correctly!or!incorrectly!spelled!words!in!context.!

√ 0401.1.15!Combine!simple!

Language!Conventions!• Identify!and!write!declarative,!

interrogative,!imperative,!and!exclamatory!sentences!!

• Use!correct!end!punctuation!!• Explain!the!functions!of!designated!

words!in!sentences!(e.g.,!explain!why!a!particular!word!is!a!noun!and!one!sentence!but!a!verb!in!another)!!!

• Identify,!write,!and!speak!in!simple,!compound,!and!complex!sentences!!

• Use!commas!correctly!in!compound!sentences!!

• Combine!short,!choppy!sentences!

Language!Conventions:!!Sentence!analysis,!sentence!combining,!compound!sentences,!complex!sentences!and!clauses,!punctuating!compound!and!complex!sentences,!editing!!!Performance!Assessments!• Use!of!language!conventions!in!


assessments!in!PARCC format!!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!consulting!references!as!needed.!! sentences!into!compound!

sentences.!!

to!form!compound!sentences!!• Identify!and!correct!fragments!and!

run<on!sentences!!• Form!complex!sentences!correctly!!• Distinguish!between!dependent!

and!independent!clauses!!• Independently!edit!writing!for!

errors!in!language!conventions!!! Standard!1>Language!

SPI!0401.1.11<Identify!sentences!with!correct!subject!verb!agreement.!!SPI!0401.1.12!Select!appropriate!antonyms,!synonyms,!and!homonyms!within!context.!SPI!0401.1.13!Recognize!and!use!grade!appropriate!vocabulary!within!context.!!SPI!0401.1.14!Use!prefixes,!suffixes,!and!root!words!as!aids!in!determining!meaning!within!context.!!SPI!0401.1.16!Determine!the!meaning!of!unfamiliar!words!using!context!clues,!dictionaries,!and!glossaries!!






• Discuss!an!author’s!use!of!dialect!and!informal!language!

!

Vocabulary!Strategies!and!Skills:!Multiple!meaning!words,!context!clues,!dictionary/glossary,!dialect!!Performance!Assessments!• Teacher!observation!• Teacher<made!or!district!common!


!

L!4<Determine!or!clarify!the!meaning!of!unknown!and!multiple<meaning!words!and!phrases!based!on!grade!4!reading!and!content,!choosing!flexibly!from!a!range!of!strategies.!!a.!Use!context!(e.g.,!definitions,!examples,!or!restatements!in!text)!as!a!clue!to!the!meaning!of!a!word!or!phrase.!!L!5>Use!knowledge!of!language!and!its!conventions!when!writing,!speaking,!reading,!or!listening.!a.!Choose!words!and!phrases!to!convey!ideas!precisely.!b.!Choose!punctuation!for!effect.!c.!Differentiate!between!contexts!that!call!for!formal!English!(e.g.,!presenting!ideas)!and!situations!where!informal!discourse!is!appropriate!(e.g.,!small<group!discussion).!TN Speaking!and!Listening!!SL!1>!Engage!effectively!in!a!range!of!collaborative!discussions!(one<on<one,!in!groups,!and!teacher<!led)!with!diverse!partners!on!grade!4!topics!and!texts,!building!on!others’!ideas!and!expressing!their!own!clearly.!!a.!Come!to!discussions!prepared,!having!read!or!studied!required!material;!explicitly!draw!on!that!preparation!and!other!information!known!about!the!topic!to!explore!ideas!under!discussion.!b.!Follow!agreed<upon!rules!for!discussions!and!carry!out!assigned!roles.!!SL!2<Paraphrase!portions!of!a!text!read!aloud!or!information!presented!in!diverse!media!and!formats,!including!visually,!



discussions!!• Follow!established!rules!for!group!

behavior!!• Paraphrase!a!story!or!part!of!a!

story!that!was!read!aloud!• Use!formal!and!informal!English!as!


Speaking!and!Listening:!Group!behaviors,!classroom!routines!and!procedures,!collaborative!conversations!!Performance!Assessments!• Teacher!observation!

!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!quantitatively,!and!orally.!!SL!6>!Differentiate!between!contexts!that!call!for!formal!English!(e.g.,!presenting!ideas)!and!situations!where!informal!discourse!is!appropriate!(e.g.,!small<group!discussion);!use!formal!English!when!appropriate!to!task!and!situation.!!

Reading!Foundational!Skills! TN Reading!Foundational!Skills!RF!3<Know!and!apply!grade<level!phonics!and!word!analysis!skills!in!decoding!words.!a.!Use!combined!knowledge!of!all!letter< sound!correspondences,!syllabication!patterns,!and!morphology!(e.g.,!roots!and!affixes)!to!read!accurately!unfamiliar!multisyllabic!words!in!context!and!out!of!context.!!RF!4<Read!with!sufficient!accuracy!and!fluency!to!support!comprehension.!!a.!Read!on<level!text!with!purpose!and!understanding.!b.!Read!on<level!prose!and!poetry!orally!with!accuracy,!appropriate!rate,!and!expression!on!successive!readings.!c.!Use!context!to!confirm!or!self<correct!word!recognition!and!understanding,!rereading!as!necessary.!!!!!!!!!!!!!!!!!!



!


accuracy,!expression,!and!comprehension!!

• Apply!phonics!and!word!analysis!skills!effectively!when!reading!and!writing!!

Word!study!and!spelling:!plurals,!r<controlled!vowels!!Performance!Assessments:!• Oral!reading!fluency!


words!in!daily/weekly!writing!!Fluency:!Current!goal!of!95<105!WCPM!with!expression!and!understanding!!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!Weeks!7>9! ! ! ! !Essential)Questions:)))What%steps%must%be%taken%to%cite%evidence%from%the%text%when%making%a%point%or%stating%a%claim?%What%steps%must%be%taken%when%formulating%a%summary?%Why%is%it%important%to%be%able%to%determine%the%main%idea%of%an%informational%text?!Reading!Complex!Texts! TN Informational!Text!!

RI!1>Refer!to!details!and!examples!in!a!text!when!explaining!what!the!text!says!explicitly!and!when!drawing!inferences!from!the!text.!!RI!2<Determine!the!main!idea!of!a!text!and!explain!how!it!is!supported!by!key!details;!summarize!the!text.!!RI!4>!Determine!the!meaning!of!general!academic!and!domain<specific!words!or!phrases!in!a!text!relevant!to!a!grade!4!topic!or!subject!area.!!RI!5>!Describe!the!overall!structure!(e.g.,!chronology,!comparison,!cause/effect,!problem/solution)!of!events,!ideas,!concepts,!or!information!in!a!text!or!part!of!a!text.!RI!9>!Integrate!information!from!two!texts!on!the!same!topic!in!order!to!write!or!speak!about!the!subject!knowledgeably.!RI!10<!By!the!end!of!year,!read!and!comprehend!informational!texts,!including!history/social!studies,!science,!and!technical!texts,!in!the!grades!4–5!text!complexity!band!proficiently,!with!scaffolding!as!needed!at!the!high!end!of!the!range.!!

Standard!5>Logic!!SPI!0401.5.1!Locate!information!to!support!opinions,!predictions,!and!conclusions.!!SPI!0401.5.2!Recognize!cause<effect!relationships!within!context.!!SPI!0401.5.5!Make!inferences!and!draw!appropriate!conclusions!from!text.!!Standard!6>Informational!Text!!SPI!0401.6.2!Identify!the!stated!main!idea!and!supporting!details!in!text.!SPI!0401.6.3!Use!table!of!contents,!title!page,!and!glossary!to!locate!information.!!

Informational!Text!• Determine!stated!and!implied!main!

idea!!• Use!text!features!to!make!meaning!!• Determine!the!meanings!of!



• Build!prior!knowledge!through!close!reading!!

• Compare!and!contrast!different!types!of!text!structures!

• Use!parts!of!a!text!(table!of!contents,!etc.)!to!conduct!research!!

Comprehension!skills:!Main!idea!and!supporting!details,!make!inference!and!draw!conclusions,!text!features,!text!structure,!compare!and!contrast!!Comprehension!Strategies:!Graphic!organizers,!summarize!!Text!Selections>>Short!Pieces:!Letters%Home%from%Yosemite<week!7!Horses@week!7!(entire!trade!book!or!use!excerpt!from!TNSS!Appendix!B,!p.!73;!see!district<created!support!documents)!So%You%Want%to%Be%President@week!9!!(see!Boston)!Selected!texts!for!research!project!!Additional!Performance!Assessments:!• Written!summary!of!a!“fresh!read”!




Writing!to!Texts! TN Writing!!W1>Write!opinion!pieces!on!topics!or!texts,!supporting!a!point!of!view!with!reasons!and!information.!!a.!Introduce!a!topic!or!text!clearly,!state!an!opinion,!and!create!an!organizational!structure!in!which!related!ideas!are!grouped!to!support!the!writer’s!purpose.!b.!Provide!reasons!that!are!supported!by!facts!and!details.!!W!2>!Write!informative/explanatory!texts!to!examine!a!topic!and!convey!ideas!and!

Standard!3>Writing!!SPI!0401.3.3!Choose!a!topic!sentence!for!a!paragraph.!!SPI!0401.3.4!Select!details!that!support!a!topic!sentence.!SPI!0401.3.5!Rearrange!sentences!to!form!a!sequential,!coherent!paragraph.!!SPI!0401.3.6!Choose!the!supporting!sentence!that!best!fits!the!context!and!flow!of!ideas!in!a!paragraph.!!SPI!0401.3.7!Identify!sentences!irrelevant!to!a!paragraph’s!theme!or!



!

Routine!Writing!• Two!column!notes!• Page!summaries!• Constructed!responses!to!teacher!

questions!• Explanations!of!processes!(e.g.,!

how!a!horse!moves)!!Analysis:!!Opinion!Writing!!Students!will!write!a!brief!description!of!the!overall!structure!(e.g.,!chronology,!comparison,!cause/effect,!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!information!clearly.!!W4>!With!guidance!and!support!from!adults,!produce!writing!in!which!the!development!and!organization!are!appropriate!to!task!and!purpose.!!

flow.!!

problem/solution)!of!events,!ideas,!concepts,!or!information!in!Horses.!!They!will!then!write!an!opinion!paper!explaining!which!informational!text!they!preferred<<Horses%or!Letters%Home%from%Yosemite.!!They!should!cite!evidence!from!the!texts!to!support!their!opinions.!

Research!Project! TN Writing!W5>With!guidance!and!support!from!peers!and!adults,!develop!and!strengthen!writing!as!needed!by!planning,!revising,!and!editing.!!W7>!Conduct!short!research!projects!that!build!knowledge!through!investigation!of!different!aspects!of!a!topic.!!W8>!Recall!relevant!information!from!experiences!or!gather!relevant!information!from!print!and!digital!sources;!take!notes!and!categorize!information,!and!provide!a!list!of!sources.!!!TN Informational!Text!RI!9>!Integrate!information!from!two!texts!on!the!same!topic!in!order!to!write!or!speak!about!the!subject!knowledgeably.!

Standard!4>Research!SPI!0401.4.1!Select!appropriate!sources!from!which!to!gather!information!on!a!given!topic.!SPI!0401.4.3!Complete!a!graphic!organizer!(e.g.,!chart,!web)!organizing!material!collected!from!text!or!technological!sources.!!!

Research!• Select!and!narrow!a!topic!for!an!

extended!writing!piece!(factual!report)!!

• Use!a!graphic!organizer!(web)!to!group!ideas!and!information!Gather!information!from!a!variety!of!sources!!

• Synthesize!information!from!a!variety!of!sources!!

• Edit!and!revise!own!writing!!!!• Use!technology!to!prepare!and!

present!writing!!• Use!all!the!steps!of!the!writing!

process!!• Present!findings!orally!to!the!class!

Factual!report!Students!will!select!a!topic!from!Social!Studies!or!Science,!conduct!research,!and!prepare!and!present!a!factual!report!that!synthesizes!information!from!multiple!sources.!!The!report!may!be!in!the!form!of!a!poster,!PowerPoint!presentation,!or!other!designated!mode,!as!directed!by!the!teacher.!


TN Language!!L!1>!Demonstrate!command!of!the!conventions!of!standard!English!grammar!and!usage!when!writing!or!speaking.!!d.!Order!adjectives!within!sentences!according!to!conventional!patterns!(e.g.,!a!small!red!bag!rather!than!a!red!small!bag).!f.!Produce!complete!sentences,!recognizing!and!correcting!inappropriate!fragments!and!run<ons.!!L!2>Demonstrate!command!of!the!conventions!of!standard!English!capitalization,!punctuation,!and!spelling!when!writing.!a.!Use!correct!capitalization!!c.!Use!a!comma!before!a!coordinating!conjunction!in!a!compound!sentence.!!d.!Spell!grade<appropriate!words!correctly,!

Standard!1>Language!SPI!0401.1.1!Identify!the!correct!use!of!nouns!(i.e.,!common!and!proper,!plurals,!possessives)!and!pronouns!(i.e.,!subject,!object,!and!agreement)!within!context.!SPI!0401.1.5!Select!the!best!way!to!correct!incomplete!sentences!within!context.!!SPI!0401.1.8!Identify!correctly!or!incorrectly!spelled!words!in!context.!SPI!0401.1.11!Identify!sentences!with!correct!subject<verb!agreement!(person!and!number).!!

Language!Conventions!• Explain!the!functions!of!designated!

words!in!sentences!(e.g.,!explain!why!a!particular!word!is!a!noun!and!one!sentence!but!a!verb!in!another)!!(all)!

• Identify!and!correct!fragments!and!run<on!sentences!!

• Discuss!how!an!author’s!use!of!adjectives!enhances!the!writing!

• Use!multiple!adjectives!in!personal!writing!


Language!Conventions:!!Nouns!and!their!correct!usage!within!sentences,!order!of!adjectives,!editing!!Performance!Assessments!• Use!of!language!conventions!in!





! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!consulting!references!as!needed.!!

! Standard!1>Language!SPI!0401.1.13!Recognize!and!use!grade!appropriate!vocabulary!within!context.!!SPI!0401.1.14!Use!prefixes,!suffixes,!and!root!words!as!aids!in!determining!meaning!within!context.!!SPI!0401.1.16!Determine!the!meaning!of!unfamiliar!words!using!context!clues,!dictionaries,!and!glossaries!!







!

Vocabulary!Strategies:!Word!structure,!dictionary/glossary,!context!clues!!Performance!Assessments!• Teacher!observation!• Teacher<made!or!district!common!


!

L!4<Determine!or!clarify!the!meaning!of!unknown!and!multiple<meaning!words!and!phrases!based!on!grade!4!reading!and!content,!choosing!flexibly!from!a!range!of!strategies.!!a.!Use!context!(e.g.,!definitions,!examples,!or!restatements!in!text)!as!a!clue!to!the!meaning!of!a!word!or!phrase.!!b.!Use!common,!grade<appropriate!Greek!and!Latin!affixes!and!roots!as!clues!to!the!meaning!of!a!word!(e.g.,!telegraph,!photograph,!autograph).!!L!5>Use!knowledge!of!language!and!its!conventions!when!writing,!speaking,!reading,!or!listening.!a.!Choose!words!and!phrases!to!convey!ideas!precisely.!b.!Choose!punctuation!for!effect.!TN Speaking!and!Listening!!SL!1>!Engage!effectively!in!a!range!of!collaborative!discussions!(one<on<one,!in!groups,!and!teacher<!led)!with!diverse!partners!on!grade!4!topics!and!texts,!building!on!others’!ideas!and!expressing!their!own!clearly.!!a.!Come!to!discussions!prepared,!having!read!or!studied!required!material;!explicitly!draw!on!that!preparation!and!other!information!known!about!the!topic!to!explore!ideas!under!discussion.!!b.!Follow!agreed<upon!rules!for!discussions!and!carry!out!assigned!roles.!!SL!2<Paraphrase!portions!of!a!text!read!aloud!or!information!presented!in!diverse!media!and!formats,!including!visually,!quantitatively,!and!orally.!!SL!4>!Report!on!a!topic!or!text,!tell!a!story,!or!recount!an!experience!in!an!organized!manner,!using!appropriate!facts!and!relevant,!descriptive!details!to!support!main!ideas!or!themes;!speak!clearly!at!an!understandable!pace.!!

Standard!2>Communication!SPI!0401.2.2!Given!a!list!of!interactive!behaviors!(i.e.,!taking!turns,!behaving!courteously,!not!interrupting,!listening,!remaining!on!task),!identify!those!that!are!appropriate!(or!inappropriate)!for!group!activities.!

Speaking!and!Listening!• Participate!actively!in!class!


behavior!(all)!• Paraphrase!a!story!or!part!of!a!

story!that!was!read!aloud!• Make!a!organized,!coherent,!and!

complete!oral!presentation!• Use!formal!and!informal!English!as!


Speaking!and!Listening:!Group!behaviors,!classroom!routines!and!procedures,!collaborative!conversations,!oral!presentation!!Performance!Assessments!• Teacher!observation!• Teacher<made!rubric!for!oral!

presentation!!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!SL!6>!Differentiate!between!contexts!that!call!for!formal!English!(e.g.,!presenting!ideas)!and!situations!where!informal!discourse!is!appropriate!(e.g.,!small<group!discussion);!use!formal!English!when!appropriate!to!task!and!situation!!

Reading!Foundational!Skills! TN Reading!Foundational!Skills!RF!3<Know!and!apply!grade<level!phonics!and!word!analysis!skills!in!decoding!words.!a.!Use!combined!knowledge!of!all!letter< sound!correspondences,!syllabication!patterns,!and!morphology!(e.g.,!roots!and!affixes)!to!read!accurately!unfamiliar!multisyllabic!words!in!context!and!out!of!context.!!RF!4<Read!with!sufficient!accuracy!and!fluency!to!support!comprehension.!!a.!Read!on<level!text!with!purpose!and!understanding.!b.!Read!on<level!prose!and!poetry!orally!with!accuracy,!appropriate!rate,!and!expression!on!successive!readings.!c.!Use!context!to!confirm!or!self<correct!word!recognition!and!understanding,!rereading!as!necessary.!



!



• Apply!phonics!and!word!analysis!skills!effectively!when!reading!and!writing!!

Word!study!and!spelling:!plurals,!r<controlled!vowels!!Performance!Assessments:!• Oral!reading!fluency!


words!in!daily/weekly!writing!!Fluency:!Current!goal!of!100<110!WCPM,!with!expression!and!understanding!!!

!


Curriculum Map Subject English Language Arts Grade 4 2nd Nine Weeks

! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!Weeks!1>3! ! ! ! !Essential)Questions:)What%steps%must%be%taken%to%infer%logically%from%the%text?%How%does%a%narrator%use%cause%and%effect?%%Why%is%it%necessary%to%demonstrate%an%understanding%of%word%relationships%and%

nuances%in%word%meaning?))Reading!Complex!Texts! TN Literature!!

RL!1"!Refer!to!details!and!examples!in!a!text!when!explaining!what!the!text!says!explicitly!and!when!drawing!inferences!from!the!text.!RL!3"Describe!in!depth!a!character,!setting,!or!event!in!a!story!or!drama,!drawing!on!specific!details!in!the!text!(e.g.,!a!character’s!thoughts,!words,!or!actions).!RL!4>!Determine!the!meaning!of!words!and!phrases!as!they!are!used!in!a!text.!!RL!9>!Compare!and!contrast!the!treatment!of!similar!themes!and!topics!(e.g.,!opposition!of!good!and!evil)!and!patterns!of!events!(e.g.,!the!quest)!in!stories,!myths,!and!traditional!literature!from!different!cultures.!!!

