essential exit tickets students will learn about their ... · 04/09/2020 · exit tickets running...

Uni t State Standards OutcomesEssentialQuestions Essential Skills Assessments Faith Integrat ion

Year Long

Module 1: WhatMakes Us WhoWe Are?

(updated 6/3/20)

RL.4.1(A)Refer to details and examples in atext when explaining what the textsays explicitly and when drawinginferences from the text.

RL.4.2(A)Determine a theme of a story,drama, or poem from details in thetext; summarize the text.

RL.4.3(A)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).

RL.4.4(A)Determine the meaning of words andphrases as they are used in a text,including those that allude tosignificant characters found inmythology (e.g., Herculean).

RI.4.9(A)Integrate information from two textson the same topic in order to write orspeak about the subjectknowledgeably.

RI.4.10(A)By the end of year, read andcomprehend informational texts,including history/social studies,science, and technical texts, in thegrades 4-5 text complexity bandproficiently, with scaffolding asneeded at the high end of the range.

RF.4.3(A)Know and apply grade-level phonicsand word analysis skills in decodingwords.•a. Use combined knowledge of allletter-sound correspondences,syllabication patterns, andmorphology (e.g., roots and affixes)to read accurately unfamiliarmultisyllabic words in context andout of context.

RF.4.4(A)Read with sufficient accuracy andfluency to support comprehension.•a. Read on-level text with purposeand understanding.•b. Read on-level prose and poetryorally with accuracy, appropriaterate, and expression on successivereadings.•c. Use context to confirm orself-correct word recognition andunderstanding, rereading asnecessary.

W.4.3(A)Write narratives to develop real orimagined experiences or eventsusing effective technique, descriptivedetails, and clear event sequences.•a. Orient the reader by establishinga situation and introducing a narrator

How do yourexperiences helpshape youridentity?LearningMindset: GrowthMindset

WEEK 1VOCABULARY

Big Idea Words: identity,experience, pursuit, wisdomCritical Vocabulary: cynic,defiance, profound,inadvertently, consumed,descended, obliged, mundane,considered, disdainVocabulary Strategy: ContextCluesGenerative Vocabulary: Prefixesun-, in-, im-, re-; Spiral Review:Compound Words

READING WORKSHOPCentral IdeaAsk and Answer QuestionsAuthor’s PurposeText and Graphic FeaturesFigurative Language

FOUNDATIONAL SKILLSDecoding: Short a and Long aSpelling: Short a and Long aFluency: Accuracy andSelf-Correction

COMMUNICATIONListening ComprehensionSpeaking and Listening: Engagein DiscussionMake Connections

WRITING WORKSHOPNarrative WritingParts of a Sentence

WEEK 2VOCABULARY

Critical Vocabulary: heritage,ancient, resolutions, doubts,relying, clumsy, awkwardVocabulary Strategy: ContextCluesGenerative Vocabulary: Prefixesmis-, pre-, dis-; Spiral Review:Prefixes un-, in-, im-, re-

READING WORKSHOPMonitor and ClarifyAuthor’s PurposePoint of ViewCharacters

FOUNDATIONAL SKILLSDecoding: Short e and Long eSpelling: Short e and Long eFluency: Reading Rate

COMMUNICATIONSpeaking and Listening: WorkCollaborativelyMake Connections

WRITING WORKSHOPNarrative Writing

Exit TicketsRunningRecordsFormalAssessments(Formative &Summative)TeacherObservations

Students will learn about theiridentity in Christ.“Before I formed you in the womb Iknew you, before you were born Iset you apart; I appointed you as aprophet to the nations.” Jeremiah1:5

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Curriculum Map - English Language Arts - 4 English Language Arts

a situation and introducing a narratorand/or characters; organize an eventsequence that unfolds naturally.•b. Use dialogue and description todevelop experiences and events orshow the responses of characters tosituations.•c. Use a variety of transitional wordsand phrases to manage the sequenceof events.•d. Use concrete words and phrasesand sensory details to conveyexperiences and events precisely.•e. Provide a conclusion that followsfrom the narrated experiences orevents.

W.4.4(A)Produce clear and coherent writing inwhich the development andorganization are appropriate to task,purpose, and audience.(Grade-specific expectations forwriting types are defined instandards 1-3 above.)

W.4.8(A)Recall relevant information fromexperiences or gather relevantinformation from print and digitalsources; take notes and categorizeinformation, and provide a list ofsources.

W.4.9(A)Draw evidence from literary orinformational texts to supportanalysis, reflection, and research.•a. Apply grade 4 Reading standardsto literature (e.g., Describe in deptha character, setting, or event in astory or drama, drawing on specificdetails in the text [e.g., a character'sthoughts, words, or actions].).•b. Apply grade 4 Reading standardsto informational texts (e.g., Explainhow an author uses reasons andevidence to support particular pointsin a text).

SL.4.4(A)Report on a topic or text, tell a story,or recount an experience in anorganized manner, using appropriatefacts and relevant, descriptive detailsto support main ideas or themes;speak clearly at an understandablepace.

SL.4.5(A)Add audio recordings and visualdisplays to presentations whenappropriate to enhance thedevelopment of main ideas orthemes.

L.4.1(A)Demonstrate command of theconventions of standard Englishgrammar and usage when writing orspeaking.•a. Use relative pronouns (who,whose, whom, which, that) andrelative adverbs (where, when, why).•b. Form and use the progressive(e.g., I was walking; I am walking; Iwill be walking) verb tenses.

Kinds of SentencesWEEK 3VOCABULARY

Critical Vocabulary: cautiously,trickle, marveled, mighty,distant, proclaimed, majestic,sumptuous, hoardVocabulary Strategy: ContextCluesGenerative Vocabulary: Suffixes–y, –ly; Spiral Review: Prefixesmis–, pre–, dis–

READING WORKSHOPRetellLiterary ElementsThemeAuthor’s Craft

FOUNDATIONAL SKILLSDecoding: Short i and Long iSpelling: Short i and Long iFluency: Expression

COMMUNICATIONResearch: Generate a PlanMake Connections

WRITING WORKSHOPNarrative WritingQuotations

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•c. Use modal auxiliaries (e.g., can,may, must) to convey variousconditions.•d. Order adjectives within sentencesaccording to conventional patterns(e.g., a small red bag rather than ared small bag.).•e. Form and use prepositionalphrases.•f. Produce complete sentences,recognizing and correctinginappropriate fragments and run-ons.•g. Correctly use frequently confusedwords (e.g., to, too, two; there, their).

