Fourth Grade Reading Pacing Guide 2018-2019

Unit 1: Making My Reading Life (3weeks)

Common Core Enduring Understandings Essential Questions Texts Assessments
(Content and Skills
Based)

RF 4.4​ Read with I will understand that
sufficient accuracy and Fourth Grade Readers…
fluency to support
comprehension.
a.​ Read ​grade-level​ text
with purpose and
understanding.
b. ​Read ​grade-level
prose and poetry orally
with accuracy, appropriate
rate, and expression on
successive readings.
c. ​Use context to confirm
or self-correct word
recognition and
understanding, rereading
as necessary.
How can ​I​ ​really Read Alouds: Teacher will give final effort and
enjoy reading? engagement assessments
● Reflect upon when Thank You Mr. Falker ​by based on observations, and
they are really How can writing help Patricia Polacco analysis of reading logs with the
engaged in me understand and goal of 30 minutes of sustained
reading, then enjoy texts? Miss Malarkey Leaves No focused reading
decide what and Reader Behind ​by Judy
how they read How can we support Fincher Performance Task 1: Reading
based on their each other as readers? Self-Analysis Questions
reflections ​Fantastic Mr. Fox ​by Roald (GRASP and Rubric)
● Take notes to Dahl
remember, share Performance Task 2: Book
and push their Blessing
thinking
● Share questions,
thoughts, and
recommendations
to push each others
thinking and make
reading fun

Unit 2: Interpretting Characters and Theme (6 weeks)

Common Core Enduring Understandings Essential Questions Assessments


RL 4.1​ Refer to ​details
and examples ​in a text
when ​explaining what
the text says ​explicitly
and when drawing
inferences​ from the text.
RL 4.2 (story only)
Determine a theme of a
story ​from details ​in the
text; ​summarize​ the text.
RL 4.3 ​Describe ​in
depth ​a ​character,
setting, or event​ in a
story or drama, ​drawing
on specific details ​in
the text (e.g., a character’s
thoughts, words, or
actions).
SL 4.1​ Engage effectively
in a range of collaborative
discussions (one-on-one,
in groups, and teacherled)
with diverse partners on
grade 4 topics and
texts​, building on others’
ideas and expressing their
own clearly.
a. ​Come to discussions
prepared, having read or
(Content and Skills Texts
Based)
I will understand that How do Empathetic Read Aloud: The Tiger Informal running records and
Empathetic Readers… Readers get lost in Rising by Kate DiCamillo within, beyond, and about
● Get lost in books their books? questions coupled with data
by looking for Guided Reading Novels from last spring. Students will
details and pausing How do Empathetic ● Shiloh be placed in guided reading
to envision what a Readers get to ​really ● Tales of a Fourth strategy groups with 1 or 2
scene would look, know characters? Grade Nothing goals from NWEA data.
sound, and ​feel Reading Log and Reading
like. NonFiction Notes ​- Specific goals and
● Get to really know How do Empathetic ● Readtheory.org instruction on quality of
characters by Readers build and take ● Tiger Trouble ~ notetaking, book choice, or
looking for details away really National productivity during reading if
to infer their important ​ideas Geographic needed.
thoughts, traits, from novels? ○ http://nationa Book Talk Observations -
and motivations. lgeographic. Students who need support in
● Build ideas about org/activity/ti discussion will be targeted from
characters by ger-trouble/ observations of last units’ book
creating theories talks.
about them, then Calkins Unit Performance
looking for details Preassessment - ​Given before
that support or the start of the unit. This
contradict these assessment will be used to
theories. place students on the learning
● Take away continuum for the skills covered
important ideas by in this unit.
considering what Calkins Performance
the characters postassessment (graded with
learned or narrative progression rubric)
challenges they Big Ideas on Guided Reading
faced as possible novels​ *A fill in the
themes, and asking
studied required material;
explicitly draw on that
preparation and other
information known about
the topic to explore ideas
under discussion.
c.​ Pose and respond to
specific questions to
clarify or follow up ​on
information, and make
comments that
contribute to the
discussion ​and link to
the remarks of others.
d.​ Review ​the key ideas
expressed ​and explain
their own ideas and
understanding in light of
the discussion.
how these could blank/sentence stem sheet will
relate to their own be given for students who need
lives. support with writing about
reading. Groups who need
support generating ideas will
start on the essay
collaboratively with teacher and
their guided reading book. ​Tiger
Rising ​shared writing model will
be available for all students on
the chart, and typed up and
printed out. (GRASP and
Rubric)

