Language Arts

Curriculum > Elementary > 4th Grade
  • Curriculum Overview
  • Syllabus
  • Sample Lesson Plan
Curriculum Overview
Course Title Grade Course Length
Language Arts 4 th 2 semesters
Course Description
Fourth grade language arts is a mixture of phonics, reading for comprehension of both fiction and non-fiction, recognizing and appreciating figurative language, and writing in various modes. Students should use a variety of strategies to help them decode words, phrases and sentences. They should increase their vocabulary, use of figurative language, and write well, as outlined in the six traits of writing. Mostly, they will learn to read and write to accomplish goals and for pleasure. Language arts should be integrated with the rest of the curriculum.

Unit 1. Turning Points

Informational Knowledge Objectives
Pre-Unit:
Students will know the requirements expected to pass the course, including behavior, academics, and participation.
Unit 1A: Because of Winn-Dixie
Students will know:
1. How to identify the main events of a story in the correct sequence.
2. How to determine the author’s purpose for writing a story.
3. How to use questions while reading to better comprehend a story.
4. The difference between imperative and exclamatory sentences.
5. How to spell words with short vowels VCCV.
6. The difference between declarative and interrogative sentences.
7. How to recognize realistic fiction by its components.
8. How to add –ed to the end of words to change their tense.
9. How recognize the three types of POV.
10. How to keep track of sequential events in a story (such as on a time line).
11. How to write realistic fiction, focusing on organization and vivid words.
12. That word meaning can be inferred by looking at the root words and their suffixes .
13. That maps, globes, and atlases aid in reading comprehension 14. The purpose of persuasive text.
Unit 1B: Lewis and Clark and Me Students will know:
1. How to determine the author’s purpose for writing a story.
2. How to ask questions while reading to better comprehend a story.
3. The difference between imperative and exclamatory sentences.
4. How to spell words with the suffixes –or and –er
5. How to write an expository composition, focusing on organization and chronological order.
Unit 1C: On the Banks of Plum Creek
Students will know:
1. the literary elements: Character, Setting, Plot.
2. how to use background knowledge to better understand a story.
3. how to determine the meaning of words with multiple meaning.
4. The definition of foreshadowing
5. How to pronounce and spell words with the long e and o sounds
6. The definition of complete subject and predicate
7. How to write a parody, focusing on voice and organization
8. That –ing can be added to verbs to form nouns or adjectives
9. That the story element “conflict” is essential to plot development.
Unit 1D: The Horned Toad Prince
Students will know:
1. How to pronounce and spell words with the long e sound.
2. How to recognize and write compound sentences.
3. How to recognize the components of a friendly letter, including the use of commas.
4. How to write a friendly letter
5. How to break compound words into their two parts, and how to create compound words from two simpler words.
6. How to recognize a dialect.
7. How to recognize “rising action”, and show its place on a Freytag diagram.
8. The definition of synonym and antonym.
9. That “fable” is a type of genre
10. How to recognize a fable.
Unit 1E: Letters Home From Yosemite
Students will know:
1. How to identify the main idea and details of stories they read.
2. how interpreting the structure of a story will help them better comprehend it.
3. How to pronounce and spell words with the long “u” sound
4. How to identify and write clauses and complex sentences
5. How to use prefixes and suffixes to identify the meaning of unknown words, especially –ist, -ive, and -ness
6. How to recognize and use the literary device “imagery”
7. That magazines are a type of expository genre and useful for locating desired information.
8. That transition words serve a purpose in certain kinds of writing, specifically time-order transition words in narrative writing.
9. How to write a personal narrative.
Procedural Knowledge Objectives
Students will be able to demonstrate the appropriate behaviors for the course.
Unit 1A: Because of Winn-Dixie
Students will be able to(SWBAT):
1. Identify the main events of a story in the correct sequence.
2. Determine the author’s purpose for writing a story.
3. Use questions while reading to better comprehend a story.
4. State the difference between imperative and exclamatory sentences.
5. Spell words with short vowels VCCV.
6. State the difference between declarative and interrogative sentences.
7. Recognize realistic fiction by its components.
8. Add –ed to the end of words to change their tense.
9. recognize the three types of POV.
10. keep track of sequential events in a story (such as on a time line).
11. write realistic fiction, focusing on organization and vivid words.
12. Infer word meaning by looking at the root words and their suffixes.
13. Use maps, globes, and atlases to aid in reading comprehension
14. State the purpose of persuasive text.
Unit 1B: Lewis and Clark and Me SWBAT:
1. Determine the author’s purpose for writing a story.
2. Ask questions while reading to better comprehend a story.
3. State the difference between imperative and exclamatory sentences.
4. Spell words with the suffixes –or and –er
5. Write an expository composition, focusing on organization and chronological order.
Unit 1C: On the Banks of Plum Creek SWBAT:
1. recognize three literary elements: Character, Setting, Plot.
2. use background knowledge to better understand a story.
3. determine the meaning of words with multiple meaning.
4. Define foreshadowing
5. pronounce and spell words with the long e and o sounds
6. define complete subject and predicate
7. write a parody, focusing on voice and organization
8. Add the –ing ending to verbs to form nouns or adjectives
9. Explain that the story element “conflict” is essential to plot development.
Unit 1D: The Horned Toad Prince
SWBAT:
1. Pronounce and spell words with the long e sound
2. Recognize and write compound sentences.
3. Recognize the components of a friendly letter, including the use of commas.
4. Write a friendly letter
5. Break compound words into their two parts, and how to create compound words from two simpler words.
6. recognize a dialect.
7. recognize “rising action”, and show its place on a Freytag diagram.
8. define synonym and antonym.
9. Describe “fable” as a type of genre
10. recognize a fable.
Unit 1E: Letters Home From Yosemite SWBAT:
1. Identify the main idea and details of stories they read.
2. Interpret the structure of a story in order to help them better comprehend it.
3. Pronounce and spell words with the long “u” sound
4. Identify and write clauses and complex sentences
5. Use prefixes and suffixes to identify the meaning of unknown words, especially –ist, -ive, and -ness
6. Recognize and use the literary device “imagery”
7. Discuss magazines as a type of expository genre and useful for locating desired information.
8. Use transition words properly in certain kinds of writing, specifically time-order transition words in narrative writing.
9. Write a personal narrative.

Unit 2. Teamwork

Informational Knowledge Objectives
Unit 2A: What Jo Did
Students will know:
1. How to identify “cause and effect” in a story, using words such as so, cause, and because.
2. How to add –s and –es to words to create plurals.
3. The difference between common and proper nouns.
4. How to determine the meanings of words that begin with the prefixes un- and in-
5. How to recognize narration vs dialogue
6. How to recognize “climax” in a story, and find its place on a Freytag diagram.
7. Know how to interpret charts and tables in order to aid comprehension.
8. How to write a limerick.
9. How to write a shape poem.
Unit 2B: Coyote School News
Students will know:
1. How to draw conclusions based on the information in the text.
2. How sequencing is essential to comprehension of a text
3. How to use a dictionary and glossary
4. How to enhance writing using similes, metaphors, and alliteration
5. How to spell irregular plural nouns
6. How to write a new article using the 4 W’s, focusing on organization
Unit 2C: Scene Two
Students will know:
1. how to spell words with the ar and or sounds
2. how to write cinquain poetry
3. how to write free verse poetry using figurative language
4. how to determine a word’s meaning if it includes the Latin prefixes dis-, re-, or non-
5. how to use sensory words to enhance writing
6. how to read advertisements
Unit 2D: Horse Heroes
Students will know:
1. the difference between fact and opinion and how to display facts and opinions on a graphic organizer.
2. How to use the monitor and clarify strategy to aid in comprehension
3. How to spell words with the consonant patterns ng, nk, ph, and wh.
4. How to write singular possessive nouns.
5. How to recognize compound words.
6. How to recognize narration and state its function.
7. How to recognize dialogue and state its function.
8. How to use subheads to help the reader get an overview of the information in a text.
9. How to write an expository composition, focusing on topic sentences and organization
Unit 2E: So you Want to be President?
Students will know:
1. how to spell words with er, ir, our, and ur sounds.
2. how to write plural possessive nouns.
3. how to add the suffix –ly to change the meaning of a word.
4. how to use humor to amuse readers, including informal language, idioms, or funny situations.
5. how to recognize the descriptive or definition structure of a text, and how those structures help the reader understand the text.
6. How to write a persuasive essay, focusing on organization.
Procedural Knowledge Objectives
Unit 2A: What Jo Did
SWBAT:
1. identify “cause and effect” in a story, using words such as so, cause, and because.
2. add –s and –es to words to create plurals.
3. The difference between common and proper nouns.
4. determine the meanings of words that begin with the prefixes un- and in-
5. recognize narration vs dialogue
6. recognize “climax” in a story, and find its place on a Freytag diagram.
7. interpret charts and tables in order to aid comprehension.
8. write a limerick.
9. write a shape poem.
Unit 2B: Coyote School News
SWBAT:
1. draw conclusions based on the information in the text.
2. Use sequencing properly in their own writing.
3. use a dictionary and glossary
4. enhance their writing using similes, metaphors, and alliteration
5. spell irregular plural nouns
6. write a new article using the 4 W’s, focusing on organization
Unit 2C: Scene Two
SWBAT:
1. spell words with the ar and or sounds
2. write cinquain poetry
3. write free verse poetry using figurative language
4. determine a word’s meaning if it includes the Latin prefixes dis-, re-, or non-
5. use sensory words to enhance writing
read and interpret advertisements
Unit 2D: Horse Heroes
SWBAT:
1. detect the difference between fact and opinion statements, and display facts and opinions on a graphic organizer.
2. use the monitor and clarify strategy to aid in comprehension
3. spell words with the consonant patterns ng, nk, ph, and wh
4. write singular possessive nouns.
5. recognize compound words.
6. recognize narration and state its function.
7. recognize dialogue and state its function.
8. use subheads to help the reader get an overview of the information in a text.
9. write an expository composition, focusing on topic sentences and organization
Unit 2E: So you Want to be President?
SWBAT:
1. spell words with er, ir, our, and ur sounds.
2. write plural possessive nouns.
3. add the suffix –ly to change the meaning of a word.
4. use humor to amuse readers, including informal language, idioms, or funny situations.
5. recognize the descriptive or definition structure of a text, and how those structures help the reader understand the text.
6. write a persuasive essay, focusing on organization.

Unit 3. Patterns in Nature

Informational Knowledge Objectives
Unit 3A: The Men Who Named the Clouds
Students will know:
1. how to generalize information about a character or story using many examples.
2. How to spell words with an added –ed or –ing ending
3. How to identify and use action and linking verbs
4. How to deduce the meaning of words with the Latin roots apprehend, atmos, sphere, manu-, and fact-
5. How to use an almanac to research facts.
6. How to use and write a procedural text.
7. How to write a narrative poem, focusing on organization.
Unit 3B: Adelina’s Whales
Students will know:
1. How to recognize and spell common homophones
2. How to recognize and use main and helping verbs
3. How to use the Greek roots bio, graph, and phon to deduce the meaning of given words
4. What a flashback is and how to affects a reader’s comprehension of a text.
5. How to write an invitation, focusing on voice
Unit 3C: How Night Came From the Sea
Students will know:
1. How to pronounce and spell words with the vowel sounds in “shout”
2. How to write subject/verb agreement correctly
3. the features of a myth
4. how to use the features of trade and text books to locate information.
5. How to write a myth, focusing on sentence variety.
Unit 3D: Eye of the Storm
Students will know:
1. How to predict the content of a written piece
2. How the prediction helps set a purpose for reading
3. How to write past, present, and future tenses for given verbs
4. How knowing the meanings of the Latin roots –struct-, –scrib-, and script- help to decode the meanings of words
5. How the figurative language “personification” strengthens a written piece.
6. How photos aid in comprehension of a text.
7. How to use an online phone directory.
8. How to write a formal letter, focusing on organization.
Unit 3E: Paul Bunyan
Students will know:
1. How to spell pronoun, singular, and plural possessives.
2. How to conjugate given irregular verbs.
3. How to summarize a text.
4. How to use the figurative device “hyperbole” to enhance writing such as tall tales.
5. How to analyze a character.
6. How to read a schedule.
Procedural Knowledge Objectives
Unit 3A: The Men Who Named the Clouds SWBAT:
1. generalize information about a character or story using many examples.
2. spell words with an added –ed or –ing ending.
3. identify and use action and linking verbs
4. deduce the meaning of words with the Latin roots apprehend, atmos, sphere, manu-, and fact-.
5. use an almanac to research facts.
6. use and write a procedural text.
7. write a narrative poem, focusing on organization.
Unit 3B: Adelina’s Whales
SWBAT:
1. recognize and spell common homophones
2. recognize and use main and helping verbs
3. use the Greek roots bio, graph, and phon to deduce the meaning of given words
4. explain a flashback and how to affects a reader’s comprehension of a text.
5. write an invitation, focusing on voice
Unit 3C: How Night Came From the Sea
SWBAT:
1. pronounce and spell words with the vowel sounds in “shout”
2. write subject/verb agreement correctly
3. explain the features of a myth
4. use the features of trade and text books to locate information.
5. write a myth, focusing on sentence variety.
Unit 3D: Eye of the Storm
SWBAT:
1. predict the content of a written piece
2. explain how prediction helps set a purpose for reading
3. write past, present, and future tenses for given verbs
4. define the Latin roots –struct-. –scrib-, and script—and decode the meanings of those words
5. use the figurative language “personification” to strengthens a written piece.
6. Explain how photos aid in comprehension of a text.
7. use an online phone directory.
8. write a formal letter, focusing on organization.
Unit 3E: Paul Bunyan
SWBAT:
1. spell pronoun, singular, and plural possessives.
2. conjugate given irregular verbs.
3. summarize a text.
4. use the figurative device “hyperbole” to enhance writing such as tall tales.
5. analyze a character.
6. read a schedule.

Unit 4. Puzzles and Mysteries

Informational Knowledge Objectives
Unit 4A: The Case of the Gasping Garbage
Students will know:
1. How to spell given contractions
2. How to write singular and plural pronouns
3. How to interpret the suffixes –ian, -ist, and –ism to decode the meanings of words
4. How to use synonyms and antonyms to deduce word meanings
5. How to read and write procedures and instructions in a manuals and recipes
6. The components of a mystery and how mysteries differ from other genres
7. How to write a mystery, focusing on word choice
Unit 4B: Encantado, Pink Dolphin of the Amazon
Students will know:
1. The meanings of the Latin root words –aqua and –dict, and use them to decode word meanings
2. how to spell words with the final syllable patterns le, al, en, er, and ar.
3. How to identify a pronoun.
4. That captions help aid comprehension of a text.
5. How to glean information from graphic sources.
6. How to write a song, focusing on word choice and pronouns.
Unit 4C: Navajo Code Talkers
Students will know:
1. how to identify the sequence of a story to aid in comprehension.
2. how to spell words with the consonant digraphs /sh/. how the prefixes im- and in-affect the meanings of words.
3. How to identify and use pronouns with antecedents correctly.
4. How to identify ”tone”, and how tone affects the reaction of the reader to the writing.
5. How to write instructions.
Unit 4D: Seeker of Knowledge
Students will know:
1. how to spell words with the sounds /j/, /ks/, and /kw/.
2. The meanings of the Greek and Latin prefixes trans- and tele-, and use them to decode the meanings of words.
3. How to identify and write possessive pronouns
4. How to use a thesaurus to increase vocabulary and find word definitions.
5. How to write a “problem-solution” essay, focusing on ideas, topic sentences, ands essential information.
Unit 4E: Encyclopedia Brown
Students will know:
1. how to spell words with the sounds /j/, /ks/, and /kw/.
2. The meanings of the Greek prefixes amphi- and anti-, and use them to decode the meanings of words.
3. How to infer the meanings of words with the prefixes un-, dis-, and in-
4. How to write contractions for negatives
5. How to use similes and metaphors to strengthen their writing
6. How to use an online database
7. how to write an adventure story, focusing on word choice.
Procedural Knowledge Objectives
Unit 4A: The Case of the Gasping Garbage
SWBAT:
1. spell given contractions
2. write singular and plural pronouns
3. interpret the suffixes –ian, -ist, and –ism to decode the meanings of words
4. use synonyms and antonyms to deduce word meanings
5. read and write procedures and instructions in a manuals and recipes
6. discuss the components of a mystery and how mysteries differ from other genres
7. write a mystery, focusing on word choice
Unit 4B: Encantado, Pink Dolphin of the Amazon
SWBAT:
1. reiterate the meanings of the Latin root words –aqua and –dict, and use them to decode word meanings.
2. spell words with the final syllable patterns le, al, en, er, and ar.
3. identify a pronoun.
4. use captions to help aid comprehension of a text.
5. glean information from graphic sources
6. write a song, focusing on word choice and pronouns.
Unit 4C: Navajo Code Talkers
SWBAT:
1. identify the sequence of a story to aid in comprehension.
2. spell words with the consonant digraphs /sh/. how the prefixes im- and in-affect the meanings of words.
3. identify and use pronouns with antecedents correctly.
4. identify ”tone”, and how tone affects the reaction of the reader to the writing.
5. write instructions.
Unit 4D: Seeker of Knowledge
SWBAT:
1. spell words with the sounds /j/, /ks/, and /kw/.
2. Use the meanings of the Greek and Latin prefixes trans- and tele-, to decode the meanings of longer words.
3. identify and write possessive pronouns
4. use a thesaurus to increase vocabulary and find word definitions.
5. write a “problem-solution” essay, focusing on ideas, topic sentences, ands essential information.
Unit 4E: Encyclopedia Brown SWBAT:
1. spell words with the sounds /j/, /ks/, and /kw/.
2. Use the Greek prefixes amphi- and anti- to decode the meanings of words.
3. nfer the meanings of words with the prefixes un-, dis-, and in-
4. write contractions for negatives
5. use similes and metaphors to strengthen their writing
6. use an online database
7. write an adventure story, focusing on word choice.

