4th Grade Reading Curriculum Guide

Culpeper County Public Schools
Curriculum Pacing Guide

Reading/Writing, Fourth Grade
Revised July 2013
Year-at-a-Glance
At the end of Semester, U3W4 is where you should be. If you are not there, submit a plan to the school
administrator for the second semester outlining how all skills will be taught prior to the end of the year
assessments.
Subject:
Reading
Grade Level(s):
FIRST QUARTER
Revised July 2013

SECOND QUARTER
Unit/Week
Unit/Week
Story (Genre)
U1W1
Story/Genre
Because of Winn Dixie

(Realistic Fiction)
Skill focuses : Sequence ; Suffixes
U1W2
Lewis and Clark and Me

(Historical Fiction)
Skill focus : Authors Purpose ; Word Endings
U1W3
On the Banks of Plum Creek

Skill focus : Character, Setting, Plot ; Multiple Meaning
words
U1W4
U1W5
U2W3
U2W4
Scene Two
(Drama)
Skill focus : Draw Conclusions ; Prefixes
Horse Heroes: True Stories of Amazing Horses
(Expository Text)
Skill focus : Fact and Opinion ; Unknown Words
U2W5
So You Want to Be President

(Expository Text)
Skill focus : Main Idea and Details ; Unknown Words
The Horned Prince

(Tall Tale)
Skill focus : Authors Purpose ; Synonyms/Antonyms
U2W6
Interactive Review & Unit Assessment Week
Letters Home from Yosemite

(Expository Text)
Skill focus : Main Idea and Details ; Suffixes
U3W1
The Man Who Named the Clouds

(Biography)
Skill focus : Graphic Sources ; Multiple-meaning words
U3W2
Adelinas Whales
(Expository Text)
Skill focus : Fact and Opinion ; Multiple-Meaning Words
U2W1
What Jo Did
(Fiction)
Skill focus : Cause and Effect ; Prefixes &Suffixes
U3W3
How Night Came from the Sea

(Myth)
Skill focus : Generalize ; Unfamiliar Words
U2W2
Coyote School News

Skill focus : Draw Conclusions ; Unknown Words
U3W4
Eye of the Storm

(Expository Text)
Skill focus : Cause and Effect ; Root Words
U1W6
END OF SEMESTER
*** Hitting Ctrl + Home will bring you back to the top of the cover page from anywhere in the document ***
THIRD QUARTER
Unit/Week
U3W5
U3W6
U4W1
U4W2
U4W3
FOURTH QUARTER
Story/Genre
Paul Bunyan
Skill focus : Generalize ; Suffixes
Unit/Week
(Tall Tale)
U5W3
Cliff Hanger
(Realistic Fiction)
Skill focus: Literary Elements: Character, Plot, Theme;
Unfamiliar Words
The Case of the Gasping Garbage

(Realistic Fiction)
Skill focus: Compare & Contrast; Synonyms & Antonyms
U5W4
Antarctic Journal
(Autobiography)
Skill focus: Main Idea and Details; Greek and Latin Affixes
Encantado
(Expository Text)
Skill focus: Compare and Contrast; Multiple Meaning
Words
U5W5
Seeker of Knowledge
(Biography)
Skill focus: Graphic Sources; Greek and Latin Roots
U4W5
Encyclopedia Brown
(Realistic Fiction)
Skill focus: Character and Plot; Synonyms and Antonyms
U5W1
Moonwalk
(Science Fiction)
Skill focus: Draw Conclusions; Synonyms
Navajo Code Talkers

(Expository Text)
Skill focus: Sequence; Unknown Words
U4W4
U4W6
U5W2
Story/Genre
Lost City
(Biography)
Skill focus: Compare and Contrast; Greek and Latin
Roots
*** Time Allowed For SOL Review/Remediation ***

Smokejumpers
(Expository Text)
Skill focus: Authors Purpose; Homographs
*End of Year Assessment (required)
*** Hitting Ctrl + Home will bring you back to the top of the cover page from anywhere in the document ***
Unit/Benchmark
Standard
Unit/Week
Spiral Skill Review
U1/W1
Story Title
(Genre)
Because of Winn-Dixie
(Realistic Fiction)
Revised July 2013
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b,c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Get Ready to Read/Read to

Comprehend/Writing
Comprehension
Skill: Sequence
Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.5 The student will
d) summarize supporting details.
identify the main idea or theme of a text and summarize using supporting details.
Strategy: Summarizing
Vocabulary
Skill: Suffixes
Strategy : Word Structure
4.4 The student will.

b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
use their knowledge of affixes (prefixes and suffixes) to read and understand the meanings
of words
develop vocabulary by listening to and reading a variety of texts.
Assessment
U1W1 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
grand, memorial,
peculiar, positive,
prideful, recalls,
selecting
Language Arts/Writing
Spelling : Short Vowel VCCV
Writing: Realistic Fiction
Trait: Word Choice
Conventions : Declarative and
Interrogative Sentences
4.7 The student will.

a) Identify intended audience
produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.
e) Recognize different modes of writing have different patterns of organization
recognize different modes of writing have different patterns of organization
Utilize elements of style, including word choice and sentence variation.
purposefully shape and control language to affect readers.
use specific vocabulary and vivid word choice.
use precise language and vocabulary to explain a topic.
4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence
structure, and paragraphing.
apply knowledge of the writing domains of composing, written expression, and
usage/mechanics
Suggested Prompts
- Suppose you had
the opportunity to
travel anywhere
you wanted.
Write to explain
where you would
go and why.
- Think of someone
who is brave.
Write to describe
this person and
explain how he or
she shows
bravery.
- Who is your
favorite teacher?
Write to describe
which teacher
you like best and
explain what
makes him or her
special.
Unit/Week
Spiral Skill Review
U1/W2
Story Title
(Genre)
Lewis and Clark and Me

Revised July 2013
Research: (SOL 4.9)

Comprehend/Writing
Comprehension
Skill: Authors Purpose
Strategy : Questioning
Reading/Writing
c) Explain the authors purpose.
explain authors purpose (e.g., to entertain, persuade, inform).
a) Explain authors purpose
explain the authors purpose (e.g. to entertain, inform, or persuade)
b) Describe how the choice of language, setting, characters, and information
contributes to the authors purpose.
Vocabulary
Skill: Word Endings
Strategy : Word Structure
Assessment
(based on school)
U1W2 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
-
Describe how the choice of language, setting, characters, details, and other information
contribute to authors purpose.
4.4 The student will expand vocabulary when reading.

