PACING GUIDE - FOURTH GRADE - Washoe County School ...
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PACING GUIDE – FOURTH GRADE
pace (verb): to move or make progress at a sensible or moderate rate
guide (noun): a book, pamphlet, etc., giving information, instructions, or advice
The intention of this guide is to help teachers map out their school year, leaving time
and space for student learning and engagement.
Updated 8/16/2019Thank you to the following educators for their work with these pacing guides: Kindergarten: Kristine Foster (Sarah Winnemucca), Chris Hayes (NV Kids Read), Julie Lucas (EL), Kristen O’Carroll (Huffaker), Stephanie Vega (Maxwell), Mackenzie Winkelmaier (Melton) 1st Grade: Denise Dufrene (Corbett), Natalie Jensen (Sun Valley), Sandra Lusiani (Taylor), Jennifer Work (Beasley) 2nd Grade: Valorie Ford (Towles), Kelly Hawes (Westergard), Christen Vice (Dunn), Ann Warren (Assessment), Anna Williams (Risley) 3rd Grade: Gilly Bartlett (Van Gorder), Laurie Campbell (Zoom), Ilissa Fenlason (Lemmon Valley), Lisa Larson (Donner Springs), Ryan Linton (Smithridge) 4th Grade: Cassie Bymers (Gomes), Nancy Carroll (EL), Julie Gray (Risley), Melody Martin (Donner Springs), Holly Vialpando (DPL) 5th Grade: Katrina Andrist (Duncan), Kim Carl (Sepulveda), Alysondra Nugent (Incline), Ana Sanchez (Mt. Rose), Sara Timmons (EL) Vetted and compiled by the Curriculum and Instruction ELA Department: Diana Bowles, Stacy Drum, Kacey Edgington, and Kelly S. Rotter Please note that this guide is in draft form. There will be revisions and edits made as the first year of implementation progresses. This guide contains a suggested pacing along with selected titles and standards for all areas of Benchmark’s comprehensive ELA curriculum. In the following pages there are suggestions and information to help implement Benchmark Advance in the classroom. Also included are the District’s recommended times for instruction and the ELA 3-Year Plan. Updated 8/16/2019
Suggestions and Information for Implementation:
Although we’ve scheduled 15 days for each unit, grades K-2 will have 10 additional unaccounted for days, and grades 3-5
will have 15 additional unaccounted for days to use as needed during the flow of instruction.
For information, and implementation of Small Group and Independent Instruction, please see the “Differentiated Instruction
Planner” on the back of the fold out at the beginning of each unit in the Teacher’s Resource System (TRS).
Knowledge Strands cannot be taken out of order. The materials spiral and refer back to earlier lessons. The phonics and
phonemic awareness lessons are also in an order to facilitate the teaching of foundational skills in an explicit and systematic
manner.
In our district, we have implemented the traditional Guided Reading model with our students using their
instructional levels. These levels are often not grade level; some are designated far outside of grade level. It is important that
all of our students have the opportunity to be in small group, differentiated Tier 1 instruction using grade level text. We
recognize that this is a shift from past practice using the traditional Guided Reading model as Tier 1 Instruction. This shift in
thought was emphasized with administrators and LSs reading “The Opportunity Myth”
https://tntp.org/assets/documents/TNTP_The-Opportunity-Myth_Web.pdf last year. The new instructional materials match this
shift. Benchmark Advance engages students in small group differentiated Tier 1 instruction. This small group instruction
reinforces learning from grade-level complex text with the whole class. Each grade level receives leveled texts that stretch
from just below grade level to grade level for the first unit, and then increase in level as the year progresses. In Tier 1,
scaffolds should be provided during small group for those students who need them, but all students will have the
opportunity to experience a reader at or close to grade level. Guided Reading strategies are certainly appropriate within that
small group Tier 1 reading time. The key is to use these good strategies with grade-level text to remain in Tier 1 instruction.
Students reading outside of grade level should also receive intervention at a different time. Identified students needing
intervention outside of Tier 1 instruction should have a reading plan to support areas of need. Many interventions could
be appropriate for a student, including, but not limited to, a traditional Guided Reading model, LLI, or Phonics First.
Benchmark’s materials use the idea of “transfer” that leads to “mastery”. According to Kubina and Morrison (2000),
“Mastery is effective transfer of learning in authentic and worthy performance. Students have mastered a subject when they
are fluent, even creative, in using their knowledge, skills, and understanding in key performance challenges and contexts at
the heart of that subject, as measured against valid and high standards.” Wiggins and McTighe go on to say, “Thus, effective
transfer of learning, done with creativity, polish, and grace, is the essence of mastery. Mastery is not just technical
knowledge. (Even in music, the term virtuoso is typically pejorative, implying mere speed with no soul.) You haven't mastered
a subject if you only possess skills and facts in isolation and can only produce them on demand in response to prompts.
Updated 8/16/2019Mastery must be tested using authentic tasks and scenarios at the heart of "doing" the subject. And instruction for mastery
must be designed backward from these corner stone tasks.” (Wiggins & McTighe, 2005) Benchmark Advance allows students
time and opportunities to experience transfer that leads to mastery.
Phonics/Phonemic Awareness instruction must be done daily. It is embedded in Word Study and Vocabulary in grades 3-5.
The first 4 weeks in grades K-2 and the first 3 weeks in grades 3-5 are not optional. They set up foundations, routines, and
review (grades 1-5) for the year. Anchor charts and other resources that will be used throughout the year are also created
during this time.
Writing is based on the readings. Reading should always come before writing.
All 10 units are equally important. Teachers in successive grades are counting on each grade level to complete all 10 units.
However, all grade level standards have been touched upon by the end of Unit 7. This is good information for the grades
that have testing with Smarter Balanced. This pacing guide has grade levels getting through Unit 7 before SBAC testing
begins.
There are letters in English and Spanish at the beginning of each unit. It is encouraged to share these with your families.
ELD resources and supports are included with each lesson.
Assessments are up to teacher/site discretion during this first year of implementation. There will be suggestions regarding
assessments starting in year 2 of implementation. There are assessment resources to help make informed instructional
decisions throughout the year in the “Informal Assessments” book.
The “Additional Resources” section of the Teacher’s Resource System (TRS) is rich with resources. Go there for connections
across disciplines and unit projects, preteach/reteach routines, collaborative conversation suggestions, managing
independent reading, and more.
Benchmark Advance is not a “scripted” set of materials. It allows for instructional decision-making and responsive teaching
in every lesson. Read through the lessons before beginning a unit to decide time allotments for components.
This is not a “Monday-Friday” set of materials. If a day of lessons is not finished it is okay. Start where you stopped the next
day.
“Mind the Mini-Lesson!” Do not over-teach during the mini-lessons. Remember, we are teaching for transfer, and the
materials spiral.
Recommended Trade Book Libraries have been provided to each school. There are 6 titles per unit (60 books total) for every
grade level. You can use these trade books or the selections in the Read-Aloud Handbook for your daily Interactive Read-
Aloud.
Updated 8/16/2019Complete document can be found at: https://www.washoeschools.net/cms/lib/NV01912265/Centricity/Domain/253/CandI%20News/Allocation%20of%20Instructional%20Time%20f or%20Elementary%20Sites%20June_2018.pdf Updated 8/16/2019
K-5 ELA 3-Year Plan - DRAFT Professional Development Curriculum/Instructional Materials Leadership Capacity
Year 1: June-Aug. 2019-June 2020 • Principal training, May • Release of pacing • Curriculum and
7th and 21st at Team guides at summer Instruction ELA
WCSD will implement the rollout of Teal Tuesday trainings; also available department – 4
new ELA instructional materials in
• TOSA training, June 5th on TEAMS facilitators/coaches to
grades K-5. All areas of
• Summer “Getting • Curriculum Team provide ongoing
Comprehensive Literacy Instruction
will be addressed by the new Started with the ELA meetings (worth 1 trainings and support
materials, various learning Adoption” trainings, credit) over the course • TOSAs support new
opportunities, and by the June 10th-13th, July 29th- of the school year. instructional materials
facilitators and coaches working Aug. 1st, Aug. 6th Teams will create while at sites – ICs, ISs,
with teachers and students. • Whole staff trainings at curriculum documents LSs, etc.
