Grade English Language Arts YearAtAGlance › curriculum › wp-content › ...4 th Grade English...

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4 th Grade English Language Arts YearAtAGlance PA Common Core Standard National Common Core Standard Correlation Standard Interpretation Objectives Key Ideas and Details: Text Analysis Students must be able to cite details and examples from the text in order to explain what the text actually states. Students should be aware that citations are more useful when they include the line number, page number, paragraph number, and/or author. In order to master this skill, students must understand that drawing inferences follows a formula. Facts/information from the text + prior knowledge and/or experience = inference. SWBAT refer to details and examples IOT explain what the text says explicitly. SWBAT refer to details and examples IOT draw inferences. CC.1.2.4.B Refer to details and examples in text to support what the text says explicitly and make inferences. RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CC.1.3.4.B Cite relevant details from text to support what the text says explicitly and make inferences. 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. Students must be able to cite details and examples from the text in order to explain what the text actually states. Students should be engaged in conversations around key individuals/characters, the setting(s), events, or ideas presented in stories (adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myths); dramas (dialogue and brief familiar scenes); and poetry (nursery rhymes, narrative poems, limericks, and free verse poems) using literary texts across authors, themes, genres and traditions (i.e. classical, traditional, and mythological). Students must be able to cite details and examples from the text to explain what the text literally states (citations are more useful when they include the line number, page number, paragraph/act/scene/stanza, and/or author). In order to master this skill, students must understand that drawing inferences follows a formula. Facts/information from the text + prior knowledge and/or experience = inference. SWBAT refer to details and examples IOT explain what the text says explicitly. SWBAT refer to details and examples IOT draw inferences. Key Ideas and Details: Main Idea Students should be able to determine what the text is mostly about. Students should be able to distinguish between the main idea and the topic/subject of the text, which is too broad to be the main idea. Students should be aware that: (1) the main idea of text is not always found in the first sentence of a text, in fact, it is seldom found there; (2) in some cases the main idea is not stated at all; and (3) key details are too narrow to be the main idea. In order to support their determination of the main idea, students will need a great deal of practice with distinguishing between ancillary and important words or phrases (key details) in order to explain how the key details support the development of the main idea. In order to master this skill, students must understand that a summary is a brief statement that contains the essential ideas of a longer passage, not to be confused with a paraphrase, which is a restatement of the source text in SWBAT identify key details IOT determine the main idea of a text. SWBAT identify the main idea of a text IOT explain how it is supported by key details. SWBAT identify the main idea of a text IOT compose a summary. CC.1.2.4.A Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

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Page 1: Grade English Language Arts YearAtAGlance › curriculum › wp-content › ...4 th Grade English Language Arts YearAtAGlance PA Common Core Standard National Common Core Standard

4th Grade English Language Arts Year­At­A­Glance PA Common Core Standard National Common Core Standard

Correlation Standard Interpretation Objectives

Key Ideas and Details: Text Analysis Students must be able to cite details and examples from the text in order to explain what the text actually states. Students should be aware that citations are more useful when they include the line number, page number, paragraph number, and/or author.

In order to master this skill, students must understand that drawing inferences follows a formula. Facts/information from the text + prior knowledge and/or experience = inference.

SWBAT refer to details and examples IOT explain what the text says explicitly.

SWBAT refer to details and examples IOT draw inferences.

CC.1.2.4.B Refer to details and examples in text to support what the text says explicitly and make inferences.

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

CC.1.3.4.B Cite relevant details from text to support what the text says explicitly and make inferences.

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.

Students must be able to cite details and examples from the text in order to explain what the text actually states. Students should be engaged in conversations around key individuals/characters, the setting(s), events, or ideas presented in stories (adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myths); dramas (dialogue and brief familiar scenes); and poetry (nursery rhymes, narrative poems, limericks, and free verse poems) using literary texts across authors, themes, genres and traditions (i.e. classical, traditional, and mythological). Students must be able to cite details and examples from the text to explain what the text literally states (citations are more useful when they include the line number, page number, paragraph/act/scene/stanza, and/or author). In order to master this skill, students must understand that drawing inferences follows a formula. Facts/information from the text + prior knowledge and/or experience = inference.

