2015 — 2016 OCSD5 4" Grade MATH Pacing Guide7 Make sense of problems and persevere in solving ‘them. Reason both contextually ‘and abstractly. I thinking ski reasoning and critique the reasoning of others. “Connect mathematical ideas and real-world situations through modeling. mathematically and approach mathematical situations with precision. Identify and utilize structure and patterns. SC Mathematical Process Standards — Daily Incorporation Relate a problem to prior knowledge. Recognize there may be multiple entry soints to & problem and more than one path to @ solution. ‘Analyze what is given, whi ‘given, what is being asked, and what strategies are needed, and make an initial attempt to | Evaluate the success of an approach to solve a problem and refine iif necesser ‘Make sense of qu: fonships in mathematical and real-world situations. Desoribe a given situation using mul “Translate among multiple mathematical representations and compare the meanings each representation conveys about the situation. Construct and) ‘Compare and discuss the validity of various reasoning strategies. Make conjectures and expiore t Reflect on and provide thoughtful responses fo he reasoning of others. Taentiy relevant quantties and develop a model to describe their relationships. Interpret mathematical models in the context of the situation. ‘Make assumptions and estimates fo simplify complicated situations. Evaluate the reasonableness of a model and refine ifnecessar ‘Select and use appropriate tools when solving a mathematical problem. Use technological tools and other external mathematical resources to explore and deepen Express rumeroal answers with the degree of precision appropriate for the context of a situation, Represent numbers in an appropriate form according to the context of the situation. Use appropriate and precise mathematical language. Use appropriate units, scales, and labels, ‘Recognize complex mathematical objects as being composed of more than one simple object. ‘Recognize mathematical repetition in order to make generalizations. Look for structures to interpret meaning and develop solution strategies.Fourth Grade Math Pacing Guide Numbers Sense & Base 10 | operations — Fractions 1 4NSBT.1 Understand that, ina mult-cigit whole number, a digit represents ten times what the same digit represents in the place to its right (Teach 2 — Approx. 1 week) 1D 4.NSBT.2 Recognize math periods and number patterns within each period to read and write in standard form large numbers through 999,999,099, (Teach 1" ~ Approx. 1 week) 1D 4.NSBT.3 Use rounding as ‘one form of estimation and ound whole numbers to any given plage value. (Teach 5" ~ Approx. 1 week) Cl 4.NSBT.4 Fluently add end subtract mult-digit whole numbers using strategies to include a standard algorithm. (Teach 3° — Approx. 2 weeks) Dally Imperatives: 4* Nine Weeks TD 4.ATOA Interpret a ication equation as @ ‘comparison (e.g. interpret 35 = 5x7 as a statement that 365 is 5 times as many 2s 7 and 7 times as many as 6.) Represent verbal statements ‘of muitiplicative comparisons. tion equations. (Teach 6” — Approx. 1 week) Cl 4.ATO.2 Solve real-world problems using multiplication (product unknown) an division (group size unknown, umber of groups unknown). (Teach 7” — Approx. 1 week) 1D 4.ATO.3 Solve multi-step, real-world problems using the four operations. Represent the problem using an equation with @ variable as the unknown quantity. (Teach 8" ~ Approx. 1 week) 1 Spiral Review of previously taught standards through the Problem Solving Mat dal 1D 3.ATO.7 Demonstrate fiuency with basic muitislication and related division facts of products and dividends through 100. ‘Measurement & Data Analysis TT 4MDA® Determine the value of a collection of coins and bills, greater than $1.00. (Teach 4" ~ Approx. 1 week)Fourth Grade Math Pacing Guide 2° Nine Weeks. Number Sense & ; ° Algebraic Thinking & ‘Measurement & Data Numbers Sense & Base 10 Operations — Geometry t Dee Operations Analysis BT.5 Muliply uptoa 2 S. 1 4MDA.S Understand the number by a one-digit | relationship of an angie measurement to a circle number by a two-digit number factors for a whole number in (Teach 6" ~ Concurrent with using strategies based on place the range 1 ~ 100 and ional figures. 4.MDA.6 — Approx. 1 week) value and the properties of determine whether the whole | (Teach 8" ~ Approx. 