Incline and Dodson on to be released for the • Ongoing training with
Elements essential to a Aug. 21st 2020/21 school year Benchmark throughout
comprehensive approach to
• AP and Dean overview • Exploration of the year
literacy include:
at Aug. LTL (per instructional practice • Teal Tuesdays will focus
• Fostering the interdependent
relationship of writing, reading, approval) and utilization of ELA on the new curriculum
speaking, listening, and digital • On-going Learning Labs materials will be offered and coaching
literacy practices at sites through inservice
• Creating equitable learning • Newly hired teacher classes
environments with a variety of trainings in September, • Short survey about the
complex texts, media, and October, and as needed newly adopted
technologies available for all instructional materials
• PLC and Wednesday
students will be included in “Tips
early release support
• Supporting developmentally and
from C&I and Tidbits” emails.
contextually appropriate
instruction that meaningfully • Inservice classes offered C&I will gather feedback
engages students for .5 and 1 credit and share with the
• Empowering teacher teams throughout the school Curriculum Teams to
through ongoing, job-embedded year help direct the work
professional learning • Support of site-based
• Implementing state literacy plans book clubs and PLC
through local initiatives that reflect
work by C&I ELA staff
local conditions
Adapted from NCTE
Updated 8/16/2019Year 2: July/Aug. 2020-June 2021 • Ongoing Learning Labs • Revise Pacing Guides • Curriculum and
at sites • Release curriculum Instruction ELA
A focus on Comprehensive • New teacher trainings documents on TEAMS department – 4
Literacy Instruction will continue
on instructional • Continue gathering facilitators/coaches to
in year 2. Additionally, a focus on
materials during the feedback through provide ongoing
Tier 1, whole group instruction will
be emphasized with the adopted summer and early fall surveys in “Tips and trainings and support
instructional materials and • PLC and Wednesday Tidbits” • TOSAs support while at
through the continued early release support • Integrate alignment of sites – ICs, ISs, LSs, etc.
strengthening of teacher practice. from C&I instructional materials • Teal Tuesdays capacity
• Inservice classes offered with SBAC and building with the
for .5 and 1 credit Benchmark Advance Learning Strategists
throughout the school assessments
year
• Support of site-based
book clubs and PLC
work by C&I ELA staff
Year 3: July/Aug. 2021-June 2022 • Ongoing Learning Labs • Revise Pacing Guides • Curriculum and
at sites • Revise curriculum Instruction ELA
A focus on Comprehensive • New teacher trainings documents department – 4
Literacy Instruction will continue
on instructional • Continue gathering facilitators/coaches to
in year 3. Additionally, a focus on
materials during the feedback through provide ongoing
Tier 1, small group instruction will
be emphasized with the adopted summer and early fall surveys in “Tips and trainings and support
instructional materials and • PLC and Wednesday Tidbits” • TOSAs support while at
through the continued early release support • Possibly revise sites – ICs, ISs, LSs, etc.
strengthening of teacher practice. from C&I alignment of • Teal Tuesdays capacity
• Inservice classes offered instructional materials building with the
for .5 and 1 credit with SBAC and Learning Strategists
throughout the school Benchmark Advance
year assessments
• Support of site-based
book clubs and PLC
work by C&I ELA staff
Updated 8/16/2019Updated 8/16/2019
Grade 4 Benchmark Advance
Foundations and Routines
Suggested Week Day Establishing Routines Read Aloud and Word Work Independent Writing Independent
Dates Book Discussion Reading Writing
Getting
1 1 • Smooth Transitions (SL.4.1b) Choosing a good Long Vowels Introduce Independent • Writing to Sources Response Journals
• Getting ready for Whole-Group Instruction: book for (RF.4.3a, L.4.2d) reading (RL.4.10) (W.4.1, W.4.10) (W.4.2a)
Started Creating a Collaborative Atmosphere within independent reading • Model: A response to
Reader’s Workshop (SL.4.1b, SL.4.1d) (SL.4.3, RF.4.4) Reading (W.4.2a)
8/12/19- 2 • Smooth Transitions (SL.4.1b) Build Good Listening r-Controlled Practice Independent • Writing to Sources Response Journals
8/30/19 • Getting ready for Whole-Group Instruction: Habits (SL.4.4) Vowels (ar, or) Reading (RL.4.10) (W.4.1, W.4.10) (W.4.1a, W.4.1b)
Creating a Collaborative Atmosphere within (RF.4.3a) • Model: A response to
Reader’s Workshop (SL.4.1b, SL.4.1d) Reading (W.4.1b)
3 • Smooth Transitions (SL.4.1b) Understanding r-Controlled Previewing Books • Writing to Sources A Response to
• Getting ready for Whole-Group Instruction: Author’s Purpose (to Vowels (er, ir, (RL.4.10) (W.4.1, W.4.10) Reading (W.4.5)
Creating a Collaborative Atmosphere within entertain) (RI.4.8) or) (RF.4.3a) • Model: A response to
Reader’s Workshop (SL.4.1b, SL.4.1d) Reading (W.4.3a,
W.4.3d)
4 • Smooth Transitions (SL.4.1b) Understanding Closed Syllable Use a Reading Log • Writing to Sources Persuasive Writing
• Getting ready for Whole-Group Instruction: Author’s Purpose (to Patterns (W.4.1, W.4.10) (W.4.8)
Creating a Collaborative Atmosphere within persuade) (RI.4.8) (RF.4.3a) • Model: Persuasive
Reader’s Workshop (SL.4.1c, SL.4.1d) Writing (W.4.1b, W.4.4)
5 • Smooth Transitions(SL.4.1b) Understanding Open Syllable Introduce the Reading • Writing to Sources Persuasive Writing
• Getting ready for Whole-Group Instruction: Author’s Purpose (to Patterns Workstation (RL.4.10, (W.4.1, W.4.10) (W.4.4)
Creating a Collaborative Atmosphere within inform) (RI.4.8) (RF.4.3a) W.4.7, W.4.8) • Model: Persuasive
Reader’s Workshop (SL.4.1) Writing (W.4.1a, W.4.4)
2 6 • Smooth Transitions(SL.4.1b) Using a KWL Chart to Consonant-le Practice the Reading • Building the Writing Introduce the
• Getting ready for Whole-Group Instruction: Document Learning Syllable Patterns Workstation (RL.4.10, Process (W.4.10) Writing
Activating Prior Knowledge (RI.4.8, SL.4.1a) (RI.4.7, RI.4.10, (RF.4.3a) W.4.7, W.4.8) • Model: Sharing our Workstation
W.4.8, SL.4.1) Writing (SL.4.4) (W.4.10)
7 • Smooth Transitions (SL.4.1b) Using a KWL Chart to Vowel Team Review the Reading • Building the Writing Review the Writing
• Getting ready for Whole-Group Instruction: Document Learning Syllable Patterns Workstation (RL.4.10, Process (W.4.10) Workstation
Activating Prior Knowledge (SL.4.1c) (RI.4.7, RI.4.10, (RF.4.3a) W.4.7, W.4.8) • Constructive Feedback (W.4.10)
W.4.8, SL.4.1) (SL.4.1c, SL.4.3, W.4.5)
8 • Smooth Transitions (SL.4.1b) Making Connections Vowel-C-e Introducing the • Writing to Sources Writing About
• Getting ready for Whole-Group Instruction: Making to Text (RL.4.1, Syllable Patterns Listening Workstation (W.4.1, RL.4.1, SL.4.2, Connections to
Connections to Text (RL.4.1) SL.4.2, SL.4.4) (RF.4.3a, (SL.4.2) SL.4.4) Text (W.4.4,
RF.4.4c) • Model: Writing about W.4.5, RL.4.7,
Connections to Text RI.4.7)
(RL.4.1, SL.4.2, SL.4.4)