SWBAT refer to details and examples IOT explain what the text says explicitly.

SWBAT refer to details and examples IOT draw inferences.

Key Ideas and Details: Main Idea Students should be able to determine what the text is mostly about. Students should be able to distinguish between the main idea and the topic/subject of the text, which is too broad to be the main idea. Students should be aware that: (1) the main idea of text is not always found in the first sentence of a text, in fact, it is seldom found there; (2) in some cases the main idea is not stated at all; and (3) key details are too narrow to be the main idea.

In order to support their determination of the main idea, students will need a great deal of practice with distinguishing between ancillary and important words or phrases (key details) in order to explain how the key details support the development of the main idea.

In order to master this skill, students must understand that a summary is a brief statement that contains the essential ideas of a longer passage, not to be confused with a paraphrase, which is a restatement of the source text in

SWBAT identify key details IOT determine the main idea of a text.

SWBAT identify the main idea of a text IOT explain how it is supported by key details.

SWBAT identify the main idea of a text IOT compose a summary.

CC.1.2.4.A Determine the main idea of a text and explain how it is supported by key details; summarize the text.

RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

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about the same number of words.

Key Ideas and Details: Theme Students must be able to note key individuals/characters, the setting(s), events, or ideas presented in stories (adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myths); dramas (dialogue and brief familiar scenes); and poetry (nursery rhymes, narrative poems, limericks, and free verse poems) for the purpose of connecting the details to the author’s purpose for composing the text. Students must understand that an author intentionally uses details and/or events to intentionally develop or reveal the theme (unifying or dominant idea) of the text. In order to master this skill, students must understand that a summary is a brief statement that contains the essential ideas of a longer passage, not to be confused with a paraphrase, which is a restatement of the source text in about the same number of words.

SWBAT identify key details IOT determine the theme of a story, drama, or poem.

SWBAT determine the theme of a story, drama, or poem IOT compose a summary.

CC.1.3.4.A Determine a theme of a text from details in the text; summarize the text.

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

Key Ideas and Details: Text Analysis Students must be exposed to historical, scientific, and technical texts to master this standard. The relationship between individuals, events, and ideas should be examined in historical texts. The relationship between concepts and procedures should be examined in scientific texts. The relationship between procedures/steps should be examined in a technical text.

SWBAT describe and identify historical events, scientific ideas or concepts, and technical procedures IOT support inferences or conclusions made about the text.

CC.1.2.4.C Explain events, procedures, ideas, or concepts in a text, including what happened and why, based on specific information in the text.

RI.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.

Key Ideas and Details: Literary Elements Students must be able to recognize, name, and describe internal and external traits/characteristics of the major and minor characters in the story. Students must be able to define characterization as the process by which the author reveals the personality traits of the characters, which is done in one or more of the following ways: (1) How the character looks; (2) How the character feels; (3) How the character actions/behaviors; (4) The character’s thoughts; and (5) What other characters say about the character. Students must be able to distinguish between ancillary and important details for the purpose of (1) developing an in­depth description of where the story takes place and (2) developing an in­depth description of events in the story.

SWBAT draw on specific details (e.g., a character’s thoughts, words, or actions) IOT describe in depth a character, setting or event in a story or drama.

CC.1.3.4.C Describe in depth a character, setting or event in a story or drama, drawing on specific details in the text.

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).

Craft and Structure: Vocabulary 97% of the words that students will encounter when they read are made up of 30 prefixes, 30 roots, and 30 suffixes. 70% of the words students will encounter can be defined using word parts and 30% can be defined using context clues.

Determining the meaning of phrases is a critical skill with implications for all later grades and disciplines.

SWBAT identify and define word parts IOT determine the meaning of unfamiliar words and phrases.

CC.1.2.4.F Determine the meaning of words and phrases as they are used in grade level text, including figurative language.

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

CC.1.3.4.F Determine the meaning of words and phrases as they are used in grade­level text, including figurative language.

RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that

97% of the words that students will encounter when they read are made up of 30 prefixes, 30 roots, and 30 suffixes. 70% of the words students will encounter can be defined using word parts and 30% can be defined using context

SWBAT identify and define word parts IOT determine the meaning of unfamiliar words and phrases.

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allude to significant characters found in mythology.

clues. Determining the meaning of phrases is a critical skill with implications for all later grades and disciplines. Students will use prior knowledge to make language­based connections (allusions) to significant characters found in mythology (e.g., Herculean, Narcissistic, etc.)

SWBAT identify context clues IOT determine the meaning of unfamiliar words and phrases.

SWBAT identify and define word parts and context clues IOT determine the meaning of unfamiliar words and phrases, including those that allude to significant characters found in mythology.

Craft and Structure: Text Structure This standard represents an introduction to text structures. There are six text structures that students must know. It is important for students to know that the author’s purpose is directly linked to the text structure that the author chooses to present information. The six text structures are as follows:

1. A text written using the descriptive text structure describes what a person, place, thing or idea is like.

2. In texts organized under the compare/contrast text structure, the author explains how two or more persons, places, things, or ideas are alike and/or how they are different.

3. Chronological order refers to the presentation of information according to the progress of time (times, dates, years, etc.) All chronologies are sequential, but not vice versa.

4. Sequential order refers to the presentation of information such as events or steps in the order that they occurred or should occur (without the use of time). Instructions, recipes, directions, and scientific experiments are types of texts that are often written in sequential order.

5. Texts written using the cause and effect text structure describe event(s) and tell the reader what happens as a direct result (effect) of the event(s). The cause is the event that serves as the reason for the effect. The effect is the consequence or result of the cause.

6. A text written using the problem/solution text structure presents a problem and includes information about how it can be or has been solved. It includes a problem: a situation, matter, or person that presents a challenge or struggle and a solution: the answer or possible answer to the challenge or struggle.

SWBAT name and recognize the six texts structures IOT describe the overall structure of events, ideas, concepts, or information in a text or portion of a text.

CC.1.2.4.E Use text structure to interpret information (e.g. chronology, comparison, cause/effect, problem/solution).

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.

CC.1.3.4.E Integrate information from two texts on the same topic to demonstrate understanding of that topic.

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.

Students will need to be exposed to different types of literature, namely prose/stories (children’s adventures, folktales, legends, fables, fantasy, realistic fiction, and myths), dramas (dialogue, brief familiar scenes), and poetry (nursery rhymes, narrative, limerick, free verse). Students will identify common features, or structural elements, that will distinguish between different types of

SWBAT identify the major differences between poems, drama, and prose IOT refer to the structural elements of poems and drama when speaking or writing about a text.

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texts. Students need to know that poems will contain the following: Stanza­one of the major divisions of a poem; composed of two or more lines usually characterized by a common meter, rhyme, and number of lines Meter­measured arrangement of words in poetry Rhythm­a regular repeated meter Verse­a part of a poem; a writing in which words are arranged in a rhythmic pattern Students need to know that dramas will contain the following: Scene­a subdivision of an act; usually indicates a specific location or time, and changes if another location or time is supposed to be presented; usually ends when all the characters in the scene leave the stage Act­a major division of a play, similar to a chapter in a book; an act is usually made up of several scenes Cast of characters­actors/characters in a play or drama Descriptions­in a drama this may include brief scene summaries, character explanations, or instructions for the directors Dialogue­conversations between two or more persons/characters Stage Directions­a description of specific emotions to act out or actions to do to carry out the dialogue. Usually written in italics or parentheses. Students need to know that prose is the ordinary form of spoken or written language, without metrical structure, as distinguished from poetry or verse. Prose will typically be broken up into chapters when actions or ideas change or progress.

Craft and Structure: Point of View This standard requires that students read two accounts of the same event written by two different people. The firsthand account being witnessed by someone who was actually present during the event, and secondhand account being presented by someone not present or that is removed from the event. Students should be required to note differences in what each writer or speaker focuses on and decides to include in the account.

