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4th Grade - ELA Pacing

Week/Date

Reading Foundational

Informational/ Literary Reading

Writing

Language

Focus Skills

ELACC4RF3a: Use

ELACC4RL1: Refer to details

ELACC4W9: Draw

ELACC4L1:

Literary Text:

combined knowledge

and examples in a text

evidence from literary

Demonstrate

Making Inferences

of all letter-sound

when explaining what the

or informational texts

command of the

Story Elements

correspondences, syllabication

text says explicitly and when drawing inferences

to support analysis, reflection, and

conventions of Standard English

Narrative Writing

patterns, and

from the text.

research.

grammar and usage

Week 1

morphology (e.g., roots and affixes) to

ELACC4RL3: Describe in

a. Apply grade 4 Reading standards to

when writing or speaking.

Complete Sentences, Fragments, and Run-

read accurately unfamiliar multi- syllabic words in

depth a character, setting, or event in a story or drama, drawing on specific

literature (e.g. “Describe in depth a character, setting, or

f. Produce complete sentences,

recognizing and

ons

context and out of

details in the text (e.g., a

event in a story or

correcting

context.

character’s thoughts, words, or actions).

drama, drawing on specific details in the

inappropriate fragments and run-

ELACC4RF4: Read with sufficient accuracy and fluency to support comprehension.

text [e.g., a character’s thoughts, words, or actions].”).

ELACC4W3: Write narratives to develop

ons.

L.4.2: Demonstrate

ELACC4RF3: Know

ELACC4RL1: Refer to details

real or imagined

command of

Literary Text:

and apply grade-level

and examples in a text

experiences or events

conventions of

Making Inferences

phonics and word

when explaining what the

using effective

standard English

Identifying Theme

Week 2

analysis skills in decoding words.

text says explicitly and when drawing inferences

technique, descriptive details, and clear event

capitalization, punctuation, and

(Myths, Legends, etc.)

from the text.

sequences.

spelling when writing.

a. Orient the reader by

b. Use commas and

Narrative Writing

ELACC4RL2: Determine a

establishing a situation

quotation marks to

theme of a story, drama, or

and introducing a

mark direct speech

Using Commas and

poem from details in the

narrator and/or

and quotations from

Quotation Marks to

ELACC4RF3: Know and apply grade-level phonics and word analysis skills in decoding words.

Week 3

Week 4

text; summarize the text.

ELACC4RL2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.

ELACC4RL9: Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

characters; organize an event sequence that unfolds naturally.

b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.

c. Use a variety of transitional words and phrases to manage the sequence of events.

d. Use concrete words and phrases and sensory details to convey experiences and events precisely.

e. Provide a conclusion that follows from the narrated experiences or events.

ELACC3W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. .

ELACC4W5: With guidance and support from peers and adults, develop and strengthen

texts.

L.4.6: 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 are basic to particular topics (e.g., wildlife, conservation, and

endangered when discussing animal preservation).

L.4.2: Demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization.

Mark Direct Speech and Quotations from Text

Literary Text: Identifying Theme (Myths, Legends, etc.) Comparing and Contrasting Themes

Narrative Writing Capitalization


ELACC4RL9: Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

writing as needed by planning, revising, and editing.

ELACC4W6: With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others.

ELACC4RI1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

ELACC4RI2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.


Week 5

ELACC4W2: Write informative/explanator y 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

L.4.1: Demonstrate command of conventions of standard English grammar and usage when writing or speaking.

a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

ELACC4L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

b. Form and use progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

Literary Text: Compare and Contrast point of view

Narrative Writing Relative Pronouns

Informational Text:

Main Idea Summarizing Making Inferences

Informative Writing

Progressive Verb Tenses

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.

ELACC3W4: Produce clear and coherent writing in which the development and organization are appropriate to task,

purpose, and audience. .

ELACC4W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.


Week 6

ELACC4RF3: Know and apply grade- level phonics and word analysis skills in decoding words.

ELACC4RI1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

ELACC4RI2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.


c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

Informational Text:

Main Idea Summarizing Making Inferences

Informative Writing Modal Auxiliaries

Week 7


ELACC4RI3: 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.


