2.

Long Range Plan

Mathematics:

Pacing

Big Ideas
Essential
Questions
21 days Big idea:
Use knowledge of
the given
measurement unit
to convert large
units to smaller
units by
multiplying.

Standards

4.MD.1 KNOW relative sizes of

measurement units within one
system of units including km, m,
cm; kg, g; lb, oz.; l, ml; hr, min,
sec. Within a single system of
measurement, EXPRESS
measurements in a larger unit in
terms of a smaller unit.
RECORD measurement
Essential
equivalents in a two-column
question:
table. For example, know that 1 ft
How do you
is 12 times as long as 1 in.
change large
Express the length of a 4 ft snake
measurement unit
as 48 in. Generate a conversion
into smaller
table for feet and inches listing the
measurement units? number pairs (1, 12), (2, 24), (3,
36), ...

Suggested Resources

My Math- Chapters11-12
EngageNY - Module 2

**Accelerated Math,
Fantastic Five, are
ongoing resources for
every standard**

Assessment

Teacher choice for

assessment as needed.
(chapters tests, quizzes,
Check My Progresses,
etc)

Big idea:
-To solve word
problems involving
measurement using
addition,
subtraction,
multiplication, or
division.
-Use diagrams to
represent
measurement
quantities.
Essential
questions:
-How can you use a
diagram to show
the answer to a
measurement word
problem?

4.MD.2 USE the four

operations to solve word
problems involving distances,
intervals of time, liquid volumes,
masses of objects, and money,
including problems involving
simple fractions or decimals,
and problems that require
expressing measurements given
in a larger unit in terms of a
smaller unit. REPRESENT
measurement quantities using
diagrams such as number line
diagrams that feature a
measurement scale.
4.MD.4 MAKE a line plot to
display a data set of
measurements in fractions of a
unit (1/2, 1/4, 1/8). Solve
problems involving addition and

My Math- Chapters 11-12

EngageNY- Module 7

Common Assessment 5
(Chapter 11 Test 2A)

MOOB Inside and

Outside

Common Assessment 6
(Chapter 12 Test 2A)

Ch.11 Lesson 8

subtraction of fractions by using

information presented in line
plots.

Social Studies:
Third Nine Weeks

Standards
4-5.1 Summarize the major expeditions that played a role in westward expansion including those of Daniel
Boone, Lewis and Clark, and Zebulon Pike.
4-5.2 Explain the motivations and methods of migrants and immigrants, who moved West, including
economic opportunities, the availability of rich land, and the countrys belief in Manifest Destiny.
4-5.3 Explain the purpose, location, and impact of key United States acquisitions in the first half of the
nineteenth century, including the Louisiana Purchase, the Florida Purchase, the Oregon Treaty, the
annexation of Texas, and the Mexican Cession.
4-5.4 Summarize how territorial expansion, related land policies, and specific legislation affected Native
Americans, including the Northwest Ordinance of 1787 and the Indian Removal Act of 1830.
4-5.5 Explain how the Missouri Compromise, the fugitive slave laws, the annexation of Texas, the
Compromise of 1850, the Kansas-Nebraska Act, and the Dred Scott decision affected the institution of
slavery in the United States and its territories

Science:
Month/ Unit

Standards

January
February
March

4-4.1 Summarize the processes of the water cycle

(including evaporation, condensation, precipitation, and
runoff).
4-4.2 Classify clouds according to their three basic types
(cumulus, cirrus, and stratus) and summarize how clouds
form.
4-4.3 Compare daily and seasonal changes in weather
conditions (including wind speed and direction,
precipitation, and temperature) and patterns.
4-4.4 Summarize the conditions and effects of severe
weather phenomena (including thunderstorms, hurricanes,
and tornadoes) and related safety concerns.
4-4.5 Carry out the procedures for data collecting and
measuring weather conditions (including wind speed and
direction, precipitation, and temperature) by using
appropriate tools and instruments.
4-4.6 Predict weather from data collected through
observation and measurements.