This standard requires that students (1) determine the author’s point of view (opinion or perspective) on a particular topic; and (2) compare and contrast the author’s point of view (opinion or perspective) to their own point of view (opinion or perspective) on the same topic from the text.

SWBAT compare and contrast a firsthand account to a secondhand account of the same event or account IOT describe the differences in the focus and information provided in each.

CC.1.2.4.D Compare and contrast an event or topic told from two different points of view.

RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

CC.1.3.4.D

Compare and contrast an event or topic told from two different points of view.

RL.4.6

Compare and contrast the point of view from which different stories are narrated, including the difference between first­ and third­person narrations.

Students will compare and contrast across texts the different points of view of the narration. They must understand that a specific character within the story is capable of narration (First Person), or a non­participant outside of the story is capable of narration (Third Person). In order to master this standard students must know:

SWBAT identify and distinguish between first­ and third­person IOT compare and contrast the point of view from which different stories are narrated.

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Narrator­ a person who tells a story Character­ a personality within a literary work Point of View­ opinion, perspective, position, or viewpoint on a topic or issue First Person­a method of story telling in which the narrator is a character or observer in the story who conveys information to the reader from his/her singular perspective; the narrator uses I, me, we, to relate thoughts experiences and observations Third Person­a method of story telling in which the non­participant narrator know only the thoughts and feelings of a single character, while other characters are presented only externally Third Person Omniscient­ a method of story telling in which the non­participant narrator knows the thoughts and feelings of all the characters in the story Students need to know that characters will have different feelings or points of view about the actions of the story and be able identify those differences. Students will formulate and voice their point of view regarding the story and distinguish it from that of the narrator and characters within the story. This standard requires that students (1) determine the author’s point of view (opinion or perspective) on a particular topic; and (2) compare and contrast the author’s point of view (opinion or perspective) to their own point of view (opinion or perspective) on the same topic from the text.

Integration of Knowledge and Ideas: Diverse Media This standard represents an introduction to multiple formats and mediums and their contribution to understanding for the reader/viewer/listener. Examples of formats include, but are not limited to: charts, diagrams, graphs, and time lines. Examples of mediums include: audio, visual, multimedia presentations which include, but is not limited to animations and Web pages.

SWBAT interpret information from different formats IOT explain how the information contributes to an understanding of the text in which it appears.

CC.1.2.4.G Interpret various presentations of information within a text or digital source and explain how the information contributes to an understanding of text in which it appears.

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.

Integration of Knowledge and Ideas: Sources of Information This standard represents an opportunity for students to see a story or drama in multiple mediums. Students must be provided the opportunity to read a story or drama, then provided an opportunity to either hear the same story or drama delivered via an oral presentation, or through a visual medium such as an illustration, painting, play, or graphic novel. Students must be able to describe how what they are seeing or hearing in the visual or oral presentation reflects what is in the written story or drama.

SWBAT restate what is communicated in the text of a story or drama and visual representation of the text IOT explain where each version reflects specific descriptions and directions.

C.C.1.3.4.G Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

Integration of Knowledge and Ideas: Evaluating Arguments This standard requires that students read texts wherein an author has an opinion about a particular topic. Students must be given an opportunity to determine the author’s argument or opinion on a topic, followed by (1) an opportunity to identify the points the author makes and (2) explain how the reasons presented support each point.

SWBAT determine the author’s argument IOT describe how an author uses reasons and evidence support specific points in a text. CC.1.2.4.H

Explain how an author uses reasons and evidence to support particular points in a text.

RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.

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Not Applicable to Literature

RL.4.8

Not Applicable to Literature

Integration of Knowledge and Ideas: Analysis Across Texts This standard requires that students read two pieces of texts on the same topic and write or speak about the topic by combining information from both texts. Students should be exposed to informational texts across topics, perspectives and eras in order to master this standard. It is a good practice to have students speak in front of their peers and the teacher on a regular basis and receive feedback on their ability to communicate.

SWBAT integrate information from two texts on the same topic IOT write or speak about a subject knowledgeably. CC.1.2.4.I

Integrate information from two texts on the same topic to demonstrate understanding of that topic.

RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Integration of Knowledge and Ideas: Text Analysis Students must be exposed to a variety of literature, including stories, myths, and traditional literature from different cultures. When reading two or more selections from such literature, students must be able to identify themes, topics, and patterns of events between the stories. Students must be able to compare and contrast those themes, topics, and patterns of events from those different stories. For example, Hercules and Dorothy Gale engage in quests, but their quests are different in many ways.

SWBAT identify the themes, topics, and patterns of events IOT compare and contrast the treatment of themes, topics, and patterns of events from stories, myths, or traditional literary texts from different cultures.

CC.1.3.4.H Compare and contrast similar themes, topics, and patterns of events in literature, including texts from different cultures.

RL.4.9 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.

PA Common Core Standard National Common Core Standard Correlation Standard Interpretation Objectives

Foundational Skills: Phonics and Word Recognition Students will learn to:

Use a combined knowledge of all letter­sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multi­syllabic words in context and out of context.

SWBAT apply grade level phonics and word analysis skills IOT decode words in a text. CC.1.21.4.D

Know and apply grade level phonics and word analysis skills in decoding words.

RF.4.3 Know and apply grade­level phonics and word analysis skills in decoding words.

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Foundational Skills: Fluency Students will be able to:

Read on­level text with purpose and understanding

Read on­level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

Use context to confirm or self­correct word recognition and understanding, reading as necessary

SWBAT read increasingly more difficult texts with accuracy, speed and expression IOT gradually increase reading on level texts with comprehension. .

CC.1.1.4..E Read with accuracy and fluency to support comprehension.

RF.4 Read with sufficient accuracy and fluency to support comprehension.

PA Common Core Standard National Common Core Standard

Correlation Standard Interpretation Objectives

Writing: Informative & Explanatory

Through modeled, guided, and independent writing, students will learn to:

Introduce a topic clearly and group related information in paragraphs and sections; include formatting, illustrations, and multimedia when useful to aiding comprehension.

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

Link ideas within categories of information using words and phrases

Use precise language and domain­specific vocabulary to inform about or explain the topic

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

Sample genres include: research reports, essays, scientific experiments, and descriptions of a factual or historical event.

SWBAT use the elements of writing (focus, content, etc.) IOT compose an informational/explanatory text with a clear introduction, and a well developed topic that includes facts, definitions, concrete details, quotations or other relevant information.

CC.1.4.4.A Write informative/explanatory texts to examine a topic and convey ideas and information. Focus: CC.1.4.4.B Identify and introduce the topic clearly. Content: CC1.4.4.C Develop the topic with facts, definitions, details, and illustrations as appropriate. Organization: CC1.4.4.D Create an organizational structure that includes information grouped and connected logically with a concluding statement or section. Style: CC1.4.4.E Choose words and phrases for effect. Conventions: CC1.4.4.F Demonstrate a grade­appropriate command of the conventions of standard English grammar, usage, punctuation and spelling.

W.4.4. Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.

Writing: Narrative Through modeled, guided, and independent writing. students will learn to:

Orient the reader by establishing a situation and introducing a narrator and/or characters.

Organize an event sequence that unfolds naturally.

SWBAT compose a narrative that includes a narrator and/or characters with IOT relay events in a logical sequence. CC.1.4.4.M

Write narratives to develop real or imagined experiences or events Focus: CC.1.4.4.N Orient the reader by establishing a situation and introducing a narrator and/or characters.

W.4.4 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

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Content: CC1.4.4.O Use dialogue and descriptions to develop experiences and events or show the responses of characters to situations; use concrete words and phrases and sensory details to convey experiences and events precisely. Organization: CC.1.4.4.P Organize an event sequence that unfolds naturally, using a variety of transitional words and phrases to manage the sequence of events; provide a conclusion that follows from the narrated experiences and events. Style: CC.1.4.4.Q Choose words and phrases to convey ideas precisely. Conventions: CC1.4.4 .R Demonstrate a grade­appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation and spelling.

Use dialogue and description to develop experiences and events, or show the responses of characters to situations.

