Grade 4 English Language Arts

Course Description

In this course, students will build knowledge while fostering exploration of our world through literacy. Students will develop critical thinking skills through collaborative conversations, close reading, genre writing, and ownership of learning.

Reading Comprehension and Literary Understanding:
In this course, students become stronger readers by finding main ideas, making inferences, and learning about story elements. They use clues from the text, text features, and structure to better understand fiction and nonfiction. Students explore how people face problems and grow, helping them connect to the characters and themes in what they read.

Writing:
Students learn to share their thoughts clearly by planning, organizing, and improving their writing across different types—like narrative, expository, and argumentative. They use strong vocabulary, correct grammar, and helpful text features to make their writing interesting and easy to understand.

Language Skills (Vocabulary, Grammar, and Spelling):
Students study how words work by learning prefixes, suffixes, and root words, especially from Latin and Greek. They use patterns to spell and figure out new words. They also build grammar skills by practicing things like correct verb use, pronouns, and punctuation to make their writing and reading stronger.

Learning About People and the World:
In this course, students read stories, real-life accounts, and information to learn how people overcome challenges, make choices, and work together. They think about how history, culture, and new ideas shape the world around us and how people grow through their experiences.

Course Big Ideas

Responsive readers and writers will utilize the skills of reading, writing, listening, speaking, and collaborating.
Readers will develop these skills by building knowledge centered around an essential question. Readers will read a variety of increasingly more complex text and read closely for deeper meaning. Responding to the text through using supporting details, vocabulary, and demonstrating understanding will expand their learning and build responsive readers.
Writers will communicate effectively by analyzing mentor texts and student models. Effective writers will understand the purpose and audience by planning a logical organizational structure and using sources. Writers will evaluate written pieces and continually improve their writing across a variety of genres.

Course Essential Questions

How do people respond to natural disasters?
How do your actions affect others?
How can starting a business help others?
What helps an animal survive?
How do animal characters change familiar stories?
How are writers inspired by animals?
In what ways can you help your community?
How can one person make a difference?
In what ways can advances in science be helpful or harmful?
Why do we need a government?
How does technology affect your life?
How do writers look at success in different ways?
What can you discover when you look closely at something?
In what ways do people show they care about each other?
How can learning about the past help you understand the present?

Course Competencies

Read and comprehend fourth grade level texts across a variety of genres by identifying main ideas, making inferences, and thinking about why the author wrote the text.
Use details from the text to make inferences and come to logical conclusions.
Learn and use new words, including words that have more than one meaning.
Share ideas clearly in both speaking and writing.
Write with correct grammar, clear sentences, and thoughtful word choices using what we know about spelling and vocabulary.

Course Assessments

Written responses in “Respond to Reading”
Weekly spelling tests (weeks 1-5)
Weekly grammar tests (weeks 1-5)
Selection tests (weeks 2, 4, 5)
Progress Monitoring Assessments (after Text Set 1 and Text Set 2)
Argumentative Writing to Sources
Expository essay
Personal narrative

Course Units

Unit 1: Wonders

Standards

PA Core ELA Standards:
Reading Literature/Informational

CC.1.2.4.A Determine the main idea of a text and explain how it is supported by key details; summarize the text. (E04.B-K1.1.2)
CC.1.2.4.B Refer to details and examples in text to support what the text says explicitly and make inferences. (E04.B-K1.1.1)
CC.1.2.4.D Compare and contrast an event or topic told from two different points of view.
E04.B-C.2.1.1 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
CC.1.2.4.E Use text structure to interpret information (e.g., chronology, comparison, cause/effect, problem/solution).
E04.B-C.2.1.2 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information and text features in a text or part of a text.
CC.1.2.4.F / CC.1.3.4.F Determine the meaning of words and phrases as they are used in grade-level text, including figurative language.
E04.A-V.4.1.2 / E04.B-V.4.1.2 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- Recognize and explain the meaning of common idioms, adages, and proverbs.
CC.1.2.4.G Interpret various presentations of information within a text or digital source and explain how the information contributes to an understanding of text in which it appears.
E04.B-C.3.1.3 Interpret text features (e.g., headings, graphics, charts, timelines, diagrams) and/or make connections between text and the content of the text features.
CC.1.2.4.H Explain how an author uses reasons and evidence to support particular points in a text. (E04.B-C.3.1.1)
CC.1.2.4.K / CC.1.3.4.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. (E04.A-V.4.1.1, E04.B-V.4.1.1)
- Use context (e.g., definitions, examples or restatements in text) as a clue to the meaning of a word or phrase.
- Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
- Determine the meaning of general academic and domain-specific words or phrases used in a text.
CC.1.2.4.J / CC.1.3.4.J Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.
CC.1.3.4.B Cite relevant details from text to support what the text says explicitly and make inferences. (E04.A-K.1.1.1)
CC.1.3.4.C Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text. (E04.A-K.1.1.3)

Foundational Skills

CC.1.1.4.D Know and apply grade-level phonics and word analysis skills in decoding words.
- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words.
CC.1.1.4.E Read with accuracy and fluency to support comprehension.

Writing

CC.1.4.4.G Write opinion pieces on topics or texts.
CC.1.4.4.H Introduce the topic and state an opinion on the topic. (E04.C.1.1.1)
CC.1.4.4.I Provide reasons that are supported by facts and details. (E04.C.1.1.2)
CC.1.4.4.J Create an organizational structure that includes related ideas grouped to support the writer’s purpose and linked in a logical order with a concluding statement or section related to the opinion. (E04.C.1.1.1, E04.C.1.1.3, E04.C.1.1.4)
CC.1.4.4.K Choose words and phrases to convey ideas precisely. (E04.D.2.1.1)
CC.1.4.4.L Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
E04.D.1.1.1 Use relative pronouns (e.g., who, whose, whom, which, that) and relative adverbs (e.g., where, when, why).
E04.D.1.1.6 Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.
E04.D.1.2.3 Use a comma before a coordinating conjunction in a compound sentence.
E04.D.2.1.2 Choose punctuation for effect.
CC.1.4.4.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts.
E04.E.1.1.1 Introduce text(s) for the intended audience, state an opinion and/or topic, establish a situation, and create an organizational structure in which related ideas are logically grouped to support the writer’s purpose.
E04.E.1.1.2 Develop the analysis using a variety of evidence from text(s) to support claims, opinions, ideas, and inferences.
E04.E.1.1.3 Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
E04.E.1.1.4 Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events.
E04.E.1.1.5 Provide a concluding statement or section related to the analysis presented.
CC.1.4.4.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
CC.1.4.4.W 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.

Speaking/Listening

CC.1.5.4.A Engage effectively in a range of collaborative discussions on grade-level topics and texts, building on others’ ideas and expressing their own clearly.
CC.1.5.4.B Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CC.1.5.4.C Identify the reasons and evidence a speaker provides to support particular points.
CC.1.5.4.G Demonstrate command of the conventions of standard English when speaking, based on Grade 4 level and content.

Know

Building Knowledge

Natural disasters can be caused by fast-moving changes to the Earth’s surface.
There are hazards to natural disasters.
People respond to natural disasters in different ways depending on the disaster.
Our actions affect others.
It is important to be honest with others about our feelings.
Everyone can take action to stop bullies.
Small businesses help their communities.

