WPTest1

Category: Grade 4 ELA

  • Grade 4 ELA Unit 4

    Using Story Elements to Develop and Express Key Components of a Text

    Unit description: Through the use of mentor texts, students will analyze fictional story elements. Students will write an organized realistic fiction piece applying appropriate use of fictional story elements. 

    Essential Outcomes of the Unit

    Reading

    4R1 Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences.

    4R3  In literary texts, describe a character, setting, or event, drawing on specific details in the text. (RL) In informational texts, explain events, procedures, ideas, or concepts, including what happened and why, based on specific evidence from the text. 

    Reading Foundations- Phonics and Word Recognition and Fluency

    4RF3 Know and apply grade-level phonics and word analysis skills in decoding words.

    4RF4 Read grade-level text with sufficient accuracy and fluency to support comprehension.

    Language

    4L1 Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.

    4L2 Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.

    4L3 Use knowledge of language and its conventions when writing, speaking, reading, or listening

    Writing

    4W3  Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 

    4W5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4.)

    Speaking and Listening

    4SL4 : Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace and volume appropriate for the audience.

    All Standards Addressed in this Unit

    • 4RF3, 4RF4
    • 4L1, 4L2, 4L3, 4L4, 4L5, 4L6
    • 4W3, 4W5
    • 4SL1, 4SL4, 4SL6

    Essential Questions and Big Ideas

    How does an author develop a plot?

    • Authors use sequenced events to develop the plot of a story 
    • Authors use story elements to create a certain effect on the plot of a story
    • Good readers identify the impact key story elements have on a story and its plot development 
    • Readers look for trends in story elements and plot events within and across mentor texts 

    How can writers use story elements to create a powerful realistic fiction story?

    • Writers use story elements carefully to create a certain effect in a work of realistic fiction 
    • Good writers plan their sequence of events and story elements before they begin to draft 
    • Writers play with different story elements to determine how they impact their story and development of a plot 

    Download the complete Grade 4 ELA Unit 4 framework to customize for your own planning.

  • Grade 4 ELA Unit 3

    Using Reasons and Evidence to Support a Claim

    Students will identify and analyze arguments from multiple texts by locating supporting evidence. Students will synthesize multiple viewpoints of the same topic to communicate their argument. Students will create an argumentative piece with a clear claim and relevant supporting evidence.

    Essential Outcomes of the Unit 

    Reading

    • 4R1. Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences.
    • 4R8. Explain how claims in a text are supported by relevant reasons and evidence.

    Reading Foundations- Phonics and Word Recognition and Fluency

    • 4RF3. Know and apply grade-level phonics and word analysis skills in decoding words.
    • 4RF4. Read grade-level text with sufficient accuracy and fluency to support comprehension.

    Language

    • 4L1. Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
    • 4L2. Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.

    Writing

    • 4W1. Write an argument to support claim(s), using clear reasons and relevant evidence.
    • 4W5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4.)

    Speaking and Listening

    • 4SL3.  Identify and evaluate the reasons and evidence a speaker provides to support particular points.

    All Standards Addressed in this Unit

    • 4R1, 4R4, 4R5, 4R7, 4R8
    • 4RF3, 4RF4
    • 4L1, 4L2, 4L3, 4L4, 4L5, 4L6
    • 4W1, 4W5, 4W7
    • 4SL1, 4SL2, 4SL3, 4SL6

    Essential Questions and Big Ideas

    • Why is it important to make and support a strong claim?
      • We make claims all the time in life; it’s important to provide valid support for your argument.
      • Authors make claims in their writing; good readers identify them and determine if they are valid by looking at the relevancy of their evidence. 
      • Good writers create their own claims and choose multiple pieces of relevant evidence to support them from different sources.
    • How can I use information from two or more texts to draft my own claim on a topic?
      • Good readers utilize multiple sources to consider various perspectives or view points about a topic.
      • Readers and writers synthesize claims from multiple sources to create their own argument on a topic .
      • Readers and writers must determine the most relevant evidence from each source to support their original claim on a topic. 

    Download the complete Grade 4 ELA Unit 3 framework to customize for your own planning.

  • Grade 4 ELA Unit 2

    Using Text Details to Determine Theme, Central Idea and Point of View

    Unit description: Students will learn to determine theme by locating text details, evaluating viewpoints, and recognizing how the use of figurative language impacts a story. Students will create a fictional piece where they focus on developing a theme using sensory details and multiple viewpoints.

    Download the complete Grade 4 ELA Unit 2 framework to customize for your own planning.

    Essential Outcomes

    Reading

    • 4R1 Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences.
    • 4R2 Determine a theme or central idea of text and explain how it is supported by key details; summarize a text.
    • 4R4 Determine the meaning of words, phrases, figurative language, academic, and content-specific words.
    • 4R6 In literary texts, compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. (RL) In informational texts, compare and contrast a primary and secondary source on the same event or topic.

    Reading Foundations – Phonics and Words Recognition and Fluency

    • 4RF3 Know and apply grade-level phonics and word analysis skills in decoding words.
    • 4RF4 Read grade-level text with sufficient accuracy and fluency to support comprehension.