Unit 5. Adventures By Land, Air, and Water

Informational Knowledge Objectives
Unit 5A: Smoke Jumpers
Students will know:
1. how to break words down into their syllables
2. how to identify adjectives and articles
3. how to look words up in dictionaries to discover the linguistic roots
4. how to spell and pronounce homographs
5. how to use the various parts of a book to locate information (title page, table of contents, etc.)
6. how to write complete sentences.
7. how to write a fantasy story, focusing on conventions and sequencing.
Unit 5B: Lost City
Students will know:
1. how to spell words with double consonants
2. how to identify and use adverbs
3. how to decode words with the suffixes –ous, -able, and –ible.
4. how to write a legend, focusing on adverbs and sentence variety.
5. how to write a radio announcement.
Unit 5C: Cliff Hanger
Students will know:
1. how to identify the story element “theme”
2. how to spell words with Greek roots
3. how to identify and use comparative and superlative adjectives and adverbs
4. how to identify imagery in writing, and explain its purpose
5. how to define “climax”, and identify it on a Freytag diagram
6. how to interpret scale drawings in a written piece, and explain how diagrams and scale drawings aid comprehension.
7. how to write a thank you note, focusing on word choice, adverbs and sentence variety.
Unit 5D: Antarctic Journal
Students will know:
1.how to spell words with Latin roots
2.how to identify and write transition words
3.how to decode a word with the suffix -ion
4.how illustrations in narrative nonfiction aid in comprehension
5.how to use the acronym SQP3R to help read any text.
6.how to write a persuasive advertisement, focusing on ideas and revision
Unit 5E: Moonwalk
Students will know:
1. how to use the monitor and clarify strategy to aid comprehension.
2. how to spell related words.
3. how to identify and write prepositions and prepositional phrases.
4. How to fill out an order form or application.
5. how to write a personal narrative, focusing on sentence structure.
6. how to conduct a talk show, complete with all components.
Procedural Knowledge Objectives
Unit 5A: Smoke Jumpers
SWBAT:
1. break words down into their syllables
2. identify adjectives and articles
3. look words up in dictionaries to discover the linguistic roots
4. spell and pronounce homographs
5. use the various parts of a book to locate information (title page, table of contents, etc.)
6. write complete sentences.
7. write a fantasy story, focusing on conventions and sequencing.
Unit 5B: Lost City
SWBAT:
1. spell words with double consonants
2. identify and use adverbs
3. decode words with the suffixes –ous, -able, and –ible
4. write a legend, focusing on adverbs and sentence variety.
5. write a radio announcement.
Unit 5C: Cliff Hanger
SWBAT:
1. identify the story element “theme”
2. spell words with Greek roots
3. identify and use comparative and superlative adjectives and adverbs
4. identify imagery in writing, and explain its purpose
5. define “climax”, and identify it on a Freytag diagram
6. interpret scale drawings in a written piece, and explain how diagrams and scale drawings aid comprehension.
7. Write a thank you note, focusing on word choice, adverbs and sentence variety.
Unit 5D: Antarctic Journal
SWBAT:
1.spell words with Latin roots
2.identify and write transition words
3.decode a word with the suffix -ion
4.discuss how illustrations in narrative nonfiction aid in comprehension
5.use the acronym SQP3R to help read any text.
6.write a persuasive advertisement, focusing on ideas and revision
Unit 5E: Moonwalk SWBAT:
1. use the monitor and clarify strategy to aid comprehension.
2. spell related words.
3. identify and write prepositions and prepositional phrases.
4. fill out an order form or application.
5. write a personal narrative, focusing on sentence structure.
6. conduct a talk show, complete with all components.

Unit 6. Reaching For Goals

Informational Knowledge Objectives
Unit 6A: My Brother Martin
Students will know:
1. how to spell words with the “shwa” sound
2. how to identify and use conjunctions
3. how to decode words containing the Latin roots “gener” and “port”
4. how to determine the mood of a story, and how the mood affects the reader’s interaction with the story.
5. How to take notes to summarize information.
6. how to write a cause and effect essay, focusing on ideas and topic sentences.
Unit 6B: Jim Thorpe’s Bright Path Students will know:
1. how to decode words with the prefixes mis-, non-, pre-, and re-
2. how to decode words with the Latin roots -dur- and –ject-.
3. when to capitalize words and abbreviations
4. how to write a book review, focusing on word choice, sentence structure, and organization.
Unit 6C: How Tia Lola Came to Visit Stay
Students will know:
1. how to spell words with the suffixes –less, --ment, -ness
2. how to use commas correctly
3. how dictionaries and glossaries are organized
4. how to find information in dictionaries and glossaries
5. the difference between biographies and autobiographies
6. how to write a skit, focusing on vivid language and revision
Unit 6D: A Gift From the Heart
Students will know:
1. how to spell words with the suffixes –ly, --ful, and -ion.
2. how to use quotation marks correctly.
3. how to participate in Readers’ Theater.
4. how to use the structural elements of drama.
5. how to write a play, focusing on word choice.
Unit 6E: The Man who Went to the Far Side of the Moon
Students will know:
1. how to spell words with silent consonants.
2. how to capitalize titles correctly.
3. how to decode words with the Greek root “astr-“.
4. how to use an encyclopedia to find information.
5. how to write narrative nonfiction, focusing on word choice.
Procedural Knowledge Objectives
Unit 6A: My Brother Martin
SWBAT:
1. spell words with the “shwa” sound
2. identify and use conjunctions
3. decode words containing the Latin roots “gener” and “port”
4. determine the mood of a story, and how the mood affects the reader’s interaction with the story.
5. take notes to summarize information.
6. write a cause and effect essay, focusing on ideas and topic sentences.
Unit 6B: Jim Thorpe’s Bright Path
SWBAT:
1. decode words with the prefixes mis-, non-, pre-, and re-
2. decode words with the Latin roots -dur- and –ject-.
3. capitalize words and abbreviations
4. write a book review, focusing on word choice, sentence structure, and organization.
Unit 6C: How Tia Lola Came to Visit Stay
SWBAT:
1. spell words with the suffixes –less, --ment, -ness
2. use commas correctly
3. explain how dictionaries and glossaries are organized
4. find information in dictionaries and glossaries
5. compare and contrast biographies and autobiographies
6. write a skit, focusing on vivid language and revision
Unit 6D: A Gift From the Heart
SWBAT:
1. Spell words with the suffixes –ly, --ful, and -ion.
2. Use quotation marks correctly.
3. Participate in Readers’ Theater
4. Use the structural elements of drama.
5. Write a play, focusing on word choice.
Unit 6E: The Man who Went to the Far Side of the Moon
SWBAT:
1. spell words with silent consonants.
2. capitalize titles correctly.
3. decode words with the Greek root “astr-“.
4. use an encyclopedia to find information.
5. write narrative nonfiction, focusing on word choice.
Course Description
Students in 4th Grade Language Arts will continue building about the literary foundation for success in later academic years. Students will be introduced to a number of new genres and text styles to prepare them for reading and comprehending multiple writings throughout their academic career. 4th Grade Language Arts focuses on reading comprehension throughout multiple genres, as well as creating individual writing styles that can be applied to a multitude of topics and genres, from creating fictional stories, to writing historical biographies.
Course Learning Objectives
From the Minnesota State Standards (Students will be able to…)
  • Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
  • Determine a theme of a story, drama, or poem from details in the text; summarize the text.
  • Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.
  • Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology.
  • Explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text.
  • Compare and contrast the point of view from which different stories are narrated, including the difference between first and third person narrations.
  • 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.
  • Compare and contrast the treatment of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures.
  • Read and comprehend literature and other texts including stories, drama, and poetry.
  • Determine the main idea of a text and explain how it is supported by key details.
  • 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.
  • Determine the meaning of general academic and domain - specific words or phrases in a text.
  • Describe the overall structure of events, ideas, concepts, or information in a text or part of a text.
  • Compare and contrast firsthand and secondhand accounts of the same event or topic; describe the differences in focus and the information provided.
  • Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of how the text in which it appears.
  • Explain how an author uses reasons and evidence to support particular points in a text.
  • Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
  • Know and apply grade level phonics and word analysis skills in decoding words.
  • Read with sufficient accuracy and fluency to support comprehension.
  • Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
  • Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  • Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
  • With guidance and suppose from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, and editing.
  • With some guidance and support from adults, use technology, including the Internet, to produce 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.
  • Conduct short research projects that build knowledge through investigation of different aspects of a topic.
  • 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.
  • Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes, and audiences.
  • Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
  • Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • Identify the reasons and evidence a speaker provides to support particular points.
  • Report on a topic or text and avoid plagiarism by identifying sources, 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.
  • Differentiate between context that call for formal English and stations where informal discourse is appropriate; use formal English when appropriate to task and situation.
  • Distinguish among, understand, and use different types of print, digital, and multimodal media.
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • Determine or clarify the meaning of unknown and multiple - meaning words and phrases based on content.
  • Demonstrate understanding of figurative language, word relationships, and nuances in word meaning to develop word consciousness.
  • 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 and that are basic to a particular topic.
Resources
Students will use the Pearson Reading Street Textbooks for Grade Four as a curriculum guide and the Reader’s and Writer’s Notebook as an informal assessment guide for the course.
Units, Themes, and Course Organization
  1. Unit One: Turning Points
    -Students will explore the concept of learning by exploring new places in a variety of genres and texts about multiple regions of the world.
  2. Unit Two: Teamwork
    -Students will learn about the importance of working together through stories and writing about characters going through similar situations in life that the students themselves face.
  3. Unit Three: Patterns in Nature
    -Students will explore nature through both fictional and non-fictional accounts. Students will use fictional accounts to explain real events and things that occur in nature and why these accounts may exist.
  4. Unit Four: Puzzles and Mysteries
    -Students will go on literary adventures and learn to be detectives in their reading as well as create stories in which they solve problems and analyze situations.
  5. Unit Five: Adventures by Land, Air, and Water
    -Students will discover the historical adventures taken by so many people in the past and how they have shaped the future.
  6. Unit Six: Reaching for Goals
    -Students will follow the hopes and goals of characters and use their struggles and determination to better understand their own goals in life and how to achieve them.
Learning Activities and Methods
Assessment
In order to know your first graders, you need critical information all throughout the year. This data comes through a four-step process
  1. Diagnose and Differentiate
  2. Monitor Progress
  3. Assess and Regroup
  4. Summative Assessment

[FOR EXAMPLE]

Evaluation:

evaluation example
Class-work 20%
Homework 15%
Participation 25%
Projects 15%
Tests & Exams 25%

Grading Scale:

Grading Scale
A+ 97 - 100 4.0
A 94 - 96.99 4.0
A- 90 - 93.99 3.7
B+ 87 - 89.99 3.3
B 84 - 86.99 3.0
B- 80 - 83.99 2.7
C+ 77 - 79.99 2.3
C 74 - 76.99 2.0
C- 70 - 73.99 1.7
D+ 67 - 69.99 1.3
D 64 - 66.99 1.0
D- 60 - 63.99 0.7
F 0 - 59.99 0
Classroom Policies
Students are expected to follow all school policies related to the Elementary grade levels. Students will be expected to follow the classroom rules decided upon and signed by the class and the teacher at the beginning of the school year. Students will show respect for the teacher, their classmates, and themselves throughout the school year.
Supplies
Students are expected to arrive in class with sharpened pencils, notebooks (no smaller than 8.5X11’’), and their textbooks and homework.

Important Note:

This Syllabus is intended to be a guideline. The description, requirement, and schedule are subject to revision and refinement by the teacher.

