Grade 4 · Through the use of models, students will learn many reading behaviors, rituals and...

FREEHOLD BOROUGH SCHOOL DISTRICT

280 Park Avenue

Freehold, NJ 07728

Monmouth County

Office of Curriculum & Instruction

Reading

Grade 4

Board of Education Adoption Date: August 22, 2017

Freehold Borough Board of Education

Dr. Michael Lichardi, President Mrs. Susan Greitz, Vice President

Mr. Paul Ceppi

Mr. Paul Jensen

Mrs. Annette Jordan

Mr. Tyler Jordan

Mr. James Keelan

Mr. Bruce Patrick

Mrs. Margaret Rogers

District Administration

Rocco Tomazic, Ed. D., Superintendent

Joseph Howe, School Business Administrator

Samuel dela Cruz, Ed.D., Director of Curriculum & Instruction

Jennifer O’Shea, Director of Special Programs

Jennifer Donnelly, Director of Technology & Assessment

Cecilia Zimmer, Supervisor of Instruction – ESL, Bilingual & World Languages

Ronnie Dougherty, Principal – Freehold Intermediate School

John Brovak, Assistant Principal – Freehold Intermediate School

Patrick Mulhern, Principal – Park Avenue Elementary School

William Smith, Principal – Freehold Learning Center

Curriculum Committee

Danielle Fekete

Nicolina Harker

Irene McFadden

Freehold Borough School District

District Mission

We will inspire the creativity and imagination of all students and empower them as knowledgeable, skillful, and

confident learners who flourish and contribute willingly in a changing world.

Core Beliefs

We believe that:

All people have inherent worth.

Life-long learning is basic to the survival and advancement of society.

The primary influence on the individual's development is the family in all its forms.

Valuing diversity is essential to individual growth and the advancement of society.

All individuals have strengths and human potential has no known limits.

Democracy thrives when individuals accept responsibility for their choices.

Being trustworthy builds trust.

Creativity and imagination are essential for society to flourish.

A safe environment is essential for the well-being of the individual and for society to flourish

Philosophy

The philosophy for our curriculum is developed with a democratic system of beliefs and values. Believing that

our students deserve the best education, our curriculum is aligned to the New Jersey Student Learning standards

and current statewide assessments. Our scope and sequence is vertically and horizontally aligned. The

progression of objectives embraces decades of rigorous research, conducted both independently and at the

university level, and acknowledges that children develop differently and that learning experiences and strategies

for performance are differentiated. Our borough is a diverse community, rich in tradition and spirit.

Knowledge is a fusion balancing authentic experience and content, which language arts literacy skills are

integrated with other content areas. Our curriculum contains common expectations that are rigorous and student

centered, and teachers, who are most proximal to the children, will use this document as an instrument to ensure

student success.

To ensure that our children are successful and receive the best education, this curriculum document, our staff

will continuously collaborate on this living document. We will develop purposeful and effective formative and

summative assessments which measure growth of our curriculum and inform our instruction. Finally, we will

continuously seek to grow professionally through professional development, which is aligned to statewide

regulations, but specifically geared to benefit our curriculum, school, and children.

General Curriculum & Instruction Objectives

Teachers will employ lessons that are aligned to our curriculum and framed utilizing current research-

based methods and techniques that focus on student achievement

Our lessons will be structured according to statewide and district standards and our teachers will have

flexibility to ensure that lessons meet the needs of all learners

Units and lessons will be differentiated

Curriculum is focused on student success and balances developmental theory and psychometric

standards

Democratically developed benchmarks and assessments will be utilized to gauge student and curricular

growth. Assessment will be multidimensional and developed according to student need.

Freehold Borough Schools

Grade 4 Reading Curriculum Pacing Guide

Unit Number and Name Unit Description Timeline

Unit 1 – Launching

Readers Workshop

The Reading Fundamentals Launching Unit of Study provides

models for many reading behaviors, rituals and routines. A

community is established that fosters these reading behaviors.

Lessons will allow for students to use focused thinking and

accountable talk to engage in active listening, thinking,

engagement and participation. Meaningful conversations begin to

emerge connected to the books the students are sharing.

8-10 Weeks

Unit 2 - Fiction

The Fiction Unit of Study exposes students to the possibilities

within a genre. By reading and studying different types of

fiction(fantasy, traditional, and realistic), students will develop an

understanding of various forms, features and purposes of fiction.