L.4.2(A)Demonstrate command of theconventions of standard Englishcapitalization, punctuation, andspelling when writing.•a. Use correct capitalization.•b. Use commas and quotation marksto mark direct speech and quotationsfrom a text.•c. Use a comma before acoordinating conjunction in acompound sentence.•d. Spell grade-appropriate wordscorrectly, consulting references asneeded.

L.4.3(A)Use knowledge of language and itsconventions when writing, speaking,reading, or listening.•a. Choose words and phrases toconvey ideas precisely.•b. Choose punctuation for effect.•c. Differentiate between contextsthat call for formal English (e.g.,presenting ideas) and situationswhere informal discourse isappropriate (e.g., small-groupdiscussion).

L.4.4(A)Determine or clarify the meaning ofunknown and multiple-meaningwords and phrases based on grade 4reading and content, choosingflexibly from a range of strategies.•a. Use context (e.g., definitions,examples, or restatements in text) asa clue to the meaning of a word orphrase.•b. Use common, grade-appropriateGreek and Latin affixes and roots asclues to the meaning of a word (e.g.,telegraph, photograph, autograph).•c. Consult reference materials (e.g.,dictionaries, glossaries, thesauruses),both print and digital, to find thepronunciation and determine orclarify the precise meaning of keywords and phrases.

L.4.6(A)Acquire and use accuratelygrade-appropriate general academicand domain-specific words andphrases, including those that signalprecise actions, emotions, or statesof being (e.g., quizzed, whined,stammered) and that are basic to aparticular topic (e.g., wildlife,

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conservation, and endangered whendiscussing animal preservation).

RL.4.10(I)By the end of the year, read andcomprehend literature, includingstories, dramas, and poetry, in thegrades 4-5 text complexity bandproficiently, with scaffolding asneeded at the high end of the range.

W.4.5(I)With guidance and support frompeers and adults, develop andstrengthen writing as needed byplanning, revising, and editing.(Editing for conventions shoulddemonstrate command of Languagestandards 1-3 up to and includinggrade 4 on pages 28 and 29.)

W.4.6(I)With some guidance and supportfrom adults, use technology,including the Internet, to produce andpublish writing as well as to interactand collaborate with others;demonstrate sufficient command ofkeyboarding skills to type a minimumof one page in a single sitting.

W.4.7(I)Conduct short research projects thatbuild knowledge throughinvestigation of different aspects of atopic.

W.4.10(I)Write routinely over extended timeframes (time for research, reflection,and revision) and shorter time frames(a single sitting or a day or two) for arange of discipline-specific tasks,purposes, and audiences.

SL.4.1(I)Engage effectively in a range ofcollaborative discussions(one-on-one, in groups, andteacher-led) with diverse partners ongrade 4 topics and texts, building onothers' ideas and expressing theirown clearly•a. Come to discussions prepared,having read or studied requiredmaterial; explicitly draw on thatpreparation and other informationknown about the topic to exploreideas under discussion.•b. Follow agreed-upon rules fordiscussions and carry out assignedroles•c. Pose and respond to specificquestions to clarify or follow up oninformation, and make commentsthat contribute to the discussion andlink to the remarks of others.•d. Review the key ideas expressedand explain their own ideas andunderstanding in light of thediscussion.

SL.4.2(I)Paraphrase portions of a text readaloud or information presented indiverse media and formats, includingvisually, quantitatively, and orally.

SL.4.3(I)

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Identify the reasons and evidence aspeaker provides to supportparticular points.

Module 2: ComeTo Your Senses

(updated 6/3/20)



RL.4.10(A)By the end of the year, read andcomprehend literature, includingstories, dramas, and poetry, in thegrades 4-5 text complexity bandproficiently, with scaffolding asneeded at the high end of the range.

RI.4.4(A)Determine the meaning of generalacademic and domain-specific wordsor phrases in a text relevant to agrade 4 topic or subject area.

RI.4.5(A)Describe the overall structure (e.g.,chronology, comparison, cause/effect,problem/solution) of events, ideas,concepts, or information in a text orpart of a text.

RI.4.7(A)Interpret information presentedvisually, orally, or quantitatively (e.g.,in charts, graphs, diagrams, timelines, animations, or interactiveelements on Web pages) and explainhow the information contributes toan understanding of the text in whichit appears.

W.4.2(A)Write informative/explanatory textsto examine a topic and convey ideasand information clearly.•a. Introduce a topic clearly andgroup related information inparagraphs and sections; includeformatting (e.g., headings),il lustrations, and multimedia whenuseful to aiding comprehension.•b. Develop the topic with facts,definitions, concrete details,quotations, or other information andexamples related to the topic.•c. Link ideas within categories ofinformation using words and phrases(e.g., another, for example, also,because).•d. Use precise language anddomain-specific vocabulary to informabout or explain the topic.•e. Provide a concluding statement orsection related to the information orexplanation presented.

W.4.3(A)Write narratives to develop real orimagined experiences or eventsusing effective technique, descriptive

How do peopleand animals usetheir senses tonavigate theworld?

WEEK 1VOCABULARY

Big Idea Words: perception,aroma, distinguish, tactileCritical Vocabulary: luminous,transparent, reflect, illuminates,judgeVocabulary Strategy:Multiple-Meaning WordsGenerative Vocabulary: LatinRoot lumin; Spiral Review:Suffixes -y, -ly

READING WORKSHOPCentral IdeaSummarizeText and Graphic FeaturesText StructureContent-Area Words

FOUNDATIONAL SKILLSDecoding: Short o and Long oSpelling: Short o and Long oFluency: Accuracy andSelf-Correction

COMMUNICATIONListening ComprehensionResearch: Gather InformationMake Connections

WRITING WORKSHOPInformational Text WritingFragments and Run-OnSentences

WEEK 2VOCABULARY

Critical Vocabulary: relish,familiar, savor, enhance,accepted, obstacles, command,denying, adapt, comfortVocabulary Strategy:Multiple-Meaning WordsGenerative Vocabulary: Suffixes-ness, -ment; Spiral Review: LatinRoot lumin

READING WORKSHOPAsk and Answer QuestionsMedia TechniquesFigurative LanguageText Structure

FOUNDATIONAL SKILLSDecoding: Syllable DivisionPatterns: VCCV, VCV, VVSpelling: HomophonesFluency: Reading Rate

COMMUNICATIONSpeaking and Listening:Summarizing/ParaphrasingMake Connections

WRITING WORKSHOPInformational Text WritingProper Noun

WEEK 3VOCABULARY


God created all things. He gave usour senses in order to explore Hisworld he created."But as it is, God arranged themembers in the body, each one ofthem, as he chose." 1 Corinthians12:18

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details, and clear event sequences.•a. Orient the reader by establishinga situation and introducing a narratorand/or characters; organize an eventsequence that unfolds naturally.•b. Use dialogue and description todevelop experiences and events orshow the responses of characters tosituations.•c. Use a variety of transitional wordsand phrases to manage the sequenceof events.•d. Use concrete words and phrasesand sensory details to conveyexperiences and events precisely.•e. Provide a conclusion that followsfrom the narrated experiences orevents.