1 week) or composite. pprox. 1 week) degrees using a protractor. andlor equations. 0 4.ATO.5 Generate a (Teach 6” — Concurrent with (Teach 3" — Approx. 2 weeks) number or shape pattern that 4.MDA.S - Approx. 1 week) follows a given rule and 0 4.NSBT.6 Divide up toa determine a term that appears 1 4.MDA7 Solve addition and fend by a one-digit later in the sequence. subtraction problems to find ig Strategies based (Teach 2" — Approx. 1 week) unknown angles in real-world ‘on place value, the properties and mathematical problems. of operations, andor the (Teach 7* - Approx. 1 week) relationship between ‘muliptication and division, (Teach 4” — Approx. 2 weeks) Daily Imperatives: 1 Spiral Review of previously taught standards through the Problem Solving Mat daily. 1 3.ATO.7 Demonstrate fluency with basic multiplication and related division facts of products and dividends through 100.Fourth Grade Math Pacing Guide 3" Nine Weeks. Number Sense & Operations - Fractions Measurement & Data Analysis 0 4.NSF.1 Explain why a fraction (ie., denominators T4.MDAT Conver. 2,8, 4,5, 8,8, 10, 12,25, 100), is equdalenttoa ened on measurements within a single ure presence orabsence 0 fraction, 4, by using visual fraction models, with Baral of perpendicular ines. attention fo how the number and size of the parts differ : (reach 1" Approx. 1 week) even though the two fractions themselves are the same size, Use this principle to recognize and generate 1D 4.6.3 Recognize right equivalent fractions. triangles as a category, and | (Teach 3°*~ Concurrent with (leach 4” — Approx. 1 week) identity eight triangles. | 4.MDA.2 — Approx. 2 weeks) (Teach 2" — Approx. 1 week} {© 4.NSF.2 Compare two given fractions (ie., © 4.MDA2 Solve reatword denominators 2, 3, 4,8, 6, 8, 10, 12, 25, 100) by problems involving distance/ ‘reating common denominators or numerators, or by length, intervals of time within 12 ‘comparing to @ benchmark fraction such as % and hours, liquid volume, mass, and represent the comparison using the symbols >, =, or < money using the four operations. (Teach 5" ~ Approx. 1 week) (Teach 3" ~ Concurrent with A.MDA.| ~ Approx. 2 weeks) 1 4.NSF.3 Develop an understanding of addition and subtraction of fractions (ie., denominators 2, 3, 4, 5, 6, G A.MDA.4 Create a line plot to 8, 10, 12, 28, 100) based on unit fractions, display a deta set (.e., generated iby measuring length to the nearest 1 a. Compose and decompose a fraction in more aquerterinch and eighth-inch) and than one way, recording each composition and interpret the line plot. decompo: 3s an addition or subtraction (Teach 9" — Approx. 1 week) equation; (Teach 6” — Approx. 2 days) Gib. Add and subtract mixed numbers wi denominators; (Teach 7" ~ Approx. 3 days) 1 e, Solve real-world problems involving addition ‘and subtraction of fractions referring to the same ‘whole and having like denominators. (Teach 8” — Approx. 1 week) Daily imperatives: Gi Spiral Review of previously taught standards through the Problem S © 3.ATO.7 Demonstrate fluency with basic multiplication and related di idends through 100,Fourth Grade Math Pacing G 4" Nine Weeks Numbers Sense & Base 10 Number Sense & Operations - Fractions | Algebraic Thinking TIENSF-4 Apply and extend an understanding of TD AMDA.S Apply the area and ‘multiplication by multiplying a whole number and a perimeter formulas for rectangles | fraction (i.e., denominators 2, 3, 4, 6, 6, 8, 10, 12, {Teach 8" — Approx. 1 week) 28, 100), ‘Measurement & Data Analysis 1 a, Understand a tration Sas a m a ; {reach t= 1b. Understand a multiple off asa mat Approx. 1 week) 4, and use this understanding to multiply 2 fraction by a whole number; Ol e. Solve real-world problems involving multiplication of a fraction by a whole number ((e,, use visual fraction modeis and equations to represent the problem) CANSF.5 Express a fraction with a denominator of 10 as an equivalent fraction with a denominator of 100 and use this technique to add two fractions with respective denominators of 10 and 100. (Teach 2 — Approx. 3 days) C1 4.NSF.6 Write a fraction with a denominator of 10 of 100 using decimal notation, and read and write @ decimal number as a fraction, (Teach 3° — Approx. 2 days) 1 4.NSF.7 Compare and order decimal numbers to hundredths, and justify using concrete and visual mode's, (Teach 4” — Approx. 