Their reading will be enhanced by an understanding of the

narrative structure, story elements, and themes associated with

each particular type of fiction writing. Students will also learn and

apply specific reading skills and strategies that will enable them to

visualize magical lands, infer characters feelings, identify the

author’s message,and actively engage with the text they read.

8-10 Weeks

Unit 3 - Nonfiction

The NonFiction Unit of Study exposes students to texts that

encourage them to closely observe and learn about all that is

around them. Students will develop passions for locating

information, finding answers, and deepening their understanding

about the nonfiction topics they are reading and learning about.

This unit will help students learn and apply specific reading skills

and strategies that will enable them to discover facts, identify big

ideas, and learn new information about the topics they are reading

about. It will also address the challenges of reading nonfiction, as

well as ways to work through difficult text.

8-10 Weeks

Grade 4 Curriculum Map

Unit

Name: Unit 1 – Launching Readers Workshop

Timeline: September/October/November

Standards Reading:

Foundational Skills

Reading:

Literature

Reading:

Informational Writing Language

Speaking and

Listening

● RF.4.3

● RF.4.4

● RL.4.1

● RL.4.2

● RL.4.3 ● RL.4.4

● RL.4.10

● RI.4.1

● RI.4.2

● RI.4.3 ● RI.4.7

● RI.4.8

● RI.4.10

● W.4.3

● W.4.5

● W.4.10

● L.4.1

● L.4.3

● L.4.4

● L.4.5

● L.4.6

● SL.4.1

● SL.4.2

● SL.4.3 ● SL.4.4

District Desired Results

Unit Overview Through the use of models, students will learn many reading behaviors, rituals and routines. A community will be

established that fosters these reading behaviors. Lessons will allow for students to use focused thinking and

accountable talk to engage in active listening, thinking, engagement and participation. Meaningful conversations will

begin to emerge connected to the books the students are sharing.

Enduring Understanding ● Good readers develop an understanding of

themselves as readers ● Learning to present ideas about a topic or text

using relevant facts or details enhances what we

read and develops self confidence.ability to learn

how to ask and answer questions to clarify

understanding and draw inferences.

● Collaborating with peers and teachers promotes

understanding and encourages the

Essential Questions ● What do good readers do?

● How does sharing with others promote one’s

reading abilities?

● Why is collaboration important?

Content ● Making Inferences ● Determining Importance ● Speaking to Communicate ● Listening and Responding

● Engaging in Discussion/Collaborating

● Using Schema

● Finding Word Meaning

● Questioning

● Synthesizing

● Text and Genre Features

● Visualizing

Skills – Standards Aligned and Critical Thinking

● Recognizes the power of reading in people’s lives,

learn how to grow as readers from reading workshop.

● Identifies unique individual qualities as a reader,

make personal connections through text.

● Self-Selects well matched text and read for different

purposes.

● Use experiences to ask questions while they interact

with the text.

● “Stop and Jot” to activate their schema and generate

questions.

● Monitor meaning at text, paragraph and word level

and understand how to fix it when meaning breaks

down.

● Engage in collaborative and purposeful conversations

to deepen understanding and appreciation.

● Use tools to track thinking and prepare for

discussions, establish a Reader’s Notebook.

● Initiate and build conversations around the big idea,

and infer themes supported by text evidence.

Vocabulary/Key Terms

● Refer to pages 9-12 in Reading Fundamentals:

Modifications: Support and Enrichment ● IEPs and 504 Students: (These are just suggested

ideas to modify instruction. All modifications and

Launch for grade appropriate vocabulary

accommodations should be specific to each individual

child’s IEP.) reduce / revise assignments and

assessments as per IEP; provide individual and small

group help; notes and study guides; provide

background knowledge ● Gifted and Talented Students: provide additional

enrichment activity involving demonstrating

knowledge; deeper research to to answer a higher level

question; or complimentary assignment ● ELL Students: use consistent, simplified language;

provide bilingual partner when appropriate; provide

cooperative learning opportunities; use modeling; use

visual aids and manipulatives ● Struggling Students: provide less distracting seating

if possible; frequent check-ins by teacher; study guides;

notes

Teacher Learning Plan

Weekly Learning Plan/Diary Map

● Week 1: What is Reading Workshop? Our Reading Habits : Readers learn about the power in people’s lives.