Word Work

Words that have the CVC, CCVC, or CVCC pattern usually make a short vowel sound.
Certain spelling patterns usually make a long ā sound (a, ai, ay, a_e, eigh, ea, ey).
Certain spelling patterns usually make a long ē sound (e, e_e, ee, ie, ey, ea).
Certain spelling patterns usually make a long ī sound (i, ie, ei, igh, i_e, y).
Certain spelling patterns usually make a long ō sound (o, ow, o_e, oa, oe.)

Comprehension

Diagrams and headings contribute to the understanding of a text.
Compare and contrast is a text structure.
Author’s perspective on a topic in an informational text.
Summarizing a text enhances comprehension.
Responding to text through writing enhances comprehension.
Plot develops in a literary text.
Conflict contributes to the plot in a literary text.
Graphs and headings contribute to the understanding of a text.
Sequence is a text structure.
Relevant details support the central idea, implied or explicit.

Writing/Conventions

Authors can make a claim supporting a perspective with logical reasons, using relevant evidence from multiple sources.
Making a claim supports a perspective with logical reasons, using evidence from multiple sources, elaboration, and an organizational structure with transitions.
There are different sentence types: statement, question, command, and exclamation.
Sentences contain a subject and a predicate.
Sentences can be simple, compound, or complex.
Clauses are groups of words with a subject and a verb.
There are two types of clauses: independent and dependent.
A run-on sentence has two or more independent clauses that are not combined correctly.

Understanding/Key Learning

Natural disasters are caused by rapid changes to the Earth's surface, and people respond differently based on the type of disaster. Understanding these responses can help us prepare and support one another in times of crisis.
Our actions can significantly affect those around us, whether in the context of natural disasters, bullying, or community support. It is essential to communicate honestly about our feelings and to recognize the power of individual actions in fostering a positive environment.
Recognizing different text structures—such as compare and contrast, sequence, and cause and effect—enhances comprehension. Features like headings, diagrams, and text evidence are critical for understanding the main ideas and supporting details in both expository and literary texts.
Writing a strong argumentative essay involves making a clear claim, providing relevant evidence, and organizing ideas effectively. By synthesizing information from multiple sources and understanding how to use rubrics for assessment, students can articulate their perspectives and engage in constructive discourse.

Do

Text Set 1

Read and understand expository text.
Decode words with short vowels and long ā.
Identify and use inflectional endings.
Describe how diagrams and headings add meaning to a text.
Understand a compare and contrast text structure.
Reread to understand a text.
Identify multiple-meaning words and build vocabulary.
Identify the features of expository text.
Use text evidence to respond to expository text.
Use text evidence to answer questions about a text.
Use text evidence to write about a text.
Know how people respond to natural disasters.
Read and listen to texts to learn how people respond to natural disasters.
Write an argumentative essay.
Use a rubric to understand what makes a strong argumentative essay.
Identify a claim and supporting details, and ways to elaborate.
Plan an argumentative essay.
Draft an argumentative text and include a strong introduction and relevant evidence.
Revise my argumentative essay to make it stronger.
Synthesize information from three sources.
Set a purpose for reading sources.
Take notes on sources.
Synthesize information from sources to organize an argumentative essay.

Text Set 2

Read and understand realistic fiction.
Decode words with long ē and ī.
Identify and use plurals and inflectional endings.
Understand how characters, setting, and events contribute to the plot.
Understand how conflict contributes to the plot in a story.
Make predictions to understand a text.
Identify idioms and build vocabulary.
Identify the features of realistic fiction.
Use text evidence to respond to realistic fiction.
Use text evidence to answer questions about a text.
Use text evidence to write about a text.
Know how my actions affect others.
Read and listen to texts to learn how personal actions affect others.
Understand an author’s claim in an expository text.
Compare texts to understand how personal actions affect others.
Learn and use new vocabulary about how personal actions affect others.
Write an argumentative essay.
Use a rubric to understand what makes a strong argumentative essay.
Identify a claim and supporting details, and ways to elaborate.
Plan an argumentative essay.
Draft an argumentative text and include a strong introduction and relevant evidence.
Revise an argumentative essay to make it strong.
Synthesize information from three sources.
Set a purpose for reading sources.
Take notes on sources.
Synthesize information from sources to organize an argumentative essay.

Text Set 3

Read and understand an argumentative text.
Decode words with a long ō.
Identify and use compound words.
Describe how graphs and headings add meaning to a text.
Identify the central idea and relevant details in a text.
Reread to understand a text.
Identify suffixes and build vocabulary.
Identify the features of an argumentative text.
Use text evidence to respond to an argumentative text.
Use text evidence to answer questions about a text.
Use text evidence to write about a text.
Know how starting a business can help others.
Read and listen to texts to learn how starting a business can help others.
Identify a sequence text structure in procedural text.
Compare texts to understand how starting a business can help others.
Learn and use new vocabulary about how starting a business can help others.
Write an argumentative essay (Extended Writing #2- optional).
Use a rubric to understand what makes a strong argumentative essay.
Identify a claim and supporting details and ways to elaborate.
Plan an argumentative essay.
Draft an argument text and include a strong introduction and relevant evidence.
Revise my argumentative essay to make it stronger.
Synthesize information from three sources.
Set a purpose for reading sources.
Take notes on sources.
Synthesize information from sources to organize an argumentative essay.

Unit Essential Questions

Lesson Essential Questions

Text Set 1

Why do authors use a compare and contrast text structure?
How do I reread a text?
How do I determine the meaning of a multiple-meaning word?
What are the features of expository text?
Why is it important to understand how natural disasters affect people?
How do I identify the author’s perspective?
What are the key components of argumentative writing?
How is argumentative text organized?
How can I read and write words with short vowels?
How can I read and write words with long ā?
How can I identify and use sentence types?
How can I identify subjects and predicates?
How do I determine the meaning of words?

Text Set 2

How do authors make strong claims and support them with clear reasons and evidence?
How do I use context clues to determine the meaning of idioms and homophones?
How do characters, setting, and events contribute to the plot of a story?
How does the conflict of a story contribute to the plot?
What are the key characteristics of realistic fiction?
How does making predictions help me understand a text?
How do I use text evidence to respond to realistic fiction?
Why is it important to understand how my actions affect others?
How do I plan an argumentative essay?
How do I draft an argumentative essay?
How do I revise an argumentative essay to make it stronger?
How do I use sources to support my argument?
How do I identify simple and compound sentences and conjunctions?
How do I identify clauses and complex sentences?
How can I read and write words with long ē?
How can I read and write words with long ī?
How do I determine the meaning of words?

Text Set 3

Why do authors use a sequence text structure?
Why do authors use a graph text feature?
How do relevant details support the central ideas in an argumentative text?
What spelling patterns can be used to make words with long ō vowel sounds?
How do the parts of a sentence help me write and understand different kinds of sentences?
How do I use the suffix -ment to determine the meaning of the word?
How do I use the suffix -ful to determine the meaning of the word?
How do I use the suffix -ous to determine the meaning of the word?
How do I determine the meaning of words?
How do authors make strong claims and support them with clear reasons and evidence?
How can starting a business help others?
How do I plan an argumentative essay?
How do I draft an argumentative essay?
How do I revise an argumentative essay to make it stronger?
How do I use sources to support my argument?