1 day) Tmperatves 1 Spiral Review of previously taught standards through the Problem Solving Mat dail. 1 3.ATO.7 Demonstrate fluency with basic multiplication and related dlvision fects of products and dividends through 100.2015 — 2016 OCSD5 4° Grade SOCIAL STUDIES Pacing Guidenstrate an understanding of ical, economic, and geographic reasons for the exploration of the New World. (04-44 Summarize the spread of Native American populations using the Landbridge Theory. 1 4-4.2 Compare the everyday life 0.44.3 Explain the political, economic, and technological factors that ied to the exploration of the new ‘word by Spain, Portugal, France, the Netherlands, and Engiand, including the competition between nations, the ‘expansion of international trade, and the technological advances in shipbuilding and navigation. 41.4 Summarize the accomplishments of the Soto, Magelian, Henry Hudson, John Cabot, and La Salle, Standard 4-2: The student wi demonstrate an understan how the settlement of North America was influenced by the interactions of Native Americans, Europeans, and Fourth Grade Social Studies Pacing Guide ‘Standard 4-3: The student wil demonstrate an understanding of the conflict between the American colonies and England. 3.43.1 Explain the major political and economic factors leading (0.43.2 Explain the significance of major ideas and philosophies of government reflected in the Declaration of Independence. (0.43.3 Summarize the importance of the key battles of the Revolutionary victories including Lexington and Charleston, Saratoga, Cowpens, and Yorktown, 0.43.4 Explain how the American Revolution affected attitudes toward and the future of slavery, women, and Native Americans, Standard 4-4: The student demonstrate an understanding of the beginnings of America as a nation and the establishment of the ew government. 1. Compare the ideas in the of Confederation with those in tution, institution of slavery. (0.45.1 Summarize the major 0.4.5.2 Explain the motivations and methods of migrants and immigrants, ‘who moved West, including economic Manifest Destiny, 0.45.3 Expiain the purpose, location, and impact of key United States acquisitions in the first half of the Purchase, the Oregon Treaty, the annexation of Texes, and the Mexican Ordinance of 1787 and the indian Removal Act of 1830. (1 4-8.5 Explain how the Missouri itive slave laws, ‘Compromise of 1850, Nebraska Act, and the Dred Scott effects of the American Civil War. (4-61 Explain the significant economic and geographic differences between the North and South, (24-6.2 Explain the contributions of ‘abolitionists to the mounting tensions between the North and South over slavery, including William Lioyd Garrison, Sojoumer Truth, Frederick Dougiass, Harriet Tubman, Harriet Beecher Stowe, and John Brown, 124-6.3. Explain the specific events and sm, slavery in the , states’ rights, the election of 1860, and 04-64 Summarize significant battles, Strategies, and wming point ofthe at, including the battles of Fort Sumer and Geuysbure, te Emancipation Proclamation, African Americans in the wet surrender at Appomattox, and assassination of President Lincoln. 1 role of (04-65 Explain the soci and political effects of the Civil War on the United States.‘Africans. 4-24 Summarize the cause-and- effect relationships of the Columbian Exchange, 0.4-2.2 Compare the various European settlements in North America in terms of economic activities, religious emphasis, government, and lifestyles. 134-23 Explain the impact of the trianauiar trade, indentured servitude, and the enslaved and free Africans on the developing culture end economy of North America (D424 Summarize the relationships ‘among the Native Americans Europeans, and Afticans, including the French and Indian Wars, the siave revolts, and the conduct of trade. including how powers are now shared _| territones. between state and national goverment and how individuals and states ere represented in Congress. (744.2 Explain the structure and function of the legislative, executive, and judicial branches of the federal government, 4-43. Explain how the United States involvement of citizens in government and protected the rights of white male parties that were formed in America in the 1790s.2015 — 2016. OCSD5 ; 4" Grade SCIENCE Pacing GuideFourth Grade Science Pacing Guide ‘Standard 4-1: The student Standard 4-5: The student : ‘Standard 4-3: The student demonstrate an understanding of | demonstrate an understant demonstrate an understai scientific inquiry, including the the properties of light and electricity. | the characteristics and patterns of | the properties, movements, and mathematical} (Approx. 