Weekly Informational Knowledge Overview - (Students will know...)
Students will know the requirements to pass the course including behavior, academics, and participation.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to demonstrate the appropriate qualities and behaviors for the course.
Monday
Tuesday
Wednesday
Thursday
Friday
***FIRST DAY OF CLASS***
Learning Objective:
Introduce and learn about classmates and teachers. Establish procedures and basic rules.
Language Objective:
Students conversational comprehension will be gauged during this time.
Main Activity:
Students will take turns meeting and talking with their new classmates until each one has had a chance to meet all of the others.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Learning Objective:
Continuation of Monday.
Language Objective:
Continuation of Monday.
Main Activity:
Students will write about themselves. Students will be given the writing prompt: “What I want the world to know about me is…” This will be used as an introduction as well as a writing sample.
Evaluation:
Collect writing samples if finished.
Vocabulary:
Homework:
Learning Objective:
Continuation from Monday.
Language Objective:
Continuation from Monday.
Main Activity:
After discussing what it means to be a respectful audience, students will take turns presenting their writing from yesterday.
Evaluation:
Students behavior during the other students’ presentations will be evaluated and noted.
Vocabulary:
Homework:
Learning Objective:
Continuation of Monday.
Language Objective:
Continuation of Monday.
Main Activity:
Students will write about their other new classmates and what they have learned about them this week.
Evaluation:
Writing samples will be added to the students’ files.
Vocabulary:
Homework:
Learning Objective:
Continuation of Monday
Language Objective:
Continuation of Monday
Main Activity:
Students will write about their other new classmates and what they have learned about them this week.
Evaluation:
Writing samples will be added to the students’ files.
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
* no standards this intro week.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to identify the main events of a story in the correct sequence.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to take the sequence of a story and develop a basic summary.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will be able to explain the main events of a story using the correct sequence.
Language Objective:
Students will be able to take the sequence of a story and develop a basic summary.
Main Activity:
Spelling Pretest. Students will look up the vocabulary for the week in the glossary and check their understanding using the context clues around the words in the short story “The Storyteller”. Students will listen to the short story “Going Batty” and describe what they think are the main events and put them in the proper sequence.
Evaluation:
Vocabulary
Vocabulary:
grand, memorial, peculiar, positive, prideful, recalls, selecting
Homework:
Workbook pages 42 & 44. Reading Log.
Learning Objective:
Students will be able to explain the main events of a story using the correct sequence.
Language Objective:
Students will be able to take the sequence of a story and develop a basic summary.
Main Activity:
Review Spelling. Review Vocabulary. Students will listen while the teacher reads aloud the story of the week “Because of Winn-Dixie” and answer the comprehension questions throughout. The whole class will work on identifying the sequence of the story and create a “First, Then, Next, Finally” Graphic Organizer.
Evaluation:
Graphic Organizer
Vocabulary:
grand, memorial, peculiar, positive, prideful, recalls, selecting
Homework:
Workbook pages 43 & 49. Reading Log.
Learning Objective:
Students will be able to explain the main events of a story using the correct sequence.
Language Objective:
Students will identify the characteristics of a Realistic Fiction story
Main Activity:
Review Spelling. Review Vocabulary. Students will take turns reading pages from the story of the week. Students will begin the review questions in their notebooks. Students will have a grammar lesson on declarative/interrogative sentences.
Evaluation:
Vocabulary
Vocabulary:
grand, memorial, peculiar, positive, prideful, recalls, selecting
Homework:
Workbook pages 46 & 47. Reading Log.
Learning Objective:
Students will be able to explain the main events of a story using the correct sequence. Students will be able to categorize stories that are realistic fiction and those that are not.
Language Objective:
Main Activity:
Review Spelling. Review Vocabulary. Students will independently read “Because of Winn-Dixie” and complete the review questions at the end of the story. Students will identify a set of sentences as either declarative or interrogative. Students will write a realistic fiction story.
Evaluation:
Review questions
Vocabulary:
grand, memorial, peculiar, positive, prideful, recalls, selecting
Homework:
Study for Spelling Test. Reading Log.
Learning Objective:
Students will be able to explain the main events of a story using the correct sequence.
Language Objective:
Main Activity:
Spelling Test. Reading Comprehension test.
Evaluation:
Tests
Vocabulary:
grand, memorial, peculiar, positive, prideful, recalls, selecting
Homework:
Reading Log.
Materials / Resources (including technology)
Reading Street Text Books and Work Books.
State of Minnesota Standards Covered
  • 4.1.2.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
  • 4.1.3.3 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).
  • 4.1.9.9 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, including American Indian.
  • 4.2.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
  • 4.2.5.5 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.
  • 4.3.1.3 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.
  • 4.3.1.4 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 on successive readings.
    c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
  • 4.6.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
    a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
    b. Provide reasons that are supported by facts and details.
    c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
    d. Provide a concluding statement or section related to the opinion presented.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to determine the author’s purpose for writing a story. Students will know how to use questions while reading to better comprehend a story. Students will know the difference between imperative and exclamatory sentences.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify an author’s purpose for writing a story and explain their evidence. Students will be able to explain the difference and give examples of imperative and exclamatory sentences. Students will be able to identify the setting of a story.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will identify the four potential author’s purposes: persuade, inform, entertain, express ideas or feelings.
Language Objective:
Students will be able to identify an author’s purpose for writing a story and explain their evidence.
Main Activity:
Spelling Pretest. Students will look up the weekly vocabulary in the glossary and compare their understanding to the context clues in the short story “Westward Ho!” Students will listen to the story about Johnny Appleseed and identify the author’s purpose for writing the story (to inform/to entertain). Students will then draw a blank Johnny Appleseed and label the character traits (Label his head “Wore a pot on his head”, etc.)
Evaluation:
Spelling pretest
Vocabulary:
docks, migrating, scan, scent, wharf, yearned
Homework:
Workbook pages 51 & 55. Reading Log.
Learning Objective:
Students will be able to identify the setting of a story using details from the story as evidence.
Language Objective:
Students will be able to identify the setting of a story.
Main Activity:
Review Spelling. Review Vocabulary. Students will listen while the teacher reads aloud the story of the week “Lewis and Clark, and Me” and answer comprehension questions throughout. Students will use details from the story to describe the setting. Grammar lesson on imperative and exclamatory sentences.
Evaluation:
Grammar worksheets.
Vocabulary:
docks, migrating, scan, scent, wharf, yearned
Homework:
Workbook pages 53 & 54. Reading Log.
Learning Objective:
Students will be able to explain the questions they ask themselves while reading the story and how these questions help guide comprehension.
Language Objective:
Students will be able to explain the difference and give examples of imperative and exclamatory sentences.
Main Activity:
Review Spelling. Review Vocabulary. The class will discuss why it is important to ask questions while reading, even when the questions are in your head. Students will take turns reading pages from the story of the week, “Lewis and Clark, and Me”. Students will begin the review questions at the end of the story in their notebooks.
Evaluation:
Review questions
Vocabulary:
docks, migrating, scan, scent, wharf, yearned
Homework:
Workbook page 60. Reading Log.
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading Street Text Books and Workbooks
State of Minnesota Standards Covered
  • 4.1.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
  • 4.1.2.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
  • 4.1.10.10 By the end of the year, read and comprehend literature and other texts including stories, drama, and poetry, in the grades 4-5 text complexity band proficiently and independently with scaffolding as needed at the high end of the range. a. Self-select texts for personal enjoyment, interest, and academic tasks.
  • 4.2.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
  • 4.2.10.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 textcomplexity band independently and proficiently, with scaffolding as needed at the high end of the range. a. Self-select texts for personal enjoyment, interest, and academic tasks.
  • 4.3.1.3 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.
  • 4.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
    a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
    b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
    c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
    d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
    e. Provide a concluding statement or section related to the information or explanation presented.
  • 4.10.1.1 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 convey 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-ons.
    g. Correctly use frequently confused words (e.g., to, too, two; there, their).
Weekly Informational Knowledge Overview - (Students will know...)
Continuation of Last Week: Students will know how to determine the author’s purpose for writing a story. Students will know how to use questions while reading to better comprehend a story. Students will know the difference between imperative and exclamatory sentences.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Continuation of Last Week: Students will be able to identify an author’s purpose for writing a story and explain their evidence. Students will be able to explain the difference and give examples of imperative and exclamatory sentences. Students will be able to identify the setting of a story.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will be able to explain the concepts from last week including: author’s purpose, setting, and imperative/exclamatory sentences.
Language Objective:
Students will be able to identify an author’s purpose for writing a story and explain their evidence.
Main Activity:
Review Spelling. Review Vocabulary. Students will listen again to the story “Lewis and Clark, And Me” and answer comprehension questions throughout to review the story after the long weekend. Students will identify and explain the author’s purpose for the story (to inform/to entertain). Students will describe the setting of the story.
Evaluation:
Teacher watches and monitors.
Vocabulary:
docks, migrating, scan, scent, wharf, yearned
Homework:
Spelling Worksheet. Writing Prompt. Reading Log.
Learning Objective:
Students will understand the author’s purpose for writing a story. Students will be able to identify the difference between imperative and exclamatory sentences.
Language Objective:
Students will be able to identify an author’s purpose for writing a story and explain their evidence.
Main Activity:
Review Spelling. Review Vocabulary. Students will take turns reading pages from the story of the week. Students will complete the review questions at the end of the story in their notebooks. Students will identify the types of sentences (imperative/exclamatory) given a set of sentences.
Evaluation:
Review questions
Vocabulary:
docks, migrating, scan, scent, wharf, yearned
Homework:
Spelling worksheet. Correct last night’s writing prompt. Reading Log.
Learning Objective:
Students will be able to identify the genre of Biography and the author’s purpose for writing biographies.
Language Objective:
Students will be able to explain the difference and give examples of imperative and exclamatory sentences. Students will be able to identify the setting of a story.
Main Activity:
Review Spelling. Review Vocabulary. As a whole class, the students will read the story “Ellen Ochoa: Space Pioneer” and identify the author’s purpose for writing the biography (to inform). Students will then list the things they learned from the story and determine whether or not the author met his/her purpose.
Evaluation:
Teacher watches and monitors.
Vocabulary:
docks, migrating, scan, scent, wharf, yearned
Homework:
Spelling worksheet. Reading Log.
Learning Objective:
Students will be able to determine the author’s purpose for writing “Lewis and Clark, and Me” and create a story with the same purpose.
Language Objective:
Students will be able to identify the setting of a story.
Main Activity:
Students will begin writing their stories being used for their comprehension assessment.
Evaluation:
Writing
Vocabulary:
docks, migrating, scan, scent, wharf, yearned
Homework:
Study Spelling. Reading Log.
Learning Objective:
Students will be able to determine the author’s purpose for writing the story and create a story with the same purpose.
Language Objective:
Students will be able to explain the difference and give examples of imperative and exclamatory sentences. Students will be able to identify the setting of a story.
Main Activity:
Spelling Test. Comprehension Test (Students will write a story from the perspective of Johnny Appleseed’s dog.)
Evaluation:
Tests
Vocabulary:
docks, migrating, scan, scent, wharf, yearned
Homework:
Reading Log.
Materials / Resources (including technology)
Reading street books, workbooks
State of Minnesota Standards Covered
  • 4.1.6.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
  • 4.1.7.7 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.
  • 4.2.3.3 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.
  • 4.2.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
  • 4.2.5.5 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.
  • 4.2.10.10 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 independently and proficiently, with scaffolding as needed at the high end of the range.
    a. Self-select texts for personal enjoyment, interest, and academic tasks.
  • 4.3.1.3 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.
  • 4.3.1.4 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 on successive readings.
    c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
  • 4.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
    a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
    b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
    c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
    d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
    e. Provide a concluding statement or section related to the information or explanation presented.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the literary elements: Character, Setting, and Plot. Students will know how to use background knowledge to better understand a story. Students will know how to determine the meaning of words with multiple meaning.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify the characters, setting, and plot of a story. Students will be able to identify the meaning of multiple meaning words.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will identify the character, setting and plot of a story. Students will figure out the meanings of multiple meaning words.
Language Objective:
Students will be able to identify the characters, setting, and plot of a story. Students will be able to identify the meaning of multiple meaning words.
Main Activity:
Spelling Pretest. Students will look up the week’s vocabulary in the glossary and check their understanding using the context clues in the short story “Foggy River Schoolhouse”. Students will listen to the short story “The ‘Broken’ Arm” and identify the characters, setting, and plot of the story as well as the meaning of the multiple meaning words in the story.
Evaluation:
Spelling pretest
Vocabulary:
badger, bank, bristled, jointed, patched, ruffled, rushes
Homework:
Workbook pages 62 & 66. Reading Log.
Learning Objective:
Students will understand the meanings of multiple meaning words. Students will identify the literary concepts of characters, setting, and plot.
Language Objective:
Students will be able to identify the characters, setting, and plot of a story. Students will be able to identify the meaning of multiple meaning words.
Main Activity:
Review Spelling. Review Vocabulary. Students will listen while the teacher reads aloud the story of the week “On the Banks of Plum Creek”. Students will answer comprehension questions throughout the story. Students will identify multiple meaning words on the story by completing a scavenger hunt. Students will describe the characters, setting, and plot of the story.
Evaluation:
Vocabulary
Vocabulary:
badger, bank, bristled, jointed, patched, ruffled, rushes
Homework:
Workbook pages 64 & 71. Reading Log.
Learning Objective:
Students will identify some of the questions they asked while listening to and reading the story of the week.
Language Objective:
Students will be able to identify the characters, setting, and plot of a story. Students will be able to identify the meaning of multiple meaning words.
Main Activity:
Students will take turns reading pages from “On the Banks of Plum Creek.” Students will begin answering the review questions at the end of the story in their notebooks. Students will complete a graphic organizer identifying the characters (main and supporting), setting (time and place), and plot (main events) of the story.
Evaluation:
Graphic organizer
Vocabulary:
badger, bank, bristled, jointed, patched, ruffled, rushes
Homework:
Workbook page 68. Spelling Worksheet. Reading Log.
Learning Objective:
Students will know the meanings of multiple meaning words.
Language Objective:
Students will practice identifying the meanings of multiple meaning words.
Main Activity:
Review Spelling. Review Vocabulary. Students will complete their scavenger hunts from Tuesday identifying multiple meaning words in the story. Students will take turns replacing one meaning of the word with the other to determine which meaning should be used and which makes a “silly sentence”.
Evaluation:
Sentences
Vocabulary:
badger, bank, bristled, jointed, patched, ruffled, rushes
Homework:
Study Spelling. Reading Log.
Learning Objective:
Students will understand character, setting, and plot.
Language Objective:
Students will be able to identify the appropriate meaning of a multiple meaning word.
Main Activity:
Spelling Test. Reading Assessment.
Evaluation:
Tests
Vocabulary:
badger, bank, bristled, jointed, patched, ruffled, rushes
Homework:
Reading Log.
Materials / Resources (including technology)
Reading Street Text Books and Workbooks.
State of Minnesota Standards Covered
  • 4.1.10.10 By the end of the year, read and comprehend literature and other texts including stories, drama, and poetry, in the grades 4-5 text complexity band proficiently and independently with scaffolding as needed at the high end of the range.
    a. Self-select texts for personal enjoyment, interest, and academic tasks.
  • 4.2.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
  • 4.2.2.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
  • 4.2.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
  • 4.6.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
  • 4.6.10.10 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 discipline-specific tasks, purposes, and audiences.
    a. Independently select writing topics and formats for personal, enjoyment interest, and academic tasks.
  • 4.10.4.4 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.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know more in depth the reasoning for why authors write stories (author’s purpose), whether it be to inform, entertain, persuade, or express ideas or feelings.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to read a story and explain, as well as create a graphic organizer, showing the story structure (the problem or goal, rising actions, climax, and outcome).
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS, Eidul Adha***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will understand and be able to explain an author’s purpose for writing a story.
Language Objective:
Students will be able to explain the story structure of a short story.
Main Activity:
Students will take their spelling pretest. Students will listen to the short story “The Fox and the Grapes” and create a graphic organizer explaining the story structure. Students will read the short story “Tall Paul” and describe the author’s purpose and why they think so.
Evaluation:
spelling pretest
Vocabulary:
Homework:
Workbook Pages 73 & 77. Reading Log.
Learning Objective:
Students will understand synonyms and antonyms. Students will understand the story structure and author’s purpose of the story of the week, “The Horned Toad Prince”.
Language Objective:
Students will be able to read a story and explain, as well as create a graphic organizer, showing the story structure (the problem or goal, rising actions, climax, and outcome).
Main Activity:
Review Spelling. Students will listen while the teacher reads aloud the story of the week. Students will answer comprehension questions throughout the story. Students will be instructed to define particular words using synonyms and antonyms provided by the text.
Evaluation:
Comprehension questions
Vocabulary:
Homework:
Workbook pages 75 & 82. Reading Log.
Learning Objective:
Students will further their reading comprehension for stories by answering review questions about the story of the week.
Language Objective:
Students will be able to read a story and explain, as well as create a graphic organizer, showing the story structure (the problem or goal, rising actions, climax, and outcome).
Main Activity:
Review Spelling. Students will take turns reading pages from the story of the week. Students will begin the review questions from the end of the story in their Language Arts notebooks.
Evaluation:
Review Questions.
Vocabulary:
Homework:
Workbook pages 76 & 79. Reading Log.
Learning Objective:
Students will further their reading comprehension for stories by answering review questions about the story of the week.
Language Objective:
Students will be able to read a story and explain, as well as create a graphic organizer, showing the story structure (the problem or goal, rising actions, climax, and outcome).
Main Activity:
Review Spelling. Students will partner read the story of the week then complete the questions at the end of the story. Students who finish early will begin creating a graphic organizer displaying the story structure for the story of the week.
Evaluation:
Review questions and graphic organizer.
Vocabulary:
Homework:
Reading Log.
Materials / Resources (including technology)
Reading Street Textbooks and Workbooks.
State of Minnesota Standards Covered
4.2.3.3 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.
4.2.5.5 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.
4.3.1.3 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.
4.6.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.
4.6.5.5 With guidance and support from peers and adults, use a writing process to develop and strengthen
writing as needed by planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 41-42.)
4.10.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the main idea and details of stories they read.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will know the main idea and details of stories they read.
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS, LA NAVAL CELEBRATION***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Reading Log.
Learning Objective:
Students will understand the story of the week and be able to manipulate it to create a similar story.
Language Objective:
Students will know the main idea and details of stories they read.
Main Activity:
Students will take their “Horned Toad Prince” Assessment. Students will recreate the story using their own characters and situations mimicking the story.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Workbook page 84 & 88. Reading Log.
Homework:
Learning Objective:
Students will understand the main idea and supporting details while reading a story.
Language Objective:
Students will know the main idea and details of stories they read.
Main Activity:
Students will listen to the short story “The Volcano Wakes” and identify the main idea and some supporting details. Students will read the short stories “Send a Ranger!” and “Letter from Denali” and both figure out the meaning of their vocabulary words, and identify the main idea and details of the stories.
Evaluation:
Vocabulary
Vocabulary:
wilderness, preserve, species, naturalist, slopes, glacier, impressive.
Homework:
Learning Objective:
Students will understand the main idea and supporting details while reading a story.
Language Objective:
Students will know the main idea and details of stories they read.
Main Activity:
Students will listen while the teacher reads aloud the story of the week “Letters Home from Yosemite” and answer the comprehension questions throughout. Students will write a “letter home” from the Philippines and practice how to format a letter and how to include relevant information for the reader.
Evaluation:
Letters
Vocabulary:
wilderness, preserve, species, naturalist, slopes, glacier, impressive.
Homework:
Spelling Worksheet. Writing Prompt. Reading Log
Learning Objective:
Students will understand the main idea and supporting details while reading a story.
Language Objective:
Students will know the main idea and details of stories they read.
Main Activity:
Students will take turns reading aloud parts of the story of the week “Letters Home from Yosemite” and begin to answer the review questions at the end of the story. Students will complete their “letters home”.
Evaluation:
Letters
Vocabulary:
wilderness, preserve, species, naturalist, slopes, glacier, impressive.
Homework:
Reading Log.
Materials / Resources (including technology)
Reading Street Textbooks and Workbooks.
State of Minnesota Standards Covered
4.1.3.3 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).
4.1.6.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

4.2.2.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
4.2.10.10 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 independently and proficiently, with scaffolding as needed at the high end of the range. a. Self-select texts for personal enjoyment, interest, and academic tasks.
4.3.1.3 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.
4.6.3.3 Write narratives and other creative texts to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion (when appropriate to the genre) that follows from the narrated experiences or events.
4.6.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
4.6.9.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
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”).
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the proper strategies for taking an exam. Students will understand how to create proper sentences, using appropriate language for grade 4.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to write and correct sentences and combine sentences to create complex sentences.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
All objectives from the previous week.
Language Objective:
Review
Main Activity:
Students will take their Spelling Test. Students will take their comprehension assessment.
Evaluation:
Tests
Vocabulary:
Homework:
Learning Objective:
All objectives from the previous week.
Language Objective:
Review
Main Activity:
Students will go over the comprehension assessment one question at a time. The teacher will explain the proper test strategies and where to find the information for the assessment. Students will receive partial credit for questions they can properly figure out.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Learning Objective:
Students will be able to create an interesting simple sentence using creative language.
Language Objective:
Students will be able to write and correct sentences and combine sentences to create complex sentences.
Main Activity:
Students will write sentences about a given topic. Students will then switch out “boring” words with more interesting vocabulary to make their writing more interesting.
Evaluation:
Sentences
Vocabulary:
Homework:
Learning Objective:
Students will be able to combine simple sentences to make complex sentences.
Language Objective:
Students will be able to write and correct sentences and combine sentences to create complex sentences.
Main Activity:
Students will create simple sentences about a topic. Students will then combine the sentences to create interesting complex sentences. Draw pictures to go with sentences.
Evaluation:
Sentences
Vocabulary:
Homework:
***NO CLASS***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading Street books, workbooks
State of Minnesota Standards Covered
4.1.4.4 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). 4.2.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