Unit 3: Nonfiction Reading and Research: Extreme Weather (7 weeks)

Common Core Enduring Understandings Essential Questions Texts Assessments

(Content and Skills
Based)

RI 4.1​ Refer to ​details I will understand that Everything Weather Short quiz on text features. Close
and examples ​in a text researchers… How can text structure reading reflections.
when explaining what the ● Recognizing text help researchers learn? DK Eyewitness: Hurricane and
text says explicitly and structures makes it Tornado Text type identification exit slip
when drawing easier to
inferences​ from the text. understand how Hurricanes

RI 4.2​ Determine the
main idea of a text and
explain how it is
supported by key details;
summarize the text​.
RI 4.4​ Determine the
meaning of general
academic and
domain-specific words or
phrases in a text relevant
to a ​grade 4 topic or
subject area​.
RI 4.5 Describe the
overall structure (e.g.,
chronology,
comparison,
cause/effect,
problem/solution) of
events, ideas,
concepts, or
information in a text
or part of a text.
RI 4.9 Integrate
information ​from two
texts on the same topic ​in
order to write or speak
about the subject
knowledgeably.
the main ideas and How do researchers Main idea / supporting details -
key details of a text take the main ideas Summary Graphic Organizer
are organized. away from books?
● Researchers Synthesis - Research notes and
choose strategies How can researchers graphic organizers
based on the text become experts on a
structure, figure topic? Compare / Contrast - Book Talk
out the topic, then and Research Notes
the main idea, then
find key details. Author’s Purpose - Research Notes
● Researchers take
away main ideas by Summative Assessments
summarizing texts 1. Research notes / graphic
based on their organizers
main idea and key 2. Unit 3 Calkins
details. Pre-assessment (also
● Researchers nonfiction), will be doubly
become experts on used as a post-assessment
a topic by reading, for this unit
discussing, 3. Research Presentations -
synthesizing, and Extreme Weather Researh
comparing and Project
contrasting
different texts.
W 4.7 ​Conduct short
research projects that
build knowledge through
investigation of ​different
aspects of a topic​.
Unit 4: Reading HIstory - Civil War (6 weeks)
Common Core
RI 4.3 Explain​ events,
procedures, ideas, or
concepts in a historical,
scientific, or technical text,
including what happened
and why, based on specific
information in the text.
RI 4.6​ ​Compare and
contrast ​a ​firsthand
and secondhand
account ​of the same
event or topic; describe
the differences in focus
and the information
provided.
RI 4.8 ​Explain ​how​ an
author ​uses reasons
and evidence​ ​to
Enduring Understandings Essential Questions Texts Assessments
(Content and Skills
Based)
Students will understand Varied history books, Bend 1 - Envisioning History
that historians… Can historians including: Performance Task
● Critically analyze envision what history Abraham Lincoln Bend 2 - Debating the Civil War
and compare was really like just by by​ ​Peter Benoit Performance Task
sources to reading nonfiction? Abraham Lincoln Bend 3 - Calkins
determine validity By​ ​Amy L. Cohn​ et al Post-Assessment (Expository
and to make up Which is more Abe’s Honest Words Progression as the Rubric)
their own minds. important when we Just in Time Research Packet (Graphic
● Understand that read nonfiction: the Harriet Tubman organizers that are differentiated
writer’s writer’s perspective, or (​In Their Own Words​) by stems given and complexity
perspective shape our own perspective? Illinois of questions)
their opinion and by​ ​Barbara A. Somervill
how they present How can historians Perspectives: The
information, while convince other people Underground Railroad
reader’s that they are right? history.com
perspective is also
important to
recognize and
shape what we take
away from text.
support particular
points​ in a text.
SL 4.3 Identify the
reasons and evidence​ a
speaker provides to
support​ particular
points.
● Convince people by
researching, then
presenting
trustworthy facts
and emotionally
moving arguments.

