Fourth Grade Quarter 1Quarter 1 Common Core Standards Grade 4

LiteratureRL 4.3: 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 4.4: 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 4.5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g. verse, rhythm, meter) and drama (e.g. casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text

RL 4.10: By the end of the year, read and comprehend literature, including stories, drama, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

InformationalRI 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.

RI 4.4: 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 4.5: 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 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 proficiently, with scaffolding as needed at the high end of the range.

Foundational Skills in ReadingRF 4.3: 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 4.4: Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with purpose and understanding.b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Fourth Grade Quarter 1Speaking/Listening Standards

Comprehension and Collaboration

1

SL.4.1 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.

2 SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

3 SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.Presentation of Knowledge

4 SL4.4 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.

5 SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

6 SL4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate to task and situation. (See grade 4 Language standards 1 for specific expectations.)

Fourth Grade Quarter 1

Language StandardsConventions of Standard English

1

L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).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 conven various conditions.d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).e. Form and use prepositional phrases.f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-onsg. Correctly use frequently confused words (e.g., to, too, two; there, their).

2

L.4.2 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.c. Use a comma before a coordinating conjunction in a compound sentence.d. Spell grade-appropriate words correctly, consulting references as needed.

Knowledge of Language

3

L.4.3 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).

Vocabulary Acquisition and Use

4

L.4.4 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.

5

L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.b. Recognize and explain the meaning of common idioms, adages, and proverbs.c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings

(synonyms).

6L.4.6 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).

4th Grade English Language Arts And Technology Standards

Fourth Grade Quarter 1

Reading: Literature Key Ideas and Details

Technology Standards

RL.4.3. 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).

4.CT.2.1 (Application) Use presentation application to develop a product. 4.CP.2.1 (Knowledge) Select the best way to deliver presentation/project deliver information and ideas

based on the audience.

Craft and StructureRL.4.4. 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).

4.CT.1.3 (Application) Use input/output devices and other peripherals 4.CT.1.4 (Application) Manage and maintain files and folders independently.

RL.4.5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

4.IL.1.1 (Synthesis) Given a general topic predict what key details will be needed to refine a search in a database for a specific purpose

Range of Reading and Complexity of Text Technology StandardsRL.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 proficiently, with scaffolding as needed at the high end of the range.

4.IL.1.1 (Synthesis) Given a general topic predict what key details will be needed to refine a search in a database for a specific purpose.

Reading: Informational Key Ideas and DetailsRI.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.

4.CT.2.1 (Application) Use presentation application to develop a product. 4.CP.2.1 (Knowledge) Select the best way to deliver presentation/project deliver information and ideas

based on the audience.

Craft and StructureRI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

4.CT.1.3 (Application) Use input/output devices and other peripherals 4.CT.1.4 (Application) Manage and maintain files and folders independently.

RI.4.5. 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.

4.IL.1.1 (Synthesis) Given a general topic predict what key details will be needed to refine a search in a database for a specific purpose.

Range of Reading and Level of Text Complexity

Fourth Grade Quarter 1RI.4.10. 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.

4.IL.1.1 (Synthesis) Given a general topic predict what key details will be needed to refine a search in a database for a specific purpose

4.SI.1.3 (Application) Determine where and when to cite a source of information. 4.SI.1.2 (Synthesis) Communicate issues relating to online safety.

Reading: Foundational Skills Phonics and Word RecognitionRF.4.3. Know and apply grade-level phonics and word analysis skills in decoding words.

4.CT.2.1 (Application) Use presentation application to develop a product

4.CP.2.1 (Knowledge) Select the best way to deliver presentation/project deliver information and ideas based on the audience

FluencyRF.4.4. Read with sufficient accuracy and fluency to support comprehension.

4.CT.2.1 (Application) Use presentation application to develop a product

4.CP.2.1 (Knowledge) Select the best way to deliver presentation/project deliver information and ideas based on the audience

Speaking and Listening Comprehension and CollaborationSL.4.1. 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.

4.CP.1.1 (Application) Utilize virtual collaboration environments to contribute within a group to the production of a digital output.

4.CP.2.1 (Knowledge) Select the best way to deliver presentation/project deliver information and ideas based on the audience.

SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

4.CT.1.3 (Application) Use input/output devices and other peripherals.

4.CP.2.1 (Knowledge) Select the best way to deliver presentation/project deliver information and ideas based on the audience

SL.4.3. Identify the reasons and evidence a speaker provides to support particular points.

4.CT.1.3 (Application) Use input/output devices and other peripherals.

4.CP.2.1 (Knowledge) Select the best way to deliver presentation/project deliver information and ideas based on the audience

Presentation of Knowledge and Ideas

Fourth Grade Quarter 1SL.4.4. 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.

