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Culpeper County Public Schools

Curriculum Pacing Guide


Reading/Writing, Fourth Grade
Revised July 2013

Year-at-a-Glance
At the end of Semester, U3W4 is where you should be. If you are not there, submit a plan to the school
administrator for the second semester outlining how all skills will be taught prior to the end of the year
assessments.
Subject:

Reading

Grade Level(s):

FIRST QUARTER

Revised July 2013


SECOND QUARTER

Unit/Week

Unit/Week
Story (Genre)

U1W1

Story/Genre

Because of Winn Dixie


(Realistic Fiction)
Skill focuses : Sequence ; Suffixes

U1W2

Lewis and Clark and Me


(Historical Fiction)
Skill focus : Authors Purpose ; Word Endings

U1W3

On the Banks of Plum Creek


(Historical Fiction)
Skill focus : Character, Setting, Plot ; Multiple Meaning
words

U1W4
U1W5

U2W3

U2W4

Scene Two
(Drama)
Skill focus : Draw Conclusions ; Prefixes
Horse Heroes: True Stories of Amazing Horses
(Expository Text)
Skill focus : Fact and Opinion ; Unknown Words

U2W5

So You Want to Be President


(Expository Text)
Skill focus : Main Idea and Details ; Unknown Words

The Horned Prince


(Tall Tale)
Skill focus : Authors Purpose ; Synonyms/Antonyms

U2W6

Interactive Review & Unit Assessment Week

Letters Home from Yosemite


(Expository Text)
Skill focus : Main Idea and Details ; Suffixes

U3W1

The Man Who Named the Clouds


(Biography)
Skill focus : Graphic Sources ; Multiple-meaning words

Interactive Review & Unit Assessment Week

U3W2

Adelinas Whales
(Expository Text)
Skill focus : Fact and Opinion ; Multiple-Meaning Words

U2W1

What Jo Did
(Fiction)
Skill focus : Cause and Effect ; Prefixes &Suffixes

U3W3

How Night Came from the Sea


(Myth)
Skill focus : Generalize ; Unfamiliar Words

U2W2

Coyote School News


(Historical Fiction)
Skill focus : Draw Conclusions ; Unknown Words

U3W4

Eye of the Storm


(Expository Text)
Skill focus : Cause and Effect ; Root Words

U1W6

END OF SEMESTER

*** Hitting Ctrl + Home will bring you back to the top of the cover page from anywhere in the document ***

THIRD QUARTER
Unit/Week
U3W5

U3W6

U4W1

U4W2

U4W3

FOURTH QUARTER

Story/Genre
Paul Bunyan
Skill focus : Generalize ; Suffixes

Unit/Week
(Tall Tale)

U5W3

Cliff Hanger
(Realistic Fiction)
Skill focus: Literary Elements: Character, Plot, Theme;
Unfamiliar Words

The Case of the Gasping Garbage


(Realistic Fiction)
Skill focus: Compare & Contrast; Synonyms & Antonyms

U5W4

Antarctic Journal
(Autobiography)
Skill focus: Main Idea and Details; Greek and Latin Affixes

Encantado
(Expository Text)
Skill focus: Compare and Contrast; Multiple Meaning
Words

U5W5

Interactive Review & Unit Assessment Week

Seeker of Knowledge
(Biography)
Skill focus: Graphic Sources; Greek and Latin Roots

U4W5

Encyclopedia Brown
(Realistic Fiction)
Skill focus: Character and Plot; Synonyms and Antonyms

U5W1

Moonwalk
(Science Fiction)
Skill focus: Draw Conclusions; Synonyms

Navajo Code Talkers


(Expository Text)
Skill focus: Sequence; Unknown Words

U4W4

U4W6

U5W2

Story/Genre
Lost City
(Biography)
Skill focus: Compare and Contrast; Greek and Latin
Roots

*** Time Allowed For SOL Review/Remediation ***

Interactive Review & Unit Assessment Week


Smokejumpers
(Expository Text)
Skill focus: Authors Purpose; Homographs

*End of Year Assessment (required)

*** Hitting Ctrl + Home will bring you back to the top of the cover page from anywhere in the document ***

Unit/Benchmark
Standard

Unit/Week
Spiral Skill Review

U1/W1

Story Title
(Genre)

Because of Winn-Dixie
(Realistic Fiction)

Revised July 2013

Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b,c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****

Get Ready to Read/Read to


Comprehend/Writing
Comprehension
Skill: Sequence

Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.5 The student will
d) summarize supporting details.
identify the main idea or theme of a text and summarize using supporting details.

Strategy: Summarizing

Vocabulary
Skill: Suffixes
Strategy : Word Structure

4.4 The student will.


b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
use their knowledge of affixes (prefixes and suffixes) to read and understand the meanings
of words

develop vocabulary by listening to and reading a variety of texts.

Assessment
U1W1 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
grand, memorial,
peculiar, positive,
prideful, recalls,
selecting

Language Arts/Writing
Spelling : Short Vowel VCCV
Writing: Realistic Fiction
Trait: Word Choice
Conventions : Declarative and
Interrogative Sentences

4.7 The student will.


a) Identify intended audience

produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.

e) Recognize different modes of writing have different patterns of organization

recognize different modes of writing have different patterns of organization

Utilize elements of style, including word choice and sentence variation.

purposefully shape and control language to affect readers.

use specific vocabulary and vivid word choice.

use precise language and vocabulary to explain a topic.

4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence
structure, and paragraphing.
apply knowledge of the writing domains of composing, written expression, and
usage/mechanics

Suggested Prompts
- Suppose you had
the opportunity to
travel anywhere
you wanted.
Write to explain
where you would
go and why.
- Think of someone
who is brave.
Write to describe
this person and
explain how he or
she shows
bravery.
- Who is your
favorite teacher?
Write to describe
which teacher
you like best and
explain what
makes him or her
special.

Unit/Week

Spiral Skill Review

U1/W2

Story Title
(Genre)

Lewis and Clark and Me


(Historical Fiction)

Revised July 2013

Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b,c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****

Get Ready to Read/Read to


Comprehend/Writing
Comprehension
Skill: Authors Purpose
Strategy : Questioning

Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.6 The student will
c) Explain the authors purpose.
explain authors purpose (e.g., to entertain, persuade, inform).
4.5 The student will
a) Explain authors purpose
explain the authors purpose (e.g. to entertain, inform, or persuade)
b) Describe how the choice of language, setting, characters, and information
contributes to the authors purpose.

Vocabulary
Skill: Word Endings
Strategy : Word Structure

Assessment
(based on school)
U1W2 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
-

Describe how the choice of language, setting, characters, details, and other information
contribute to authors purpose.

4.4 The student will expand vocabulary when reading.


use their knowledge of affixes (prefixes and suffixes) to read and
understand the meanings of words.
develop vocabulary by listening to and reading a variety of texts.

Vocabulary Words

docks, migrating,
scan, scent, wharf,
yearned

Language Arts/Writing
Spelling: Long a and i
Writing: Expository
Composition
Trait: Organization
Conventions : Imperative and
Exclamatory Sentences

4.7 The student will write cohesively for a variety of purposes.


a) Identify intended audience

produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.

d) Organize writing to convey a central idea.

Create a plan and organize thoughts to convey a central idea before writing.

Use a variety of prewriting strategies (e.g. brainstorming, listing, free-writing, and using
graphic organizers)

4.8 The student will edit writing for correct grammar, capitalization, spelling,
punctuation, sentence structure, and paragraphing.
apply knowledge of the writing domains of composing, written expression, and
usage/mechanics.

Suggested Prompts
Suppose you had
the opportunity to
travel anywhere
you wanted.
Write to explain
where you would
go and why.
- Think of someone
who is brave.
Write to describe
this person and
explain how he or
she shows
bravery.
- Who is your
favorite teacher?
Write to describe
which teacher
you like best and
explain what
makes him or her
special.

Unit/Week
Spiral Skill Review

U1/W3

Story Title
(Genre)

On the Banks of Plum Creek


(Historical Fiction)

Revised July 2013

Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b,c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****

Get Ready to Read/Read to


Comprehend/Writing
Comprehension
Skill: Literary Elements:
Character, Setting, Plot
Strategy : Background
Knowledge

Vocabulary
Skill: Multiple-Meaning Words
Strategy: Dictionary/Glossary

Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.5 The student will
b) Describe how the choice of language, setting, characters, and information contributes to the
authors purpose.

Describe how the choice of language, setting, characters, details, and other information
contribute to authors purpose.
Describe in depth a character, setting, or event drawing on specific details from the text
(e.g, words, actions, or a characters thoughts).

4.6 The student will


a) Use text structures, such as type, headings, and graphics, to predict and categorize
information in both print and digital texts.
use text features, such as special type styles (e.g., boldfaced, italics) and color, captions
under pictures and graphics, and headings of sections and chapters, to predict and
categorize information in both print and digital texts.
Understand how written text and accompanying illustrations connect to convey meaning
(e.g., charts, graphs, diagrams, timelines, animations).
4.4 The student will
c) Use word-reference materials, including the glossary, dictionary, and thesaurus.
use context to select the applicable definition of a word from a glossary or dictionary.

identify and consult the word-reference material(s), including the glossary, dictionary, and
thesaurus, most likely to contain needed information to clarify word meaning.

develop vocabulary by listening to and reading a variety of texts.