4.6.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
4.6.10.10 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 discipline-specific tasks, purposes, and audiences. a. Independently select writing topics and formats for personal, enjoyment interest, and academic tasks.
4.10.1.1 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 convey 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-ons.
Weekly Informational Knowledge Overview - (Students will know...)
How to use prefixes and suffixes to identify the meaning of unknown words.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify the cause and effect of situations in stories.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Using the details in a story, students will be able to create an appropriate ending.
Language Objective:
Using the details in a story, students will be able to create an appropriate ending.
Main Activity:
Spelling pretest. Students will listen to the story “The Circuit” and create an ending using the details from the story. Students will listen to “Up, Up, and Down” and with the teacher, identify the causes and effects of different parts of the story. Students will read parts of “At the Game” with the class and go through the vocabulary words in the story, using context clues, and prefixes and suffixes, to determine the meanings of the words. Students will listen while the teacher reads aloud the story of the week “What Jo Did” and answer comprehension questions throughout.
Evaluation:
Spelling pretest
Vocabulary:
unbelievable, rim, swatted, hoop, fouled, jersey, marveled, speechless
Homework:
• Workbook pages 109 & 111
• Reading Log
Learning Objective:
Students will be able to define cause and effect.
Language Objective:
Students will be able to identify the cause and effect of situations in stories.
Main Activity:
Students will take turns reading pages from “What Jo Did”. Students will create a cause and effect graphic organizer and pick out at least 10 scenarios from the story displaying the causes and effects.
Evaluation:
Graphic organizer
Vocabulary:
unbelievable, rim, swatted, hoop, fouled, jersey, marveled, speechless
Homework:
Workbook page 112 & 113
• Reading Log
Learning Objective:
Students will be able to define cause and effect.
Language Objective:
Students will be able to identify the cause and effect of situations in stories.
Main Activity:
Students will take turns reading pages from “What Jo Did”. Students will begin the review questions at the end of the story.
Evaluation:
Review questions
Vocabulary:
unbelievable, rim, swatted, hoop, fouled, jersey, marveled, speechless
Homework:
Workbook pages 115 & 118
• Reading Log
Learning Objective:
Students will be able to define cause and effect.
Language Objective:
Students will be able to identify the cause and effect of situations in stories.
Main Activity:
Students will independently read “What Jo Did”. Students will complete the review questions at the end of the story.
Evaluation:
Teacher watches and monitors.
Vocabulary:
unbelievable, rim, swatted, hoop, fouled, jersey, marveled, speechless
Homework:
Workbook page 119
• Take Home Language Arts Assessment Due Monday!
• Reading Log
***HALLOWEEN PARTY***
Learning Objective:
Language Objective:
Main Activity:
No Classes, Halloween Activities
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading Street Textbooks and Workbooks
State of Minnesota Standards Covered
4.2.8.8 Explain how an author uses reasons and evidence to support particular points in a text.
4.2.9.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
4.2.10.10 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 independently and proficiently, with scaffolding as needed at the high end of the range. a. Self-select texts for personal enjoyment, interest, and academic tasks.
4.3.1.3 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.
4.6.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.
4.6.5.5 With guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 41-42.)
4.6.9.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
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”).
4.8.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) 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. e. Cooperate and problem solve as appropriate for productive group discussion.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the structure of a story and how identifying it will help them better comprehend a story.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to read a story and draw conclusions using facts and details from the story.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will understand how to use a dictionary or glossary to identify unknown words.
Language Objective:
Students will use the story structure to better understand a story.
Main Activity:
Spelling Pretest. Students will listen while the teacher reads the story “A Big-City Dream” and practice identifying the story structure. Students will read the story “Chasing After Tumbleweed” and identify the structure using the sequence of the story as a guide. Students will read “At a Guest Ranch” and look up the vocabulary words in the glossary.
Evaluation:
Spelling Pretest
Vocabulary:
dudes, roundup, spurs, bawling, coyote
Homework:
Workbook pages 120 & 122
• Reading Log
Learning Objective:
Students will understand how to use a dictionary or glossary to identify unknown words.
Language Objective:
Students will use the story structure to better understand a story.
Main Activity:
Students will listen while the teacher reads aloud the story of the week. Students will answer comprehension questions throughout the story, including questions about conclusions they are drawing. Students will create a graphic organizer displaying the sequence of the story and explain how it helps them determine the story structure.
Evaluation:
comprehension questions.
Vocabulary:
dudes, roundup, spurs, bawling, coyote
Homework:
• Workbook page 123 & 124
• Reading Log
***END OF GRADING PERIOD 1 ***
Learning Objective:
Students will use the story structure to better understand a story.
Language Objective:
Students will be able to draw conclusions about a story throughout the story using details and facts.
Main Activity:
Students will read aloud the story of the week. Students will begin the review questions at the end of the story in their Language Arts notebooks.
Evaluation:
LA Notebooks.
Vocabulary:
dudes, roundup, spurs, bawling, coyote
Homework:
Workbook pages 128 & 129
• Reading Log
***START OF GRADING PERIOD 2 ***
Learning Objective:
Students will use the story structure to better understand a story.
Language Objective:
Students will use the story structure to better understand a story.
Main Activity:
Students will independently read the story of the week. Students will finish the review questions at the end of the story in their Language Arts notebooks.
Evaluation:
Notebooks
Vocabulary:
dudes, roundup, spurs, bawling, coyote
Homework:
Workbook page 130
• Spelling Scramble
• Reading Log
Learning Objective:
Students will use the story structure to better understand a story. Students will be able to draw conclusions about a story throughout the story using details and facts.
Language Objective:
Review
Main Activity:
Spelling Test. Language Arts Assessment.
Evaluation:
Tests
Vocabulary:
dudes, roundup, spurs, bawling, coyote
Homework:
Reading Log.
Materials / Resources (including technology)
Reading Street Text books and Workbooks
State of Minnesota Standards Covered
4.1.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.1.9.9 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, including American Indian.
4.1.10.10 By the end of the year, read and comprehend literature and other texts including stories, drama, and poetry, in the grades 4-5 text complexity band proficiently and independently with scaffolding as needed at the high end of the range. a. Self-select texts for personal enjoyment, interest, and academic tasks.
4.2.10.10 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 independently and proficiently, with scaffolding as needed at the high end of the range. a. Self-select texts for personal enjoyment, interest, and academic tasks.
4.3.1.3 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.
4.6.3.3 Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion (when appropriate to the genre) that follows from the narrated experiences or events.
4.8.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) 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. e. Cooperate and problem solve as appropriate for productive group discussion.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to draw conclusions based on the information in the text.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to use questioning throughout their reading to monitor comprehension.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know how to draw conclusions based on the information in the text. Students will be able to use questioning throughout their reading to monitor comprehension.
Language Objective:
Students will be able to use questioning throughout their reading to monitor comprehension.
Main Activity:
Students will listen to the story “Delicious Teamwork” and use the information to draw conclusions about the story. Students will read the story “Visiting a California Ghost Town” and draw conclusions based on the questions they asked themselves while reading. Students will read “Writing a Play About History” and use context clues to figure out the meanings of unfamiliar vocabulary words.
Evaluation:
Vocabulary
Vocabulary:
arrangements, argument, dishonest, descendants, snag, advice, script
Homework:
Learning Objective:
Students will know how to draw conclusions based on the information in the text.
Language Objective:
Students will be able to use questioning throughout their reading to monitor comprehension.
Main Activity:
Students will listen while the teacher reads aloud the story of the week: “Scene 2” and answer comprehension questions throughout. The teacher will show the students how questioning thinking throughout the story helps us better understand the story.
Evaluation:
Comprehension questions.
Vocabulary:
arrangements, argument, dishonest, descendants, snag, advice, script
Homework:
Learning Objective:
Students will know how to draw conclusions based on the information in the text.
Language Objective:
Students will be able to use questioning throughout their reading to monitor comprehension.
Main Activity:
Students will read the story of the week and discuss their questions while reading with their groups. Students will use the information to draw conclusions about the story. Students will begin the review questions at the end of the story.
Evaluation:
Teacher watches and monitors.
Vocabulary:
arrangements, argument, dishonest, descendants, snag, advice, script
Homework:
Learning Objective:
Students will know how to draw conclusions based on the information in the text.
Language Objective:
Students will be able to use questioning throughout their reading to monitor comprehension.
Main Activity:
Students will read the story of the week and complete a graphic organizer using details to draw conclusions. Students will complete the review questions at the end of the story.
Evaluation:
Review questions.
Vocabulary:
arrangements, argument, dishonest, descendants, snag, advice, script
Homework:
Learning Objective:
Students will know how to draw conclusions based on the information in the text.
Language Objective:
Students will be able to use questioning throughout their reading to monitor comprehension.
Main Activity:
Spelling Test. Reading Assessment (Students will work as a team to write a 2-scene play)
Evaluation:
Tests
Vocabulary:
arrangements, argument, dishonest, descendants, snag, advice, script
Homework:
Materials / Resources (including technology)
Reading Street Text books and workbooks
State of Minnesota Standards Covered
4.1.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.2.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.2.2.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
4.2.7.7 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.

4.3.1.4 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 on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
4.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.
4.6.8.8 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.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the difference between fact and opinion and be able to display facts and opinions on a graphic organizer.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to monitor while reading and clarify any unknown information by rereading.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will understand the meanings of fact and opinion, knowing facts can be proven true or false and opinions express a feeling.
Language Objective:
Students will be able to monitor while reading and clarify any unknown information by rereading.
Main Activity:
Spelling pretest. Students will read the story “Bug Boy” and identify facts and opinions from the story. Students will read “Racing Dreams” and use a glossary or dictionary to learn the meanings of the vocabulary words.
Evaluation:
Spelling pretest.
Vocabulary:
ambition, roamed, vast, rickety, infested, quicksand, resistance, landslide
Homework:
• Workbook pages 142 & 144
• Reading Log
Learning Objective:
Students will understand the meanings of fact and opinion, knowing facts can be proven true or false and opinions express a feeling.
Language Objective:
Students will understand a story when it is read to them and monitor their understanding throughout.
Main Activity:
Students will listen to the story of the week, “Horse Heroes” and answer comprehension questions throughout. If a question is answered incorrectly, the teacher will display how to look back and reread a section to clarify. Students will make a graphic organizer displaying facts and opinions from the story.
Evaluation:
Graphic organizer
Vocabulary:
ambition, roamed, vast, rickety, infested, quicksand, resistance, landslide
Homework:
Workbook pages 146 & 148
• Reading Log
Learning Objective:
Students will understand the meanings of fact and opinion, knowing facts can be proven true or false and opinions express a feeling.
Language Objective:
Students will understand a story when it is read to them and monitor their understanding throughout.
Main Activity:
Students will take turns reading pages from the story of the week, “Horse Heroes” and begin to answer the questions at the end of the story. If a question is answered incorrectly, the students will be instructed to look back and reread a section to clarify.
Evaluation:
Story questions
Vocabulary:
ambition, roamed, vast, rickety, infested, quicksand, resistance, landslide
Homework:
Workbook pages 149 & 150
• Reading Log
Learning Objective:
Students will understand the meanings of fact and opinion, knowing facts can be proven true or false and opinions express a feeling.
Language Objective:
Students will understand a story when it is read to them and monitor their understanding throughout.
Main Activity:
Students will take turns reading pages from the story of the week, “Horse Heroes” and finish answering the questions at the end of the story. If a question is answered incorrectly, the students will be instructed to look back and reread a section to clarify.
Evaluation:
Story questions.
Vocabulary:
ambition, roamed, vast, rickety, infested, quicksand, resistance, landslide
Homework:
Workbook pages 151 & 152
• Study for Spelling Test
Reading Log
Learning Objective:
Students will understand the meanings of fact and opinion, knowing facts can be proven true or false and opinions express a feeling.
Language Objective:
Students will understand a story when it is read to them and monitor their understanding throughout.
Main Activity:
Spelling Test. Language Arts Assessment.
Evaluation:
Test
Vocabulary:
ambition, roamed, vast, rickety, infested, quicksand, resistance, landslide
Homework:
Reading Log.
Materials / Resources (including technology)
Reading Street Text Books and Workbooks
State of Minnesota Standards Covered
4.1.6.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
4.1.7.7 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.
4.2.7.7 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.
4.2.8.8 Explain how an author uses reasons and evidence to support particular points in a text.
4.2.10.10 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 independently and proficiently, with scaffolding as needed at the high end of the range. a. Self-select texts for personal enjoyment, interest, and academic tasks.
4.3.1.3 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.
4.6.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.
4.10.2.2 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.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the history behind Thanksgiving traditions and current Thanksgiving practices.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify and use nouns and adjectives in sentences to improve their writing.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the history behind Thanksgiving traditions and current Thanksgiving practices.
Language Objective:
Students will be able to identify and use nouns and adjectives in sentences to improve their writing.
Main Activity:
Students will write about Thanksgiving topics that will be compiled into a Thanksgiving book. Students will complete noun and adjective identification pages.
Evaluation:
Worksheets
Vocabulary:
Homework:
Learning Objective:
Students will know the history behind Thanksgiving traditions and current Thanksgiving practices.
Language Objective:
Students will be able to identify and use nouns and adjectives in sentences to improve their writing.
Main Activity:
Students will write about Thanksgiving topics that will be compiled into a Thanksgiving book. Students will complete noun and adjective identification pages.
Evaluation:
Worksheets
Vocabulary:
Homework:
Learning Objective:
Students will know the history behind Thanksgiving traditions and current Thanksgiving practices.
Language Objective:
Students will be able to identify and use nouns and adjectives in sentences to improve their writing.
Main Activity:
Students will write about Thanksgiving topics that will be compiled into a Thanksgiving book. Students will complete noun and adjective identification pages.
Evaluation:
Thanksgiving writing
Vocabulary:
Homework:
***AMERICAN THANKSGIVING***
Learning Objective:
Students will know the history behind Thanksgiving traditions and current Thanksgiving practices.
Language Objective:
Students will be able to identify and use nouns and adjectives in sentences to improve their writing.
Main Activity:
Students will write about Thanksgiving topics that will be compiled into a Thanksgiving book. Students will complete noun and adjective identification pages.
Evaluation:
Thanksgiving writing
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading street books, worksheets, paper, pencils
State of Minnesota Standards Covered
4.2.6.6 Compare and contrast a firsthand and secondhand account, including those by or about Minnesota American Indians, of the same event or topic; describe the differences in focus and the information provided.
4.2.10.10 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 independently and proficiently, with scaffolding as needed at the high end of the range. a. Self-select texts for personal enjoyment, interest, and academic tasks.
4.6.5.5 With guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 41-42.)
4.6.6.6 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.
4.10.2.2 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. 4.10.6.6 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).
Weekly Informational Knowledge Overview - (Students will know...)
Students will know what makes up an environment and how people adapt to environments.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to explain how their communities have adapted to the environment around them.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
All objectives from Chapter 3.
Language Objective:
Review
Main Activity:
Students will review and study Chapter 3.
Evaluation:
Teacher watches and monitors.
Vocabulary:
All Chapter 3 vocabulary.
Homework:
Learning Objective:
All objectives from Chapter 3.
Language Objective:
Review
Main Activity:
Students will take their Chapter 3 Assessment.
Evaluation:
Teacher watches and monitors.
Vocabulary:
All Chapter 3 vocabulary.
Homework:
Learning Objective:
Identify human and physical characteristics of different places. Recognize factors that influence human settlement and how humans adapt to their environment.
Language Objective:
Understand that natural disasters can change the environment.
Main Activity:
Students and teacher will read Chapter 4, Lesson 1. As we approach each vocabulary word, we will figure out the meaning using context clues, or the glossary.
Evaluation:
Vocabulary
Vocabulary:
environment, human feature, adapt, natural disaster
Homework:
Learning Objective:
Identify human and physical characteristics of different places. Recognize factors that influence human settlement and how humans adapt to their environment.
Language Objective:
Understand that natural disasters can change the environment.
Main Activity:
Students will group read Chapter 4, Lesson 1 and begin the questions at the end of the lesson.
Evaluation:
Teacher watches and monitors.
Vocabulary:
environment, human feature, adapt, natural disaster
Homework:
Learning Objective:
Identify human and physical characteristics of different places. Recognize factors that influence human settlement and how humans adapt to their environment.
Language Objective:
Understand that natural disasters can change the environment.
Main Activity:
Students will group read Chapter 4, Lesson 1 and complete the questions at the end of the lesson.
Evaluation:
Story questions.
Vocabulary:
environment, human feature, adapt, natural disaster
Homework:
Materials / Resources (including technology)
Reading street books, worksheets, paper, pencils
State of Minnesota Standards Covered
4.1.4.4 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).
4.1.5.5 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.
4.2.10.10 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 independently and proficiently, with scaffolding as needed at the high end of the range. a. Self-select texts for personal enjoyment, interest, and academic tasks.
4.3.1.3 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.
4.3.1.4 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 on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
4.6.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
4.10.2.2 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.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to identify and write multiple genres of stories.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to take an example of a genre and create a story in that genre.
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS, FOUNDATION DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***Typhoon Day – No Class***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will practice and learn about writing multiple genres and styles.
Language Objective:
Students will be able to take an example of a genre and create a story in that genre.
Main Activity:
Students will complete their reading comprehension test from last week then begin writing in their writing packets.
Evaluation:
Writing
Vocabulary:
Homework:
Learning Objective:
Students will continue to practice and learn about writing multiple genres and styles.
Language Objective:
Main Activity:
Students will take their spelling pretest in the form of a spelling relay on the board. Students will then self-correct their spelling pretests to create a study guide. Students will work on their creative writing packets.
Evaluation:
Writing
Vocabulary:
Homework:
Learning Objective:
Students will understand what graphic sources are and how they help us understand stories. Students will know what the important ideas of a story are. Students will be able to use clues to identify the meanings of multiple meaning words.
Language Objective:
Main Activity:
Students will read “Measuring the Invisible” and discuss how graphic sources help us better understand stories. Students will use the two graphic sources to help identify and describe the important ideas in the story. Students will read “And the Winner is…” and discuss the multiple meanings of the vocabulary words in the story. Students will identify the multiple meanings and select which meaning is being used in the story.
Evaluation:
Worksheets
Vocabulary:
apprentice, atmosphere, chemical, club, essay, manufacturing, pressure, scales
Homework:
Materials / Resources (including technology)
Reading street books, paper, pencils, worksheets
State of Minnesota Standards Covered
4.1.5.5 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.
4.1.6.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
4.1.10.10 By the end of the year, read and comprehend literature and other texts including stories, drama, and poetry, in the grades 4-5 text complexity band proficiently and independently with scaffolding as needed at the high end of the range. a. Self-select texts for personal enjoyment, interest, and academic tasks.
4.2.10.10 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 independently and proficiently, with scaffolding as needed at the high end of the range. a. Self-select texts for personal enjoyment, interest, and academic tasks.
4.3.1.3 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.
4.6.5.5 With guidance and support from peers and adults, use a writing process to develop and strengthen
writing as needed by planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 41-42.)
4.6.6.6 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.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know what graphic sources are and how they help us understand stories.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to tell what important ideas are and identify the important ideas in a story.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will understand what graphic sources are and how they help us understand stories. Students will know what the important ideas of a story are.
Language Objective:
Students will be able to use clues to identify the meanings of multiple meaning words.
Main Activity:
Students will listen while the teacher reads “The Man Who Named the Clouds” and answer comprehension questions throughout the story.
Evaluation:
Comprehension questions.
Vocabulary:
apprentice, atmosphere, chemical, club, essay, manufacturing, pressure, scales
Homework:
Learning Objective:
Students will understand what graphic sources are and how they help us understand stories. Students will know what the important ideas of a story are.
Language Objective:
Students will be able to use clues to identify the meanings of multiple meaning words.
Main Activity:
Students will partner read “The Man Who Named the Clouds” and begin the review questions at the end of the story.
Evaluation:
Review questions.
Vocabulary:
apprentice, atmosphere, chemical, club, essay, manufacturing, pressure, scales
Homework:
Learning Objective:
Students will understand what graphic sources are and how they help us understand stories. Students will know what the important ideas of a story are.
Language Objective:
Students will be able to use clues to identify the meanings of multiple meaning words.
Main Activity:
Students will partner read “The Man Who Named the Clouds” and complete the review questions at the end of the story.
Evaluation:
review questions.
Vocabulary:
apprentice, atmosphere, chemical, club, essay, manufacturing, pressure, scales
Homework:
Learning Objective:
Students will understand what graphic sources are and how they help us understand stories. Students will know what the important ideas of a story are.
Language Objective:
Students will be able to use clues to identify the meanings of multiple meaning words.
Main Activity:
Comprehension Assessment. Spelling Test.
Evaluation:
Tests
Vocabulary:
apprentice, atmosphere, chemical, club, essay, manufacturing, pressure, scales
Homework:
***Christmas Activities – No Class***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading Street Textbooks.
State of Minnesota Standards Covered
4.1.7.7 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.
4.2.10.10 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 independently and proficiently, with scaffolding as needed at the high end of the range. a. Self-select texts for personal enjoyment, interest, and academic tasks.
4.3.1.3 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.
4.6.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
4.8.2.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
4.10.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings to develop word consciousness.
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).
4.10.6.6 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).
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the steps taken to complete the writing process (brain storm, story map, rough draft, edit, final draft, illustrate). Students will know the elements of myths; no matter what culture they are from (teach a lesson or moral).
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to write a story following the writing process. Students will be able to compare and contrast myths from different cultures, using the lessons or characters.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will understand and implement the writing process.
Language Objective:
Students will be able to write a story following the writing process.
Main Activity:
Students and teacher will review the steps of the writing process. Students will brain storm about something from their break they would like to share with the class. Students will begin story mapping ideas and details they would like to share. Teacher will review what an introduction paragraph is and why it is important to “hook” the reader. Students will write their rough draft introduction paragraph.
Evaluation:
Writing
Vocabulary:
Homework:
Learning Objective:
Students will understand and implement the writing process.
Language Objective:
Students will be able to write a story following the writing process.
Main Activity:
Teacher will review what body paragraphs are and how they should be written. Students will write their rough drafts of their body paragraphs to complete their stories. Students and teacher will discuss the important features of a conclusion paragraph. Students will write their rough draft. If students complete their rough draft they will move on to editing and final draft, some students may be able to illustrate.
Evaluation:
Writing
Vocabulary:
Homework:
Learning Objective:
Students will understand and implement the writing process.
Language Objective:
Students will be able to write a story following the writing process.
Main Activity:
Students will complete the writing process for their stories. Their final packet will include the story map, the rough draft (edited by the student and the teacher), the final draft, and the illustration.
Evaluation:
Writing packet
Vocabulary:
Homework:
Learning Objective:
Students will understand and implement the writing process.
Language Objective:
Students will understand that myths are from many different cultures, but all myths teach a lesson or a moral.
Main Activity:
Students will read myths from different Asian countries and cultures. They will answer the comprehension and writing questions. Students will complete graphic organizers that compare and contrast the myths they are reading to each other or myths they have heard growing up.
Evaluation:
Graphic organizers.
Vocabulary:
moral
Homework:
Learning Objective:
Students will understand and implement the writing process.
Language Objective:
Students will understand that myths are from many different cultures, but all myths teach a lesson or a moral.
Main Activity:
Students will continue the work from yesterday. They will turn their graphic organizers into a paragraph.
Evaluation:
Graphic organizers.
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading street books, worksheets,Education.com
State of Minnesota Standards Covered
4.1.5.5 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.
4.1.6.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
4.1.9.9 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, including American Indian.
4.1.10.10 By the end of the year, read and comprehend literature and other texts including stories, drama, and poetry, in the grades 4-5 text complexity band proficiently and independently with scaffolding as needed at the high end of the range. a. Self-select texts for personal enjoyment, interest, and academic tasks.

