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Grade 4
Unit 4
ELA
Grade 4
Unit 4
Summary of Unit 4
6 Weeks
Students will continue and deepen their learning of determining a theme of fiction or the main idea of nonfiction. Students should be able to
incorporate the theme or main idea when summarizing texts. Students should also interpret information presented visually in a text or story and
explain how the information contributes to an understanding of the text or connects to the story.
Students will also write various types of informational text by writing to explain how, to explain why, and to summarize. Students should
incorporate information gathered from multiple resources and provide a list of sources. Students will follow the writing process with a focus on
the organization (i.e. topic sentence, transitions, and conclusions).
PASSForward Standards
RL.4.2
RI.4.7
SL.4.6
RL.4.4
RI.4.10
L.4.3.c
RL.4.7
W.4.2
L.4.4.b.c.
RL.4.10
W.4.5
L.4.5.b.c
RI.4.2
W.4.8
RF.4.3
RI.4.4
W.4.10
RF.4.4
Essential Questions
Assessments
Unit 4 Pre/Post Test
Running Records
Tulsa Public Schools Curriculum & Instruction, May 8,2015/revised May 19, 2015
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ELA
Grade 4
Unit 4
explain
inform/explain
interpret
key details
main idea
mythology
notes
oral presentation
quantitatively
Students:
relevant
significant
source
summarize
theme
version
visual
Exemplar Lesson
In this cross-curricular social studies lesson connected to social studies
unit 5, students will be introduced to the geography and climate of the
Midwest. They will learn how the geography and climate cause the area
to be perfect for farming. Given multiple sources, students will be able to
identify the location of the Midwest, describe its geography, discuss the
importance of agriculture to the Midwest economy, and create a
billboard for advertising agricultural products grown in the Midwest.
Teachers:
Tulsa Public Schools Curriculum & Instruction, May 8,2015/revised May 19, 2015
Page 3
ELA
Grade 4
Unit 4
Tulsa Public Schools Curriculum & Instruction, May 8,2015/revised May 19, 2015
Page 4
ELA
Grade 4
requirements (W.4.2)
Include researched information in different types of presentations
(e.g., compositions, multimedia presentations, graphic organizers,
projects, etc.) (W.4.2)
Draw from more than one source of information such as speakers,
books, newspapers, and online materials (W.4.2)
Use appropriate structures to ensure coherence (e.g., transition
elements) (W.4.2)
Provide a clear introduction and thesis as well as a sense of closure
to the writing (W.4.2)
Acknowledge information from sources (W.4.2)
Unit 4
Suggested Resources
Resources for Balanced Literacy: Text Complexity Range 740L940L
Whole Group
Small Group Guided
Read Aloud
Shared Reading
Reading
The Houdini Box by
Brian Selznick SF pg.
392a
Encantado: Pink
Dolphin of the
Amazon by Sy
Montgomery SF pg.
416a
The King in the
Kitchen by Margaret
E. Slattery SF pg.
440a
Seeker of Knowledge
A Wonder Book:
Heroes and
Monsters of Greek
Mythology by
Nathaniel
Hawthorne,
Children's Classics
A Wonder Book:
Heroes and
Monsters of Greek
Mythology by
Nathaniel
Hawthorne,
Children's Classics
Lesson 2
Writing
Word Work
Contractions
Writing Workshop SF
pg. 465g
Final er, ar
Informative/Explanatory
Writing samples and
/j/, /ks/, and
prompts
/kw/ dge, ge, x,
qu
Process Essay Unit
Prefixes un- ,disExplanatory Writing
, inUnit
Summary/Informational
Writing Unit
Tulsa Public Schools Curriculum & Instruction, May 8,2015/revised May 19, 2015
Independent
Reading
Model and
explicitly teach
behaviors during
mini-lessons,
including choosing
just right books.
Students may
utilize independent
or buddy reading.
Students should
keep a reading log
and/or reading
journal.