    Language

    • 4L1 Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
    • 4L2 Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.
    • 4L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

    Writing

    • 4W4 Create a poem, story, play, artwork, or other response to a text, author, theme, or personal experience.
    • 4W5 Draw evidence from literary or informational texts to respond and support analysis, reflection, and research by applying the grade 4 Reading Standards.

    Speaking and Listening

    • 3SL1: Participate and engage effectively in a range of collaborative discussions with diverse peers and adults, expressing ideas clearly, and building on those of others

    All Standards Addressed in this Unit

    • 4R1, 4R2, 4R3, 4R4, 4R5, 4R6,
    • 4RF3, 4RF4
    • 4L1, 4L2, 4L3, 4L4, 4L5, 4L6
    • 4W4, 4W5
    • 4SL1, 4SL5, 4SL6

    Essential Questions and Big Ideas

    • Can story details help me to determine a theme of a story?
      • Authors of literary texts include details that help readers determine the theme or central idea.
    • Why is it important to know what viewpoint a story or text is being told from?
      • Readers recognize that there are some similarities and differences between first and third person point of view to help with comprehension.
      • The POV impacts the depth of understanding of a book.
    • How can a reader determine the meaning of an unknown word?
      • Readers actively seek the meaning of unknown words/phrases to clarify understanding of text.
    • Why do authors use figurative language in their writing?
      • Using figurative language helps readers form mental images and draw readers into their work.

    Prerequisite Skills

    • 3R2 Determine a theme or central idea and explain how it is supported by key details; summarize portions of a text
    • 3R6 Discuss how the reader’s point of view or perspective may differ from that of the author, narrator or characters in a text.
    • 3L1 Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
    • 3L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
    • 3W3 Write narratives to develop real or imagined experiences or events using effective techniques,descriptive details, and clear event sequences

    Download the complete Grade 4 ELA Unit 2 framework to customize for your own planning.

  • Grade 4 ELA Unit 1

    Using Text to Create Meaning

    Students will learn to create meaning from informational and literary texts. While discussing informational writing, students will identify the overall structure of a text as well as provide evidence to support a claim. This will result in students crafting an informational piece from a research topic.

    In the literary genre, readers will discuss plot and how story elements play a role in the resolution of a text.

    Note: Each unit plan is generally taught over the course of one quarter of the school year. Lessons will vary in length, depending on the amount of time you have with students, the resources that you choose to accompany the unit, the level of rigor within each learning target, and any other factors that may contribute to the pacing of your learning progressions. It is recommended that you adjust the pace and length of each learning progression(s) accordingly in response to these factors.

    These learning progressions were developed using Next Generation Learning Standards and were cross-walked with the Common Core Standards.

    Download the complete Grade 4 ELA Unit 1 framework to customize for your own planning.

    Essential Outcomes

    Reading

    • 4R1 Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences.
    • 4R3 In literary texts, describe a character, setting, or event, drawing on specific details in the text. (RL) In informational texts, explain events, procedures, ideas, or concepts, including what happened and why, based on specific evidence from the text.
    • 4W9 Recognize genres and make connections to other texts, ideas, cultural perspectives, eras, personal events, and situations.

    Reading Foundations – Phonics and Word Recognition and Fluency

    • 4RF3 Know and apply grade-level phonics and word analysis skills in decoding words.
    • 4RF4 Read grade-level text with sufficient accuracy and fluency to support comprehension.

    Language

    • 4L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.

    Writing

    • 4W2 Write informative/explanatory texts to explore a topic and convey ideas and information relevant to the subject.

    Speaking and Listening

    • 4SL1 Engage effectively in a range of collaborative discussions with diverse partners, expressing ideas clearly, and building on those of others.

    All Standards Addressed in this Unit

    • 4R1, 4R3, 4R4, 4R5, 4R6, 4R7, 4R9
    • 4RF3, 4RF4
    • 4L1, 4L2, 4L3, 4L4, 4L6
    • 4W2, 4W5, 4W6, 4W7
    • 4SL1, 4SL2, 4SL4, 4SL5, 4SL6

    Essential Questions and Big Ideas

    • How do strategic readers create meaning from informational and literary text?
      • Readers use explicit and implicit details to make inferences and draw conclusions about the text.
      • Readers ask and answer questions to clarify understanding of a text.
      • Readers use their understanding of text features and point of view to help them understand.
    • How does interaction with text provoke thinking and response?
      • When making predictions and inference and asking questions of self while reading, helps the reader to engage in the text.
      • Reading closely helps readers to share through discussion and writing what they have read.
    • Why is it important to determine if a text is reliable?
      • Readers make good judgments when picking texts to learn more about a topic.
      • Understanding the source of a text can help determine if it is reliable.
      • Reliable texts are research based and supported by data and evidence.
    • How does structure change information or meaning?
      • Text structures can support and enhance understanding.
      • Text structures help to display information in a way that is easier to understand.

    Download the complete Grade 4 ELA Unit 1 framework to customize for your own planning.