4.CP.2.1 (Knowledge) Select the best way to deliver presentation/project deliver information and ideas based on the audience

SL.4.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

4.CT.2.1 (Application) Use presentation application to develop a product

SL.4.6. 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

4.CT.2.1 (Application) Use presentation application to develop a product

Language Conventions of Standard EnglishL.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

4.CT.2.1 (Application) Use presentation application to develop a product

L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

4.CT. 1.5 (Comprehension) Demonstrate the correct use of all letters, punctuation, symbol and command keys.

Fourth Grade Quarter 1L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

4.CT. 1.5 (Comprehension) Demonstrate the correct use of all letters, punctuation, symbol and command keys.

4.CT.1.2 (Comprehension) Demonstrate the correct use of all letters, punctuation, symbol and command keys using proper techniques

Language Vocabulary Acquisition and UseL.4.4. 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.

4.CT.1.3 (Application) Use input/output devices and other peripherals. 4.CT.1.4 (Application) Manage and maintain files and folders independently.

L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

4.CT.1.3 (Application) Use input/output devices and other peripherals.

4.CT.1.4 (Application) Manage and maintain files and folders independently.

L.4.6. 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).

4.CT.1.3 (Application) Use input/output devices and other peripherals.

4.CT.1.4 (Application) Manage and maintain files and folders independently.

Fourth Grade Quarter 1Standard: LiteratureRL 4.3 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).

Comprehension Strategies – Visualizing and Questioning

Content Objectives Guiding Questions Vocabulary Resources

I can describe a character’s actions from the story using specific details.

I can describe a character’s thoughts from the story using specific details.

I can describe a character’s words from the story using specific details.

I can describe the setting using specific details.

I can describe an event from a story using specific details from the text.

What else could……have done?Explain your thinking with details from the text.Do you agree/disagree with ……’s actions in the story?

Do you agree/disagree with ……’s thoughts in the story?How does……’s thoughts affect his/her relationship with other characters in the story?

How do the character’s words affect his/her relationship with other characters in the story?

How did the setting contribute to the mood or plot of the story?How does the setting impact the story? How would the story be different if the setting took place……..?

Why did the author include……..in the story? How did……….affect the main character? How did……….affect the plot of the story? How did……affect the mood of the story?

CharacterSettingEvent

Treasures Resources:The Raft by Jim LaMarche (Treasures Unit 1, pg. 112—includes a graphic organizer, pg. 113)

My Brother Martin by Christine King Farris (Treasures Unit 3, pg. 308)

Dear Mrs.LaRue by Mark Teague (Treasures Unit 4, pg. 414)

Me and Uncle Romie by Claire Hartfield (Treasures Unit 5, pg. 608)

Because of Winn-Dixie by Kate DiCamilllo (Treasures Unit 5, pg. 544)

Picture Book Resources:Tops and Bottoms by Janet Stevens

Song and Dance Man by Karen Ackerman

No, David! by David Shannon

Officer Buckle and Gloria by Peggy Rathman

Snowy Day by Ezra Jack Keats

Owl Moon by Jane Yolen

Online Resources:http://www.readwritethink.org/files/resources/interactives/storymap/index.html

http://www2.scholastic.com/content/collateral_resources/pdf/l/lessonplans_graphicorg_pdfs_settingcomparison.pdf

Assessments1.Have students develop character descriptions using the following link: http://www.readwritethink.org/files/resources/interactives/storymap/index.html2. In their journals have students describe a character from a story using specific details from the text.

Fourth Grade Quarter 13. Have students complete a setting comparison graphic organizer using the following link: http://www2.scholastic.com/content/collateral_resources/pdf/l/lessonplans_graphicorg_pdfs_settingcomparison.pdf

Fourth Grade Quarter 1Standard: InformationalRI.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.

Comprehension Strategies – Synthesis and Determining Importance

ContentObjectives

Guiding Questions Vocabulary Resources

I can explain connections between events, ideas, concepts, and procedures in a text.

I can summarize events, procedures, ideas, or concepts based on specific information in the text.

.

If you were to tell another person about the text you just read, and you could only use a few sentences, what would you tell them?

Can you develop a defense for why your assigned historical event is more important than your partner’s event? Debate this with your partner.

Why was it better/worse that….? Explain your thinking using text details.

Why did …. happen?

How does ….. compare to…..?

What is the relationship between ……. and………?