Standard!1>Language!SPI!0401.1.13!Recognize!and!use!grade!appropriate!vocabulary!within!context.!!Standard!5>Logic!SPI!0401.5.1!Locate!information!to!support!opinions,!predictions,!and!conclusions.!SPI!0401.5.2!Recognize!cause"effect!relationships!within!context.!SPI!0401.5.5!Make!inferences!and!draw!appropriate!conclusions!from!text.!!Standard!8>Literature!SPI!0401.8.5!Identify!the!forms!of!text!(e.g.,!poems,!drama,!fiction,!nonfiction).!SPI!0401.8.8!Recognize!the!sounds!of!language!(i.e.,!alliteration,!rhyme,!and!repetition).!!!!!

Literature!• Determine!cause!and!effect!and!

cite!evidence!from!the!text!to!support!my!key!points.!

• Identify!cause"effect!relationships!• Locate!clue!words!that!signal!cause!

and!effect!• Recognize!cause!and!effect!text!

structure!and!compare"contrast!text!structure!

• Ask!questions!to!focus!thinking!while!reading!

• Explain!why!a!story!is!work!of!fantasy!

• Compare!and!contrast!information!across!texts!

• Draw!conclusions!based!on!evidence!in!the!text!

• Build!prior!knowledge!through!close!reading!

• Use!prior!knowledge!to!make!meaning,!as!appropriate!to!the!text!and!task!

• Use!context!clues!to!determine!the!• meanings!of!unfamiliar!words!• Distinguish!fact!from!opinion!• Locate!clue!words!that!signal!an!

opinion!• Examine!how!an!author!uses!

reasons!and!examples!to!make!a!point.!

Comprehension!skills:!!cause/effect,!fact/opinion,!compare/contrast!Review!sequence!and!story!elements!!Comprehension!strategies:!Prior!knowledge,!monitor!and!fix!up!!Text!Selections—Short!Pieces:!What)Jo)Did!Marven)of)the)Great)North)Woods!(see!Edmodo!and!Boston)!The)Stranger)!(See!Edmodo!and!Boston)!!Additional!Performance!Assessments:!• Teacher"made!or!district!common!

assessments!in!PARRC!format!(all)!• Anecdotal!evidence!from!classroom!

discussions!(all)!• Written!summary!of!a!“close!read”!

text!or!texts,!drawing!on!specific!details!from!the!text!(RL1,!RL3,!RL4).!

• Marven%of%the%Great%North%Woods!Performance!Assessment.!“Being!on!your!own!in!an!adult’s!world!can!be!challenging!for!a!young!boy!who!has!left!home!for!the!first!time.!!Use!evidence!from!the!text!to!explain!how!Marven!overcomes!the!many!challenges!he!faces.”!(See!Boston)!!

Writing!to!Texts! TN Writing!!W2"Write!informative/explanatory!texts!to!examine!a!topic!and!convey!ideas!and!information!clearly.!!a. Introduce!a!topic!clearly!and!group!

related!information!in!paragraphs!and!sections;!include!formatting!(e.g.!

Standard!3>Writing!!SPI!0401.3.2!Identify!the!audience!for!which!a!text!is!written.!SPI!0401.3.3"Choose!a!topic!sentence!for!a!paragraph.!!SPI!0401.3.4"Select!details!that!support!a!topic!sentence.!!

Writing!• Write!a!paper!that!compares!and!

contrasts!2!of!the!3!texts!used!during!this!three"week!period.!!

• Cite!evidence!from!the!text!to!support!key!points.!

• Edit!and!revise!own!writing.!

Routine!Writing!• Notes!from!Fresh!Reads!• Story!Summaries!• Constructed!Responses!to!Teacher!

Questions!• Create!outlines!to!organize!ideas!Analysis!!!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!headings),!illustrations,!and!multimedia!when!useful!to!aiding!comprehension.!!

b. Develop!the!topic!with!facts,!definitions,!concrete!details,!quotations,!or!other!information!and!examples!related!to!the!topic.!

c. Link!ideas!within!categories!of!information!using!words!and!phrases.!

d. Use!precise!language!and!domain!specific!vocabulary!to!inform!or!explain!about!the!topic.!!

e. Provide!a!concluding!statement!or!section!related!to!the!information!or!explanation!presented.!!

W3>Write!narratives!to!develop!real!or!imagined!experiences!or!events!using!effective!technique,!descriptive!details,!and!clear!event!sequences.!!W4"Produce!clear!and!coherent!writing!in!which!the!development!and!organization!are!appropriate!to!task,!purpose!and!audience.!W9"Draw!evidence!from!literary!or!informational!texts!to!support!analysis,!reflection,!and!research.!!!

! • Write!in!response!to!literature.! • In!the!story!Marven%of%the%Great%

North%Woods,%Marven!learns!that!being!on!your!own!in!an!adult’s!world!can!be!challenging.!Use!evidence!from!the!text!to!explain!how!Marven!overcomes!the!many!challenges!he!faces.!

!Narrative!• In!the!story,!The%Stranger,%Pretend!

that!you!are!Katy.!Write!a!letter!to!your!grandmother!telling!her!the!story!of!the!Stranger’s!visit.!%

OR%• Suppose!the!stranger!did!not!

recover!his!memory.!Write!a!new!ending!for!the!story!telling!what!happened!then.!%

!!

Research!Project! No!Research!Project!this!3!week!period!!

! ! !


TN Language!!L!1"Demonstrate!command!of!the!conventions!of!standard!English!grammar!and!usage!when!speaking!or!writing.!b.!Form!and!use!the!progressive!(e.g.,!I!was!walking;!I!am!walking;!I!will!be!walking)!verb!tenses.!c.!Use!modal!auxiliaries!(e.g.,!can,!may,!must)!to!convey!various!conditions.!L!2>!Demonstrate!command!of!the!conventions!of!standard!English!capitalization,!punctuation,!and!spelling!when!writing.!!L!5>!Demonstrate!understanding!of!figurative!language,!word!relationships,!and!nuances!in!word!meanings.!c.!Demonstrate!understanding!of!words!by!

Standard!1>Language!.!SPI!401.1.1!Identify!the!correct!use!of!nouns!(i.e.!common,!proper,!plurals,!possessives).!SPI!0401.1.2!Identify!correct!use!of!verbs!(agreement,!tenses,!action,!linking)!within!context.!!SPI!0401.1.8!Identify!correctly!spelled!words!in!context!SPI!0401.1.9!Choose!the!correct!from!of!plurals,!contractions!and!possessives!within!context.!!SPI!0401.1.13!Recognize!and!use!grade!appropriate!vocabulary!within!context.!!

Language!Conventions!• Read!words!with!–s!and!–es!• Spell!plurals!with!–s!and!–es!

correctly.!• Edit!writing!for!the!correct!spelling!

of!plurals,!the!use!of!action!and!linking!verbs,!and!the!use!of!singular!possessive!nouns.!

• Distinguish!between!common!and!proper!nouns.!

• Capitalize!proper!nouns!when!writing.!

• Define!and!identify!singular!possessive!nouns.!

• Use!singular!possessive!nouns!correctly!in!writing.!

• Define!and!identify!action!and!

Language!Conventions:!!Nouns!(singular!and!plural!nouns,!possessive!nouns,!common!and!proper!nouns),!verbs!(action!verbs,!linking!verbs),!capitalization!!Performance!Assessments!• Use!of!language!conventions!in!

daily/weekly!writing!• Teacher"made!or!district!common!


!!!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!relating!them!to!their!opposites!(antonyms)!and!to!words!with!similar!but!not!identical!meanings!(synonyms).!!

linking!verbs.!• Use!action!and!linking!verbs!

correctly!in!writing.!• Form!and!use!the!progressive!verb!

tenses!• Use!words!like!can,!may,!and!must!

as!helping!verbs.!L!4"!Determine!or!clarify!the!meaning!of!unknown!and!multiple"meaning!words!and!phrases!based!on!grade!4!reading!and!content,!choosing!flexibly!from!a!range!of!strategies.!a.!Use!context!(e.g.,!definitions,!examples,!or!restatements!in!text)!as!a!clue!to!the!meaning!of!a!word!or!phrase.!b.!Use!common,!grade"appropriate!Greek!and!Latin!affixes!and!roots!as!clues!to!the!meaning!of!a!word!(e.g.,!telegraph,!photograph,!autograph).!!c.!Consult!reference!materials!(e.g.,!dictionaries,!glossaries,!Thesauruses),!both!print!and!digital,!to!find!the!pronunciation!and!determine!or!clarify!the!precise!meaning!of!key!words!and!phrases.!!L!5>Use!knowledge!of!language!and!its!conventions!when!writing,!speaking,!reading,!or!listening.!a.!Choose!words!and!phrases!to!convey!ideas!precisely.!b.!Differentiate!between!contexts!that!call!for!formal!English!(e.g.,!presenting!ideas)!and!situations!where!informal!discourse!is!appropriate!(e.g.,!small"group!discussion).!

Standard!1>Language!!SPI!0401.1.4!Use!prefixes,!suffixes,!and!root!words!as!aids!in!determining!meaning!within!context.!SPI!0401.1.8!Identify!correctly!or!incorrectly!spelled!words!in!context.!SPI!0401.1.13!Recognize!and!use!grade!appropriate!vocabulary!within!context.!SPI!401.1.16!Determine!the!meaning!of!unfamiliar!words/multiple"meaning!words!using!context!clues,!dictionaries!and!glossaries.!!

Vocabulary!• Use!the!dictionary!and!glossary!to!

determine!the!meanings!of!words.!• Use!knowledge!of!prefixes!and!

suffixes!to!determine!the!meanings!of!unfamiliar!words.!

• Use!prior!knowledge!to!make!meaning,!as!appropriate!to!text!and!task.!

• Use!context!clues!to!determine!the!meaning!of!unfamiliar!words.!

!

Vocabulary!strategies:!!Word!Structure/Prefixes!and!Suffixes,!Dictionary/Glossary!!Performance!Assessments!• Teacher!Observation!• Teacher"made!or!district!common!

assessments!in!PARCC format!

L!3>!Use!knowledge!of!language!and!its!conventions!when!writing,!speaking,!reading,!or!listening.!a.!Choose!words!and!phrases!to!convey!ideas!precisely.*!b.!Choose!punctuation!for!effect.*!c.!Differentiate!between!contexts!that!call!for!formal!English!(e.g.,!presenting!ideas)!and!situations!where!informal!discourse!is!appropriate!(e.g.,!small"group!discussion).!

Standard!2>Communication!SPI!0401.2.2>Given!a!list!of!interactive!behaviors!(i.e.,!taking!turns,!behaving!courteously,!not!interrupting,!listening,!remaining!on!task)!identify!those!that!are!appropriate!or!inappropriate!for!group!activities.!√ 0401.5.3"Orally!express!reactions!

and!personal!experiences,!and!opinions.!



behavior!(all)!• Make!an!organized,!coherent!and!

complete!oral!presentation!on!a!persuasive!topic.!

• Use!formal!and!informal!English!as!appropriate!to!the!situation.!

Speaking!and!Listening:!Group!behaviors,!classroom!routines!and!procedures,!collaborative!conversations,!oral!presentation!!Performance!Assessments!• Teacher!observation!• Teacher"made!rubric!for!oral!

presentation!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!! TN Speaking!and!Listening!!

!SL!1>!Engage!effectively!in!a!range!of!collaborative!discussions!(one"on"one,!in!groups,!and!teacher"!led)!with!diverse!partners!on!grade!4!topics!and!texts,!building!on!others’!ideas!and!expressing!their!own!clearly.!!a.!Come!to!discussions!prepared,!having!read!or!studied!required!material;!explicitly!draw!on!that!preparation!and!other!information!known!about!the!topic!to!explore!ideas!under!discussion.!!b.!Follow!agreed"upon!rules!for!discussions!and!carry!out!assigned!roles.!!SL!2"Paraphrase!portions!of!a!text!read!aloud!or!information!presented!in!diverse!media!and!formats,!including!visually,!quantitatively,!and!orally.!!SL!6>!Differentiate!between!contexts!that!call!for!formal!English!(e.g.,!presenting!ideas)!and!situations!where!informal!discourse!is!appropriate!(e.g.,!small"group!discussion);!use!formal!English!when!appropriate!to!task!and!situation.!

√ 0401.2.9!Create!and!deliver!an!oral!presentation!on!an!assigned!topic!(e.g.!book!reports,!demonstrations,!science!projects).!

Reading!Foundational!Skills! TN Reading!Foundational!Skills!RF!3"Know!and!apply!grade!level!phonics!and!word!analysis!skills!in!decoding!words.!a.!Use!combined!knowledge!of!all!letter" sound!correspondences,!syllabication!patterns,!and!morphology!(e.g.!roots!and!affixes)!to!read!accurately!unfamiliar!multisyllabic!words!in!context!and!out!of!context.!RF4"Read!with!sufficient!accuracy!and!fluency!to!support!comprehension!a.!Read!on"level!text!with!purpose!and!understanding.!!b.!Read!on"level!prose!and!poetry!orally!with!accuracy,!appropriate!rate,!and!expression!on!successive!readings.!c.!Use!context!to!confirm!or!self"correct!word!recognition!and!understanding,!rereading!as!necessary.!

Standard!1>Language!SPI!0401.1.8"Identify!correctly!or!incorrectly!spelled!words!in!context.!!Standard!8>Literature!0401.8.5"Read!with!fluency!from!a!variety!of!texts!(e.g.!poetry,!drama,!current!events,!novels)!


accuracy!and!expression,!and!comprehension!

• Apply!phonics!and!word!analysis!skills!effectively!when!reading!and!writing!

Word!study!and!spelling:!!Consonant!pairs!ng,!nk,!ph,!wh;!adding!–ed!and!–ing;!adding!–s!and!"es!!Performance!Assessments:!Oral!reading!fluency!checks/running!records,!Spelling!of!grade!appropriate!words!in!daily/weekly!writing!Fluency:!Current!goal!of!105"110!WCPM!with!expression!and!understanding!!!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!Weeks!4>6! ! ! ! !Essential)Questions:)Why%is%it%important%for%students%to%know%how%to%make,%save,%and%spend%money?))How%does%the%use%of%visual%and%graphic%information%assist%the%reader%when%he/she%is%reading%informational%

text?%How%does%understanding%text%structure%help%the%reader?)Reading!Complex!Texts) TN Informational!Texts!

R!I!4.1"Refer!to!details!and!examples!in!a!text!when!explaining!what!the!text!says!explicitly!and!when!drawing!inferences!from!the!text.!R!I!4.2!–Determine!the!main!idea!of!a!text!and!explain!how!it!is!supported!by!key!details;!summarize!the!text.!R!I!4.3"!Explain!events,!procedures,!ideas,!or!concepts!in!a!historical,!scientific,!or!technical!text,!including!what!happened!and!why,!based!on!specific!information!in!the!text.!R!I!4.4"!Determine!the!meaning!of!general!academic!and!domain"specific!words!or!phrases!in!a!text!relevant!to!money!management.!!R!I!4.5"!Describe!the!overall!structure!(e.g.!chronology,!comparision,!cause/effect,!problem/solution)!of!events,!ideas,!concepts,!or!information!in!a!text!or!part!of!a!text.!R!I!4.7"!Interpret!information!presented!visually,!orally,!or!quantitatively!(e.g.!charts,!graphs,!diagrams,!time!lines,!animations,!or!interactive!elements!on!Web!pages)!and!explain!how!the!information!contributes!to!an!understanding!of!the!text!in!which!it!appears.!!R!I!4.8"Explain!how!an!author!uses!reasons!and!evidence!to!support!particular!points!in!a!text.!!!

Standard!5>Logic!!SPI!0401.5.1!Locate!information!to!support!opinions,!predictions,!and!conclusions.!!SPI!0401.5.2!Recognize!cause"effect!relationships!within!context.!!SPI!0401.5.5!Make!inferences!and!draw!appropriate!conclusions!from!text.!!Standard!6>Informational!Text!SPI!0401.6.5"Interpret!information!using!a!chart,!map!or!timeline!!!!

TN Informational!Text!• Identify!fact/opinions!throughout!

the!text!• Use!graphic!organizers!to!derive!







• Summarize!

Extended!Text:!Informational!Text!Week!4"6,!The%Kids’%Guide%to%Money;%

Earning%It,%Saving%It,%Spending%It,%

Growing%It,%Sharing%It!by!Steve!Otfinoski!! !Focus!Standards:!R!I!4.1,!R!I!4.2,!R!I!4.3,!R!I!4.4,!R!I!4.5,!R!I!4.7,!R!I!4.8!%

Or:!Teachers!may!substitute!an!equally!complex!extended!piece!of!Informational!text!if!the!substituted!text!better!suits!the!needs!of!their!students!and!allows!them!to!address!the!same!standards.!See!Appendix!B!of!the!TNSS!for!suggestions.!!See!TNSS!performance!task!for!The%Kids%Guide%to%Money!“Writing”!!Additional!Performance!Assessments:!• Written!summary!of!a!“fresh!read”!

text!or!texts,!drawing!on!specific!details!from!the!text!(R!I!4.1,!RI!4.2,!RI!4.3)!

• Written!summary!of!the!meaning!of!general!academic!and!domain"specific!words!or!phrases!in!The%Kids%Guide%to%Saving%Money.%%

• Teacher"made!or!district!common!assessments!in!PARCC format!(all)!


!Writing!to!Texts! TN Writing!

W!2>!Write!informative/explanatory!texts!to!examine!a!topic!and!convey!ideas!and!information!clearly.!!a.!Introduce!a!topic!clearly!and!group!related!information!in!paragraphs!and!sections;!

Standard!3>Writing!!SPI!0401.3.3!Choose!a!topic!sentence!for!a!paragraph.!!SPI!0401.3.4!Select!details!that!support!a!topic!sentence.!SPI!0401.3.5!Rearrange!sentences!to!

Writing!• Write!in!a!variety!of!modes!!• Write!in!response!to!informational!

text!• Cite!evidence!from!the!text!to!

support!key!points!!

Routine!Writing!• Two!column!notes!• Creating!a!budget!• Constructed!responses!to!teacher!

questions!• Ways!to!save!for!big!purchases!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!include!formatting!(e.g.,!headings),!illustrations,!and!multimedia!when!useful!to!aiding!comprehension.!!b.!Develop!the!topic!with!facts,!definitions,!concrete!details,!quotations,!or!other!information!and!examples!related!to!the!topic.!!c.!Link!ideas!within!categories!of!information!using!words!and!phrases!(e.g.,!another,!for!example,!also,!because).!d.!Use!precise!language!and!domain"specific!vocabulary!to!inform!about!or!explain!the!topic.!e.!Provide!a!concluding!statement!or!section!related!to!the!information!or!explanation!presented.!W!3"Write!narratives!to!develop!real!or!imagined!experiences!or!events!using!effective!technique,!descriptive!details,!and!clear!event!sequences.!!W!4>!With!guidance!and!support!from!adults,!produce!writing!in!which!the!development!and!organization!are!appropriate!to!task!and!purpose.!

form!a!sequential,!coherent!paragraph.!!SPI!0401.3.6!Choose!the!supporting!sentence!that!best!fits!the!context!and!flow!of!ideas!in!a!paragraph.!!SPI!0401.3.7!Identify!sentences!irrelevant!to!a!paragraph’s!theme!or!flow.!!