4.2.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.3.1.4 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 on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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

4.6.9.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
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”).
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the steps taken to complete the writing process (brain storm, story map, rough draft, edit, final draft, illustrate). Students will know the elements of myths. Students will understand that a fact is something that can be proven true or false through observation or research. Students will understand an opinion is something that someone thinks or feels. An opinion should be supported to make it valid. An unsupported opinion is faulty. Students will use text structure to understand how a nonfiction article can explicitly state the order of events through key words, such as first, then, next, or it can be stated implicitly, and the reader has to figure out the order on their own.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to write a story following the writing process. Students will be able to use Martin Luther King, Jr. as a model to write about change.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will understand the significance of Martin Luther King, Jr.
Language Objective:
Students will be able to identify and write about a problem in the world.
Main Activity:
Students will watch a short documentary on the life of MLK. Students will complete a word search and a coloring activity. Students will write their own dream for the world, something they would like to see changed in their lifetime. This packet will be graded.
Evaluation:
The MLK packet will be used as a writing grade and a Social Studies grade.
Vocabulary:
Segregation, pastor, march, MLK, sit in, Nobel Prize, equality, Civil Rights, Rosa Park, hero, nonviolence, bus boycott, Gandhi, discrimination, assassinated
Homework:
Learning Objective:
Students will understand the significance of Martin Luther King, Jr. Students will be able to identify and write about a problem in the world.
Language Objective:
Students will understand and implement the writing process.
Main Activity:
Students will listen to a read aloud about MLK. Students will work in groups to read and learn from his biography. Students will discuss their thoughts about MLK and the Civil Rights movement.
Evaluation:
The MLK packet will be used as a writing grade and a Social Studies grade.
Vocabulary:
Segregation, pastor, march, MLK, sit in, Nobel Prize, equality, Civil Rights, Rosa Park, hero, nonviolence, bus boycott, Gandhi, discrimination, assassinated
Homework:
Learning Objective:
Students will understand that a fact is something that can be proven true or false through observation or research. Students will understand an opinion is something that someone thinks or feels. An opinion should be supported to make it valid. An unsupported opinion is faulty.
Language Objective:
Students will use text structure to understand how a nonfiction article can explicitly state the order of events through key words, such as first, then, next, or it can be stated implicitly, and the reader has to figure out the order on their own.
Main Activity:
Students will take their spelling pretest. Students will read the story “Something Must be Done” and find facts and opinions throughout the story. If it is a fact, they can try to prove it true or false. If it is an opinion, they will decide if it is valid and provide the support, or if it is faulty and explain why. Students will read the short story “Paradise Island” and use context clues to figure out the meaning of the vocabulary words. Many of the words are multiple meaning words and the students will have to figure out which meaning fits with the story. Students will write a letter to a friend as if they were on Paradise Island and using sensory words and the vocabulary words, describe what they see and do.
Evaluation:
Spelling pretest
Vocabulary:
lagoon, biologist, bluff, massive, rumbling, tropical
Homework:
Learning Objective:
Students will understand an opinion is something that someone thinks or feels. An opinion should be supported to make it valid. An unsupported opinion is faulty.
Language Objective:
Students will use text structure to understand how a nonfiction article can explicitly state the order of events through key words, such as first, then, next, or it can be stated implicitly, and the reader has to figure out the order on their own.
Main Activity:
Review spelling. Review vocabulary words. Students will listen while the teacher reads aloud the story of the week, “Adelina’s Whales” and answer comprehension questions throughout the story. Students will work together to pick out three facts and three opinions from the story. Students will decide if the facts are true or false. Students will decide if the opinions are valid or faulty. If the opinions are valid, the students will have to show the support from the text. Students will work as a group to measure out the 50 feet from the soccer net to get a good image of how big Adelina’s whales really are. Students will write in their journals about the size difference between the small boat and the large whale, using sensory words.
Evaluation:
comprehension questions
Vocabulary:
lagoon, biologist, bluff, massive, rumbling, tropical
Homework:
Learning Objective:
Students will understand an opinion is something that someone thinks or feels. An opinion should be supported to make it valid. An unsupported opinion is faulty.
Language Objective:
Students will use text structure to understand how a nonfiction article can explicitly state the order of events through key words, such as first, then, next, or it can be stated implicitly, and the reader has to figure out the order on their own.
Main Activity:
Review spelling. Review vocabulary. Students will take turns reading pages from the story of the week. Students will begin answering the review questions at the end of the story. Students will read about the author, Richard Sobol, and discuss his style of writing and photography. Students will work together to write a story about a gray whale with a lesson about taking care of them.
Evaluation:
Stories
Vocabulary:
lagoon, biologist, bluff, massive, rumbling, tropical
Homework:
Materials / Resources (including technology)
Reading Street Textbooks
State of Minnesota Standards Covered
4.1.6.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
4.1.7.7 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.
4.2.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.2.2.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
4.2.9.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
4.2.10.10 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 independently and proficiently, with scaffolding as needed at the high end of the range. a. Self-select texts for personal enjoyment, interest, and academic tasks.
4.3.1.3 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.
4.3.1.4 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 on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
4.6.5.5 With guidance and support from peers and adults, use a writing process to develop and strengthen
writing as needed by planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 41-42.)
4.6.6.6 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.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how identifying fact and opinion in a story can help you better comprehend the story. Students will know how understanding text structure can help you better understand a story. Students will know how to generalize information about a character or story using many examples. Students will know how to visualize, or make a movie in their head, while reading a story.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to differentiate between statements of fact and statements of opinion. Students will be able to identify is a statement of opinion is faulty or valid. Students will be able to identify and explain how the text structure of an article typically is set up. Students will be able to use context clues to figure out the meaning of unfamiliar words.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will be able to differentiate between statements of fact and statements of opinion. Students will be able to identify is a statement of opinion is faulty or valid.
Language Objective:
Students will be able to identify and explain how the text structure of an article typically is set up.
Main Activity:
Students will reread “Adelina’s Whales” and complete the questions on page 363. Students will read a short story about sea animals on page 366 and compare the two stories. Students will discuss the main idea and details from each paragraph in the sea animal story.
Evaluation:
Teacher watches and monitors
Vocabulary:
biologist, bluff, lagoon, massive, rumbling, tropical
Homework:
Learning Objective:
Students will be able to differentiate between statements of fact and statements of opinion. Students will be able to identify is a statement of opinion is faulty or valid.
Language Objective:
Students will be able to identify and explain how the text structure of an article typically is set up.
Main Activity:
Students will take their assessment for “Adelina’s Whales”. Students will take their spelling test.
Evaluation:
Tests
Vocabulary:
biologist, bluff, lagoon, massive, rumbling, tropical
Homework:
Learning Objective:
Students will know how to generalize information about a character or story using many examples. Students will know how to visualize, or make a movie in their head, while reading a story.
Language Objective:
Students will practice using context clues to figure out the meaning of unfamiliar words.
Main Activity:
Students will take their spelling pretest. Students will listen while the teacher reads aloud “Batwings and the Curtain of the Night” and answer comprehension questions. Students will generalize information about the story. Students will read the short story “Call It a Day” and generalize about the characters in the story. Students will describe what they visualized in their heads while reading the story. Students will read the short story “At the Edge of the Sea” and use context clues to figure out the meanings of the vocabulary words.
Evaluation:
Spelling pretest, vocabulary
Vocabulary:
brilliant, chorus, coward, gleamed, shimmering
Homework:
Learning Objective:
Students will know how to generalize information about a character or story using many examples. Students will know how to visualize, or make a movie in their head, while reading a story.
Language Objective:
Students will practice using context clues to figure out the meaning of unfamiliar words.
Main Activity:
Students will listen while the teacher reads aloud the story of the week, “How Night Came from the Sea” and answer comprehension questions throughout the story. Students will be prompted to use information from the story to make generalizations. Students will make a graphic organizer showing their general statement as well as their examples.
Evaluation:
Graphic organizer
Vocabulary:
brilliant, chorus, coward, gleamed, shimmering
Homework:
***SEMESTER 1 EXAMS, END OF 1ST SEMESTER***
Learning Objective:
Students will know how to generalize information about a character or story using many examples. Students will know how to visualize, or make a movie in their head, while reading a story.
Language Objective:
Students will practice using context clues to figure out the meaning of unfamiliar words.
Main Activity:
Students will take turns reading pages from the story of the week. Students will begin the review questions at the end of the story. Students will work with partners.
Evaluation:
Review questions
Vocabulary:
brilliant, chorus, coward, gleamed, shimmering
Homework:
Materials / Resources (including technology)
Reading Street Textbooks and work books.
State of Minnesota Standards Covered
4.1.4.4 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).
4.1.5.5 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.
4.1.6.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
4.2.6.6 Compare and contrast a firsthand and secondhand account, including those by or about Minnesota American Indians, of the same event or topic; describe the differences in focus and the information provided.
4.2.7.7 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.
4.6.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.
4.6.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
4.6.5.5 With guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 41-42.)
Weekly Informational Knowledge Overview - (Students will know...)
Monday – Tuesday: Students will know how to generalize information about a character or story using many examples. Students will know how to visualize, or make a movie in their head, while reading a story. Students will know the features of a myth.
Wednesday – Friday: Students will know the cause and effect relationships. Students will know what a root word in when identifying unknown words.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday – Tuesday: Students will be able to use context clues to figure out the meaning of unfamiliar words. Students will be able to identify the elements of a myth.
Wednesday – Friday: Students will be able to make predictions and set a purpose for reading to better aid their comprehension of a story. Students will be able to identify the features of an expository text.
Monday
Tuesday
Wednesday
Thursday
Friday
***START OF 2nd SEMESTER***
Learning Objective:
Students will generalize information about a character or story using many examples. Students will visualize, or make a movie in their head, while reading a story.
Language Objective:
Students will know the features of a myth. Students will use context clues to figure out the meaning of unfamiliar words.
Main Activity:
Students will review their vocabulary words for “How Night Came from the Sea”. Students will partner read the story and complete the review questions at the end of the story. Students will come together at the end to review the answers with the teacher and ensure understanding.
Evaluation:
Review questions.
Vocabulary:
brilliant, chorus, coward, gleamed, shimmering
Homework:
Learning Objective:
All objectives from the story.
Language Objective:
Review
Main Activity:
Students will take their spelling test. Students will independently read the story of the week, then take their reading assessment.
Evaluation:
Tests
Vocabulary:
brilliant, chorus, coward, gleamed, shimmering
Homework:
Learning Objective:
Students will show cause and effect relationships in a story. Students will use the root word in identifying unknown words.
Language Objective:
Students will make predictions and set a purpose for reading to better aid their comprehension of a story. Students will identify the features of an expository text.
Main Activity:
Students will take their spelling pretest. Students will read along as the teacher reads the short story “Name That Hurricane”. Students will create a cause and effect graphic organizer, using information from the story, on the whiteboard as a whole group. Students will work in a small group to read the short story “Hurricanes” and use context clues, and the meaning of the root words, to determine the meanings of the vocabulary words. If students cannot determine the meaning, they will look the words up in the glossary.
Evaluation:
Graphic organizer
Vocabulary:
destruction, expected, forecasts, inland, shatter, surge
Homework:
Learning Objective:
Students will show cause and effect relationships in a story. Students will use the root word in identifying unknown words.
Language Objective:
Students will make predictions and set a purpose for reading to better aid their comprehension of a story. Students will identify the features of an expository text.
Main Activity:
Students will listen while the teacher reads aloud the story of the week, “Eye of the Storm”. Students will answer comprehension questions throughout the story to monitor understanding. Students will create a cause and effect graphic organizer and use examples from the story to display their understanding for the text and the skill.
Evaluation:
Teacher watches and monitors
Vocabulary:
destruction, expected, forecasts, inland, shatter, surge
Homework:
Learning Objective:
Students will show cause and effect relationships in a story. Students will use the root word in identifying unknown words.
Language Objective:
Students will make predictions and set a purpose for reading to better aid their comprehension of a story. Students will identify the features of an expository text.
Main Activity:
Students will take turns reading pages from the story of the week. Students will begin working on the review questions at the end of the story. Students will work independently, but discuss questions with their classmates.
Evaluation:
Teacher watches and monitors
Vocabulary:
destruction, expected, forecasts, inland, shatter, surge
Homework:
Materials / Resources (including technology)
Reading Street Textbooks
State of Minnesota Standards Covered
4.1.2.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
4.1.3.3 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).
4.1.7.7 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.
4.2.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