Assessment
(based on school)
U1W3 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment

Vocabulary Words
badger, bank, bristled,
jointed, patched,
ruffled, rushes

Language Arts/Writing

4.7 The student will write cohesively for a variety of purposes.


a) Identify intended audience

Spelling: Long e and o


Writing: Parody

produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.
Utilize elements of style, including word choice and sentence variation.

i)

Trait: Voice

purposefully shape and control language to affect readers.

Conventions : Complete
Sentences and Predicates

use specific vocabulary and vivid word choice.

use precise language and vocabulary to explain a topic.

j) Revise writing for clarity of content using specific vocabulary and information.

select specific information to guide readers more purposely through the piece
use available reference resources(e.g., dictionary, thesaurus) as aids to revising writing for
clarity
use available technology to gather information and to aid in writing.

4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence
structure, and paragraphing.

apply knowledge of the writing domains of composing, written expression, and


usage/mechanics.

Suggested Prompts
- - Suppose you
had the
opportunity to
travel anywhere
you wanted.
Write to explain
where you would
go and why.
- Think of someone
who is brave.
Write to describe
this person and
explain how he or
she shows
bravery.
- Who is your
favorite teacher?
Write to describe
which teacher
you like best and
explain what
makes him or her
special.

Unit/Week
Spiral Skill Review

U1/W4

Story Title
(Genre)

The Horned Toad Prince


(Tall Tale)

Revised July 2013

Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****

Get Ready to Read/Read to


Comprehend/Writing
Comprehension
Skill: Authors Purpose
Strategy : Story Structure

Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.5 The student will
a) Explain authors purpose
explain the authors purpose (e.g. to entertain, inform, or persuade)
b) Describe how the choice of language, setting, characters, and information contributes to the
authors purpose.

Vocabulary
Skill: Synonyms and Antonyms
Strategy: Context Clues

describe how the choice of language, setting, characters, details, and other information
contribute to authors purpose.

4.4 The student will ...

a) Use context to clarify meanings of unfamiliar words.

use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g.,
definitions, examples, or restatements of text).

use clues in the context of a sentence, paragraph, or reading selection to predict and explain
the meanings of words that have more than one definition.

determine the meaning of general academic and content-specific words or phrases in a


text.

develop vocabulary by listening to and reading a variety of texts.

b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.

use their knowledge of synonyms (words with similar meanings) and antonyms (words
with opposite meanings) to understand the meanings of unfamiliar words.

Assessment
(based on school)
U1W4 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
bargain, favor,
lassoed, offended,
prairie, riverbed,
shrieked

Language Arts/Writing

4.7 The student will write cohesively for a variety of purposes.

Spelling: Long e
Writing: Friendly Letter

a) Identify intended audience


produce clear and coherent writing in which the development and
organization are appropriate to purpose and audience.

Trait: Expression

e)

Recognize different modes of writing have different patterns of organization

Conventions : Compound
Sentences

recognize different modes of writing have different patterns of organization


narrative
organize an event sequence that unfolds naturally
use transition words and phrases for sentence variety and to manage
the sequence of events
use specific vocabulary, words, and phrases to convey experiences
and events
provide a conclusion

j) Revise writing for clarity of content using specific vocabulary and information.

4.8

select specific information to guide readers more purposely through the piece

use available reference resources(e.g., dictionary, thesaurus) as aids to revising writing for
clarity

use available technology to gather information and to aid in writing.

The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence
structure, and paragraphing.

apply knowledge of the writing domains of composing, written expression, and


usage/mechanics.

Suggested Prompts
- Suppose you had
the opportunity to
travel anywhere
you wanted.
Write to explain
where you would
go and why.
- Think of someone
who is brave.
Write to describe
this person and
explain how he or
she shows
bravery.
- Who is your
favorite teacher?
Write to describe
which teacher
you like best and
explain what
makes him or her
special.

Unit/Week
Spiral Skill Review

U1/W5

Story Title
(Genre)

Letters from Yosemite


(Expository Text)

Revised July 2013

Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****

Get Ready to Read/Read to


Comprehend/Writing
Comprehension
Skill: Main Ideas and Details

Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.6 The student will
d) Identify the main idea.

Strategy: Text Structure


e)

Summarize supporting details.

Vocabulary
Skill: Suffixes ist, -ive
Strategy: Word Structure

identify the main idea and supporting details within a selection summarizing the text by
using tools such as graphic organizers, outlining, and notes.

identify the main idea and supporting details within a selection summarizing the text by
using tools such as graphic organizers, outlining, and notes.

4.4 The student will


b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.

use their knowledge of affixes (prefixes and suffixes) to read and understand the meanings
of words.

develop vocabulary by listening to and reading a variety of texts.

Assessment
(based on school)
U1W5 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
glacier, impressive,
naturalist, preserve,
slopes, species,
wilderness

Language Arts/Writing

4.7 The student will write cohesively for a variety of purposes.


a) Identify intended audience

Spelling: Long u

Writing: Personal Narrative


Trait: Voice

e)

produce clear and coherent writing in which the development and


organization are appropriate to purpose and audience.

Recognize different modes of writing have different patterns of organization

Conventions : Clause and


Complex Sentences

i)

recognize different modes of writing have different patterns of organization


o narrative
- organize an event sequence that unfolds naturally
- use transition words and phrases for sentence variety and to manage
- the sequence of events
- use specific vocabulary, words, and phrases to convey experiences
- and events
- provide a conclusion
Utilize elements of style, including word choice and sentence variation.

purposefully shape and control language to affect readers.

use specific vocabulary and vivid word choice.

use precise language and vocabulary to explain a topic.

d) Organize writing to convey a central idea.

create a plan and organize thoughts to convey a central idea before writing.

use a variety of prewriting strategies (e.g. brainstorming, listing, free-writing, and using
graphic organizers)

4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence
structure, and paragraphing.

apply knowledge of the writing domains of composing, written expression, and


usage/mechanics.

Suggested Prompts
- Suppose you had
the opportunity to
travel anywhere
you wanted.
Write to explain
where you would
go and why.
- Think of someone
who is brave.
Write to describe
this person and
explain how he or
she shows
bravery.
- Who is your
favorite teacher?
Write to describe
which teacher
you like best and
explain what
makes him or her
special.

Unit/Week
Spiral Skill Review

U1/W6

Story Title/
Genre

Reading/Writing
SOL Essential Knowledge, Skills and Processes

Comprehension

Assessment
(required)

*** Teachers should review weekly assessments for planning purposes prior to testing***

Unit 1 Assessment

Unit 1 Comprehension Review Skills


Sequence
Authors Purpose
Literary Elements: Character, Setting, Plot
Authors Purpose
Main Idea and Detail

Additional
Unit 1 Running
Record

Spiral Skill Tested Not Specifically Taught This Unit


Drawing Conclusions
Fact and opinion
Compare and Contrast

Unit 1 Vocabulary Skills


Affixes: Suffixes
Word Endings
Multiple-Meaning Words
Synonyms and Antonyms

Vocabulary

Unit 1 Comprehension Strategies


- Summarize
- Questioning
- Background Knowledge
- Story Structure
- Text Structure

Spiral Skill Tested Not Specifically Taught This Unit


Unfamiliar Words
Unit 1 Spelling Patterns
Unit Writing Conventions
- Short Vowel VCCV
- Declarative and Interrogative Sentences
- Long a and i
- Imperative and Exclamatory Sentences
- Long e and o
- Complete Subjects and Predicates
- Long e
- Compound Sentences
- Long u
- Clauses and Complex Sentences
Unit 1 Prompt:
Think about something you would like to change about your school. Write to explain what you would change and why.
-

Unit 1 Writing Prompt

Revised July 2013

Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****

Get Ready to Read/Read to


Comprehend/Writing

Language Arts/Writing

Interactive Review Week

Unit/Week
Spiral Skill Review

U2/W1

Story Title
(Genre)

What Jo Did
(Fiction)

Revised July 2013

Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****

Get Ready to Read/Read to


Comprehend/Writing
Comprehension
Skill: Cause and Effect
Strategy: Background
Knowledge

Vocabulary
Skill: Affixes: Prefixes and
Suffixes
Strategy: Word Structure

Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.5 The student
f) Describe the relationship between text and previously read materials.

discuss the similarities and differences between text and previously read materials (e.g.,
similar themes and topics, patterns of events).

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.

j) Identify cause and effect relationships.


identify cause and effect relationships.
4.4 The student will
b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.

use their knowledge of affixes (prefixes and suffixes) to read and understand the
meanings of words.

develop vocabulary by listening to and reading a variety of texts.

Assessment
(based on school)
U2W1 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment

Vocabulary Words
fouled, hoop, jersey,
marveled, rim,
speechless, swatted,
unbelievable

Language Arts/Writing

4.7 The student will


a) Identify intended audience

Spelling: adding s and es


Writing: Poetry: Shape, Limerick

e)

Trait: Word Choice


Conventions : Common and
Proper Nouns

produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.
Recognize different modes of writing have different patterns of organization

i)

recognize different modes of writing have different patterns of organization

Utilize elements of style, including word choice and sentence variation.

purposefully shape and control language to affect readers.

use specific vocabulary and vivid word choice.

use precise language and vocabulary to explain a topic.