Students will discuss how reading workshop read and discuss how reading workshop is a time for them to learn and

grow as readers. ● Week 2: Learning About Ourselves as Readers and Making Connections/Growing as Readers: Students will

develop and understanding of their unique identities and histories as readers and learn about other readers in their

reading community. Students will learn how they can make connections to texts and how this will deepen their

understanding and ability to talk about the texts they read.

● Week 3: Creating a Reading Life/What’s My Role in My Reading Community?: Students will use their own

identities, as well as their reading community to self select well matched texts, read for different purposes, and set

reading goals. Students will learn how to select appropriate texts for independent reading and monitor for

understanding and enjoyment.

● Week 4: Making Meaning and Digging Deeper/Getting Ready to Discuss: Students will bring what they know or

have experiences to all types of reading and ask questions as they continually interact with a text. Students will learn

how to “stop and jot” to activate their schema and generate questions.

● Week 5: Knowing When I Get It/Think-Pair-Share: Students will know how it feels to understand their reading and

pay attention when meaning breaks down. Students will learn how to monitor for meaning at text, paragraph, and

word level and to use “fix-up” strategies when meaning breaks down. ● Week 6: Sharing Our Thinking / Being A Careful Reader: Students will talk with others about texts to extend their

thinking and grow new ideas. Students will learn how to engage in collaborative and purposeful conversations about

texts to deepen their understanding and appreciation. ● Week 7: Tracking Our Thinking/Making Pictures in Our Mind: Students will use tools to keep track of their

thinking and prepare for discussions about texts. Students will learn how to establish a Reading Notebook and to

notate and reference their thinking about texts. ● Week 8: Keeping the Conversation Going/The Magic of Fiction: Students will initiate and build conversations

around the big ideas or themes in texts. Students will learn how to infer themes in fiction texts and provide specific

evidence from the text to support their points when engaged in conversations.

Assessment Plan Assessments to Measure Student’s Understanding

Formal Assessments:

● Benchmark Assessments

● F&Ps

● Unit Tests

● Quizzes

● Exit Tickets Projects

Informal Assessments:

● Observations

● Anecdotal Notes

● Participations

● Reader’s Journal

● Graphic Organizers

Instructional Resources

Teacher Resources ● Core Program: Schoolwide Fundamentals: Reading: Launching Readers Workshop ● Supplemental Program: iReady, NewsELA, Guided Reading Books (Scholastics), ● Additional and Alternative Materials and Resources: Teacher Tube (https://www.teachertube.com/)

Interdisciplinary Connections 21st Century Life and Careers Technology Standards

● Math (sequencing, directionality,

positional words).

● Social Studies

● Science

● Writing

● Technology

● CRP1. Act as a responsible and

contributing citizen and employee.

● CRP2. Apply appropriate academic

and technical skills.

● CRP3. Attend to personal health and

financial well-being.

● CRP4. Communicate clearly and

effectively and with reason.

● CRP5. Consider the environmental,

social and economic impacts of

decisions.

● CRP6. Demonstrate creativity and

innovation.

● CRP7. Employ valid and reliable

research strategies.

● CRP8. Utilize critical thinking to

make sense of problems and

persevere in solving them.

● CRP9. Model integrity, ethical

leadership and effective

management.

● CRP10. Plan education and career

paths aligned to personal goals.

● CRP11. Use technology to enhance

productivity.

● CRP12. Work productively in teams

while using cultural global

competence

● 8.1 Educational Technology: All

students will use digital tools to

access, manage, evaluate, and

synthesize information in order to

solve problems individually and

collaborate and to create and

communicate knowledge

● 8.2 All students will develop an

understanding of the nature and

impact of technology, engineering,

technological design,

computational thinking and the

designed world as they relate to

the individual, global society, and

the environment.

https://www.teachertube.com/


Unit

Name: Unit 2 - Fiction

Timeline: November/December/January

Standards Reading:

Foundational Skills

Reading:

Literature

Reading:


Speaking and

Listening

● RF.4.3

● RF.4.4

● RL.4.1

● RL.4.2

● RL.4.3

● RL.4.4

● RL.4.5

● RL.4.7

● RL.4.9

● RL.4.10

● ● W.4.1

● W.4.2

● W.4.9

● L.4.1

● L.4.3

● L.4.5

● L.4.6

● SL.4.1


Unit Overview The Fiction Unit of Study exposes students to the possibilities within a genre. By reading and studying different types

of fiction(fantasy, traditional, and realistic), students will develop an understanding of various forms, features and

purposes of fiction. Their reading will be enhanced by an understanding of the narrative structure, story elements,

and themes associated with each particular type of fiction writing. Students will also learn and apply specific reading

skills and strategies that will enable them to visualize magical lands, infer characters feelings, identify the author’s

message,and actively engage with the text they read.