Weather

Month/ Unit
March
April
May

Standards
4-2.1 Classify organisms into major groups (including
plants or animals, flowering or nonflowering plants, and
vertebrates [fish, amphibians, reptiles, birds, and

# of
Lessons
4

# of
Lessons
1

Resources
SC Workbook
Pages 76-77
SF Textbook 186-187
SC Workbook
Pages 78-81
SF Textbook 193
SC Workbook
Pages 82-85
SC Workbook
Pages 86-89
SF Textbook 215-225
SC Workbook
Pages 90-93
Activity Pages 94-95
SF Textbook 194-195
SC Workbook
Pages 98-101
Activity Pages 102-105
SF Textbook 196-197
Resources
SC Workbook
Pages 2-5
Textbook pages 10-11;

Organisms and Their

Environment

mammals] or invertebrates) according to their physical

characteristics.
4-2.2 Explain how the characteristics of distinct
environments (including swamps, rivers and streams,
tropical rain forests, deserts, and the polar regions)
influence the variety of organisms in each.
4-2.3 Explain how humans and other animals use their
senses and sensory organs to detect signals from the
environment and how their behaviors are influenced by
these signals.
4-2.4 Distinguish between the characteristics of an
organism that are inherited and those that are acquired
over time.
4-2.5 Explain how an organisms patterns of behavior are
related to its environment (including the kinds and the
number of other organisms present, the availability of food
and other resources, and the physical characteristics of the
environment).
4-2.6 Explain how organisms cause changes in their
environment.

14-33
1

SC Workbook
Pages 6-9
Textbook Pages 78-83

SC Workbook
Pages 10-15

SC Workbook
Pages 20-25
Textbook 110-111
SC Workbook
Pages 30-35
Textbook 118-129

1
Plus
observation
s made over
several
weeks

3 days
Plus
ongoing
once per
week for
several
weeks

SC Workbook
Pages 98-101
Activity Pages 102-105
SF Textbook 196-197

ELA:
Writing
Testing as a Genre: A 20-Day Unit of Study in Test Preparation
Architecture of a Writing Conference Refer to August Notes as Needed
DAYS 1-3: Whole Class Guided Writing DAYS 4-9: Mini-lessons to Teach the Steps of the Process (Children complete 1 essay by the
end of these 5 days) DAY 10: On-Demand Assessment (Children will answer one PASS prompt in one sitting) DAYS 11-15:
Assessment-Based Teaching in a Workshop Format (Children will complete 3-5 essays over the next 5 days) DAYS 16-20: Testing
Simulation and Test Condition Practice (Children will complete 5 essays over the next 5 days)
Testing as a Genre
Resources
Exploring Weather. Wilmore Hurricanes, Lauber Lightning, Simon Snow is Falling, Branley Blizzard! The Storm that Changed
America, Murphy
Literature & Informational
RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Readers develop and revise main idea statements as they informational texts. What is a main idea statement? How can a reader
determine a main idea statement? Readers are able to summarize what they have read by locating keywords. What is a summary?
How do you summarize a text? RI.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe
the differences in focus and the
information provided.
Readers read first and second hand accounts about a topic or event and decide what is similar and different. How do readers tell
what is similar and different about information in two articles about the same topic or event? RL.4 Determine the meaning of words
and phrases as they are used in text, including those that allude to significant characters found in \
mythology (e.g.,
Herculean). RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text

complexity band
proficiently, with scaffolding as needed at the high end of the range. RI.4 Determine the meaning of general
academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. RI.9 (FOCUS)Integrate
information from two texts on the same topic in order to write or speak about the subject knowledgeably. RI.10 By the end of the year,
read and comprehend informational texts, including history/social studies, science, and technical texts, in the
grades 4-5 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
Writing & Language
W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic
clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations,
and
multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or
other information and examples related to the topic.
c. Link ideas within categories of information using words and phrases
(e.g., another, for example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain
the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
Writers select a topic and provide facts/details on the chosen topic throughout the writing. What do writers include in an
informational piece? W.4 Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience. W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, and editing. W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.8 (FOCUS) Recall relevant information from experiences or gather relevant information from print or digital sources; take notes
and
categorize information, and provide a list of sources. W.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research.
a. Apply grade 4 Reading standards to literature (e.g., Describe in depth a character, setting,
or event in a story or drama, drawing on
specific details in the text [e.g., a characters thoughts, words, or actions].
b.
Apply Grade 4 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular
points in a text). W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames
(a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audiences.
L.2
(FOCUS)Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
b. Use quotation marks from a text.
d. Spell grade-appropriate words correctly, consulting references as needed.
L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases
to convey ideas precisely
b. Choose punctuation for effect.
c. Differentiate between contexts that call for formal English