4.8 The student will edit writing for correct grammar, capitalization, spellings, punctuation, sentence
structure, and paragraphing.

apply knowledge of the writing domains of composing, written expression, and


usage/mechanics.

Suggested Prompts
- People often help
one another.
Write to explain
how you or
someone you
know helps
others.
- Imagine a local
newspaper
reporter wants to
know about your
favorite school
event. Write to
describe the event
and explain why
it is your favorite.
- Imagine one day
at school you are
allowed to create
a rule for
students to
follow. Explain
the rule you
create and why
you choose to
make that rule.
Be sure to include
details.

Unit/Week
Spiral Skill Review

U2/W2

Story Title
(Genre)

Coyote School News


(Historical Fiction)

Revised July 2013

Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****

Get Ready to Read/Read to


Comprehend/Writing
Comprehension
Skill: Drawing Conclusions
Strategy: Story Structure

Vocabulary
Skill: Unknown Words
Strategy: Dictionary/Glossary

Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.5 The student will
h) Draw conclusions/make inferences about text.
refer to details and examples in a text when explaining what the text says, drawing
conclusions/making inferences from text

combine information from various places in the text to draw a conclusion.

make simple inferences, using information from the text.

Refer to details and examples in a text when explaining what the text says, drawing
conclusions/making inferences from a text.

Make, confirm, or revise predictions.

4.4 The student will


c) Use word-reference materials, including the glossary, dictionary, and thesaurus.
identify and consult the word-reference material(s), including the glossary, dictionary, and
thesaurus, most likely to contain needed information to clarify word meaning.

Assessment
(based on school)
U2W2 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment

Vocabulary Words
bawling, coyote,
dudes, roundup, spurs

Language Arts/Writing

4.7 The student will


a) Identify intended audience

Spelling: Irregular plurals

Writing: News Articles


Trait: Focus/Ideas

e)

Recognize different modes of writing have different patterns of organization

Conventions : Regular Plural


Nouns

j)

produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.

recognize different modes of writing have different patterns of organization


informative/explanatory
clearly introduce a topic and group related information in paragraphs
use facts, definitions, opinions, quotations, details, or other examples and
information to develop the topic
use specific vocabulary to inform and explain the topic; and
provide a concluding statement or section related to the topic

Revise writing for clarity of content using specific vocabulary and information.

Select specific information to guide readers more purposely through the piece

Use available reference resources(e.g., dictionary, thesaurus) as aids to revising writing for
clarity

Use available technology to gather information and to aid in writing.

4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence
structure, and paragraphing.

apply knowledge of the writing domains of composing, written expression, and


usage/mechanics.

appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives, adverbs, and prepositions in their writing.

Suggested Prompts
- People often help
one another.
Write to explain
how you or
someone you
know helps
others.
- Imagine a local
newspaper
reporter wants to
know about your
favorite school
event. Write to
describe the event
and explain why
it is your favorite.
- Imagine one day
at school you are
allowed to create
a rule for
students to
follow. Explain
the rule you
create and why
you choose to
make that rule.
Be sure to include
details.

Unit/Week
Spiral Skill Review

U2/W3

Story Title
(Genre)

Scene Two
(Drama)

Revised July 2013

Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****

Get Ready to Read/Read to


Comprehend/Writing

Reading/Writing
SOL Essential Knowledge, Skills and Processes

Assessment
(based on school)

Comprehension
Skill: Conclusions
Strategy: Questioning

Vocabulary
Skill: Affixes: Prefixes
Strategy: Word Structure

4.5 The student will


h) Draw conclusions/make inferences about text.
refer to details and examples in a text when explaining what the text says, drawing
conclusions/making inferences from text

combine information from various places in the text to draw a conclusion.

make simple inferences, using information from the text.

refer to details and examples in a text when explaining what the text says, drawing
conclusions/making inferences from a text.

make, confirm, or revise predictions.

4.4 The student will ...


b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.

use their knowledge of affixes (prefixes and suffixes) to read and understand the meanings
of words.

U2W3 Weekly Test


Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment

Vocabulary Words
advice, argument,
arrangements,
descendants,
dishonest, script, snag

Language Arts/Writing

4.7 The student will


a) Identify intended audience

Spelling: words with ar, or

Writing: Poetry
Trait: Organization
Conventions : Irregular Plural
Nouns

e)

Recognize different modes of writing have different patterns of organization

i)

produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.

recognize different modes of writing have different patterns of organization

Utilize elements of style, including word choice and sentence variation.

purposefully shape and control language to affect readers.

use specific vocabulary and vivid word choice.

use precise language and vocabulary to explain a topic.

4.8 The student will edit writing for correct grammar, capitalization, spellings, punctuation, sentence
structure, and paragraphing.

apply knowledge of the writing domains of composing, written expression, and


usage/mechanics.

appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives, adverbs, and prepositions in their writing.

Suggested Prompts
- People often help
one another.
Write to explain
how you or
someone you
know helps
others.
- Imagine a local
newspaper
reporter wants to
know about your
favorite school
event. Write to
describe the event
and explain why
it is your favorite.
- Imagine one day
at school you are
allowed to create
a rule for
students to
follow. Explain
the rule you
create and why
you choose to
make that rule.
Be sure to include
details.

Unit/Week

Spiral Skill Review

U2/W4

Story Title
(Genre)

Horse Heroes: True Stories of


Amazing Animals
(Expository Text)

Revised July 2013

Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****

Get Ready to Read/Read to


Comprehend/Writing
Comprehension

Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.6 The student will ...
d) Identify the main idea.

Skill: Main Idea and Details

Strategy: Inferring
e)

Summarize supporting details

f)

Vocabulary
Skill: Unknown Words
Strategy: Dictionary/Glossary

identify the main idea and supporting details within a selection summarizing the text
by using tools such as graphic organizers, outlining, and notes.

identify the main idea and supporting details within a selection summarizing the text by
using tools such as graphic organizers, outlining, and notes.

Assessment
(based on school)
U2W4 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment

Draw conclusions and make simple inferences using textual information as support.
refer to details and examples in a text when explaining what the text says, drawing
conclusions/making inferences from text

combine information from various places in the text to draw a conclusion.

make simple inferences, using information from the text.

4.4 The student will


c ) Use word-reference materials, including the glossary, dictionary, and thesaurus.

use context to select the applicable definition of a word from a glossary or dictionary.

identify and consult the word-reference material(s), including the glossary, dictionary, and
thesaurus, most likely to contain needed information to clarify word meaning.

Vocabulary Words
ambition, infested,
landslide, quicksand,
resistance, rickety,
roamed, vast

Language Arts/Writing

4.7 The student will


a) Identify intended audience

Spelling: consonant patterns


ng, nk, ph, wh
Writing: Persuasive Essay

produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.

d) Organize writing to convey a central idea.

Trait: Organization

create a plan and organize thoughts to convey a central idea before writing.

Conventions : Singular

use a variety of prewriting strategies (e.g., brainstorming, listing, free-writing, and


using graphic organizers).

Possessive Nouns
e)

Recognize different modes of writing have different patterns of organization

recognize different modes of writing have different patterns of organization


informative/explanatory
clearly introduce a topic and group related information in paragraphs
use facts, definitions, opinions, quotations, details, or other examples and
information to develop the topic
use specific vocabulary to inform and explain the topic; and
provide a concluding statement or section related to the topic

4.8 The student will edit writing for correct grammar, capitalization, spellings, punctuation, sentence
structure, and paragraphing.

apply knowledge of the writing domains of composing, written expression, and


usage/mechanics.

appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives, adverbs, and prepositions in their writing.

Suggested Prompts
- People often help
one another.
Write to explain
how you or
someone you
know helps
others.
- Imagine a local
newspaper
reporter wants to
know about your
favorite school
event. Write to
describe the event
and explain why
it is your favorite.
- Imagine one day
at school you are
allowed to create
a rule for
students to
follow. Explain
the rule you
create and why
you choose to
make that rule.
Be sure to include
details.

Unit/Week
Spiral Skill Review

U2/W5

Story Title
(Genre)

So You Want to Be President


(Expository Text)

Revised July 2013

Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****

Get Ready to Read/Read to


Comprehend/Writing
Comprehension

Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.6 The student will
d) Identify the main idea.

Skill: Main Idea and Details

Strategy: Inferring
e)

identify the main idea and supporting details within a selection summarizing the text
by using tools such as graphic organizers, outlining, and notes.

Summarize supporting details

identify the main idea and supporting details within a selection summarizing the text
by using tools such as graphic organizers, outlining, and notes.

Assessment
(based on school)
U2W5 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment

f) Draw conclusions and make simple inferences using textual information as support.
refer to details and examples in a text when explaining what the text says, drawing
conclusions/making inferences from text

combine information from various places in the text to draw a conclusion.

make simple inferences, using information from the text.

Vocabulary
Skill: Unknown Words
Strategy: Dictionary/Glossary

4.4 The student will


c) Use word-reference materials, including the glossary, dictionary, and thesaurus.

use context to select the applicable definition of a word from a glossary or dictionary.

identify and consult the word-reference material(s), including the glossary, dictionary,
and thesaurus, most likely to contain needed information to clarify word meaning.

Vocabulary Words
Constitution, howling,
humble, politics,
responsibility,
solemnly, vain

Language Arts/Writing

4.7 The student will ...


a) Identify intended audience

Spelling: words with


ear, ir, our, ur
Writing: Persuasive Writing

produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.

d) Organize writing to convey a central idea.