use their knowledge of affixes (prefixes and suffixes) to read and
understand the meanings of words.
Vocabulary Words
docks, migrating,
scan, scent, wharf,
yearned
Spelling: Long a and i
Writing: Expository
Composition
Trait: Organization
Conventions : Imperative and
Exclamatory Sentences
4.7 The student will write cohesively for a variety of purposes.

d) Organize writing to convey a central idea.
Create a plan and organize thoughts to convey a central idea before writing.
Use a variety of prewriting strategies (e.g. brainstorming, listing, free-writing, and using
graphic organizers)
4.8 The student will edit writing for correct grammar, capitalization, spelling,
punctuation, sentence structure, and paragraphing.
usage/mechanics.
Suggested Prompts
Suppose you had
the opportunity to
travel anywhere
you wanted.
Write to explain
where you would
go and why.
- Think of someone
who is brave.
Write to describe
this person and
explain how he or
she shows
bravery.
- Who is your
favorite teacher?
Write to describe
which teacher
you like best and
explain what
makes him or her
special.
Unit/Week
Spiral Skill Review
U1/W3
Story Title
(Genre)
On the Banks of Plum Creek

Revised July 2013
Research: (SOL 4.9)

Comprehend/Writing
Comprehension
Skill: Literary Elements:
Character, Setting, Plot
Strategy : Background
Knowledge
Vocabulary
Skill: Multiple-Meaning Words
Strategy: Dictionary/Glossary
Reading/Writing
b) Describe how the choice of language, setting, characters, and information contributes to the
authors purpose.
Describe how the choice of language, setting, characters, details, and other information
Describe in depth a character, setting, or event drawing on specific details from the text
(e.g, words, actions, or a characters thoughts).

a) Use text structures, such as type, headings, and graphics, to predict and categorize
information in both print and digital texts.
use text features, such as special type styles (e.g., boldfaced, italics) and color, captions
under pictures and graphics, and headings of sections and chapters, to predict and
categorize information in both print and digital texts.
Understand how written text and accompanying illustrations connect to convey meaning
(e.g., charts, graphs, diagrams, timelines, animations).
c) Use word-reference materials, including the glossary, dictionary, and thesaurus.
use context to select the applicable definition of a word from a glossary or dictionary.
identify and consult the word-reference material(s), including the glossary, dictionary, and
thesaurus, most likely to contain needed information to clarify word meaning.
Assessment
(based on school)
U1W3 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
badger, bank, bristled,
jointed, patched,
ruffled, rushes

Spelling: Long e and o

Writing: Parody
i)
Trait: Voice
Conventions : Complete
Sentences and Predicates
j) Revise writing for clarity of content using specific vocabulary and information.
select specific information to guide readers more purposely through the piece
use available reference resources(e.g., dictionary, thesaurus) as aids to revising writing for
clarity
use available technology to gather information and to aid in writing.

usage/mechanics.
Suggested Prompts
- - Suppose you
had the
opportunity to
travel anywhere
you wanted.
Write to explain
where you would
go and why.
- Think of someone
who is brave.
Write to describe
this person and
explain how he or
she shows
bravery.
- Who is your
favorite teacher?
Write to describe
which teacher
you like best and
explain what
makes him or her
special.
Unit/Week
Spiral Skill Review
U1/W4
Story Title
(Genre)
The Horned Toad Prince

(Tall Tale)
Revised July 2013
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)

Comprehend/Writing
Comprehension
Strategy : Story Structure
Reading/Writing
a) Explain authors purpose
explain the authors purpose (e.g. to entertain, inform, or persuade)
authors purpose.
Vocabulary
Skill: Synonyms and Antonyms
Strategy: Context Clues
describe how the choice of language, setting, characters, details, and other information
4.4 The student will ...
a) Use context to clarify meanings of unfamiliar words.
use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g.,
definitions, examples, or restatements of text).
use clues in the context of a sentence, paragraph, or reading selection to predict and explain
the meanings of words that have more than one definition.
determine the meaning of general academic and content-specific words or phrases in a

text.
use their knowledge of synonyms (words with similar meanings) and antonyms (words
with opposite meanings) to understand the meanings of unfamiliar words.
Assessment
(based on school)
U1W4 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
bargain, favor,
lassoed, offended,
prairie, riverbed,
shrieked
Spelling: Long e
Writing: Friendly Letter

produce clear and coherent writing in which the development and
organization are appropriate to purpose and audience.
Trait: Expression
e)
Recognize different modes of writing have different patterns of organization
Conventions : Compound
Sentences

narrative
organize an event sequence that unfolds naturally
use transition words and phrases for sentence variety and to manage
the sequence of events
use specific vocabulary, words, and phrases to convey experiences
and events
provide a conclusion
4.8
clarity
The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence

usage/mechanics.
Suggested Prompts
- Suppose you had
the opportunity to
travel anywhere
you wanted.
Write to explain
where you would
go and why.
- Think of someone
who is brave.
Write to describe
this person and
explain how he or
she shows
bravery.
- Who is your
favorite teacher?
Write to describe
which teacher
you like best and
explain what
makes him or her
special.
Unit/Week
Spiral Skill Review
U1/W5
Story Title
(Genre)
Letters from Yosemite

(Expository Text)
Revised July 2013
Research: (SOL 4.9)

Comprehend/Writing
Comprehension
Skill: Main Ideas and Details
Reading/Writing
d) Identify the main idea.
Strategy: Text Structure

e)
Summarize supporting details.
Vocabulary
Skill: Suffixes ist, -ive
Strategy: Word Structure
identify the main idea and supporting details within a selection summarizing the text by
using tools such as graphic organizers, outlining, and notes.

of words.
Assessment
(based on school)
U1W5 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
glacier, impressive,
naturalist, preserve,
slopes, species,
wilderness