9 • Smooth Transitions (SL.4.1b) Making Connections Vowel-r Syllable Reading Workstation: • Writing to Sources Practice the
• Getting ready for Whole-Group Instruction: Making to Text (RL.4.1) Patterns Practice Making (W.4.1, W.4.10) Writing
Connections to Text (RL.4.1) (RF.4.3a) Connections (RL.4.1) • Model: Writing About Workstation
Connections to Text (W.4.4, W.4.5,
(W.4.5) W.4.10)
10 • Smooth Transitions (SL.4.1b) Introduction to Inflectional Recording Questions • Writing to Sources Introduce the
• Getting ready for Whole-Group Instruction: Questioning (SL.4.1c, Endings (with About Reading (RL.4.10, (W.4.4) Computer
Introduction to Questioning (SL.4.1c) RL.4.10) Spelling RI.4.10, W.4.4) • Thick and Thin Workstation
Changes) Questions (W.4.6, W.4.8)
(RF.4.3a)Getting 3 11 • Smooth Transitions (SL.4.1b) Using Questioning to /ou/ and /oi/ ) Questioning to • Writing to Sources Establishing
Started • Getting ready for Whole-Group Instruction: Using Understand Text (RF.4.3a) Understand Text (W.4.1, W.4.10) Workstation
Questioning to Understand Text (W.4.1a) (W.4.1a) (RL.4.10, W.4.1a) • A Response to Reading Routines (SL.4.1)
(W.4.9)
12 • Smooth Transitions (SL.4.1b) Making Predictions /oo/ and /oo/ ) Reading Workstation: • Writing to Sources Writing a Book
• Getting ready for Whole-Group Instruction: What’s (RL.4.1, RI.4.1, (RF.4.3a) Practice Making (W.4.4) Recommendation
in the bag? (SL.4.1c) SL.4.2) Predictions (RL.4.1, • Model: Writing a Book (W.4.1a, W.4.1b)
RI.4.1, SL.4.2) Recommendation
(W.4.1, SL.4.3)
13 Establishing Workstation Routines (SL.4.1a, SL.4.1b, • Smooth Homophones • Independent • Independent Writing Workstation (W.4.1,
SL.4.1d) Transitions (RF.4.3a, RF.4.4c) Reading W.4.4, W.4.9)
(SL.4.1b) Workstation • Independent Computer Workstation (W.4.8,
• Getting ready (RL.4.10, W.4.7, W.4.9)
for Whole- W.4.8)
Group • Independent
Instruction: Listening
Visualizing Workstation
(SL.4.4) (SL.4.2)
14 Establishing Workstation Routines (SL.4.1a, SL.4.1b, • Smooth Prefixes (dis-, • Independent • Independent Writing Workstation (W.4.1,
SL.4.1d) Transitions un-, pre- re-) Reading W.4.4, W.4.9)
(SL.4.1b) (RF.4.3a, L.4.4b) Workstation • Independent Computer Workstation (W.4.8,
• Getting ready (RL.4.10, W.4.7, W.4.9)
for Whole- W.4.8)
Group • Independent
Instruction: Listening
Annotations Workstation
(W.4.5) (SL.4.2)
15 Establishing Workstation Routines (SL.4.1a, SL.4.1b, • Smooth Suffixes (-less, • Independent • Independent Writing Workstation (W.4.1,
SL.4.1d) Transitions -ful, -able, Reading W.4.4, W.4.9)
(SL.4.1b) -ness, -ment) Workstation • Independent Computer Workstation (W.4.8,
• Getting ready (RF.4.3a, L.4.4b) (RL.4.10, W.4.7, W.4.9)
for Whole- W.4.8)
Group • Independent
Instruction: Listening
Annotations Workstation
(W.4.5) (SL.4.2)Grade 4 Benchmark Advance
Unit 1 Knowledge Strand: Government and Citizenship/Topic: Government in Action
Essential Question: How can government influence the way we live?
Interactive Read-Aloud: Over the course of the unit, you may choose a recommended trade book or from the selections in the Read-Aloud Handbook.
*Small Group Instruction: All students will have access to grade-level text during small group Tier 1 instruction (these text titles are provided by
Benchmark for each unit in the Components at a Glance section)
Unit Week Student Selection Genre Reading Foundational Writing Speaking and Language
Reads Title Mini-Lesson Listening
(Standards focus) Word Fluency Week 1: Narrative Conventions Vocabulary
Study and writing to sources- of English Acquisition
Spelling Personal Letter
Weeks 2-3:
Performance Task
Instruction- Narrative
1 Short Read Solving Inform Identify Key Events and Long a Read on-level Read and Analyze a Speaking and Correct Context Clues
1 Problems ational Summarize (RL.4.1, RL.4.2, RL.4.3) (VCe, ai, text with Narrative Prompt Listening Capitalizatio to Define
1 Text: ay, ei, ea) purpose and (W.4.5) Standards are n (L.4.2a) Words
Social Analyze an Author’s Evidence and Short understandin addressed (L.4.4a,
9/3/19 Studies (RI.4.2, RI.4.8, RI. 4.10) a (RF.4.3a., g (RF.4.4a) Reread to Find Text throughout the Form and L.4.4c)
to 9/23/19 Short Read The First Literary L.4.2d) Evidence (W.4.4, unit. Use Present
2 Town Text: Interpret Graphics Features: Inflection/ W.4.5, W.4.8, W.4.9) Progressive
Meeting Science Sidebars, Charts and Photos Intonation- Comprehensio tense
Fiction (RI.4.7) Pitch Plan a Personal n and (L4.1b)
Word Saving Inform (RF.4.4.b) Letter(W.4.3, Collaboration
Study Read Yellowstone ational Identify Key Details and Main Idea W.4.4,W.4.5) Standards
1 Text: (RI.4.1, RI.4.2, RI. 4.10) Phrasing- (SL.4.1, SL.4.2,
Social Units of Draft a Personal SL.4.3) are
Studies Draw Inferences from Story Meaning in Letter(W.4.3.a, integrated into
Details (RL.4.1, RL.4.3) Complex W.4.3b, W.4.3e) the mini-
Sentences lessons during
Use Genre Features to Compare (RF.4.4c) Revise and Edit Turn and Talk,
and Contrast Texts on Same Topic (W.4.3d, W.4.4, Collaborative
(RL.4.10, RI.4.9) W.4.5, W.4.10) Conversations,
and Productive
Integrate Information from Two Engagement
Texts (RI.4.9, W.4.10) activities.
2 Extended The State Inform Identify Key Events and Long e Read and Analyze an
Read 1 Government ational Summarize (RL.4.1, RL.4.2, RL.4.3) (VCe ea, Informative/ Presentation of Capitalize
and its Text: ee, ey, y, Explanatory Prompt Knowledge and Proper
Citizen Social Analyze an Author’s Evidence ie, e) and (W.4.5, W.4.8) Ideas standards Nouns
Studies (RI.4.2, RI.4.8, RI. 4.10) Short e (SL.4.4, SL.4.5, (L.4.2a)Word Fifty States Inform (RF.4.3a, Read to Find Text SL.4.6) are
Study Read Plus ational Interpret Graphics Features: L.4.2d) Evidence (W.4.2b, addressed in
2 Text: Sidebars, Charts and Photos W.4.4, W.4.5, the Connect
Social (RI.4.7) W.4.9b) Across
Studies Discipline
Identify Key Details and Main Idea Answer Constructed Projects.
(RI.4.1, RI.4.2, RI. 4.10) Response Questions
(W.4.10)
Draw Inferences from Story
Details (RL.4.1, RL.4.3)
Use Genre Features to Compare
and Contrast Texts on Same Topic
(RL.4.10, RI.4.9)
Integrate Information from Two
Texts (RI.4.9)3 Extended Stanley’s Literary Identify Key Events and Long o Use Word
Read 2 Release Text: Summarize (RL.4.1, RL.4.2, RL.4.3) (VCe, oa, Reread to Find Text Knowledge to
Realisti ow, oe, o) Evidence (W.4.4, Combine Understand
1 c Draw Inferences from Story and Short W.4.5, W.4.8, Sentences Story Events
Word Go, Botono! Literary Details (RL.4.1, RL.4.3) o W.4.9a) (L.4.1f) (L.4.4.a)
Study Read Text: (RF.4.3a,
3 Science Use Genre Features to Compare L.4.2d) Answer Cross-Text
Fiction and Contrast Texts on Same Topic Questions (W.4.10)
(RL.4.10, RI.4.9)
Read and Analyze a
Integrate Information from Two Mentor Narrative
Texts (RI.4.9) Response (W.4.3c,
W4.9a, W4.10)Grade 4 Benchmark Advance
Unit 2 Knowledge Strand: Character/Topic: Characters’ Actions and Reactions
Essential Question: How do we reveal ourselves to others?
Interactive Read-Aloud: Over the course of the unit, you may choose a recommended trade book or from the selections in the Read-Aloud Handbook.