Trait: Organization

create a plan and organize thoughts to convey a central idea before writing.

Conventions: Plural Possessive


Nouns

use a variety of prewriting strategies (e.g., brainstorming, listing, free-writing, and


using graphic organizers).

e)

Recognize different modes of writing have different patterns of organization

recognize different modes of writing have different patterns of organization

informative/explanatory
clearly introduce a topic and group related information in paragraphs
use facts, definitions, opinions, quotations, details, or other examples and
information to develop the topic
use specific vocabulary to inform and explain the topic; and
provide a concluding statement or section related to the topic

4.8 The student will edit writing for correct grammar, capitalization, spellings, punctuation, sentence
structure, and paragraphing.

apply knowledge of the writing domains of composing, written expression, and


usage/mechanics.

appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives, adverbs, and prepositions in their writing.

Suggested Prompts
- People often help
one another.
Write to explain
how you or
someone you
know helps
others.
- Imagine a local
newspaper
reporter wants to
know about your
favorite school
event. Write to
describe the event
and explain why
it is your favorite.
- Imagine one day
at school you are
allowed to create
a rule for
students to
follow. Explain
the rule you
create and why
you choose to
make that rule.
Be sure to include
details.

Unit/Week
Spiral Skill Review

U2/W6

Story Title/
Genre

Revised July 2013

Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****

Get Ready to Read/Read to


Comprehend/Writing

Reading/Writing
SOL Essential Knowledge, Skills and Processes

Comprehension
-

*** Teachers should review weekly assessments for planning purposes prior to testing***
Unit 2 Comprehension Review Skills
Unit 2 Comprehension Strategies
Cause and Effect
- Background Knowledge
Draw Conclusions
- Story Structure
Draw Conclusions
- Questioning
Fact and Opinion
- Monitor and Clarify
Main Idea and Details
- Inferring

Spiral Skill Tested Not Specifically Taught This Unit


Generalizing
Authors Purpose
Sequencing

Unit 2 Vocabulary Skills


Affixes: Prefixes and Suffixes
Unknown Words
Affixes: Prefixes

Vocabulary

Spiral Skill Tested Not Specifically Taught This Unit


Synonyms
Unit 2 Spelling Patterns
Unit 2 Writing Conventions
Adding s and es
- Poetry/Word Choice
Irregular Plurals
- Regular Plural Nouns
Words with ar, or
- Irregular Plural Nouns
Consonant Patterns ng,nk,ph, wh
- Singular Possessive Nouns
Words with ear, ir, our, ur
- Plural Possessive Nouns

Spiral Skill Tested Not Specifically Taught This Unit


Common vs. Proper

Language Arts/Writing

Unit 2 Writing Prompt

Review Week

Assessment
(required)
Unit 2 Assessment
Additional
Unit 2 Running
Record

If you could make one wish that would help others, what would you wish for and why? Write to explain what wish you would
make and how it would help others. Be sure to include details.

Unit/Week
Spiral Skill Review

U3/W1

Story Title/
Genre

The Man Who Named the


Clouds (Biography)

Revised July 2013

Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****

Get Ready to Read/Read to


Comprehend/Writing
Comprehension
Skill: Graphic Sources
Strategy: Important Ideas

Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.6 The student will
a) Use text structures, such as type, headings, and graphics, to predict and categorize
information in both print and digital texts.

use text features, such as special type styles (e.g., boldfaced, italics) and color, captions
under pictures and graphics, and headings of sections and chapters, to predict and
categorize information in both print and digital texts.

understand how written text and accompanying illustrations connect to convey meaning
(e.g., charts, graphs, diagrams, timelines, animations).

Assessment
(based on school)
U3W1 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment

d) Identify the main idea.

Vocabulary
Skill: Multiple-Meaning

identify the main idea and supporting details within a selection summarizing the text by
using tools such as graphic organizers, outlining, and notes.
4.4 The student will
a) Use context to clarify meanings of unfamiliar words.

use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g.,
definitions, examples, or restatements of text).

use clues in the context of a sentence, paragraph, or reading selection to predict and
explain the meanings of words that have more than one definition.

determine the meaning of general academic and content-specific words or phrases in a


text.

develop vocabulary by listening to and reading a variety of texts.

Strategy: Context Clues

Vocabulary Words
apprentice,
atmosphere, chemical,
club, essay,
manufactory, pressure,
scales

Language Arts/Writing

4.7 The student will


a) Identify intended audience

Spelling: Add ed and ing

produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.

Writing: Narrative Poem


Trait: Organization

d) Organize writing to convey a central idea.

Conventions: Action and


Linking Verbs

e)

create a plan and organize thoughts to convey a central idea before writing.

create a plan and organize thoughts to convey a central idea before writing.

use a variety of prewriting strategies (e.g., brainstorming, listing, free-writing, and


using graphic organizers).

Recognize different modes of writing have different patterns of organization.

recognize different modes of writing have different patterns of organization


o
Narrative
organize an event sequence that unfolds naturally
use transition words and phrases for sentence variety and to manage the sequence
of events
use specific vocabulary, words, and phrases to convey experiences and events
provide a conclusion

4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence
structure, and paragraphing.
appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives, adverbs, and prepositions in their writing.

Suggested Prompts
- Think of a place that
is important to you.
Write to describe this
place and explain why
it is important.
- Your teacher gives
you a camera and
asks you to take
pictures of three
things you like in
nature. Explain what
you take pictures of
and why you like
these things.
- Think of your
favorite place to eat.
The location could be
at home, school, a
park, a restaurant, or
another place. Write
to explain why this is
your favorite place to
eat.

Unit/Week
Spiral Skill Review

U3/W2

Story Title
(Genre)

Adelinas Whales
(Expository Text)

Revised July 2013

Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****

Get Ready to Read/Read to


Comprehend/Writing
Comprehension
Skill: Fact and Opinion
Strategy: Text Structure

Reading/Writing
SOL Essential Knowledge, Skills and Processes

Assessment
(based on school)

4.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text structures, such as type, headings, and graphics, to predict and categorize
information in both print and digital texts

use text features, such as special type styles (e.g., boldfaced, italics) and color, captions
under pictures and graphics, and headings of sections and chapters, to predict and
categorize information in both print and digital texts.

understand how written text and accompanying illustrations connect to convey


meaning (e.g., charts, graphs, diagrams, timelines, animations).

U3W2 Weekly Test


Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment

h) Distinguish between fact and opinion

Vocabulary
Skill: Multiple-Meaning Words

distinguish between fact and opinion.

4.4 The student will


a) Use context to clarify meanings of unfamiliar words.

use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g.,
definitions, examples, or restatements of text).

use clues in the context of a sentence, paragraph, or reading selection to predict and
explain the meanings of words that have more than one definition.

determine the meaning of general academic and content-specific words or phrases in a


text.

develop vocabulary by listening to and reading a variety of texts.

Strategy: Context Clues

Vocabulary Words
biologist, bluff,
lagoon, massive,
rumbling, tropical

Language Arts/Writing

4.7 The student will


a) Identify intended audience

Spelling: Homophones

Writing: Invitation
Trait: Voice
Conventions: Main and
Helping Verbs

e)

produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.

Recognize different modes of writing have different patterns of organization

recognize different modes of writing have different patterns of organization

informative/explanatory
clearly introduce a topic and group related information in paragraphs
use facts, definitions, opinions, quotations, details, or other examples and
information to develop the topic
use specific vocabulary to inform and explain the topic; and
provide a concluding statement or section related to the topic

i) Utilize elements of style, including word choice and sentence variation.

purposefully shape and control language to affect readers.

use specific vocabulary and vivid word choice.

use precise language and vocabulary to explain a topic.

j) Revise writing for clarity of content using specific vocabulary and information.

select specific information to guide readers more purposely through the piece

use available reference resources(e.g., dictionary, thesaurus) as aids to revising writing for
clarity

use available technology to gather information and to aid in writing.

4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence
structure, and paragraphing.

appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives, adverbs, and prepositions in their writing.

Suggested Prompts
- Think of a place that
is important to you.
Write to describe this
place and explain why
it is important.
- Your teacher gives
you a camera and
asks you to take
pictures of three
things you like in
nature. Explain what
you take pictures of
and why you like
these things.
- Think of your
favorite place to eat.
The location could be
at home, school, a
park, a restaurant, or
another place. Write
to explain why this is
your favorite place to
eat.

Unit/Week
Spiral Skill Review

U3/W3

Story Title
(Genre)

How Night Came from the


Sea (Myth)

Revised July 2013

Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****

Get Ready to Read/Read to


Comprehend/Writing
Comprehension

Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.5 The student will
h) Draw conclusions/make inferences about text.

Assessment
(based on school)
U3W3 Weekly Test

Skill: Generalize
Strategy: Visualize

Vocabulary
Skill: Unfamiliar Words

refer to details and examples in a text when explaining what the text says, drawing
conclusions/making inferences from text

combine information from various places in the text to draw a conclusion.

make simple inferences, using information from the text.

refer to details and examples in a text when explaining what the text says, drawing
conclusions/making inferences from a text.

Make, confirm, or revise predictions.