Enduring Understanding ● Readers use strategies to construct meaning

behind their fiction texts. ● Readers use comprehension strategies to help

understand and formulate important ideas in a

fictional text.

● Reader use personal connections to the text to

deepen understanding and formulate ideas.

Essential Questions ● How do readers identify different types and

structures of fiction? ● How do readers use what they are thinking as a

reader to determine the story elements and key

details in fiction texts?

● How do readers use personal schema and textual

evidence to make predictions and inferences?

Content ● Text and Genre Features/Structure

● Using Schema

● Speaking to Communicate

● Listening and Responding

● Engaging in Discussion/Collaborating

● Questioning

● Making Inferences

● Visualizing

● Determining Importance


● Monitoring and Repairing Comprehension

● Synthesizing


● Learn about the fiction genre and explore several types

of fiction text, including traditional literature and

realistic fiction. ● Understand that fictions stores are told in chronological

text structure or in order of time, explore a realistic

fiction, and identify signal words.

● Identify narrative perspective in texts.

● Learn that authors write from different points of view

and explore the difference between first and third person

narration.

● Identify the five basic elements of fiction stories-

characters, setting, problem, plot, resolution.

● Understand that fiction has an important idea, lesson or

moral.

● Combine background knowledge with clues from text to

infer the theme of a story.

● Deepen understanding of different beliefs of people

around the world through reading traditional literature,

understand the literary language, cultural language, and

common characteristics of traditional literature.

● Understand that characters in traditional literature use

trickery to complete a quest, and use this knowledge to

make predictions about the plot.

● Determine the meaning of unfamiliar words and phrases

as they are used in traditional folk literature.



Fiction for grade appropriate vocabulary







background knowledge

● Gifted and Talented Students: provide additional



question; or complimentary assignment ● ELL Students: use consistent, simplified language;



visual aids and manipulatives ● Struggling Students: provide less distracting seating


notes



● Week 1: Narration From the Imagination/Examining the Cast of Characters: Readers will understand that

fiction texts are created from the writers imaginations and are not true. Students will learn about the fiction

genre and explore several types of fiction texts, including traditional literature and realistic literature. Students

will identify the main or central characters as well as their physical attributes, traits, motivations and feelings.

● Week 2: Following the Story’s Time Line/What’s the Purpose of These Ancient Stories?: Readers understand

that fiction stories are told using a chronological text structure or in the order of time. Students will explore a

realistic fiction story and learn how to identify important signal words that note the passage of time. Students

will understand that the underlying purpose for telling myths through the ages was to explain why things

happened in the natural world.

● Week 3:Who’s Telling the Story?/Types of Characters in Fiction: Students will identify the narrative

perspective in texts. They will learn that fiction writers narrate their stories from different points of view and

explore the differences. They will learn the literary terms for identifying the different types of characters and

analyze their impact on the plot.

● Week 4:The Key Elements in Fiction Stories/Characters May Change Over Time: Students will understand

that by knowing the key elements in fiction text helps to deepen their understanding and enjoyment of the text.

They will recognize that conflicts and experiences often cause a character to change over the course of the story

and learn how to recognize when and why the characters may change.

● Week 5: What’s the Theme or Universal Message?/Tips for Reading and Discussing Drama: Students will

understand that fiction writers often impart an important idea, lesson, or moral. Students will learn how to

combine their background knowledge with clues from the text to infer the theme of the story. Student will be

able to identify the similarities and differences between the text structures and genre features of narrative

stories compared with drama play scripts.

● Week 6: A Closer Look at Traditional Literature/How Myths Have Influenced Our Language Today: Students will deepen their understanding of the different beliefs of people around the world by reading

traditional literature from various cultures. Students will discover familiar words or phrases from myths that

are used in today’s culture. They will also learn how to determine the meaning of some of these common

Greek Myth words or phrases.