5 weeks) behavior that allow organisms to _| locations of objects in the solar ry to conduct a system. investigation. 1D 45.55 Explain how electricity, as a 7 (Approx. 1 week), (Approx. 2 weeks + incorporated all_| form of energy, can be transformed into | (APPYOX. 4 weeks) year) other forms of energy (including _ CO 43,7 Interpret the change in the heat. and sound), 1D 4-23 Explain how humans and | length of shadows during the day in Cl 4.1.4 Classify observations as other animals use their senses and | relation to the position of the Sun in the either quantitative or qualitative. 1 45.6 Summarize the function of | Sensory organs to detect signals from J sky. the components of complete ci the environment and how their © 41.2 Use appropriate instruments | finctucing wire, suten, battery, behaviors are influenced by these Cl 43.8 Recognize the purpose of and tools (including a compass, an , telescopes. anemometer, mirrors, and a prism) safely and accurately when conducting | 4.5.7 illustrate the path of electric guish between the Strategic Review for SCPASS. simple investigations. ntin seri ‘i characteristics of an organism that are Serene inherted and those that are acquired goat 5 ounwmertee te Cl 458 Classify materials as either characteristics of a simple sci conductors or insulators of electricity. i _45.9 Summarize the properties of magnets and electromagnets (including polarity, attraction/repulsion, and strength). problem, a prediction that indicates @ possible outcome, a process th: cone manipulated variable at 2 results that are communicated and explained), D 45.10 Summarize the factors that ee 1D 4.1.4 Distinguish among affect the strength of an electromagnet. | 4.2.6 Expiain how organisms observations, predictions, and cause changes in their environment inferences. O 44.5 Recognize the correct - Standard 4-3: The student will placement of variables on a line graph demonstrate an understanding of the properties, movements, and 44.6 Construct and interpret Lets of objects in the solar diagrams, tables, and graphs made system. from recorded measurements and (Approx. 5 weeks) observations. a 1 43.1 Recall that Earth is one of CO 44.7 Use appropriate safety many planets in the solar system that procedures when conducting : 7 orbit the Sun. stigations‘Standard 4-4: The student will demonstrate an understan weativer patterns and phenomena. (Approx. 4 weeks) 1D 4-41 Summarize the processes of the water cycle (including evaporation, condensation, precipitation, and runofh. C1 .444.2 Classify clouds according to their three basic types (cumulus, cirus, and stratus) and summarize how clouds form 124-4.3 Compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation, and temperature) and patterns. 4.4.4 Summarize the conditions and effects of severe weather phenomena (including thunderstorms, hurricanes, and tornadoes) and related safety concerts 1D 44.5 Carry out the procedures for 1g and measuring weather uding wind speed and through ebservation and \easurements, Standard 4.5: The student will demonstrate an understanding of the properties of light and electricity. (Approx. 3 weeks) 2 4.5.4 Summarize the basic erties of light (Including brightness: ors). cluding swamps, pical rain forests, deserts and the polar regions) influence the variety of organisms in each. Science Fair Projects 1 43.2 Compare the properties ‘uding the type of surface and ) and the location of Earth D 4.3.3 Explain how the Sun affects Earth. 1 4.3.4 Expiain how the tit of Earth's xis and the revolution around the Sun results in the seasons of the year. 1 4.3.5 Explain how the rotation of Earth results in day and night. C 4:3.6 Illustrate the phases of the Moon and the Moon's effect on ocean tides,C452 Illustrate the fact a form of energy, is made different colors. 