W.4.5(A)With guidance and support frompeers and adults, develop andstrengthen writing as needed byplanning, revising, and editing.(Editing for conventions shoulddemonstrate command of Languagestandards 1-3 up to and includinggrade 4 on pages 28 and 29.)

W.4.6(A)With some guidance and supportfrom adults, use technology,including the Internet, to produce andpublish writing as well as to interactand collaborate with others;demonstrate sufficient command ofkeyboarding skills to type a minimumof one page in a single sitting.

W.4.7(A)Conduct short research projects thatbuild knowledge throughinvestigation of different aspects of atopic.



VOCABULARYCritical Vocabulary: absurd,taunt, forfeit, despised,ferocious, elaborately, covetedVocabulary Strategy: ContextCluesGenerative Vocabulary: Suffixes-y, -ly; Spiral Review: Suffixes-ness, -ment

READING WORKSHOPVisualizePlotFigurative LanguageAuthor’s Craft

FOUNDATIONAL SKILLSDecoding: Vowel Sounds //,/ y / , a n d / /Spelling: Vowel Sounds //,/ y / , a n d / /Fluency: Expression

COMMUNICATIONMedia Literacy: Create aMultimedia PresentationMake Connections

WRITING WORKSHOPInformational Text WritingVerbs

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L.4.1(A)Demonstrate command of theconventions of standard Englishgrammar and usage when writing orspeaking.•a. Use relative pronouns (who,whose, whom, which, that) andrelative adverbs (where, when, why).•b. Form and use the progressive(e.g., I was walking; I am walking; Iwill be walking) verb tenses.•c. Use modal auxiliaries (e.g., can,may, must) to convey variousconditions.•d. Order adjectives within sentencesaccording to conventional patterns(e.g., a small red bag rather than ared small bag.).•e. Form and use prepositionalphrases.•f. Produce complete sentences,recognizing and correctinginappropriate fragments and run-ons.•g. Correctly use frequently confusedwords (e.g., to, too, two; there, their).



L.4.5(A)Demonstrate understanding offigurative language, wordrelationships, and nuances in wordmeanings.•a. Explain the meaning of simplesimiles and metaphors (e.g., as prettyas a picture) in context.•b. Recognize and explain themeaning of common idioms, adages,and proverbs.

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•c. Demonstrate understanding ofwords by relating them to theiropposites (antonyms) and to wordswith similar buy not identicalmeanings (synonyms).

Module 3: Riseto the Occasion

(updated 6/3/20)



RL.4.5(A)Explain major differences betweenpoems, drama, and prose, and referto the structural elements of poems(e.g., verse, rhythm, meter) anddrama (e.g., casts of characters,settings, descriptions, dialogue,stage directions) when writing orspeaking about a text.

RL.4.6(A)Compare and contrast the point ofview from which different stories arenarrated, including the differencebetween first- and third-personnarrations.


W.4.1(A)Write opinion pieces on topics ortexts, supporting a point of view withreasons and information.•a. Introduce a topic or text clearly,state an opinion, and create anorganizational structure in whichrelated ideas are grouped to supportthe writer's purpose.•b. Provide reasons that aresupported by facts and details.•c. Link opinion and reasons usingwords and phrases (e.g., for instance,in order to, in addition).•d. Provide a concluding statement orsection related to the opinionpresented.



W.4.8(A)Recall relevant information from

What does ittake to meet achallenge?LearningMindset: SeekingChallenges

WEEK 1VOCABULARY

Big Idea Words: confront,dauntless, endurance, dedicationCritical Vocabulary: auction,drifting, damp, spare, verses,chorus, brimmingVocabulary Strategy: Synonymsand AntonymsGenerative Vocabulary: Suffixes-ful, -ous, -less; Spiral Review:Suffixes -y, -ly

READING WORKSHOPIdentify ClaimSynthesizeAuthor’s CraftPlotTheme

FOUNDATIONAL SKILLSDecoding: Vowel Sounds B and MSpelling: Vowel Sounds B and MFluency: Phrasing

COMMUNICATIONListening ComprehensionSpeaking and Listening: UseFormal and Informal LanguageMake Connections

WRITING WORKSHOPArgument WritingVerb Tenses

WEEK 2VOCABULARY

Critical Vocabulary: surge,perish, debris, adoringly,capable, spectators, disbeliefVocabulary Strategy: Synonymsand AntonymsGenerative Vocabulary: LatinRoots vis, aud, spec; SpiralReview: Suffixes -ful, -ous, -less

READING WORKSHOPVisualizePoint of ViewElements of DramaIdioms, Adages, and Proverbs

FOUNDATIONAL SKILLSDecoding: Vowel Sounds /ou/, /ô/Spelling: Vowel Sounds /ou/, /ô/Fluency: Intonation

COMMUNICATIONResearch: Take NotesMake Connections

WRITING WORKSHOPArgument WritingProgressive Verb Tenses

WEEK 3VOCABULARY

Critical Vocabulary: burst,


Students will know that with Godthey can meet all challenges thatcome before them." I can do all this through him whogives me strength." Philippians 4:13

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experiences or gather relevantinformation from print and digitalsources; take notes and categorizeinformation, and provide a list ofsources.