W 4.8 ​Recall relevant

information from
experiences or gather
relevant information from
print and digital
sources; ​take notes and
categorize
information, ​and
provide a list of
sources.

Optional Test Prep Unit (3 weeks)

Unit 5: Historical Fiction Book Clubs (6 weeks)

Common Core Enduring Understandings Essential Questions Texts Assessments
(Content and Skills
Based)
RL 4.3 (all) ​Describe in Students will understand
depth a character, that Complex Readers…
setting, or event ​in a
story or drama, drawing
on specific details in the
text (e.g., a character’s
thoughts, words, or
actions).
RL 4.4 ​Determine the
meaning of words and
phrases as they are used in
a text, ​including those
that allude to
significant characters
found in mythology
(e.g., Herculean).
RL 4.6 Compare and
contrast ​the point of
view from which
different stories are
narrated, including
the difference between
first- and third-person
narrations
Unit 6: The Structure and Significanc of Poetry and Drama (5 weeks)
Common Core
How can we hold on to Calkins Units of Study - Book Club Packets ​(Graphic
the important Historical Fiction Book organizers that are differentiated
● Envision foreign information in complex Clubs by stems given and complexity
settings by looking texts? of questions, focusing on
out for key details One Crazy Summer envisioning, inference, analysis
● Keep track of and of craft, synthesizing, author’s
Why do people read
organize historical Varied picture books and message, and self-assessments
and​ narrative historical fiction and not nonfiction articles from the of collaborative talk)
information just history? social studies civil rights My Take Aways Essay
● Take away movement last year (GRASP and Rubric)
historical and How do we decide what Historical Fiction Reader’s
personal life lessons WE want to take Historical Fiction novel - Theater ​(GRASP and Rubric)
lessons from away from reading? different eras Calkins Post-Assessment
historical fiction in (Narrative Progression as the
ways they might Bud Not Buddy Rubric)
not be able to from Might Miss Malone
expository NF Magic Tree House -
● Take time when Revolutionar War on
finishing a topic to Wednesday
reflect and discuss Magic Tree House - Civil
what lessons are War on Sunday
applicable to their
lives and
important for
society
Enduring Understandings Essential Questions Texts Assessments
(Content and Skills
Based)
RL 4.5 ​Explain major ● A poem uses What makes a poem a EngageNY 4th grade ELA: Bend 1: ​A quiz identifying
differences rhythm and poem? Module 1 B (unit 1, some of elements of a poem and
between ​poems, imagery to show a 2) answering text dependent
drama, and feeling, event, or How do literary theorists questions (from EngageNY) (RL
prose​, and refer to idea. It does not Lucy Calkins If... Then... 4.5, 4.1, 4.3)
really understand
the ​structural need to follow Curriculum, “Little Big Mid-Bend 2: ​Students write a
poems?
elements of grammatical Things” Unit poem applying literary devices,
poems and convention. descriptive language, and meter
drama​ when How do the structure of Love That Dog, including (L 4.5)
writing or speaking ● Literary theorists poems and plays affect assorted classic poems at Bend 2: ​EngageNY test on
about a text. understand poems how they are read? end of book (shared read) analyzing a new poem (RL 4.2,
RL 4.7 ​Make by considering L 4.5, RL 4.5)
connections what it means (the Greek Myth Plays and Bend 3: ​Performance Task -
between the text of topic and theme), background reading Reciting a part of a play or a
a story or ​drama how it feels poem and analyzing how you
and a visual or (mood), ​and ​how used its structure (RL 4.7, RF
oral it’s written 4.4b)
presentation of (form/structure) All: ​Poetry notes in Text/My
the text​, Thinking T-Chart - strategically
identifying​ where ● Poetry and drama assigned and checked in small
each version structures dictate groups
reflects specific how they are
descriptions and performed, and
directions in the also affect their
text. mood and meaning