• Edit!and!revise!own!writing!!!

• How!to!get!the!most!value!for!your!money!

• How!the!Stock!Market!works!!Narrative!Describe!in!detail!the!process!by!which!you!can!create!a!budget!or!save!money!for!a!big!purchase.!!TNSS!Performance!Task:!!The)Kids)Guide)to)Money%Students!will!interpret!the!visual!chart!that!accompanies!Steve!Otfinoski’s!The!Kid’s!Guide!to!Money:!Earning!It,!Saving!It,!Spending!It,!Growing!It,!Sharing!It!and!explain!how!the!information!found!within!it!contributes!to!an!understanding!of!how!to!create!a!budget.![RI.4.7]!!!!

Research!Project! No!research!project!for!this!3!week!period! ! ! !For!Reading!and!Writing!in!Each!Module!

TN Language!!L!1>!Demonstrate!command!of!the!conventions!of!standard!English!grammar!and!usage!when!writing!or!speaking.!!f.!Produce!complete!sentences,!recognizing!and!correcting!inappropriate!fragments!and!run"ons.!L!2>Demonstrate!command!of!the!conventions!of!standard!English!capitalization,!punctuation,!and!spelling!when!writing.!!a.!Use!correct!capitalization!!c.!Use!a!comma!before!a!coordinating!conjunction!in!a!compound!sentence.!!d.!Spell!grade"appropriate!words!correctly,!consulting!references!as!needed.!!

Standard!1>Language!SPI!0401.1.11"Identify!sentences!with!correct!subject!verb!agreement.!!!

Language!Conventions!• Read!words!with!–s!and!–es!• Spell!plurals!with!–s!and!–es!

correctly.!• Edit!writing!for!the!correct!spelling!

of!plurals,!the!use!of!action!and!linking!verbs,!and!the!use!of!singular!possessive!nouns.!

• Distinguish!between!common!and!proper!nouns.!

• Capitalize!proper!nouns!when!writing..!

• Define!and!identify!singular!possessive!nouns.!

• Use!singular!possessive!nouns!correctly!in!writing.!

• Define!and!identify!action!and!linking!verbs.!

Language!Conventions:!Nouns!(Singular!and!Plural!Nouns,!Possessive!Nouns,!Common!and!Proper!Nouns),!Verbs!(Action!Verbs,!Linking!Verbs),!Capitalization!!!Performance!Assessments!• Use!of!language!conventions!in!

daily/weekly!writing!• Teacher"made!or!district!common!


!!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!• Use!action!and!linking!verbs!

correctly!in!writing.!! L!4"Determine!or!clarify!the!meaning!of!

unknown!and!multiple"meaning!words!and!phrases!based!on!grade!4!reading!and!content,!choosing!flexibly!from!a!range!of!strategies.!!a.!Use!context!(e.g.,!definitions,!examples,!or!restatements!in!text)!as!a!clue!to!the!meaning!of!a!word!or!phrase.!!L!5>Use!knowledge!of!language!and!its!conventions!when!writing,!speaking,!reading,!or!listening.!a.!Choose!words!and!phrases!to!convey!ideas!precisely.!b.!Choose!punctuation!for!effect.!c.!Differentiate!between!contexts!that!call!for!formal!English!(e.g.,!presenting!ideas)!and!situations!where!informal!discourse!is!appropriate!(e.g.,!small"group!discussion).!L!6> Acquire!and!use!accurately!grade"appropriate!general!academic!and!domain"specific!words!and!phrases,!including!those!that!signal!precise!actions,!emotions,!or!states!of!being!(e.g.,!quizzed,!whined,!stammered)!and!that!are!basic!to!a!particular!topic!(e.g.,!wildlife,!conservation,!and!endangered!when!discussing!animal!preservation).!

Standard!1>Language!SPI!0401.1.13!Recognize!and!use!grade!appropriate!vocabulary!within!context.!!SPI!0401.1.14!Use!prefixes,!suffixes,!and!root!words!as!aids!in!determining!meaning!within!context.!!SPI!0401.1.16!Determine!the!meaning!of!unfamiliar!words!using!context!clues,!dictionaries,!and!glossaries!!







• !

Vocabulary!Strategies!and!Skills:!!Multiple!meaning!words,!context!clues,!dictionary/glossary,!dialect!!Performance!Assessments!• Teacher!observation!• Teacher"made!or!district!common!

assessments!in!PARCC format! !

! TN Speaking!and!Listening!!SL!1>!Engage!effectively!in!a!range!of!collaborative!discussions!(one"on"one,!in!groups,!and!teacher"!led)!with!diverse!partners!on!grade!4!topics!and!texts,!building!on!others’!ideas!and!expressing!their!own!clearly.!!a.!Come!to!discussions!prepared,!having!read!or!studied!required!material;!explicitly!draw!on!that!preparation!and!other!information!known!about!the!topic!to!explore!ideas!under!discussion.!b.!Follow!agreed"upon!rules!for!discussions!and!carry!out!assigned!roles.!!


!






Speaking!and!Listening:!Group!behaviors,!classroom!routines!and!procedures,!collaborative!conversations!Performance!Assessments!• Teacher!observation!

!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!SL!2"Paraphrase!portions!of!a!text!read!aloud!or!information!presented!in!diverse!media!and!formats,!including!visually,!quantitatively,!and!orally.!!SL!6>!Differentiate!between!contexts!that!call!for!formal!English!(e.g.,!presenting!ideas)!and!situations!where!informal!discourse!is!appropriate!(e.g.,!small"group!discussion);!use!formal!English!when!appropriate!to!task!and!situation.!!

Reading!Foundational!Skills! TN Reading!Foundational!Skills!RF!3"Know!and!apply!grade"level!phonics!and!word!analysis!skills!in!decoding!words.!a.!Use!combined!knowledge!of!all!letter" sound!correspondences,!syllabication!patterns,!and!morphology!(e.g.,!roots!and!affixes)!to!read!accurately!unfamiliar!multisyllabic!words!in!context!and!out!of!context.!!RF!4"Read!with!sufficient!accuracy!and!fluency!to!support!comprehension.!!a.!Read!on"level!text!with!purpose!and!understanding.!b.!Read!on"level!prose!and!poetry!orally!with!accuracy,!appropriate!rate,!and!expression!on!successive!readings.!c.!Use!context!to!confirm!or!self"correct!word!recognition!and!understanding,!rereading!as!necessary.!!!!!!!!!!!!!!!

Standard!1>Language!SPI!0401.1.8!Identify!correctly!or!incorrectly!spelled!words!in!context.!!!Standard!8>Literature!√ 0401.8.5"Read!with!fluency!from!a!

variety!of!texts!(e.g.!poetry,!drama,!current!events,!novels)!

!

Reading!Foundational!Skills!• !Read!grade!level!text!with!fluency,!



Word!study!and!spelling:!!Irregular!plurals!(TE!p.!187i),!words!with!ar!and!or%(TE!p.%211i).!!Performance!Assessments:!Oral!reading!fluency!checks/running!records,!Spelling!of!grade!appropriate!words!in!daily/weekly!writing!!Fluency:!Current!goal!of!105"110!WCPM!with!expression!and!understanding!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!Weeks!7>9! ! ! ! !Essential)Questions:)How%does%the%use%of%visual%and%graphic%information%assist%the%reader%when%he/she%is%reading%informational%text?%How%does%understanding%text%structure%help%the%reader?))!Reading!Complex!Texts! TN Informational!Text!!

RI!1>Refer!to!details!and!examples!in!a!text!when!explaining!what!the!text!says!explicitly!and!when!drawing!inferences!from!the!text.!!RI!2"Determine!the!main!idea!of!a!text!and!explain!how!it!is!supported!by!key!details;!summarize!the!text.!!RI!4>!Determine!the!meaning!of!general!academic!and!domain"specific!words!or!phrases!in!a!text!relevant!to!a!grade!4!topic!or!subject!area.!!RI!5>!Describe!the!overall!structure!(e.g.,!chronology,!comparison,!cause/effect,!problem/solution)!of!events,!ideas,!concepts,!or!information!in!a!text!or!part!of!a!text.!RI!9>!Integrate!information!from!two!texts!on!the!same!topic!in!order!to!write!or!speak!about!the!subject!knowledgeably.!RI!10"!By!the!end!of!year,!read!and!comprehend!informational!texts,!including!history/social!studies,!science,!and!technical!texts,!in!the!grades!4–5!text!complexity!band!proficiently,!with!scaffolding!as!needed!at!the!high!end!of!the!range.!!

Standard!5!Logic:!!SPI!0401.5.1!Locate!information!to!support!opinions,!predictions,!and!conclusions.!!SPI!0401.5.2!Recognize!cause"effect!relationships!within!context.!!SPI!0401.5.5!Make!inferences!and!draw!appropriate!conclusions!from!text.!SPI!0401.6.5"Interpret!information!using!a!chart,!map!or!timeline!!Standard!6>Informational!Text!SPI!0401.6.2>Identify!the!stated!main!idea!and!supporting!details!in!a!text.!SPI!0401.6.5"Interpret!information!using!a!chart,!map!or!timeline!!!

Informational!Text:!• Determine!stated!and!implied!main!

idea!!• Use!text!features!to!make!meaning!!• Determine!the!meanings!of!





• Determine!the!meaning!of!general!academic!and!domain"specific!words!or!phrases!in!the!text!Eye%of%the%Storm.%

• Describe!the!overall!structure!(e.g.,!chronology,!comparison,!cause/effect,!problem/solution)!of!events,!ideas,!concepts,!or!information!in!Eye%of%the%Storm!

!

Comprehension!Skills:!Graphic!sources,!cause/effect,!fact/opinion,!form!generalizations,!review!draw!conclusions!!Comprehension!Strategies:!Prior!knowledge,!ask!questions,!graphic!organizers,!predict!!Text!Selections:!Eye%of%the%Storm!(See!Edmodo)!Discovering%Mars!(close"read!!lesson!only!from!trade!book!or!TNSS!Appendix!B;!Will!use!entire!book!during!4th!nine!weeks"see!district!TNSS!document)!Adelina’s%Whales!!!Additional!Performance!Assessments:!• Written!summary!of!a!“fresh!read”!




Writing!to!Texts! TN Writing!!W1>Write!opinion!pieces!on!topics!or!texts,!supporting!a!point!of!view!with!reasons!and!information.!!a.!Introduce!a!topic!or!text!clearly,!state!an!opinion,!and!create!an!organizational!structure!in!which!related!ideas!are!grouped!to!support!the!writer’s!purpose.!b.!Provide!reasons!that!are!supported!by!facts!and!details.!!W!3"Write!narratives!to!develop!real!or!imagined!experiences!or!events!using!effective!technique,!descriptive!details,!and!clear!event!sequences.!!

Standard!3>Writing!!SPI!0401.3.3!Choose!a!topic!sentence!for!a!paragraph.!!SPI!0401.3.4!Select!details!that!support!a!topic!sentence.!SPI!0401.3.5!Rearrange!sentences!to!form!a!sequential,!coherent!paragraph.!!SPI!0401.3.6!Choose!the!supporting!sentence!that!best!fits!the!context!and!flow!of!ideas!in!a!paragraph.!!SPI!0401.3.7!Identify!sentences!irrelevant!to!a!paragraph’s!theme!or!flow.!!



!

Routine!Writing!• Two!column!notes!• Page!summaries!• Constructed!responses!to!teacher!

questions!• Explanations!of!processes!(e.g.,!

how!to!save!money)!!Analyses!Students!will!write!a!brief!description!of!the!overall!structure!(e.g.!chronology,!compare/contrast,!cause/effect,!problem/solution)!of!events,!ideas!concepts!or!information!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!W4>!With!guidance!and!support!from!adults,!produce!writing!in!which!the!development!and!organization!are!appropriate!to!task!and!purpose.!!!

! in!Discovering!Mars.!They!will!then!write!an!opinion!paper!explaining!which!informational!text!they!preferred.!Discovering!Mars!or!Eye!of!the!Storm.!!

Research!Project! TN Writing!W2>Write!informative/explanatory!texts!to!examine!a!topic!and!convey!ideas!and!information!clearly.!a.!Introduce!a!topic!clearly!and!group!related!information!in!paragraphs!and!sections;!include!formatting!(e.g.,!headings),!illustrations,!and!multimedia!when!useful!to!aiding!comprehension.!b.!Develop!the!topic!with!facts,!definitions,!concrete!details,!quotations,!or!other!information!and!examples!related!to!the!topic.!c.!Link!ideas!within!categories!of!information!using!words!and!phrases!(e.g.,!another,!for!example,!also,!because).!d.!Use!precise!language!and!domain"specific!vocabulary!to!inform!about!or!explain!the!topic.!e.!Provide!a!concluding!statement!or!section!related!to!the!information!W5>With!guidance!and!support!from!peers!and!adults,!develop!and!strengthen!writing!as!needed!by!planning,!revising,!and!editing.!!W7>!Conduct!short!research!projects!that!build!knowledge!through!investigation!of!different!aspects!of!a!topic.!!W8>!Recall!relevant!information!from!experiences!or!gather!relevant!information!from!print!and!digital!sources;!take!notes!and!categorize!information,!and!provide!a!list!of!sources.!!!TN Informational!Text!RI!9>!Integrate!information!from!two!texts!on!the!same!topic!in!order!to!write!or!speak!about!the!subject!knowledgeably.!!

Standard!4>Research!SPI!0401.4.1!Select!appropriate!sources!from!which!to!gather!information!on!a!given!topic.!SPI!0401.4.3!Complete!a!graphic!organizer!(e.g.,!chart,!web)!organizing!material!collected!from!text!or!technological!sources.!!!








Factual!Report!Students!will!conduct!research!and!present!a!factual!report!that!synthesizes!information!from!multiple!sources.!The!report!may!be!in!the!form!of!a!poster,!PowerPoint,!presentation!or!other!designated!mode!as!directed!by!the!teacher.!!!Topic"Sea!World!has!hired!you!to!help!set!up!their!ocean!animal!exhibit.!They!need!you!to!research!an!animal.!The!zoo!director!will!use!your!research!to!create!a!habitat.!Remember!to!pay!close!attention!to!the!adaptations!of!your!animal.!These!adaptations!help!your!animal!live!within!their!environment.!Also,!you!will!use!your!research!to!care!for!the!animal.!Therefore,!it!is!extremely!important!that!during!your!research!you!pay!close!attention!to!facts!regarding!your!animal’s!description,!habitat,!life!cycle!and!food!chain.!Make!sure!you!find!out!some!interesting!facts!about!your!animal!that!you!can!share!with!visitors.!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!For!Reading!and!Writing!in!Each!Module!

TN Language!!L!1>!Demonstrate!command!of!the!conventions!of!standard!English!grammar!and!usage!when!writing!or!speaking.!!d.!Order!adjectives!within!sentences!according!to!conventional!patterns!(e.g.,!a!small!red!bag!rather!than!a!red!small!bag).!f.!Produce!complete!sentences,!recognizing!and!correcting!inappropriate!fragments!and!run"ons.!L!2>Demonstrate!command!of!the!conventions!of!standard!English!capitalization,!punctuation,!and!spelling!when!writing.!!a.!Use!correct!capitalization!!c.!Use!a!comma!before!a!coordinating!conjunction!in!a!compound!sentence.!!d.!Spell!grade"appropriate!words!correctly,!consulting!references!as!needed.!

Standard!1>Language!SPI!0401.1.8!Identify!correctly!spelled!words!in!context.!SPI!401.1.1!Identify!the!correct!use!of!nouns!(i.e.!common,!proper,!plurals,!possessives).!SPI!0401.1.2!Identify!correct!use!of!verbs!(agreement,!tenses,!action,!linking)!within!context.!!SPI!0401.1.9!Choose!the!correct!from!of!plurals,!contractions!and!possessives!within!context.!

Language!Conventions!• Explain!the!functions!of!designated!

words!in!sentences!(e.g.,!explain!why!a!particular!word!is!a!noun!and!one!sentence!but!a!verb!in!another)!!(all)!

• Identify!and!correct!fragments!and!run"on!sentences!!

• Discuss!how!an!author’s!use!of!adjectives!enhances!the!writing!

• Use!multiple!adjectives!in!personal!writing!


Language!Conventions:!Nouns!(singular!and!plural,!possessives,!common!and!proper!nouns),!verbs!(action,!linking),!capitalization!!!Performance!Assessments!• Use!of!language!conventions!in!

daily/weekly!writing!• Teacher"made!or!district!made!

common!assessments!in!PACC!format.!

! !L!4"Determine!or!clarify!the!meaning!of!unknown!and!multiple"meaning!words!and!phrases!based!on!grade!4!reading!and!content,!choosing!flexibly!from!a!range!of!strategies.!!a.!Use!context!(e.g.,!definitions,!examples,!or!restatements!in!text)!as!a!clue!to!the!meaning!of!a!word!or!phrase.!!b.!Use!common,!grade"appropriate!Greek!and!Latin!affixes!and!roots!as!clues!to!the!meaning!of!a!word!(e.g.,!telegraph,!photograph,!autograph).!!L!5>Use!knowledge!of!language!and!its!conventions!when!writing,!speaking,!reading,!or!listening.!a.!Choose!words!and!phrases!to!convey!ideas!precisely.!b.!Choose!punctuation!for!effect.!L!6> Acquire!and!use!accurately!grade"appropriate!general!academic!and!domain"specific!words!and!phrases,!including!those!that!signal!precise!actions,!emotions,!or!states!of!being!(e.g.,!quizzed,!whined,!stammered)!and!that!are!basic!to!a!particular!topic!(e.g.,!wildlife,!conservation,!and!endangered!when!

Standard!1>Language!SPI!0401.1.4!Use!prefixes,!suffixes,!and!root!words!as!aids!in!determining!meaning!within!context.!SPI!0401.1.8!Identify!correctly!or!incorrectly!spelled!words!in!context.!SPI!0401.1.13!Recognize!and!use!grade!appropriate!vocabulary!within!context.!SPI!401.1.16!Determine!the!meaning!of!unfamiliar!words/multiple"meaning!words!using!context!clues,!dictionaries!and!glossaries.!!

Vocabulary!• !Read!and!understand!words!with!

prefixes/suffixes.!• Use!the!dictionary!or!glossary!to!

confirm!the!meaning!of!multiple!meaning!words!in!context.!

• Identify!and!use!synonyms!to!determine!the!meanings!of!unfamiliar!words.!

• Use!context!clues!to!determine!the!meanings!of!unfamiliar!words!and!academic!language.!

• Discuss!and!author’s!use!of!dialect!and!informal!language.!

Vocabulary!Strategies:!Word!structure,!prefixes,!suffixes,!root!words,!multi"meaning!words,!dictionary/glossary!!Performance!Assessments!• Oral!report!on!ocean!animal’s!

habitat,!adaptations,!and!food!chain!

• Teacher"made!rubric!for!oral!report!presentation!

• Teacher"made!or!district!common!assessments!in!PARCC format.!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!discussing!animal!preservation).!