*Small Group Instruction: All students will have access to grade-level text during small group Tier 1 instruction (these text titles are provided by
Benchmark for each unit in the Components at a Glance section)
Unit Week Student Selection Genre Reading Foundational Writing Speaking and Language
Reads Title Mini-Lesson Listening
Word Fluency 3 weeks: Narrative Conventions Vocabulary
Study and Process Writing- of English Acquisition
Spelling Fairy Tale
1 Short Read The Gnat Literary Identify Key Events and Long i (VCe, Read on-level Read and Analyze a Speaking and Correct Identify Key
1 and the Lion Text: Summarize (RL.4.1, RL.4.2, igh, y, ie, i) text with Narrative Prompt Listening Comma Events and
2 and The Fable RL.4.10) and Short i purpose and (W.4.5, W.4.8, Standards are Usage summarize
Gnat and the (RF.4.3a) understanding W.4.9a) addressed (L.4.2b, 2c) (L.4.5b)
9/24/19 Bull Describe Characters Drawing (RF.4.4a) throughout the
to 10/21/19
Short Read Snow White Literary on Details in Text (RL.4.1, Reread to Find Text unit. Understand
2 Meets the Text: Fairy RL.4.3) Speed/Pacing- Evidence (W.4.4. Form and and Use
Huntsman Tale Fast W.4.5, W.4.8, Comprehension Use the Words That
Word Study Melamut the Literary Make Connections Between a Pausing- Short W.4.9a) and Progressive Signal
Read Crocodile Text: Story and a Read-Aloud Play Pause Collaboration Tenses States of
Animal (RL.4.5, RL.4.7) (RF.4.4b) Plan a Narrative Text: Standards (L.4.1b) Being
Fantasy Dialogue (W.4.3, (SL.4.1, SL.4.2, (L.4.4a,
Compare and Contrast Fables W4.4, W.4.5, W.4.8, SL.4.3) are L.4.4c)
and Fairy Tales (RL.4.2, RL.4.9, W.4.9a) integrated into
RL.4.10) the mini- Figurative
Draft a Narrative lessons during Language:
Text: Dialogue Turn and Talk, Similes
(W.4.3b, W.4.4, Collaborative (L.4.4,
W.4.5, W.4.10) Conversations, L.4.5)
and Productive
Revise and Edit Engagement
(W.4.3, W.4.4, W.4.5, activities.
W.4.10)
2 Extended Come Away, Literary Identify Key Events and Long u Use Description to Presentation of Understand
Read 1 Come Away! Text: Summarize (RL.4.1, RL.4.2, (VCe, ue, Develop Characters Knowledge and and Use
Fantasy RL.4.10) ew, u) and and Story Events Ideas standards Words That
Word Study Peter, the Informati Short u (W.4.3b, W.4.3d) (SL.4.4, SL.4.5, Signal
Read 2 Wild Boy onal Text: Make Inferences About Story (RF.4.3a) SL.4.6) are States of
Social Characters (RL.4.1, RL.4.3) Use Dialogue to addressed in Being
Studies Develop Characters the Connect (L.4.4a,
Close Reading: Make and Story Events Across L.4.4c,
Connections Between a Story (W.4.3b) Discipline L.4.6)
and a Visual Presentation Projects.
(RL.4.3, RL.4.7) Provide a Sense of
Closure (W.4.3e)
Close Reading: Compare and
Contrast Characters fromDifferent Stories (RL.4.3, Revise and Edit
RL.4.7) (W.4.2, W.4.4, W.4.5,
W.4.10)3 Extended How Literary Identify Key Events and Closed Revise to Add Words
Read 2 Dorothy Text: Summarize (RL.4.1, RL.4.2, Syllable to Signal Event Order
Saved the Fantasy RL.4.10) Patterns (W.4.3c, W.4.5)
2 Scarecrow (RF.4.3a)
Word Study The Informati Make Connections Between a Revise to Add
Read 3 Wonderful onal Text: Text and a Movie (RL.4.1, Concrete and
World of Oz Language RL.4.7) Sensory Details
Arts (W.4.3d, W.4.5)
Close Reading: Make
Connections Between a Story Revise and Edit
and a Visual Presentation (W.4.1, W.4.4, W.4.5,
(RL.4.7) W.4.10)
Analyze Genre (RL.4.3, RL.4.10)
Compare and Contrast Topics
in Two Texts (RL.4.9)Grade 4 Benchmark Advance
Unit 3 Knowledge Strand: Life Science/Topic: Observing Nature
Essential Question: How do we respond to nature?
Interactive Read-Aloud: Over the course of the unit, you may choose a recommended trade book or from the selections in the Read-Aloud Handbook.
*Small Group Instruction: All students will have access to grade-level text during small group Tier 1 instruction (these text titles are provided by
Benchmark for each unit in the Components at a Glance section)
Unit Week Student Selection Genre Reading Foundational Writing Speaking and Language Language
Reads Title Mini-Lesson Listening
3 Weeks: Writing to
Word Fluency Sources: Brief Conventions Vocabulary
Study and Informative Reports of English Acquisition
Spelling
1 Short A Bird’s Free Narrativ Identify Key Details and Open Read on- Read and Analyze a Speaking and Order Determine and
Read 1 Lunch e Determine the Main Idea Syllable level text Mentor Informative Listening Adjectives Clarify Meanings
3 Nonficti (RI.4.1, RI.4.2) Patterns with Text (W.4.4) Standards are within of Vocabulary
on: RF.4.3a purpose addressed Sentences and Idioms
10/22/19 Persona Describe the Structure of Part and Read to Find Facts and throughout (L.4.1d) (L4.4a, L.4.4c,
to 11/12/19
l Essay of a Text (RI.4.5) understan Details( W.4.5, W.4.8) the unit. L.4.5b)
Short The Literary ding
Read 2 Shimerdas Text: Identify and Summarize Key (RF.4.4a) Listen and View to Comprehensio Recognize and Use key Words
Realisti Events (RL.4.1, RL.4.2, RL.4.10) Find Facts and Details n and Correct to Search for
c Expressio (W.4.8) Collaboration Inappropriate Relevant sources
Word The Literary Compare and Contrast First n- Standards Fragments (L.4.4c)
Study Birdseed Text: Person Narrative Points of Characteri Plan and Organize (SL.4.1, SL.4.2, (L.4.1f)
Read 1 Thief Realisti View (RL.4.6) zation/Fe Your Ideas (W.4.5) SL.4.3) are Analyze
c elings integrated Figurative
(RF.4.4.b) into the mini Language
lessons during (L.4.5a)
2 Extended Being In and Narrativ Identify Key Details and Vowel-r Speed/Pa Turn and Talk, Analyze
Read 1 Seeing e Determine the Main Idea Syllable cing- Read and Analyze the Collaborative Figurative
Nature: The Nonficti (RI.4.1, RI.4.2, RI. 4.10) Patterns Varied Prompt (W.4.4, W.4.5) Conversations Language
Writings of on: RF.4.3.a (RF.4.4b) , and (L.4.5a)
John Persona Identify Genre Features: Find Facts and Details Productive
Burroughs l Essay Poetry (RL.4.5, RL.4.10) Read with in a Print Source Engagement Determine and
Word Waiting for Informa Accuracy, (W.4.8) activities. Clarify Meanings
Study Spring tional Analyze Figurative Language Appropria of Idioms (L.4.4a,
Read 2 Text: (RL.4.4) te Rate, Taking Notes from a Presentation L.4.5b)
Social and Video Source (W.4.8) of Knowledge
Studies Analyze a First Person Point of Expressio and Ideas
View (RL.4.6) n Plan and Organize standards
(RF.4.4b, Your Ideas (W.4.4, (SL.4.4, SL.4.5,
Integrate Information from RF.4.4c) W.4.5) SL.4.6) are
Two Texts (RL.4.6, RI.4.1, addressed in
RI.4.9) the Connect
Across
Discipline
Projects.3 Extended Birches and Literary Read and Respond to a Poem Vowel-r Understand
Read 2 In Summer Text: (RL.4.1, RL.4.2, RL.4.5, RL.4.10) Syllable Introduce the topic Figurative
3 Narrativ Compare a Poem to a Patterns Clearly (W.4.2a) Language to
e Photograph (RL.4.7, RL.4.10) RF.4.3.a Determine the
Poetry/ Incorporate Theme (L.4.5)
Lyric Analyze Differences Between Information from Your
Poem Prose and Poetry (RL.4.5) Sources and Provide a
Concluding Statement
or Section (W.4.2b,
W.4.2e)
Word Birch Bark Informa
Study Canoes tional Revise and Edit
Read 3 Text: (W.4.1, W.4.4, W.4.5,
Social W.4.10)
Studies
Evaluate and Reflect
on Writing (W.4.5)Grade 4 Benchmark Advance
Unit 4 Knowledge Strand: Understanding Different Points of Views
Essential Question: What do we learn when we look at the world through the eyes of others?