Materials/Resources

Resource	Text Set 1 (weeks 1-2)	Text Set 2 (weeks 3-4)	Text Set 3 (week 5)
Interactive Read Aloud	Avalanche!	Say Something!	Kids Can Help
Shared Read	A World of Change	The Talent Show	Dollars and Sense
Anchor Text	Earthquakes	Experts, Incorporated	Kids in Business
Paired Selection	Weathering the Storm	Speaking Out to Stop Bullying	Starting a Successful Business
Leveled Readers	Changing Landscapes	(A) The Dream Team (O) & (ELL) Rosa’s Garden (B) Saving Grasshopper	Start Small, Think Big
Games (Data Collected)	U1 Context Clues: Multiple Meanings U1 Text Structure: Compare & Contrast and Text Features: Diagrams & Headings U1 Text Structure: Compare and Contrast and Multiple Meaning Words U1 Author’s Perspective	U1 Figurative Language: Idioms U1 Plot: Conflict U1 Author's Claim	U1 Author's Claim U1 Central Idea & Relevant Details U1 Word Parts: Suffixes
Other	Family Letter, Online Lesson Resources Presentation, Visual Vocabulary Cards, Spelling List, Weekly Printables, Differentiated Genre Passages, Reading Writing Companion

Vocabulary

Academic Vocabulary
Weeks 1-2

alter
collapse
crisis
destruction
hazard
severe
substantial
unpredictable

Weeks 3-4

accountable
advise
desperately
hesitated
humiliated
inspiration
self-esteem
uncomfortably

Week 5

compassionate
enterprise
exceptional
funds
innovative
process
routine
undertaking

Academic Language
Grammar:

capital letter
clause
comma
comma splice
command
complete predicate
complex sentence
compound predicate
compound sentence
compound subject
coordinating conjunctions
dependent clause
exclamation
independent clause
predicate
punctuation mark
question
run-on sentence
semicolon
sentence
sentence fragment
simple predicate
simple sentence
simple subject
statement
subject
subordinating conjunction

Reading:

antonym
argument
central idea
characteristics
claim
clarification
clues
comparisons
complex
conflict
contrast
convince
details
diagrams
evaluate
events
evidence/text evidence
explanations
expression
facts
features
headings
paraphrase
passage
perspective
plot
prompt

Genres:

argumentative text
expository
informational text
realistic fiction
reread
respond
resolution
section
solution
synonym
topic
transition
valid
Phonics:
accuracy
consistent phrasing
inflected phrasing
intonation
plural

CC.1.2.4.A Determine the main idea of a text and explain how it is supported by key details; summarize the text. (E04.B-K.1.1.2)
CC.1.2.4.C Explain events, procedures, ideas, or concepts in a text, including what happened and why, based on specific information in the text. (E04.B-K.1.1.3)
CC.1.2.4.F / CC.1.3.4.F Determine the meaning of words and phrases as they are used in grade-level text, including figurative language.
E04.A-V.4.1.2 / E04.B-V.4.1.2 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- Explain the meaning of similes and metaphors in context.
- Demonstrate understanding of words by relating them to their antonyms and synonyms.
CC.1.2.4.G Interpret various presentations of information within a text or digital source and explain how the information contributes to an understanding of text in which it appears. (E04.B-C.3.1.3)
CC.1.2.4.J / CC.1.3.4.J Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.
CC.1.2.4.K / CC.1.3.4.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. (E04.A-V.4.1.1, E04.B-V.4.1.1)
- Use context (e.g., definitions, examples or restatements in text) as a clue to the meaning of a word or phrase.
- Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
- Determine the meaning of general academic and domain-specific words or phrases used in a text.
CC.1.3.4.A Determine the theme of a text from details in the text; summarize the text. (E04.A-K.1.1.2)
CC.1.3.4.B Ask and answer questions about the text and make inferences about the text; refer to text to support response. (E04.A-K.1.1.1)
CC.1.3.4.C Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text. (E04.A-K.1.1.3)
CC.1.3.4.E Explain major differences between poems, drama, and prose and refer to the structural elements of each when writing or speaking about a text.

Foundational Skills

CC.1.1.4.D Know and apply grade-level phonics and word analysis skills in decoding words.
- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words.
CC.1.1.4.E Read with accuracy and fluency to support comprehension.

Writing

CC.1.4.4.A Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CC.1.4.4.B Identify and introduce the topic clearly. (E04.C.1.2.1)
CC.1.4.4.C Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; include illustrations and multimedia when useful to aiding comprehension. (E04.C.1.2.2)
CC.1.4.4.D Group related information in paragraphs and sections, linking ideas within categories of information using words and phrases; provide a concluding statement or section; include formatting when useful to aiding comprehension. (E04.C.1.2.3, E04.C.1.2.5)
CC.1.4.4.E Use precise language and domain-specific vocabulary to inform about a topic or explain the topic. (E04.C.1.2.4)
CC.1.4.4.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
E04.D.1.2.1 Use correct capitalization.
E04.D1.1.5 Form and use prepositional phrases.
CC.1.4.4.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts.
E04.E.1.1.1 Introduce text(s) for the intended audience, state an opinion and/or topic, establish a situation, and create an organizational structure in which related ideas are logically grouped to support the writer’s purpose.
E04.E.1.1.2 Develop the analysis using a variety of evidence from text(s) to support claims, opinions, ideas, and inferences.
E04.E.1.1.3 Link ideas within categories of information using words and phrases (e.g., another, for example, also, because)
E04.E.1.1.4 Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events.
E04.E.1.1.5 Provide a concluding statement or section related to the analysis presented.
CC.1.4.4.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
CC.1.4.4.U With some guidance and support, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single setting.
CC.1.4.4.V Conduct short research projects that build knowledge through investigation of different aspects of a topic.
CC.1.4.4.W 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.
CC.1.4.4.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking/Listening

CC.1.5.4.A Engage effectively in a range of collaborative discussions on grade-level topics and texts, building on others’ ideas and expressing their own clearly.
CC.1.5.4.C Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CC.1.5.4.E Differentiate between contexts that require formal English versus informal situations.
CC.1.5.4.G Demonstrate command of the conventions of standard English when speaking, based on Grade 4 level and content.

Know

Building Knowledge

Animal behaviors and characteristics help them survive in their environments.
Animals adapt to their environment.
Animal characters change familiar stories.
Animals as characters affect the meaning of a story.
Animals inspire writers.

Word Work

Prefixes appear at the beginning of root words, changing the meaning of the root (un-, re-, im-, in-, il-, over-, sub-, pre-, super-).
Digraphs are spelling patterns that use two letters to make one sound (th, ch, sh, wh, ng, ph).
Trigraphs are spelling patterns that use three letters to make one sound (tch).
Three-letter blends are spelling patterns that use three consonants in succession (shr, scr, str, spr, spl, thr).
r-Controlled vowels /ar/ and /or/ have one sound each.
Suffixes appear at the end of root words, changing the meaning of the root (-ly, -ful, -less, -est, -ness).

Comprehension

Photographs, captions, and headings contribute to the understanding of a text.
Relevant details support the central idea, implied or explicit.
Character development contributes to the plot in a literary text.
Dialogue, setting, stage directions, and other elements of a play contribute to the plot.
Hyperbole contributes to the meaning in a text.
Lyric poetry expresses personal thoughts and feelings of the poet and often rhymes and has a regular meter.
Haiku uses three short lines to describe a scene or moment. The first and last lines have five syllables, and the second line has seven syllables.
Character’s perspective refers to the attitude of the characters, or the way they view, think, or feel about something.
Imagery (the use of specific language to create pictures in a reader’s mind) and assonance (the repetition of vowel sounds in two or more words) are used to contribute to the mood of a poem and add meaning.