! TN Speaking!and!Listening!!SL!1>!Engage!effectively!in!a!range!of!collaborative!discussions!(one"on"one,!in!groups,!and!teacher"!led)!with!diverse!partners!on!grade!4!topics!and!texts,!building!on!others’!ideas!and!expressing!their!own!clearly.!!a.!Come!to!discussions!prepared,!having!read!or!studied!required!material;!explicitly!draw!on!that!preparation!and!other!information!known!about!the!topic!to!explore!ideas!under!discussion.!!b.!Follow!agreed"upon!rules!for!discussions!and!carry!out!assigned!roles.!!SL!2"Paraphrase!portions!of!a!text!read!aloud!or!information!presented!in!diverse!media!and!formats,!including!visually,!quantitatively,!and!orally.!!SL!4>!Report!on!a!topic!or!text,!tell!a!story,!or!recount!an!experience!in!an!organized!manner,!using!appropriate!facts!and!relevant,!descriptive!details!to!support!main!ideas!or!themes;!speak!clearly!at!an!understandable!pace.!!SL!6>!Differentiate!between!contexts!that!call!for!formal!English!(e.g.,!presenting!ideas)!and!situations!where!informal!discourse!is!appropriate!(e.g.,!small"group!discussion);!use!formal!English!when!appropriate!to!task!and!situation!

Standard!2>Communication!SPI!0401.2.2!Given!a!list!of!interactive!behaviors!(i.e.,!taking!turns,!behaving!courteously,!not!interrupting,!listening,!remaining!on!task),!identify!those!that!are!appropriate!(or!inappropriate)!for!group!activities.!!!

Speaking!and!Listening!• Participate!actively!in!class!





Speaking!and!Listening:!Group!behaviors,!classroom!routines!and!procedures,!collaborative!conversations,!oral!presentation!!Performance!Assessments!• Teacher!observation!• Teacher"made!rubric!for!oral!

presentation!

Reading!Foundational!Skills! TN Reading!Foundational!Skills!RF!3"Know!and!apply!grade"level!phonics!and!word!analysis!skills!in!decoding!words.!a.!Use!combined!knowledge!of!all!letter"sound!correspondences,!syllabication!patterns,!and!morphology!(e.g.,!roots!and!affixes)!to!read!accurately!unfamiliar!multisyllabic!words!in!context!and!out!of!context.!!RF!4"Read!with!sufficient!accuracy!and!fluency!to!support!comprehension.!!a.!Read!on"level!text!with!purpose!and!understanding.!

Standard!1>Language!SPI!0401.1.8!Identify!correctly!or!incorrectly!spelled!words!in!context.!!SPI!0401.1.15!Identify!grade!level!compound!words,!contractions,!and!common!abbreviations!within!context.!!Standard!8>Literature!√ 0401.8.5"Read!with!fluency!from!a!


!




Word!study!and!spelling:!Homophones,!Compound!Words!!Performance!Assessments:!• Oral!reading!fluency!

checks/running!records!• Spelling!of!grade!appropriate!words!

in!daily/weekly!writing!!Fluency:!Current!goal!of!105"110!WCPM!!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!b.!Read!on"level!prose!and!poetry!orally!with!accuracy,!appropriate!rate,!and!expression!on!successive!readings.!c.!Use!context!to!confirm!or!self"correct!word!recognition!and!understanding,!rereading!as!necessary.!

!!

!


Curriculum Map Subject English Language Arts Grade 4 3rd Nine Weeks

! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!Weeks!1>3! ! ! ! !Essential)Questions:)What%does%it%takes%to%achieve%our%goal%and%dreams?%Why%is%it%important%to%compare%and%contrast%information%from%two%or%more%sources%on%the%same%topic?%%How%do%I%use%a%graphic%

organizer%to%plan%and%complete%a%compare/contrast%paper?%Why%do%writers%write%stories%from%their%lives?)Reading!Complex!Texts! TN Literature!!

RL!3"Describe!in!depth!a!character,!setting,!or!event!in!a!story!or!drama,!drawing!on!specific!details!in!the!text!(e.g.,!a!character’s!thoughts,!words,!or!actions).!RL!6>!Compare!and!contrast!the!point!of!view!from!which!different!stories!are!narrated,!including!the!difference!between!first"!and!third"person!narrations.!!TN Informational!Text!RI!2>!Determine!the!main!idea!of!a!text!and!explain!how!it!is!supported!by!key!details;!summarize!the!text.!RI!3>!Determine!the!main!idea!of!a!text!and!explain!how!it!is!supported!by!key!details;!summarize!the!text!RI!4>!Determine!the!meaning!of!general!academic!and!domain"specific!words!or!phrases!in!a!text!relevant!to!a!grade!4!topic!for!subject!area.!RI!5>Describe!the!overall!structure!(e.g.,!chronology,!comparison,!cause/effect,!problem/solution)!of!events,!ideas,!concepts,!or!information!in!a!text!or!part!of!a!text.!RI!6"Compare!and!contrast!a!firsthand!and!secondhand!account!of!the!same!event!or!topic;!describe!the!differences!in!focus!and!the!information!provided.!RI!7"Interpret!information!presented!visually,!orally,!or!quantitatively!(e.g.,!in!charts,!graphs,!diagrams,!time!lines,!animations,!or!interactive!elements!on!Web!pages)!and!explain!how!the!information!contributes!to!an!understanding!of!the!text!in!which!it!appears.!!

Standard!5>Logic!SPI!0401.5.1!Locate!information!to!support!opinions,!predictions,!and!conclusions.!SPI!0401.5.2!Recognize!cause"effect!relationships!within!context.!!Standard!6>Informational!Text!SPI!0401.6.2!Identify!the!stated!main!idea!and!supporting!details!in!text.!SPI!0401.6.4!Use!headings,!graphics,!and!captions!to!make!meaning!from!text.!SPI!0401.6.5!Interpret!information!using!a!chart,!map,!or!timeline.!SPI!0401.6.6!Use!available!text!features!(e.g.,!graphics!and!illustrations)!to!make!meaning!from!text.!!Standard!7>Media!!SPI!0401.7.2!Identify!the!main!idea!in!a!visual!image.!!Standard!8>Literature!SPI!0401.8.3!Determine!the!problem!in!a!story!and!recognize!its!solution.!!

Literature!• Compare!and!contrast!information!

and!ideas!• Use!comparison!and!contrast!to!

make!predictions!• Identify!clue!words!that!signal!

compare!and!contrast!text!structure!

• Visualize!to!compare!and!contrast!• Compare!and!contrast!information!

across!texts!• Compare!and!contrast!modern!

research!tools!and!techniques!with!those!from!the!story.!

• Locate!evidence!in!the!story!to!confirm!or!reject!predictions!

• Identify!the!problem!in!a!story!and!tell!how!it!is!solved!

• Describe!characters!using!details!from!the!story!

• Interpret!graphic!sources!• Ask!questions!about!graphic!

sources!to!help!with!understanding!• Determine!the!main!idea!and!

supporting!details!of!a!text!• Identify!the!main!idea!of!a!visual!• Use!the!features!of!a!search!engine!

to!read!an!online!article!!• Determine!cause!and!effect.!• Ask!and!answer!questions!about!a!

story.!• !Discuss!the!point!of!view!from!

which!a!story!is!written.!• Compare!and!contrast!different!

points!of!view.!!

Comprehension!skills:!!!Compare/Contrast,!Graphic!Sources,!Main!Idea,!!and!Cause!and!Effect!!Comprehension!strategies:!Predict,!!Visualize,!Ask!questions,!Monitor!and!Fix"up,!Answer!Questions!!Text!Selections—Short!Pieces:!Houdini)Box!(see!Boston)!Seeker)of)Knowledge)(See!Boston)!Lewis)and)Clark)and)Me)))Paired!selection:%%Lewis)&)Clark:)Journey)into)the)unknown:)A)group)of)daring)explorers)headed)west)from)Missouri)nearly)200)years)ago.)Their)journey)would)change)the)U.S.)forever-online!magazine!article)(See!Kids!Info!Bits;!Tennessee!Electronic!Library))!Additional!Performance!Assessments:!• Teacher"made!or!district!

common!assessments!in!PARRC!format!(all)!


• Written!summary!of!a!“close!read”!text!or!texts,!drawing!on!specific!details!from!the!text!(RL3).!

• Houdini%Box!Performance!Assessment.!Describe!how!Victor’s!feelings!toward!magic!and!Harry!Houdini!change!over!time.!Be!sure!to!use!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!evidence!from!the!text!to!support!your!ideas.!(See!Boston)!

Writing!to!Texts! TN Writing!!W!1>!Write!opinion!pieces!on!topics!or!texts,!supporting!a!point!of!view!with!reasons!and!information.!a.!Introduce!a!topic!or!text!clearly,!state!an!opinion,!and!create!an!organizational!structure!in!which!related!ideas!are!grouped!to!support!the!writer’s!purpose.!!b.!Provide!reasons!that!are!supported!by!facts!and!details.!c.!Link!opinion!and!reasons!using!words!and!phrases!(e.g.,!for!instance,!in!order!to,!in!addition).!d.!Provide!a!concluding!statement!or!section!related!to!the!opinion!presented.!!W!2>!Write!informative/explanatory!texts!to!examine!a!topic!and!convey!ideas!and!information!clearly.!a.!Introduce!a!topic!clearly!and!group!related!information!in!paragraphs!and!sections;!include!formatting!(e.g.,!headings),!illustrations,!and!multimedia!when!useful!to!aiding!comprehension.!b.!Develop!the!topic!with!facts,!definitions,!concrete!details,!quotations,!or!other!information!and!examples!related!to!the!topic.!c.!Link!ideas!within!categories!of!information!using!words!and!phrases!(e.g.,!another,!for!example,!also,!because).!d.!Use!precise!language!and!domain"specific!vocabulary!to!inform!about!or!explain!the!topic.!e.!Provide!a!concluding!statement!or!section!related!to!the!information!or!explanation!presented.!!W!5>!With!guidance!and!support!from!peers!and!adults,!develop!and!strengthen!writing!as!

Standard!3>Writing!!SPI!0401.3.2!Identify!the!audience!for!which!a!text!is!written.!SPI!0401.3.3!Choose!a!topic!sentence!for!a!paragraph.!SPI!0401.3.4!Select!details!that!support!a!topic!sentence.!SPI!0401.3.5!Rearrange!sentences!to!form!a!sequential,!coherent!paragraph.!SPI!0401.3.6!Choose!the!supporting!sentence!that!best!fits!the!context!and!flow!of!ideas!in!a!paragraph.!SPI!0401.3.7!Identify!sentences!irrelevant!to!a!paragraph’s!theme!or!flow.!SPI!0401.3.8!Select!appropriate!time"order!or!transitional!words!to!enhance!the!flow!of!a!writing!sample!!!!

Writing!• Express!an!opinion!in!writing.!• Support!an!opinion!with!details!

from!the!text.!• Cite!evidence!from!the!text!to!

support!my!response!• Write!a!comparison!and!contrast!

paper!• Cite!evidence!from!the!texts!to!

support!key!points!!

Routine!Writing!• Two!column!notes!• Story!Summaries!• Constructed!Responses!to!

teacher!questions!• Explanations!of!processes!(e.g.!

a!science!experiment,!learning!log)!!

Analyses:!Write!an!opinion!paper!to!answer!the!following!question:!Did!Victor!learn!the!secrets!of!Houdini’s!tricks?!Why!do!you!think!as!you!do?!Support!your!answer!with!details!from!the!story.!!Write!an!explanatory!paper!comparing!and!contrasting!hieroglyphics!and!rebuses.!Include!evidence!from!both!texts!to!support!your!response.!!!!!!!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!needed!by!planning,!revising,!and!editing.!

Research!Project! No!Research!Project!this!3!week!period! ! ! !TN Language!!L!1"Demonstrate!command!of!the!conventions!of!standard!English!grammar!and!usage!when!speaking!or!writing.!a.!Use!relative!pronouns!(who,!whose,!whom,!which,!that)!and!relative!adverbs!(where,!when,!why).!!

Standard!1>Language!SPI!401.1.1"Identify!the!correct!use!of!nouns!(i.e.!common!and!proper,!plurals,!possessives)!and!pronouns!(i.e.,!subject,!object,!and!agreement)!within!context.!SPI!0401.1.9"Choose!the!correct!from!of!plurals,!contractions!and!possessives!within!context.!!

Language!Conventions!• Define!and!identify!singular!and!

plural!pronouns!• Use!singular!and!plural!pronouns!

correctly!in!writing!• Edit!writing!for!errors!in!grammar,!

usage,!and!mechanics!• Define!and!identify!subject!and!

object!pronouns!• Use!subject!and!object!pronouns!

correctly!when!writing!• Define!and!identify!possessive!

pronouns!!• Determine!which!possessive!

pronouns!are!used!before!nouns!and!which!ones!stand!alone!

• Use!possessive!pronouns!correctly!in!writing!

• Use!relative!pronouns!correctly!when!speaking!and!writing!

Language!Conventions:!!• Singular!and!plural!pronouns!• Subject!and!object!pronouns!• Pronouns!and!antecedents!• Sentence!fragments!!• Possessive!pronouns!• Relative!pronouns!!Performance!Assessments!• Use!of!language!conventions!

in!daily/weekly!writing!• Teacher"made!or!district!

common!assessments!in!PARCC format!

!!


L!4>!Determine!or!clarify!the!meaning!of!unknown!and!multiple"meaning!words!and!phrases!based!on!grade!4!reading!and!content,!choosing!flexibly!from!a!range!of!strategies.!a.!Use!context!(e.g.,!definitions,!examples,!or!restatements!in!text)!as!a!clue!to!the!meaning!of!a!word!or!phrase.!L!5>!Demonstrate!understanding!of!figurative!language,!word!relationships,!and!nuances!in!word!meanings.!a.!Use!context!(e.g.,!definitions,!examples,!or!restatements!in!text)!as!a!clue!to!the!meaning!of!a!word!or!phrase.!b.!Use!common,!grade"appropriate!Greek!and!Latin!affixes!and!roots!as!clues!to!the!meaning!of!a!word!(e.g.,!telegraph,!photograph,!autograph)!c.!Demonstrate!understanding!of!words!by!relating!them!to!their!opposites!(antonyms)!and!to!words!with!similar!but!not!identical!

Standard!1>Language!SPI!0401.1.12!Select!appropriate!antonyms,!synonyms,!and!homonyms!within!context.!SPI!0401.1.14!Use!prefixes,!suffixes,!and!root!words!as!aids!in!determining!meaning!within!context.!SPI!0401.1.16!Determine!the!meaning!of!unfamiliar!words!using!context!clues,!dictionaries,!and!glossaries.!!Standard!5>Logic!SPI!0401.5.4!Choose!a!logical!word!to!complete!an!analogy!using!synonyms!and!antonyms.!!!!!!!

Vocabulary!• Use!context!clues!to!determine!the!

meanings!of!unfamiliar!words!• Use!synonyms!and!antonyms!as!

context!clues!• Use!synonyms!and!antonyms!to!

complete!analogies!• Determine!the!meanings!of!

multiple!meaning!words!in!context!• Use!knowledge!of!Greek!and!Latin!

roots!to!determine!the!meaning!of!unfamiliar!words!

Vocabulary!strategies:!!!Context!clues!for!synonyms!and!antonyms,!Analogies,!Context!clues!for!multiple"meaning!words,!Word!structure!for!Greek!and!Latin!roots!!!!!Performance!Assessments!• Teacher!Observation!• Teacher"made!or!district!




! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!meanings!(synonyms).! !!TN Speaking!and!Listening!!!SL!1>!Engage!effectively!in!a!range!of!collaborative!discussions!(one"on"one,!in!groups,!and!teacher"!led)!with!diverse!partners!on!grade!4!topics!and!texts,!building!on!others’!ideas!and!expressing!their!own!clearly.!!a.!Come!to!discussions!prepared,!having!read!or!studied!required!material;!explicitly!draw!on!that!preparation!and!other!information!known!about!the!topic!to!explore!ideas!under!discussion.!!b.!Follow!agreed"upon!rules!for!discussions!and!carry!out!assigned!roles.!!c.!Pose!and!respond!to!specific!questions!to!clarify!or!follow!up!on!information,!and!make!comments!that!contribute!to!the!discussion!and!link!to!the!remarks!of!others.!d.!Review!the!key!ideas!expressed!and!explain!their!own!ideas!and!understanding!in!light!of!the!discussion.!SL!2"Paraphrase!portions!of!a!text!read!aloud!or!information!presented!in!diverse!media!and!formats,!including!visually,!quantitatively,!and!orally.!!SL!6>!Differentiate!between!contexts!that!call!for!formal!English!(e.g.,!presenting!ideas)!and!situations!where!informal!discourse!is!appropriate!(e.g.,!small"group!discussion);!use!formal!English!when!appropriate!to!task!and!situation.!

Standard!2>Communication!SPI!0401.2.2"Given!a!list!of!interactive!behaviors!(i.e.,!taking!turns,!behaving!courteously,!not!interrupting,!listening,!remaining!on!task)!identify!those!that!are!appropriate!(or!inappropriate)!for!group!activities.!

!

TN Speaking!and!Listening!• Participate!actively!in!large!and!

small!group!discussions!!• Follow!established!rules!for!group!

behavior!• Assume!a!specific!role!(e.g.,!leader,!

reporter)!in!a!small!group!activity!!!

Speaking!and!Listening:!Cooperative!learning/small!group!activities,!Continuation!of!rules!and!procedures!for!Responsive!Classrooms!!Performance!Assessments!• Teacher!observation!• Teacher"made!rubric!for!oral!

presentation!

Reading!Foundational!Skills! TN Reading!Foundational!Skills!RF!3>Know!and!apply!grade"level!phonics!and!word!analysis!skills!in!decoding!words.!a.!Use!combined!knowledge!of!all!letter" sound!correspondences,!syllabication!patterns,!and!morphology!(e.g.,!roots!and!affixes)!to!read!accurately!unfamiliar!multisyllabic!words!in!context!and!out!of!context.!RF!4"Read!with!sufficient!accuracy!and!fluency!to!support!comprehension!

Standard!1>Language!SPI!0401.1.8!Identify!correctly!or!incorrectly!spelled!words!in!context.!SPI!0401.1.9!Choose!the!correct!formation!of!plurals,!contractions,!and!possessives!within!context.!!Standard!8>Literature!√ 0401.8.5!Read!with!fluency!from!a!

variety!of!texts!(e.g.,!poetry,!drama,!current!events,!!novels)!

Reading!Foundational!Skills!• Read,!write,!and!spell!words!with!

contractions!• Read!grade!level!text!accurately!

with!expression!and!at!an!appropriate!rate!

• Use!emotion!when!reading!aloud!• Read,!write,!and!spell!words!with!

final!le,!al.!and!en!• Read,!write,!and!spell!words!with!

consonant!sounds!/j/,!/ks/,!and!

Word!study!and!spelling:!!Contractions,!Final!le,!al,!en,!Consonants!/j/,!/ks/,!and!/kw/!!!Performance!Assessments:!Oral!reading!fluency!checks/running!records,!Spelling!of!grade!appropriate!words!in!daily/weekly!writing!!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!a.!Read!on"level!text!with!purpose!and!understanding.!!b.!Read!on"level!prose!and!poetry!orally!with!accuracy,!appropriate!rate,!and!expression!on!successive!readings.!c.!Use!context!to!confirm!or!self"correct!word!recognition!and!understanding,!rereading!as!necessary.!

