Reading Common Core StandardsDesigned by the CCSS 4th Grade Task Force, (MCSD- June 18, 2012)September Grade Level:4th Morrow County School DistrictContent Standards Objective(s)/Skill(s)

SWBAT:Resources(Bolded stories are required)

Assessment

. Reading for Informational Text:KKey Ideas & Details2. 2. Determine the main idea of a text and

explain how it is supported by key details; summarize the text. (PS)

Locate the main idea and key details in a given passage by writing or discussing a summary.I can determine the main idea of a text and explain how it is supported by key details.I can summarize a piece of informational text.

So You Want to be President? Antarctic Journal

Letters Home from Yosemite( On level fresh reads)

Interventions:Title 1Study IslandSuccess MakerSmall GroupTeacher Made MaterialsAfter School Program

Timed Readings (optional)

Craft and Structure4. 4. Determine the meaning of general

academic and domain-specific words and phrases in a text relevant to a grade 4 topic or subject area.

Give the appropriate definition and use it in a sentence.I can determine the meaning of words or phrases in a grade 4 text.

Because of Winn-Dixie Letters Home from

Yosemite**(Use Leveled Readers) So You Want to be President? Antarctic Journal

Integration of Knowledge and Ideas7. 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.

Use a graphic organizer to comprehend the meaning of a given text.I can interpret information that is presented orally.I can explain how the information presented orally contributes to my understanding of a text.

Because of Winn-Dixie Letters Home from Yosemite So You Want to be President? Antarctic Journal

Reading Foundational Skills:Phonics and Word Recognition

Spell grade level words.I can use specific details from the story to describe

Because of Winn-Dixie Letters Home from Yosemite

Page 1 of 23** Required during this month for assessment

Reading Common Core StandardsDesigned by the CCSS 4th Grade Task Force, (MCSD- June 18, 2012)

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

a. UUse 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.

a character, a setting, and an event in depth.

FFluency4. 4. Read with sufficient accuracy and fluency to

support comprehension.a. Read on-level text with purpose and understanding.

I can read a 4th grade text aloud with accuracy, expression, and an appropriate rate.I can use strategies to understand unknown words.

Because of Winn-Dixie

Language:Conventions of Standard English1. Demonstrate command of the conventions of

standard English grammar and usage when writing or speaking.a. Use relative pronouns (she, whose, whom,

which, that) and relative adverbs(where, when, why). AND Nouns

I can use relative pronouns, adverbs, and nouns.

Scott Foresman Grammar Practice pg 21-40, 61-76 and extra practice pagesScott Foresman Grammar and Writing pg 80-83, 86-89, 92-95, 98-101, 104-107, 140-143, 146-149, 152-155, 158-161Writer’s Express pg 119-129, 131-139

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

a. Use correct capitalization.

I can use correct capitalization.

Scott Foresman Grammar Practice pg 105-108 and extra practiceScott Foresman Grammar and Writing pg 206-209Writer’s Express pg45

2. Demonstrate command of the conventionsof standard English capitalization, punctuation, and spelling when writing.c. Use comas before a coordinating

I can use a coma before a coordinating conjunction in a compound sentence.

Scott Foresman Grammar Practice pg 101-104, 109-112 and extra practiceScott Foresman Grammar and

Page 2 of 23** Required during this month for assessment

Reading Common Core StandardsDesigned by the CCSS 4th Grade Task Force, (MCSD- June 18, 2012)

conjunction in a compound sentence. Writing pg 200-203, 212, 215Writer’s Express pg 7-17, 174-180

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

d. Spell grade-appropriate words correctly, consulting references as needed.

I can spell grade-appropriate words correctly, consulting references when needed.