4.4 The student will


a) Use context to clarify meanings of unfamiliar words.

use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g.,
definitions, examples, or restatements of text).

use clues in the context of a sentence, paragraph, or reading selection to predict and explain
the meanings of words that have more than one definition.

determine the meaning of general academic and content-specific words or phrases in a text.

develop vocabulary by listening to and reading a variety of texts.

Strategy: Context Clues

Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment

Vocabulary Words
brilliant, chorus,
coward, gleamed,
shimmering

Language Arts/Writing

4.7 The student will


a) Identify intended audience

Spelling: Vowel Sound in shout

Writing: Myth
Trait: Sentences

e)

Recognize different modes of writing have different patterns of organization

Conventions: Subject-Verb
Agreement
i)

j)

produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.

recognize different modes of writing have different patterns of organization

Utilize elements of style, including word choice and sentence variation.

purposefully shape and control language to affect readers.

use specific vocabulary and vivid word choice.

use precise language and vocabulary to explain a topic.

Revise writing for clarity of content using specific vocabulary and information.

select specific information to guide readers more purposely through the piece

use available reference resources(e.g., dictionary, thesaurus) as aids to revising writing for
clarity

use available technology to gather information and to aid in writing.

4.8 The student will...


a) Use subject-verb agreement.

use subject-verb agreement (singular nouns with singular verbs; plural nouns with plural
verbs).

Suggested Prompts
- Think of a place that
is important to you.
Write to describe this
place and explain why
it is important.
- Your teacher gives
you a camera and
asks you to take
pictures of three
things you like in
nature. Explain what
you take pictures of
and why you like
these things.
- Think of your
favorite place to eat.
The location could be
at home, school, a
park, a restaurant, or
another place. Write
to explain why this is
your favorite place to
eat.

Unit/Week
Spiral Skill Review

U3/W4

Story Title/
Genre

Eye of the Storm (Expository


Text)

Revised July 2013

Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****

Get Ready to Read/Read to


Comprehend/Writing
Comprehension
Skill: Cause and Effect
Strategy: Predict and Set Purpose

Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.6 The student will
a) Use text structures, such as type, headings, and graphics, to predict and categorize information
in both print and digital texts.

use text features, such as special type styles (e.g., boldfaced, italics) and color,
captions under pictures and graphics, and headings of sections and chapters, to
predict and categorize information in both print and digital texts.

understand how written text and accompanying illustrations connect to convey


meaning (e.g., charts, graphs, diagrams, timelines, animations).

Assessment
(based on school)
U3W4 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment

g) Distinguish between cause and effect.

Vocabulary
Skill: Root Words

identify cause and effect relationships.

4.4 The student will...


a) Use context to clarify meanings of unfamiliar words.

use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g.,
definitions, examples, or restatements of text).

use clues in the context of a sentence, paragraph, or reading selection to predict and
explain the meanings of words that have more than one definition.

determine the meaning of general academic and content-specific words or phrases in a


text.

develop vocabulary by listening to and reading a variety of texts.

Strategy: Word Structure

Vocabulary Words
destruction, expected,
forecasts, inland,
shatter, surge

Language Arts/Writing
Spelling: Compound Words

4.7 The student will...


a) Identify intended audience

Writing: Formal Letter


Trait: Organization
Conventions: Past, Present, and
Future Tenses

produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.

e) Recognize different modes of writing have different patterns of organization.

recognize different modes of writing have different patterns of organization


o informative/explanatory
- clearly introduce a topic and group related information in paragraphs
- use facts, definitions, opinions, quotations, details, or other examples and
- information to develop the topic
- use specific vocabulary to inform and explain the topic; and
- provide a concluding statement or section related to the topic
4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence
structure, and paragraphing.
apply knowledge of the writing domains of composing, written expression, and
usage/mechanics.

Suggested Prompts
- Think of a place that
is important to you.
Write to describe this
place and explain why
it is important.
- Your teacher gives
you a camera and
asks you to take
pictures of three
things you like in
nature. Explain what
you take pictures of
and why you like
these things.
- Think of your
favorite place to eat.
The location could be
at home, school, a
park, a restaurant, or
another place. Write
to explain why this is
your favorite place to
eat.

Unit/Week
Spiral Skill Review

U3/W5

Story Title/
Genre

Paul Bunyan
(Tall Tale)

Revised July 2013

Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****

Get Ready to Read/Read to


Comprehend/Writing
Comprehension
Skill: Generalize
Strategy: Inferring

Vocabulary
Skill: Affixes: Suffixes

Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.5 The student will...
h) Draw conclusions/make inferences about text.
refer to details and examples in a text when explaining what the text says, drawing
conclusions/making inferences from text

combine information from various places in the text to draw a conclusion.

make simple inferences, using information from the text.

Refer to details and examples in a text when explaining what the text says, drawing
conclusions/making inferences from a text.

Make, confirm, or revise predictions.

4.4 The student will...


b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.

use their knowledge of affixes (prefixes and suffixes) to read and understand the
meanings of words.

develop vocabulary by listening to and reading a variety of texts.

Strategy: Word Structure

Assessment
(based on school)
U3W5 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment

Vocabulary Words
announcement,
feature, harness,
lumberjacks,
requirements, thaw,
unnatural, untamed

Language Arts/Writing
Spelling: Possessives
Writing: Writing for Tests:
Summary
Trait: Sentences

4.7 The student will write cohesively for a variety of purposes.


a) Identify intended audience

produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.

e) Recognize different modes of writing have different patterns of organization.

Conventions: Irregular Verbs

recognize different modes of writing have different patterns of organization


o informative/explanatory
- clearly introduce a topic and group related information in paragraphs
- use facts, definitions, opinions, quotations, details, or other examples and
- information to develop the topic
- use specific vocabulary to inform and explain the topic; and
- provide a concluding statement or section related to the topic

j) Revise writing for clarity of content using specific vocabulary and information.

select specific information to guide readers more purposely through the piece

use available reference resources(e.g., dictionary, thesaurus) as aids to revising


writing for clarity

use available technology to gather information and to aid in writing.

4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence
structure, and paragraphing.
apply knowledge of the writing domains of composing, written expression, and
usage/mechanics.
appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives, adverbs, and prepositions in their writing.

Suggested Prompts
- Think of a place that
is important to you.
Write to describe this
place and explain why
it is important.
- Your teacher gives
you a camera and
asks you to take
pictures of three
things you like in
nature. Explain what
you take pictures of
and why you like
these things.
- Think of your
favorite place to eat.
The location could be
at home, school, a
park, a restaurant, or
another place. Write
to explain why this is
your favorite place to
eat.

Unit/Week
Spiral Skill Review

U3/W6

Story Title
(Genre)

Interactive Review Week

Revised July 2013

Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****

Get Ready to Read/Read to


Comprehend/Writing

Reading/Writing
SOL Essential Knowledge, Skills and Processes

Comprehension
Vocabulary

*** Teachers should review weekly assessments for planning purposes prior to testing***
Unit 3 Comprehension Review Skills
Unit 3 Comprehension Strategies
Graphic Sources
- Important Ideas
Fact and Opinion
- Text Structure
Generalize
- Visualize
Cause and Effect
- Predict and Set Purpose
Generalize
- Inferring
Spiral Skill Tested Not Specifically Taught This Unit
Authors Purpose
Drawing Conclusions
Main Idea/Details
Character

Unit 3 Vocabulary Skills


Multiple-Meaning Words
Unfamiliar Words
Root Words
Affixes: Suffixes/Prefixes
Spiral Skill Tested Not Specifically Taught This Unit
Related words

Unit 3 Spelling Patterns


Add ed and -ing
Homophones
Vowel Sound in shout
Compound Words
Possessives

Language Arts/Writing

Unit 3 Writing Prompt

Unit 3 Writing Conventions


- Narrative Poem/Organization
- Invitation/Voice
- Myth/Sentences
- Formal Letter/Organization
- Summary/Sentences
- Action/Linking Verbs
- Main/Helping Verbs
- Subject/Verb Agreement
- Verb tenses

Think about a pet you would like to own. Write to explain what you would choose and why.

Assessment
(required)
Unit 3 Assessment
Additional:
Unit 3
Running Record

Unit 3
Writing Prompt

Unit/Week
Spiral Skill Review

U4/W1

Story Title
(Genre)

The Case of the Gasping


Garbage (Realistic Fiction)

Revised July 2013

Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****

Get Ready to Read/Read to


Comprehend/Writing
Comprehension

Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts,
and poetry.

Assessment
(based on school)
U4W1 Weekly Test

Skill: Compare and Contrast


Strategy: Visualize

Vocabulary
Skill: Synonyms and Antonyms

discuss the similarities and differences between text and previously read materials (e.g.,
similar themes and topics, patterns of events).

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.

4.4 The student will


a) Use context to clarify meanings of unfamiliar words.

use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g.,
definitions, examples, or restatements of text).

use clues in the context of a sentence, paragraph, or reading selection to predict and explain
the meanings of words that have more than one definition.

determine the meaning of general academic and content-specific words or phrases in a text.

develop vocabulary by listening to and reading a variety of texts.

Strategy: Context Clues

b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.

use their knowledge of synonyms (words with similar meanings) and antonyms (words
with opposite meanings) to understand the meanings of unfamiliar words.

Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
analysis, beakers,
hollow, identity,
lecture, microscope,
precise, relentless

Language Arts/Writing

4.7 The student will


a) Identify intended audience

Spelling: Contractions

Writing: Mystery
Trait: Word Choice
Conventions:
Singular and Plural Pronouns

e)

produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.