Informational Text:

Close Reading Explain concepts in informational texts

Informative Writing

d. Order adjectives within sentences according to conventional patterns (e.g., small red bag rather than red small bag).

Ordering Adjectives

Week 8


ELACC4RI8: Explain how an author uses reasons and evidence to support particular points in a text.

ELACC4RI3: 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.


e. Form and use prepositional phrases.

Informational Text:

Close Reading Text Evidence

Informative Writing

Prepositional Phrases

Week 9



ELACC4RI3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific

ELACC4W9: Draw evidence from literary or informational texts to support analysis, reflections, and research.

b. Apply grade 4 Reading standards to informational texts (e.g. “Explain how an author uses reasons and

ELACC4L4: 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.

d. Consult reference

Informational Text:

Close Reading Text Evidence

Informational Writing

Consulting Reference Materials

information in the text.

evidence to support particular points in a text”).

materials (e.g. dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Week 10


ELACC4RL6: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.


a. Use context as a clue to the meaning of a word or phrase.

Literary Text:

Point of View Comparing and Contrasting

Context Clues


Week 11


ELACC4RL6: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

ELACC4W1: Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce a topic or text clearly, state an opinion, and create an

ELACC4L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly

Literary Text:

Point of View Comparing and Contrasting

Greek and Latin Affixes and Roots

organizational structure in which related ideas are grouped to support the writer’s purpose.

b. Provide reasons that are supported by facts and details.

c. Link opinion and reasons using words and phrases (e.g. for instance, in order to, in addition).

d. Provide a concluding statement or section related to the opinion presented.

ELACC4W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.


ELACC4W6: With guidance and support

from a range of strategies. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g. telegraph, photograph, autograph)

Opinion Writing

Week 12


ELACC4RL7: 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.


g. Correctly use frequently confused words (e.g., to, too, two; there, their).

Literary Texts:

Making Connections

Frequently Confused Words

Opinion Writing

Week 13


ELACC4RL7: 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.

ELACC4L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when

Literary Texts:

Making Connections

Commas and Coordinating Conjunctions in Compound Sentences

from adults, use technology to produce and publish writing as well as to interact and collaborate with others.

writing.

c. Use a comma before a coordinating conjunction in a compound sentence.

Opinion Writing

Week 14


ELACC4RL4: 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).


a. Use context (e.g. definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

Literary Text:

Vocabulary Development

Figurative Language Context Clues Opinion Writing

Week 15


ELACC4RI5: 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.

ELACC4RI8: Explain how an

ELACC4W2: Write informative/explanator y 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


Informational Text:

Text Structures Text Evidence


Greek & Latin Affixes and Suffixes

Week 16

author uses reasons and evidence to support particular points in a text.





b. Form and use the

Informational Text: Text Structures- Comparing and Contrasting

Informational

Writing

Informational Text: Text Structures Text Evidence


Relative Pronouns

Week 17



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.

ELACC3W4: Produce clear and coherent

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g. telegraph, photograph, autograph)


a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

ELACC4RI6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

writing in which the development and organization are appropriate to task, purpose, and audience. .



progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

Progressive Tense Verbs

Week 18

ELACC4RF3: Know and apply grade- level phonics and word analysis skills in decoding word


ELACC4RI6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.


c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

Informational Text:

Text Structures- Comparing and Contrasting


Modal Auxiliaries

Week 19


ELACC4RL5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, dialogue, stage directions)

ELACC4W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 4 Reading standards to literature (e.g.

ELACC4L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Explain the meaning of simple similes and

Poetry/Drama:

Poetry Elements Identifying Theme

Similes and Metaphors

Narrative Writing

Week 20


Poetry/Drama: Poetry Elements Identifying Theme

Idioms, Adages, and Proverbs

Narrative Writing

Week 21

metaphors (e.g. as pretty as a picture) in context.


c. Demonstrate understanding of words by relating them to their

Poetry/Drama: Drama Elements Identifying Theme

Synonyms & Antonyms

Narrative Writing


when writing or speaking about text


ELACC4RL5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, dialogue, stage directions) when writing or speaking about text


ELACC4RL5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, dialogue, stage directions) when writing or speaking about text

“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].”).

ELACC4W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.

c. Use a variety of transitional words and phrases to manage the sequence of events.

d. Use concrete words


b. Recognize and explain the meaning of common idioms, adages, and proverbs.