4.2.2.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
4.2.3.3 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.
4.2.7.7 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.
4.2.8.8 Explain how an author uses reasons and evidence to support particular points in a text.
4.3.1.4 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 on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
4.6.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.
4.8.1.1 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. e. Cooperate and problem solve as appropriate for productive group discussion.
Weekly Informational Knowledge Overview - (Students will know...)
Monday – Tuesday: Students will know the cause and effect relationships. Students will know what a root word in when identifying unknown words.
Wednesday – Friday: Students will know how to make generalizations about a text. Students will know the elements of a tall tale.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday – Tuesday: Students will be able to make predictions and set a purpose for reading to better aid their comprehension of a story. Students will be able to identify the features of an expository text.
Wednesday – Friday: Students will be able to make inferences about a text. Students will be able to determine the meanings of words with suffixes using their knowledge of word structure. Students will be able to make a prediction based off of the title and illustrations of a story.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will show cause and effect relationships in a story. Students will use the root word in identifying unknown words
Language Objective:
Students will make predictions and set a purpose for reading to better aid their comprehension of a story. Students will identify the features of an expository text.
Main Activity:
Students will review the vocabulary words for, “Eye of the Storm”. Students will partner read the story, then complete the questions at the end of the story. Students will then come together and discuss their answers with their classmates and the teacher to ensure understanding.
Evaluation:
Vocabulary
Vocabulary:
destruction, expected, forecasts, inland, shatter, surge
Homework:
Learning Objective:
Students will show cause and effect relationships in a story. Students will use the root word in identifying unknown words
Language Objective:
Students will make predictions and set a purpose for reading to better aid their comprehension of a story. Students will identify the features of an expository text.
Main Activity:
Students will take their spelling test. Students will independently read the story of the week, then take their reading assessment.
Evaluation:
Spelling
Vocabulary:
destruction, expected, forecasts, inland, shatter, surge
Homework:
Learning Objective:
Students will make generalizations about a text. Students will know the elements of a tall tale. Students will make inferences about a text.
Language Objective:
Students will determine the meanings of words with suffixes using their knowledge of word structure. Students will make a prediction based off of the title and illustrations of a story.
Main Activity:
Students will take their spelling pretest. Students will listen and follow along to the short story “Davy Crockett”. Students will create a graphic organizer showing a generalization made about the story and whether or not it is valid with evidence from the text to support it. Students will work in a small group to read the short story “Working with the Babe” and use their knowledge of word structure to determine the meanings of the vocabulary words with suffixes. Words the students cannot figure out will be looked up in the glossary.
Evaluation:
Spelling pretest
Vocabulary:
announcement, feature, harness, lumberjacks, requirements, thaw, unnatural, untamed
Homework:
Learning Objective:
Students will make generalizations about a text. Students will know the elements of a tall tale. Students will make inferences about a text.
Language Objective:
Students will determine the meanings of words with suffixes using their knowledge of word structure. Students will make a prediction based off of the title and illustrations of a story.
Main Activity:
The students will listen and follow along as the teacher reads the story of the week, “Paul Bunyan”. The students will answer comprehension questions throughout the story to monitor comprehension. The students will use clues to make generalizations about the characters and other elements of the story. Students will create a graphic organizer displaying the clues and information used, and the generalization made.
Evaluation:
Comprehension questions
Vocabulary:
announcement, feature, harness, lumberjacks, requirements, thaw, unnatural, untamed
Homework:
Learning Objective:
Students will make generalizations about a text. Students will know the elements of a tall tale. Students will make inferences about a text.
Language Objective:
Students will determine the meanings of words with suffixes using their knowledge of word structure.
Main Activity:
Students will partner read “Paul Bunyan” and begin the review questions at the end of the story with their partner. Students should read at least half of the story out loud with their partner, the rest can be done in their heads.
Evaluation:
Teacher watches and monitors
Vocabulary:
announcement, feature, harness, lumberjacks, requirements, thaw, unnatural, untamed
Homework:
Materials / Resources (including technology)
Reading Street Textbooks
State of Minnesota Standards Covered
4.1.2.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
4.1.3.3 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).
4.1.4.4 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).
4.1.10.10 By the end of the year, read and comprehend literature and other texts including stories, drama, and poetry, in the grades 4-5 text complexity band proficiently and independently with scaffolding as needed at the high end of the range. a. Self-select texts for personal enjoyment, interest, and academic tasks.
4.2.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.3.1.3 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.
4.6.3.3 Write narratives and other creative texts to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion (when appropriate to the genre) that follows from the narrated experiences or events.
4.6.9.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
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”).
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to make generalizations about a text. Students will know the elements of a tall tale.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to make inferences about a text. Students will be able to determine the meanings of words with suffixes using their knowledge of word structure.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will make generalizations about a text. Students will know the elements of a tall tale. Students will make inferences about a text. Students will determine the meanings of words with suffixes using their knowledge of word structure.
Language Objective:
Main Activity:
Students will partner read “Paul Bunyan” and complete the questions at the end of the story. Students will then come together with the teacher to check the answers and ensure understanding.
Evaluation:
Vocabulary:
announcement, feature, harness, lumberjacks, requirements, thaw, unnatural, untamed
Homework:
Learning Objective:
Students will make generalizations about a text. Students will know the elements of a tall tale. Students will make inferences about a text. Students will determine the meanings of words with suffixes using their knowledge of word structure.
Language Objective:
Main Activity:
Students will take their spelling test. Students will independently read “Paul Bunyan” and then take their reading assessment.
Evaluation:
Vocabulary:
announcement, feature, harness, lumberjacks, requirements, thaw, unnatural, untamed
Homework:
***Elementary Field Trip – No Classes***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS, CHINESE NEW YEAR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS, CHINESE NEW YEAR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading Street Textbooks
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to make generalizations about a text. Students will know the elements of a tall tale.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to make inferences about a text. Students will be able to determine the meanings of words with suffixes using their knowledge of word structure.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will make generalizations about a text. Students will know the elements of a tall tale.
Language Objective:
Students will make inferences about a text. Students will determine the meanings of words with suffixes using their knowledge of word structure.
Main Activity:
Students will write a tall tale about themselves using the words and information from “Paul Bunyan”. Students will read each other’s tall tales and make generalizations about the characters.
Evaluation:
Teacher watches and monitors
Vocabulary:
announcement, feature, harness, lumberjacks, requirements, thaw, unnatural, untamed
Homework:
Learning Objective:
All Unit Three Objectives
Language Objective:
Review
Main Activity:
Students will write a review of their favorite story from the unit. Students will include a summary of the story, an opinion paragraph, and an illustration showing what they visualized during their favorite part of the story.
Evaluation:
Writing
Vocabulary:
Homework:
***NO CLASS, EDSA REVOLUTION ANNIVERSARY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
All Unit Three objectives
Language Objective:
Review
Main Activity:
Students will write a review of their least favorite story from the unit. Students will include a summary and a well thought out review of the story, including what they would change if they were the author.
Evaluation:
Writing
Vocabulary:
Homework:
***Elementary Sports Day – No Classes***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading Street Textbooks
State of Minnesota Standards Covered
4.2.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

4.2.2.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
4.2.6.6 Compare and contrast a firsthand and secondhand account, including those by or about Minnesota American Indians, of the same event or topic; describe the differences in focus and the information provided.
4.3.1.4 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 on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
4.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.
4.6.9.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
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”).
4.6.10.10 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 discipline-specific tasks, purposes, and audiences. a. Independently select writing topics and formats for personal, enjoyment interest, and academic tasks.
4.10.1.1 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 convey 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-ons.
g. Correctly use frequently confused words (e.g., to, too, two; there, their).
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to use visualization to aid in comprehension. Students will know how to spell using contractions. Students will know the features of a mystery. Students will know how suffixes are used with base words to change the meaning of the base word. Students will know what context clues are and how they are used to determine the meanings of synonyms and antonyms. Students will know the elements of realistic fiction.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to compare and contrast elements of a story to aid comprehension. Students will be able to use and understand singular and plural pronouns. Students will be able to identify the meaning of common idioms. Students will be able to use story structure to summarize the plot’s main events. Students will be able to use text features to preview and predict.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know how to use visualization to aid in comprehension. Students will know what context clues are and how they are used to determine the meanings of synonyms and antonyms.
Language Objective:
Students will be able to compare and contrast elements of a story to aid comprehension. Students will be able to identify the meaning of common idioms. Students will be able to use story structure to summarize the plot’s main events.
Main Activity:
Students will take their spelling pretest. Students will read “Detective Techniques”. Students will create a graphic organizer to compare and contrast two things in the story, then compare and contrast something in the story to something they already know. Students will practice visualizing while reading to aid in comprehension. Students will read “A Scientist’s Journal” and use the context clues to figure out the meanings of the vocabulary words using the synonyms and antonyms provided.
Evaluation:
Spelling pretest
Vocabulary:
analysis, beakers, hollow, identify, lecture, microscope, precise, relentless
Homework:
Learning Objective:
Students will know how to use visualization to aid in comprehension. Students will be able to compare and contrast elements of a story to aid comprehension. Students will know the elements of realistic fiction.
Language Objective:
Students will be able to identify the meaning of common idioms. Students will be able to use story structure to summarize the plot’s main events. Students will be able to use text features to preview and predict.
Main Activity:
Students will listen while the teacher reads aloud the story of the week, “The Case of the Gasping Garbage”. Students will answer comprehension questions throughout the story to monitor understanding. Students will create a graphic organizer, like the one yesterday, comparing and contrasting 2 or more things in the story, then comparing and contrasting something in the story to something they already know.
Evaluation:
Graphic organizer
Vocabulary:
analysis, beakers, hollow, identify, lecture, microscope, precise, relentless
Homework:
Learning Objective:
Students will know how to use visualization to aid in comprehension. Students will know the elements of realistic fiction.
Language Objective:
Students will be able to compare and contrast elements of a story to aid comprehension. Students will be able to identify the meaning of common idioms. Students will be able to use story structure to summarize the plot’s main events.
Main Activity:
Students will take turns reading pages from the story of the week. Students will begin working on the review questions at the end of the story. Students will draw what they visualized during their favorite part of the story.
Evaluation:
Teacher watches and monitors
Vocabulary:
analysis, beakers, hollow, identify, lecture, microscope, precise, relentless
Homework:
Learning Objective:
Students will know how to use visualization to aid in comprehension. Students will know the elements of realistic fiction.
Language Objective:
Students will be able to compare and contrast elements of a story to aid comprehension. Students will be able to identify the meaning of common idioms. Students will be able to use story structure to summarize the plot’s main events.
Main Activity:
Students will partner read the story of the week. Students will complete the review questions at the end of the story. Students will compare their answers with the answers of their partner. Students will adjust their answers until both partners agree.
Evaluation:
review questions
Vocabulary:
analysis, beakers, hollow, identify, lecture, microscope, precise, relentless
Homework:
Learning Objective:
All objectives from the week.
Language Objective:
Review
Main Activity:
Students will take their spelling test. Students will take their reading assessment.
Evaluation:
Tests
Vocabulary:
analysis, beakers, hollow, identify, lecture, microscope, precise, relentless
Homework:
Materials / Resources (including technology)
Reading Street Textbooks
State of Minnesota Standards Covered
4.1.5.5 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.
4.1.6.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
4.1.9.9 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, including American Indian.
4.1.10.10 By the end of the year, read and comprehend literature and other texts including stories, drama, and poetry, in the grades 4-5 text complexity band proficiently and independently with scaffolding as needed at the high end of the range. a. Self-select texts for personal enjoyment, interest, and academic tasks.
4.2.8.8 Explain how an author uses reasons and evidence to support particular points in a text.
4.2.9.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
4.3.1.3 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.
4.6.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
4.6.10.10 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 discipline-specific tasks, purposes, and audiences. a. Independently select writing topics and formats for personal, enjoyment interest, and academic tasks.
4.10.2.2 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.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to compare and contrast information to aid in comprehension. Students will know how to spell words with the final syllable patterns le, al, en, er, and ar. Students will know the elements of expository text. Students will know how to identify the author’s purpose for expository text.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to summarize a story and use the summary to aid in comprehension. Students will be able to use and understand subject and object pronouns. Students will be able to use context clues to determine the meanings of multiple-meaning words. Students will be able to use text features to preview and predict.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the elements of expository text. Students will identify the author’s purpose for expository text. . Students will use context clues to determine the meanings of multiple-meaning words. Students will use text features to preview and predict.
Language Objective:
Students will compare and contrast information to aid in comprehension. Students will spell words with the final syllable patterns le, al, en, er, and ar. Students will summarize a story and use the summary to aid in comprehension. Students will use and understand subject and object pronouns
Main Activity:
Students will take their spelling pretest. Students will listen while the teacher reads aloud the short story “It’s a Jungle Out There” and create a graphic organizer comparing and contrasting rain forests and jungles. Students will summarize the information in the story using the graphic organizer as a guide. Students will work with a partner and read the short story “Dolphins”. Students will use context clues to figure out the meanings of the vocabulary, using the glossary for assistance if still confused.
Evaluation:
spelling pretest
Vocabulary:
aquariums, dolphins, enchanted, flexible, glimpses, pulses, surface
Homework:
Learning Objective:
Students will know the elements of expository text. Students will identify the author’s purpose for expository text. Students will use text features to preview and predict.
Language Objective:
Students will compare and contrast information to aid in comprehension
Main Activity:
Students will listen while the teacher reads aloud the story of the week, “Encantando: Pink Dolphin of the Amazon” and answer comprehension questions throughout. Students will create a graphic organizer comparing and contrasting the dolphins in the story to other dolphins they know about. Students will put the graphic organizer on the board and each student will add to it.
Evaluation:
Graphic organizer
Vocabulary:
aquariums, dolphins, enchanted, flexible, glimpses, pulses, surface
Homework:
Learning Objective:
Students will know the elements of expository text. Students will identify the author’s purpose for expository text. Students will use text features to preview and predict.
Language Objective:
Students will compare and contrast information to aid in comprehension.
Main Activity:
Students will take turns reading pages from the story of the week. Students will begin working on the review questions at the end of the story. Students will work with their classmates if they are confused by a question. If they are still confused, they can ask the teacher for help.
Evaluation:
Review questions
Vocabulary:
aquariums, dolphins, enchanted, flexible, glimpses, pulses, surface
Homework:
Learning Objective:
Students will know the elements of expository text. Students will identify the author’s purpose for expository text. Students will use text features to preview and predict.
Language Objective:
Students will compare and contrast information to aid in comprehension.
Main Activity:
Students will partner read the story of the week. Students will complete the review questions at the end of the story. Once all students have completed the questions, the class will come back together to go over the answers and make sure everyone understands.
Evaluation:
Teacher watches and monitors
Vocabulary:
aquariums, dolphins, enchanted, flexible, glimpses, pulses, surface
Homework:
Learning Objective:
Students will know the elements of expository text. Students will identify the author’s purpose for expository text. Students will summarize a story and use the summary to aid in comprehension. Students will use and understand subject and object pronouns.
Language Objective:
Students will compare and contrast information to aid in comprehension. Students will spell words with the final syllable patterns le, al, en, er, and ar. Students will use context clues to determine the meanings of multiple-meaning words. Students will use text features to preview and predict.
Main Activity:
Students will take their spelling test. Students will take their reading assessment.
Evaluation:
Tests
Vocabulary:
aquariums, dolphins, enchanted, flexible, glimpses, pulses, surface
Homework:
Materials / Resources (including technology)
Reading Street Textbooks
State of Minnesota Standards Covered
4.1.5.5 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.
4.1.6.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
4.1.7.7 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.
4.2.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
4.2.10.10 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 independently and proficiently, with scaffolding as needed at the high end of the range. a. Self-select texts for personal enjoyment, interest, and academic tasks.
4.3.1.3 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.
4.6.3.3 Write narratives and other creative texts to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion (when appropriate to the genre) that follows from the narrated experiences or events.
4.8.1.1 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. e. Cooperate and problem solve as appropriate for productive group discussion.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to identify the sequence of a story to aid in comprehension. Students will know how to spell words with the consonant digraphs /sh/. Students will know how prefixes affect the meanings of words. Students will know how to use text features to preview and predict. Students will understand text features of expository nonfiction.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to use the important ideas strategy to aid comprehension. Student will be able to use and understand pronouns and antecedents. Students will be able to identify how tone is used in expository text. Students will be able to use a dictionary or glossary to find the meanings of unknown words.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know how prefixes affect the meanings of words. Students will use text features to preview and predict. Students will understand text features of expository nonfiction. Students will use the important ideas strategy to aid comprehension. Student will use and understand pronouns and antecedents
Language Objective:
Students will identify the sequence of a story to aid in comprehension. Students will spell words with the consonant digraphs /sh/.. Students will identify how tone is used in expository text. Students will use a dictionary or glossary to find the meanings of unknown words.
Main Activity:
Students will take their spelling pretest. Students will listen and follow along while the teacher reads aloud the short story “Merril Sandoval: The Life of a Code Talker”. Students will create a graphic organizer to display the sequence of the story. Students will write the graphic organizer in their notebooks, and will add to them as we discuss as a class the sequence. Students will use a dictionary or glossary to look up the vocabulary words for the week. The students and teacher will work together to identify the features of a glossary. Students will use the meanings to understand the words while reading the short story “A New Way to Win a War” with a partner.
Evaluation:
Spelling pretest
Vocabulary:
advance, developed, exhausting, headquarters, impossible, intense, messages, reveal
Homework:
Learning Objective:
Students will understand text features of expository nonfiction. Students will use the important ideas strategy to aid comprehension. Students will identify how tone is used in expository text.
Language Objective:
Students will identify the sequence of a story to aid in comprehension. Students will use text features to preview and predict.
Main Activity:
Students will listen while the teacher reads aloud the story of the week, “Navajo Code Talkers” and answer comprehension questions throughout. Students will work together to write out the sequence of the story. Each students will write one of the following on the board: First, Then, Next, Last. Students will watch a short video about the Navajo Code Talkers.
Evaluation:
Teacher watches and monitors
Vocabulary:
advance, developed, exhausting, headquarters, impossible, intense, messages, reveal
Homework:
Learning Objective:
Students will understand text features of expository nonfiction. Students will use the important ideas strategy to aid comprehension. Students will identify how tone is used in expository text.
Language Objective:
Students will identify the sequence of a story to aid in comprehension. Students will use text features to preview and predict.
Main Activity:
Students will take turns reading pages from the story of the week. Students will begin working on the review questions at the end of the story. Students will work with their classmates if they are confused by a question. If they are still confused, they can ask the teacher for help.
Evaluation:
Teacher watches and monitors
Vocabulary:
advance, developed, exhausting, headquarters, impossible, intense, messages, reveal
Homework:
Learning Objective:
Students will understand text features of expository nonfiction. Students will use the important ideas strategy to aid comprehension. Students will identify how tone is used in expository text.
Language Objective:
Students will identify the sequence of a story to aid in comprehension. Students will use text features to preview and predict.
Main Activity:
Students will partner read the story of the week. Students will complete the review questions at the end of the story. Once all students have completed the questions, the class will come back together to go over the answers and make sure everyone understands.
Evaluation:
Review questions
Vocabulary:
Homework:
Learning Objective:
Students will know how prefixes affect the meanings of words. Students will use text features to preview and predict. Students will understand text features of expository nonfiction. Students will use the important ideas strategy to aid comprehension. Student will use and understand pronouns and antecedents.
Language Objective:
Students will identify the sequence of a story to aid in comprehension. Students will spell words with the consonant digraphs /sh/. Students will identify how tone is used in expository text. Students will use a dictionary or glossary to find the meanings of unknown words.
Main Activity:
Students will take their Spelling Test. Students will take their Reading Assessments.
Evaluation:
Tests
Vocabulary:
advance, developed, exhausting, headquarters, impossible, intense, messages, reveal
Homework:
Materials / Resources (including technology)
Reading Street Textbooks
State of Minnesota Standards Covered
4.1.7.7 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.
4.1.9.9 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, including American Indian.
4.1.10.10 By the end of the year, read and comprehend literature and other texts including stories, drama, and poetry, in the grades 4-5 text complexity band proficiently and independently with scaffolding as needed at the high end of the range. a. Self-select texts for personal enjoyment, interest, and academic tasks.
4.2.6.6 Compare and contrast a firsthand and secondhand account, including those by or about Minnesota American Indians, of the same event or topic; describe the differences in focus and the information provided.
4.2.7.7 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.
4.6.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.
4.6.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
4.6.5.5 With guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 41-42.)
4.8.2.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
4.8.3.3 Identify the reasons and evidence a speaker provides to support particular points.
4.10.2.2 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.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how graphic sources aid in comprehension. Students will know how to spell words with the sounds /j/, /ks/, and /kw/. Students will know how to use text structure to determine the sequence of events in a story. Students will know the elements of biographies. Students will know how to compare and contrast ideas to enhance comprehension.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to establish purposes for reading to aid in comprehension. Students will be able to use and understand possessive pronouns. Students will be able to determine the meanings of words with the prefixes trans- and tele-. Students will be able to use Greek and Latin roots to determine word meaning. Students will be able to use text features to preview and predict.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will establish purposes for reading to aid in comprehension. Students will use and understand possessive pronouns. Students will determine the meanings of words with the prefixes trans- and tele-. Students will use Greek and Latin roots to determine word meaning. Students will use text features to preview and predict.
Language Objective:
Students will use graphic sources aid in comprehension. Students will spell words with the sounds /j/, /ks/, and /kw/. Students will use text structure to determine the sequence of events in a story. Students will know the elements of biographies. Students will compare and contrast ideas to enhance comprehension.
Main Activity:
Students will take their spelling pretest. Students will listen and follow along while the teacher reads aloud the short story “Picture This”. Students will create a graphic organizer to display their name in hieroglyphics using the graphic organizer in the story. Students will write the graphic organizer in their notebooks, and will show them to their classmates. Students will use their knowledge of the Greek and Latin roots of words to figure out the vocabulary words for the week. The students will use the glossary for words they still do not understand. Students will use the meanings to understand the words while reading the short story “The Rosetta Stone” with a partner.
Evaluation:
spelling pretest
Vocabulary:
ancient, temple, scholars, seeker, translate, link, triumph, uncover
Homework:
Students will create an alphabet of symbols to use as a code.
Learning Objective:
Students will use graphic sources aid in comprehension. Students will use text structure to determine the sequence of events in a story. Students will know the elements of biographies. Students will compare and contrast ideas to enhance comprehension.
Language Objective:
Students will establish purposes for reading to aid in comprehension. Students will use text features to preview and predict.
Main Activity:
Students will listen while the teacher reads aloud the story of the week, “Seeker of Knowledge” and answer comprehension questions throughout. Students will work together to write a story about the importance of seeking knowledge. Each student will write one the story using their codes from homework tomorrow.
Evaluation:
Writing
Vocabulary:
ancient, temple, scholars, seeker, translate, link, triumph, uncover
Homework:
Students will create an alphabet of symbols to use as a code.
Learning Objective:
Students will use graphic sources aid in comprehension. Students will use text structure to determine the sequence of events in a story. Students will know the elements of biographies.
Language Objective:
Students will compare and contrast ideas to enhance comprehension. Students will establish purposes for reading to aid in comprehension. Students will use text features to preview and predict.
Main Activity:
Students will take turns reading pages from the story of the week. Students will begin working on the review questions at the end of the story. Students will work with their classmates if they are confused by a question. If they are still confused, they can ask the teacher for help. Students will use their codes to translate their stories from yesterday.
Evaluation:
Writing
Vocabulary:
ancient, temple, scholars, seeker, translate, link, triumph, uncover
Homework:
Learning Objective:
Students will use graphic sources aid in comprehension. Students will use text structure to determine the sequence of events in a story. Students will know the elements of biographies.
Language Objective:
Students will compare and contrast ideas to enhance comprehension. Students will establish purposes for reading to aid in comprehension. Students will use text features to preview and predict.
Main Activity:
Students will partner read the story of the week. Students will complete the review questions at the end of the story. Once all students have completed the questions, the class will come back together to go over the answers and make sure everyone understands.
Evaluation:
Teacher watches and monitors
Vocabulary:
ancient, temple, scholars, seeker, translate, link, triumph, uncover
Homework:
Learning Objective:
Review
Language Objective:
Review
Main Activity:
Students will take their Spelling Test. Students will take their Reading Assessments.
Evaluation:
Tests
Vocabulary:
ancient, temple, scholars, seeker, translate, link, triumph, uncover
Homework:
Materials / Resources (including technology)
Reading Street Textbooks
State of Minnesota Standards Covered
4.1.4.4 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).