Recognize different modes of writing have different patterns of organization

recognize different modes of writing have different patterns of organization

i) Utilize elements of style, including word choice and sentence variation.

purposefully shape and control language to affect readers.

use specific vocabulary and vivid word choice.

use precise language and vocabulary to explain a topic.

4.8 The student will


d) Use noun-pronoun agreement.

apply knowledge of the writing domains of composing, written expression, and


usage/mechanics.

appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives,

adverbs, and prepositions in their writing.

use noun/pronoun agreement (pronoun agrees in number and gender with its
antecedent).

use reflexive pronouns (e.g., myself, ourselves).

Suggested Prompts
- Imagine one of your
teachers asks you to
bring something
special to show the
class. Write to
describe the item and
explain why you
would like to show it.
- Imagine you are
going on a field trip
in a bus created
especially for kids.
Describe this bus and
explain why kids will
like it.
- Imagine your school
closes for the day, and
you can do anything
you want. What will
you do? Write a story
about what happens.

Unit/Week

Spiral Skill Review

U4/W2

Story Title
(Genre)

Encantado: Pink Dolphin of


the Amazon
(Expository Text)

Revised July 2013

Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****

Get Ready to Read/Read to


Comprehend/Writing
Comprehension
Skill: Compare and Contrast

Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.6 The student will
e) Summarize supporting details.

Strategy: Summarize

Vocabulary
Skill: Multiple-Meaning Words

identify the main idea and supporting details within a selection summarizing the text by
using tools such as graphic organizers, outlining, and notes.

4.4 The student will...


a) Use context to clarify meanings of unfamiliar words.

use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g.,
definitions, examples, or restatements of text).

use clues in the context of a sentence, paragraph, or reading selection to predict and
explain the meanings of words that have more than one definition.

determine the meaning of general academic and content-specific words or phrases in a


text.

develop vocabulary by listening to and reading a variety of texts.

Strategy: Context Clues

Assessment
(based on school)
U4W2 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
aquarium, dolphins,
enchanted, flexible,
glimpses, pulses,
surface

Language Arts/Writing

4.7 The student will


a) Identify intended audience

Spelling: Final Syllable Patterns

Writing: Song
Trait: Word Choice
Conventions: Kinds of Pronouns

e)

produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.

Recognize different modes of writing have different patterns of organization

recognize different modes of writing have different patterns of organization

i) Utilize elements of style, including word choice and sentence variation.

purposefully shape and control language to affect readers.

use specific vocabulary and vivid word choice.

use precise language and vocabulary to explain a topic.

4.8 The student will


d) Use noun-pronoun agreement.
apply knowledge of the writing domains of composing, written expression, and
usage/mechanics.
appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives, adverbs, and prepositions in their writing.
use noun/pronoun agreement (pronoun agrees in number and gender with its antecedent).
use reflexive pronouns (e.g., myself, ourselves).

Suggested Prompts
- Imagine one of your
teachers asks you to
bring something
special to show the
class. Write to
describe the item and
explain why you
would like to show it.
- Imagine you are
going on a field trip
in a bus created
especially for kids.
Describe this bus and
explain why kids will
like it.
- Imagine your school
closes for the day, and
you can do anything
you want. What will
you do? Write a story
about what happens.

Unit/Week
Spiral Skill Review

U4/W3

Story Title
(Genre)

Navajo Code Talkers


(Expository Text)

Revised July 2013

Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****

Get Ready to Read/Read to


Comprehend/Writing
Comprehension
Skill: Sequence
Strategy: Important Ideas

Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.6 The student will read and demonstrate comprehension of nonfiction texts.
d) Identify the main idea.

identify the main idea and supporting details within a selection summarizing the text
by using tools such as graphic organizers, outlining, and notes.

e) Summarize supporting details.


identify the main idea and supporting details within a selection summarizing the text by
using tools such as graphic organizers, outlining, and notes.
Vocabulary
Skill: Unknown Words
Strategy: Dictionary/Glossary

4.4 The student will expand vocabulary when reading.


c) Use word-reference materials, including the glossary, dictionary, and thesaurus.
use context to select the applicable definition of a word from a glossary or dictionary.
identify and consult the word-reference material(s), including the glossary, dictionary,
and thesaurus, most likely to contain needed information to clarify word meaning.
develop vocabulary by listening to and reading a variety of texts.

Assessment
(based on school)
U4W3 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
advance, developed,
exhausting,
headquarters,
impossible, intense,
messages, reveal

Language Arts/Writing
Spelling: Consonant Digraph /sh/

4.7 The student will write cohesively for a variety of purposes.


a) Identify intended audience

Writing: Instructions
Trait: Organization
Conventions:
Pronouns and Antecedents

produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.

d) Organize writing to convey a central idea.

create a plan and organize thoughts to convey a central idea before writing.

use a variety of prewriting strategies (e.g., brainstorming, listing, free-writing, and


using graphic organizers).

apply knowledge of the writing domains of composing, written expression, and


usage/mechanics.

appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives,

adverbs, and prepositions in their writing.

e) Recognize different modes of writing have different patterns of organization

recognize different modes of writing have different patterns of organization

j) Revise writing for clarity of content using specific vocabulary and information.

select specific information to guide readers more purposely through the piece

use available reference resources(e.g., dictionary, thesaurus) as aids to revising


writing for clarity

use available technology to gather information and to aid in writing.

4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence
structure, and paragraphing.

apply knowledge of the writing domains of composing, written expression, and


usage/mechanics.

appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives,

adverbs, and prepositions in their writing.

use noun/pronoun agreement (pronoun agrees in number and gender with its
antecedent).

use reflexive pronouns (e.g., myself, ourselves).

Suggested Prompts
- Imagine one of your
teachers asks you to
bring something
special to show the
class. Write to
describe the item and
explain why you
would like to show it.
- Imagine you are
going on a field trip
in a bus created
especially for kids.
Describe this bus and
explain why kids will
like it.
- Imagine your school
closes for the day, and
you can do anything
you want. What will
you do? Write a story
about what happens.

/
Unit/Week
Spiral Skill Review

U4/W4

Story Title/
Genre

Seeker of Knowledge
(Biography)

Revised July 2013

Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****

Get Ready to Read/Read to


Comprehend/Writing
Comprehension
Skill: Graphic Sources
Strategy: Predict and Set Purpose

Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.6 The student will...
a) Use text structures, such as type, headings, and graphics, to predict and categorize information
in both print and digital texts.
use text features, such as special type styles (e.g., boldfaced, italics) and color, captions
under pictures and graphics, and headings of sections and chapters, to predict and categorize
information in both print and digital texts.
understand how written text and accompanying illustrations connect to convey meaning
(e.g., charts, graphs, diagrams, timelines, animations).
make simple inferences, using information from the text.

Assessment
(based on school)
U4W4 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment

apply prior knowledge to make predictions and to describe the relationship between content
and previously learned concepts.
Vocabulary
Skill: Greek and Latin Roots

4.4 The student will


b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.

use their knowledge of affixes (prefixes and suffixes) to read and understand the meanings
of words.

develop vocabulary by listening to and reading a variety of texts.

Strategy: Word Structure

Vocabulary Words
ancient, link, scholars,
seeker, temple,
translate, triumph,
uncover

Language Arts/Writing
Spelling: Consonants /j/, /ks/,
and /kw/
Writing: Problem-Solution Essay
Trait: Focus/Ideas
Conventions:
Possessive Pronouns

4.7 The student will


a) Identify intended audience

produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.

b) Focus on one aspect of a topic.

focus, organize, and elaborate to construct an effective cohesive message for the
reader.

e) Recognize different modes of writing have different patterns of organization

recognize different modes of writing have different patterns of organization

informative/explanatory
clearly introduce a topic and group related information in paragraphs
use facts, definitions, opinions, quotations, details, or other examples and
information to develop the topic
use specific vocabulary to inform and explain the topic; and
provide a concluding statement or section related to the topic

j) Revise writing for clarity of content using specific vocabulary and information.

Select specific information to guide readers more purposely through the piece

Use available reference resources(e.g., dictionary, thesaurus) as aids to revising


writing for clarity

Use available technology to gather information and to aid in writing.

k) Include supporting details that elaborate the main idea.


Use facts and details in sentences to elaborate the main idea.
4.8 The student will
d) Use noun-pronoun agreement.

appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives, adverbs, and prepositions in their writing.

use noun/pronoun agreement (pronoun agrees in number and gender with its
antecedent).

use reflexive pronouns (e.g., myself, ourselves).

Suggested Prompts
- Imagine one of your
teachers asks you to
bring something
special to show the
class. Write to
describe the item and
explain why you
would like to show it.
- Imagine you are
going on a field trip
in a bus created
especially for kids.
Describe this bus and
explain why kids will
like it.
- Imagine your school
closes for the day, and
you can do anything
you want. What will
you do? Write a story
about what happens.

Unit/Week
Spiral Skill Review

U4/W5

Story Title/
Genre

Encyclopedia Brown
(Realistic Fiction)

Revised July 2013

Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****

Get Ready to Read/Read to


Comprehend/Writing
Comprehension
Skill: Literary Elements
(Character and Plot)

Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.5 The student will
b) Describe how the choice of language, setting, characters, and information contributes to the
authors purpose.
e)

identify the problem (conflict) and solution.