Spelling: Long u
Writing: Personal Narrative

Trait: Voice
e)
produce clear and coherent writing in which the development and

organization are appropriate to purpose and audience.
Conventions : Clause and

Complex Sentences
i)

o narrative
- organize an event sequence that unfolds naturally
- use transition words and phrases for sentence variety and to manage
- the sequence of events
- use specific vocabulary, words, and phrases to convey experiences
- and events
- provide a conclusion
create a plan and organize thoughts to convey a central idea before writing.
use a variety of prewriting strategies (e.g. brainstorming, listing, free-writing, and using
graphic organizers)

usage/mechanics.
Suggested Prompts
- Suppose you had
the opportunity to
travel anywhere
you wanted.
Write to explain
where you would
go and why.
- Think of someone
who is brave.
Write to describe
this person and
explain how he or
she shows
bravery.
- Who is your
favorite teacher?
Write to describe
which teacher
you like best and
explain what
makes him or her
special.
Unit/Week
Spiral Skill Review
U1/W6
Story Title/
Genre
Reading/Writing
Comprehension
Assessment
(required)
*** Teachers should review weekly assessments for planning purposes prior to testing***
Unit 1 Assessment
Unit 1 Comprehension Review Skills

Sequence
Authors Purpose
Literary Elements: Character, Setting, Plot
Authors Purpose
Main Idea and Detail
Additional
Unit 1 Running
Record
Spiral Skill Tested Not Specifically Taught This Unit

Drawing Conclusions
Fact and opinion
Compare and Contrast
Unit 1 Vocabulary Skills

Affixes: Suffixes
Word Endings
Multiple-Meaning Words
Synonyms and Antonyms
Vocabulary
Unit 1 Comprehension Strategies

- Summarize
- Questioning
- Background Knowledge
- Story Structure
- Text Structure

Unfamiliar Words
Unit 1 Spelling Patterns
Unit Writing Conventions
- Short Vowel VCCV
- Declarative and Interrogative Sentences
- Long a and i
- Imperative and Exclamatory Sentences
- Long e and o
- Complete Subjects and Predicates
- Long e
- Compound Sentences
- Long u
- Clauses and Complex Sentences
Unit 1 Prompt:
Think about something you would like to change about your school. Write to explain what you would change and why.
-
Unit 1 Writing Prompt
Revised July 2013
Research: (SOL 4.9)

Comprehend/Writing
Interactive Review Week
Unit/Week
Spiral Skill Review
U2/W1
Story Title
(Genre)
What Jo Did
(Fiction)
Revised July 2013
Research: (SOL 4.9)

Comprehend/Writing
Comprehension
Skill: Cause and Effect
Strategy: Background
Knowledge
Vocabulary
Skill: Affixes: Prefixes and
Suffixes
Reading/Writing
4.5 The student
f) Describe the relationship between text and previously read materials.
discuss the similarities and differences between text and previously read materials (e.g.,
similar themes and topics, patterns of events).
make connections between the text of a story or drama and a visual or oral presentation of
the text, identifying where each version reflects specific descriptions and directions in the
text.
j) Identify cause and effect relationships.

identify cause and effect relationships.
use their knowledge of affixes (prefixes and suffixes) to read and understand the
meanings of words.
Assessment
(based on school)
U2W1 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
fouled, hoop, jersey,
marveled, rim,
speechless, swatted,
unbelievable

Spelling: adding s and es

Writing: Poetry: Shape, Limerick
e)
Trait: Word Choice

Conventions : Common and
Proper Nouns
i)
4.8 The student will edit writing for correct grammar, capitalization, spellings, punctuation, sentence

usage/mechanics.
Suggested Prompts
- People often help
one another.
Write to explain
how you or
someone you
know helps
others.
- Imagine a local
newspaper
reporter wants to
know about your
favorite school
event. Write to
describe the event
and explain why
it is your favorite.
- Imagine one day
at school you are
allowed to create
a rule for
students to
follow. Explain
the rule you
create and why
you choose to
make that rule.
Be sure to include
details.
Unit/Week
Spiral Skill Review
U2/W2
Story Title
(Genre)
Coyote School News

Revised July 2013
Research: (SOL 4.9)

Comprehend/Writing
Comprehension
Skill: Drawing Conclusions
Strategy: Story Structure
Vocabulary
Skill: Unknown Words
Reading/Writing
h) Draw conclusions/make inferences about text.
refer to details and examples in a text when explaining what the text says, drawing
conclusions/making inferences from text
combine information from various places in the text to draw a conclusion.
make simple inferences, using information from the text.
Refer to details and examples in a text when explaining what the text says, drawing
conclusions/making inferences from a text.
Make, confirm, or revise predictions.

Assessment
(based on school)
U2W2 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
bawling, coyote,
dudes, roundup, spurs

Spelling: Irregular plurals
Writing: News Articles

Trait: Focus/Ideas
e)
Conventions : Regular Plural

Nouns
j)

informative/explanatory
clearly introduce a topic and group related information in paragraphs
use facts, definitions, opinions, quotations, details, or other examples and
information to develop the topic
use specific vocabulary to inform and explain the topic; and
provide a concluding statement or section related to the topic
Revise writing for clarity of content using specific vocabulary and information.
Select specific information to guide readers more purposely through the piece
Use available reference resources(e.g., dictionary, thesaurus) as aids to revising writing for
clarity
Use available technology to gather information and to aid in writing.

usage/mechanics.
appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives, adverbs, and prepositions in their writing.
Suggested Prompts
- People often help
one another.
Write to explain
how you or
someone you
know helps
others.
- Imagine a local
newspaper
reporter wants to
know about your
favorite school
event. Write to
describe the event
and explain why
- Imagine one day
at school you are
allowed to create
a rule for
students to
follow. Explain
the rule you
create and why
you choose to
make that rule.
Be sure to include
details.
Unit/Week
Spiral Skill Review
U2/W3
Story Title
(Genre)
Scene Two
(Drama)
Revised July 2013
Research: (SOL 4.9)

Comprehend/Writing
Reading/Writing
Assessment
(based on school)
Comprehension
Skill: Conclusions
Strategy: Questioning
Vocabulary
Skill: Affixes: Prefixes

make, confirm, or revise predictions.

of words.
U2W3 Weekly Test

Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
advice, argument,
arrangements,
descendants,
dishonest, script, snag