/kw/!• Use!appropriate!phrasing!when!

reading!aloud!• Read,!write,!and!spell!words!with!

final!er%and!ar%• Use!appropriate!stress!and!

emphasis!when!reading!aloud!• Read,!write,!and!spell!words!with!

final!le,%al,!and!en!

Fluency:!Current!goal!of!110"120!with!expression!and!understanding!!

Weeks!4>6! ! ! ! !Essential)Questions:)Does%living%mean%constant%change?%Should%people%live%forever?%Should%everyone%who%commits%a%crime%be%punished?%Do%your%actions%determine%your%fate?%Does%every%choice%have%a%

consequence?%How%does%setting%affect%plot?%

Reading!Complex!Texts) TN Literature!!RL!1>Refer!to!details!and!examples!in!a!text!when!explaining!what!the!text!says!explicitly!and!when!drawing!inferences!from!the!text.!!RL!2>Determine!a!theme!of!a!story,!drama,!or!poem!from!details!in!the!text;!summarize!the!text.!!RL!3"Describe!in!depth!a!character,!setting,!or!event!in!a!story!or!drama,!drawing!on!specific!details!in!the!text!(e.g.,!a!character’s!thoughts,!words,!or!actions).!!RL!5>!Describe!the!overall!structure!(e.g.,!chronology,!comparison,!cause/effect,!problem/solution)!of!events,!ideas,!concepts,!or!information!in!a!text!or!part!of!a!text.!RL!6>!Compare!and!contrast!the!point!of!view!from!which!different!stories!are!narrated,!including!the!difference!between!first"!and!third"person!narrations.!!RL!10>!By!the!end!of!the!year,!read!and!comprehend!literature,!including!stories,!dramas,!and!poetry,!in!the!grades!4–5!text!complexity!band!proficiently,!with!scaffolding!as!needed!at!the!high!end!of!the!range.!!!

Standard!5>Logic!!SPI!0401.5.1!Locate!information!to!support!opinions,!predictions,!and!conclusions.!!SPI!0401.5.2!Recognize!cause"effect!relationships!within!context.!!SPI!0401.5.5!Make!inferences!and!draw!appropriate!conclusions!from!text.!SPI!0401.5.6!Indicate!the!sequence!of!events!in!text.!!Standard!6>Informational!Text!SPI!0401.6.5"Interpret!information!using!a!chart,!map!or!timeline!!!Standard!8>Literature!√ 0401.8.5"Read!with!fluency!from!a!


TN Literature!!• Determine!the!sequence!of!events!

in!a!story!!• Describe!a!character!in!detail!!• Discuss!the!setting!and!plot!in!

detail!• Discuss!the!influence!of!setting!on!

plot!and!characters!!• Use!story!structure!to!make!

meaning!!• Discuss!point!of!view!!• Determine!cause/effect!

relationships!within!the!text!• Compare!and!Contrast!throughout!

the!text!• Identify!fact/opinions!throughout!

the!text!• Use!graphic!organizers!to!derive!








Comprehension!skills:!Compare!and!contrast,!plot!character,!generalize,!setting,!graphic!sources,!main!idea!!Comprehension!strategies:!predict,!visualize,!monitor!and!fix" up,!ask!questions,!prior!knowledge! !Extended!Text:!Literature!Weeks!4>6,!Tuck)Everlasting!by!Natalie!Babbitt!!Focus!Standards:!RL1,!RL2,!RL3,!RL4,!RL6,!RL!10,!W2,!W3,!W4!%

Or:!Teachers!may!substitute!an!equally!complex!extended!work!of!informational!text!if!the!substituted!text!better!suits!the!needs!of!their!students!and!allows!them!to!address!the!same!standards.!See!Appendix!B!of!the!TNSS!for!suggestions.!!See!TNSS!performance!task!for!Tuck%Everlasting!under!“Writing”.! !Additional!Performance!Assessments:!

• Written!summary!of!a!“fresh!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!• Compare!and!contrast!information!

and!ideas!• Use!comparison!and!contrast!to!

make!predictions!• Locate!evidence!in!the!story!to!

confirm!or!reject!predictions!• Identify!the!problem!in!a!story!and!

tell!how!it!is!solved!• Describe!characters!using!details!

from!the!story!• Recognize!first!person!point!of!view!• Retell!a!story!in!a!sequential!order!

using!clue!words!and!phrases!to!assist!with!the!order!

read”!text!or!texts,!drawing!on!specific!details!from!the!text!(RL1,!RL!2,!RI!1)!




Writing!to!Texts! TN Writing!W!1>!Write!opinion!pieces!on!topics!or!texts,!supporting!a!point!of!view!with!reasons!and!information.!a.!Introduce!a!topic!or!text!clearly,!state!an!opinion,!and!create!an!organizational!structure!in!which!related!ideas!are!grouped!to!support!the!writer’s!purpose.!!b.!Provide!reasons!that!are!supported!by!facts!and!details.!c.!Link!opinion!and!reasons!using!words!and!phrases!(e.g.,!for!instance,!in!order!to,!in!addition).!d.!Provide!a!concluding!statement!or!section!related!to!the!opinion!presented.!W!5>With!guidance!and!support!from!peers!and!adults,!develop!and!strengthen!writing!as!needed!by!planning,!revising,!and!editing.!W!6>With!some!guidance!and!support!from!adults,!use!technology,!including!the!Internet,!to!produce!and!publish!writing!as!well!as!to!interact!and!collaborate!with!others;!demonstrate!sufficient!command!of!keyboarding!skills!to!type!a!minimum!of!one!page!in!a!single!sitting.!W!9>!Draw!evidence!from!literary!or!informational!texts!to!support!analysis,!reflection,!and!research.!a.!Apply!grade!4!Reading!standards!to!

Standard!3>Writing!!SPI!0401.3.3!Choose!a!topic!sentence!for!a!paragraph.!!SPI!0401.3.4!Select!details!that!support!a!topic!sentence.!SPI!0401.3.5!Rearrange!sentences!to!form!a!sequential,!coherent!paragraph.!!SPI!0401.3.6!Choose!the!supporting!sentence!that!best!fits!the!context!and!flow!of!ideas!in!a!paragraph.!!SPI!0401.3.7!Identify!sentences!irrelevant!to!a!paragraph’s!theme!or!flow.!!


support!key!points!!• Edit!and!revise!own!writing!!• Edit,!revise,!and!publish!a!friendly!

letter!• Write!in!response!to!literature!• Cite!evidence!from!the!text!to!

support!key!points!• Use!technology!to!prepare!and!

present!writing!!

Routine!Writing!• Two!column!notes!• Chapter!summaries!• Constructed!responses!to!

teacher!questions!• Rewriting!a!scene!from!a!

different!!point!of!view!!Analysis:!Narrative!In!the!novel!Tuck%Everlasting,!notice!how!the!weather!changes!as!the!story's!plot!intensifies.!Write!a!story!(narrative)!that!uses!the!weather!in!a!similar!way.!Highlight!the!places!in!your!narrative!where!you!referenced!the!weather!and!its!impact!on!the!plot's!intensity.!!!Analysis:!Explanatory!After!reading!Natalie!Babbitt’s!Tuck!Everlasting,!write!an!essay!describing!in!depth!the!idyllic!setting!of!the!story,!drawing!on!specific!details!in!the!text,!from!the!color!of!the!sky!to!the!sounds!of!the!pond,!to!describe!the!scene.!!Optional:!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!literature!(e.g.,!“Describe!in!depth!a!character,!setting,!or!event!in!a!story!or!drama,!drawing!on!specific!details!in!the!text![e.g.,!a!character’s!thoughts,!words,!or!actions].”).!

Informational/Descriptive!Create!a!travel!brochure!for!Treegap!at!one!particular!point!during!the!story.!!!Include!unique!details!from!the!text!to!add!interest!to!your!brochure.!!Use!desktop!publishing!software!to!add!interest!to!your!brochure.!!

Research!Project! No!Research!Project!this!3!week!period! ! ! !For!Reading!and!Writing!in!Each!Module!

TN Language!!L!1>!Demonstrate!command!of!the!conventions!of!standard!English!grammar!and!usage!when!writing!or!speaking.!g.!Correctly!use!frequently!confused!words!(e.g.,!to,!too,!two;!there,!their).*!L!2>!Demonstrate!command!of!the!conventions!of!standard!English!capitalization,!punctuation,!and!spelling!when!writing.!a.!Capitalize!holidays,!product!names,!and!geographic!names.!b.!Use!commas!in!greetings!and!closings!of!letters.!c.!Use!an!apostrophe!to!form!contractions!and!frequently!occurring!possessives.!L!3>!Use!knowledge!of!language!and!its!conventions!when!writing,!speaking,!reading,!or!listening.!c.!Differentiate!between!contexts!that!call!for!formal!English!(e.g.,!presenting!ideas)!and!situations!where!informal!discourse!is!appropriate!(e.g.,!small"group!discussion).!

Standard!1>Language!SPI!0401.1.7!Recognize!usage!errors!occurring!within!context!(i.e.,!double!negatives,!troublesome!words:!to/too!/two,!their/there/they’re,!its/it’s).!SPI!0401.1.9!Choose!the!correct!formation!of!plurals,!contractions,!and!possessives!within!context.!SPI!0401.1.16!Determine!the!meaning!of!unfamiliar!words!using!context!clues,!dictionaries,!and!glossaries.!

Language!Conventions!•Define!and!identify!contractions!and!negatives!•Form!contractions!and!negatives!correctly!!•Use!contractions!and!negatives!when!writing!!•Understand!when!it!is!not!!appropriate!to!use!contractions!in!writing!!!

Language!Conventions:!Contractions!and!negatives,!frequently!confused!words!!!Performance!Assessments!• Use!of!language!conventions!



!!

! L!4.!Determine!or!clarify!the!meaning!of!unknown!and!multiple"meaning!words!and!phrases!based!on!grade!4!reading!and!content,!choosing!flexibly!from!a!range!of!strategies.!a.!Use!context!(e.g.,!definitions,!examples,!or!restatements!in!text)!as!a!clue!to!the!meaning!of!a!word!or!phrase.!b.!Use!common,!grade"appropriate!Greek!and!Latin!affixes!and!roots!as!clues!to!the!

Standard!1>Language!SPI!0401.1.12!Select!appropriate!antonyms,!synonyms,!and!homonyms!within!context.!SPI!0401.1.14!Use!prefixes,!suffixes,!and!root!words!as!aids!in!determining!meaning!within!context.!SPI!0401.1.16!Determine!the!meaning!of!unfamiliar!words!using!context!clues,!dictionaries,!and!glossaries.!





• Use!context!clues!to!determine!the!

Vocabulary!Strategies!and!Skills:!!Multiple!meaning!words,!context!clues,!dictionary/glossary,!dialect,!context!clues!for!synonyms!and!antonyms,!analogies,!dictionaries/!glossary,!word!structure!!Performance!Assessments!• Teacher!observation!• Teacher"made!or!district!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!meaning!of!a!word!(e.g.,!telegraph,!photograph,!autograph).!c.!Consult!reference!materials!(e.g.,!dictionaries,!glossaries,!thesauruses),!both!print!and!digital,!to!find!the!pronunciation!and!determine!or!clarify!the!precise!meaning!of!key!words!and!phrases.!L!5"!Demonstrate!understanding!of!figurative!language,!word!relationships,!and!nuances!in!word!meanings.!c.!Demonstrate!understanding!of!words!by!relating!them!to!their!opposites!(antonyms)!and!to!words!with!similar!but!not!identical!meanings!(synonyms).!!

!Standard!5>Logic!SPI!0401.5.4!Choose!a!logical!word!to!complete!an!analogy!using!synonyms!and!antonyms.!

meanings!of!unfamiliar!words!and!academic!language!!


• Use!synonyms!and!antonyms!to!determine!the!meanings!of!unfamiliar!words!in!context!

• Use!synonyms!and!antonyms!as!context!clues!

• Use!synonyms!and!antonyms!to!complete!analogies!

common!assessments!in!PARCC format!!

! TN Speaking!and!Listening!!SL!1>!Engage!effectively!in!a!range!of!collaborative!discussions!(one"on"one,!in!groups,!and!teacher"!led)!with!diverse!partners!on!grade!4!topics!and!texts,!building!on!others’!ideas!and!expressing!their!own!clearly.!!a.!Come!to!discussions!prepared,!having!read!or!studied!required!material;!explicitly!draw!on!that!preparation!and!other!information!known!about!the!topic!to!explore!ideas!under!discussion.!b.!Follow!agreed"upon!rules!for!discussions!and!carry!out!assigned!roles.!!SL!2"Paraphrase!portions!of!a!text!read!aloud!or!information!presented!in!diverse!media!and!formats,!including!visually,!quantitatively,!and!orally.!!SL!6>!Differentiate!between!contexts!that!call!for!formal!English!(e.g.,!presenting!ideas)!and!situations!where!informal!discourse!is!appropriate!(e.g.,!small"group!discussion);!use!formal!English!when!appropriate!to!task!and!situation.!!


!






Speaking!and!Listening:!Group!behaviors,!classroom!routines!and!procedures,!collaborative!conversations!!Performance!Assessments!• Teacher!observation!

!

Reading!Foundational!Skills! TN Reading!Foundational!Skills!RF!3"Know!and!apply!grade"level!phonics!and!word!analysis!skills!in!decoding!words.!a.!Use!combined!knowledge!of!all!letter"

Standard!1>Language!SPI!0401.1.8!Identify!correctly!or!incorrectly!spelled!words!in!context.!SPI!0401.1.9!Choose!the!correct!

Reading!Foundational!Skills!• !Read,!write,!and!spell!words!with!

prefixes!un",!dis",!and!in"!!• Read!grade!level!text!accurately!

Word!study!and!spelling:!!Prefixes!un",!dis",!in"!Contractions!Final!le,!al,!en!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!sound!correspondences,!syllabication!patterns,!and!morphology!(e.g.,!roots!and!affixes)!to!read!accurately!unfamiliar!multisyllabic!words!in!context!and!out!of!context.!!RF!4"Read!with!sufficient!accuracy!and!fluency!to!support!comprehension.!!a.!Read!on"level!text!with!purpose!and!understanding.!b.!Read!on"level!prose!and!poetry!orally!with!accuracy,!appropriate!rate,!and!expression!on!successive!readings.!c.!Use!context!to!confirm!or!self"correct!word!recognition!and!understanding,!rereading!as!necessary.!

formation!of!plurals,!contractions,!and!possessives!within!context.!!!Standard!8>Literature!√ 0401.8.5!Read!with!fluency!from!a!

variety!of!texts!(e.g.,!poetry,!drama,!current!events,!and!novels).!

with!expression!and!at!an!appropriate!rate!

• Use!expression!when!reading!dialogue!

• Read,!write,!and!spell!words!with:!contractions,!final!le,!al,!an,!er,!ar,!and!consonants!/j/,!/ks/,!/kw/!

!Read!grade!level!text!accurately!with!expression!and!at!an!appropriate!rate!

Final!er,!ar!Consonants!/j/,!/ks/,!/kw/!!Performance!Assessments:!Oral!reading!fluency!checks/running!records,!Spelling!of!grade!appropriate!words!in!daily/weekly!writing!!Fluency:!Current!goal!of!110"120!WCPM!;!characterization/dialogue!

Weeks!7>9! ! ! ! !Essential)Questions:)What%does%it%takes%to%achieve%our%goal%and%dreams?%How%can%figure%out%if%something%is%a%cause%or%an%effect?%How%can%we%figure%out%which%meaning%is%used%for%a%word%that%has%more%

than%one%definition?%Why%is%it%essential%to%use%visual%and%graphic%sources%when%reading%nonfiction?%

Reading!Complex!Texts! !TN Literature!RL!4"Determine!the!meaning!of!words!and!phrases!as!they!are!used!in!a!text,!including!those!that!allude!to!significant!characters!found!in!mythology!(e.g.,!Herculean).!RL!6"Compare!and!contrast!the!point!of!view!from!which!different!stories!are!narrated,!including!the!difference!between!first"!and!third"person!narrations.!!TN Informational!Text!RI!1>!Refer!to!details!and!examples!in!a!text!when!explaining!what!the!text!says!explicitly!and!when!drawing!inferences!from!the!text.!RI!5>!Describe!the!overall!structure!(e.g.,!chronology,!comparison,!cause/effect,!problem/solution)!of!events,!ideas,!concepts,!or!information!in!a!text!or!part!of!a!text.!RI!7>!Interpret!information!presented!visually,!orally,!or!quantitatively!(e.g.,!in!charts,!graphs,!diagrams,!time!lines,!animations,!or!interactive!elements!on!Web!pages)!and!explain!how!the!information!contributes!to!an!understanding!of!the!text!in!which!it!appears.!

Standard!5!–!Logic!SPI!0401.5.1!Locate!information!to!support!opinions,!predictions,!and!conclusions.!SPI!0401.5.2!Recognize!cause"effect!relationships!within!context.!SPI!0401.5.5!Make!inferences!and!draw!appropriate!conclusions!from!text.!!Standard!6>Informational!Text!SPI!0401.6.1!Select!questions!used!to!focus!and!clarify!thinking!before,!during,!and!after!reading!text.!SPI!0401.6.4!Use!headings,!graphics,!and!captions!to!make!meaning!from!text.!SPI!0401.6.5!Interpret!information!using!a!chart,!map,!or!timeline.!SPI!0401.6.6!Use!available!text!features!(e.g.,!graphics!and!illustrations)!to!make!meaning!from!text.!√ 0401.6.5!Understand!sequence!of!

events!from!text.!!Standard!8>Literature!

Informational!Text:!• Identify!cause!and!effect!

relationships!• Use!facts!and!details!from!the!story!

to!identify!cause"effect!relationships!

• Locate!clue!words!that!signal!cause!and!effect!text!structure!

• Ask!and!answer!questions!about!a!reading!passage!

• Recognize!the!characteristics!of!poetry!

• Analyze!a!poet’s!word!choice!• Analyze!the!impact!of!first!person!

point!of!view!• Use!graphic!sources!such!as!

illustrations!and!timelines!to!assist!with!comprehension!

• Compare!and!contrast!across!texts!• Locate!generalizations!in!text!• Locate!words!that!signal!

generalizations!• Use!facts!and!detail!in!the!text!to!

determine!whether!generalizations!are!faulty!or!valid!

Comprehension!Skills:!Cause!and!Effect,!Generalization,!Graphic!Sources!!Comprehension!Strategies:!Answer!Questions,!Text!Structure,!Ask!Questions!!Text!Selections:!My%Brother%Martin%(See!Edmodo)!Jim%Thorpe’s%Bright%Path%!To%Fly:%The%Story%of%the%Wright%

Brothers!!!RS!Paired!Selection:!“Hopes!and!Dreams!of!Young!People”!or!other!related!poetry!(TN Appendix!B,!pp.!63"69)!RS!Paired!Selection:!“Special!Olympics,!Spectacular!Athletes”!or!other!related!nonfiction!text!(TN Appendix!B,!pp.!70"75)!!Additional!Performance!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!RI!9>!Integrate!information!from!two!texts!on!the!same!topic!in!order!to!write!or!speak!about!the!subject!knowledgeably.!!TN Language!L!4>!Determine!or!clarify!the!meaning!of!unknown!and!multiple"meaning!words!and!phrases!based!on!grade!4!reading!and!content,!choosing!flexibly!from!a!range!of!strategies.!c.!Consult!reference!materials!(e.g.,!dictionaries,!glossaries,!thesauruses),!both!print!and!digital,!to!find!the!pronunciation!and!determine!or!clarify!the!precise!meaning!of!key!words!and!phrases.!