2 4-5.3 Summarize how light travels and explain what happens when it strikes an object (including reflection, refraction, and absorption). Cl 45.4 Compare how light behaves ‘when it strikes transparent, translucent, ‘and opaque material a AR,2015 — 2016 OCSD5 4" Grade ELA Pacing GuideStandard 1: Formulate relevant, self-generated questions based on the interests andior needs thet can be investigated. Integrate an information (Cueing) system that includes meaning (semant structure (syntax), visual (graphophonic), an¢ pragmatics (schematic) to ‘make meaning from text, Employ a recursive writing process that inciudes planning, drafting, revising, Communicate using siyle, language, and nonverbal cues appropriate to task, purpose, and audience. editing, reviewing, presenting, and reflectng. Orangeburg Consolidated School District 5 ‘and muttiple perspectives. Gain understanding by applying reading strategies of ‘monitoring, searching, correcting. Produce writing in which the development, organization, and style are appropriate to ‘task, purpose, discipline, and ‘audience, ELA Pacing Guide Daily Structures ‘Standard 3: Construct, ledge, applying inary concepts and to build deeper understanding of the world ‘though exploration, collaboration, and analysis. Fundamentals of Reading ‘Employ comprehension strategies before, during, and ‘after reading text using schema, annotating, questioning, visualizing, drawing inferences, Fundamentals of Writing ‘Use clear and coherent, written language to ‘accomplish @ purpose such as learning, enjoyment, ‘argument, and the exchange ‘of information. Standard §: Refiect, Standard 4: Synthesize | throughout the inquiry process information to share learning andlor take action. Use metacognition to monitor mesning and adjust strategies while reading. Notice and analyz authors style and techniques to construct meaning Monitor progress throughout the writing process and adjust strategies as needed from independence to collaboration within @ writing community. Incorporate authors’ craft techniques observed from wide reading of anchor and ‘mentor texts across: disciplines to inform, explain, convinoelargue, and entertain. ‘Fundamentals of Communication to Use active and at ‘communication building on other‘ ore, learn, ‘argue, and exchange information. ‘oy, Monitor delivery and reception throughout the ‘communication process and adjust approach and strategies as needed. Adjust speech, using ‘standard English when icated or appropriate, a variety of contexts and tasks for presenting or participating in the ‘social exchange of “Acquire vocabulary from ‘multiple forms of ‘communication; use ney oieInquiry Based Literacy Standards-on-going Fourth Grade ELA Pacing Guide First Nine Weeks ‘Standard 1; Formulate relevant, self-generated questions based on interests andlor needs that can be investigated. Ci 4IB 1.1 Formulate questions to focus thinking on an idea to narrow and direct further inquiry. Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives. 1 41B 2.1 Explore topics of interest to formulate logical questions; build knowledge; generate possible explenations; consider alternative views. Standard 3: Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis. 1D 4IB 3.4 Develop a plan of action for collecting relevant information from primary and secondary sources. 1D 4IB 3.2 Organize and categorize important information: collaborate to validate or revise thinking; report relevant findings. Standard 4: Synthesize information to share learning and/or take action. 1D 41B 4.1 Draw logical conclusions from relationships and pattems discovered during the inquiry process. 1D 4IB 4.2 Reflect on findings to build deeper understanding and determine next steps. 1D 4IB 4.3 Determine appropriate tools and develop plan to communicate findings and/or take informed action. Standard 5: Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide vidually and collaborat 1 IB 5.1. Acknowledge and value individual and fe thinking 1 IB 5.2 Employ past leaming to monitor and assess current learning to guide inquiry. 1D AIB 5.3 Assess the process and determine strategies to revise the plan and apply learning for future ingutyPrinciples of Reading (Embedded) Principals of Reading Meaning and Content Fourth Grade ELA Pacing Guide First Nine Weeks ‘Standard 1: Demonstrate understanding of the organization and basic features of print. 1 4RL1.1 Grade 1 Recognize the distinguishing features of a sentence. 1 4RL1.2 Kindergarten Recognize that spoken words are represented in written language by specific sequences of letters. 