Reading Workshop
Video with
resources
Page 5
ELA
by James Rumford SF
pg. 466a
Encyclopedia Brown
and the Case of the
Slippery Salamander
by Donald J. Sobol SF
pg. 488a
A Wonder Book:
Heroes and Monsters
of Greek
Mythology by
Nathaniel
Hawthorne,
Children's ClassicPaired Text Lesson
When Marian Sang:
The True Recital of
Marian Anderson by
Pam Munoz RyanPaired Text Lesson
RL.4.4/RI.4.4
Cowboys L-200
Rules Make Life Work L-240
All That Jazz! L- 250
Nature's Balance L-290
Salt Lick Boom Town L-340
Puppy Raiser L-420
What Is Energy? L-480
To Be a Star L-770
Pedro's Gift L-780
Feel, Think, Move L-810
Darkness into Light L=820
RL.4.7/RI.4.7
Matter- 250
Places - 270
How Things Work - 380
Earth's Land, Air, and Water- 390
Swamp Life- 430
The Earth - 470
Crystals and Gems- 590
The Noble Boy and the Brick
Maker- 620
Code Breakers: Uncovering
German Messages- 670
Pictures in the Sky- 750
The Rosetta Stone and the Secret
of Hieroglyphics- 800
City Life: Then and Now-880
Ancient Life Along the Nile- 930
Grade 4
Why Mosquitoes
Buzz in Peoples
Ears: A West
African Tale retold
by Verna Aardema
Unit 4
Lesson 3: Writing a
Research Report
Olivia's Birds:
Saving the Gulf by
Olivia Bouler
Squantos
Journey by Joseph
Bruchac
Animals That
Hibernate by
Phyllis J. Perry
When Marian
Sang: The True
Recital of Marian
Anderson by Pam
Munoz Ryan
Tulsa Public Schools Curriculum & Instruction, May 8,2015/revised May 19, 2015
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Appendix
UNWRAPPING THE STANDARDS
The standards listed below are the standards chosen for special focus in this unit. They have been unwrapped to reveal their meaning. Key
conceptswhat students need to knowhave been underlined, and the skillswhat students must be able to doare written in bold letters.
Reading Literature
RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in
mythology (e.g., Herculean).
RL.4.7 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
RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Writing
W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
ELA
Grade 4
Unit 4
W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize
information, and provide a list of sources.
Language
L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening
c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is
appropriate (e.g., small-group discussion).
L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing
flexibly from a range of strategies.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph,
autograph).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine
or clarify the precise meaning of key words and phrases.
L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical
meanings (synonyms).
Tulsa Public Schools Curriculum & Instruction, May 8,2015/revised May 19, 2015
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ELA
Grade 4
Unit 4
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in context and out of context.
RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Tulsa Public Schools Curriculum & Instruction, May 8,2015/revised May 19, 2015
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ELA
Grade 4
Unit 4
o I can figure out the theme of a piece of fiction by thinking about the details in the text. RL.4.2
o I can summarize a piece of fiction in my own words. RL.4.2
o I can figure out the meanings of words and phrases an author uses. RL.4.4
o I can understand words that may be derived from characters found in mythology (e.g., Herculean). RL.4.4
o I can make connections between a written text and a dramatic interpretation of the same text. RL.4.7
o I can read and understand fourth grade fiction RL.4.10
o I can figure out the main idea in nonfiction by thinking about the details in the text. RI.4.2
o I can summarize a piece of nonfiction in my own words. RI.4.2
o I can explain what a piece of nonfiction teaches me by referring to details and examples in the text. RI.4.1
o I can understand the meanings of words and phrases in fourth grade science and social studies texts. RI.4.4
o I can interpret and use information from charts, graphs, diagrams, time lines, animations or other internet
presentations to understand nonfiction. RI.4.7
o I can use print and computer dictionaries to help me find the pronunciations and clarify meanings of new
words or phrases. L.4.4
o I can recognize and explain the meaning of common idioms, adages and proverbs. L.4.5
o I can understand words by relating them to their antonyms and synonyms. L.4.5
o I can analyze words and use phonics to help me read fourth grade words RF.4.3
o I can read with the fluency and accuracy it takes to understand fourth grade texts. RF.4.4
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