● Week 7:The Trickery Feature/Setting a Tone and Creating a Mood: Students will learn how the characters in

traditional literature often use trickery to complete a quest and will use this understanding of the genre to help

make predictions and deepen their understanding as the plot unfolds. Students will learn how to identify the

writer’s tone and mood and explain how the words and illustrations contribute to this.

● Week 8:Understanding the Language of Ancient Times/Responding and Making Connections to Texts: Students will learn how to determine the meaning of unfamiliar words and phrases as they are used in

traditional folk literature. Students will learn that making text connections and writing about these responses to

their reading develops critical comprehension skills and enhances enjoyment and understanding.

● Week 9:Stories Have Conflict or Tension: Students will notice the fiction clues that reveal the conflict or

tension in a story and how it moves forward to get resolved. Students will learn to identify the problem or

struggle and differentiate among types of internal and external conflicts.

Assessment Plan

Assessments to Measure Student’s Understanding Formal Assessments:


● F&Ps

● Unit Tests

● Quizzes


Informal Assessments: ● Observations

● Anecdotal Notes

● Participations




Teacher Resources ● Core Program: Schoolwide Fundamentals: Reading: Fiction ● Supplemental Program: iReady, NewsELA, Guided Reading Books (Scholastics), ● Additional and Alternative Materials and Resources: Teacher Tube (https://www.teachertube.com/)


● Math (sequencing, directionality,

positional words).

● Social Studies

● Science

● Writing

● Technology



● CRP2. Apply appropriate academic

and technical skills.

● CRP3. Attend to personal health and

financial well-being.



● CRP5. Consider the environmental,

social and economic impacts of

decisions.


innovation.





persevere in solving them. ● CRP9. Model integrity, ethical


management.



● CRP11. Use technology to enhance

productivity.

● CRP12. Work productively in teams

while using cultural global

competence










impact of technology,

engineering, technological

design, computational thinking

and the designed world as they

relate to the individual, global

society, and the environment.



Unit

Name: Unit 3 – Nonfiction

Timeline: February/March/April

Standards Reading:

Foundational Skills

Reading:

Literature

Reading:


Speaking and

Listening

● RF.4.3

● RF.4.4

● ● RI.4.1

● RI.4.2

● RI.4.3

● RI.4.4

● RI.4.5

● RI.4.7

● RI.4.8

● RI.4.9

● RI.4.10

● W.4.2

● W.4.8

● W.4.9

● W.4.7

● W.4.10

● L.4.1

● L.4.3

● L.4.6

● SL.4.1

●


Unit Overview The NonFiction Units of Study will encourage students to closely observe and learn about all that is around them.

Students will develop a passion for locating information, finding answers, and deepening their understanding about

the nonfiction topics they are reading and learning about. This unit will help students learn and apply specific

reading skills and strategies that will enable them to discover facts, identify big ideas, and learn new information

about the topic they are reading about. It will also address the challenges of reading nonfiction, as well as ways to

work through difficult text.

Enduring Understanding ● Readers use strategies to construct meaning behind

their nonfiction texts and support understanding. ● Readers employ a repertoire of strategies and self

monitoring skills to figure out unfamiliar vocabulary

while reading.

● Readers work through the challenges of reading

nonfiction, as well as use strategies to work through

difficult text to learn about what is all around them.

Essential Questions ● How do readers identify different genres, text

structures, and text features of nonfiction texts? ● How do readers determine the meaning of content

specific vocabulary to deepen their understanding of

nonfiction texts?

● How do readers determine and pursue meaningful

goals for enhancing the reading of nonfiction?

Content ● Using Schema

● Text and Genre Features/Structure

● Speaking to Communicate

● Listening and Responding

● Engaging in Discussion/Collaboration

● Determining Importance

● Questioning

● Making Inferences

● Visualizing


● Synthesizing

● Monitoring and Repairing Comprehension


● Recognize the three different types of nonfiction and how to

use this information along with background knowledge to

deepen understanding.

● Understand how text features can help readers navigate

informational texts. Identify common nonfiction text features

and use them to sort and deepen their understanding of the

content.

● Learn how to interact with nonfiction text in order to deepen

understanding of the text.