1 4RL1.3 Kindergarten Understand that words are separated by spaces in print. 1 4RL4.4 Kindergarten Recognize and name all upper- and lowercase letters of the alphabet, Standard 2: Demonstrate understanding of spoken words, syllables, and sounds. 1 4RL.2.4 Grade 1 Segment spoken single-syliable words into their complete sequence of individual sounds. D_4RL2.5 Kindergarten_Add or substitute individual sounds in simple, one-s 1D 4RL 3.1 Use combined knowledge of , syllabication patterns, base words, and affixes to read accurately unfamiliar muttisyliabic words D 4RL3.2 Grade 2 Use knowledge of how syllables work to read multisyllabic words, 1D 4RL3.3 Grade 2 Read irregularly spelled two-syliable words and words with common prefixes and suffixes. 1D 4RL3.4 Grade 2 Use and apply knowledge of vowel diphthongs. Standard 4: Read with sufficient accuracy and fluency to support comprehension. 0 4RL4A Grade 2 Read grade-level text with purpose and understanding, 1 4RL.4.2 Read grade-level prose and poetry orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings. _4RL 4.3 Grade 4_Use context to conf or selt-correct word recognition and understancing rereasing as necessary. ‘Standard 5: Determine meaning and de conclusions, analyzing, synthe: 3 4RLS5.1 Ask and answer inferential questions to analyze meaning beyond the text; refer to details. onde ‘examples within a text to suppor inferences and conclusions. © 4RL6.2 Grade 2 Make predictions before and during reading; confirm or modify thinking, Standard 6: Summarize key details and ideas to support analysis of thematic development. TC 4RL6.1 Determine the development of a theme within a text; summarize using key dé ‘Standard 7: Analyze the relationship among ideas, themes, or topics in multiple media, formats, and in visual, auditory, and kinesthetic modalities. © 4RL7.2 Compare and contrast the treatment of similar themes, topics, and patterns of events in texts and diverse media.Language Craft and Structure Range and Complexity ‘Standard 8: Analyze characters, settings, events, and ideas as they develop and interact within a particular context. 7 ARL 8.1 Use text evidence to: © a. explain how conflicts cause the characters to change or revise plans while moving toward resolution; and _b. explain the influence of cultural, historical, and social context on characters, setting. and plot development. ‘Standard 9: Interpret and analyze the author's use of words, phrases, and conventions, and how their relationships: ‘shape meaning and tone in print and multimedia texts. 1 4RL 9.1 Identify and explain how the author uses imagery, hyperbole, adages, or proverbs to shape meaning and tone, 1 4RL9.2 Explain how the author's choice of words, 's, and conventions combine to create mood, contribute to meaning, and emphasize aspects of a character or setting, Standard 10: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple- meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary. Gi ARL 10.1 Use definitions, examples, and restatements to determine the meaning of words or phrases, ( ARL 10.2 Determine the meaning of an unknown word using knowledge of base words and Greek and Latin affixes. 1 ARL 10.3 Grade 2 Use a base word to determine the meaning of an unknown word with the same base. DARL 10.4 Grade 2_Use the meanings of individual words to predict the meaning of compound words, y and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new lear reflect and respond to increasingly complex text over time. 1 ARL 13.1 Engage in whole and small-group reading with purpose and understanding. 5 4RL 13.1 Engage in whole and small-group reading with purpose and understanding 1y_ARL 13.3 Read and respond according to task and purpose to become self-directed, critical readers and thinkers.Principles of Reading Principles of Reading Meaning and Content Fourth Grade ELA Pacing Guide First Nine Weeks _ Reading Informational Texts (R Standard Demonstrate understanding of the organization and basic features of print. © ARI1.1 Grade 1 Recognize the distinguishing features of a sentence. C1 4R14.2 Kindergarten Recognize that spoken words are represented in writen language by specific sequences of letters. 0 4RI4.3 Kindergarten Understand that words are separated by spaces in print. D 4RI4.4 Kindergarten Recognize end name all upper- and lowercase leters ofthe alphabet, Standard 2: Demonstrate understanding of spoken words, syllables, and sounds. 