Interactive Read-Aloud: Over the course of the unit, you may choose a recommended trade book or from the selections in the Read-Aloud
Handbook.
*Small Group Instruction: All students will have access to grade-level text during small group Tier 1 instruction (these text titles are provided by
Benchmark for each unit in the Components at a Glance section)
Unit Week Student Selection Genre Reading Foundational Writing Speaking and Language
Reads Title Mini-Lesson Listening
(Standards focus) Word Study Fluency 3 Weeks: Opinion Conventions Vocabulary
Writing to Sources:
and Spelling Opinion Essay (response
of English Acquisition
to multiple texts)
1 Short Here Boy Literary Identify Key Events and Compound Read a Mentor Speaking and Use modal
Read 1 Text: Summarize (RL.4.1, RL.4.2, Words Opinion Text (W.4.4, Listening Auxiliaries to
4 Realisti RL. 4.10) (RF.4.3.a) W.4.5) Standards are Express Introduce and
c addressed Necessity Apply
11/13/19 Short Waiting for Literary Analyze First-Person Read to Find Facts and throughout the (L.4.1c) Compound
to 12/6/19
Read 2 Stormy Text: Narrative Point of View Details (W.4.8) unit. Words in
Realisti (RL.4.1, RL.4.6, RL.4.10) Context
c Use Text Evidence to Comprehension (RF.3a, L.4.2d)
Word A Dog’s Life Literary Draw Inferences About Find and Opinion and Collaboration
Study Text: Characters in a First-Person (W.4.4, W.4.5) Standards (SL.4.1,
Read 1 Animal Narrative (RL.4.1, RL.4.3) SL.4.2, SL.4.3) are
Fantasy Read on- Analyze the Author’s integrated into
Analyze Third-Person level text Concluding Statement the mini-lessons
Narrative Point of View with (W4.4, W.4.5) during Turn and
(RL.4.1, RL.4.3, RL4.6) purpose Talk, Collaborative
and Conversations,
Draw Inferences about understan and Productive
Characters in a Third Person ding Engagement
(RF.4.4a) activities.
Compare and Contrast First-
Person and Third-Person Expressio Presentation of
Point of View (RL.4.1, n- Knowledge and
RL.4.6) Anticipati Ideas standards
2 Extended Quiet! Literary Identify Key Story Details Vowel-C-e on/ Mood Read and Analyze the (SL.4.4, SL.4.5, Frequently Determine the
Read 1 Text: and Summarize (RL.4.1, Syllable Prompt (W.4.4, W.4.5) SL.4.6) are Confused Meaning of
Realisti RL.4.2, RL.4.10) Patterns Speed/Pa addressed in the Words Figurative
c (RF.4.3a, cing- Slow Develop Reasons Connect Across (L.4.1.g) Language:
Word Balto, A Informa Identify Key Events and RF.4.4c) (RF.4.4b) Based on Facts and Discipline Metaphors
Study Heroic Dog tional Summarize (RL.4.1, RL.4.2, Details from the Text Projects. (L.4.4c, L.4.5a)
Read 2 Text: RL.4.10) (W.4.8)
Social
Studies Draw Inferences About Use Text Evidence to
Character (L.4.4a, L.4.4c) Support Your Opinion
(W.4.4, W.4.5)
Analyze Third Person Point
of View (RL.4.1, RL.4.6) Plan and Organize
Your Opinion Essay
(W.4.4, W.4.5)Contrast Narrative Points of
View (RL.4.1, RL.4.6)
3 Extended My Breaking Literary Identify Key Details and Consonant- Use modal Define
Read 2 In Text: Summarize (RL.4.1, RL.4.2, le Syllable Create an Effective Auxiliaries to Technical
Animal RL.4.10) Patterns Opening Paragraph Express Vocabulary
Fantasy (RF.4.3a) (W.4.1a) Necessity Using
Word After Dark Literary Analyze Effects of First- (L.4.1c) Descriptions
Study Text: Person Point of View(Rl.4.3, Incorporate Text in Context
Read 3 Realisti RL.4.6) Evidence to Support Frequently (L.4.4a, L.4.4c)
c Your Opinion and Confused
Draw Inferences About Provide a Concluding Words
Characters (RL.4.1, RL.4.3) Statement (W.4.1b, (L.4.1.g)
W.4.1d)
Compare and Contrast the
Treatment of Similar Topics Revise and Edit
in Two Texts (RL.4.1, RL.4.3, (W.4.1, W.4.4, W.4.5,
RL.4.9) W.4.10)Grade 4 Benchmark Advance
Unit 5 Knowledge Strand: Technology and Society/Topic: Technology for a Green Future
Essential Question: How do we make decisions about developing new technology?
Interactive Read-Aloud: Over the course of the unit, you may choose a recommended trade book or from the selections in the Read-Aloud Handbook.
*Small Group Instruction: All students will have access to grade-level text during small group Tier 1 instruction (these text titles are provided by Benchmark
for each unit in the Components at a Glance section)
Unit Week Student Selection Genre Reading Foundational Writing Speaking and Language
Reads Title Mini-Lesson Listening
(Standards focus) Word Fluency 3 weeks: Opinion Conventions Vocabulary
Process writing-
Study and Opinion Essay (on a
of English Acquisition
Spelling topic related to
technology and
science)
1 Short The Hopeville Informational Identify Key Details and Hard and Read on-level Brainstorm an Speaking and Form and Use Use Context
5 Read 1 Ledger: Town Text: Summarize (RI.4.1, RI.4.2, Soft c, g text with Opinion (W.4.4) Listening of Clues to Define
Tackles Energy Journalism RI.4.10) (RF.4.3a, purpose and Standards are Prepositional Domain-
Debate L.4.2d) understanding Describe the addressed Phrases Specific
1/6/20
to 1/27/20 Describe the Overall (RF.4.4a) Overall Structure of throughout the (L.4.1e) Vocabulary
Short The Hopeville Opinion Text: Structure of an Opinion Events (W.4.10) unit. (L.4.4a, L.4.4c)
Read 2 Ledger Editorial Letters to the Text (RI.4.1, RI.4.5) Pausing-Full
Pages Editor Stop Select Comprehensio Identify and
Explain How an Author Expression- Knowledgeable and n and Analyze the
Uses Reasons and Anticipation/ Credible Online Collaboration Features of an
Word Fossil Fuels: Informational Evidence to Support Mood Sources (W.4.7) Standards Opinion Text
Study What’s the Text: Science Points in a Text (RI.4.1, (RF.4.4b) (SL.4.1, SL.4.2, (L.4.4c)
Read Story? RI.4.8) Take Notes from SL.4.3) are
Online Sources integrated into
Integrate Information (W.4.8) the mini-
from Two Texts to Speak lessons during
Knowledgeably on a Organize Your Turn and Talk,
Topic (RI.4.1, RI.4.8, Opinion Essay Collaborative
RI.4.9) (W.4.4, W.4.5) Conversations,
2 Extended Green Informational Identify Key Details and r-Controlled State Your Opinion and Productive Use the Future
Read 1 Transportation Text: Science Summarize (RI.4.1, RI.4.2, Vowels (ar, (W.4.1a) Engagement Progressive
Solutions RI.4.10) or, oar, ore) activities. Verb Tense
(RF.4.3a, Incorporate (L.4.1b)
Word The Solar Literary Text: Describe the Overall L.4.2d) Research to Presentation of
Study Challenge Realistic Structure of an Opinion Support Your Knowledge and
Read 2 Text (RI.4.1, RI.4.5) Opinion (W.4.1b) Ideas
standards
Explain How an Author Link Opinion and (SL.4.4, SL.4.5,
Uses Reasons and Reasons Using SL.4.6) are
Evidence to Support Words and Phrases addressed in
Points in a Text (RI.4.1, (W.4.1c) the Connect
RI.4.8) Across
Use Evidence to Discipline
Integrate Information Support a Text Projects.
from Two Texts to Speak (W.4.9b, W.4.10)
Knowledgeably on aTopic (RI.4.1, RI.4.8, Provide a
RI.4.9) Concluding
Statement (W.4.1d)
Use Details from a
Text to Support an
Answer (W.4.10)
3 Extended Opinions About Informational Identify Key Details and r-Controlled Revise to Include Use
Read 2 Green Text: Opinion Summarize (RI.4.1, RI.4.2, Vowels (er, Domain-Specific Prepositional
Transportation Piece RI.4.10) ir, ur) Vocabulary (W.4.5, Phrases
5 (RF.4.3a) W.4.6) (L.4.1e)
Explain How an Author
Word America’s Informational Uses Reasons and Edit to Improve Use the Future
Study Greenest City Text: Opinion Evidence to Support Paragraphing Progressive
Read 3 Piece Points in a Text, Evaluate (W.4.5) Verb Tense
an Author’s Evidence, (L.4.1b)
Compare Arguments and Edit for Correct
Evidence (RI.4.1, RI.4.8) Form (W.4.5)
Integrate Information Integrate
from Two Texts to Speak Information from
Knowledgeably on a Two Texts (W.4.10)
Topic (RI.4.1, RI.4.8,
RI.4.9) Choose a Font Style
and Size (W.4.6)Grade 4 Benchmark Advance
Unit 6 Knowledge Strand: Theme/Topic Confronting Challenges
Essential Question: How do we overcome obstacles?