Writing/Conventions

Authors write expository texts about a topic, using multiple sources and developing a central idea and relevant details.
Common nouns name any person, place, or thing, while proper nouns name a specific person, place, or organization.
Proper nouns are always capitalized.
Concrete nouns can be identified with any of the five senses, while abstract nouns are usually ideas that cannot be identified with the five senses.
Singular nouns name one person, place, or thing, while plural nouns name more than one person, place, or thing.
Use commas to separate three or more items listed in a series.
Irregular plural nouns do not follow the same patterns as regular plural nouns.
Possessive nouns show ownership by adding an apostrophe and an -s for singular nouns and plurals that do not end with -s or adding an apostrophe after the -s of a plural noun.
Sentences can be combined by joining two nouns in the subject or two predicate nouns followed by a linking verb using and.

Understanding/Key Learning

Animals have unique behaviors and characteristics that help them survive in their environments. When animals are used as characters in stories, they can change familiar tales and influence the meaning, inspiring writers to create engaging literary works.
Prefixes and suffixes modify root words to create new meanings, while spelling patterns like digraphs, trigraphs, and blends help decode sounds in words. Understanding nouns, punctuation rules, and how sentences combine strengthens students’ grammar and writing skills.
Photographs, captions, headings, and relevant details support understanding of a text’s central idea. In literary texts, character development, dialogue, setting, and stage directions shape the plot, while poetry uses imagery, assonance, and forms like haiku and lyric poetry to express mood and meaning.
Authors use expository texts with multiple sources to develop central ideas supported by relevant details. Recognizing character perspectives, hyperbole, and text structures deepens comprehension and helps students analyze and respond thoughtfully to a variety of texts.

Do

Text Set 1

Read and understand expository text.
Decode words with digraphs and prefixes.
Identify and use inflectional endings and possessives.
Understand how photographs, captions, and headings add meaning to a text.
Identify the central idea and relevant details in a text.
Summarize to understand a text.
Identify prefixes and build vocabulary.
Identify the features of expository text.
Use text evidence to respond to expository text.
Use text evidence to answer questions about a text.
Use text evidence to write about a text.
Know what helps an animal survive.
Read and listen to texts to learn what helps an animal survive.
Understand character development in trickster tales.
Compare texts to understand what helps an animal survive.
Learn and use new vocabulary about what helps an animal survive.
Write an expository essay to sources.
Use a rubric to understand what makes a strong expository essay.
Identify the central idea and supporting details, and a strong conclusion.
Plan an expository essay.
Draft an expository essay and include a strong introduction and transitional strategies.
Revise my expository essay to make it stronger.
Synthesize information from three sources.
Set a purpose for reading sources.
Take notes on sources.
Synthesize information from sources to organize an expository essay.

Text Set 2

Read and understand a drama.
Decode words with three-letter blends and r-controlled vowels.
Identify and use words ending in -er and -est and the suffixes “ful” and “less.”
Identify story elements in a drama.
Identify the theme in a story.
Ask and answer questions to understand a text.
Identify antonyms and Greek roots and build my vocabulary.
Identify the features of drama.
Use text evidence to respond to a drama.
Use text evidence to answer questions about a text.
Use text evidence to write about a text.
Know how animal characters change familiar stories.
Read and listen to texts to learn how animal characters change familiar stories.
Understand how hyperbole is used in a tall tale.
Compare texts to understand how animal characters change familiar stories.
Learn and use new vocabulary about how animal characters change familiar stories.
Write an expository essay to sources.
Use a rubric to understand what makes a strong expository essay.
Identify the central idea and supporting details, and a strong conclusion.
Plan an expository essay.
Draft an expository essay and include a strong introduction and transitional strategies.
Review my expository essay to make it stronger.
Synthesize information from three sources.
Set a purpose for reading sources.
Take notes on sources.
Synthesize information from sources to organize an expository essay.

Text Set 3

Read and understand poetry.
Decode words with suffixes.
Identify and use contractions.
Describe the rhyme and structure in a poem.
Identify the character's perspective in a poem.
Understand text structure in haiku and lyric poetry.
Identify similes and metaphors and build vocabulary.
Identify the features of poetry.
Use text evidence to respond to poetry.
Use text evidence to answer questions about a text.
Use text evidence to write about a text.
Know how animals inspire writers.
Read and listen to texts to learn how animals inspire writers.
Understand imagery and assonance in poetry.
Compare texts to understand how animals inspire writers.
Learn and use new vocabulary about how animals inspire writers.
Write an expository essay to sources (Extended Writing #2- optional).
Use a rubric to understand what makes a strong expository essay.
Identify the central idea and supporting details, and a strong conclusion.
Plan an expository essay.
Draft an expository essay and include a strong introduction and transitional strategies.
Revise my expository essay to make it stronger.
Synthesize information from three sources.
Set a purpose for reading sources.
Take notes on sources.
Synthesize information from sources to organize an expository essay.

Unit Essential Questions

Lesson Essential Questions

Text Set 1

How do I use digraphs to decode words?
How do I use the prefix il- to determine the meaning of the word?
How do I use the prefix pre- to determine the meaning of the word?
How do I use the prefix out- to determine the meaning of the word?
How do I use the prefix in- to determine the meaning of the word?
Why do authors use captions as a text feature?
Why do authors use headings as a text feature?
How do relevant details support the central ideas in an expository text?
How do I summarize to understand a text?
How do I determine the meaning of words?
What are the features of expository text?
Why is it important to understand what helps an animal survive?
How does character development contribute to the plot?
How do I plan an expository essay?
How do I draft an expository essay?
How do I revise my expository essay to make it stronger?
How do I identify common and proper nouns?
How do I identify singular and plural nouns?
How do I use commas in a series correctly?

Text Set 2

How do I decode words with three-letter blends?
How do I decode words with r-controlled vowels?
How do I use the suffix -ful to determine the meaning of the word?
How do I use the suffix -less to determine the meaning of the word?
How do I use the suffix -er to determine the meaning of the word?
How do I use the suffix -est to determine the meaning of the word?
Why do I need to understand story elements in a drama?
Why do I need to understand theme?
How do I use context clues to determine the meaning of antonyms?
How do I identify the features of drama?
Why is it important to understand how animal characters change familiar stories?
Why do authors use hyperboles in tall tales?
How do I determine the meaning of words?
How do I plan an expository essay?
How do I draft an expository essay?
How do I revise my expository essay to make it stronger?
How do authors make strong claims and support them with clear reasons and evidence?
How do I identify irregular plural nouns?
How do I use the correct form of plural nouns?
How do I identify possessive nouns?
How do I use apostrophes correctly?

Text Set 3

How do I decode with suffixes?
How do I use contractions in writing?
What are the features of poems?
How do I identify a character's perspective in a poem?
How do I determine the meaning of words?
Why do authors use imagery in poetry?
Why do authors use text structure assonance in poetry?
Why do authors use text structure lyric poetry?
Why is it important to understand how writers are inspired by animals?
How do I plan an expository essay?
How do I draft an expository essay?
How do I revise my expository essay to make it stronger?
How do authors make strong claims and support them with clear reasons and evidence?
How do I identify similes and metaphors?
How do I join subject nouns or predicate nouns to combine sentences?
How do I use phrases and interjections correctly?