L.4.4(A)Determine or clarify the meaning ofunknown and multiple-meaningwords and phrases based on grade 4reading and content, choosingflexibly from a range of strategies.•a. Use context (e.g., definitions,examples, or restatements in text) asa clue to the meaning of a word orphrase.•b. Use common, grade-appropriate

opportunities, immigration,refugees, amazingVocabulary Strategy:Multiple-Meaning WordsGenerative Vocabulary: Prefixesover-, under-; Spiral Review:Latin Roots vis, aud, spec

READING WORKSHOPMake and Confirm PredictionsLiterary ElementsPoint of ViewAuthor’s Craft

FOUNDATIONAL SKILLSDecoding: Vowel + /r/ Sounds/är/, /âr/, /îr/Spelling: Vowel + /r/ SoundsFluency: Reading Rate

COMMUNICATIONSpeaking and Listening: Give aPresentationMake Connections

WRITING WORKSHOPArgument WritingCompound and ComplexSentence

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Greek and Latin affixes and roots asclues to the meaning of a word (e.g.,telegraph, photograph, autograph).•c. Consult reference materials (e.g.,dictionaries, glossaries, thesauruses),both print and digital, to find thepronunciation and determine orclarify the precise meaning of keywords and phrases.

L.4.5(A)Demonstrate understanding offigurative language, wordrelationships, and nuances in wordmeanings.•a. Explain the meaning of simplesimiles and metaphors (e.g., as prettyas a picture) in context.•b. Recognize and explain themeaning of common idioms, adages,and proverbs.•c. Demonstrate understanding ofwords by relating them to theiropposites (antonyms) and to wordswith similar buy not identicalmeanings (synonyms).

Module 4: HeroicFeats

(updated 6/3/20)





RI.4.1(A)Refer to details and examples in atext when explaining what the textsays explicitly and when drawinginferences from the text.

RI.4.2(A)Determine the main idea of a textand explain how it is supported bykey details; summarize the text.



What makessomeone a hero?LearningMindset:Resilience

WEEK 1VOCABULARY

Big Idea Words: aspire,confidence, endeavor,fearlessnessCritical Vocabulary: elegant,foreboding, episode, scowled,intimidated, subdued,disheveled, rigid, feisty, sulkedVocabulary Strategy:Homographs and HomophonesGenerative Vocabulary: Prefixessub-, fore-; Spiral Review:Prefixes over-, under-

READING WORKSHOPText and Graphic FeaturesVisualizePoint of ViewTheme

FOUNDATIONAL SKILLSDecoding: More Vowel + /r/Sounds /ûr/, /ôr/Spelling: More Vowel + /r/ SoundsFluency: Phrasing

COMMUNICATIONListening ComprehensionSpeaking and Listening: OralInstructionsMake Connections

WRITING WORKSHOPNarrative WritingPronouns

WEEK 2VOCABULARY

Critical Vocabulary: timid,strenuous, devised, distress,odyssey, destiny, mortalVocabulary Strategy:Homographs and HomophonesGenerative Vocabulary: Suffixes-able, -ible; Spiral Review:


Students will learn that Jesus is theultimate hero in that He died onthe cross for the salvation of all."For the Son of Man came to seekand to save the lost.” Luke 19:10

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W.4.3(A)Write narratives to develop real orimagined experiences or eventsusing effective technique, descriptivedetails, and clear event sequences.•a. Orient the reader by establishinga situation and introducing a narratorand/or characters; organize an eventsequence that unfolds naturally.•b. Use dialogue and description todevelop experiences and events orshow the responses of characters tosituations.•c. Use a variety of transitional wordsand phrases to manage the sequenceof events.•d. Use concrete words and phrasesand sensory details to conveyexperiences and events precisely.•e. Provide a conclusion that followsfrom the narrated experiences orevents.



Prefixes sub-, fore-READING WORKSHOP

SynthesizeText StructureAsk and Answer QuestionsElements of DramaFigurative Language

FOUNDATIONAL SKILLSDecoding: Regular and IrregularPluralsSpelling: HomophonesFluency: Intonation

COMMUNICATIONResearch: Evaluate and OrganizeInformationMake Connections

WRITING WORKSHOPNarrative WritingFrequently Confused Words

WEEK 3VOCABULARY

Critical Vocabulary: surrendered,rebellion, furious, tyrant,occasionally, secureVocabulary Strategy: Synonymsand AntonymsGenerative Vocabulary: Suffixes-en, -ic; Spiral Review: Suffixes-able, -ible

READING WORKSHOPMake InferencesCentral IdeaText StructureAuthor’s Purpose

FOUNDATIONAL SKILLSDecoding: Recognize Root WordsSpelling: Adding -ed or -ingFluency: Reading Rate

COMMUNICATIONResearch: Cite SourcesMake Connections

WRITING WORKSHOPNarrative WritingPossessive Nouns

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Module 5: ArtEverywhere

(updated 6/3/20)








RI.4.8(A)Explain how an author uses reasonsand evidence to support particularpoints in a text.


W.4.3(A)

How far can yourtalents take you?LearningMindset:Belonging

WEEK 1VOCABULARY

Big Idea Words: sculpture,creativity, inspiration, expressiveCritical Vocabulary: dignified,stunned, polished, regretted,hilarious, observant, flattered,trampledVocabulary Strategy: Shades ofMeaningGenerative Vocabulary: Suffixes-ity, -ty; Spiral Review: Suffixes-en, -ic

READING WORKSHOPIdeas and SupportAsk and Answer QuestionsText StructureFigurative Language

FOUNDATIONAL SKILLSDecoding: Recognize Root WordsSpelling: Adding -ed or -ingFluency: Reading Rate

COMMUNICATIONListening ComprehensionResearch: ParaphraseMake Connections

WRITING WORKSHOPInformational Text WritingModal Auxiliaries

WEEK 2VOCABULARY

Critical Vocabulary: curator,foreground, background,rhythmic, distinctive, highlight,horizontalVocabulary Strategy: Shades ofMeaningGenerative Vocabulary: Suffixes-er, -or, -ist; Spiral Review:Suffixes -ity, -ty

READING WORKSHOPMonitor and ClarifyCentral IdeaText StructureText and Graphic Features

FOUNDATIONAL SKILLSDecoding: Final Long eSpelling: Final Long eFluency: Phrasing

COMMUNICATIONSpeaking and Listening: Engagein DiscussionMake Connections

WRITING WORKSHOPInformational Text WritingParticiples

WEEK 2VOCABULARY

Critical Vocabulary: necessary,unsurpassed, stir,extraordinarily, cruising, plungesVocabulary Strategy:Homographs and HomophonesGenerative Vocabulary: Prefixes


Students will learn that sharingtheir talents with others can bringpeople closer together. "Each ofyou should use whatever gift youhave received to serve others, asfaithful stewards of God’s grace inits various forms." 1 Peter 4:10

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Write narratives to develop real orimagined experiences or eventsusing effective technique, descriptivedetails, and clear event sequences.•a. Orient the reader by establishinga situation and introducing a narratorand/or characters; organize an eventsequence that unfolds naturally.•b. Use dialogue and description todevelop experiences and events orshow the responses of characters tosituations.•c. Use a variety of transitional wordsand phrases to manage the sequenceof events.•d. Use concrete words and phrasesand sensory details to conveyexperiences and events precisely.•e. Provide a conclusion that followsfrom the narrated experiences orevents.