√ 0401.8.12!Explore!first!person!point!of!view.!

!!

Assessments:!• Written!summary!of!a!“fresh!

read”!text!or!texts,!drawing!on!specific!details!from!the!text!(RL1,!RL!2,!RI!1)!



Writing!to!Texts! TN Writing!!W!1>!Write!opinion!pieces!on!topics!or!texts,!supporting!a!point!of!view!with!reasons!and!information.!a.!Introduce!a!topic!or!text!clearly,!state!an!opinion,!and!create!an!organizational!structure!in!which!related!ideas!are!grouped!to!support!the!writer’s!purpose.!b.!Provide!reasons!that!are!supported!by!facts!and!details.!c.!Link!opinion!and!reasons!using!words!and!phrases!(e.g.,!for!instance,!in!order!to,!in!addition).!d.!Provide!a!concluding!statement!or!section!related!to!the!opinion!presented.!W!2>!Write!informative/explanatory!texts!to!examine!a!topic!and!convey!ideas!and!information!clearly.!a.!Introduce!a!topic!clearly!and!group!related!information!in!paragraphs!and!sections;!include!formatting!(e.g.,!headings),!illustrations,!and!multimedia!when!useful!to!aiding!comprehension.!b.!Develop!the!topic!with!facts,!definitions,!concrete!details,!quotations,!or!other!information!and!examples!related!to!the!topic.!c.!Link!ideas!within!categories!of!information!

Standard!3>Writing!!SPI!0401.3.2!Identify!the!audience!for!which!a!text!is!written.!SPI!0401.3.3!Choose!a!topic!sentence!for!a!paragraph.!SPI!0401.3.4!Select!details!that!support!a!topic!sentence.!SPI!0401.3.5!Rearrange!sentences!to!form!a!sequential,!coherent!paragraph.!SPI!0401.3.6!Choose!the!supporting!sentence!that!best!fits!the!context!and!flow!of!ideas!in!a!paragraph.!SPI!0401.3.7!Identify!sentences!irrelevant!to!a!paragraph’s!theme!or!flow.!SPI!0401.3.8!Select!appropriate!time"order!or!transitional!words!to!enhance!the!flow!of!a!writing!sample.!!

Writing!• Express!an!opinion!in!writing!!• Use!facts!and!details!from!the!story!

to!support!my!opinion!• Organize!my!writing!appropriately!

for!an!opinion!piece!• Write!an!explanatory!paragraph!• Organize!information!around!a!

central!focus!• Ensure!that!all!details!relate!to!the!

focus!!• Cite!evidence!from!the!text!to!

support!points!made!

Routine!Writing!• Two!column!notes!• Story!Summaries!• Constructed!Responses!to!

teacher!questions!• Explanations!of!processes!(e.g.!

a!science!experiment,!learning!log)!

!!Analysis:!Opinion!paper!Students!will!write!a!paragraph!in!which!they!either!agree!or!disagree!with!King!Gustaf’s!assertion!that!Thorpe!was!the!greatest!athlete!in!the!world.!They!should!include!facts!and!details!from!the!story!to!support!their!opinions.!!Analysis:!Explanatory!paper!Students!should!write!a!paragraph!explaining!how!the!Wright!brothers!invented!a!new!kind!of!propeller.!They!should!cite!evidence!from!the!text!to!support!their!responses.!!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!using!words!and!phrases!(e.g.,!another,!for!example,!also,!because).!d.!Use!precise!language!and!domain"specific!vocabulary!to!inform!about!or!explain!the!topic.!e.!Provide!a!concluding!statement!or!section!related!to!the!information!or!explanation!presented.!W!9>!Draw!evidence!from!literary!or!informational!texts!to!support!analysis,!reflection,!and!research.!

!

Research!Project! TN Writing!W1>!Introduce!a!topic!or!text!clearly,!state!an!opinion,!and!create!an!organizational!structure!in!which!related!ideas!are!grouped!to!support!the!writer’s!purpose.!W7>!Conduct!short!research!projects!that!build!knowledge!through!investigation!of!different!aspects!of!a!topic.!!W8>!Recall!relevant!information!from!experiences!or!gather!relevant!information!from!print!and!digital!sources;!take!notes!and!categorize!information,!and!provide!a!list!of!sources.!!!TN Informational!Text!RI!7"Interpret!information!presented!visually,!orally,!or!quantitatively!(e.g.,!in!charts,!graphs,!diagrams,!time!lines,!animations,!or!interactive!elements!on!Web!pages)!and!explain!how!the!information!contributes!to!an!understanding!of!the!text!in!which!it!appears.!!RI!9>!Integrate!information!from!two!texts!on!the!same!topic!in!order!to!write!or!speak!about!the!subject!knowledgeably.!

Standard!4>Research!SPI!0401.4.1!Select!appropriate!sources!from!which!to!gather!information!on!a!given!topic.!SPI!0401.4.2!Rank!the!reliability!of!sources!on!a!given!topic.!SPI!0401.4.3!Complete!a!graphic!organizer!(e.g.,!chart,!web)!organizing!material!collected!from!text!or!technological!sources.!!!!!








Factual!Report!Students!have!read!several!stories!(Houdini%Box,%Lewis%and%Clark,%Seeker%of%Knowledge,%My%Brother%

Martin,%Jim%Thorpe’s%Bright%Path,%

To%Fly:%The%Story%of%the%Wright%

Brothers)!about!people!who!have!had!to!overcome!obstacles!to!achieve!their!goal!and/or!dreams.!!Students!will!conduct!research!on!an!individual!read!about!in!this!nine!weeks!or!someone!else!who!has!overcome!obstacles!to!achieve!a!goal/dream.!Students!will!present!a!factual!report!that!synthesizes!information!from!multiple!sources.!The!report!may!be!in!the!form!of!a!poster,!PowerPoint,!presentation!or!other!designated!mode!as!directed!by!the!teacher.!!!Topic".!Students!are!asked!to!use!multiple!sources!to!research!a!famous!person!who!had!to!overcome!obstacles!to!accomplish!his!or!her!goals/dream.!Students!are!to!present!their!findings!orally!to!the!class,!using!photos,!video!clips,!or!other!non"print!resources!in!their!presentation.!

For!Reading!and!Writing!in!Each! L!1>!Demonstrate!command!of!the! Standard!1>Language! Language!Conventions! Language!Conventions:!!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!Module! conventions!of!standard!English!grammar!and!

usage!when!writing!or!speaking.!h.%Use%coordinating%and%subordinating%

conjunctions.%(Grade%3%standard)%

L!2>!Demonstrate!command!of!the!conventions!of!standard!English!capitalization,!punctuation,!and!spelling!when!writing.!a.!Use!correct!capitalization.!b.!Use!commas!and!quotation!marks!to!mark!direct!speech!and!quotations!from!a!text!

SPI!0401.1.5!Select!the!best!way!to!correct!incomplete!sentences!within!context.!SPI!0401.1.10!Choose!the!correct!use!of!quotation!marks!and!commas!in!direct!quotations.!√ 0401.1.3!Capitalize!correctly!

sentence!beginnings,!proper!nouns!and!adjectives,!titles,!abbreviations,!quotations,!and!parts!of!friendly!and!business!letters.!

!

• Define!and!identify!conjunctions!• Use!conjunctions!correctly!when!

writing!!• The!first!word!in!a!direct!quotation!• Names!of!works!of!art,!musical!

compositions,!and!organizations!• Both!letters!of!a!state!postal!

abbreviation!• Define!and!identify!quotations!and!

quotation!marks!• Use!quotation!and!quotation!marks!

correctly!when!writing!• Edit!writing!for!errors!in!language!

conventions!

Conjunctions,!Capitalization,!and!Quotation/quotations!mark!!Performance!Assessments!• Use!of!Language!Conventions!


made!common!assessments!in!PACC!format.!

! TN Language!L!2>!Demonstrate!command!of!the!conventions!of!standard!English!capitalization,!punctuation,!and!spelling!when!writing.!a.!Use!correct!capitalization.!!L!4>!Determine!or!clarify!the!meaning!of!unknown!and!multiple"meaning!words!and!phrases!based!on!grade!4!reading!and!content,!choosing!flexibly!from!a!range!of!strategies.!a.!Use!context!(e.g.,!definitions,!examples,!or!restatements!in!text)!as!a!clue!to!the!meaning!of!a!word!or!phrase.!c.!Consult!reference!materials!(e.g.,!dictionaries,!glossaries,!thesauruses),!both!print!and!digital,!to!find!the!pronunciation!and!determine!or!clarify!the!precise!meaning!of!key!words!and!phrases.!

Standard!1>Language!SPI!0401.1.4"Use!prefixes,!suffixes,!and!root!words!as!aids!in!determining!meaning!within!context.!SPI!0401.1.8"Identify!correctly!or!incorrectly!spelled!words!in!context.!SPI!0401.1.13"Recognize!and!use!grade!appropriate!vocabulary!within!context.!SPI!0401.1.16!Determine!the!meaning!of!unfamiliar!words!using!context!clues,!dictionaries,!and!glossaries.!√ 0401.1.3!Capitalize!correctly!

sentence!beginnings,!proper!nouns!and!adjectives,!titles,!abbreviations,!quotations,!and!parts!of!friendly!and!business!letters.!

!

Vocabulary!• !Read!and!understand!words!with!

prefixes/suffixes.!• Use!the!dictionary!or!glossary!to!

confirm!the!meaning!of!multiple!meaning!words!in!context.!

• Identify!and!use!synonyms!to!determine!the!meanings!of!unfamiliar!words!

• Use!the!dictionary/glossary!to!determine!the!correct!meaning!of!a!multiple!meaning!word!in!context!

• Use!context!clues!to!determine!word!meaning!

Vocabulary!Strategies:!Word!Structure,!Prefixes,!Suffixes,!Root!Words,!Multi"meaning!words,!Dictionary/Glossary,!Context!Clues!!Performance!Assessments!• Teacher!observation!• Teacher"made!or!district!

common!assessments!in!PARCC format.!

! TN Speaking!and!Listening!!SL!3>!Identify!the!reasons!and!evidence!a!speaker!provides!to!support!particular!points!SL!1>!Engage!effectively!in!a!range!of!collaborative!discussions!(one"on"one,!in!groups,!and!teacher"!led)!with!diverse!partners!on!grade!4!topics!and!texts,!building!on!others’!ideas!and!expressing!their!own!clearly.!

Standard!2>Communication!SPI!0401.2.1!Identify!the!main!idea!and!supporting!points!of!a!speech.!SPI!0401.2.2!Given!a!list!of!interactive!behaviors!(i.e.,!taking!turns,!behaving!courteously,!not!interrupting,!listening,!remaining!on!task),!identify!those!that!are!appropriate!(or!inappropriate)!for!group!activities.!

Speaking!and!Listening!• Determine!a!speaker’s!main!idea!

and!list!key!supporting!details!• Select!the!best!summary!of!a!

speech!• Analyze!a!speaker’s!deliver!and!

style!• Participate!actively!in!large!and!

small!group!discussions!

Speaking!and!Listening:!!Group!behaviors,!classroom!routines!and!procedures,!collaborative!conversations,!oral!presentation,!continuation!of!expectations!for!Responsive!Classrooms!!Students!will!watch!or!listen!to!an!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!a.!Come!to!discussions!prepared!having!read!or!studied!required!material;!explicitly!draw!on!that!preparation!and!other!information!known!about!the!topic!to!explore!ideas!under!discussion.!b.!Follow!agreed"upon!rules!for!discussions!and!carry!out!assigned!roles.!c.!Pose!and!respond!to!specific!questions!to!clarify!or!follow!up!on!information,!and!make!comments!that!contribute!to!the!discussion!and!link!to!the!remarks!of!others.!d.!Review!the!key!ideas!expressed!and!explain!their!own!ideas!and!understanding!in!light!of!the!discussion.!

SPI!0401.2.3!Select!the!best!summary!of!a!speech.!!.!

• Follow!established!rules!for!participating!and!leading,!when!asked!to!do!so!

excerpt!one!of!Dr.!King’s!speeches,!summarize!the!key!points,!and!analyze!the!effectiveness!of!his!delivery!and!style.!!Performance!Assessments!• Teacher!observation!• Teacher"made!rubric!for!oral!

presentation!• Oral!Report!!!

Reading!Foundational!Skills! TN Reading!Foundational!Skills!RF!3"Know!and!apply!grade"level!phonics!and!word!analysis!skills!in!decoding!words.!a.!Use!combined!knowledge!of!all!letter" sound!correspondences,!syllabication!patterns,!and!morphology!(e.g.,!roots!and!affixes)!to!read!accurately!unfamiliar!multisyllabic!words!in!context!and!out!of!context.!!RF!4"Read!with!sufficient!accuracy!and!fluency!to!support!comprehension.!!a.!Read!on"level!text!with!purpose!and!understanding.!b.!Read!on"level!prose!and!poetry!orally!with!accuracy,!appropriate!rate,!and!expression!on!successive!readings.!c.!Use!context!to!confirm!or!self"correct!word!recognition!and!understanding,!rereading!as!necessary.!!TN Language!L!2>!Demonstrate!command!of!the!conventions!of!standard!English!capitalization,!punctuation,!and!spelling!when!writing.!d.!Spell!grade"appropriate!words!correctly,!consulting!references!as!needed.!

Standard!1>Language!SPI!0401.1.8!Identify!correctly!or!incorrectly!spelled!words!in!context.!√!0401.1.17!Continue!to!develop!word!consciousness!(e.g.,!word!play,!word!walls,!and!word!sorts).!!Standard!8>Literature!√ 0401.8.5!Read!with!fluency!from!a!

variety!of!texts!(e.g.,!poetry,!drama,!current!events,!and!novels).!

Reading!Foundational!Skills!• !Read,!write,!and!spell!words!with!

schwa!!• Edit!writing!for!errors!in!spelling!• Read!grade!level!text!with!fluency,!

accuracy,!expression,!correct!phrasing,!and!at!an!appropriate!rate!

• Read,!write,!and!spell!words!with!suffixes!–ful,!"ly,!"ion!

• Edit!writing!for!errors!in!spelling!• Read!grade!level!text!with!fluency,!

accuracy,!expression,!and!at!an!appropriate!rate!

• Pay!attention!to!punctuation!when!reading!aloud!

Word!study!and!spelling:!Schwa,!Suffixes!–ful,!"ly,!"ion!!!!Performance!Assessments:!Oral!reading!fluency!checks/running!records!Spelling!of!grade!appropriate!words!in!daily/weekly!writing!!Fluency:!Current!goal!of!120"130!words!correct!per!minute!(WCPM);!punctuation!cues!!

!


Curriculum Map Subject English Language Arts Grade 4 Fourth Nine Weeks

! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!Weeks!1>3! ! ! ! !Essential)Questions:)How$do$authors$create$unique$or$memorable$characters?$Why$is$it$important$to$be$able$to$determine$the$theme$of$a$story?$Why$is$it$important$to$know$about$common$or$recurring$themes$in$literature?)Reading!Complex!Texts!

TN Literature!!RL!2"Determine!the!theme!of!a!story,!drama,!or!poem!from!details!in!the!text;!summarize!the!text.!RL!3"Describe!in!depth!a!character,!setting,!or!events!in!a!story!or!drama,!drawing!on!specific!details!in!the!text!(e.g.,!a!character’s!thoughts,!words,!or!actions).!RL!4"Determine!the!meaning!of!words!and!phrases!as!they!are!used!in!a!text,!including!those!that!allude!to!significant!characters!found!in!mythology!(e.g.,!Herculean).!RL!5"!Describe!the!overall!structure!(e.g.,!chronology,!comparison,!cause/effect,!problem/solution)!of!events,!ideas,!concepts,!or!information!in!a!text!or!part!of!a!text.!RL!7"Interpret!information!presented!visually,!orally,!or!quantitatively!(e.g.!in!charts,!graphs,!diagrams,!time!lines,!animations,!or!interactive!elements!on!Web!pages)!and!explain!how!the!information!contributes!to!an!understanding!of!the!text!in!which!it!appears.!RL!9"!Compare!and!contrast!the!treatment!of!similar!themes!and!topics!(e.g.,!opposition!of!good!and!evil)!and!patterns!of!events!(e.g.,!the!quest)!in!stories,!myths,!and!traditional!literature!from!different!cultures.!

Standard!5>Logic!SPI!0401.5.1!Locate!information!to!support!opinions,!predictions,!and!conclusions.!SPI!0401.5.2!Recognize!cause"effect!relationships!within!context.!SPI!0401.5.5!Make!inferences!and!draw!appropriate!conclusions!from!text.!!Standard!8>Literature!SPI!0401.8.5!Identify!the!forms!of!text!(e.g.,!poems,!drama,!fiction,!nonfiction).!√ 0401.8.5!Read!with!fluency!from!

a!variety!of!texts!(e.g.!poetry,!drama,!current!events,!novels)!

!!!!

Literature!• Locate!clue!words!that!signal!

generalizations.!• Discuss!whether!a!generalization!is!

valid!or!faulty.!• Create!mental!pictures!when!reading.!• Determine!cause!and!effect.!• Recognize!cause!and!effect!text!

structure.!• Use!visualization!to!describe!the!setting!

of!a!work!of!fiction.!• Recognize!the!defining!characteristics!

of!a!pourquoi!tale.!• Recognize!imagery!and!sensory!words.!• Describe!characters!in!depth.!• Determine!the!theme!of!a!story.!• Summarize!a!story.!• Examine!the!features!of!an!

autobiography.!• Identify!and!determine!the!meaning!of!

a!simile!and!metaphor.!!

Comprehension!skills:!Character!and!Theme,!Sequence,!Generalize,!Cause!and!Effect!!Comprehension!strategies:!Summarize,!Visualize,!Ask!Questions,!Story!Structure!!Text!Selections—Short!Pieces:!How$Tia$Lola$Came$to$Visit$Stay!(see!Boston)!How$Night$Came$from$the$Sea!(See!Boston)!Amelia$and$Eleanor$Go$For$a$Ride!(see!Boston)!!Additional!Performance!Assessments:!• Teacher!made!or!district!common!

assessments!in!PARRC!format!• Anecdotal!evidence!from!classroom!

discussions!• Written!summary!of!a!“close!read”!text!or!

texts,!drawing!on!specific!details!from!the!text!(RL1,!RL3,!RL4).!

• How$Tia$Lola$Came$to$Visit$Stay$Performance!Assessment"Using!evidence!from!the!text,!explain!two!character!traits!that!describe!Tia!Lola.!How!does!her!personality!impact!other!people?!!!

• Amelia$and$Eleanor$Go$For$A$Ride$Performance!Assessment"!In!what!ways!does!the!text!show!that!Amelia!and!Eleanor!were!unusual!for!their!time!period?!