Strategy: Monitor and Clarify

Vocabulary
Skill: Synonyms and Antonyms

4.4 The student will


a) Use context to clarify meanings of unfamiliar words

use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g.,
definitions, examples, or restatements of text).

use clues in the context of a sentence, paragraph, or reading selection to predict and explain
the meanings of words that have more than one definition.

determine the meaning of general academic and content-specific words or phrases in a text.

Strategy: Context Clues

b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.

use their knowledge of synonyms (words with similar meanings) and antonyms (words
with opposite meanings) to understand the meanings of unfamiliar words.

develop vocabulary by listening to and reading a variety of texts.

Assessment
(based on school)
U4W5 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
amphibians, crime,
exhibit, lizards,
reference, reptiles,
salamanders, stumped

Language Arts/Writing

4.7 The student will


a) Identify intended audience

Spelling: Prefixes un-, dis-, in produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.

Writing: Writing for Tests:


Adventure Story
Trait: Word Choice
Conventions:
Contractions and Negatives

e)

Recognize different modes of writing have different patterns of organization

recognize different modes of writing have different patterns of organization

i) Utilize elements of style, including word choice and sentence variation.

purposefully shape and control language to affect readers.

use specific vocabulary and vivid word choice.

use precise language and vocabulary to explain a topic.

4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence
structure, and paragraphing.

apply knowledge of the writing domains of composing, written expression, and


usage/mechanics.

Suggested Prompts
- Imagine one of your
teachers asks you to
bring something
special to show the
class. Write to
describe the item and
explain why you
would like to show it.
- Imagine you are
going on a field trip
in a bus created
especially for kids.
Describe this bus and
explain why kids will
like it.
- Imagine your school
closes for the day, and
you can do anything
you want. What will
you do? Write a story
about what happens.

Unit/Week
Spiral Skill Review

U4/W6

Story Title
(Genre)

Reading/Writing
SOL Essential Knowledge, Skills and Processes

Comprehension
Skill:
Strategy:

Language Arts/Writing
Spelling:
Writing:
Trait:
Conventions:

Unit 4 Writing Prompt

Revised July 2013

Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****

Get Ready to Read/Read to


Comprehend/Writing

Vocabulary
Skill:
Strategy:

Interactive Review

Assessment
(required)

*** Teachers should review weekly assessments for planning purposes prior to testing***

Unit 4 Assessment

Unit 4 Comprehension Review Skills


Compare and Contrast
Compare and Contrast
Sequence
Graphic Sources
Character and Plot

Additional:
Unit 4
Running Record

Spiral Skill Tested Not Specifically Taught This Unit


Cause and Effect
Drawing Conclusions
Authors Purpose
Main Idea/Details

Unit 4 Vocabulary Skills


Synonyms and Antonyms
Multiple-Meaning Words
Unknown Words
Greek and Latin Roots

Unit 4 Spelling Patterns


Contractions/Negatives
Final Syllable Patterns
Consonant Digraph /sh/
Consonants /j/, /ks/, and /kw/
Prefixes un-, dis-, in-

Unit 4 Comprehension Strategies


- Visualize
- Summarize
- Important Ideas
- Predict and Set Purpose
- Monitor and Clarify

Unit 4 Writing Conventions


- Mystery/Word Choice
- Songs/Word Choice
- Instructions/Organization
- Problem Solution Essay/Focus/Ideas
- Writing for Tests: Adventure/Word Choice
- Singular/Plural Pronouns
- Pronouns/Antecedents

What is something you want to create to make your life easier? Explain what you make like and why.

Unit/Week
Spiral Skill Review

U5W1

Story Title
(Genre)

Smokejumpers
(Expository Text)

Revised July 2013

Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****

Get Ready to Read/Read to


Comprehend/Writing
Comprehension

Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.6

Skill: Authors Purpose


Strategy: Important Ideas

Vocabulary
Skill: Homographs

Students will
c) Explain the authors purpose.
explain authors purpose (e.g., to entertain, persuade, inform).
d) Identify the main idea.
identify the main idea and supporting details within a selection summarizing the text
by using tools such as graphic organizers, outlining, and notes.

4.4

Students will
b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.

derive word meaning by using their knowledge of homophones (words that are
pronounced the same but are spelled differently and have different meanings), such as
read/red, no/know, hear/here.

develop vocabulary by listening to and reading a variety of texts.

Strategy : Dictionary/Glossary

c) Use word-reference materials, including the glossary, dictionary, and thesaurus.

identify and consult the word-reference material(s), including the glossary, dictionary,
and thesaurus, most likely to contain needed information to clarify word meaning.

Assessment
(based on school)
U5W1 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
concentrating,
dedication, essential,
method, parachute,
steer, underbrush,
wind

Language Arts/Writing
Spelling: Multisyllabic Words

Students will
4.7 Students will
a) Identify intended audience

Writing: Fantasy
Trait: Conventions
Conventions :
Adjectives/Adverbs

produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.

e) Recognize different modes of writing have different patterns of organization


recognize different modes of writing have different patterns of organization
i)

f)

Utilize elements of style, including word choice and sentence variation.

purposefully shape and control language to affect readers.

use specific vocabulary and vivid word choice.

use precise language and vocabulary to explain a topic.

Incorporate adjectives and adverbs.

use adjectives and adverbs (use adverbs instead of adjectives where appropriate, ( e.g.,
He played really well. instead of He played real well.).

appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives, adverbs, and prepositions in their writing.

Suggested Prompts
- Think about a
special event you
experienced.
Write to explain
the event and why
it was important
to you.
- There is a saying
that time goes by
quickly when you
are having fun.
Write about an
exciting event in
which the time
seemed to go by
faster than usual.
- What is one item
you would like to
take on an
adventure? Write
to describe the
item and explain
why you want it.

Unit/Week
Spiral Skill Review

U5W2

Story Title
(Genre)

Lost City
(Biography)

Revised July 2013

Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****

Get Ready to Read/Read to


Comprehend/Writing
Comprehension
Skill: Compare and Contrast
Strategy: Visualize

Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text structures, such as type, headings, and graphics, to predict and categorize
information in both print and digital texts.
c) Explain the authors purpose.
d) Identify the main idea.

Vocabulary
Skill: Greek and Latin Roots
Strategy: Word Structure

4.4

identify the main idea and supporting details within a selection summarizing the text by
using tools such as graphic organizers, outlining, and notes.

g) Distinguish between cause and effect.


h) Distinguish between fact and opinion.
i) Use prior knowledge and build additional background knowledge as context for new
learning.
use text features, such as special type styles (e.g., boldfaced, italics) and color, captions
under pictures and graphics, and headings of sections and chapters, to predict and
categorize information in both print and digital texts.
understand how written text and accompanying illustrations connect to convey meaning
(e.g., charts, graphs, diagrams, timelines, animations).
explain authors purpose (e.g., to entertain, persuade, inform).
combine information from various places in the text to draw a conclusion.
make simple inferences, using information from the text.
identify cause and effect relationships.
distinguish between fact and opinion.
apply prior knowledge to make predictions and to describe the relationship between content
and previously learned concepts.
Students will
b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
use their knowledge of affixes (prefixes and suffixes) to read and understand the meanings
of words

develop vocabulary by listening to and reading a variety of texts.

Assessment
(based on school)
U5W2 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
Spelling Assessment

Vocabulary Words
curiosity, glorious,
granite, ruins,
terraced, thickets,
torrent

Language Arts/Writing

4.7 Students will


a) Identify intended audience

Spelling: Double Consonants

produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.

Writing: Legend
Trait: Sentences

e) Recognize different modes of writing have different patterns of organization

Conventions: Adverbs
i)

recognize different modes of writing have different patterns of organization

Utilize elements of style, including word choice and sentence variation.

purposefully shape and control language to affect readers.

use specific vocabulary and vivid word choice.

use precise language and vocabulary to explain a topic.

4.8 Students will


f) Incorporate adjectives and adverbs.

use adjectives and adverbs (use adverbs instead of adjectives where appropriate, ( e.g., He
played really well. instead of He played real well.).

appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives, adverbs, and prepositions in their writing.

Suggested Prompts
- Think about a
special event you
experienced.
Write to explain
the event and why
it was important
to you.
- There is a saying
that time goes by
quickly when you
are having fun.
Write about an
exciting event in
which the time
seemed to go by
faster than usual.
- What is one item
you would like to
take on an
adventure? Write
to describe the
item and explain
why you want it.

Unit/Week
Spiral Skill Review

U5W3

Story Title
(Genre)

Cliff Hanger
(Realistic Fiction)

Revised July 2013

Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****

Get Ready to Read/Read to


Comprehend/Writing
Comprehension

Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.5 The student will

Skill: Character, Plot, Theme

b) Describe how the choice of language, setting, characters, and information contributes to
the authors purpose.

Strategy: Story Structure

Vocabulary
Skill: Unfamiliar Words

4.4

describe how the choice of language, setting, characters, details, and other
information contribute to authors purpose.

Students will
a) Use context to clarify meanings of unfamiliar words.

use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g.,
definitions, examples, or restatements of text).

use clues in the context of a sentence, paragraph, or reading selection to predict and
explain the meanings of words that have more than one definition.