EventsProceduresHistoricalScientificTechnical

Treasures Resources:A Walk in the Desert by Rebecca L. Johnson (Treasures Unit 1, pg. 48)

Kid Reporters at Work, “Time for Kids” (Treasures Unit 3, pg. 334)

The Power of Oil, “Time for Kids” (Treasures Unit 4, pg.474)

Other Resources:Science textbook

Leveled Reader Library from Macmillan McGraw-Hill

Picture Book Resources:The Popcorn Book by Tomie dePaola

Snowflake Bentley by Jacqueline Briggs Martin

Extreme Animals: The Toughest Creatures on Earth by Nicola Davies

Online Resources:http://www.sciencenewsforkids.org/

http://www.timeforkids.com

http://www.tweentribune.com/

http://www.dogonews.com/?page=2

http://animals.nationalgeographic.com/animals/

http://go.grolier.com/(when accessing this link from home go to the district library page)

http://galenet.galegroup.com/servlet/KidsInfoBits;jsessionid=0D6FE5C83CD95FF641BA606BAC5596D4?locID=sdln_cle(when accessing this link from home go to the district library page)

http://www.worldbookonline.com/kids/home(when accessing this link from home go to the district library page)

Fourth Grade Quarter 1Assessments

1. Have students write a summary of a non-fiction article in their reading response journals or as a part of writing workshop.2. Have students write a compare/contrast summary of two non-fiction articles on the same topic.3. In small groups have students discuss a non-fiction article.

Fourth Grade Quarter 1Standard: Literature and InformationalRL.4.4 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).

RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Comprehension Strategies – Monitoring for Meaning

ContentObjectives

Guiding Questions Vocabulary Resources

I can use context clues to find the meaning of a word or phrase.

I can explain the meaning of a simile found in text.

I can explain the meaning of a metaphor found in text.

I can explain the meaning of a hyperbole in text.

I can explain the meaning of words by relating them to their antonyms.

I can explain the meaning of words by relating them to their synonyms.

Did you find any unknown words while you were reading this story (text)? Which clues from the text helped you understand the unknown word?

Can you illustrate the meaning of the simile you read in the story?

What does the metaphor from the story mean? Why do you think the author felt it was important to include it in the story?

How could you illustrate the meaning of the hyperbole in the story? Write a caption to explain your picture.

Can you explain the meaning of ……..by naming an antonym?

Can you explain your understanding of ……..by creating an analogy using synonyms?

MythologyContext cluesSimileMetaphorHyperboleAntonymsSynonymsAnalogy

Treasures:A Walk in the Desert by Rebecca L. Johnson (Treasures, Unit 1, pg. 46-47, 69D-context clues: surrounding words)

The Raft by Jim LaMarche (Treasures, Unit 1, pg. 110-11, 143D-context clues: paragraph clues)

Ranita:The Frog Princess by Carmen Agra Deedy (Treasures, Unit 5, pg. 564-565-antonyms)

The Tale of Pecos Bill retold by Gillian Reed (Treasures, Unit 5, pg. 652-655-hyperbole)

Exploring the Undersea Territory (Treasures, Unit 5, pg. 603D-analogies)

“I Love the Look of Words” (Treasures, Unit 5, Pg. 558-559)

Picture Book Resources:More Parts! by Tedd Arnold

Owl Moon by Jane Yolen

Heat Wave by Helen Ketteman

Scarecrow by Cynthia Rylant

Percy Jackson series:Book One: The Lightning Thief (also available as a graphic novel)Book Two: The Sea of MonstersBook Three: The Titan’s CurseBook Four: Battle of the LabryinthBook Five: The Last Olympian

Online Resources:http://www.worksheetworks.com/miscellanea/graphic-organizers/frayer.html

http://www.fcrr.org/curriculum/PDF/G4-5/45VPartFour.pdf

http://www.readwritethink.org/classroom-resources/lesson-plans/figurative-language-awards-ceremony-115.html?tab=4#tabs

Fourth Grade Quarter 1

http://www.readwritethink.org/classroom-resources/lesson-plans/acquiring-vocabulary-through-book-170.html?tab=4#tabs

http://exchange.smarttech.com/details.html?id=6ed3f800-e49f-40f8-8a0c-29be25f1fc91

Other Resources:The Comprehension Toolkit: Language and Lessons for Active Literacy, Book #4: Infer Meaning, Lessons 10, 11, and 12

Assessments1. Have students draw an illustration of a new vocabulary word and share it with a partner.2. Have students use context clues or other strategies to determine the meanings of unknown words. In their reading response journals have the students describe which

strategy they used to find the meaning of an unknown word.3. Have student choose an analogy and in writing explain what it means.

Fourth Grade Quarter 1Standard: LiteratureRL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g. verse, rhythm, meter) and drama (e.g. casts of characters, settings, descriptions, dialogue, stage directions)when writing or speaking about a text.

Comprehension Strategies – Visualizing, Inferring, and Monitoring for Meaning

ContentObjectives

Guiding Questions Vocabulary Resources

I can use text features to help me explain the genre prose.

I can use text features to help me explain the genre drama (scenes, stage directions, cast list, and dialogue).

I can use text features to help me explain the genre poetry (verse, rhythm, and meter).