Spelling: words with ar, or
Writing: Poetry
Trait: Organization
Conventions : Irregular Plural
Nouns
e)
i)

usage/mechanics.
Suggested Prompts
- People often help
one another.
Write to explain
how you or
someone you
know helps
others.
- Imagine a local
newspaper
reporter wants to
know about your
favorite school
event. Write to
describe the event
and explain why
- Imagine one day
at school you are
allowed to create
a rule for
students to
follow. Explain
the rule you
create and why
you choose to
make that rule.
Be sure to include
details.
Unit/Week
Spiral Skill Review
U2/W4
Story Title
(Genre)
Horse Heroes: True Stories of

Amazing Animals
(Expository Text)
Revised July 2013
Research: (SOL 4.9)

Comprehend/Writing
Comprehension
Reading/Writing
Skill: Main Idea and Details
Strategy: Inferring
e)
Summarize supporting details
f)
Vocabulary
identify the main idea and supporting details within a selection summarizing the text
by using tools such as graphic organizers, outlining, and notes.
Assessment
(based on school)
U2W4 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Draw conclusions and make simple inferences using textual information as support.

c ) Use word-reference materials, including the glossary, dictionary, and thesaurus.
Vocabulary Words
ambition, infested,
landslide, quicksand,
resistance, rickety,
roamed, vast

Spelling: consonant patterns

ng, nk, ph, wh
Writing: Persuasive Essay
Trait: Organization
Conventions : Singular
use a variety of prewriting strategies (e.g., brainstorming, listing, free-writing, and

using graphic organizers).
Possessive Nouns
e)


usage/mechanics.
Suggested Prompts
- People often help
one another.
Write to explain
how you or
someone you
know helps
others.
- Imagine a local
newspaper
reporter wants to
know about your
favorite school
event. Write to
describe the event
and explain why
- Imagine one day
at school you are
allowed to create
a rule for
students to
follow. Explain
the rule you
create and why
you choose to
make that rule.
Be sure to include
details.
Unit/Week
Spiral Skill Review
U2/W5
Story Title
(Genre)
So You Want to Be President

(Expository Text)
Revised July 2013
Research: (SOL 4.9)

Comprehend/Writing
Comprehension
Reading/Writing
Strategy: Inferring
e)
Summarize supporting details
Assessment
(based on school)
U2W5 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
f) Draw conclusions and make simple inferences using textual information as support.
Vocabulary

identify and consult the word-reference material(s), including the glossary, dictionary,
and thesaurus, most likely to contain needed information to clarify word meaning.
Vocabulary Words
Constitution, howling,
humble, politics,
responsibility,
solemnly, vain

Spelling: words with

ear, ir, our, ur
Writing: Persuasive Writing
Trait: Organization
Conventions: Plural Possessive

Nouns

e)

usage/mechanics.
Suggested Prompts
- People often help
one another.
Write to explain
how you or
someone you
know helps
others.
- Imagine a local
newspaper
reporter wants to
know about your
favorite school
event. Write to
describe the event
and explain why
- Imagine one day
at school you are
allowed to create
a rule for
students to
follow. Explain
the rule you
create and why
you choose to
make that rule.
Be sure to include
details.
Unit/Week
Spiral Skill Review
U2/W6
Story Title/
Genre
Revised July 2013
Research: (SOL 4.9)

Comprehend/Writing
Reading/Writing
Comprehension
-
Cause and Effect
- Background Knowledge
Draw Conclusions
- Story Structure
Draw Conclusions
- Questioning
Fact and Opinion
- Monitor and Clarify
Main Idea and Details
- Inferring

Generalizing
Authors Purpose
Sequencing

Affixes: Prefixes and Suffixes
Unknown Words
Affixes: Prefixes
Vocabulary

Synonyms
Unit 2 Writing Conventions
Adding s and es
- Poetry/Word Choice
Irregular Plurals
- Regular Plural Nouns
Words with ar, or
- Irregular Plural Nouns
Consonant Patterns ng,nk,ph, wh
- Singular Possessive Nouns
Words with ear, ir, our, ur
- Plural Possessive Nouns

Common vs. Proper
Review Week
Assessment
(required)
Unit 2 Assessment
Additional
Unit 2 Running
Record
If you could make one wish that would help others, what would you wish for and why? Write to explain what wish you would
make and how it would help others. Be sure to include details.
Unit/Week
Spiral Skill Review
U3/W1
Story Title/
Genre
The Man Who Named the

Clouds (Biography)
Revised July 2013
Research: (SOL 4.9)

Comprehend/Writing
Comprehension
Skill: Graphic Sources
Strategy: Important Ideas
Reading/Writing
understand how written text and accompanying illustrations connect to convey meaning
Assessment
(based on school)
U3W1 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary
Skill: Multiple-Meaning
use clues in the context of a sentence, paragraph, or reading selection to predict and
explain the meanings of words that have more than one definition.

text.
Vocabulary Words
apprentice,
atmosphere, chemical,
club, essay,
manufactory, pressure,
scales

Spelling: Add ed and ing
Writing: Narrative Poem

Trait: Organization
Conventions: Action and

Linking Verbs
e)

Recognize different modes of writing have different patterns of organization.

o
Narrative
use transition words and phrases for sentence variety and to manage the sequence
of events
use specific vocabulary, words, and phrases to convey experiences and events
Suggested Prompts
- Think of a place that
is important to you.
Write to describe this
place and explain why
it is important.
- Your teacher gives
you a camera and
asks you to take
pictures of three
things you like in
nature. Explain what
you take pictures of
and why you like
these things.
- Think of your
favorite place to eat.
The location could be
at home, school, a
park, a restaurant, or
another place. Write
to explain why this is
your favorite place to
eat.
Unit/Week
Spiral Skill Review
U3/W2
Story Title
(Genre)
Adelinas Whales
(Expository Text)
Revised July 2013
Research: (SOL 4.9)

Comprehend/Writing
Comprehension
Skill: Fact and Opinion
Strategy: Text Structure
Reading/Writing
Assessment
(based on school)
4.6 The student will read and demonstrate comprehension of nonfiction texts.
information in both print and digital texts
understand how written text and accompanying illustrations connect to convey

meaning (e.g., charts, graphs, diagrams, timelines, animations).
U3W2 Weekly Test

Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
h) Distinguish between fact and opinion
Vocabulary
distinguish between fact and opinion.


text.
Vocabulary Words
biologist, bluff,
lagoon, massive,
rumbling, tropical

Spelling: Homophones
Writing: Invitation
Trait: Voice
Conventions: Main and
Helping Verbs
e)
i) Utilize elements of style, including word choice and sentence variation.
clarity
Suggested Prompts
it is important.
you a camera and
asks you to take
pictures of three
things you like in
and why you like
these things.
- Think of your
at home, school, a
eat.
Unit/Week
Spiral Skill Review
U3/W3
Story Title
(Genre)
How Night Came from the

Sea (Myth)
Revised July 2013
Research: (SOL 4.9)

Comprehend/Writing
Comprehension
Reading/Writing
Assessment
(based on school)
U3W3 Weekly Test
Skill: Generalize
Strategy: Visualize
Vocabulary
Skill: Unfamiliar Words

determine the meaning of general academic and content-specific words or phrases in a text.
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
brilliant, chorus,
coward, gleamed,
shimmering

Spelling: Vowel Sound in shout
Writing: Myth
Trait: Sentences
e)
Conventions: Subject-Verb
Agreement
i)
j)
Revise writing for clarity of content using specific vocabulary and information.
clarity
4.8 The student will...

a) Use subject-verb agreement.
use subject-verb agreement (singular nouns with singular verbs; plural nouns with plural
verbs).
Suggested Prompts
it is important.
you a camera and
asks you to take
pictures of three
things you like in
and why you like
these things.
- Think of your
at home, school, a
eat.
Unit/Week
Spiral Skill Review
U3/W4
Story Title/
Genre
Eye of the Storm (Expository

Text)
Revised July 2013
Research: (SOL 4.9)

Comprehend/Writing
Comprehension
Skill: Cause and Effect
Strategy: Predict and Set Purpose
Reading/Writing
a) Use text structures, such as type, headings, and graphics, to predict and categorize information
in both print and digital texts.
use text features, such as special type styles (e.g., boldfaced, italics) and color,
captions under pictures and graphics, and headings of sections and chapters, to
predict and categorize information in both print and digital texts.
understand how written text and accompanying illustrations connect to convey

meaning (e.g., charts, graphs, diagrams, timelines, animations).
Assessment
(based on school)
U3W4 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
g) Distinguish between cause and effect.
Vocabulary
Skill: Root Words


text.
Vocabulary Words
destruction, expected,
forecasts, inland,
shatter, surge
Spelling: Compound Words

Writing: Formal Letter

Trait: Organization
Conventions: Past, Present, and
Future Tenses
e) Recognize different modes of writing have different patterns of organization.

o informative/explanatory
- clearly introduce a topic and group related information in paragraphs
- use facts, definitions, opinions, quotations, details, or other examples and
- information to develop the topic
- use specific vocabulary to inform and explain the topic; and
- provide a concluding statement or section related to the topic
usage/mechanics.
Suggested Prompts
it is important.
you a camera and
asks you to take
pictures of three
things you like in
and why you like
these things.
- Think of your
at home, school, a
eat.
Unit/Week
Spiral Skill Review
U3/W5
Story Title/
Genre
Paul Bunyan
(Tall Tale)
Revised July 2013
Research: (SOL 4.9)

Comprehend/Writing
Comprehension
Skill: Generalize
Strategy: Inferring
Vocabulary
Skill: Affixes: Suffixes
Reading/Writing

use their knowledge of affixes (prefixes and suffixes) to read and understand the
meanings of words.
Assessment
(based on school)
U3W5 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
announcement,
feature, harness,
lumberjacks,
requirements, thaw,
unnatural, untamed
Spelling: Possessives
Writing: Writing for Tests:
Summary
Trait: Sentences

e) Recognize different modes of writing have different patterns of organization.
Conventions: Irregular Verbs

o informative/explanatory
- clearly introduce a topic and group related information in paragraphs
- use facts, definitions, opinions, quotations, details, or other examples and
- information to develop the topic
- use specific vocabulary to inform and explain the topic; and
- provide a concluding statement or section related to the topic
use available reference resources(e.g., dictionary, thesaurus) as aids to revising

writing for clarity
usage/mechanics.
Suggested Prompts
it is important.
you a camera and
asks you to take
pictures of three
things you like in
and why you like
these things.
- Think of your
at home, school, a
eat.
Unit/Week
Spiral Skill Review
U3/W6
Story Title
(Genre)
Interactive Review Week
Revised July 2013
Research: (SOL 4.9)

Comprehend/Writing
Reading/Writing
Comprehension
Vocabulary
Graphic Sources
- Important Ideas
Fact and Opinion
- Text Structure
Generalize
- Visualize
Cause and Effect
- Predict and Set Purpose
Generalize
- Inferring
Authors Purpose
Drawing Conclusions
Main Idea/Details
Character

Unfamiliar Words
Root Words
Affixes: Suffixes/Prefixes
Related words

Add ed and -ing
Homophones
Vowel Sound in shout
Compound Words
Possessives

- Narrative Poem/Organization
- Invitation/Voice
- Myth/Sentences
- Formal Letter/Organization
- Summary/Sentences
- Action/Linking Verbs
- Main/Helping Verbs
- Subject/Verb Agreement
- Verb tenses
Think about a pet you would like to own. Write to explain what you would choose and why.
Assessment
(required)
Unit 3 Assessment
Additional:
Unit 3
Running Record
Unit 3
Writing Prompt
Unit/Week
Spiral Skill Review
U4/W1
Story Title
(Genre)
The Case of the Gasping

Garbage (Realistic Fiction)
Revised July 2013
Research: (SOL 4.9)

Comprehend/Writing
Comprehension
Reading/Writing
4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts,
and poetry.
Assessment
(based on school)
U4W1 Weekly Test
Skill: Compare and Contrast

Strategy: Visualize
Vocabulary
discuss the similarities and differences between text and previously read materials (e.g.,
similar themes and topics, patterns of events).
make connections between the text of a story or drama and a visual or oral presentation of
the text, identifying where each version reflects specific descriptions and directions in the
text.

Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
analysis, beakers,
hollow, identity,
lecture, microscope,
precise, relentless

Spelling: Contractions
Writing: Mystery
Trait: Word Choice
Conventions:
Singular and Plural Pronouns
e)

d) Use noun-pronoun agreement.

usage/mechanics.
adjectives,
adverbs, and prepositions in their writing.
use noun/pronoun agreement (pronoun agrees in number and gender with its
antecedent).
use reflexive pronouns (e.g., myself, ourselves).
Suggested Prompts
- Imagine one of your
teachers asks you to
bring something
special to show the
class. Write to
describe the item and
explain why you
would like to show it.
- Imagine you are
going on a field trip
in a bus created
especially for kids.
Describe this bus and
explain why kids will
like it.
- Imagine your school
closes for the day, and
you can do anything
you want. What will
you do? Write a story
about what happens.
Unit/Week
Spiral Skill Review
U4/W2
Story Title
(Genre)
Encantado: Pink Dolphin of

the Amazon
(Expository Text)
Revised July 2013
Research: (SOL 4.9)

Comprehend/Writing
Comprehension
Reading/Writing
e) Summarize supporting details.
Strategy: Summarize
Vocabulary


text.
Assessment
(based on school)
U4W2 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
aquarium, dolphins,
enchanted, flexible,
glimpses, pulses,
surface

Spelling: Final Syllable Patterns
Writing: Song
Trait: Word Choice
Conventions: Kinds of Pronouns
e)

usage/mechanics.
use noun/pronoun agreement (pronoun agrees in number and gender with its antecedent).
Suggested Prompts
bring something
special to show the
class. Write to
explain why you
- Imagine you are
in a bus created
like it.
you can do anything
you want. What will
about what happens.
Unit/Week
Spiral Skill Review
U4/W3
Story Title
(Genre)
Navajo Code Talkers

(Expository Text)
Revised July 2013
Research: (SOL 4.9)

Comprehend/Writing
Comprehension
Skill: Sequence
Reading/Writing
e) Summarize supporting details.

Vocabulary
4.4 The student will expand vocabulary when reading.

Assessment
(based on school)
U4W3 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
advance, developed,
exhausting,
headquarters,
impossible, intense,
messages, reveal
Spelling: Consonant Digraph /sh/

Writing: Instructions
Trait: Organization
Conventions:
Pronouns and Antecedents


usage/mechanics.
adjectives,
use available reference resources(e.g., dictionary, thesaurus) as aids to revising

writing for clarity

usage/mechanics.
adjectives,
antecedent).
Suggested Prompts
bring something
special to show the
class. Write to
explain why you
- Imagine you are
in a bus created
like it.
you can do anything
you want. What will
about what happens.
/
Unit/Week
Spiral Skill Review
U4/W4
Story Title/
Genre
Seeker of Knowledge
(Biography)
Revised July 2013
Research: (SOL 4.9)

Comprehend/Writing
Comprehension
Skill: Graphic Sources
Strategy: Predict and Set Purpose
Reading/Writing
a) Use text structures, such as type, headings, and graphics, to predict and categorize information
in both print and digital texts.
under pictures and graphics, and headings of sections and chapters, to predict and categorize
Assessment
(based on school)
U4W4 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
apply prior knowledge to make predictions and to describe the relationship between content
and previously learned concepts.
Vocabulary
Skill: Greek and Latin Roots

of words.
Vocabulary Words
ancient, link, scholars,
seeker, temple,
translate, triumph,
uncover
Spelling: Consonants /j/, /ks/,
and /kw/
Writing: Problem-Solution Essay
Trait: Focus/Ideas
Conventions:
Possessive Pronouns

b) Focus on one aspect of a topic.
focus, organize, and elaborate to construct an effective cohesive message for the
reader.
Use available reference resources(e.g., dictionary, thesaurus) as aids to revising

writing for clarity
k) Include supporting details that elaborate the main idea.

Use facts and details in sentences to elaborate the main idea.
antecedent).
Suggested Prompts
bring something
special to show the
class. Write to
explain why you
- Imagine you are
in a bus created
like it.
you can do anything
you want. What will
about what happens.
Unit/Week
Spiral Skill Review
U4/W5
Story Title/
Genre
Encyclopedia Brown
(Realistic Fiction)
Revised July 2013
Research: (SOL 4.9)

Comprehend/Writing
Comprehension
Skill: Literary Elements
(Character and Plot)
Reading/Writing
authors purpose.
e)
identify the problem (conflict) and solution.
Strategy: Monitor and Clarify
Vocabulary

a) Use context to clarify meanings of unfamiliar words
Assessment
(based on school)
U4W5 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
amphibians, crime,
exhibit, lizards,
reference, reptiles,
salamanders, stumped

Spelling: Prefixes un-, dis-, in produce clear and coherent writing in which the development and organization are
Writing: Writing for Tests:

Adventure Story
Trait: Word Choice
Conventions:
Contractions and Negatives
e)

usage/mechanics.
Suggested Prompts
bring something
special to show the
class. Write to
explain why you
- Imagine you are
in a bus created
like it.
you can do anything
you want. What will
about what happens.
Unit/Week
Spiral Skill Review
U4/W6
Story Title
(Genre)
Reading/Writing
Comprehension
Skill:
Strategy:
Spelling:
Writing:
Trait:
Conventions:
Revised July 2013
Research: (SOL 4.9)

Comprehend/Writing
Vocabulary
Skill:
Strategy:
Interactive Review
Assessment
(required)
Unit 4 Assessment

Sequence
Graphic Sources
Character and Plot
Additional:
Unit 4
Running Record

Cause and Effect
Drawing Conclusions
Authors Purpose
Main Idea/Details

Synonyms and Antonyms
Unknown Words
Greek and Latin Roots

Contractions/Negatives
Final Syllable Patterns
Consonant Digraph /sh/
Consonants /j/, /ks/, and /kw/
Prefixes un-, dis-, in-

- Visualize
- Summarize
- Important Ideas
- Predict and Set Purpose
- Monitor and Clarify