W.4.5(A)With guidance and support frompeers and adults, develop andstrengthen writing as needed byplanning, revising, and editing.(Editing for conventions shoulddemonstrate command of Languagestandards 1-3 up to and includinggrade 4 on pages 28 and 29.)



L.4.1(A)Demonstrate command of theconventions of standard Englishgrammar and usage when writing orspeaking.•a. Use relative pronouns (who,whose, whom, which, that) andrelative adverbs (where, when, why).•b. Form and use the progressive(e.g., I was walking; I am walking; Iwill be walking) verb tenses.•c. Use modal auxiliaries (e.g., can,may, must) to convey variousconditions.•d. Order adjectives within sentencesaccording to conventional patterns(e.g., a small red bag rather than ared small bag.).•e. Form and use prepositionalphrases.•f. Produce complete sentences,

Generative Vocabulary: Prefixesun-, in-; Spiral Review: Suffixes-er, -or, -ist

READING WORKSHOPVisualizeElements of PoetryFigurative LanguageTheme

FOUNDATIONAL SKILLSDecoding: Recognize Root WordsSpelling: Changing Final y to iFluency: Expression

COMMUNICATIONSpeaking and Listening: OralInstructionsMake Connections

WRITING WORKSHOPInformational Text WritingIrregular Verbs

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recognizing and correctinginappropriate fragments and run-ons.•g. Correctly use frequently confusedwords (e.g., to, too, two; there, their).



Module 6:Marvels ofNature

(updated 6/6/19)






What makesEarth’s naturalwonders excitingand unique?LearningMindset: Wonder

WEEK 1VOCABULARY

Big Idea Words: scenic,landscape, canyon, landformCritical Vocabulary: trench,summit, thrive, prehistoric, vital,glimpse, submersible, remotely,autonomousVocabulary Strategy: ReferenceSourcesGenerative Vocabulary: GreekRoots auto, bio, photo, graph;Spiral Review: Prefixes un-, in-

READING WORKSHOPText and Graphic FeaturesSynthesizeCentral IdeaText Structure

FOUNDATIONAL SKILLSDecoding: Words with /k/, /ng/,and /kw/Spelling: Words with /k/, /ng/,and /kw/Fluency: Accuracy andSelf-Correction

COMMUNICATIONListening Comprehension


Students will learn that Godcreated our world full of uniqueplaces with amazing wonders onland, in the ocean, and in the sky."In his hand are the depths of theearth, and the mountain peaksbelong to him. The sea is his, forhe made it, and his hands formedthe dry land." Psalm 95:4-5

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L.4.4(A)Determine or clarify the meaning ofunknown and multiple-meaningwords and phrases based on grade 4reading and content, choosingflexibly from a range of strategies.•a. Use context (e.g., definitions,examples, or restatements in text) asa clue to the meaning of a word orphrase.•b. Use common, grade-appropriateGreek and Latin affixes and roots asclues to the meaning of a word (e.g.,telegraph, photograph, autograph).•c. Consult reference materials (e.g.,dictionaries, glossaries, thesauruses),both print and digital, to find thepronunciation and determine or

Research: Plan and GatherInformationMake Connections

WRITING WORKSHOPCorrespondence WritingAdjectives

WEEK 2VOCABULARY

Critical Vocabulary: eternal,organic, intriguing, diverse, idle,core, fathom, wrath, collisionVocabulary Strategy: ReferenceSourcesGenerative Vocabulary: Suffixes-ness, -ment; Spiral Review:Greek Roots auto, bio, photo,graph

READING WORKSHOPAsk and Answer QuestionsText StructureAuthor’s CraftElements of Poetry

FOUNDATIONAL SKILLSDecoding: Words with Final /j/and /s/Spelling: Words with Final /j/ and/s/Fluency: Reading Rate

COMMUNICATIONResearch and Media Literacy:Create a Multimodal PresentationMake Connections

WRITING WORKSHOPCorrespondence WritingAdverbs

WEEK 3VOCABULARY

Critical Vocabulary: shatter,sentries, chasm, glistens,embedded, erodingVocabulary Strategy: Shades ofMeaningGenerative Vocabulary: Prefixinter-; Spiral Review: Suffixes-ness, -ment

READING WORKSHOPMake InferencesIdeas and SupportSimile and MetaphorAuthor’s Craft

FOUNDATIONAL SKILLSDecoding: Prefixes re-, un-, dis-in multisyllabic wordsSpelling: Prefixes re-, un-, dis-Fluency: Intonation


WRITING WORKSHOPCorrespondence WritingPrepositions and PrepositionalPhrases

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clarify the precise meaning of keywords and phrases.


Module 7:Tricksters andTall Tales

(updated 6/3/20)







RL.4.7(A)Make connections between the textof a story or drama and a visual ororal presentation of the text,identifying where each versionreflects specific descriptions anddirections in the text.

RL.4.9(A)Compare and contrast the treatmentof similar themes and topics (e.g.,opposition of good and evil) andpatterns of events (e.g., the quest) instories, myths, and traditionalliterature from different cultures.