Materials/Resources

Resource	Text Set 1 (weeks 1-2)	Text Set 2 (weeks 3-4)	Text Set 3 (week 5)
Interactive Read Aloud	“Adaptations at Work”	“A Grasshopper’s Sad Tale”	“Cricket,” “Lizard,” “Firefly,” “Ants,” “Snail”
Shared Read	“Animal Adaptations”	“The Ant and the Grasshopper”	“Dog,” “The Eagle,” “Chimpanzee,” “Rat”
Anchor Text	Spiders	Ranita, the Frog Princess	“Sandpiper,” “Bat,” “The Grasshopper Springs,” “Fireflies at Dusk”
Paired Selection	“Anansi and the Birds”	“Pecos Bill and the Bear Lake Monster”	“Fog,” “White Cat Winter”
Leveled Readers	Extreme Animals	(A) Saving the Green Bird (O) & (ELL) The Prince Who Could Fly (B) Behind the Secret Trap Door	(A) Putting On an Act (O) & (ELL) The Big One (B) Dolphin Cover
Games (Data Collected)	U2 Central Idea & Relevant Details and Text Features: Photographs, Captions & Headings U2 Word Part: Prefixes U2 Character Development	U2 Antonyms U2 Theme and Story Elements: Drama U2 Figurative Language: Hyperbole	U2 Character’s Perspective and Text Structure: Lyric Poetry & Haiku U2 Figurative Language: Metaphor & Similes U2 Poetic Elements: Imagery & Assonance
Other	Family Letter, Online Lesson Resources Presentation, Visual Vocabulary Cards, Spelling List, Weekly Printables, Differentiated Genre Passages, Reading Writing Companion

Vocabulary

Academic Vocabulary
Weeks 1-2

camouflaged
dribbles
extraordinary
poisonous
pounce
predator
prey
vibrations

Weeks 3-4

annoyed
attitude
commotion
cranky
familiar
frustrated
selfish
speciality

Week 5

creative
brittle
descriptive
outstretched
metaphor
simile
rhyme
meter

Academic Language
Grammar:

abstract noun
apostrophe
appositive
capitalize
comma
common noun
conjunction
contraction
introductory phrase
irregular plural
perspective
plural noun
possessive noun
predicate

Reading:

analyze
annotate
assonance
captions
characters
compare
contrast
dialogue
figurative language
haiku
hyperbole
imagery
infer/inference
lines
metaphor
meter
mood
photographs
point of view
predictions
relevant
research
rhyme
rhythm
scene
simile
speaker
stage directions
stanza
summarize
tone
visualize

Genres:

lyric poetry
magazine
mystery
realistic fiction
Phonics:
blend
decode
digraph
prefix
pronounce
r-controlled vowels
suffixes
syllable

Writing:

analyze
audience
central idea
conclusion
domain-specific vocabulary
evidence
expository essay
feedback
focus
formal language
introduction
logical
narrate
organize
passage
perspective
phrasing
prompt

CC.1.2.4.B Refer to details and examples in text to support what the text says explicitly and make inferences. (E04.B-K1.1.1)
CC.1.2.4.C Explain events, procedures, ideas, or concepts in a text, including what happened and why, based on specific information in the text. (E04.B-K.1.1.3)
CC.1.2.4.E Use text structure to interpret information (e.g., chronology, comparison, cause/effect, problem/solution) (E04.B-C.2.1.2)
CCI.1.2.4.G Interpret various presentations of information within a text or digital source and explain how the information contributes to an understanding of text in which it appears. (E04.B-C.3.1.3)
CC.1.2.4.H Explain how an author uses reasons and evidence to support particular points in a text. (E04.B-C.3.1.1)
CC.1.2.4.J / CC.1.3.4.J Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.
CC.1.2.4.K / CC.1.3.4.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. (E04.A-V.4.1.1, E04.B-V.4.1.1)
- Use context (e.g., definitions, examples or restatements in text) as a clue to the meaning of a word or phrase.
- Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
- Determine the meaning of general academic and domain-specific words or phrases used in a text.
CC.1.2.4.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
CC.1.3.4.B Cite relevant details from text to support what the text says explicitly and make inferences. (E04.B-K1.1.1)
CC.1.3.4.C Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text. (E04.A-K.1.1.3)
CC.1.3.4.D Compare and contrast an event or topic told from two different points of view.
E04.A-C.2.1.1 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. Note: “Stories” means narration of events told through the text types of stories, dramas, or poems.
CC.1.3.4.F Determine the meaning of words and phrases as they are used in grade-level text, including figurative language.
E04.A-V.4.1.2 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- Demonstrate understanding of words by relating them to their antonyms and synonyms.
CC.1.3.4.H Compare and contrast similar themes, topics, and patterns of events in literature, including texts from different cultures.
E04.A-C.3.1.1 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
CC.1.3.4.K Read and comprehend literary fiction on grade level, reading independently and proficiently.

Foundational Skills

CC.1.1.4.D Know and apply grade-level phonics and word analysis skills in decoding words.
- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words.
CC.1.1.4.E Read with accuracy and fluency to support comprehension.

Writing

CC.1.4.4.G Write opinion pieces on topics or texts.
CC.1.4.4.H Introduce the topic and state an opinion on the topic. (E04.C.1.1.1)
CC.1.4.4.I Provide reasons that are supported by facts and details. (E04.C.1.1.2)
CC.1.4.4.J Create an organizational structure that includes related ideas grouped to support the writer’s purpose and linked in a logical order with a concluding statement or section related to the opinion. (E04.C.1.1.1, E04.C.1.1.3, E04.C.1.1.4)
CC.1.4.4.K Choose words and phrases to convey ideas precisely. (E04.D.2.1.1)
CC.1.4.4.L Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
E04.D.1.1.2 Form and use the progressive verb tenses (e.g., I was walking, I am walking, I will be walking).
E04.D.1.1.3 Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
E04.D.1.1.8 Ensure subject-verb and pronoun-antecedent agreement.
E04.D.1.2.1 Use correct capitalization.
E04.D.1.2.2 Use commas and quotation marks to mark direct speech and quotations from a text.
E04.D.1.2.3 Use a comma before a coordinating conjunction in a compound sentence.
CC.1.4.4.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts.
E04.E.1.1.1 Introduce text(s) for the intended audience, state an opinion and/or topic, establish a situation, and create an organizational structure in which related ideas are logically grouped to support the writer’s purpose.
E04.E.1.1.2 Develop the analysis using a variety of evidence from text(s) to support claims, opinions, ideas, and inferences.
E04.E.1.1.3 Link ideas within categories of information using words and phrases (e.g., another, for example, also, because)
E04.E.1.1.4 Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events.
E04.E.1.1.5 Provide a concluding statement or section related to the analysis presented.
CC.1.4.4.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
CC.1.4.4.U With some guidance and support, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single setting.
CC.1.4.4.W 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.
CC.1.4.4.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking/Listening

CC.1.5.4.A Engage effectively in a range of collaborative discussions on grade-level topics and texts, building on others’ ideas and expressing their own clearly.
CC.1.5.4.G Demonstrate command of the conventions of standard English when speaking, based on Grade 4 level and content.

Know

Building Knowledge

You can help your community by volunteering in many ways.
Children and adults can improve the world if they believe it is possible.
Advances in science can be helpful, but also harmful.

Word Work

r-Controlled vowels /er/, /ir/, and /ur/ have one sound each.
Some words are spelled with silent letters.
Knowing open and closed syllable patterns can help decode words.
The letters c and g can make soft and hard sounds.
Recognizing suffixes can help decode words.
Knowing the final e syllable pattern can help decode words.
Greek roots can help determine the meaning of unfamiliar words.
Compound words can be broken apart to decode.