- Mystery/Word Choice
- Songs/Word Choice
- Instructions/Organization
- Problem Solution Essay/Focus/Ideas
- Writing for Tests: Adventure/Word Choice
- Singular/Plural Pronouns
- Pronouns/Antecedents
What is something you want to create to make your life easier? Explain what you make like and why.
Unit/Week
Spiral Skill Review
U5W1
Story Title
(Genre)
Smokejumpers
(Expository Text)
Revised July 2013
Research: (SOL 4.9)

Comprehend/Writing
Comprehension
Reading/Writing
4.6

Vocabulary
Skill: Homographs
Students will
4.4
Students will
derive word meaning by using their knowledge of homophones (words that are
pronounced the same but are spelled differently and have different meanings), such as
read/red, no/know, hear/here.
Strategy : Dictionary/Glossary
Assessment
(based on school)
U5W1 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
concentrating,
dedication, essential,
method, parachute,
steer, underbrush,
wind
Spelling: Multisyllabic Words
Students will
4.7 Students will
Writing: Fantasy
Trait: Conventions
Conventions :
Adjectives/Adverbs

i)
f)
Incorporate adjectives and adverbs.
use adjectives and adverbs (use adverbs instead of adjectives where appropriate, ( e.g.,
He played really well. instead of He played real well.).
Suggested Prompts
- Think about a
special event you
experienced.
Write to explain
the event and why
it was important
to you.
- There is a saying
that time goes by
quickly when you
are having fun.
Write about an
exciting event in
which the time
seemed to go by
faster than usual.
- What is one item
you would like to
take on an
adventure? Write
to describe the
item and explain
why you want it.
Unit/Week
Spiral Skill Review
U5W2
Story Title
(Genre)
Lost City
(Biography)
Revised July 2013
Research: (SOL 4.9)

Comprehend/Writing
Comprehension
Strategy: Visualize
Reading/Writing
Vocabulary
Skill: Greek and Latin Roots
4.4
g) Distinguish between cause and effect.

h) Distinguish between fact and opinion.
i) Use prior knowledge and build additional background knowledge as context for new
learning.
distinguish between fact and opinion.
apply prior knowledge to make predictions and to describe the relationship between content
and previously learned concepts.
Students will
of words
Assessment
(based on school)
U5W2 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
Spelling Assessment
Vocabulary Words
curiosity, glorious,
granite, ruins,
terraced, thickets,
torrent
4.7 Students will

Spelling: Double Consonants
Writing: Legend
Trait: Sentences
Conventions: Adverbs
i)
4.8 Students will

f) Incorporate adjectives and adverbs.
use adjectives and adverbs (use adverbs instead of adjectives where appropriate, ( e.g., He
played really well. instead of He played real well.).
Suggested Prompts
- Think about a
special event you
experienced.
Write to explain
the event and why
it was important
to you.
- There is a saying
that time goes by
quickly when you
are having fun.
Write about an
exciting event in
which the time
seemed to go by
faster than usual.
- What is one item
you would like to
take on an
adventure? Write
to describe the
item and explain
why you want it.
Unit/Week
Spiral Skill Review
U5W3
Story Title
(Genre)
Cliff Hanger
(Realistic Fiction)
Revised July 2013
Research: (SOL 4.9)

Comprehend/Writing
Comprehension
Reading/Writing
Skill: Character, Plot, Theme
b) Describe how the choice of language, setting, characters, and information contributes to
the authors purpose.
Strategy: Story Structure
Vocabulary
Skill: Unfamiliar Words
4.4
describe how the choice of language, setting, characters, details, and other
information contribute to authors purpose.
Students will
d) Develop vocabulary by listening to and reading a variety of texts.

text.
Assessment
(based on school)
U5W3 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
Spelling Assessment
Vocabulary Words
coil, descent, foresaw,
rappel, ridge, shaft,
trekked, void
4.7 Students will

Spelling: Greek Word Parts
Writing: Thank-You Note

Trait : Word Choice
Conventions: Comparative and

Superlative Adjectives and
Adverbs
i)
f)

use precise language and vocabulary to explain a topic
Incorporate adjectives and adverbs.

use adjectives and adverbs (use adverbs instead of adjectives where appropriate, ( e.g.,
He played really well. instead of He played real well.)
Suggested Prompts
- Think about a
special event you
experienced.
Write to explain
the event and why
it was important
to you.
- There is a saying
that time goes by
quickly when you
are having fun.
Write about an
exciting event in
which the time
seemed to go by
faster than usual.
- What is one item
you would like to
take on an
adventure? Write
to describe the
item and explain
why you want it.
Unit/Week
Spiral Skill Review
U5W4
Story Title
(Genre)
Antarctic Journal
(Autobiography)
Revised July 2013
Research: (SOL 4.9)

Comprehend/Writing
Comprehension
Reading/Writing
4.6
Students will
Strategy: Text structure
Vocabulary
4.4
Students will
Skill: Greek/Latin Prefixes

of words
Assessment
(based on school)
U5W4 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
Spelling Assessment
Vocabulary Words
anticipation,
continent,
convergence, depart,
forbidding, heaves,
icebergs
4.7 Students will

Spelling: Latin Roots
Writing : Persuasive Ad
Trait Focus/Ideas
e)
Conventions: Time Order

Words
i)

j Revise writing for clarity of content using specific vocabulary and information.

writing for clarity
Suggested Prompts
- Think about a
special event you
experienced.
Write to explain
the event and why
it was important
to you.
- There is a saying
that time goes by
quickly when you
are having fun.
Write about an
exciting event in
which the time
seemed to go by
faster than usual.
- What is one item
you would like to
take on an
adventure? Write
to describe the
item and explain
why you want it.
Unit/Week
Spiral Skill Review
U5W5
Story Title
(Genre)
Moonwalk
(Science Fiction)
Revised July 2013
Research: (SOL 4.9)

Comprehend/Writing
Comprehension
Skill: Draw Conclusions
Strategy: Monitor and Clarify
Reading/Writing
4.5
Students will
Assessment
(based on school)
U5W5 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
Spelling Assessment
k) Use reading strategies throughout the reading process to monitor comprehension.
read familiar text with fluency, accuracy, and prosody.
read with sufficient accuracy and fluency to support comprehension.
become aware of when they do not understand, (e.g., by reflecting upon and learning to
articulate what exactly is causing difficulty).
Vocabulary
Skill Synonyms
Make connections between the text of a story or drama and a visual or oral presentation of the
text, identifying where each version reflects specific descriptions and directions in the text.
4.4 Students will
use their knowledge of synonyms (words with similar meanings) and antonyms (words with
opposite meanings) to understand the meanings of unfamiliar words.
Vocabulary Words
loomed, rille, runt,
staggered,
summoning, taunted,
trench, trudged
Spelling : Related Words
4.7 Students will