RL.4.10(A)By the end of the year, read and

What lessons canyou learn fromcharacters intraditional tales?LearningMindset:Self-Reflection

WEEK 1VOCABULARY

Big Idea Words: trickster,shrewd, exaggeration, legendaryCritical Vocabulary: recall,vividly, accentuated, partial,splendor, resourceful,disposition, commendable,devastationVocabulary Strategy: AnalogiesGenerative Vocabulary: Suffix-ion; Spiral Review: Prefix inter-

READING WORKSHOPCentral IdeaRetellFigurative LanguageCharactersAdages and Proverbs

FOUNDATIONAL SKILLSDecoding: Suffixes -ful, -less,-ness, -mentSpelling: Suffixes -ful, -less,-ness, -mentFluency: Accuracy andSelf-Correction

COMMUNICATIONListening ComprehensionSpeaking and Listening: Engagein DiscussionMake Connections

WRITING WORKSHOPNarrative WritingRelative Pronouns and Adverbs

WEEK 2VOCABULARY

Critical Vocabulary: thrifty,generous, character, fascinated,succulent, clampedVocabulary Strategy: AnalogiesGenerative Vocabulary: Prefixesmis-, pre-, dis-; Spiral Review:Suffix -ion

READING WORKSHOPMake and Confirm PredictionsThemeFigurative LanguageCharacters


Students will learn that traditionalstories can teach many lessonsabout life and the world aroundus. Similarly, Jesus used parablesto help his followers understandthe things of heaven. "With manysuch parables he spoke the word tothem, as they were able to hear it."Mark 4:33

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comprehend literature, includingstories, dramas, and poetry, in thegrades 4-5 text complexity bandproficiently, with scaffolding asneeded at the high end of the range.



RI.4.3(A)Explain events, procedures, ideas, orconcepts in a historical, scientific, ortechnical text, including whathappened and why, based on specificinformation in the text.


RI.4.6(A)Compare and contrast a firsthandand secondhand account of the sameevent or topic; describe thedifferences in focus and theinformation provided.




RI.4.10(A)By the end of year, read andcomprehend informational texts,including history/social studies,science, and technical texts, in thegrades 4-5 text complexity bandproficiently, with scaffolding asneeded at the high end of the range.


W.4.5(A)With guidance and support frompeers and adults, develop andstrengthen writing as needed byplanning, revising, and editing.

FOUNDATIONAL SKILLSDecoding: Multisyllabic Wordswith VCCV Syllable DivisionPatternSpelling: Words with VCCVPattern and Closed SyllablesFluency: Expression


WRITING WORKSHOPNarrative WritingAbbreviations

WEEK 3VOCABULARY

Critical Vocabulary: gratitude,withered, scorching, reckless,assumed, prosperVocabulary Strategy: ReferenceSourcesGenerative Vocabulary: Suffixes-ity, -ty; Spiral Review: Prefixesmis-, pre-, dis-

READING WORKSHOPSynthesizeText and Graphic FeaturesMedia TechniquesLiterary Elements

FOUNDATIONAL SKILLSDecoding: Words with VCVSyllable Division PatternSpelling: Words with VCVPattern, Open or Closed SyllablesFluency: Reading Rate

COMMUNICATIONMedia Literacy: Interpret/AnalyzeMediaMake Connections

WRITING WORKSHOPNarrative WritingComparative and SuperlativeAdjectives and Adverbs

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planning, revising, and editing.(Editing for conventions shoulddemonstrate command of Languagestandards 1-3 up to and includinggrade 4 on pages 28 and 29.)




SL.4.2(A)Paraphrase portions of a text readaloud or information presented indiverse media and formats, includingvisually, quantitatively, and orally.

SL.4.3(A)Identify the reasons and evidence aspeaker provides to supportparticular points.

SL.4.4(A)Report on a topic or text, tell a story,or recount an experience in anorganized manner, using appropriatefacts and relevant, descriptive detailsto support main ideas or themes;speak clearly at an understandablepace.


L.4.2(A)Demonstrate command of theconventions of standard English

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capitalization, punctuation, andspelling when writing.•a. Use correct capitalization.•b. Use commas and quotation marksto mark direct speech and quotationsfrom a text.•c. Use a comma before acoordinating conjunction in acompound sentence.•d. Spell grade-appropriate wordscorrectly, consulting references asneeded.

L.4.3(A)Use knowledge of language and itsconventions when writing, speaking,reading, or listening.•a. Choose words and phrases toconvey ideas precisely.•b. Choose punctuation for effect.•c. Differentiate between contextsthat call for formal English (e.g.,presenting ideas) and situationswhere informal discourse isappropriate (e.g., small-groupdiscussion).



L.4.6(A)Acquire and use accuratelygrade-appropriate general academicand domain-specific words andphrases, including those that signalprecise actions, emotions, or statesof being (e.g., quizzed, whined,stammered) and that are basic to aparticular topic (e.g., wildlife,conservation, and endangered when

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discussing animal preservation).SL.4.5(I)

Add audio recordings and visualdisplays to presentations whenappropriate to enhance thedevelopment of main ideas orthemes.

SL.4.6(I)Differentiate between contexts thatcall for formal English (e.g.,presenting ideas) and situationswhere informal discourse isappropriate (e.g., small-groupdiscussion); use formal English whenappropriate to task and situation.(See grade 4 Language standards 1on pages 28 and 29 for specificexpectations.)

Module 8: FoodFor Thought

(updated 6/6/19)


RL.4.7(A)Make connections between the textof a story or drama and a visual ororal presentation of the text,identifying where each versionreflects specific descriptions anddirections in the text.




W.4.1(A)Write opinion pieces on topics ortexts, supporting a point of view withreasons and information.•a. Introduce a topic or text clearly,state an opinion, and create anorganizational structure in whichrelated ideas are grouped to supportthe writer's purpose.•b. Provide reasons that aresupported by facts and details.•c. Link opinion and reasons usingwords and phrases (e.g., for instance,in order to, in addition).•d. Provide a concluding statement orsection related to the opinionpresented.