Writing!to!Texts! TN Writing!!W!1>Write!opinion!pieces!on!topics!or!texts,!supporting!a!point!of!view!with!reasons!and!information.!a.!Introduce!a!topic!or!text!clearly,!state!an!opinion,!and!create!an!organizational!structure!in!which!related!ideas!are!grouped!to!support!the!writer’s!purpose.!b.!Provide!reasons!that!are!supported!by!facts!and!details.!c.!Link!opinion!and!reasons!using!words!and!phrases!(e.g.,!for!instance,!in!order!to,!in!

Standard!3>Writing!!SPI!0401.3.3!Choose!a!topic!sentence!for!a!paragraph.!SPI!0401.3.4!Select!details!that!support!a!topic!sentence.!SPI!0401.3.5!Rearrange!sentences!to!form!a!sequential,!coherent!paragraph.!SPI!0401.3.6!Choose!the!supporting!sentence!that!best!fits!the!context!and!flow!of!ideas!in!a!paragraph.!SPI!0401.3.7!Identify!sentences!

Writing!• Write!an!opinion!paragraph.!!!• Pay!attention!to!the!correct!use!of!past!

tense!verbs.!• Select!a!subject!for!a!character!sketch.!• Support!your!ideas!about!a!character!

with!details!from!the!text.!• Use!a!variety!of!sources!to!gather!and!

evaluate!information!about!the!subject.!• Organize!key!events.!!• Edit!writing!for!errors!in!language!

conventions.!

Routine!Writing!• Two!column!notes!• Story!Summaries!• Constructed!Responses!to!teacher!questions!• Explanations!of!processes!(e.g.!a!science!

experiment,!learning!log)!!Analyses!• How$Night$Came$From$the$Sea:!is!a!pourquoi!

tale.!Go!on!the!internet!and!find!another!example!of!a!pourquoi!tale.!!Read!and!summarize!both,!then!write!a!paragraph!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!addition).!d.!Provide!a!concluding!statement!or!section!related!to!the!opinion!presented.!W!2>Write!informative/explanatory!texts!to!examine!a!topic!and!convey!ideas!and!information!clearly.!a.!Introduce!a!topic!and!group!related!information!together;!include!illustrations!when!useful!to!aiding!comprehension.!b.!Develop!the!topic!with!facts,!definitions,!and!details.!c.!Use!linking!words!and!phrases!(e.g.,!also,!another,!and,!more,!but)!to!connect!ideas!within!categories!of!information.!d.!Provide!a!concluding!statement!or!section.!W!9"Draw!evidence!from!literary!or!informational!text!to!support!analysis,!reflection!and!research.!a"Apply!grade!4!Reading!standards!to!literature!(e.g.!Describe!in!depth!a!character,!setting!or!event!in!a!story!or!drama,!drawing!on!specific!details!in!the!text!(e.g.!a!character’s!thoughts,!words!or!actions)!

irrelevant!to!a!paragraph’s!theme!or!flow.!SPI!0401.3.8!Select!appropriate!time"order!or!transitional!words!to!enhance!the!flow!of!a!writing!sample.!SPI!0401.3.9!Select!an!appropriate!title!that!reflects!the!topic!of!a!written!selection.!!

• Revise!writing!by!ensuring!that!all!sentences!support!the!focus!and!that!all!details!come!from!the!text.!!

!!

discussing!which!pourquoi!tale!you!did!the!most!effective!job!of!explaining!a!natural!occurrence.!!Include!evidence!from!the!texts!to!support!your!opinion.!(Opinion)!!

• How$Tia$Lola$Came$to$Visit$Stay:$Write!a!character!sketch!of!a!character!from!Tia$Lola.!Tell!what!the!person!does.!Explain!what!these!actions!show!about!the!person,!and!cite!evidence!from!the!text!to!support!key!points.$(Explanatory)$

!Optional:!If!students!enjoyed!working!with!pourquoi!tales,!they!may!want!to!complete!this!webquest:!http://questgarden.com/96/17/0/110311075456/process.htm!

Research!Project! No!Research!Project!this!3!week!period! ! ! !For!Reading!and!Writing!in!Each!Module!

L!1>!Demonstrate!command!of!the!conventions!of!standard!English!grammar!and!usage!when!speaking!or!writing.!a.!Explain!the!function!of!nouns,!pronouns,!verbs,!adjectives,!and!adverbs,!in!general!and!their!functions!in!particular!standards.!b.!Use!personal,!possessive!and!indefinite!pronouns!(e.g.,!I,!me,!my;!they,!them,!their;!anyone,!everything)!L!2>Demonstrate!command!of!the!conventions!of!standard!English!capitalization,!punctuation,!and!spelling!when!writing.!!a.!Use!commas!and!quotation!marks!to!mark!direct!speech!and!quotations!from!a!text.!b.!Use!a!comma!before!a!coordinating!conjunction!in!a!compound!sentence.!c.!Spell!grade!appropriate!words!correctly,!consulting!references!as!needed.!!d.!Use!a!comma!to!separate!an!introductory!

Standard!1>Language!SPI!0401.1.1!Identify!the!correct!use!of!nouns!(i.e.,!common!and!proper,!plurals,!possessives)!and!pronouns!(i.e.,!subject,!object!and!agreement)!within!context.!SPI!0401.1.3!Identify!the!correct!use!of!adjectives!(i.e.,!comparison!forms!and!articles)!and!adverbs!(i.e.,!comparison!forms!and!negatives)!within!context.!SPI!0401.1.6!Identify!the!use!of!commas!(i.e.,!series,!dates,!addresses,!friendly!letters,!introductory!words,!compound!sentences)!within!context.!SPI!0401.1.9!Choose!the!correct!formation!of!plurals,!contractions,!and!possessives!within!context.!!

Language!Conventions!• !Define!and!identify!possessive!

pronouns!and!antecedents.!• Use!pronouns!that!agree!with!their!

antecedents.!• Use!pronouns!and!antecedents!

correctly!in!writing.!• Determine!which!possessive!pronouns!

are!used!before!nouns!and!which!ones!stand!alone.!

• Use!possessive!pronouns!correctly!in!writing.!

• Edit!writing!for!errors!in!spelling!• Read!grade!level!text!with!fluency,!

accuracy,!and!expression.!!• Use!knowledge!of!Greek!and!Latin!

roots!to!determine!the!meaning!of!unfamiliar!words.!!

• Recognize!past!tense!verbs!

Language!Conventions:!!Pronouns,!antecedents,!possessive!pronouns,!nouns,!verbs,!prefixes,!suffixes,!root!words,!adverbs!!Performance!Assessments!• Use!of!language!conventions!in!daily/weekly!

writing.!• Teacher!made!or!district!common!

assessments!in!PARCC format.!!!!!!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!element!from!the!rest!of!the!sentence.!e.!Use!a!comma!to!set!off!the!words!yes!and!no!(e.g.!Yes,!thank!you)!to!set!off!a!tag!question!from!the!rest!of!the!sentence,!and!to!indicate!direct!address.!

SPI!0401.1.11!Identify!sentences!with!correct!subject!verb!agreement!(person!and!number).!!!

• Define!and!identify!subject"verb!agreement!

• Use!correct!subject"verb!agreement!when!writing!

• Edit!writing!for!errors!in!subject"verb!agreement!

L!4"!Determine!or!clarify!the!meaning!of!unknown!and!multiple"meaning!words!and!phrases!based!on!grade!4!reading!and!content,!choosing!flexibly!from!a!range!of!strategies.!a.!Use!context!(e.g.,!definitions,!examples,!or!restatements!in!text)!as!a!clue!to!the!meaning!of!a!word!or!phrase.!L!5>Determine!or!clarify!the!meaning!of!unknown!and!multiple"meaning!words!and!phrases!based!on!grade!4!reading!and!content,!choosing!flexibly!from!a!range!of!strategies.!a.!Use!context!(e.g.!definitions,!examples,!or!restatements!in!text)!as!a!clue!to!the!meaning!of!a!word!or!phrase).!b.!Use!common,!grade!appropriate!Greek!and!Latin!affixes!and!roots!as!clues!to!the!meaning!of!a!word!(e.g.!telegraph,!photograph,!autograph)!

Standard!1>Language!SPI!0401.1.14!Use!prefixes,!suffixes,!and!root!words!as!aids!in!determining!meaning!within!context.!SPI!0401.1.16!Determine!the!meaning!of!unfamiliar!words!using!context!clues,!dictionaries,!and!glossaries.!!

Vocabulary!• Use!context!to!determine!the!meanings!

of!unfamiliar!words.!• Use!context!clues!to!determine!word!

meaning.!• Read!and!understand!words!with!

suffixes!and!prefixes.!!

Vocabulary!strategies:!!Context!clues,!word!structure,!prefixes,!suffixes!!Performance!Assessments!• Teacher!observation!• Teacher!made!or!district!common!

assessments!in!PARCC format.!!

TN Speaking!and!Listening!!SL!1>!Engage!effectively!in!a!range!of!collaborative!discussions!(one"on"one,!in!groups,!and!teacher"!led)!with!diverse!partners!on!grade!4!topics!and!texts,!building!on!others’!ideas!and!expressing!their!own!clearly.!a.!Come!to!discussions!prepared,!having!read!or!studied!required!material;!explicitly!draw!on!that!preparation!and!other!information!known!about!the!topic!to!explore!ideas!under!discussion.!b.!Follow!agreed"upon!rules!for!discussions!and!carry!out!assigned!roles.!c.!Pose!and!respond!to!specific!questions!to!clarify!or!follow!up!on!information,!and!make!comments!that!contribute!to!the!discussion!and!link!to!the!remarks!of!others.!d.!Review!the!key!ideas!expressed!and!explain!their!own!ideas!and!understanding!in!light!of!the!

Standard!2>Communication!SPI!0401.2.2!Given!a!list!of!interactive!behaviors!(i.e.,!taking!turns,!behaving!courteously,!not!interrupting,!listening,!remaining!on!task),!identify!those!that!are!appropriate!(or!inappropriate)!for!group!activities.!!!

TN Speaking!and!Listening:!• Participate!actively!in!class!discussions.!• Follow!established!rules!for!group!

behavior.!!

Speaking!and!Listening:!Group!behaviors,!class!routines!and!procedures,!collaborative!conversations.!!Performance!Assessments!• Teacher!observation!• Teacher!made!rubric!for!participation!in!

group!discussions!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!! discussion.!Reading!Foundational!Skills!

TN Reading!Foundational!Skills!RF!3>Know!and!apply!grade"level!phonics!and!word!analysis!skills!in!decoding!words.!a.!Use!combined!knowledge!of!all!letter"sound!correspondences,!syllabication!patterns,!and!morphology!(e.g.,!roots!and!affixes)!to!read!accurately!unfamiliar!multisyllabic!words!in!context!and!out!of!context.!RF!4"Read!with!sufficient!accuracy!and!fluency!to!support!comprehension.!a.!Read!on"level!text!with!purpose!and!understanding.!b.!Read!on"level!prose!and!poetry!orally!with!accuracy,!appropriate!rate,!and!expression!on!successive!readings.!!

Standard!1:!Language!SPI!0401.1.8!Identify!correctly!or!incorrectly!spelled!words!in!context.!!Standard!8>Literature!√!0401.8.5!Read!with!fluency!from!a!variety!of!texts!(e.g.,!poetry,!drama,!current!events,!novels).!!


accuracy,!expression!and!comprehension.!

• Apply!phonics!and!word!analysis!skills!effectively!when!reading!and!writing.!!

Word!study!and!spelling:!Words!with!suffixes!–less,!"ment,!"ness,!Words!with!the!same!vowel!sound!as!Shout,$Words!with!the!consonant!sounds!/i/,$/ks/!and!/kw/.!!Performance!Assessments:!!• Oral!reading!fluency!checks/running!

records!• Spelling!of!grade!appropriate!words!in!

daily/weekly!writing.!!• !Fluency:!Current!goal!of!115"125!WCPM!with!expression!and!understanding!!!

Weeks!4>6! ! ! ! !Essential)Questions:))What$can$be$learned$from$space$exploration?)Why$should$readers$know$how$to$interpret$visual$and$graphic$information$when$they$are$reading$informational$text?$How$does$it$help$the$reader$to$be$able$to$define$and$use$academic$language$when$reading?)Reading!Complex!Texts)

TN Informational!Text!!R!I!4.1"Refer!to!details!and!examples!in!a!text!when!explaining!what!the!text!says!explicitly!and!when!drawing!inferences!from!the!text.!R!I!4.2!–Determine!the!main!idea!of!a!text!and!explain!how!it!is!supported!by!key!details;!summarize!the!text.!R!I!4.3"!Explain!events,!procedures,!ideas,!or!concepts!in!a!historical,!scientific,!or!technical!text,!including!what!happened!and!why,!based!on!specific!information!in!the!text.!R!I!4.4"Determine!the!meaning!of!general!academic!and!domain"specific!words!or!phrases!in!a!text.!!R!I!4.7>!Interpret!information!presented!visually,!orally,!or!quantitatively!(e.g.!charts,!graphs,!diagrams,!time!lines,!animations,!or!interactive!elements!on!Web!pages)!and!explain!how!the!information!contributes!to!an!understanding!of!the!text!in!which!it!appears.!!R!I!4.8>Explain!how!an!author!uses!reasons!and!evidence!to!support!particular!points!in!a!text.!!!

Standard!5>Logic!!SPI!0401.5.1!Locate!information!to!support!opinions,!predictions,!and!conclusions.!!SPI!0401.5.2!Recognize!cause"effect!relationships!within!context.!!SPI!0401.5.5!Make!inferences!and!draw!appropriate!conclusions!from!text.!!!Standard!6>Informational!Text!SPI!0401.6.1!Select!questions!to!clarify!thinking!before,!during!and!after!reading!text.!SPI!0401.6.2!Identify!the!stated!main!idea!and!supporting!details!in!a!text.!!SPI!0401.6.3!Use!table!of!contents,!title!page,!and!glossary!to!locate!information.!SPI!0401.6.5!Interpret!information!using!a!chart,!map!or!timeline!

TN Informational!Text!• Determine!cause/effect!relationships!

within!the!text!• Compare!and!contrast!throughout!the!

text!• Identify!fact/opinions!throughout!the!

text!• Use!graphic!organizers!to!derive!

meaning!!• Draw!conclusions!based!on!evidence!in!

the!text!!• Ask!and!answer!questions!about!a!text!!• Build!prior!knowledge!through!close!

reading!!• Determine!the!meanings!of!unfamiliar!

words!and!academic!language!in!context!!



Comprehension!Skills!Main!idea!and!details,!summarizing,!cause!and!effect,!academic!vocabulary,!visual!and!graphic!information!!Routine!Writing:!• Two!column!notes!• Chapter!summaries!• Constructed!responses!to!teacher!questions!!Extended!Text:!Discovering$Mars$by:!Melvin!Berger!!Focus!Standards:!!R!I4.1,!R!I!4.2,!R!I!4.3,!R!I!4.4,!R!I!4.7,!R!I!4.8!$Or:!Teachers!may!substitute!an!equally!complex!extended!work!of!informational!text!if!the!substituted!text!better!suits!the!needs!of!their!students!and!allows!them!to!address!the!same!standards.!See!Appendix!B!of!the!TNSS!for!suggestions.!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!!!

Sample!TN Performance!Task:!Students!explain!how!Melvin!Berger!uses!reasons!and!evidence!in!his!book!Discovering$Mars:$The$Amazing$Story$of$ the$Red$Planet!to!support!particular!points!regarding!the!topology!of!the!planet.![RI.4.8]!!Additional!Performance!Assessments:!• Written!summary!of!a!fresh!read!text,!

drawing!on!specific!details!from!the!text!(R!I!4.1,!R!I!4.2,!R!I!4.3,!R!I!4.4,!R!I!4.7,!R!I!4.8)!

• Teacher!made!or!district!common!assessments!in!PARCC format!

• Anecdotal!evidence!from!classroom!discussions!

Writing!to!Texts! TN Writing!W!1>!Write!opinion!pieces!on!topics!or!texts,!supporting!a!point!of!view!with!reasons!and!information.!a.!Introduce!a!topic!or!text!clearly,!state!an!opinion,!and!create!an!organizational!structure!in!which!related!ideas!are!grouped!to!support!the!writer’s!purpose.!b.!Provide!reasons!that!are!supported!by!facts!and!details.!c.!Link!opinion!and!reasons!using!words!and!phrases!(e.g.,!for!instance,!in!order!to,!in!addition).!d.!Provide!a!concluding!statement!or!section!related!to!the!opinion!presented.!!

Standard!3:!Writing!SPI!0401.3.2!Identify!the!audience!for!which!a!text!is!written.!!SPI!0401.3.3!Choose!a!topic!sentence!for!a!paragraph.!SPI!0401.3.4!Select!details!that!support!a!topic!sentence.!SPI!0401.3.6!Choose!a!supporting!sentence!that!fits!the!context!and!flow!of!ideas!in!a!paragraph.!SPI!0401.3.8!Select!appropriate!time"order!transitional!words!to!enhance!the!flow!of!a!writing!sample.!!SPI!0401.3.9!Select!an!appropriate!title!that!reflects!the!topic!of!a!written!selection.!!Standard!6>Informational!Text!SPI!0401.6.7!Arrange!instructions!in!sequential!order!

Writing!• Write!in!a!variety!of!modes.!• Write!in!response!to!literature.!• Cite!evidence!from!the!text!to!support!

key!points.!• Edit!and!revise!own!writing.!• Arrange!instructions!in!sequential!order!

when!describing!a!process.!!

Routine!Writing!!• Two!column!notes!• Story!summaries!• Constructed!responses!to!teacher!questions!!TNSS!Performance!Task:!(Choose!One)!• Discovering$Mars!Performance!Assessment"!

How!would!human!beings!on!Earth!benefit!if!it!were!possible!to!create!a!space!colony!on!Mars!in!which!humans!could!live?!Cite!evidence!from!the!text!to!support!your!opinion.!

• Write!a!letter!to!your!congressman!discussing!whether!our!government!should!spend!money!to!fund!further!exploration!of!Mars,!or!use!that!money!to!improve!conditions!here!on!Earth.!Cite!evidence!from!the!text!to!support!your!opinion.!!!

Narrative:!Discovering$Mars$(choose!one)!• Work!with!a!partner!to!write!a!script!for!

“The!Martians!Are!Landing”!radio!broadcast!described!on!p.!12"15.!!Cite!evidence!from!the!text!in!your!story.!

• Describe!one!process!scientists!will!need!to!put!into!place!if!they!want!to!send!people!to!Mars.!!Refer!to!details!on!pp.!40"45!as!you!write.!

No!research!project!for!this!three>week!period.! ! ! !Research!Project!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!For!Reading!and!Writing!in!Each!Module!

TN Language!!L!1>!Demonstrate!command!of!the!conventions!of!standard!English!grammar!and!usage!when!writing!or!speaking.!!f.!Produce!complete!sentences,!recognizing!and!correcting!inappropriate!fragments!and!run"ons.!L!2>Demonstrate!command!of!the!conventions!of!standard!English!capitalization,!punctuation,!and!spelling!when!writing.!!a.!Use!correct!capitalization!!c.!Use!a!comma!before!a!coordinating!conjunction!in!a!compound!sentence.!!d.!Spell!grade"appropriate!words!correctly,!consulting!references!as!needed.!!