Comprehension

Flashbacks contribute to the plot in a literary text.
The narrator’s point of view is different from the character’s perspective in a literary text.
Problem and solution is a type of text structure for informational text.
Context clues help determine the meaning of multiple-meaning and unknown words and phrases.
Points of view and perspectives can be compared and contrasted.
Timelines contribute to the understanding of a text.
Authors have a perspective on the topic of their informational text.
The author's purpose develops in an informational text.
Synonyms and antonyms can determine the meaning of unknown words and phrases.
Maps and headings contribute to the meaning in a text.
Authors support their claims with reasons and evidence.
Sequence is a type of text structure for informational text.

Writing/Conventions

Authors can make a claim supporting a perspective with logical reasons, using relevant evidence from multiple sources.
Making a claim supports a perspective with logical reasons, using evidence from multiple sources, elaboration, and an organizational structure with transitions.
Authors use action verbs to be descriptive.
Verbs can be written in different tenses.
Subjects and verbs must agree.
There are different types of verbs– action, main, helping, linking, irregular.

Understanding/Key Learning

Both children and adults can make a positive difference in their communities through volunteering and believing in the possibility of improvement. Taking action and working together helps build stronger, better communities.
Scientific advances can benefit society but may also bring challenges. Understanding these impacts helps us think critically about how science affects our world and our choices.
Knowing syllable patterns, silent letters, prefixes, suffixes, Greek roots, and how letters like c and g produce different sounds helps students decode and understand words. Strategies like using context clues, synonyms, antonyms, and breaking compound words improve vocabulary and comprehension.
Authors organize informational texts using structures like problem and solution or sequence, support claims with evidence, and develop clear perspectives and purposes. Recognizing elements such as flashbacks, narrator point of view, timelines, maps, and headings enhances understanding of literary and informational texts.

Do

Text Set 1

Read and understand realistic fiction.
Decode words with r-controlled vowels and silent letters.
Identify and use closed and open syllables.
Use flashback to understand plot in a story.
Understand point of view and perspective in a text.
Visualize to understand a text.
Identify context clues and build my vocabulary.
Identify the features of realistic fiction.
Use text evidence to respond to realistic fiction.
Use text evidence to answer questions about a text.
Use text evidence to write about a text.
Know ways I can help my community.
Read and listen to texts to learn about ways I can help my community.
Understand problem and solution text structure in expository text.
Compare texts to understand ways I can help my community.
Learn and use new vocabulary about ways I can help my community.
Write an argumentative essay.
Use a rubric to understand what makes a strong argumentative essay.
Identify logical progression and transitional strategies.
Plan an argumentative essay.
Draft an argumentative essay focusing on sentence fluency and domain-specific vocabulary.
Revise my argumentative essay to make it stronger.
Synthesize information from four sources.
Set a purpose for reading sources.
Take notes on sources.
Synthesize information from sources to organize an argumentative essay.

Text Set 2

Read and understand a biography.
Decode words with soft c and g and plural endings.
Identify final e syllables and suffixes.
Use a timeline to understand a text.
Understand an author’s perspective in a text.
Reread to understand a text.
Use synonyms and antonyms and build my vocabulary.
Identify the features of a biography.
Text evidence to respond to a biography.
Use text evidence to answer questions about a text.
Use text evidence to write about a text.
Know how one person can make a difference.
Read and listen to texts to learn how one person can make a difference.
Understand the author’s purpose in an autobiography.
Compare texts to understand how one person can make a difference.
Learn and use new vocabulary about how one person can make a difference.
Write an argumentative essay.
Use a rubric to understand what makes a strong argumentative essay.
Identify logical progression and transitional strategies.
Plan an argumentative essay.
Draft an argumentative essay focusing on sentence fluency and domain-specific vocabulary.
Revise my argumentative essays to make it stronger.
Synthesize information from four sources.
Set a purpose for reading sources.
Take notes on sources.
Synthesize information from sources to organize an argumentative essay.

Text Set 3

Read and understand argumentative text.
Decode compound words.
Identify and use base words and related words.
Use maps and headings to understand a text.
Understand and identify an author’s claim.
Reread to understand a text.
Identify Greek roots and build vocabulary.
Identify the features of argumentative text.
Use text evidence to respond to argumentative text.
Use text evidence to answer questions about a text.
Use text evidence to write about a text.
Know ways that science can be helpful or harmful.
Read and listen to texts to learn ways that science can be helpful or harmful.
Identify a sequence text structure in procedural text.
Compare texts to understand ways that science can be helpful or harmful.
Learn and use new vocabulary about ways that science can be helpful or harmful.
Write an argumentative essay (Extended Writing #2- optional).
Use a rubric to understand what makes a strong argumentative essay.
Identify logical progression and transitional strategies.

Plan an argumentative essay.

Draft an argumentative essay focusing on sentence fluency and domain-specific vocabulary.
Revise my argumentative essays to make it stronger.
Synthesize information from four sources.
Set a purpose for reading sources.
Take notes on sources.
Synthesize information from sources to organize an argumentative essay.

Unit Essential Questions

Lesson Essential Questions

Text Set 1

How do I use flashbacks to understand the plot of a story?
What is the difference between the narrator's point of view and the character's perspective?
How can I identify problem and solution text structure?
How do I identify action verbs?
How do I punctuate titles correctly?
How do I identify different verb tenses?
How do I use correct subject-verb agreement?
How do I use context clues to determine the meaning of multiple-meaning and unknown words and phrases?
How do I read and spell words with r-controlled vowels er, ir, and ur?
How do I read and spell words with silent letters?
How do I determine the meaning of words?

Text Set 2

How does a timeline contribute to the understanding of a text?
How do I explain an author’s perspective on a topic in an informational text?
How can I explain the development of an author’s purpose in an informational text?
How can I use synonyms and antonyms to determine the meaning of unknown words and phrases?
How do I identify main and helping verbs?
How do I punctuate contractions correctly?
How do I use correct subject-verb agreement with linking verbs?
How do I read and spell words with soft c and g?
How do I read and spell words that are plurals?
How do I make a claim supporting a perspective with logical reasons using an organizational structure with a logical progression?
How can I synthesize information from four sources to create an argumentative essay?
How do I plan an argumentative essay?
How do I draft an argumentative essay?
How do I revise an argumentative essay to make it stronger?
How do I determine the meaning of words?

Text Set 3

How do maps and headings contribute to the meaning of a text?
How can I explain an author’s claim, including reasons and evidence used to support the claim?
How do I identify sequence text structure?
How do I compare and contrast how authors present information on the same topic or theme?
How do I identify and use irregular verbs?
How do I follow the correct verb usage rule?
How do I apply knowledge of Greek roots to determine the meaning of unfamiliar words?
How do I read and spell compound words?
How do I make a claim supporting a perspective with logical reasons using an organizational structure with a logical progression?
How can I synthesize information from four sources to create an argumentative essay?
How do I plan an argumentative essay?
How do I draft an argumentative essay?
How do I revise an argumentative essay to make it stronger?
How do I determine the meaning of words?