1 4RI2.4 Grade 1 Distinguish long from short vowel sounds in spoken single-syllable words. © 4R12.2 Grade 1 Orally produce single-syllable words by blending sounds including consonant biends in spoken words. 1 4RI2.3 Grade 1 Isolate and pronounce intial, medial vowel, and final sounds in spoken single-syitable words. Ci 4RI2.4 Grade 1 Segment spoken single-syllable words into their complete sequence of individual sounds. 1 4R12.5 Kindergarten _Add or substitute individual sounds in simple, one-syllable words to make new words. ‘Standard 3: Know and apply grade-level phonics and word analysis skills in decoding words. 1 4R13.1 Use combined knowledge of all letter/sound correspondences, syliabication pattems, base words, and affixes to read 1 ARI3.2 Grade 2. Use knowledge of how syllables work to read multisyllabic words, 1 ARI3.3 Grade 2 Read irregularly spelled two-syllable words and words with common prefixes and suffixes. 1D 4RI3.4 Grade 2 Use and apply knowledge of vowel diphthongs. Standard 4: Read with sufficient accuracy and fluency to support comprehension. 1 ARI4A Grade 2 Read grade-level text with purpose and understanding, 1 4RI4.2 Read grade-level prose and poetry orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings. 1_ARI4.3 Grade 1 Use context to confirm or setf-correct word recognition and understanding, rereading as necessa ‘Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpret Gi 4RI5.1_ Ask and answer inferential questions to analyze meaning beyond the text; refer to details and examples within a text 10 support inferences and conclusions. (I 4RI5.2 Grade 2 Make predictions before and during reading; confirm or modify thinking, ‘Standard 6: Summarize key details and ideas to support analysis of central ideas. 1D 4R16.1 Summarize mutt-paragraph texts using key details to support the central idea, ‘Standard 7: Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities. _4RI7.1_ Compare and contrast how events, topics, concepts, and ideas are depicted in primary and secondary sources.Meaning, Context, and Craft Language Range and Complexity ..Fourth.Grade.ELA Pacing Guide First Nine Weeks. ‘Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. © 4W3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that © a. develop real or imagined experiences or events using effective technique, descriptive details, and clear event ‘sequences; . orient the reader by establishing a situation and introducing a narrator end/or characters; - organize an event sequence that unfolds naturally; . use dialogue and description to develop experiences and events or show the responses of characters to situations; . develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others: fuse a Variety of transitional words and phrases to manage the sequence of events; © g. use imagery; precise words, and sensory details to develop characters and convey experiences and events precisely; and Di provitie d conclusion that foliows fromthe narrated experiences or events. ‘Standard 4: Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. © 444 When writing: . use relative pronouns and relative adverbs; )- form and use the progressive verb tenses; . use modal auxiliaries to convey various conditions; |. use modal auxiliaries and the progressive verb tenses, recognizing and correcting inappropriate shifts in verb tense: 2. order adjectives within sentences according to.conventiona-pattems; use relative pronouns and relative adverbs; |. explore using prepositional phrases in diferent positions within a sentenoe; use coordinating and subordinating conjunctions; use a variety of sentence types to produce complete sentences, recognizing and correcting inappropriate fragments, and run-ons; and j._use frequently confused homonyms correctly. ‘Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over Short and ‘extended time frames. 4W6.1 Write routinely and persevere in writing tasks: ‘S+a:"over short endextended time frames; Gi b, fora range of domain-specific tasks; Oc. fora variety of purposes and audiences; and Cl d. by adjusting the writing process for the task, increasing the length and complexity +9 -4W'6.2-Gradet- Print upper-and lower-case letters proportionally using appropriate-handuariting techniques, 1 4W6.3 Grade 1 Write leftto right leaving space between words,1D 4W6.4 Demonstrate effective keyboarding skils. 