(e.g., presenting ideas) and situations where informal discourse is

appropriate (e.g., small-group discussion). L.4 Determine
or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing
flexibly from a range of strategies.
a. Use content (e.g., definitions, examples, or restatements in text) as a clue to the meaning of
a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g.,
telegraph, photograph,
autograph).
c. Consult reference materials (e.g., dictionaries, thesauruses), both print and digital,
to find the pronunciation and determine or clarify the
precise meaning of key words and phrases. L.6 Acquire and use
accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal
precise
actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife,
conservation, and endangered when discussing animal preservation).
Foundational & Speaking and Listening
RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all lettersound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read
accurately unfamiliar
multisyllabic words in context and out of context. RF.4 Read with sufficient accuracy and fluency to support comprehension.
a.
Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate,
and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading
as necessary. SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 4
topics and texts, building on others ideas and expressing their own clearly.
a. Come to discussions
prepared, having read or studied required material; explicitly draw on that preparation and other information
known about
the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussion and carry out assigned roles.
c.
Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion
and link to the remarks or others.
d. Review the key ideas expressed and explain their own ideas and understanding in light of
the discussion. SL.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal
discourse is appropriate
(e.g., small-group discussion); use formal English when appropriate to task and situation.
Rationale for Standards Placement
Determining main idea and summarizing is a prerequisite to integrating information from two texts. RI 1 and RI 2 are paired with an
informational writing unit due to students needing to be able to pull information from two sources to create an informative piece. To

gain knowledge on a subject found in multiple texts, it is important for students to be able to compare and contrast the information to
determine what information may be most pertinent to the audience.
Reading Mini-Lesson or Guided Reading Notes
RI2 and RI 9 3 Column Notes: Main Idea Question Details Central Idea Statement Identify key words within supporting details
to create a bullet list and form a central idea statement. (Richardson, p.219) Create 3 Column Notes Main Idea Question Details
Central Idea Statement with two sections of texts and combine the details from both sections of texts to integrate the central idea of
both texts.
RI 6 V-Diagram or Venn Diagram
Writing
Informational Writing: Building on Expository Structures to Write Lively, Voice-Filled Non-fiction Picture Books
Performance Assessment (Day 1) - Refer to August Writing Block for Steps Architecture of a Writing Conference Refer to August
Notes as Needed
Note: The first informational text students write should not include research. Write about a topic that is familiar.
Informational Writers Include: Print features (charts, photos, illustrations, captions, etc.) Text features (table of contents,
glossary, etc.) Content related vocabulary Factual Teaches the reader Organized using headings and subheadings Real
and/or imagined anecdotes

Scope:
For each subject area, the standards were chosen in a particular order. This order flows in a way that the students will learn and
retain the information. The subject areas are easily integrated with each other in this order, as well. For example, when students are
learning about and classifying organisms in science, they are also learning informational texts in writing, as well as how to classify
fractions in math. This helps to constantly be able to pull in the other subject areas, no matter which you are currently teaching.
Another way that the orders are chosen, is so that they flow in a way that the content will build on itself. For example, in math,
they learn division before fractions, and fractions before decimals. Students are not able to fully grasp the concept of fractions without
knowing the concept of division. After all, that is what a fraction is. Students are also not able to grasp the concept of decimals without
knowing fractions. Decimals are formed by fractions. Each of the different subject areas are paced and created in a way that the
content makes the most sense to the student to obtain the best possible outcome and gain the most knowledge.