L.4.1(A)Demonstrate command of theconventions of standard Englishgrammar and usage when writing or

What can we doto make morehealthful foodchoices?LearningMindset:Planning Ahead

WEEK 1VOCABULARY

Big Idea Words: digest,sustainable, nutrition, compostCritical Vocabulary: assess,disposable, convenient,transported, hydrated, impact,intensiveVocabulary Strategy: ContextCluesGenerative Vocabulary: LatinRoots port, dict; Spiral Review:Suffixes -ity, -ty

READING WORKSHOPText and Graphic FeaturesMonitor and ClarifyAuthor’s PurposeIdeas and Support

FOUNDATIONAL SKILLSDecoding: VCCV and VCVSyllable Division PatternsSpelling: VCCV and VCVPatterns, Open and ClosedSyllablesFluency: Phrasing

COMMUNICATIONListening ComprehensionResearch: Take Notes andOrganize InformationMake Connections

WRITING WORKSHOPArgument WritingNegatives

WEEK 2VOCABULARY

Critical Vocabulary: adventurous,unique, pests, edible, attitudes,forbiddenVocabulary Strategy: ContextCluesGenerative Vocabulary: Prefixessub-, fore-; Spiral Review: LatinRoots port, dict

READING WORKSHOPAsk and Answer QuestionsMedia TechniquesCentral Idea


Students will learn that eatinghealthful, sustainable food is goodfor our bodies and ourworld. “Behold, I have given youevery plant yielding seed that is onthe face of all the earth, and everytree with seed in its fruit. You shallhave them for food." Genesis 1:29

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speaking.•a. Use relative pronouns (who,whose, whom, which, that) andrelative adverbs (where, when, why).•b. Form and use the progressive(e.g., I was walking; I am walking; Iwill be walking) verb tenses.•c. Use modal auxiliaries (e.g., can,may, must) to convey variousconditions.•d. Order adjectives within sentencesaccording to conventional patterns(e.g., a small red bag rather than ared small bag.).•e. Form and use prepositionalphrases.•f. Produce complete sentences,recognizing and correctinginappropriate fragments and run-ons.•g. Correctly use frequently confusedwords (e.g., to, too, two; there, their).




Ideas and SupportFOUNDATIONAL SKILLS

Decoding: Words with the VCCVSyllable Division PatternSpelling: Words with the VCCVPatternFluency: Intonation


WRITING WORKSHOPArgument WritingPunctuation

WEEK 3VOCABULARY

Critical Vocabulary: react,astounded, luscious, culinary,offense, crestfallen, optedVocabulary Strategy: AnalogiesGenerative Vocabulary: GreekRoots meter, therm, phon, tele;Spiral Review: Prefixes sub-, fore-

READING WORKSHOPMake and Confirm PredictionsText and Graphic FeaturesIdiomsPoint of View

FOUNDATIONAL SKILLSDecoding: Words with VCCCVSyllable Division PatternSpelling: Words with VCCCVPatternFluency: Accuracy andSelf-Correction

COMMUNICATIONSpeaking and Listening: OralInstructionsMake Connections

WRITING WORKSHOPArgument WritingCommas

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meanings (synonyms).

Module 9: GlobalGuardians

(updated 6/6/19)







L.4.1(A)Demonstrate command of theconventions of standard Englishgrammar and usage when writing orspeaking.•a. Use relative pronouns (who,whose, whom, which, that) andrelative adverbs (where, when, why).•b. Form and use the progressive(e.g., I was walking; I am walking; Iwill be walking) verb tenses.•c. Use modal auxiliaries (e.g., can,may, must) to convey variousconditions.•d. Order adjectives within sentencesaccording to conventional patterns

What can peopledo to care forour planet?LearningMindset: Grit

WEEK 1VOCABULARY

Big Idea Words: ecology, recycle,conservation, sanctuaryCritical Vocabulary: frequent,sufficient, oasis, permission,installing, abandonedVocabulary Strategy: Synonymsand AntonymsGenerative Vocabulary: Suffixes-able, -ible; Spiral Review: GreekRoots meter, therm, phon, tele

READING WORKSHOPIdeas and SupportMake InferencesText and Graphic FeaturesThemeIdioms

FOUNDATIONAL SKILLSDecoding: Words with VVSyllable Division PatternSpelling: Words with VV PatternFluency: Expression

COMMUNICATIONListening ComprehensionSpeaking and Listening: WorkCollaborativelyMake Connections

WRITING WORKSHOPInformational Text WritingProper Mechanics

WEEK 2VOCABULARY

Critical Vocabulary: obsessed,disoriented, blunt, recruiting,appointed, stranded, estimate,decayVocabulary Strategy: Synonymsand AntonymsGenerative Vocabulary: Suffixes-ful, -ous, -less; Spiral Review:Suffixes -able, -ible

READING WORKSHOPRetellFigurative LanguageSummarizeText and Graphic FeaturesIdeas and Support

FOUNDATIONAL SKILLSDecoding: Final Syllable(r-controlled vowel) Final Schwa+ /r/ SoundSpelling: Final Schwa + /r/ SoundFluency: Reading Rate

COMMUNICATIONResearch: Organize and EvaluateInformationMake Connections

WRITING WORKSHOPInformational Text WritingMaking Comparisons

WEEK 3


Students will learn that it is up toall of us to work together topreserve our planet and its naturalresources. "This, then, is how youought to regard us: as servants ofChrist and as those entrusted withthe mysteries God hasrevealed. Now it is required thatthose who have been given a trustmust prove faithful." 1 Corinthians4:1-2

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(e.g., a small red bag rather than ared small bag.).•e. Form and use prepositionalphrases.•f. Produce complete sentences,recognizing and correctinginappropriate fragments and run-ons.•g. Correctly use frequently confusedwords (e.g., to, too, two; there, their).




VOCABULARYCritical Vocabulary: ancestors,swirled, currents, sneered,outspoken, canopy, envisionVocabulary Strategy: ContextCluesGenerative Vocabulary: Suffixes-en, -ic; Spiral Review: Suffixes-ful, -ous, -less

READING WORKSHOPAsk and Answer QuestionsAuthor’s CraftLiterary ElementsText Structure

FOUNDATIONAL SKILLSDecoding: Final Stable SyllablesSpelling: Final Schwa + /l/ SoundFluency: Phrasing

COMMUNICATIONResearch: Paraphrase/CiteSourcesMake Connections

WRITING WORKSHOPInformational Text WritingPossessive Pronouns

Module 10:CommunicationNation

(updated 6/6/19)



What forms cancommunicationtake?LearningMindset: ProblemSolving

WEEK 1VOCABULARY

Big Idea Words: broadcast,publication, blog, correspondCritical Vocabulary: significantly,enabled, patent, peak,transmitted, plucked, proposed,influenceVocabulary Strategy: ReferenceSources


Students will learn that throughouthistory, God's people have alwaysfound a way to communicate witheach other. "Let your speechalways be gracious, seasoned withsalt, so that you may know howyou ought to answer each person."Colossians 4:6

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or actions).RL.4.6(A)

Compare and contrast the point ofview from which different stories arenarrated, including the differencebetween first- and third-personnarrations.





