Program: Imagine It! Component: TabsPDF PassVendor: Quad Graphics Grade: 4

Leveled Readers for Fluency

On Level English Learner Above Level

Literacy eHandbook

Online & print support for every CCSS standard!

Leveled Readers for Social Studies

Approaching LevelEnglish LearnerOn LevelApproaching Level Above Level

Generate Ideas and Questions

W.4.7, W.4.8, W.4.9.a.

joyous helpless useful statement lonely hazardous dangerous gladly hopeful marvelous movement fearless playful treatment careless suddenly freely shipment painful harmless

L.4.2.d.

Root Word Plus Suffix

RF.4.3.a., L.4.4.b.

pursued cover tides deserted lacking idly fiber dozed

Vocabulary StrategyWord Structure

RL.4.4

Target SkillAuthor’s Point of ViewRL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

ComprehensionStrategiesMaking ConnectionsVisualizingPredictingSummarizingRL.4.1, RL.4.2

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BIG Idea: Why do people take risks?

Focus Questions: How do you know when it is necessary to take a risk? How does it feel to take a risk and wish you had not?

Genre: Realistic Fiction

Level 4 • Unit 1 • Lesson 1

Island of the Blue Dolphins97

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Early Exploration

by Makiko Kurosawaby Makiko Kurosawa

1R_G4_U1_T1_A_SS-C.indd 1 1/16/07 8:01:59 AM

E li h L

Searching for GoldSearching for Gold

by Jennifer Burdgeby Jennifer Burdge

1R_G4_U1_T1_EL_SS-C.indd 1 1/25/07 2:28:04 PM

O L l

Exploration in Florida and California

Exploration in Florida and CaliforniaFlorida and California

by Jennifer Burdgeby Jennifer Burdge

1R_G4_U1_T1_O_SS-C.indd 1 1/16/07 8:02:37 AM

A hi L l

by Kenton Price

Christopher Columbus

Ab L l

Cesar Chavez: Fighting for Farm Workers’ Rights

E li h L

FearFFFacing a

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Taking a Chance

A hi L l

Running forPresidentRuRuRuRuRuRuRuRunnnnnnnnnnnnnnnnininininininining g g g g g g g fofofofofofofoforrrrrrrrRuRuRuRuRuRuRuRRuRuuuuuuRunuuuuuuuunnnnnnnnnnnnnnnnnnnnnnnniiiiiiiiinininininininnggggggggggggg oofofofofofoforrrnng gg gg g g g fofofofofofofofofooofofofofoorrroooooorrrrrrrrPPPPPPPPrrrrrrrreeeeeeeessssssssiiiiiiiidddddddeeeeeeeennnnnnnnttttttPPPPPPPPrPPrrrrrrrreeeerreeeeeeeessssssssiiiiiiiddddddddeeeeeeeennnnnssssssiiiiiiiiddddddddeeeeeeeennnnneennnnnnnntttttttttttttttnttttttttRunning forPresident

Word Structure

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Language Arts

Preparing to Read

Reading and Responding

Program: Imagine It! Component: TabsPDF PassVendor: Quad Graphics Grade: 4

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Common Core State Standards Teacher Edition Page Numbers/

CCSS Literacy eHandbook Sections

RF.4.3.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affi xes) to read accurately

unfamiliar multisyllabic words in context and out of context.

Word Structure p. 20R

CCSLH: 3.1.A

L.4.4.b. Use common, grade-appropriate Greek and Latin affi xes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).Word Structure p. 20P

CCSLH: 6.3.C

RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.Comprehension Strategies p. 24

CCSLH: 1.1.A

RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.Comprehension Strategies p. 24

CCSLH: 1.1.B, 1.1.C

RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specifi c details in the text (e.g., a character’s thoughts, words, or

actions).

Reading with a Writer’s Eye pp. 27, 33

CCSLH: 1.1.D, 1.1.E, 1.1.F

RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to signifi cant characters found in mythology (e.g.,

Herculean).

Guided Vocabulary Practice p. 20

CCSLH: 1.2.A, 1.2.B

RL.4.6 Compare and contrast the point of view from which diff erent stories are narrated, including the diff erence between fi rst- and third-person narrations.

Comprehension Skills pp. 25, 29, 31

Supporting the Reading p. 39A

CCSLH: 1.2.D

RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band profi ciently,

with scaff olding as needed at the high end of the range.Reading Recommendation p. 22

RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientifi c, or technical text, including what happened and why, based on specifi c

information in the text.

Science Inquiry p. 41

CCSLH: 2.1.D, 2.1.E, 2.1.F

RI.4.7 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.

Science Inquiry p. 40

CCSLH: 2.3.A

RI.4.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5

text complexity band profi ciently, with scaff olding as needed at the high end of the range.Science Inquiry p. 40

RF.4.4.a. Read on-level text with purpose and understanding.Fluency p. 37B

CCSLH: 3.2.A

W.4.7 Conduct short research projects that build knowledge through investigation of diff erent aspects of a topic.Inquiry Process p. 41A

CCSLH: 4.3.A

W.4.8 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.

Inquiry Process p. 41A

CCSLH: 4.3.A

W.4.9.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 specifi c details

in the text [e.g., a character’s thoughts, words, or actions].”).

Inquiry Process p. 41A

CCSLH: 4.3.B

W.4.10 Write routinely over extended time frames (time for research, refl ection, and revision) and shorter time frames (a single sitting or a day or two) for a

range of discipline-specifi c tasks, purposes, and audiences.

Supporting the Reading p. 39A

CCSLH: 4.1.A, 4.1.B, 4.1.C, 4.3.A, 4.4.A

SL.4.1.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.

Discussing the Selection p. 37A

CCSLH: 5.1.A

SL.4.1.b. Follow agreed-upon rules for discussions and carry out assigned roles.Discussing the Selection p. 37A

CCSLH: 5.1.A

SL.4.1.c. Pose and respond to specifi c questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the

remarks of others.

Discussing the Selection p. 37A

CCSLH: 5.1.A

SL.4.1.d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.Discussing the Selection p. 37A

CCSLH: 5.1.A

W.4.3.a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.Writing p. 41F

CCSLH: 4.1.C

W.4.3.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.Writing p. 41H

CCSLH: 4.1.C

W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for

conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on pages 28 and 29.)

Writing pp. 41E–41F

CCSLH: 4.2.A

SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.Listening/Speaking/Viewing p. 41M

CCSLH: 5.1.B

L.4.2.d. Spell grade-appropriate words correctly, consulting references as needed.Spelling p. 41J

CCSLH: 6.1.J

C

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