What features of prose make it different from poetry?What is the relationship between prose and poetry?

How does an author organize a drama?What are the characteristics of a drama?Why is each characteristic important?

What are the features of poetry?How does a poet organize a poem?

ProseDramaPoetryVerseRhythmMeterDialogueStage directions

Treasures:Limericks (Treasures, Unit 4, pg. 504-505-meter and rhyme scheme)

“I Love the Look of Words” (Treasures, Unit 5, Pg. 558-559)

Ranita: The Frog Princess by Carmen Agra Deedy (Treasures, Unit 5, pg. 566)

“Brave New Heights” (Treasures Unit 6, pg. 754-755)

Other Resources:Poetry collections by Kenn NesbittPoetry collections by Shel SilversteinPoetry collections by Jack Prelutsky

“My America: A Poetry Atlas of the United States” by Lee Bennett Hopkins

“Joyful Noise: Poems for Two Voices” by Paul Fleischman

“Animals, Animals” by Eric Carle

“Hoops” by Robert Burleigh

Online Resources:http://www.aaronshep.com/rt/RTE.html

http://www.readinglady.com/index.php?module=documents&JAS_DocumentManager_op=viewDocument&JAS_Document_id=9&MMN_position=34:34

http://www.mrsrenz.net/poetry.htm

http://www.poetry4kids.com/

Fourth Grade Quarter 1Standard: InformationalRI.4.5 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.

Comprehension Strategies – Monitoring for Meaning and Determining Importance

ContentObjectives

Guiding Questions Vocabulary Resources

I can use text features to help me understand the text I am reading:

headings captions print features graphic aids online features

Why do authors use headings? How are headings useful to readers? Would you be able to understand the text without the headings?

Why do authors use captions? How are captions useful to you as a reader? Can you understand a photograph easily without a caption?

Why do authors use italicized print or bold words? How do words in italic or bold print help you understand better what you are reading?

Why do authors include maps in text? How does a map help you understand what you have read?

What is the purpose of including a chart in text? How does a chart help you understand what you are reading?

How is reading a diagram in text helpful for you to understand what you are reading? Why do authors include a diagram in their text?

How are links in online text helpful for readers? Why do websites include links for readers in online text?

ChronologyComparisonCause/effectProblem/solutionMain idea/supporting details

Treasures:Gold! By Patricia West (Unit 6, pg. 682-685-reading a timeline)

Meet a Bone-ified Explorer (Unit 6, pg. 722-725)

Picture Book Resources:The Popcorn Book by Tomie dePaola

Snowflake Bentley by Jacqueline Briggs Martin

Extreme Animals: The Toughest Creatures on Earth by Nicola Davies

Nonfiction books by Jerry PallottaNonfiction books by Seymour Simon

Online Resources:

http://www.fcrr.org/curriculum/PDF/G4-5/45CPartTwo.pdf

http://blogs.scholastic.com/top_teaching/2011/03/my-march-top-ten-list-nonfiction-reading-resources.html

Other Resources:The Comprehension Toolkit: Language and Lessons for Active Literacy, Book #2: Activate and Connect: Lesson 4 and Book #4: Infer Meaning, Lesson 13

Science textbook

Leveled Reader Library from Macmillan McGraw-Hill

Fourth Grade Quarter 1

I can explain how paragraphs are organized in text:

sequentially/chronologically

comparison main

ideas/supporting details

cause/effect problem/solution

The author used sequencing to organize the information in the text. How does this help you understand the information as a reader?

How would the article be different if the author used main ideas and supporting details instead of sequencing?

Why do authors organize their thoughts by using main ideas and supporting details?

Authors sometimes use cause and effect to organize their ideas. How does this help readers understand the text?

The author used cause and effect to organize the ideas in the text. How does this help you understand the text?

The author used cause and effect to organize the ideas in this paragraph. Can you organize the ideas by using problem and solution?

Authors organize their ideas by using problem and solution. How does this help you understand the text?

How could you organize the ideas in the paragraph using problem and solution?

Assessments1. In small groups have students discuss the major differences between poems, drama, and prose.2. Have students write about the major difference between poems, drama, and prose.3. Have students create a chart showing the major differences between poems, drama, and prose.

Fourth Grade Quarter 1

Standard: Literature and InformationalRL.4.10 By the end of the year, read and comprehend literature, including stories, drama, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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 proficiently, with scaffolding as needed at the high end of the range.

Comprehension Strategies – Monitoring for Meaning, Schema, Visualization, Questioning, Inferring, Synthesis, and Determining Importance

ContentObjectives

Guiding Questions Vocabulary Resources

This standard is an ongoing, year-long reading standard to be monitored throughout the course of the school year. Any quality literature in the grades 4-5 text band can be used as a resource to teach and monitor student progress on this standard. The DRA should be used to monitor and track student progress.