Materials/Resources

Resource	Text Set 1 (weeks 1-2)	Text Set 2 (weeks 3-4)	Text Set 3 (week 5)
Interactive Read Aloud	“Books”	“Nelson Mandela: Working for Freedom”	“All About Organic”
Shared Read	“Remembering Hurricane Katrina”	“Judy’s Appalachia”	“Food Fight”
Anchor Text	Aguinaldo	Delivering Justice	A New Kind of Corn
Paired Selection	“Partaking in Public Service”	“Keeping Freedom in the Family”	“The Pick of the Patch”
Leveled Readers	(A) Playground Buddy (O) & (ELL) Brick by Brick (B) Standing Guard	Jacob Riis	The Battle Against Pests
Games (Data Collected)	U3 Context Clues U3 Point of View & Perspective and Plot: Flashback U3 Text Structure: Problem & Solution	U3 Author’s Perspective and Text Features: Timelines U3 Word Relationships: Synonyms and Antonyms U3 Author’s Purpose	U3 Word Parts: Greek Roots U3 Text Structure: Sequence U3 Author’s Claim and Text Features: Headings & Maps
Other	Family Letter, Online Lesson Resources Presentation, Visual Vocabulary Cards, Spelling List, Weekly Printables, Differentiated Genre Passages, Reading Writing Companion

Vocabulary

Academic Vocabulary
Weeks 1-2

assigned
generosity
gingerly
mature
organizations
residents
scattered
selective

Weeks 3-4

boycott
encouragement
fulfill
injustice
mistreated
protest
qualified
registered

Week 5

advancements
agriculture
characteristics
concerns
disagreed
inherit
prevalent
resistance

Academic Language
Grammar:

action verb
apostrophe
contraction
future progressive form
future tense
Greek roots
helping verb
irregular past-tense verb
irregular verb
linking verb
main verb
past progressive form
past-tense verb
present perfect tense
progressive form
subject-verb agreement
verb

Reading:

accuracy
affect
author’s craft
author’s perspective
chronological order
context clues
effect
emphasize
entertain
first-person
flashback
inform
narrate/narrator
persuade
problem
sequence
solution
text structure
timeline

Genres:

biography
comic
fiction
informational
realistic fiction

Writing:

body
clarify
conclusion
contrast
conventions
details
domain-specific
elaborate
evidence
feedback
highlighted
introduction
logical
organize
paragraph
paraphrase

Phonics:

compound
Greek roots
plural
r-controlled vowel
soft c
soft g
peer conference
persuade
precise
prompt
purpose
relevant
revise
source
supporting details
synthesize
transition words

CC.1.2.4.B Refer to details and examples in text to support what the text says explicitly and make inferences. (E04.B-K1.1.1)
CC.1.2.4.C Explain events, procedures, ideas, or concepts in a text, including what happened and why, based on specific information in the text. (E04.B-K.1.1.3)
CC.1.2.4.E Use text structure to interpret information (e.g., chronology, comparison, cause/effect, problem/solution) (E04.B-C.2.1.2)
CC.1.2.4.G Interpret various presentations of information within a text or digital source and explain how the information contributes to an understanding of text in which it appears. (E04.B-C.3.1.3)
CC.1.2.4.J / CC.1.3.4.J Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.
CC.1.2.4.K / CC.1.3.4.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. (E04.A-V.4.1.1, E04.B-V.4.1.1)
- Use context (e.g., definitions, examples or restatements in text) as a clue to the meaning of a word or phrase.
- Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
- Determine the meaning of general academic and domain-specific words or phrases used in a text.
CC.1.2.4.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
CC.1.3.4.A Determine the theme of a text from details in the text; summarize the text. (E04.A-K.1.1.2)
CC.1.3.4.B Cite relevant details from text to support what the text says explicitly and make inferences. (E04.B-K1.1.1)
CC.1.3.4.C Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text. (E04.A-K.1.1.3)
CC.1.3.4.D Compare and contrast an event or topic told from two different points of view. (E04.A-C.2.1.1)
CC.1.3.4.E Explain major differences between poems, drama, and prose and refer to the structural elements of each when writing or speaking about a text.
CC.1.3.4.F Determine the meaning of words and phrases as they are used in grade-level text, including figurative language.
E04.A-V.4.1.2 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Demonstrate understanding of words by relating them to their antonyms and synonyms.
CC.1.3.4.K Read and comprehend literary fiction on grade level, reading independently and proficiently.

Foundational Skills

CC.1.1.4.D Know and apply grade-level phonics and word analysis skills in decoding words.
- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words.
CC.1.1.4.E Read with accuracy and fluency to support comprehension.

Writing

CC.1.4.4.A Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CC.1.4.4.B Identify and introduce the topic clearly. (E04.C.1.2.1)
CC.1.4.4.C Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; include illustrations and multimedia when useful to aiding comprehension. (E04.C.1.2.2)
CC.1.4.4.D Group related information in paragraphs and sections, linking ideas within categories of information using words and phrases; provide a concluding statement or section; include formatting when useful to aiding comprehension. (E04.C.1.2.3, E04.C.1.2.5)
CC.1.4.4.E Use precise language and domain-specific vocabulary to inform about a topic or explain the topic. (E04.C.1.2.4)
CC.1.4.4.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
E04.D.1.1.1 Use relative pronouns (e.g., who, whose, whom, which, that) and relative adverbs (e.g., where, when, why).
E04.D.1.1.7 Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).
E04.D.1.1.8 Ensure subject-verb and pronoun-antecedent agreement.
E04.D.1.2.2 Use commas and quotation marks to mark direct speech and quotations from a text.
E04.D.1.2.4 Spell grade-appropriate words correctly. (use references when needed)
CC.1.4.4.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts.
E04.E.1.1.1 Introduce text(s) for the intended audience, state an opinion and/or topic, establish a situation, and create an organizational structure in which related ideas are logically grouped to support the writer’s purpose.
E04.E.1.1.2 Develop the analysis using a variety of evidence from text(s) to support claims, opinions, ideas, and inferences.
E04.E.1.1.3 Link ideas within categories of information using words and phrases (e.g., another, for example, also, because)
E04.E.1.1.4 Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events.
E04.E.1.1.5 Provide a concluding statement or section related to the analysis presented.
CC.1.4.4.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
CC.1.4.4.V Conduct short research projects that build knowledge through investigation of different aspects of a topic.
CC.1.4.4.W 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.
CC.1.4.4.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking/Listening

CC.1.5.4.A Engage effectively in a range of collaborative discussions on grade-level topics and texts, building on others’ ideas and expressing their own clearly.
CC.1.5.4.B Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CC.1.5.4.E Differentiate between contexts that require formal English versus informal situations.
CC.1.5.4.F Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
CC.1.5.4.G Demonstrate command of the conventions of standard English when speaking, based on Grade 4 level and content.

Know

Building Knowledge

The government protects us to guarantee freedoms and keep us safe.
Technology has helped improve our lives in many different ways.
There are a variety of ways that writers look at success.

Word Work

Inflectional endings can help decode words.
The vowel /u/ can make several sounds.
The diphthongs /oi/ and /ou/ are two spelling patterns.
The variant vowel sound /ô/ can be spelled in several ways.
Knowing the r-controlled vowel syllable pattern can help decode words.
Greek and Latin roots can help determine the meaning of unfamiliar words.

Comprehension

Headings and pronunciations contribute to the understanding of a text.
Cause-and-effect is a type of text structure for informational text.
Homophones are two or more words that sound the same with different meanings.
Homographs are two or more words spelled the same with different pronunciations.