Spelling practice

Page 3 of 23** Required during this month for assessment

Reading Common Core StandardsDesigned by the CCSS 4th Grade Task Force, (MCSD- June 18, 2012)

October Grade Level:4th Morrow County School DistrictContent Standards Objective(s)/Skill(s) SWBAT: Resources

(Bolded stories are required)Assessment

Reading for Informational Text:Integrations of Knowledge and Ideas

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. +

I can recognize that authors use various formats when presenting information.I can identify information presented in formats (e.g., graphs, pictures, diagrams, charts, media clips) other than words.I can explain how various formats (e.g., graphs, pictures, diagrams, charts, media clips) help a reader understand the text.

Sailing Home** Lewis & Clark and Me

Sailing Home( On level fresh reads)

Interventions:Title 1Study IslandSuccess MakerSmall GroupTeacher Made MaterialsAfter School Program

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

I can locate the reasons and evidence use to support particular points in a text.I can explain how the reasons and evidence support the particular points in a text.

9. 9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (PS)

Compare and contrast the main story and the Leveled Readers using graphic organizersI can identify similar themes, topics, and patterns of events found in stories, myths, and traditional literature from different cultures.I can compare (determine similarities) how stories, myths, and traditional literature from different cultures treat

Leveled Readers

Page 4 of 23** Required during this month for assessment

Reading Common Core StandardsDesigned by the CCSS 4th Grade Task Force, (MCSD- June 18, 2012)

the same theme, topic, or pattern of events.I can contrast (determine differences) how stories , myths, and traditional literature from different cultures treat the same theme, topic, or pattern of events.

Speaking and Listening:Comprehension and Collaboration1. 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.

I can prepare for a class discussion and participate by responding to things others say.

Step Up To Writing- Section 8

Literature Circles

1. Engage effectively in a range ofcollaborative 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.b. Follow agree-upon rules for discussions and carry out assigned roles.

I can follow agreed upon rules for class discussions and carry out my assigned roles.

Step Up to Writing- Section 8Literature Circles

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

I can ask questions to clear up my confusion about a presentation.I can make comments that contribute

Step Up to Writing- Section 8Literature Circles

Page 5 of 23** Required during this month for assessment

Reading Common Core StandardsDesigned by the CCSS 4th Grade Task Force, (MCSD- June 18, 2012)

partners on grade 4 topics and texts, building on others’ ideas and expressingtheir own clearly.

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.

to a discussion.

1. Engage effectively in a range ofcollaborative 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.

d. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

I can explain my own ideas and understanding as they connect to the discussion.

Step Up toWriting- Section 8Literature Circles

Language:Conventions of Standard English1. Demonstrate command of the

conventions of standard English grammar and usage when writing or speaking.f. Produce complete sentences,

recognizing and correcting inappropriate fragments and run-ons. *

I can produce complete sentences.I can correct inappropriate fragments and run-ons.

Subjects and PredicatesStep Up to Writing- Section 3Writer’s Express- pg 101-112

1. Demonstrate command of the conventions of standard English grammar and usage

I can correctly use homonyms. Step Up to Writing- Section 2

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Reading Common Core StandardsDesigned by the CCSS 4th Grade Task Force, (MCSD- June 18, 2012)

when writing or speaking.g. Correctly use frequently confused words(e.g., to, too, two; there, their). *

Vocabulary Acquisition and Use5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.c. Determine understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

I can demonstrate my understanding of words by relating them to their synonyms and antonyms.

Step Up to Writing- 9-14

Idioms

Synonyms and Antonyms book

4. Determine or clarify the meaning ofunknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.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.

I can determine the meaning or pronunciation of a word by consulting reference materials.

Materials from 2012-2013 Vocabulary Training

Page 7 of 23** Required during this month for assessment

Reading Common Core StandardsDesigned by the CCSS 4th Grade Task Force, (MCSD- June 18, 2012)November Grade Level:4th Morrow County School DistrictContent Standards Objective(s)/Skill(s) SWBAT: Resources

(Bolded stories are required)Assessment

Reading for Informational Text:Craft and Structure6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.(PS)

Read two accounts (firsthand and secondhand) of a civil rights event and compare/contrast the points of view.I can identify basic points of view as first person (narrator tells about her/himself; “I”) and third person (narrator tells about others; “he/she/it”).I can determine a narrator or speaker’s point of view in a story.I can compare (determine similarities) the point of view in different stories.I can contrast (determine differences) the point of view in different stories.