● Understand how to use text structures to identify important

information, and understand how writers organize information

to help readers navigate fact filled text.

● Comprehend how and why writers choose different text

structures to help readers deepen their understanding.

● Monitor reading of a text at the sentence and word levels to

notice when meaning is breaking down and utilize “fix up”

strategies to make sense of unfamiliar words.

● Identify the author’s purpose for writing a text in order to

better analyze the content and make inferences.

● Demonstrate understanding of a text by summarizing key

ideas like an investigative reporter.



NonFiction for grade appropriate vocabulary







background knowledge

● Gifted and Talented Students: provide additional



question; or complimentary assignment

● ELL Students: use consistent, simplified language;



visual aids and manipulatives

● Struggling Students: provide less distracting seating


notes



● Week 1:Why and How Do We Read Nonfiction?/Reading Like a NonFiction Expert: Students will

understand why we read nonfiction and how reading nonfiction is different from reading fiction. Students will

learn to recognize the three different types of nonfiction and follow a step by step process to use their schema

as well as the text’s subject to enhance their understanding.

● Week 2:Nonfiction Text Features/Follow the Text Map to Understanding: Students will identify common

nonfiction text features and understand how they help to navigate the text and deepen understanding of the

content. Students will learn how to combine information from text features and key sentences in descriptive

paragraphs to enhance understanding of a text’s big ideas.

● Week 3:Take Your Time/Hey, Look at Me: Students will learn and understand how to interact with a text in

order to deepen their understanding of a topic. Students will learn how to use the components of nonfiction

texts to enhance their understanding and learn new information.

● Week 4:Organization Is the Key!/Sorting It Out: Students will know how to use text structures to identify

important information by understanding the way writers organize information.Students will use their

knowledge of nonfiction text structures to help sort and chunk information.

● Week 5:What’s the Problem?/When Did That Happen?: Students will understand how writers choose

different text structures to help readers deepen their understanding. Students will sort through information to

determine important details.

● Week 6: Be A Word Detective/How Do They Compare?: Students will monitor their reading to notice when

meaning is breaking down. Students will learn to use “fix-up” strategies when their reading does not make

sense. Students will use their knowledge of nonfiction text structures to help sort and chunk information.

● Week 7:Determining the Author’s Purpose/Putting the Parts Together: Students will learn to identify the

author’s purpose for writing a text in order to better analyze the content and make inferences. Students will

learn how to notice when meaning is broken down and figure out the meaning of words by using context clues

and morphological cues.

● Week 8:Summarizing Like a Reporter/What’s the Author’s Message?: Students will learn how to demonstrate

their understanding of a text by summarizing key ideas like an investigative reporter. Students will learn how

to determine why a writer wrote a text and to identify the important points that he or she wants readers to

remember about the subject or topic.

● Week 9:Sum It Up:Students will learn how to use text features and paragraph structure cues to sort, prioritize,

and summarize key details in an informational text.

● Week 10:Integrating Ideas Across Text: Students will learn how to note important details from two texts about

a common subject and to integrate key ideas to deepen their learning and prepare them to speak knowledgeably

about the subject.

Assessment Plan Assessments to Measure Student’s Understanding

Formal Assessments:


● F&Ps

● Unit Tests

● Quizzes


Informal Assessments:

● Observations

● Anecdotal Notes

● Participations




Teacher Resources ● Core Program: Schoolwide Fundamentals: Reading: Nonfiction ● Supplemental Program: iReady, NewsELA, Guided Reading Books (Scholastics), ● Additional and Alternative Materials and Resources: Teacher Tube (https://www.teachertube.com/)


● Math (sequencing,

directionality, positional

words).

● Social Studies

● Science

● Writing

● Technology



● CRP2. Apply appropriate

academic and technical skills.

● CRP3. Attend to personal health

and financial well-being.



● CRP5. Consider the

environmental, social and

economic impacts of decisions.


innovation.





persevere in solving them.

● CRP9. Model integrity, ethical


management.



● CRP11. Use technology to

enhance productivity.

● CRP12. Work productively in

teams while using cultural global

competence










impact of technology, engineering,

technological design,

computational thinking and the

designed world as they relate to

the individual, global society, and

the environment.


Grade 4 · Through the use of models, students will learn many reading behaviors, rituals and...

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