Interactive Read-Aloud: Over the course of the unit, you may choose a recommended trade book or from the selections in the Read-Aloud Handbook.
*Small Group Instruction: All students will have access to grade-level text during small group Tier 1 instruction (these text titles are provided by Benchmark
for each unit in the Components at a Glance section)
Unit Week Student Selection Genre Reading Foundational Writing Speaking and Language
Reads Title Mini-Lesson Listening
(Standards focus) Word Fluency Narrative Writing to
Conventions of Vocabulary
Sources: Narrative
Study and Journal Entry
English Acquisition
Spelling
1 Short Rabbit and Literary Text: Explain Key Events and Adverb Read on- Write About a Speaking and Listening Form and Use of Determine or
Read 1 Coyote Trickster Tale Summarize (RL.4.1, Suffixes – level text Journal Entry (W.4.4, Standards are Prepositional Clarify the
6 Short The Valiant Literary Text: RL.4.2) ly, -ily, - with W.4.5) addressed throughout Phrases (L.4.1e) Meaning of
Read 2 Little Tailor Folktale ways, - purpose and the unit. Unknown and
1/26/20 Word Chi Li and Literary Text: Refer to Details and wise understandi Analyze Character Multiple-
to 2/18/20
Study the Serpent Legend Examples in a Text to (RF.4.3a, ng (RF.4.4a) and Events (W.4.4, Comprehension and Meaning
Read 1 Draw Inferences (RL.4.1, L.4.2d) W.4.5) Collaboration Words and
RL.4.3) Inflection/ Standards (SL.4.1, Phrases
Intonation- Analyze Character SL.4.2, SL.4.3) are (L.4.4a, L.4.4c)
Determine a Story’s Pitch Traits (W.4.8) integrated into the
Theme (RL.4.1, RL.4.2) mini-lessons during
Read with Develop the Turn and Talk,
Describe the Characters, Expression- Character’s Voice Collaborative
Setting, and Events in a Dramatic (W.4.3a, W.4.5) Conversations, and
Quest Story (RL.4.1, Expression Productive
RL.4.3) (RF.4.4b) Compare and Engagement activities.
Contrast the
Use Text Evidence to Treatment of Similar Presentation of
Compare and Contrast Themes (W.4.10) Knowledge and Ideas
the Treatment of Similar standards (SL.4.4,
Themes (RL.4.1, RL.4.2, SL.4.5, SL.4.6) are
RL.4.3, RL.4.9) addressed in the
2 Extended Molly Literary Text: Explain Key Events and ōō and ŏŏ Answer a Prompt Connect Across Order Adjectives
Read 1 Whuppie Fairy Tale Summarize (RL.4.1, (oo, ew, (W.4.4, W.4.5) Discipline Projects. Within
RL.4.2) ould, ull) Sentences
Word Kate Informational (RF.4.3a, Analyze a Story and (L.4.1d)
Study Shelley: A Text: Social Refer to Details and L.4.2d) List Character Traits
Read 2 Young Hero Studies Examples in a Text to (W.4.8)
Draw Inferences (RL.4.1,
RL.4.3) Use Details and
Examples in a Text to
Describe the Characters, Answer a Question
Setting, and Events in a (W.4.10)
Quest Story (RL.4.1,
RL.4.3) Gather Relevant
Information From
Print and digitalUse Text Evidence to Sources; Take Notes
Compare and Contrast (W.4.8)
the Treatment of Similar
Themes (RL.4.1, RL.4.2, Describe a Character
RL.4.3, RL.4.9) Using Details in the
Text (W.4.10)
Plan Journal Entries
(W.4.4, W.4.5)
Compare and
Contrast the
Treatment of Similar
Themes (W.4.10)
3 Extended Hercules’ Literary Explain Key Events and Adjectives Use Dialogue Correct Adjective Use Dialogue
Read 2 Quest Text: Myths Summarize (RL.4.1, Suffixes – (W.4.3a) Order in (L.4.2b,
6 Word Paul Bunyan Literary RL.4.2) ful, -ous, - Sentences L.4.3b)
Study and the Text: Tall ible, -able, Use Description (L.4.1d)
Read 3 Troublesome Tale Refer to Details and -some (W.4.3b, W.4.3d) Determine the
Mosquitoes Examples in a Text to (RF.4.3a, Meaning of
Draw Inferences (RL.4.1, L.4.2d) Refer to Details and Words and
RL.4.3) Examples in a Text to Phrases in a
Draw Inferences Text
Use Text Evidence to (W.4.10) (Mythological
Compare and Contrast Allusions)
the Treatment of Similar Revise to Include (L.4.4a, L.4.4c,
Themes in Texts from More Detail (W.4.3d) L.4.6)
Different Cultures
(RL.4.1, RL.4.2, RL.4.3, Compare and Include Detail
RL.4.9) Contrast Themes in (L.4.1e)
Texts from Different
Cultures (W.4.9a,
4.10)
Evaluate and Reflect
on Writing (W.4.3a,
W.4.3b, W.4.4,
W.4.5, W.4.8)Grade 4 Benchmark Advance
Unit 7 Knowledge Strand: History and Culture/Topic: Developing a Nation
Essential Question: How do communities evolve?
Interactive Read-Aloud: Over the course of the unit, you may choose a recommended trade book or from the selections in the Read-Aloud Handbook.
Unit Week Student Selection Genre Reading Foundational Writing Speaking and Language
Reads Title Mini-Lesson Listening
(Standards focus) Word Fluency Writing to Sources: News
Conventions of Vocabulary
Report
Study and English Acquisition
Spelling
1 Short The Open Informational Identify Key Details and /ou/ and Read on- Determine the Speaking and Recognize and Determine the
7 Read 1 Road Text: Social Determine Main Idea /oi/ level text Features of a Mentor Listening Standards Correct Run-on Meaning of
Studies (RI.4.1, RI.4.2, RL.4.1, (RF.4.3a, with purpose News Report (W.4.4, are addressed Sentences Words and
2/19/20 Short Dust Bowl Informational RL.4.2) L.4.2d) and W.4.5) throughout the (L.4.1f, L.4.2c) Phrases in a
to Read 2 Refugees Text: Social understandi unit. Text (L.4.4)
3/10/20 Studies Describe the Overall ng (RF.4.4a) Analyze the
Structure of a Text Organization and Comprehension and Explain the
Literary Text: (Chronological) (RI.4.3, Pausing- Features of a News Collaboration Meaning of
Song Lyrics RI.4.5) Short Pause Report (W.4.4, W.4.5) Standards (SL.4.1, Similes and
Word Black Narrative SL.4.2, SL.4.3) are Metaphors
Study Sunday: An Nonfiction: Interpret Information Speed/Pacin Analyze How Writers integrated into the (L.4.5a)
Read 1 Eyewitness Firsthand Presented Visually: Time g- Varied Incorporate mini-lessons during
Account Account Lines (RI.4.3, RI.4.7) (RF.4.4b) Information from Turn and Talk,
Multiple Sources Collaborative
Explain How an Author (W.4.4, W.4.5, W.4.8) Conversations, and
Uses Reasons and Productive
Evidence to Support Use the Five Ws to Engagement
Points in a Text (RI.4.7, Organize a News activities.