Primary Source Readers:

Early Congresses

Ben Franklin

The Constitution

Bill of Rights

John Jay


Early Congresses

Ben Franklin

The Constitution

Bill of Rights

John Jay

Simple Machines and Inventions

EdHeads (simple machines simulation

Leonardo


Early Congresses

Ben Franklin

The Constitution

Bill of Rights

John Jay


and phrases and sensory details to convey experiences and events precisely.

e. Provide a conclusion that follows from the narrated experiences or

opposites (antonyms) and to words with similar but not identical meanings (synonyms).

ELACC4RF3: Know

ELACC4RL5: Explain major

events.

ELACC4L6: Acquire

Poetry/Drama:

and apply grade-

differences between

and use accurately

level phonics and word analysis skills

poems, drama, and prose, and refer to the structural

ELACC3W4: Produce clear and coherent

grade-appropriate general academic and

Drama Elements Identifying Theme

in decoding words.

elements of poems (e.g., verse, rhythm, meter) and

writing in which the development and

domain-specific vocabulary, including

Academic and

drama (e.g., casts of

organization are

words and phrases

Domain-Specific

characters, settings, dialogue, stage directions)

appropriate to task, purpose, and audience.

that signal precise actions, emotions, or

Vocabulary

when writing or speaking

.

states of being (e.g.

Narrative Writing

Week 22

about text




quizzed, whined, stammered) and words and phrases basic to a particular topic (e.g. wildlife conservation, and endangered when discussing animal preservation).

Week 23

ELACC4W1: Write

ELACC4RF3: Know

ELACC4RI7: Interpret

opinion pieces on

ELACC4L3: Use

Informational Text:

and apply grade-

information presented

topics or texts,

knowledge of

Graphic Features

Week 24

(charts, diagrams, timelines, animations, etc.)

Choosing Words & Phrases to Convey Ideas

Opinion Writing

Informational Text: Graphic Features (charts, diagrams, timelines, animations, etc.)

Using Punctuation for Effect

Opinion Writing

Informational Text: Compare and Contrast Two Texts on the same topic

Informal vs. Informal Language

Opinion Writing

Week 25

level phonics and word analysis skills in decoding words.



visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or elements on Web pages) and explain how the information contributes to an understanding of the text it appears in

ELACC4RI7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or elements on Web pages) and explain how the information contributes to an understanding of the text it appears in

ELACC4RI9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

supporting a point of view with reasons.

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

b. Provide reasons that are supported by facts and details.

c. Link opinion and reasons using words and phrases (e.g. for instance, in order to, in addition).

d. Provide a concluding statement or section related to the opinion presented.

ELACC4W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

ELACC4W5: With guidance and support from peers and adults, develop and strengthen writing as needed by

language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely.

ELACC4L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. b. Choose punctuation for effect

ELACC4L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. c. Differentiate between contexts that call for formal English (e.g. presenting ideas) and situations where

S4L1. Students will describe the roles of organisms and the flow of energy within an ecosystem.

Social Studies Unit: Westward Expansion SS4H6 The student will explain westward expansion of America between 1801 and 1861.

Primary Source Readers: Expanding the Nation Lewis & Clark

Extended Text:

Westward to Home: Joshua’s Oregon Trail Story by Patricia Hermes

Westward Movement Social Studies

Library:

Ten Mile Day by Mary Ann Fraser

The Battle of the Alamo by Gary Jeffrey

A Timeline of the California Gold Rush

by Kerri O’Donnell

How We Crossed the West: The Adventures

of Lewis and Clark by Rosalyn Schanzer

Daily Life in a Covered by Paul Erickson

(in the Resource Box)

What’s the Point-Comparing Text Center: Wagon Train to Oregon & 1846: Heading West

Leveled Sets:

Life in the West by Teresa Domnauer

planning, revising, and editing.


informal discourse is appropriate (e.g. small-group discussion.)

Children of the Wild West

by Russell Freedman

You Wouldn’t Want to be an American

Pioneer! A Wilderness You’d Rather Not

Tame by Jacqueline Morley

Week 26


ELACC4RI9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.


d. Order adjectives within sentences according to conventional patterns (e.g. a small red bag rather than a red small bag).