Strategy: Context Clues

d) Develop vocabulary by listening to and reading a variety of texts.


determine the meaning of general academic and content-specific words or phrases in a
text.
develop vocabulary by listening to and reading a variety of texts.

Assessment
(based on school)
U5W3 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
Spelling Assessment
Vocabulary Words
coil, descent, foresaw,
rappel, ridge, shaft,
trekked, void

Language Arts/Writing

4.7 Students will


a) Identify intended audience

Spelling: Greek Word Parts

produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.

Writing: Thank-You Note


Trait : Word Choice

e) Recognize different modes of writing have different patterns of organization

Conventions: Comparative and


Superlative Adjectives and
Adverbs

i)

f)

recognize different modes of writing have different patterns of organization


informative/explanatory
clearly introduce a topic and group related information in paragraphs
use facts, definitions, opinions, quotations, details, or other examples and
information to develop the topic
use specific vocabulary to inform and explain the topic; and
provide a concluding statement or section related to the topic

Utilize elements of style, including word choice and sentence variation.

purposefully shape and control language to affect readers.

use specific vocabulary and vivid word choice.

use precise language and vocabulary to explain a topic

Incorporate adjectives and adverbs.


use adjectives and adverbs (use adverbs instead of adjectives where appropriate, ( e.g.,
He played really well. instead of He played real well.)
appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives, adverbs, and prepositions in their writing.

Suggested Prompts
- Think about a
special event you
experienced.
Write to explain
the event and why
it was important
to you.
- There is a saying
that time goes by
quickly when you
are having fun.
Write about an
exciting event in
which the time
seemed to go by
faster than usual.
- What is one item
you would like to
take on an
adventure? Write
to describe the
item and explain
why you want it.

Unit/Week
Spiral Skill Review

U5W4

Story Title
(Genre)

Antarctic Journal
(Autobiography)

Revised July 2013

Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****

Get Ready to Read/Read to


Comprehend/Writing
Comprehension

Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.6

Skill: Main Idea and Details

Students will
c) Explain the authors purpose.

Strategy: Text structure

d) Identify the main idea.

Vocabulary

explain authors purpose (e.g., to entertain, persuade, inform).

4.4

identify the main idea and supporting details within a selection summarizing the text by
using tools such as graphic organizers, outlining, and notes.

Students will
b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.

Skill: Greek/Latin Prefixes


Strategy: Word Structure

use their knowledge of affixes (prefixes and suffixes) to read and understand the meanings
of words

develop vocabulary by listening to and reading a variety of texts.

Assessment
(based on school)
U5W4 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
Spelling Assessment
Vocabulary Words
anticipation,
continent,
convergence, depart,
forbidding, heaves,
icebergs

Language Arts/Writing

4.7 Students will


a) Identify intended audience

Spelling: Latin Roots

produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.

Writing : Persuasive Ad
Trait Focus/Ideas

e)

Recognize different modes of writing have different patterns of organization

Conventions: Time Order


Words

i)

recognize different modes of writing have different patterns of organization


informative/explanatory
clearly introduce a topic and group related information in paragraphs
use facts, definitions, opinions, quotations, details, or other examples and
information to develop the topic
use specific vocabulary to inform and explain the topic; and
provide a concluding statement or section related to the topic

Utilize elements of style, including word choice and sentence variation.

purposefully shape and control language to affect readers.

use specific vocabulary and vivid word choice.

use precise language and vocabulary to explain a topic.

j Revise writing for clarity of content using specific vocabulary and information.

Select specific information to guide readers more purposely through the piece

Use available reference resources(e.g., dictionary, thesaurus) as aids to revising


writing for clarity

Use available technology to gather information and to aid in writing.

Suggested Prompts
- Think about a
special event you
experienced.
Write to explain
the event and why
it was important
to you.
- There is a saying
that time goes by
quickly when you
are having fun.
Write about an
exciting event in
which the time
seemed to go by
faster than usual.
- What is one item
you would like to
take on an
adventure? Write
to describe the
item and explain
why you want it.

Unit/Week
Spiral Skill Review

U5W5

Story Title
(Genre)

Moonwalk
(Science Fiction)

Revised July 2013

Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****

Get Ready to Read/Read to


Comprehend/Writing
Comprehension
Skill: Draw Conclusions
Strategy: Monitor and Clarify

Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.5

Students will
h) Draw conclusions/make inferences about text.
refer to details and examples in a text when explaining what the text says, drawing
conclusions/making inferences from text

combine information from various places in the text to draw a conclusion.

make simple inferences, using information from the text.

Refer to details and examples in a text when explaining what the text says, drawing
conclusions/making inferences from a text.

Make, confirm, or revise predictions.

Assessment
(based on school)
U5W5 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
Spelling Assessment

k) Use reading strategies throughout the reading process to monitor comprehension.

read familiar text with fluency, accuracy, and prosody.

read with sufficient accuracy and fluency to support comprehension.

become aware of when they do not understand, (e.g., by reflecting upon and learning to
articulate what exactly is causing difficulty).

Vocabulary
Skill Synonyms

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.
4.4 Students will
b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.

use their knowledge of synonyms (words with similar meanings) and antonyms (words with
opposite meanings) to understand the meanings of unfamiliar words.

determine the meaning of general academic and content-specific words or phrases in a text.

develop vocabulary by listening to and reading a variety of texts.

Strategy: Context Clues

Vocabulary Words
loomed, rille, runt,
staggered,
summoning, taunted,
trench, trudged

Language Arts/Writing
Spelling : Related Words

4.7 Students will


a) Identify intended audience

produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.

Writing: Personal Narrative


Trait: Sentences
Conventions : Prepositions and
Prepositional Phrases

e) Recognize different modes of writing have different patterns of organization

recognize different modes of writing have different patterns of organization


narrative
organize an event sequence that unfolds naturally
use transition words and phrases for sentence variety and to manage
the sequence of events
use specific vocabulary, words, and phrases to convey experiences
and events
provide a conclusion

j Revise writing for clarity of content using specific vocabulary and information.

Select specific information to guide readers more purposely through the piece

Use available reference resources(e.g., dictionary, thesaurus) as aids to revising


writing for clarity

Use available technology to gather information and to aid in writing.

4.8 The Student will


b) Include prepositional phrases.

appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives, adverbs, and prepositions in their writing

appropriately identify and use the following parts of a sentence in writing: subject,
predicate, and prepositional phrase.

Suggested Prompts
- Think about a
special event you
experienced.
Write to explain
the event and why
it was important
to you.
- There is a saying
that time goes by
quickly when you
are having fun.
Write about an
exciting event in
which the time
seemed to go by
faster than usual.
- What is one item
you would like to
take on an
adventure? Write
to describe the
item and explain
why you want it.

Appendix
STANDARD

Strand: Communication: Speaking, Listening, Media Literacy

SOL 4.1

The student will use effective oral communication skills in a variety of settings.
a) Present accurate directions to individuals and small groups.
b) Contribute to group discussions across content areas.
c) Seek ideas and opinions of others.
d) Use evidence to support opinions.
e) Use grammatically correct language and specific vocabulary to communicate ideas.
f) Communicate new ideas to others.
g) Demonstrate the ability to collaborate with diverse teams.
h) Demonstrate the ability to work independently.

SOL 4.2

The student will make and listen to oral presentations and reports.
a) Use subject-related information and vocabulary.
b) Listen to and record information.
c) Organize information for clarity.
d) Use language and style appropriate to the audience, topic, and purpose.

SOL 4.3

The student will learn how media messages are constructed and for what purposes.
a) Differentiate between auditory, visual, and written media messages.
b) Identify the characteristics of various media messages.

Strand: Reading
SOL 4.4

The student will expand vocabulary when reading.


d) Develop vocabulary by listening to and reading a variety of texts.

SOL 4.5

The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.
f) Describe the relationship between text and previously read materials.

g) Identify sensory words.


k) Use reading strategies throughout the reading process to monitor comprehension.
l) Read with fluency and accuracy.

SOL 4.6

The student will read and demonstrate comprehension of nonfiction texts.


b) Formulate questions that might be answered in the selection.
i) Use prior knowledge and build additional background knowledge as context for new learning.
j) Identify new information gained from reading.
k) Use reading strategies throughout the reading process to monitor comprehension.
l) Read with fluency and accuracy.

STANDARD

Strand: Communication: Speaking, Listening, Media Literacy


Strand : Writing

SOL 4.7

The student will write cohesively for a variety of purposes.


b) Focus on one aspect of a topic.
c) Use a variety of pre-writing strategies.
f) Write a clear topic sentence focusing on the main idea.
g) Write two or more related paragraphs on the same topic.
k) Include supporting details that elaborate the main idea.

SOL 4.8

The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
f) Eliminate double negatives.
e) Use commas in series, dates, and addresses.
f) Incorporate adjectives and adverbs.
g) Use correct spelling for frequently used words, including common homophones.
h) Use singular possessives.

Strand: Research
SOL 4.9

The student will demonstrate comprehension of information resources to research a topic.


a)
Construct questions about a topic.
b)
Collect information from multiple resources including online, print, and media.
c)
Use technology as a tool to organize, evaluate, and communicate information.
d)
Give credit to sources used in research.
e)
Understand the difference between plagiarism and using own words.

Links to:
Virginia Department of Education
English 2010 Website
Test Blueprint

Please note the emphasis is on SOL 4.4, 4.5, & 4.6