RI.4.8) Report (W.4.4, W.4.5)
Presentation of
Integrate Information Analyze How a Text is Knowledge and
from Two Texts to Speak Supported with Ideas standards
Knowledgeably on a Historical Photographs (SL.4.4, SL.4.5,
Topic (RI.4.9) and Direct Quotations SL.4.6) are
(W.4.10) addressed in the
2 Extended Building the Informational Identify Key Details and Prefixes Read and Analyze a Connect Across Relative
Read 1 Transcontin Text: Social Determine Main Idea trans-, pro-, Prompt (W.4.4, W.4.5) Discipline Projects. Pronouns
ental Studies (RI.4.1, RI.4.2, RL.4.1, sub-, super- (L.4.1a)
Railroad RL.4.2) , inter- Gather Facts and
(RF.4.3a, Details from Sources
Word The Pony Informational Describe the Overall L.4.2d, (W.4.8)
Study Express Text: Social Structure of a Text L.4.4b)
Read 2 Studies (Compare/Contrast) Draw an Inference
(RI.4.3, RI.4.5) from a Chronological
Text (W.4.10)
Draw an Inference from a
Chronological Text Use Your Notes to
(RI.4.1, RI.4.3, RI.4.5) Organize Your Report
(W.4.4, W.4.5)Interpret Information Group Related
Presented Visually Information in
(RI.4.3, RI.4.7) Paragraphs and
Sections (W.4.2a)
Integrate Information
from Two Texts to Speak
Knowledgeably on a
Topic (RI.4.9)
3 Extended The Oregon Informational Identify Key Details and Homophon Revise to Improve Understand Maintain a
Read 2 Trail Text: Social Determine Main Idea es (RF.4.3a, Fluency – Sentence Words Using Formal Voice
7 Studies (RI.4.1, RI.4.2, RL.4.1, RF.4.4c, Length and Structure Synonyms (L.4.3b, L.4.3c)
RL.4.2) L.4.1g, (W.4.5) (L.4.4c, L.4.5c)
L.4.2d)
Explain How an Author Revise to Maintain a Use a Comma
Uses Reasons and Formal Voice (W.4.5) Before a
Evidence to Support Coordinating
Points in a Text (RI.4.7, Find Text Evidence Conjunction in a
RI.4.8) (W.4.10) Compound
Sentence (L.4.2c)
Explain Events in a Edit to Correct Run-on
Historical Text (RI.4.3) Sentences (W.4.4, Relative
W.4.5) Pronouns
Integrate Information Edit for Correct Use of (L.4.1a)
from Two Texts (RI.4.9) Relative Pronouns
(W.4.4, W.4.5)
Evaluate and Reflect
on Writing (W.4.4,
W.4.5)Grade 4 Benchmark Advance
Unit 8 Knowledge Strand: Earth Science/Topic: Earth Changes
Essential Question: How do Earth’s natural processes impact our lives?
Interactive Read-Aloud: Over the course of the unit, you may choose a recommended trade book or from the selections in the Read-Aloud Handbook.
*Small Group Instruction: All students will have access to grade-level text during small group Tier 1 instruction (these text titles are provided by Benchmark for
each unit in the Components at a Glance section)
Unit Week Student Selection Genre Reading Foundational Writing Speaking and Language
Reads Title Mini-Lesson Listening
(Standards focus) Word Fluency 3 Week Process Writing: Conventions of Vocabulary Acquisition
Informative Report
Study and English
Spelling
1 Short Earthquakes Information Identify Key Details and Negative Read on- Develop a Focus (W.4.4, Speaking and Use Modal Use Context Clues to
Read 1 al Text: Answer Text-Dependent Prefixes level text W.4.7) Listening Auxiliaries to Define Domain-Specific
8 Science Questions (RI.4.1, RI.4.2, de-, un-, with Standards are Express Vocabulary (L.4.4a,
3/30/20- Short The San Narrative RI.4.3, RI.4.10) in-, im-, purpose Identify Stated and addressed Possibility L.4.4c)
4/17/20 Read 2 Francisco Non-Fiction dis- and Implied Cause/Effect throughout (L.4.1c)
Earthquake, Personal Identify and Describe (RF.4.3a, understan Relationships (W.4.10) the unit.
1906: An Essay Cause and Effect Text L.4.2d, ding
Eyewitness Structure (RI.4.1, RI.4.3, L.4.4b) (RF.4.4a) Select Knowledgeable Comprehensio
Account RI.4.10) and Credible Print n and
Word Tsunami! Information Inflection/ Sources (W.4.7, W.4.8) Collaboration
Study al Text: Interpret Graphic Intonation Standards
Read 1 Science Features: Maps, Diagrams, - Pitch Write About How a (SL.4.1, SL.4.2,
Photos (RI.4.7) Photo Helps SL.4.3) are
Read with Understanding of Text integrated
Identify Key Events and Expressio (W.4.10) into the mini-
Summarize (RI.4.1, RI.4.2, n- lessons during
RI.4.10) Dramatic Take Notes from Print Turn and Talk,
Expressio Sources (W.4.8) Collaborative
Identify Genre Features: n Conversations
Firsthand Accounts (RI.4.6) (RF.4.4b) Plan and Organize a , and
Report (W.4.4, W.4.5) Productive
Compare and Contrast Engagement
Firsthand and Secondhand Write Responding to activities.
Accounts (RI.4.5, RI.4.6, Firsthand and
RI.4.9) Secondhand Accounts Presentation
(W.4.10) of Knowledge
and Ideas
standards
2 Extended Volcanoes Information Identify Main Ideas and Greek and Introduce a Topic (SL.4.4, SL.4.5, Use Relative Determine and Clarify
Read 1 al Text: key Details (RI.4.1, RI.4.2, Latin (W.4.2a) SL.4.6) are Adverbs (L.4.1a) the Meaning of Multiple-
Science RI4.10) Roots addressed in Meaning Words (L.4.4a,
Word The Mount Information geo-, Develop a Topic with the Connect L.4.4c)
Study St. Helens al Text: Close Reading: Analyze archae-, Specific Details (W.4.2b) Across
Read 2 Volcano Social Cause and Effect Text rupt- Discipline Differentiate Between
Studies Structure (RI.4.1, RI.4.3, (RF.4.3a, Use Text Evidence Projects. Contexts That Call for
RI.4.5) L.4.4b, (W.4.10) Formal English and
L.4.4c) Situations Where
Close Reading: Analyze Informal Discourse is
Author’s Purpose to Appropriate (L.4.3c)Develop New Insights Use Linking Words and
(RI.4.1, RI.4.3) Phrases to Connect
Ideas (W.4.2c)
Draw Conclusions from
Two Texts (RI.4.1, RI.4.3, Use Details and
RI.4.9) Examples in a Text to
Draw Inferences
(W.4.10)
Provide a Concluding
Statement (W.4.2d,
W.4.2e)
3 Extended Mount Narrative Identify Key Events and
summarize (RI.4.1. RI.4.2,
Variant
Vowel /ô/
Revise to Improve
Sentence Fluency by
Correct Use of
Modal Auxiliaries
Use Domain-Specific
Vocabulary (L.4.3a)
Read 2 Vesuvius, 79 Nonfiction:
CE: Letter Letter RI.4.10) (au, al, aw) Varying Sentence (L.4.1c)
(RF.4.3a, Beginnings (W.4.5)
from Pliny (Firsthand Review Genre Features: L.4.2d) Correct Use of
the Younger Account) Firsthand Accounts (RI.4.1, Revise to Include Relative Adverbs
Word Escape from Literary Text: RI.4.6, RI.4.9, RI.4.10) Domain-Specific (L.4.1a)
Study Pompeii Historical Vocabulary (W.4.2d,
Read 3 Fiction Interpret Information W.4.5) Use Correct
Presented Visually (RI.4.1, Capitalization
RI.4.7) Interpret Information (L.4.2a)
Presented Visually
Close Reading: Analyze (W.4.10)
Sensory Language to Draw
Inferences (RI.4.1) Use Text Evidence
(W.4.10)
Close Reading: Draw
Conclusions from Firsthand Include Illustrations to
and Secondhand Accounts Aid comprehension
(RI.4.1, RI.4.9) (W.4.2a, W.4.6)Grade 4 Benchmark Advance
Unit 9 Knowledge Strand: Economics/Topic: Resources and Their Impact
Essential Question: How does access to resources influence people’s lives?