1 4W6.5 Connect upper_and lower-case letters efficiently and proportionately in cursive handwriting,Meaning and Context Language Craft and ‘Structure Fourth Grade ELA Pacing Guide First Nine Weeks. through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives. 0 461.1 Explore and create meaning by formulating questions, engaging in purposeful dialogue with peers and adults, sharing ideas and considering © 4C 1.2 Participate in discussions; ask and respond to questions to acquire information conceming @ topic, tex, or issue 1D 4C1.3 Apply techniques of articulation, adequate volume, eye contact, facial expressions, posture, gestures, and space; take one’s own turn in a respectful way. Gi 40.1.4 Engage in focused conversations about grade appropriate topics and texts; build on the ideas of others, pose specific questions, respond to clarify thinking, and express new thoughts, 1 4¢ 1.8 Explain personal ideas and build on the ideas of others by responding and relating to comments made in multiple exchanges. D_4C 3.1 Compare and contrast how ideas and topics are depicted in a variety of media and formats ‘Standard 4: Critique how a speaker addresses content and uses stylistic and structural craft techniques to inform, engage, and impact audiences. © 4C 4.4 Identify the presentation style @ speaker uses to enhance the development of a central idea or theme, 5 4€ 4.2 Determine if the presentation has a purposeful organizational strategy, with appropriate transitions. 1G 4C4.3 Identify now and why the speaker. © a. uses intonation and word stress; Cb. includes media; Cie. addresses the audience; Gi d, determines word choice; andStandard 1: Formulate relevant, self-generated questions based on the interests and/or needs that ‘can be investigated. meaning (semnar structure (syntax), {graphophonic), an pragmatics (schematic) to ‘make meaning from text. Employ a recursive writing process that includes ning, drafting, revising, 9, rewriting, publishing, ‘and reflecting Employ a reciprocal communication process that includes planning, drafting, revising, editing, reviewing, presenting, and reflecting. Orangeburg Consolidated School District 5 Standard 2: Transact with texts fo formulate questions, and consider alternative views and multiple perspectives. applying reading strat monitoring, searching, ‘confirming, cross-checking, rereading, and self correcting, Produce writing in which the development, organization, and style are appropriate to ‘task, purpose, discipline, and ‘audience. ELA Pacing Guide Daily Structures ‘Standard 3: Construct edge, applying inary concepts and tools, to build deeper understanding of the world though exploration, collaboration. and ai ‘Employ comprenensi strategies before, during, and after reading text using schema, annotating, questioning, visualizing, drawing inferences, Fundamentals of Writing Use clear and coherent written language to ‘accomplish @ purpose such as learning, enjoyment, ind the exchange ‘of information Inquiry-Based Literacy Standards Standard 5: Reflect throughout the inquiry process to assess metacognition, broaden understanding, and actions, both individually and collaboratively. Standard 4: Synthesize information to share learning and/or take action. Use metacognition to monitor meaning and adjust strategies ‘while reading, Notice and analyze an author's style and techniques to construct meaning, Monitor progress throughout the writing process and adjust strategies as needed from independence to collaboration within a writing community, Tncorporate authors’ craft techniques observed from wide reading of anchor and ventor texts across. disciplines to inform, explain, Fundamentals of Communication ‘Communicate using style, language, and nonverbal cues appropriate to task, Purpose, and audience. building on others ideas to expiore, leam, enjoy, Monitor delivery and reception throughout the communication process ‘and adjust approach and strategies as needed, Adjust speech, using standard English when Indicated or appropriate, ina variety of contexts “Require vocabulary rom mutiple forms of ‘communication; use newly acquired vocabulary to ‘appropriately ‘communicate in a variety of situations and contexts. social exchange of ideas.