Use a variety of transitional words and phrases to manage the sequence of events.

Use concrete words and phrases and sensory details to convey experiences and events precisely.

Provide a conclusion that follows from narrated experiences or events.

Students will also learn to:

Draw evidence from literary or informational texts to support analysis, reflection and research.

With guidance and support, employ the writing process through planning, revising and editing.

With guidance and support, use technology, including the Internet, to produce and publish writing.

Sample genres include: creative imaginary stories, realistic fiction, biographies, autobiographies, memoirs, anecdotes, story retelling, responses to literature, and poetry.

Writing: Argumentative

Through modeled, guided, and independent writing, students will learn how to:

Write pieces to convey an opinion on a familiar topic or text.

Make a clear claim regarding the opinion presented on the topic.

Introduce the argument and develop the argument with reasons for support.

Choose language to fit a selected audience to further enhance the argument.

Group the information in a logical way and provide a conclusion.

Follow the following conventions of language: Capitalization of proper nouns Correct use of commas and

apostrophes Spell grade appropriate words

correctly Consult references as needed

SWBAT compose a piece of writing that provides an argument and explains that argument using facts and/or definitions in an organized way with an introduction and conclusion IOT communicate a written opinion clearly.

CC.1.4.4.G Write opinion pieces on topics or texts. Focus: CC.1.4.4.H Introduce the topic and state an opinion on the topic. Content: CC.1.4.4.I Provide reasons that are supported by facts and details. Organization: CC.1.4.4.J Create an organizational structure that includes related ideas grouped to support the writer’s purpose and linked in a logical order with a concluding statement or section related to the opinion. Style: CC.1.4.4.K Choose words and phrases to convey ideas precisely. Conventions: CC.1.4.4.L Demonstrate a grade­appropriate command

W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

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of the conventions of standard English grammar and spelling.

Sample writing genres could include: essays, speeches, advertisements, letters, and editorials.

Writing: Response to Literature Students will use close reading skills to critically analyze how the elements within a text’s key ideas and details, craft and structure, and integration of knowledge and ideas work together or in isolation to relay content and provide deep meaning in both informational and literary texts. After in­depth exploration of text evidence to support ideas surrounding the text, students will utilize grade­appropriate writing skills and strategies to clearly express the analysis. The students will be mindful of task, purpose, and audience when writing, will maintain clear and consistent organizational structure, and will employ grade­level conventions of grammar and language. Students will frequently provide explicit text examples throughout the written response as support..

SWBAT to analyze specific elements of text that work either in tandem or in isolation IOT craft a structured essay that clearly communicates that analysis.

CC.1.4.4.S

Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade­level reading standards for literature and informational texts.

W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 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 specific details in the text [e.g., a character's thoughts, words, or actions]."). W.4.9.B Apply grade 4 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text").

Writing: Production and Distribution of Writing Process Teachers will prompt and guide students through thinking about their own written work critically in order to revise and strengthen written communication. Students will work in peer groups to look critically at work and provide suggestions for revision. For example, a teacher may model how to ask a student what a specific claim looks like in an argumentative piece, how to ensure it is present, and if not, how to revise the work to include a clear claim. In partners, students may then ask one another to clarify claims, and check each other’s written work to make sure that claim is explicitly present and make changes accordingly.

SWBAT to respond to questions from a teacher or peer IOT clarify their written communication. SWBAT utilize teacher and peer discussions IOT revise written work.

CC.1.4.4.T

With guidance and support form peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade­specific expectations for writing types are defined in standards 1­3 above.) 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 1­3 up to and including grade 4 here.)

Writing: Technology and Publication Students, with teacher supervision and support, will utilize age­ and grade­appropriate digital platforms to

SWBAT navigate digital platforms IOT to enhance written work.

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CC.1.4.4.U

With some guidance and support, 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.4.6 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.

publish or enhance written work. Independently or in partnerships or small groups, students will present information, opinions, or stories digitally. For example, a student can use a word processing platform to type a finished essay, or a digital presentation program to create slides to match an informational piece.