Interactive Read-Aloud: Over the course of the unit, you may choose a recommended trade book or from the selections in the Read-Aloud Handbook.
*Small Group Instruction: All students will have access to grade-level text during small group Tier 1 instruction (these text titles are provided by Benchmark for
each unit in the Components at a Glance section)
Unit Week Student Selection Genre Reading Foundational Writing Speaking Language
Reads Title Mini-Lesson and
(Standards focus) Word Fluency 3 Weeks: Process Listening Conventions of Vocabulary
Writing - Multimedia
Study and Presentation
English Acquisition
Spelling
1 Short Seattle: Informational Identify Key Details and Noun Read on-level Introduce the Speaking and Interrogative Use Context Clues to
Read 1 Up and Text: Social Main Ideas (RI.4.2, Suffixes - text with Purpose and Listening Pronouns (L.4.1a) Determine the Meaning
9 Down and Studies RI.4.10) dom, -ity, - purpose and Audience for a Standards of Foreign Language
Up Again tion, -ment, understanding Multimedia are Phrases (L.4.4a, L.4.6)
4/20/20- Short Cesar: Si, Literary Text: Analyze Cause and Effect -ness (RF.4.4a) Presentation (W.4.4, addressed
5/18/20 Read 2 Se Puede! Narrative Text Structure (RI.4.3, (RF.4.3a, Inflection/Into W.4.5) throughout
Yes We Poem RI.4.5) L.4.2d) nation-Stress the unit.
Can! (RF.4.4b) Analyze and Explain
Word Dolores Informational Analyze How Reasons and Phrasing Units Multimedia Elements Comprehensi
Study Huerta Text: Social Evidence Support Points of Meaning in (W.4.4, W.4.5) on and
Read 1 Studies in a Text (RI.4.8) Complex Collaboratio
Sentences Brainstorm a Topic n Standards
Read and Respond to (RF.4.4c) (W.4.4, W.4.5, (SL.4.1,
Poetry (RL.4.1, RL.4.2, W.4.8) SL.4.2,
RL.4.10) SL.4.3) are
Gather Facts and integrated
Identify Genre Features: Details About a Topic into the
Free Verse Poetry (RL.4.5, (W.4.4, W.4.5, mini-lessons
RL.4.10) W.4.8) during Turn
and Talk,
Use Text Evidence to Organize Information Collaborative
Compare and Contrast and Support the Conversation
Texts on Similar Topics Information with s, and
(RI.4.5, RI.4.6, RI.4.9) Visuals (W.4.4, Productive
W.4.5) Engagement
2 Extended Natural Informational Identify Key Details and Latin Roots Introduce a Topic activities.
Read 1 Resources Text: Social Determine the Main Idea mis (“send) (W.4.2a)
and Studies (RI.4.1, RI.4.2, RI.4.10) agri Presentation
Workers (“field”) Develop a Topic with of
Word John Literary Text: Close Reading: Explain duc/duct Facts and Details Knowledge
Study Henry Tall Tale the Effects of an Event (“lead”) (W.4.2b) and Ideas
Read 2 (RI.4.3, RI.4.5) man standards
Close Reading: Analyze (“hand”) Provide a Concluding (SL.4.4,
How Reasons and (RF.4.3a, Statement (W.4.2e) SL.4.5,
Evidence Support Points L.4.2d, SL.4.6) are
in a Text (RI.4.8) L.4.4b) Use Reasons and addressed in
Evidence to Support the Connect
Close Reading: Integrate Points in a Text Across
Information from Two (W.4.10)Texts on the Same Topic Discipline
(RI.4.9) Gather Photographs Projects.
to Support a
Presentation
(W.4.2a, W.4.8)
Integrate
Information from
Two Texts (W.4.10)
Create Visuals to
Support a
Presentation
(W.4.2a)
3 Extended Out of the Literary Text: Identify and Summarize Variant Combine Text and Correctly Use Frequently
Read 2 Dust Narrative Key Story Events (RL.4.1, Vowel /âr/ Multimedia Elements Confused Words (L.4.1g)
Poem RL.4.2, RL.4.10) (air, are, (W.4.2c)
Word Dust Literary Text: ear) Spell Grade-Appropriate
Study Storm Historical Close Reading: Analyze (RF.4.3a, Include Formatting Words Correctly,
Read 3 Days Fiction Author’s Use of Poetic L.4.2d) to Aid Consulting References as
Language to Establish Comprehension Needed (L.4.2d)
Setting (RL.4.3, RL.4.5) (W.4.2a)
Understand Figurative
Close Reading: Analyze Language (Simile and
Key Details to Determine Personification/Metapho
Theme (RL.4.2) rs) (L.4.5a)
Close Reading: Compare Differentiate Between
and Contrast Poetry Contexts That Call for
(RL.4.5, RL.4.9) Formal English and
Situations Where
Informal Discourse is
Appropriate (L.4.3c)Grade 4 Benchmark Advance
Unit 10 Knowledge Strand: Physical Science/Topic: The Power of Electricity
Essential Question: Where do Scientific discoveries lead us?
Interactive Read-Aloud: Over the course of the unit, you may choose a recommended trade book or from the selections in the Read-Aloud Handbook.
*Small Group Instruction: All students will have access to grade-level text during small group Tier 1 instruction (these text titles are provided by Benchmark for
each unit in the Components at a Glance section)
Unit Week Student Selection Genre Reading Foundational Writing Speaking and Language
Reads Title Mini-Lesson Listening
(Standards focus) Word Fluency Week 1-2: Process Writing-
Conventions Vocabulary Acquisition
Cinquain Poem
Study Week 3: Reflect on Writing
of English
and
Spelling
1 Short Power Informational Explain Key Events Adding Read on-level Introduce the Genre Speaking and Determine and Clarify
Read 1 Restored In Text: and Summarize endings text with (W.4.4, W.4.10) Listening the Meaning of Multiple-
10 India Journalism (RI.4.1, RI.4.2) with purpose and Standards are Meaning Words (L.4.4)
Short Benjamin Informational spelling understanding Analyze the Cinquain addressed
5/11/20- Read 2 Franklin: Text: Science Identify Key Details changes (RF.4.4a) Form (W.4.4, W.4.10) throughout Acquire and Use
to 6/1/20 The Dawn of and Determine Main (RF.4.3a, the unit. Accurately Grade-
Electrical Idea (RI.4.1, RI.4.2) L.4.2d) Expression- Brainstorm Ideas for a Appropriate General
Technology Characterization/ Cinquain (W.4.4, Comprehensio Academic and Domain-
Word Blackout, Literary Text: Explain How an Feelings W.4.10) n and Specific Words and
Study 1965 Realistic Author Uses Reasons Collaboration Phrases (L.4.6)
Read 1 and Evidence to Inflection/Inton- Evaluate Ideas to Standards
Support Points in a ation-Volume Narrow Focus (W.4.4, (SL.4.1, SL.4.2,
Text (RI.4.8) (RF.4.4b) W.4.10) SL.4.3) are
integrated
Explain Events, Ideas, Develop Ideas Through into the mini-
or Concepts in a Freewriting (W.4.4, lessons during
Scientific Text (RI.4.1, W.4.10) Turn and Talk,
RI.4.3, RI.4.8) Collaborative
Conversations
Integrate , and
Information from Productive
Two Texts to Speak Engagement
Knowledgeably on a activities.
Topic (RI.4.9)
2 Extended The Power Informational Identify Key Details Words Draft the Poem (W.4.4, Presentation Use Context Clues to
Read 1 of Electricity Text: Science and Determine Main with W.4.10) of Knowledge Determine Domain-
Idea (RI.4.1, RI.4.2) final /əl/ and Ideas Specific Vocabulary
Word The Hoover Informational and /ən/ Use Strong, Vivid Verbs standards (L.4.4a, L.4.4c)
Study Dam Text: Science Explain How an (RF.4.3a, and Alliteration (W.4.4, (SL.4.4, SL.4.5,
Read 2 Author Uses Reasons L.4.2d) W.4.5, W.4.10) SL.4.6) are Correctly Use Frequently
and Evidence to addressed in Confused Words (L.4.1g)
Support Points in a Revise to Strengthen a the Connect
Text (RI.4.8) Poem (W.4.4, W.4.5, Across Spell Grade –Appropriate
W.4.10) Discipline Words correctly,
Explain Events, Ideas, Projects. Consulting References as
or Concepts in a Needed (L.4.2d)You can also read