4.1.5.5 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.
4.1.10.10 By the end of the year, read and comprehend literature and other texts including stories, drama, and poetry, in the grades 4-5 text complexity band proficiently and independently with scaffolding as needed at the high end of the range. a. Self-select texts for personal enjoyment, interest, and academic tasks.
4.2.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.2.10.10 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 independently and proficiently, with scaffolding as needed at the high end of the range. a. Self-select texts for personal enjoyment, interest, and academic tasks.
4.3.1.3 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.
4.6.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
4.6.5.5 With guidance and support from peers and adults, use a writing process to develop and strengthen
writing as needed by planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 41-42.)
4.10.2.2 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.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to identify literary elements to aid comprehension. Students will know the elements of realistic fiction.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to use the monitor and clarify strategy to aid comprehension. Students will be able to use synonyms and antonyms as context clues to understand the meanings of unfamiliar words. Students will be able to use text features to preview and predict.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will identify literary elements to aid comprehension. Students will use the monitor and clarify strategy to aid comprehension.
Language Objective:
Students will use synonyms and antonyms as context clues to understand the meanings of unfamiliar words.
Main Activity:
Students will take their spelling pretest. Students will read along with the teacher, “Oh, No!” and determine the characters and plot of the story. Students will complete the graphic organizer on the board to help determine the problem, rising action, climax, and resolution. Students will monitor and clarify their thoughts and questions while reading the story with the teacher. Students will read, “It Is Not All In the Family” with their classmates and use their knowledge of synonyms and antonyms to determine the meanings of their vocabulary words.
Evaluation:
spelling pretest
Vocabulary:
lizards, salamanders, reptiles, amphibians, stumped, reference, exhibit, crime
Homework:
Learning Objective:
Students will identify literary elements to aid comprehension. Students will understand the elements of realistic fiction. Students will use text features to preview and predict.
Language Objective:
Students will use the monitor and clarify strategy to aid comprehension. Students will use synonyms and antonyms as context clues to understand the meanings of unfamiliar words.
Main Activity:
Students will listen while the teacher reads aloud the story of the week, “Encyclopedia Brown” and answer comprehension questions throughout. Students will create a graphic organizer like the one yesterday to determine the author’s purpose for writing this story.
Evaluation:
graphic organizer
Vocabulary:
lizards, salamanders, reptiles, amphibians, stumped, reference, exhibit, crime
Homework:
Learning Objective:
Students will identify literary elements to aid comprehension. Students will understand the elements of realistic fiction. Students will use text features to preview and predict.
Language Objective:
Students will use the monitor and clarify strategy to aid comprehension. Students will use synonyms and antonyms as context clues to understand the meanings of unfamiliar words.
Main Activity:
Students will read the story of the week in a small group and work together to answer the review questions at the end of the story.
Evaluation:
Review questions
Vocabulary:
lizards, salamanders, reptiles, amphibians, stumped, reference, exhibit, crime
Homework:
***NO CLASS, DAY OF VALOR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS, DAY OF VALOR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading Street Textbooks
State of Minnesota Standards Covered
4.1.3.3 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).
4.1.4.4 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)
4.1.5.5 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.
4.2.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
4.2.5.5 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.
4.3.1.4 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 on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

4.6.5.5 With guidance and support from peers and adults, use a writing process to develop and strengthen
writing as needed by planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 41-42.)

4.6.6.6 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.
4.10.4.4 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.

4.10.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings to develop word consciousness.
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).
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to identify the author’s purpose to aid in comprehension. Students will know to use a dictionary or glossary to determine the meaning and pronunciation of homographs. Students will know the elements of expository text.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to use the important ideas strategy to aid in comprehension. Students will be able to spell multisyllabic words. Students will be able to use text features to preview and predict. Students will be able to set a purpose for reading.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will identify the author’s purpose to aid in comprehension. Students will use a dictionary or glossary to determine the meaning and pronunciation of homographs.
Language Objective:
Students will use the important ideas strategy to aid in comprehension. Students will spell multisyllabic words.
Main Activity:
Students will take their spelling pretest. Students will read along with the teacher, “Parachutes All Over the World” and determine the author’s purpose for writing the story. Students will complete the graphic organizer on the board to help determine the author’s purpose. Students will identify the important ideas in the story with the teacher. Students will read, “Remembering Firefighting Heroes” with their classmates and use the glossary to look up the meanings of their vocabulary words.
Evaluation:
spelling pretest.
Vocabulary:
parachute, steer, essential, underbrush, wind, concentrating, dedication, method
Homework:
Learning Objective:
Students will use the important ideas strategy to aid in comprehension. Students will spell multisyllabic words. Students will understand the elements of expository text. Students will use text features to preview and predict. Students will set a purpose for reading.
Language Objective:
Students will identify the author’s purpose to aid in comprehension. Students will use a dictionary or glossary to determine the meaning and pronunciation of homographs.
Main Activity:
Students will listen while the teacher reads aloud the story of the week, “Smokejumpers: Life Fighting Fires” and answer comprehension questions throughout. Students will create a graphic organizer like the one yesterday to determine the author’s purpose for writing this story.
Evaluation:
graphic organizer
Vocabulary:
parachute, steer, essential, underbrush, wind, concentrating, dedication, method
Homework:
Learning Objective:
Students will identify the author’s purpose to aid in comprehension. Students will understand the elements of expository text. Students will use text features to preview and predict. Students will set a purpose for reading.
Language Objective:
Students will use a dictionary or glossary to determine the meaning and pronunciation of homographs. Students will use the important ideas strategy to aid in comprehension. Students will spell multisyllabic words.
Main Activity:
Students will read the story of the week in a small group and work together to answer the review questions at the end of the story.
Evaluation:
Review questions
Vocabulary:
parachute, steer, essential, underbrush, wind, concentrating, dedication, method
Homework:
Learning Objective:
Students will identify the author’s purpose to aid in comprehension. Students will understand the elements of expository text. Students will use text features to preview and predict. Students will set a purpose for reading.
Language Objective:
Students will use a dictionary or glossary to determine the meaning and pronunciation of homographs. Students will use the important ideas strategy to aid in comprehension. Students will spell multisyllabic words.
Main Activity:
Students will read the story of the week with a partner and complete the questions at the end of the story. Once everyone in the group has completed the assignment, the teacher will go over the answers to ensure understanding.
Evaluation:
Teacher watches and monitors
Vocabulary:
parachute, steer, essential, underbrush, wind, concentrating, dedication, method
Homework:
***END OF GRADING PERIOD 3***
Learning Objective:
Students will identify the author’s purpose to aid in comprehension. Students will understand the elements of expository text. Students will use text features to preview and predict. Students will set a purpose for reading.
Language Objective:
Students will use a dictionary or glossary to determine the meaning and pronunciation of homographs. Students will use the important ideas strategy to aid in comprehension. Students will spell multisyllabic words.
Main Activity:
Students will take their spelling tests. Students will take their comprehension assessment.
Evaluation:
Tests
Vocabulary:
parachute, steer, essential, underbrush, wind, concentrating, dedication, method
Homework:
Materials / Resources (including technology)
Reading Street Textbooks
State of Minnesota Standards Covered
4.1.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.1.2.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
4.1.7.7 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.
4.2.3.3 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.
4.2.10.10 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 independently and proficiently, with scaffolding as needed at the high end of the range. a. Self-select texts for personal enjoyment, interest, and academic tasks.
4.3.1.4 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 on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
4.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.
4.6.6.6 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.
4.6.10.10 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 discipline-specific tasks, purposes, and audiences. a. Independently select writing topics and formats for personal, enjoyment interest, and academic tasks.
4.8.1.1 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. e. Cooperate and problem solve as appropriate for productive group discussion.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to spell words with double consonants. Students will know how to use Greek and Latin roots to determine the meanings of unknown words. Students will know the elements of a personal narrative.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to compare and contrast to aid comprehension. Students will be able to use the strategy of visualize to aid comprehension. Students will be able to use the text features to preview and predict. Students will be able to set a purpose for reading.
Monday
Tuesday
Wednesday
Thursday
Friday
***START OF GRADING PERIOD 4***
Learning Objective:
Students will compare and contrast to aid comprehension. Students will use the strategy of visualize to aid comprehension.
Language Objective:
Students will spell words with double consonants. Students will use Greek and Latin roots to determine the meanings of unknown words.
Main Activity:
Students will take their spelling pretests. Students will read “Archaeology: Dig It” with the teacher and practice comparing and contrasting using a graphic organizer on the white board. Students will take turns describing what they visualized during different parts of the story. Students will read “Looking for the Past” with a partner and use their knowledge of Greek roots (graphikos = of writing; arkhaiologia = the study of ancient things) and Latin roots (terra = earth or land) to determine the meanings of the unknown words. Words that students cannot figure out can be looked up in the glossary.
Evaluation:
spelling pretest
Vocabulary:
curiosity, thickets, torrent, ruins, glorious, terraced, granite
Homework:
Learning Objective:
Students will compare and contrast to aid comprehension. Students will use the strategy of visualize to aid comprehension. Students will spell words with double consonants. Students will use Greek and Latin roots to determine the meanings of unknown words. Students will understand the elements of a personal narrative.
Language Objective:
Students will use the text features to preview and predict. Students will set a purpose for reading
Main Activity:
Students will listen while the teacher reads aloud the story of the week “Lost City: The Discovery of Machu Picchu” and answer comprehension questions throughout the story. Students will complete a graphic organizer comparing and contrasting this story to another biography they have read.
Evaluation:
graphic organizer
Vocabulary:
curiosity, thickets, torrent, ruins, glorious, terraced, granite
Homework:
Learning Objective:
Students will compare and contrast to aid comprehension. Students will use the strategy of visualize to aid comprehension. Students will spell words with double consonants. Students will use Greek and Latin roots to determine the meanings of unknown words. Students will understand the elements of a personal narrative.
Language Objective:
Students will use the text features to preview and predict. Students will set a purpose for reading.
Main Activity:
Students will take turns reading pages from the story of the week. Students will begin working on the review questions at the end of the story in their language arts notebooks.
Evaluation:
Review questions
Vocabulary:
curiosity, thickets, torrent, ruins, glorious, terraced, granite
Homework:
Learning Objective:
Students will compare and contrast to aid comprehension. Students will use the strategy of visualize to aid comprehension. Students will spell words with double consonants. Students will use Greek and Latin roots to determine the meanings of unknown words. Students will understand the elements of a personal narrative.
Language Objective:
Students will use the text features to preview and predict. Students will set a purpose for reading.
Main Activity:
Students will partner read the story of the week. Students will complete the review questions at the end of the story. Once all students have completed the assignment, the class will discuss the answers with the teacher to ensure understanding.
Evaluation:
Teacher watches and monitors
Vocabulary:
curiosity, thickets, torrent, ruins, glorious, terraced, granite
Homework:
Learning Objective:
Students will compare and contrast to aid comprehension. Students will use the strategy of visualize to aid comprehension. Students will spell words with double consonants. Students will use Greek and Latin roots to determine the meanings of unknown words. Students will understand the elements of a personal narrative.
Language Objective:
Students will use the text features to preview and predict. Students will set a purpose for reading.
Main Activity:
Students will take their spelling test. Students will take their comprehension assessments.
Evaluation:
Tests
Vocabulary:
curiosity, thickets, torrent, ruins, glorious, terraced, granite
Homework:
Materials / Resources (including technology)
Reading Street Textbooks
State of Minnesota Standards Covered
4.1.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.1.2.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
4.1.9.9 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, including American Indian.
4.1.10.10 By the end of the year, read and comprehend literature and other texts including stories, drama, and poetry, in the grades 4-5 text complexity band proficiently and independently with scaffolding as needed at the high end of the range. a. Self-select texts for personal enjoyment, interest, and academic tasks.
4.2.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.2.7.7 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.
4.2.8.8 Explain how an author uses reasons and evidence to support particular points in a text.
4.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.
4.8.1.1 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. e. Cooperate and problem solve as appropriate for productive group discussion.
4.8.2.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
4.8.6.6 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.

4.8.7.7 Distinguish among, understand, and use different types of print, digital, and multimodal media.
a. Make informed judgments about messages promoted in the mass media (e.g., film, television, radio, magazines, advertisements, newspapers).
b. Locate and use information in print, non-print, and digital resources using a variety of strategies.
c. Check for accuracy of information between two different sources.
d. Recognize safe practices in social and personal media communications.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know and use literary elements to aid comprehension. Students will know the elements of realistic fiction.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to use story structure to aid comprehension. Students will be able to use context clues to determine the meaning of unfamiliar words. Students will be able to use text features to preview and predict.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will use literary elements to aid comprehension. Students will to use story structure to aid comprehension.
Language Objective:
Students will use context clues to determine the meaning of unfamiliar words
Main Activity:
Students will take their spelling pretest. Students will read along with the teacher, “A Family Like Ours” and determine the literary elements of character, plot, and theme from the story. Students will complete the graphic organizer on the board to help determine the literary elements. Students will identify the important elements of the story structure with the teacher. Students will read, “Climbing New Heights” and use context clues to determine the meaning of the vocabulary words. Words the students cannot figure out, they will look up in the glossary.
Evaluation:
spelling pretest
Vocabulary:
coil, descent, foresaw, rappel, ridge, shaft, trekked, void
Homework:
Learning Objective:
Students will use context clues to determine the meaning of unfamiliar words. Students will understand the elements of realistic fiction. Students will use text features to preview and predict.
Language Objective:
Students will use literary elements to aid comprehension. Students will to use story structure to aid comprehension
Main Activity:
Students will listen while the teacher reads aloud the story of the week, “Cliff Hanger” and answer comprehension questions throughout. Students will create a graphic organizer like the one yesterday to determine the literary elements used in this story.
Evaluation:
graphic organizer
Vocabulary:
coil, descent, foresaw, rappel, ridge, shaft, trekked, void
Homework:
Learning Objective:
Students will use literary elements to aid comprehension. Students will use context clues to determine the meaning of unfamiliar words. Students will understand the elements of realistic fiction. Students will use text features to preview and predict.
Language Objective:
Students will to use story structure to aid comprehension.
Main Activity:
Students will take turns reading pages from the story of the week. Students will begin working on the review questions at the end of the story in their language arts notebooks.
Evaluation:
review questions
Vocabulary:
coil, descent, foresaw, rappel, ridge, shaft, trekked, void
Homework:
Learning Objective:
Students will use literary elements to aid comprehension. Students will understand the elements of realistic fiction. Students will use text features to preview and predict.
Language Objective:
Students will to use story structure to aid comprehension. Students will use context clues to determine the meaning of unfamiliar words.
Main Activity:
Students will partner read the story of the week. Students will complete the review questions at the end of the story. Once all students have completed the assignment, the class will discuss the answers with the teacher to ensure understanding.
Evaluation:
Teacher watches and monitors
Vocabulary:
coil, descent, foresaw, rappel, ridge, shaft, trekked, void
Homework:
***NO CLASS, LABOR DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Reading Street Textbooks
State of Minnesota Standards Covered
4.1.10.10 By the end of the year, read and comprehend literature and other texts including stories, drama, and poetry, in the grades 4-5 text complexity band proficiently and independently with scaffolding as needed at the high end of the range. a. Self-select texts for personal enjoyment, interest, and academic tasks.