Writing: Conducting Research Students will research topics of interest, make observations, and write about them. For example, a student may develop a research question and, with teacher assistance, locate a variety of materials to help answer that question. They may then use the materials to locate answers to the questions, paraphrase important information, and write short essays on what they have found. They may do these writing tasks in partnerships or in small groups so that ideas can be shared.

SWBAT review information from a variety of resources IOT create written work related to those resources that answers a specific research question. SWBAT utilize paraphrasing skills IOT relay researched information.

CC.1.4.4.V

Conduct short research projects that build knowledge through investigation of different aspects of a topic.

W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Writing: Credibility, Reliability, and Validity of Sources Students, with teacher guidance and prompting, will research topics of interest and write about them. For example, students may select a variety of books or materials related to a specific topic. They may then use those materials to answer questions, either teacher­ or self­generated. They may do these writing tasks in partnerships or in small groups so that ideas can be shared. Students will take notes in a variety of ways in order to pinpoint a note­taking method that works well for their task, purpose, and preference. They will utilize those notes to aid in paraphrasing information, and in grouping information for organization of essays, reports, and presentations.

SWBAT explore given information from a variety of resources in small groups IOT answer a specific question related to the topic. SWBAT utilize note­taking skills IOT organize information for clear written communication.

CC.1.4.4.W

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.

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.

Writing: Range of Writing Students will build stamina in writing by engaging in a consistent routine across content areas that encourages writing tailored to specific tasks that require specific time frames. Students will understand that writing time is devoted to different purposes, and that those purposes may require different amounts of time. For example, a drafting day may be one or two short sittings of continuous writing, while the revision process may take place over many days with sporadic writing. They will begin to see writing as a process with many different parts that are necessary in completing a

SWBAT attend to writing tasks over different periods of time IOT build writing stamina. SWBAT attend to writing tasks over different periods of time IOT achieve a specific writing goal. SWBAT complete specific tasks for an identified purpose for writing IOT complete appropriate portions of the writing process.

CC.1.4.4.X

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline­specific tasks, purposes and audiences.

W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline­specific tasks, purposes, and audiences.

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published piece (research and rehearsal, drafting, revision, editing, etc.).

PA Common Core Standard National Common Core Standard Correlation Standard Interpretation Objectives

Speaking and Listening: Comprehension and Collaboration

Students will demonstrate competencies as listeners and speakers engaging in collaborative discussions with adults and peers.

Students will learn to:

Listen for details from a speaker to ask and answer questions.

Identify reasons a speaker provides to support particular idea.

Listen critically to text read aloud to determine main idea.

SWBAT engage in active listening and present themselves verbally in large and small group situations with both peers and adults IOT to meet grade appropriate outcomes/expectations as identified in the standards.

CC.1.5.4.A Collaborative Discussion Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others’ ideas and expressing their own clearly.

CC.1.5.4.B Critical Listening Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. CC.1.5.4.C Evaluating Information Identify the reasons and evidence a speaker provides to support particular points.

SL.4.1 Engage effectively in a range of collaborative discussions (one­on­one, in groups, and teacher­led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. 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. SL.4.1.B Follow agreed­upon rules for discussions and carry out assigned roles. SL.4.1.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. SL.4.1.D Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.

Speaking and Listening: Presentation of Knowledge and Ideas When speaking aloud to a group, students will relate to the audience by sharing stories, experiences, and interests. Students will speak clearly, both in pronunciation and presentation of ideas, and at an appropriate volume for the audience. Students will

SWBAT engage in active listening and present themselves verbally in large and small group situations with both peers and

CC.1.5.4.D Purpose, Audience, Task

SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized

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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; speaking clearly with adequate volume, appropriate pacing, and clear pronunciation. CC.1.5.4.E Context Differentiate between contexts that require formal English versus informal situations. CC.1.5.4.F Multimedia Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small­group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 here for specific expectations.)

assess the audience to whom they are addressing and adopt an appropriate tone and speaking style (formal vs. informal). Students will enhance presentations with appropriate and related audio or visual representations in a variety of mediums.

adults IOT to meet grade appropriate outcomes/expectations as identified in the standards.