Standard!1>Language!SPI!0401.1.1!Identify!the!correct!use!of!nouns!(i.e.,!common!and!proper,!plurals,!possessives)!and!pronouns!(i.e.,!subject,!object!and!agreement)!within!context.!SPI!0401.1.3!Identify!the!correct!use!of!adjectives!(i.e.,!comparison!forms!and!articles)!and!adverbs!(i.e.,!comparison!forms!and!negatives)!within!context.!SPI!0401.1.6!Identify!the!use!of!commas!(i.e.,!series,!dates,!addresses,!friendly!letters,!introductory!words,!compound!sentences)!within!context.!SPI!0401.1.9!Choose!the!correct!formation!of!plurals,!contractions,!and!possessives!within!context.!!SPI!0401.1.11!Identify!sentences!with!correct!subject!verb!agreement!(person!and!number).!!

Language!Conventions!• Define!and!identify!possessive!






• Use!adjectives!ad!adverbs!correctly.!• Edit!writing!for!errors!in!spelling!• Read!grade!level!text!with!fluency,!

accuracy,!and!expression.!!• Use!knowledge!of!Greek!and!Latin!

roots!to!determine!the!meaning!of!unfamiliar!words.!!

• Recognize!past!tense!verbs!• Define!and!identify!subject"verb!

agreement!• Use!correct!subject"verb!agreement!

when!writing!• Edit!writing!for!errors!in!subject"verb!

agreement!

Language!Conventions:!!Pronouns,!antecedents,!possessive!pronouns,!nouns,!verbs,!prefixes,!suffixes,!root!words,!adjectives,!adverbs!Performance!Assessments!• Use!of!language!conventions!in!daily/weekly!


assessments!in!PARCC format.!!!!

! L!4"Determine!or!clarify!the!meaning!of!unknown!and!multiple"meaning!words!and!phrases!based!on!grade!4!reading!and!content,!choosing!flexibly!from!a!range!of!strategies.!!a.!Use!context!(e.g.,!definitions,!examples,!or!restatements!in!text)!as!a!clue!to!the!meaning!of!a!word!or!phrase.!!L!5>Use!knowledge!of!language!and!its!conventions!when!writing,!speaking,!reading,!or!listening.!a.!Choose!words!and!phrases!to!convey!ideas!precisely.!b.!Choose!punctuation!for!effect.!c.!Differentiate!between!contexts!that!call!for!formal!English!(e.g.,!presenting!ideas)!and!situations!where!informal!discourse!is!appropriate!(e.g.,!small"group!discussion).!

Standard!1>Language!SPI!0401.1.14!Use!prefixes,!suffixes,!and!root!words!as!aids!in!determining!meaning!within!context.!SPI!0401.1.16!Determine!the!meaning!of!unfamiliar!words!using!context!clues,!dictionaries,!and!glossaries.!!!!!!!!!





!!!

Vocabulary!strategies:!!Context!Clues,!word!structure,!prefixes,!suffixes!!Performance!Assessments!• Teacher!observation!• Teacher!made!or!district!common!

!

assessments!in!PARCC

format.! !



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!! TN Speaking!and!Listening!!

SL!1>!Engage!effectively!in!a!range!of!collaborative!discussions!(one"on"one,!in!groups,!and!teacher"!led)!with!diverse!partners!on!grade!4!topics!and!texts,!building!on!others’!ideas!and!expressing!their!own!clearly.!!a.!Come!to!discussions!prepared,!having!read!or!studied!required!material;!explicitly!draw!on!that!preparation!and!other!information!known!about!the!topic!to!explore!ideas!under!discussion.!b.!Follow!agreed"upon!rules!for!discussions!and!carry!out!assigned!roles.!!SL!2"Paraphrase!portions!of!a!text!read!aloud!or!information!presented!in!diverse!media!and!formats,!including!visually,!quantitatively,!and!orally.!!SL!6>!Differentiate!between!contexts!that!call!for!formal!English!(e.g.,!presenting!ideas)!and!situations!where!informal!discourse!is!appropriate!(e.g.,!small"group!discussion);!use!formal!English!when!appropriate!to!task!and!situation.!!

Standard!2>Communication!SPI!0401.2.2>!Given!a!list!of!interactive!behaviors!(i.e.,!taking!turns,!behaving!courteously,!not!interrupting,!listening,!remaining!on!task),!identify!those!that!are!appropriate!(or!inappropriate)!for!group!activities.!!!!!!!


behavior.!!


group!discussions!

Reading!Foundational!Skills!

TN Reading!Foundational!Skills:!RF!3"Know!and!apply!grade"level!phonics!and!word!analysis!skills!in!decoding!words.!a.!Use!combined!knowledge!of!all!letter"sound!correspondences,!syllabication!patterns,!and!morphology!(e.g.,!roots!and!affixes)!to!read!accurately!unfamiliar!multisyllabic!words!in!context!and!out!of!context.!RF!4"Read!with!sufficient!accuracy!and!fluency!to!support!comprehension.!a.!Read!on"level!text!with!purpose!and!understanding.!b.!Read!on"level!prose!and!poetry!orally!with!accuracy,!appropriate!rate,!and!expression!on!successive!readings.!!!!!!




• Apply!phonics!and!word!analysis!skills!effectively!when!reading!and!writing.!

Word!study!and!spelling:!!Words!with!Related!Words!(TE!p.!629i);!Words!with!Silent!Consonants!(TE!p.!761i)!!Performance!Assessments:!• Oral!reading!fluency!checks/running!records,!

Spelling!of!grade!appropriate!words!in!daily/weekly!writing!

!Fluency:!Current!goal!of!115"125!WCPM!with!expression!and!understanding!!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!Weeks!7>9! ! ! ! !Essential)Questions:)))What$are$some$different$ways$in$which$authors$use$text$structure?$Why$is$it$important$to$be$able$to$determine$text$structure?$Why$should$readers$know$how$to$interpret$visual$and$graphic$information$when$they$are$reading$informational$text?$Reading!Complex!Texts!

TN Informational!Text!!RI!1>Refer!to!details!and!examples!in!a!text!when!explaining!what!the!text!says!explicitly!and!when!drawing!inferences!from!the!text.!!RI!2"Determine!the!main!idea!of!a!text!and!explain!how!it!is!supported!by!key!details;!summarize!the!text.!!RI3>!Explain!events,!procedures,!ideas,!or!concepts!in!a!historical,!scientific,!or!technical!text,!including!what!happened!and!why,!based!on!specific!information!in!the!test.!!RI!4>!Determine!the!meaning!of!general!academic!and!domain"specific!words!or!phrases!in!a!text!relevant!to!a!grade!4!topic!or!subject!area.!!RI!5>!Describe!the!overall!structure!(e.g.,!chronology,!comparison,!cause/effect,!problem/solution)!of!events,!ideas,!concepts,!or!information!in!a!text!or!part!of!a!text.!RI!7>!Interpret!information!presented!visually,!orally,!or!quantitatively!(e.g.!in!charts,!graphs,!diagrams,!time!lines,!animations,!interactive!elements!on!Web!pages)!and!explain!how!the!information!contributes!to!an!understanding!of!the!text!in!which!it!appears.!RI!10"!By!the!end!of!year,!read!and!comprehend!informational!texts,!including!history/social!studies,!science,!and!technical!texts,!in!the!grades!4–5!text!complexity!band!proficiently,!with!scaffolding!as!needed!at!the!high!end!of!the!range.!

Standard!5!Logic:!!SPI!0401.5.1!Locate!information!to!support!opinions,!predictions,!and!conclusions.!!SPI!0401.5.2!Recognize!cause"effect!relationships!within!context.!!SPI!0401.5.5!Make!inferences!and!draw!appropriate!conclusions!from!text.!!Standard!6>Informational!Text!SPI!0401.6.2!Identify!the!stated!main!idea!and!supporting!details!in!a!text.!!SPI!0401.6.4!Use!headings,!graphics,!and!captions!to!make!meaning!from!text.$SPI!0401.6.5!Interpret!information!using!a!chart,!map!or!timeline!!!

Informational!Text!• Determine!stated!and!implied!main!

idea!!• Use!text!features!to!make!meaning!!• Determine!the!meanings!of!unfamiliar!

words!and!academic!language!in!context!!




!

Comprehension!Skills:!Main!Idea,!Compare!and!Contrast!!Comprehension!Strategies:!Text!Structure,!Visualize,!Word!Structure!!Text!Selections:!!Discovery$of$Machu$Picchu!Encantado:$Pink$Dolphin$of$the$Amazon!Antarctic$Journal!(See!Boston)!!Additional!Performance!Assessments:!• Written!summary!of!a!“fresh!read”!text!or!

texts,!drawing!on!specific!details!from!the!text!(RI!1,!RI!2,!RI!3,!RI!4,!RI!5,!RI!7,!RI!10)!



Writing!to!Texts! TN Writing!!W2>Write!informative/explanatory!texts!to!examine!a!topic!and!convey!ideas!and!information!clearly.!!a.!Introduce!a!topic!clearly!and!group!related!information!in!paragraphs!and!sections;!include!formatting!(e.g.!headings),!illustrations,!and!multimedia!when!useful!to!aiding!

Standard!3>Writing!!SPI!0401.3.3!Choose!a!topic!sentence!for!a!paragraph.!SPI!0401.3.4!Select!details!that!support!a!topic!sentence.!SPI!0401.3.5!Rearrange!sentences!to!form!a!sequential,!coherent!paragraph.!

Writing!• Write!in!a!variety!of!modes.!• Write!in!response!to!informational!text.!• Cite!evidence!from!the!text!to!support!

key!points.!• Edit!and!revise!own!writing.!!

Routine!Writing!• Two!column!notes!• Page!summaries!• Constructed!response!to!teacher!questions!!Analysis:!Opinion!Writing:!Students!will!write!a!brief!description!of!the!overall!structure!(e.g.!chronology,!comparison,!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!comprehension.!b.!Use!precise!language!and!domain"specific!vocabulary!to!inform!or!explain!about!the!topic.!c.!Provide!a!concluding!statement!or!section!related!to!the!information!or!explanation!presented.!!W4>Produce!clear!and!coherent!writing!in!which!the!development!and!organization!are!appropriate!to!task!and!purpose.!W7>Conduct!short!research!projects!that!build!knowledge!through!investigation!of!different!aspects!of!a!topic.!!W9"Draw!evidence!from!literary!or!informational!texts!to!support!analysis,!research!and!reflection.!!

SPI!0401.3.6!Choose!the!supporting!sentence!that!best!fits!the!context!and!flow!of!ideas!in!a!paragraph.!SPI!0401.3.7!Identify!sentences!irrelevant!to!a!paragraph’s!theme!or!flow.!SPI!0401.3.8!Select!appropriate!time"order!or!transitional!words!to!enhance!the!flow!of!a!writing!sample.!SPI!0401.3.9!Select!an!appropriate!title!that!reflects!the!topic!of!a!written!selection.!!

cause/effect,!problem/solution)!of!events,!ideas,!concepts!or!information!in!Discovering$Mars.$They!will!then!write!an!opinion!paper!explaining!which!informational!text!they!preferred"!Discovering$Mars!or!Discovering$Machu$Picchu.!$They!should!site!evidence!from!the!texts!to!support!their!opinions.!!!!

Research!Project! TN Writing!!W5>With!guidance!and!support!from!peers!and!adults,!develop!and!strengthen!writing!as!needed!by!planning,!revising,!and!editing.!W7"!Conduct!short!research!projects!that!build!knowledge!through!investigation!of!different!aspects!of!a!topic.!W8"!Recall!relevant!information!from!print!and!digital!sources;!take!notes!and!categorize!information,!and!provide!a!list!of!all!sources.!! !

Standard!4>Research!!SPI!0401.4.1!Select!appropriate!sources!from!which!to!gather!information!on!a!given!topic.!SPI!0401.4.3!Complete!a!graphic!organizer!(e.g,!chart,!web)!organizing!material!collected!from!text!or!technological!sources.!!!


extended!writing!piece!(factual!report)!• Use!a!graphic!organizer!(web)!to!group!

ideas!and!information!!• Gather!information!from!a!variety!of!

sources.!• Synthesize!information!from!a!variety!

of!sources.!• Edit!and!revise!own!writing.!• Use!technology!to!prepare!and!present!

writing.!• Use!all!the!steps!of!the!writing!process.!• Present!findings!orally!to!the!class.!!

Factual!Report!Students!will!create!a!multi"media!presentation,!poster!board,!or!other!type!of!project!comparing!and!contrasting!Earth!and!Mars.!Students!will!begin!by!doing!research!to!find!information!and!collect!pictures!of!geological!features!of!both!planets.!For!each!picture,!students!should!identify!the!planet!and!write!short!descriptions!of!the!geological!features!being!compared.!Students!should!do!further!research!to!include!in!their!descriptions!explanations!of!how!the!feature!was!formed!and!how!the!feature!may!be!useful!for!supporting!life!on!both!planets.!!


TN Language!L!1>!Demonstrate!command!of!the!conventions!of!standard!English!grammar!and!usage!when!speaking!or!writing.!a.!Explain!the!function!of!nouns,!pronouns,!verbs,!adjectives,!and!adverbs,!in!general!and!their!functions!in!particular!standards.!b.!Use!personal,!possessive!and!indefinite!pronouns!(e.g.,!I,!me,!my;!they,!them,!their;!anyone,!everything)!L!2>Demonstrate!command!of!the!conventions!of!standard!English!capitalization,!punctuation,!and!spelling!when!writing.!!

Standard!1>Language!SPI!0401.1.1.1!Identify!the!correct!use!of!nouns!(i.e.,!common!and!proper,!plurals,!possessives)!and!pronouns!(i.e.,!subject,!object!and!agreement)!within!context.!SPI!0401.1.3!Identify!the!correct!use!of!adjectives!(i.e.,!comparison!forms!and!articles)!and!adverbs!(i.e.,!comparison!forms!and!negatives)!within!context.!!SPI!0401.1.6!Identify!the!use!of!

Language!Conventions!• Define!and!identify!possessive!






• Edit!writing!for!errors!in!spelling!

Language!Conventions:!!Pronouns,!antecedents,!possessive!pronouns,!nouns,!verbs,!prefixes,!suffixes,!root!words!!Performance!Assessments!• Use!of!language!conventions!in!daily/weekly!


assessments!in!PARCC format.!!!!!!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!a.!Use!commas!and!quotation!marks!to!mark!direct!speech!and!quotations!from!a!text.!b.!Use!a!comma!before!a!coordinating!conjunction!in!a!compound!sentence.!c.!Spell!grade!appropriate!words!correctly,!consulting!references!as!needed.!!d.!Use!a!comma!to!separate!an!introductory!element!from!the!rest!of!the!sentence.!e.!Use!a!comma!to!set!off!the!words!yes!and!no!(e.g.!Yes,!thank!you)!to!set!off!a!tag!question!from!the!rest!of!the!sentence,!and!to!indicate!direct!address.!

commas!(i.e.,!series,!dates,!addresses,!friendly!letters,!introductory!words,!compound!sentences)!within!context.!SPI!0401.1.9!Choose!the!correct!formation!of!plurals,!contractions,!and!possessives!within!context.!!SPI!0401.1.11!Identify!sentences!with!correct!subject!verb!agreement!(person!and!number).!!!

• Read!grade!level!text!with!fluency,!accuracy,!and!expression.!!

• Use!knowledge!of!Greek!and!Latin!roots!to!determine!the!meaning!of!unfamiliar!words.!!

• Recognize!past!tense!verbs!• Define!and!identify!subject"verb!

agreement!• Use!correct!subject"verb!agreement!

when!writing!• Edit!writing!for!errors!in!subject"verb!

agreement!! L!4"!Determine!or!clarify!the!meaning!of!

unknown!and!multiple"meaning!words!and!phrases!based!on!grade!4!reading!and!content,!choosing!flexibly!from!a!range!of!strategies.!a.!Use!context!(e.g.,!definitions,!examples,!or!restatements!in!text)!as!a!clue!to!the!meaning!of!a!word!or!phrase.!b.!Use!common,!grade!appropriate!Greek!and!Latin!affixes!and!roots!as!clues!to!the!meaning!of!a!word!(e.g.!telegraph,!photograph,!autograph)!

Standard!1>Language!SPI!0401.1.14!Use!prefixes,!suffixes,!and!root!words!as!aids!in!determining!meaning!within!context.!SPI!0401.1.16!Determine!the!meaning!of!unfamiliar!words!using!context!clues,!dictionaries,!and!glossaries.!!





!!!

Vocabulary!strategies:!!Context!Clues,!word!structure,!prefixes,!suffixes!!Performance!Assessments!• Teacher!observation!• Teacher!made!or!district!common!

assessments!in!PARCC format.!!!!!

! TN Speaking!and!Listening!!SL!1>!Engage!effectively!in!a!range!of!collaborative!discussions!(one"on"one,!in!groups,!and!teacher"!led)!with!diverse!partners!on!grade!4!topics!and!texts,!building!on!others’!ideas!and!expressing!their!own!clearly.!a.!Come!to!discussions!prepared,!having!read!or!studied!required!material;!explicitly!draw!on!that!preparation!and!other!information!known!about!the!topic!to!explore!ideas!under!discussion.!b.!Follow!agreed"upon!rules!for!discussions!and!carry!out!assigned!roles.!c.!Pose!and!respond!to!specific!questions!to!clarify!or!follow!up!on!information,!and!make!comments!that!contribute!to!the!discussion!and!link!to!the!remarks!of!others.!d.!Review!the!key!ideas!expressed!and!explain!their!own!ideas!and!understanding!in!light!of!the!discussion.!



behavior.!!


group!discussions!• Teacher!made!rubric!for!audiovisuals!added!

to!presentation!of!research!report!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!SL!5>!Add!audio!recordings!and!visual!displays!to!presentations!when!appropriate!to!enhance!the!development!of!main!ideas!or!themes.!

Reading!Foundational!Skills!

TN Reading!Foundational!Skills:!RF!3"Know!and!apply!grade"level!phonics!and!word!analysis!skills!in!decoding!words.!a.!Use!combined!knowledge!of!all!letter"sound!correspondences,!syllabication!patterns,!and!morphology!(e.g.,!roots!and!affixes)!to!read!accurately!unfamiliar!multisyllabic!words!in!context!and!out!of!context.!RF!4"Read!with!sufficient!accuracy!and!fluency!to!support!comprehension.!a.!Read!on"level!text!with!purpose!and!understanding.!b.!Read!on"level!prose!and!poetry!orally!with!accuracy,!appropriate!rate,!and!expression!on!successive!readings.!!




• Apply!phonics!and!word!analysis!skills!effectively!when!reading!and!writing.!

Word!study!and!spelling:!Syllable!Patterns!(TE!p.!559i),!Final!le,$al,$en$(TE!p.!439i),!Words!with!Latin!Roots!(TE!p.!607i)!!Performance!Assessments:!!• Oral!reading!fluency!checks/running!

records!• Spelling!of!grade!appropriate!words!in!

daily/weekly!writing.!!!Fluency:!Current!goal!of!120"130!WCPM!with!expression!and!understanding!!

!


curriculum map subject english language arts grade 4 first ... · curriculum map subject english...

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