Lost City My Brother Martin**

My Brother Martin( On level fresh reads)

Interventions:Title 1Study IslandSuccess MakerSmall GroupTeacher Made MaterialsAfter School Program

Key Ideas and Details2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. (PS)

Write a summary using the main idea and supporting details of a given text.I can define theme (a lesson the author is revealing- Honesty is the best policy).I can analyze details in a text to determine a theme (author’s overall message).I can define summary (a shortened version of the text that states the key points.

Coyote School News** Moonwalk Houdini Box

Coyote School News( On level fresh reads)

Interventions:Title 1Study IslandSuccess MakerSmall GroupTeacher Made MaterialsAfter School Program

Page 8 of 23** Required during this month for assessment

Reading Common Core StandardsDesigned by the CCSS 4th Grade Task Force, (MCSD- June 18, 2012)

I can identify a summary using details from the text.

Reading for Literature:Key Ideas and Details3. 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).

I can identify characters, settings, and events in a story or drama.I can locate sections of a text where characters, settings, or events are described.I can use specific details from the text to describe characters, settings, or events.

Language:Conventions of Standard English1. Demonstrate command of

the conventions of standard English grammar and usage when writing or speaking.d. Order adjectives within

sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

I can use adjectives in conventional order (small red bag, bot red small bag)

Scott Foresman Grammar Practice pg 81-88 and extra practice

Scott Foresman Grammar and Writing pg 170-173, 176-179

Writer’s Express pg 160-163

1. Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.e. Form and use prepositional phrases.

I can form and use prepositional phrases.

Scott Foresman Grammar Practice pg 97-100 and extra practice

Scott Foresman Grammar and Writing pg 194-197

Writer’s Express pg169-1721. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

I can form and use progressive verb tenses.

Book: My Waking Dream (Sue)Past, Present and Future Tenses

Scott Foresman Grammar Practice

Page 9 of 23** Required during this month for assessment

Reading Common Core StandardsDesigned by the CCSS 4th Grade Task Force, (MCSD- June 18, 2012)

b. Form and use the progressive (e.g., I was

walking; I am walking; I will be walking) verb tenses.

pg 53-60 and extra practiceScott Foresman Grammar and Writing pg 128-131, 134-137Writer’s Express pg 147-159

Page 10 of 23** Required during this month for assessment

Reading Common Core StandardsDesigned by the CCSS 4th Grade Task Force, (MCSD- June 18, 2012)

December Grade Level:4th Morrow County School DistrictContent Standards Objective(s)/Skill(s) SWBAT: Resources

(Bolded stories are required)Assessment

Reading for Literature:Key Ideas and Details

1. 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (PS)

Write/share/discuss an inference supported by details from the textI can define inference and explain how a reader uses and examples from a text to reach a logical conclusion (“based on what I’ve read, it’s most likely true that…)I can read closely and find answers explicitly (right there answers).I can read closely and find answers that require inference.I can analyze an author’s words and refer to details and examples needed to support both explicit and inferential questions.

Grace and the Time Machine**

Grace and the Time Machine( On level fresh reads)

Interventions:Title 1Study IslandSuccess MakerSmall GroupTeacher Made MaterialsAfter School Program

Craft and Structure4. 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).

I can use various strategies (E.g., context clues, root words, affixes) to determine the meaning of words and phrases.I can analyze an author’s words and refer to details and examples needed to support both explicit and inferential questions.