L.4.1(A)Demonstrate command of theconventions of standard Englishgrammar and usage when writing orspeaking.•a. Use relative pronouns (who,whose, whom, which, that) andrelative adverbs (where, when, why).•b. Form and use the progressive(e.g., I was walking; I am walking; Iwill be walking) verb tenses.•c. Use modal auxiliaries (e.g., can,may, must) to convey variousconditions.•d. Order adjectives within sentencesaccording to conventional patterns(e.g., a small red bag rather than ared small bag.).•e. Form and use prepositionalphrases.•f. Produce complete sentences,recognizing and correcting

SourcesGenerative Vocabulary: LatinRoots tele, port, graph; SpiralReview: Suffixes -en, -ic

READING WORKSHOPText and Graphic FeaturesMonitor and ClarifyText StructureCentral Idea

FOUNDATIONAL SKILLSDecoding: Multisyllabic WordsSpelling: Three-Syllable WordsFluency: Intonation

COMMUNICATIONListening ComprehensionResearch: Plan and GatherInformationMake Connections

WRITING WORKSHOPInformational Text WritingCorrect Pronouns

WEEK 2VOCABULARY

Critical Vocabulary:astonishment, gestures,linguist(s), instinct, practical,operation, immaculateVocabulary Strategy: ReferenceSourcesGenerative Vocabulary: Prefixesil-, ir-; Spiral Review: Latin Rootstele, port, graph

READING WORKSHOPAsk and Answer QuestionsText StructureCentral IdeaMedia Techniques

FOUNDATIONAL SKILLSDecoding: Words with SilentConsonantsSpelling: Words with SilentConsonantsFluency: Accuracy andSelf-Correction


WRITING WORKSHOPInformational Text WritingPronoun Contractions

WEEK 3VOCABULARY

Critical Vocabulary: inspect,liveliest, stammered,expectantly, demonstratedVocabulary Strategy: Synonymsand AntonymsGenerative Vocabulary: Prefixesin-/im-; Spiral Review: Prefixes il-,ir-

READING WORKSHOPMake InferencesPlot

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recognizing and correctinginappropriate fragments and run-ons.•g. Correctly use frequently confusedwords (e.g., to, too, two; there, their).



Point of ViewAuthor’s Craft

FOUNDATIONAL SKILLSDecoding: Decoding UnusualSpelling PatternsSpelling: PrefixesFluency: Reading Rate


WRITING WORKSHOPInformational Text WritingFrequently Misspelled Words

Module 11:Genre Study:Nonfiction

(updated 6/6/19)





W.4.3(A)Write narratives to develop real orimagined experiences or eventsusing effective technique, descriptivedetails, and clear event sequences.•a. Orient the reader by establishinga situation and introducing a narratorand/or characters; organize an event

What are thecharacteristics ofinformationaltext?LearningMindset: ProblemSolving

WEEK 1READING WORKSHOP

Text StructureText and Graphic FeaturesCentral Idea

FOUNDATIONAL SKILLSDecoding: Homophones: UsingContext to Determine MeaningSpelling: Unusual SpellingsFluency: Accuracy andSelf-Correction

WRITING WORKSHOPPoetry WritingGrammar Minilessons: ReviewProper Nouns, Review Negatives,Review Kinds of Sentences,Review Quotations, Review Partsof a Sentence


Ideas and SupportText StructureAuthor’s Craft

FOUNDATIONAL SKILLSDecoding: Recognize Root WordsSpelling: Review: AddingInflectional EndingsFluency: Phrasing


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sequence that unfolds naturally.•b. Use dialogue and description todevelop experiences and events orshow the responses of characters tosituations.•c. Use a variety of transitional wordsand phrases to manage the sequenceof events.•d. Use concrete words and phrasesand sensory details to conveyexperiences and events precisely.•e. Provide a conclusion that followsfrom the narrated experiences orevents.


WRITING WORKSHOPPoetry WritingGrammar Minilessons: ReviewFragments and Run-OnSentences, Review Verbs,Review Verb Tenses, ReviewPossessive Nouns, ReviewCompound and ComplexSentences


Text and Graphic FeaturesPoint of ViewIdeas and Support

FOUNDATIONAL SKILLSDecoding: Multisyllabic Wordswith AffixesSpelling: Review: Adding Prefixesand SuffixesFluency: Reading Rate

WRITING WORKSHOPPoetry WritingGrammar Minilessons: ReviewProgressive Verb Tenses, ReviewFrequently Confused Words,Review Pronouns, Review:Correct Pronouns, ReviewPunctuation

Module 12:Genre Study:Fiction

(updated 6/6/19)





W.4.1(A)Write opinion pieces on topics ortexts, supporting a point of view withreasons and information.•a. Introduce a topic or text clearly,state an opinion, and create anorganizational structure in whichrelated ideas are grouped to supportthe writer's purpose.

What are thecharacteristics ofrealistic fiction?LearningMindset: Noticing


Point of ViewPlotCharacters

FOUNDATIONAL SKILLSDecoding: Review SyllableDivision PatternsSpelling: Review: SyllableDivision PatternsFluency: Expression

WRITING WORKSHOPArgument WritingGrammar Minilessons: ReviewModal Auxiliaries, ReviewParticiples, Review Adverbs,Review Prepositions andPrepositional Phrases, ReviewIrregular Verbs


ThemeLiterary ElementsFigurative Language

FOUNDATIONAL SKILLSDecoding: Compound WordsSpelling: Compound WordsFluency: Intonation


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•b. Provide reasons that aresupported by facts and details.•c. Link opinion and reasons usingwords and phrases (e.g., for instance,in order to, in addition).•d. Provide a concluding statement orsection related to the opinionpresented.



WRITING WORKSHOPArgument WritingGrammar Minilessons: ReviewAbbreviations, Review RelativePronouns and Adverbs, ReviewAdjectives, Review Comparativeand Superlative Adjectives andAdverbs, Review Commas


Author’s CraftThemeSetting

FOUNDATIONAL SKILLSDecoding: Multisyllabic WordsSpelling: Review: Affixes andRoots; Syllable Division Patterns,Syllable TypesFluency: Phrasing

WRITING WORKSHOPArgument WritingGrammar Minilessons: ReviewProper Mechanics, ReviewMaking Comparisons, ReviewPossessive Pronouns, ReviewSpelling, Review PronounContractions

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essential exit tickets students will learn about their ... · 04/09/2020 · exit tickets running...

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