4.2.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.2.2.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
4.2.7.7 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.
4.2.8.8 Explain how an author uses reasons and evidence to support particular points in a text.
4.6.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.
4.6.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
4.6.5.5 With guidance and support from peers and adults, use a writing process to develop and strengthen
writing as needed by planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 41-42.)
4.8.1.1 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. e. Cooperate and problem solve as appropriate for productive group discussion.
4.8.6.6 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.
4.10.6.6 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).
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to summarize the main idea and details to aid in comprehension.
Students will know the elements of literary nonfiction: autobiography.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to describe relationships among ideas in texts organized by cause-and-effect.
Students will be able to use word structure to determine the meaning of grade-level academic English words derived from Latin and Greek prefixes.
Students will be able to use text features to preview and predict.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will summarize the main idea and details to aid in comprehension. Students will describe relationships among ideas in texts organized by cause-and-effect.
Language Objective:
Students will use word structure to determine the meaning of grade-level academic English words derived from Latin and Greek prefixes.
Main Activity:
Students will take their spelling pretest. Students will read along with the teacher, “Glaciers and Icebergs” and determine the main idea and details of the story. Students will complete the graphic organizer on the board to help determine the main idea and details. Students will read, “The Hunger to Know” with their classmates and use their knowledge of the Greek and Latin roots to determine the meanings of the vocabulary words. Words students cannot figure out, they will look up in the glossary.
Evaluation:
spelling pretest
Vocabulary:
anticipation, continent, convergence, depart, forbidding, heaves, icebergs
Homework:
Learning Objective:
Students will use word structure to determine the meaning of grade-level academic English words derived from Latin and Greek prefixes. Students will understand the elements of literary nonfiction: autobiography. Students will use text features to preview and predict.
Language Objective:
Students will summarize the main idea and details to aid in comprehension. Students will describe relationships among ideas in texts organized by cause-and-effect.
Main Activity:
Students will listen while the teacher reads aloud the story of the week, “Antarctic Journal” and answer comprehension questions throughout. Students will create a graphic organizer like the one yesterday to determine the main idea and supporting details from this story as well as from particular paragraphs from the story.
Evaluation:
graphic organizer
Vocabulary:
anticipation, continent, convergence, depart, forbidding, heaves, icebergs
Homework:
Learning Objective:
Students will use word structure to determine the meaning of grade-level academic English words derived from Latin and Greek prefixes. Students will understand the elements of literary nonfiction: autobiography. Students will use text features to preview and predict.
Language Objective:
Students will summarize the main idea and details to aid in comprehension. Students will describe relationships among ideas in texts organized by cause-and-effect.
Main Activity:
Students will take turns reading pages from the story of the week. Students will begin working on the review questions at the end of the story in their language arts notebooks.
Evaluation:
review questions
Vocabulary:
anticipation, continent, convergence, depart, forbidding, heaves, icebergs
Homework:
***NO CLASS, JOSE ABAD SANTOS DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will use word structure to determine the meaning of grade-level academic English words derived from Latin and Greek prefixes. Students will understand the elements of literary nonfiction: autobiography. Students will use text features to preview and predict.
Language Objective:
Students will summarize the main idea and details to aid in comprehension. Students will describe relationships among ideas in texts organized by cause-and-effect.
Main Activity:
Students will take their spelling tests. Students will take their comprehension assessment.
Evaluation:
Tests
Vocabulary:
anticipation, continent, convergence, depart, forbidding, heaves, icebergs
Homework:
Materials / Resources (including technology)
Reading Street Textbooks
State of Minnesota Standards Covered
4.1.4.4 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).
4.1.5.5 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.
4.1.10.10 By the end of the year, read and comprehend literature and other texts including stories, drama, and poetry, in the grades 4-5 text complexity band proficiently and independently with scaffolding as needed at the high end of the range. a. Self-select texts for personal enjoyment, interest, and academic tasks.
4.2.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.2.2.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
4.2.7.7 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.
4.2.8.8 Explain how an author uses reasons and evidence to support particular points in a text.
4.3.1.4 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 on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
4.6.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.
4.6.3.3 Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion (when appropriate to the genre) that follows from the narrated experiences or events.
4.10.1.1 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 convey 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-ons.
g. Correctly use frequently confused words (e.g., to, too, two; there, their).
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to draw conclusions to aid comprehension. Students will know the elements of science fiction.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to use the monitor and clarify strategy to aid comprehension. Students will be able to use synonyms as context clues to find meanings of unfamiliar words. Students will be able to use illustrations to preview and predict.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will draw conclusions to aid comprehension. Students will use the monitor and clarify strategy to aid comprehension.
Language Objective:
Students will use synonyms as context clues to find meanings of unfamiliar words.
Main Activity:
Students will take their spelling pretest. Students will read along with the teacher, “The Man in the Moon” and collect small pieces of information to draw conclusions. Students will complete the graphic organizer on the board to help determine the conclusions they will draw from the story. Students will monitor and clarify information in the story with the teacher. Students will read, “Gone to the Moon” and use the context clues and synonyms given to determine the meaning of the vocabulary words. Words the students cannot figure out, they will look up in the glossary.
Evaluation:
spelling pretest
Vocabulary:
loomed, rille, runt, staggered, summoning, taunted, trench, trudged
Homework:
Learning Objective:
Students will draw conclusions to aid comprehension. Students will understand the elements of science fiction. Students will use illustrations to preview and predict.
Language Objective:
Students will use the monitor and clarify strategy to aid comprehension. Students will use synonyms as context clues to find meanings of unfamiliar words.
Main Activity:
Students will listen while the teacher reads aloud the story of the week, “Moonwalk” and answer comprehension questions throughout. Students will create a graphic organizer like the one yesterday to determine the conclusions they can draw from this story.
Evaluation:
graphic organizer
Vocabulary:
loomed, rille, runt, staggered, summoning, taunted, trench, trudged
Homework:
Learning Objective:
Students will draw conclusions to aid comprehension. Students will understand the elements of science fiction. Students will use illustrations to preview and predict.
Language Objective:
Students will use the monitor and clarify strategy to aid comprehension. Students will use synonyms as context clues to find meanings of unfamiliar words.
Main Activity:
Students will take turns reading pages from the story of the week. Students will begin working on the review questions at the end of the story in their language arts notebooks.
Evaluation:
review questions
Vocabulary:
loomed, rille, runt, staggered, summoning, taunted, trench, trudged
Homework:
Learning Objective:
Students will draw conclusions to aid comprehension. Students will understand the elements of science fiction. Students will use illustrations to preview and predict.
Language Objective:
Students will use the monitor and clarify strategy to aid comprehension. Students will use synonyms as context clues to find meanings of unfamiliar words.
Main Activity:
Students will partner read the story of the week. Students will complete the review questions at the end of the story. Once all students have completed the assignment, the class will discuss the answers with the teacher to ensure understanding.
Evaluation:
review questions
Vocabulary:
loomed, rille, runt, staggered, summoning, taunted, trench, trudged
Homework:
Learning Objective:
Students will use synonyms as context clues to find meanings of unfamiliar words. Students will understand the elements of science fiction. Students will use illustrations to preview and predict.
Language Objective:
Students will draw conclusions to aid comprehension. Students will use the monitor and clarify strategy to aid comprehension.
Main Activity:
Students will take their spelling tests. Students will take their comprehension assessment.
Evaluation:
Tests
Vocabulary:
loomed, rille, runt, staggered, summoning, taunted, trench, trudged
Homework:
Materials / Resources (including technology)
Reading Street Textbooks
State of Minnesota Standards Covered
4.1.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.1.2.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

4.1.3.3 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).
4.1.10.10 By the end of the year, read and comprehend literature and other texts including stories, drama, and poetry, in the grades 4-5 text complexity band proficiently and independently with scaffolding as needed at the high end of the range. a. Self-select texts for personal enjoyment, interest, and academic tasks.

4.2.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.2.2.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
4.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.
4.8.1.1 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. e. Cooperate and problem solve as appropriate for productive group discussion.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to identify cause and effect to aid comprehension. Students will know the elements of a biography.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to use the questioning strategy to aid comprehension. Students will be able to use root words and word structure to find the meanings of unknown words. Students will be able to use illustrations to preview and predict.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will identify cause and effect to aid comprehension. Students will use the questioning strategy to aid comprehension.
Language Objective:
Students will use root words and word structure to find the meanings of unknown words.
Main Activity:
Students will take their spelling pretest. Students will read along with the teacher, “Rosa Parks Started Something Big” and figure out some causes and effects in the story. Students will complete the graphic organizer on the board showing causes and effects. Students will identify areas of confusion in the story and ask and answer questions with the teacher. Students will read, “Out of Slavery” with their classmates and use their knowledge of root words to try and figure out the meanings of the vocabulary words. They may use the glossary to look up the meanings of their vocabulary words.
Evaluation:
spelling pretest.
Vocabulary:
ancestors, avoided, generations, minister, numerous, pulpit, shielding
Homework:
Learning Objective:
Students will identify cause and effect to aid comprehension. Students will use the questioning strategy to aid comprehension
Language Objective:
Students will use root words and word structure to find the meanings of unknown words. Students will understand the elements of a biography. Students will use illustrations to preview and predict.
Main Activity:
Students will listen while the teacher reads aloud the story of the week, “My Brother Martin” and answer comprehension questions throughout. Students will create a graphic organizer like the one yesterday to determining some causes and effects writing this story.
Evaluation:
teacher watches and monitors
Vocabulary:
ancestors, avoided, generations, minister, numerous, pulpit, shielding
Homework:
Students will use root words and word structure to find the meanings of unknown words. Students will understand the elements of a biography. Students will use illustrations to preview and predict.
Learning Objective:
Students will identify cause and effect to aid comprehension. Students will use the questioning strategy to aid comprehension.
Language Objective:
Students will identify cause and effect to aid comprehension. Students will use the questioning strategy to aid comprehension.
Main Activity:
Students will read the story of the week in a small group and work together to answer the review questions at the end of the story.
Evaluation:
review questions
Vocabulary:
ancestors, avoided, generations, minister, numerous, pulpit, shielding
Homework:
Learning Objective:
Students will use root words and word structure to find the meanings of unknown words. Students will understand the elements of a biography. Students will use illustrations to preview and predict.
Language Objective:
Students will identify cause and effect to aid comprehension. Students will use the questioning strategy to aid comprehension.
Main Activity:
Students will read the story of the week with a partner and complete the questions at the end of the story. Once everyone in the group has completed the assignment, the teacher will go over the answers to ensure understanding.
Evaluation:
Teacher watches and monitors
Vocabulary:
ancestors, avoided, generations, minister, numerous, pulpit, shielding
Homework:
Learning Objective:
Students will use root words and word structure to find the meanings of unknown words. Students will understand the elements of a biography. Students will use illustrations to preview and predict.
Language Objective:
Students will identify cause and effect to aid comprehension. Students will use the questioning strategy to aid comprehension.
Main Activity:
Students will take their spelling tests. Students will take their comprehension assessment.
Evaluation:
Tests
Vocabulary:
ancestors, avoided, generations, minister, numerous, pulpit, shielding
Homework:
Materials / Resources (including technology)
Reading Street Textbooks
State of Minnesota Standards Covered
4.1.10.10 By the end of the year, read and comprehend literature and other texts including stories, drama, and poetry, in the grades 4-5 text complexity band proficiently and independently with scaffolding as needed at the high end of the range. a. Self-select texts for personal enjoyment, interest, and academic tasks.

4.2.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.2.2.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
4.3.1.3 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.
4.3.1.4 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 on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
4.6.3.3 Write narratives and other creative texts to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion (when appropriate to the genre) that follows from the narrated experiences or events.
4.10.1.1 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 convey 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-ons.
g. Correctly use frequently confused words (e.g., to, too, two; there, their).
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to identify facts and opinions to aid comprehension. Students will know the text structure of a biography.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to use summarize to aid comprehension. Students will be able to use a dictionary or glossary to determine the meanings of multiple-meaning words. Students will be able to use text features to preview and predict. Students will be able to set a purpose for reading.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will identify facts and opinions to aid comprehension. Students will use summarize to aid comprehension.
Language Objective:
Students will use a dictionary or glossary to determine the meanings of multiple-meaning words.
Main Activity:
Students will take their spelling pretest. Students will read along with the teacher, “Are You Ready for Some Football” and find statements of fact and opinion in the story. Students will complete the graphic organizer on the board to help determine whether or not statements are fact or opinion. Students will summarize the story with the teacher. Students will read, “Dreaming of Home” with their classmates and use the glossary to look up the meanings of their vocabulary words.
Evaluation:
spelling pretest
Vocabulary:
boarding school, dormitory, endurance, manual, reservation, society
Homework:
Learning Objective:
Students will identify facts and opinions to aid comprehension. Students will use summarize to aid comprehension. Students will use a dictionary or glossary to determine the meanings of multiple-meaning words. Students will understand the text structure of a biography.
Language Objective:
Students will use text features to preview and predict. Students will set a purpose for reading.
Main Activity:
Students will listen while the teacher reads aloud the story of the week, “Smokejumpers: Life Fighting Fires” and answer comprehension questions throughout. Students will create a graphic organizer like the one yesterday with statements of fact and opinion.
Evaluation:
Vocabulary:
boarding school, dormitory, endurance, manual, reservation, society
Homework:
Learning Objective:
Students will identify facts and opinions to aid comprehension. Students will use summarize to aid comprehension. Students will use a dictionary or glossary to determine the meanings of multiple-meaning words. Students will understand the text structure of a biography. Students will use text features to preview and predict. Students will set a purpose for reading.
Language Objective:
Main Activity:
Students will read the story of the week in a small group and work together to answer the review questions at the end of the story.
Evaluation:
Teacher watches and monitors
Vocabulary:
boarding school, dormitory, endurance, manual, reservation, society
Homework:
Learning Objective:
Students will identify facts and opinions to aid comprehension. Students will use summarize to aid comprehension. Students will use a dictionary or glossary to determine the meanings of multiple-meaning words. Students will understand the text structure of a biography.
Language Objective:
Students will use text features to preview and predict. Students will set a purpose for reading.
Main Activity:
Students will read the story of the week with a partner and complete the questions at the end of the story. Once everyone in the group has completed the assignment, the teacher will go over the answers to ensure understanding.
Evaluation:
Teacher watches and monitors
Vocabulary:
boarding school, dormitory, endurance, manual, reservation, society
Homework:
Learning Objective:
Students will identify facts and opinions to aid comprehension. Students will use summarize to aid comprehension. Students will use a dictionary or glossary to determine the meanings of multiple-meaning words. Students will understand the text structure of a biography.
Language Objective:
Students will use text features to preview and predict. Students will set a purpose for reading.
Main Activity:
Students will take their spelling tests. Students will take their comprehension assessment.
Evaluation:
Tests
Vocabulary:
boarding school, dormitory, endurance, manual, reservation, society
Homework:
Materials / Resources (including technology)
Reading Street Textbooks
State of Minnesota Standards Covered
4.1.3.3 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).

4.1.4.4 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).
4.2.7.7 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.
4.2.8.8 Explain how an author uses reasons and evidence to support particular points in a text.
4.3.1.4 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 on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

4.6.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.
4.6.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
4.6.5.5 With guidance and support from peers and adults, use a writing process to develop and strengthen
writing as needed by planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 41-42.)
4.10.2.2 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.
4.10.4.4 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.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to spell words with silent consonants
Students will know how to capitalize titles correctly
Students will know how to decode words with the Greek root “astr-“
Students will know how to use an encyclopedia to find information
Students will know how to write narrative nonfiction, focusing on word choice
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to spell words with silent consonants
Students will be able to capitalize titles correctly
Students will be able to decode words with the Greek root “astr-“
Students will be able to use an encyclopedia to find information
Students will be able to write narrative nonfiction, focusing on word choice
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know how to spell words with silent consonants
Language Objective:
Students will be able to spell words with silent consonants
Main Activity:
Students will take their spelling pretest. Students will read along with the teacher, The Man who Went to the Far Side of the Moon. Students will complete the graphic organizer on the board to help identify fact and opinion. Students will summarize the story with the teacher. use the glossary to look up the meanings of their vocabulary words.
Evaluation:
spelling pretest
Vocabulary:
Homework:
Learning Objective:
Students will identify facts and opinions to aid comprehension. Students will know how to decode words with the Greek root “astr-“
Language Objective:
Students will be able to decode words with the Greek root “astr-“ Students will set a purpose for reading.
Main Activity:
Students will listen while the teacher reads aloud the story of the week and answer comprehension questions throughout. Students will create a graphic organizer like the one yesterday with statements of fact and opinion.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Learning Objective:
Students will identify facts and opinions to aid comprehension. Students will use summarize to aid comprehension. Students will know how to use an encyclopedia to find information
Language Objective:
Students will be able to use an encyclopedia to find information
Main Activity:
Students will read the story of the week in a small group and work together to answer the review questions at the end of the story.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Learning Objective:
Students will know how to write narrative nonfiction, focusing on word choice.
Language Objective:
Students will be able to write narrative nonfiction, focusing on word choice
Main Activity:
Students will read the story of the week with a partner and complete the questions at the end of the story. Once everyone in the group has completed the assignment, the teacher will go over the answers to ensure understanding.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Learning Objective:
Review all objectives for the week
Language Objective:
REview
Main Activity:
Students will take their spelling tests. Students will take their comprehension assessment.
Evaluation:
Tests
Vocabulary:
boarding school, dormitory, endurance, manual, reservation, society
Homework:
Materials / Resources (including technology)
Reading Street Textbooks, workbooks
State of Minnesota Standards Covered
4.1.3.3 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).

4.1.4.4 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).
4.2.7.7 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.
4.2.8.8 Explain how an author uses reasons and evidence to support particular points in a text.
4.3.1.4 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 on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

4.6.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.
4.6.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
4.6.5.5 With guidance and support from peers and adults, use a writing process to develop and strengthen
writing as needed by planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 41-42.)
4.10.2.2 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.
4.10.4.4 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.
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