Language:Knowledge of Language3. Use knowledge of

language and its conventions when writing, speaking, reading, or listening.

a. Choose words and phrases to convey ideas precisely. * +

I can choose words and phrases to precisely convey ideas.

Add Verbs“How To” SpeechesFormal Speech= no contractions

Writer’s Express pg 63-72

Page 11 of 23** Required during this month for assessment

Reading Common Core StandardsDesigned by the CCSS 4th Grade Task Force, (MCSD- June 18, 2012)3. Use knowledge of language and its

conventions when writing, speaking, reading, or listening.

b. Choose punctuation for effect. * +

I can choose punctuation for effect. Types of SentencesScott Foresman Grammar Practice pg 1-8 and extra practiceScott Foresman Grammar and Writing pg 50-53, 56-59Writer’s Express pg 3-6

Action VerbsScott Foresman Grammar Practice pg 41-44 and extra practiceScott Foresman Grammar and Writing pg 110-113, 116-119Writer’s Express pg 143-146

3. Use knowledge of language and its conventions when writing, speaking,reading, or listening. +c. Differentiate between contexts

that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

I can differentiate between contexts that call for formal English and informal discourse.

Vocabulary Acquisition and Use4. 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

I can use context clues to figure out word meanings.I can determine the meaning of a word by using the affix or root.

Page 12 of 23** Required during this month for assessment

Reading Common Core StandardsDesigned by the CCSS 4th Grade Task Force, (MCSD- June 18, 2012)

or phrase.

Page 13 of 23** Required during this month for assessment

Reading Common Core StandardsDesigned by the CCSS 4th Grade Task Force, (MCSD- June 18, 2012)January Grade Level:4th Morrow County School District

Content Standards Objective(s)/Skill(s) SWBAT: Resources(Bolded stories are required)

Assessment

Reading for Informational Text:Craft and Structure5. 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. (PS)

Select the appropriate graphic organizer to display the structure of the overall story.I can 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.

Houdini Box** The Stranger** Grandfather’s Journey**

Given 3 graphic organizers, choose the most appropriate one for one of the RS stories.

Interventions:Title 1Study IslandSuccess MakerSmall GroupTeacher Made MaterialsAfter School Program

Reading for Literature:Key Ideas and Details1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

I can define inference and explain how a reader uses details and examples from a text to reach a logical conclusion. ( e.g. (“based on what I’ve read, it’s most likely true that…)I can read closely and find answers explicitly in text (right there answers)I can read closely and find answers that require an inference.I can analyze an author’s words and refer to details and examples needed to support

Leveled Readers

Page 14 of 23** Required during this month for assessment

Reading Common Core StandardsDesigned by the CCSS 4th Grade Task Force, (MCSD- June 18, 2012)

both explicit and inferential questions.Speaking and Listening:Presentation of Knowledge and Ideas

4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

I can speak clearly and audibly while reporting on a topic or telling a story or experience in an organized manor.

Add AdverbsScott Foresman Grammar Practice pg 89-96 and extra practiceScott Foresman Grammar and Writing pg 182-185, 188-191Writer’s Express pg 165-168

Oral Reports in Groups with PostersStep Up to Writing Section 8

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

I can all audio recordings or visual displays to enhance a presentation.

Use YouTube to find a short video clip to use during presentation

Page 15 of 23** Required during this month for assessment

Reading Common Core StandardsDesigned by the CCSS 4th Grade Task Force, (MCSD- June 18, 2012)February Grade Level:4th Morrow County School DistrictContent Standards Objective(s)/Skill(s) SWBAT: Resources

(Bolded stories are required)Assessment

Reading for Informational Text:Key Ideas and Details3. 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.

I can identify events, procedure, ideas, and/or concepts in different types of text.I can use specific information in a text (e.g. historical, scientific or technical) to explain events, procedures, ideas and/or concepts, including what happened and why.