Writing: Personal Narrative

Trait: Sentences
Conventions : Prepositions and
Prepositional Phrases

narrative
use transition words and phrases for sentence variety and to manage
the sequence of events
use specific vocabulary, words, and phrases to convey experiences
and events
j Revise writing for clarity of content using specific vocabulary and information.

writing for clarity
4.8 The Student will

b) Include prepositional phrases.
adjectives, adverbs, and prepositions in their writing
appropriately identify and use the following parts of a sentence in writing: subject,
predicate, and prepositional phrase.
Suggested Prompts
- Think about a
special event you
experienced.
Write to explain
the event and why
it was important
to you.
- There is a saying
that time goes by
quickly when you
are having fun.
Write about an
exciting event in
which the time
seemed to go by
faster than usual.
- What is one item
you would like to
take on an
adventure? Write
to describe the
item and explain
why you want it.
Appendix
STANDARD
Strand: Communication: Speaking, Listening, Media Literacy
SOL 4.1
The student will use effective oral communication skills in a variety of settings.
a) Present accurate directions to individuals and small groups.
b) Contribute to group discussions across content areas.
c) Seek ideas and opinions of others.
d) Use evidence to support opinions.
e) Use grammatically correct language and specific vocabulary to communicate ideas.
f) Communicate new ideas to others.
g) Demonstrate the ability to collaborate with diverse teams.
h) Demonstrate the ability to work independently.
SOL 4.2
The student will make and listen to oral presentations and reports.
a) Use subject-related information and vocabulary.
b) Listen to and record information.
c) Organize information for clarity.
d) Use language and style appropriate to the audience, topic, and purpose.
SOL 4.3
The student will learn how media messages are constructed and for what purposes.
a) Differentiate between auditory, visual, and written media messages.
b) Identify the characteristics of various media messages.
Strand: Reading
SOL 4.4
The student will expand vocabulary when reading.

d) Develop vocabulary by listening to and reading a variety of texts.
SOL 4.5
The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.
f) Describe the relationship between text and previously read materials.
g) Identify sensory words.

l) Read with fluency and accuracy.
SOL 4.6
The student will read and demonstrate comprehension of nonfiction texts.

b) Formulate questions that might be answered in the selection.
i) Use prior knowledge and build additional background knowledge as context for new learning.
j) Identify new information gained from reading.
l) Read with fluency and accuracy.
STANDARD
Strand: Communication: Speaking, Listening, Media Literacy

Strand : Writing
SOL 4.7
The student will write cohesively for a variety of purposes.

b) Focus on one aspect of a topic.
c) Use a variety of pre-writing strategies.
f) Write a clear topic sentence focusing on the main idea.
g) Write two or more related paragraphs on the same topic.
k) Include supporting details that elaborate the main idea.
SOL 4.8
The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
f) Eliminate double negatives.
e) Use commas in series, dates, and addresses.
f) Incorporate adjectives and adverbs.
g) Use correct spelling for frequently used words, including common homophones.
h) Use singular possessives.
Strand: Research
SOL 4.9
The student will demonstrate comprehension of information resources to research a topic.

a)
Construct questions about a topic.
b)
Collect information from multiple resources including online, print, and media.
c)
Use technology as a tool to organize, evaluate, and communicate information.
d)
Give credit to sources used in research.
e)
Understand the difference between plagiarism and using own words.
Links to:
Virginia Department of Education
English 2010 Website
Test Blueprint
Please note the emphasis is on SOL 4.4, 4.5, & 4.6

4th Grade Reading Curriculum Guide

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4th Grade Reading Curriculum Guide

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Culpeper County Public Schools

Curriculum Pacing Guide

Revised July 2013

Because of Winn Dixie

Lewis and Clark and Me

On the Banks of Plum Creek

So You Want to Be President

The Horned Prince

Interactive Review & Unit Assessment Week

Letters Home from Yosemite

The Man Who Named the Clouds

Interactive Review & Unit Assessment Week

How Night Came from the Sea

Coyote School News

Eye of the Storm

The Case of the Gasping Garbage

Interactive Review & Unit Assessment Week

Navajo Code Talkers

*** Time Allowed For SOL Review/Remediation ***

Interactive Review & Unit Assessment Week

*End of Year Assessment (required)

Revised July 2013

Get Ready to Read/Read to

4.4 The student will.

develop vocabulary by listening to and reading a variety of texts.

4.7 The student will.

e) Recognize different modes of writing have different patterns of organization

recognize different modes of writing have different patterns of organization

Utilize elements of style, including word choice and sentence variation.

purposefully shape and control language to affect readers.

use specific vocabulary and vivid word choice.

use precise language and vocabulary to explain a topic.

Spiral Skill Review

Lewis and Clark and Me

Revised July 2013

Get Ready to Read/Read to

4.4 The student will expand vocabulary when reading.

4.7 The student will write cohesively for a variety of purposes.

d) Organize writing to convey a central idea.

On the Banks of Plum Creek

Revised July 2013

Get Ready to Read/Read to

4.6 The student will

develop vocabulary by listening to and reading a variety of texts.

4.7 The student will write cohesively for a variety of purposes.

Spelling: Long e and o

purposefully shape and control language to affect readers.

use specific vocabulary and vivid word choice.

use precise language and vocabulary to explain a topic.

apply knowledge of the writing domains of composing, written expression, and

The Horned Toad Prince

Revised July 2013

Get Ready to Read/Read to

4.4 The student will ...

a) Use context to clarify meanings of unfamiliar words.

determine the meaning of general academic and content-specific words or phrases in a

develop vocabulary by listening to and reading a variety of texts.

b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.

4.7 The student will write cohesively for a variety of purposes.

a) Identify intended audience

Recognize different modes of writing have different patterns of organization

recognize different modes of writing have different patterns of organization

* Time Allowed For SOL Review/Remediation *