Informational Text:

The Lewis and Clark Expedition

by John Perritano

Research and Respond Comprehension Center:

“Sacagawea, Teenage Explorer”

“The Way West”

Compare and Contrast Two Texts on the same topic

Ordering Adjectives Opinion Writing

Week 27


ELACC4RL1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

ELACC4W2: Write informative/explanator y texts to examine a topic and convey ideas and information clearly.


e. Form and use prepositional phrases.

Informational Text:

Weeks 27-31

Science Unit:

Survival & Extinction of Organisms S4L2. Students will identify factors that affect the survival or extinction of organisms such as adaptation, variation of behaviors (hibernation), and external features (camouflage and protection).

Social Studies Unit:

Personal Finance

SS4E2 The student will identify the elements of a personal budget and explain

Compare and Contrast Two Texts on the same topic

Prepositional Phrases


Week 28


Week 29

Week 30




Literary Texts: Cumulative Review (All Standards)

Sentences, Fragments, and Run-

ons


Literary Texts: Cumulative Review

(All Standards)

Frequently Confused Words

Narrative Writing

Informational Text: Cumulative Review

(All Standards) Capitalization



ELACC4W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 4 Reading standards to literature (e.g. “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

ELACC4W3: Write narratives to develop


f. Produce complete sentences, recognizing and correcting rhetorically poor fragments and run-ons.


g. Correctly use frequently confused words (e.g. to, too, two; there, their).

ELACC4L2: Demonstrate command of the conventions of standard English capitalization,

why personal spending and saving decisions are important.

Online Resources

http://mrnussbaum.com/habitatmaker2

Personal Finance

It's My Life

Secret Millionaires Club

Financial Literacy Video lessons

Minyanland

Junior Achievement-Personal Finance

real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

punctuation, and spelling when writing.

a. Use correct capitalization

Narrative Writing

Week 31



ELACC4W1: Write opinion pieces on topics or texts, supporting a point of view with reasons.

ELACC4L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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

Informational Text:

Cumulative Review (All Standards)

Using Commas and Quotations Marks

Opinion Writing

Week 32

GMAP Testing

Week 33

GMAP Testing

Week 34

ELACC5RF.5.3 - Know and apply grade-level phonics and word analysis skills in decoding words.

ELACC5RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.

ELACC5RL1: Quote


ELACC5L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Literary Texts:

Text Evidence Narrative Writing

accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

(Preview of 5th Grade Standards)

Week 35

ELACC5RF.5.3 - Know and apply grade-level phonics and word

analysis skills in decoding words

ELACC5RL3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).




Literary Texts:

Story Elements Text Evidence Narrative Writing

Week 36



ELACC5RL2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.




Literary Texts:

Story Elements Text Evidence Narrative Writing

Week 37


ELACC5RL2: Determine a theme of a story, drama, or poem from details in the text, including how

ELACC5W3: Write narratives to develop real or imagined experiences or events

ELACC5L3: Use knowledge of language and its conventions when

Literary Texts:

Story Elements Text Evidence


characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.


using effective technique, descriptive details, and clear event sequences.

writing, speaking, reading, or listening.

Narrative Writing

Ongoing Speaking & Listening Standards

Comprehension and Collaboration

(ELACC4SL1)Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions and carry out assigned roles.

c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

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

(ELACC4SL2)Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (ELACC4SL3) Identify the reasons and evidence a speaker provides to support particular points.

Presentation of Knowledge and Ideas

(ELACC4SL5) Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

(ELACC4SL6) Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

(ELACC4SL7) Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 on pages 28 and 29 for specific expectations.)

Technology:

Reading, Writing, and Skills Block

http://readingandwritingproject.com/resources/classroom-libraries/text-sets.html http://www.turtlediary.com/kids-stories.html

http://www.k12reader.com

http://www.eduplace.com/kids/hme/k_5/grammar/ www.storyplace.org/sp/storyplace.asp http://www.comprehensiontoolkit.com/gradek_2/spanishTexts.asp http://en.childrenslibrary.org http://tech4elementary.pbworks.com/w/browse/#view=ViewAllObjects http://www.studyspanish.com/verbs/lessons/justar.htm

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