RReading for Informational Text:KKey Ideas & Details

2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. (PS)

Locate the main idea and key details in a given passage by writing or discussing a summaryI can define theme (a lesson the author is revealing… honesty is the best policy.)I can analyze details in a text to determine a theme. (author’s overall message)I can define summary (a shortened version of the text that states the key points).I can write summary using details.

How Tia Loa Came to Visit

So You Want to be President?**

So You Want to be President?

Interventions:Title 1Study IslandSuccess MakerSmall GroupTeacher Made MaterialsAfter School Program

Language:Conventions of Standard English2. Demonstrate command of the

conventions of standard English capitalization, punctuation, and spelling when writing.

I can use quotations and commas to mark direct speech and quotations from a text.

Scott Foresman Grammar Practice pg 109-116 and extra practice

Scott Foresman Grammar and Writing pg 212-215, 218-221

Page 16 of 23** Required during this month for assessment

Reading Common Core StandardsDesigned by the CCSS 4th Grade Task Force, (MCSD- June 18, 2012)

b. Use commas and quotation marks to mark direct speech and quotations from a

text.Writer’s Express pg 3-17, 31-34

Page 17 of 23** Required during this month for assessment

Reading Common Core StandardsDesigned by the CCSS 4th Grade Task Force, (MCSD- June 18, 2012)March Grade Level:4th Morrow County

School DistrictContent Standards Objective(s)/Skill(s) SWBAT: Resources

(Bolded stories are required)

Assessment

Reading for Literature:Integration of Knowledge and Ideas9. 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.

Use a graphic organizer to compare and contrast prior to writing about the similarities and differences in two different texts.

I can define theme (a lesson the author is revealing- Honesty is the best policy).

I can identify similar themes, topics, and patterns of events found in stories, myths, and traditional literature from different cultures.

I can compare (determine similarities) how stories, myths, and traditional literature from different cultures treat the same theme, topic, or patterns of events.

I can contrast (determine differences) how stories, myths, and traditional literature from different cultures treat eh same theme, topic, or pattern of events.

The Horned Toad Prince

The King in the Kitchen

How Night Came from the Sea

Other traditional fairy tales, myths, folk tales, etc.

Fairy Tale Comparison Assessment

Interventions:Title 1Study IslandSuccess MakerSmall GroupTeacher Made MaterialsAfter School Program

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

I can recognize when a visual or oral presentation is based on a text.I can identify where a text gives specific descriptions and directions that a visual or oral presentation

Page 18 of 23** Required during this month for assessment

Reading Common Core StandardsDesigned by the CCSS 4th Grade Task Force, (MCSD- June 18, 2012)

Speaking and Listening:Comprehension and Collaboration

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

I can identify the reasons and evidence a speaker gives to support points.

Watch a speech or a commercial

Vocabulary Acquisition and Use5. Demonstrate understanding of figurative

language, word relationships, and nuances in word meanings.a. Explain the meaning of simple similes and

metaphors (e.g., as pretty as apicture) in context.

I can explain the meaning of simple similes and metaphors.

Poetry Packet (Cinthia)

Page 19 of 23** Required during this month for assessment

Reading Common Core StandardsDesigned by the CCSS 4th Grade Task Force, (MCSD- June 18, 2012)April Grade Level:4th Morrow County School DistrictContent Standards Objective(s)/Skill(s) SWBAT: Resources

(Bolded stories are required)Assessment

Reading for Literature:Craft and Structure5. 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.

Identify the key vocabulary, language and structural elements used in poems, drama, and proseI can recognize that poems, drama, and prose (the ordinary language people use when speaking or writing) use different structural elements.I can identify common structural elements of poems and dramas.I can refer to the structural elements of a poem or drama when explaining their differences.

The King in the Kitchen Grace and the Time

Machine Unit Poetry

Poetry Assessment

Interventions:Title 1Study IslandSuccess MakerSmall GroupTeacher Made MaterialsAfter School Program

Range of Reading and Level of Text Complexity10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

I can recognize when the text I am reading is too easy or too difficult for me.I can use reading strategies (e.g., ask questions, make connections, take notes, make inferences, visualize, reread) that will help me comprehend difficult texts.

Reading Foundational Skills:Fluency

4. Read with sufficient accuracy and fluency to support comprehension.b. Read on-level prose and poetry orally with

I can read fluently and understand what I am reading.I can read text out loud correctly, steadily and with

Page 20 of 23** Required during this month for assessment

Reading Common Core StandardsDesigned by the CCSS 4th Grade Task Force, (MCSD- June 18, 2012)accuracy, appropriate rate, and expression on successive readings.

expression.

Speaking and Listening:Comprehension and Collaboration2. Paraphrase portions of a text read aloud or

information presented in diverse media and formats, including visually, quantitatively, and orally.

I can paraphrase portions of a text read aloud or presented visually.

SummaryParaphrase or summarize paragraphs and short articles

Presentation of Knowledge and Ideas6. 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. (See grade 4 Language standards for specific expectations.)

I can differentiate between a project that calls for formal English and ones that allow use of informal discourse.I can use formal English when appropriate to task and situation.

Language:Vocabulary Acquisition and Use

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

I can use words and phrases that I learn through listening and reading, especially words related to 4th grade topics.

Poetry Unit

Page 21 of 23** Required during this month for assessment

Reading Common Core StandardsDesigned by the CCSS 4th Grade Task Force, (MCSD- June 18, 2012)May Grade Level:4th Morrow County School DistrictContent Standards Objective(s)/

Skill(s) SWBAT:Resources(Bolded stories are required)

Assessment

Reading for Informational Text:Range of Reading and Level of Text Complexity10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Read and write three facts from a non-fiction grade-level story.I can recognize when the text I am reading is too easy or too difficult for me.I can use reading strategies (e.g., ask questions, make connections, take notes, make inferences, visualize, reread) that will help me comprehend difficult texts.

The Man WhoWent to the Far Side of the Moon**

Amelia and Eleanor Go for a Ride

To Fly: The Story of the Wright Brothers

The Man Who Went to the Far Side of the Moon(Fresh reads)

Interventions:Title 1Study IslandSuccess MakerSmall GroupTeacher Made MaterialsAfter School Program

Language:Knowledge of Language3. Use knowledge of language and its conventions

when writing, speaking, reading, or listening.a. Choose words and phrases to convey ideas precisely. * +

I can choose words and phrases to precisely convey ideas.

Writer’s Express pg 63-72

3. Use knowledge of language and its conventions when writing, speaking,

I can choose punctuation for

Types of SentencesScott Foresman Grammar

Page 22 of 23** Required during this month for assessment

Reading Common Core StandardsDesigned by the CCSS 4th Grade Task Force, (MCSD- June 18, 2012)

reading, or listening.b. Choose punctuation for effect. * +

effect. Practice pg 1-8 and extra practiceScott Foresman Grammar and Writing pg 50-53, 56-59Writer’s Express pg 3-6

3. Use knowledge of language and itsconventions when writing, speaking, reading, or listening.c. Differentiate between contexts that call for

formal English (e.g., presenting ideas)and situations where informal discourse is appropriate (e.g., small-group discussion). +

I can differentiate between context that call for formal English and informal discourse.

Vocabulary Acquisition and Use5. Demonstrate understanding of figurative language,

word relationships, and nuances in word meanings. b. Recognize and explain the meaning of common idioms, adages, and proverbs.

I can recognize and explain the meaning of common idioms, adages, and proverbs.

Fables

Language:Vocabulary acquisition and Use4. 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.b. Use common, grade-appropriate Greek and Latin

affixes and roots as clues to themeaning of a word (e.g., telegraph, photograph, autograph).

I can determine the meaning of a word by using the affix or root.

Page 23 of 23** Required during this month for assessment