Writing/Conventions

Authors can write an expository text about a topic, using multiple sources and an organizational structure with a logical progression.
Pronouns can be used to take the place of one or more nouns.
Pronouns must be used correctly with regard to case, number, and person.
A subject pronoun is used as the subject of a sentence.
An object pronoun can take the place of a noun that follows an action verb.
Pronouns and verbs must agree in number.

Understanding/Key Learning

The government protects our freedoms and safety, while technology continues to improve our lives in many ways. Writers explore success from various viewpoints, helping us understand different ideas about achievement and progress.
Understanding inflectional endings, vowel sounds (including /u/, /ô/, diphthongs /oi/ and /ou/), r-controlled vowels, Greek and Latin roots, homophones, and homographs strengthens word decoding and vocabulary. These skills make reading and spelling more accurate and meaningful.
Headings, pronunciations, and cause-and-effect text structures support comprehension of informational texts. Authors organize expository writing using multiple sources and logical progression to explain topics clearly and support their claims effectively.
Pronouns replace nouns and must be used correctly according to case, number, and person. Subject pronouns act as sentence subjects, object pronouns follow action verbs, and pronouns must agree with verbs in number. Mastery of these conventions improves writing clarity and coherence.

Do

Text Set 1

Read and understand narrative nonfiction.
Decode words with inflectional endings.
Identify and use words with r-controlled vowels and vowel team syllables.
Use headings and pronunciations to understand a text.
Identify a cause and effect text structure.
Ask and answer questions to understand a text.
Identify Latin roots and build my vocabulary.
Identify the features of narrative nonfiction.
Use text evidence to respond to narrative nonfiction.
Use text evidence to answer questions about a text.
Use text evidence to write about a text.
Know why we need government.
Read and listen to texts to learn why we need government.
Understand homophones and homographs in expository text.
Compare texts to understand why we need government.
Learn and use new vocabulary about why we need government.
Write an expository essay to sources.
Use a rubric to understand what makes a strong expository essay.
Identify a logical text structure and a central idea.
Plan an expository essay.
Draft an expository essay and include elaboration and precise language.
Revise my expository essay to make it stronger.
Synthesize information from four sources.
Set a purpose for reading sources.
Take notes on sources.
Synthesize information from sources to organize an expository essay.

Text Set 2

Read and understand historical fiction.
Decode words with different vowel sounds and diphthongs.
Identify and use consonant +le syllables and words with Greek and Latin roots.
Describe how setting contributes to plot.
Understand point of view and perspective in a text.
Make predictions to understand a text.
Identify synonyms and build my vocabulary.
Identify the features of historical fiction.
Use text evidence to respond to historical fiction.
Use text evidence to answer questions about a text.
Use text evidence to write about a text.
Know how inventions and technology affect our lives.
Read and listen to texts to learn how inventions and technology affect our lives.
Identify a description text structure in expository text.
Compare texts to understand how inventions and technology affect our lives.
Learn and use new vocabulary about how inventions and technology affect our lives.
Write an expository essay to sources.
Use a rubric to understand what makes a strong expository essay.
Identify a logical text structure and a central idea.
Plan an expository essay.
Draft an expository essay and include elaboration and precise language.
Revise my expository essay to make it stronger.
Synthesize information from four sources.
Set a purpose for reading sources.
Take notes on sources.
Synthesize information from sources to organize an expository essay.

Text Set 3

Read and understand narrative poetry.
Decode words with different vowel sounds.
Identify and use frequently confused words.
Describe the structure of a poem.
Identify the theme of a poem.
Identify connotation and denotation and build my vocabulary.
Identify the features of narrative poetry.
Use text evidence to respond to narrative poetry.
Use text evidence to answer questions about a text.
Use text evidence to write about a text.
Know how writers look at success in different ways.
Read and listen to texts to learn how writers look at success in different ways.
Understand rhyme and structure in narrative poetry.
Compare texts to understand how writers look at success in different ways.
Learn and use new vocabulary about how writers look at success in different ways.
Write an expository essay to sources.
Use a rubric to understand what makes a strong expository essay.
Identify a logical text structure and central idea.
Plan an expository essay.
Draft an expository essay and include elaboration and precise language.
Revise my expository essay to make it stronger.
Synthesize information from four sources.
Set a purpose for reading sources.
Take notes on sources.
Synthesize information from sources to organize an expository essay.

Unit Essential Questions

Lesson Essential Questions

Text Set 1

How do headings and pronunciations contribute to the understanding of a text?
How can I identify cause-and-effect text structure?
How can I identify the author’s use of homophones and homographs in a text?
How can I use my knowledge of Greek and Latin roots to determine the meaning of unfamiliar words?
How do I determine the meaning of words?
How do I identify pronouns and antecedents?
How do I capitalize pronouns correctly?
What are the different types of pronouns?
How do I read and write words with inflectional endings?
How do I read and write words with inflectional endings where the y is changed to i?

Text Set 2

How does the setting contribute to the plot in a literary text?
How can I identify the narrator’s point of view?
What is the difference between narrator’s point of view and character's perspective in a literary text?
What is the description text structure?
How can I use synonyms and context clues to determine word meanings?
How do I determine the meaning of words?
How do I use correct pronoun-verb agreement?
How do I punctuate dialogue correctly?
What are possessive pronouns?
How do I use possessive nouns and pronouns correctly?
How do I read and spell words with /ü/, /ū/, and /ů/?
How do I read and spell words with diphthongs /oi/ and /ou/?
How do I write an expository text using multiple sources with elaboration?
How do I plan an expository text?
How do I draft an expository text?
How do I revise and edit an expository text?

Text Set 3

How do I identify the text structure of narrative poetry?
How do I explain a stated or implied theme and how it develops, using details in the text?
How does rhyme and structure create meaning in a poem?
How do I determine the connotation and denotation of a word?
How do I identify pronouns and homophones?
How do I use contractions and possessives correctly?
How do I determine the meaning of words?
How do I read and spell words with /ô/?
How do I write an expository text using multiple sources and develop a clear central idea?
How do I plan an expository text?
How do I draft an expository text?
How do I revise and edit an expository text?

Materials/Resources

Resource	Text Set 1 (weeks 1-2)	Text Set 2 (weeks 3-4)	Text Set 3 (week 5)
Interactive Read Aloud	“Speaking Out Against Child Labor”	“Good-bye Icebox!”	“Sam’s Box”
Shared Read	“A World Without Rules”	“A Telephone Mix-Up”	“Sing to Me” “The Climb”
Anchor Text	See How They Run	The Moon Over Star	“Swimming to the Rock” “The Moondust Footprint”
Paired Selection	“The Birth of American Democracy”	“Star Parties”	“Genius” “Winner”
Leveled Readers	A Day in the Senate	(A) Ron’s Radio (O) & (ELL) The Freedom Machine (B) A Better Way	(A) Try, Try Again (O) & (ELL) The Math-lete (B) The Final
Games (Data Collected)	U4 Word Parts: Latin Roots U4 Text Structure: Cause & Effect and Text Features: Headings & Pronunciations U4 Hoophones and Homographs	U4 Context Clues U4 Point of View & Perspective and Plot: Setting U4 Tex Structure: Description	U4 Theme and Text Structure: Narrative Poetry U4 Word Relationships: Connotation & Denotation U4 Poetry: Structure
Other	Family Letter, Online Lesson Resources Presentation, Visual Vocabulary Cards, Spelling List, Weekly Printables, Differentiated Genre Passages, Reading Writing Companion

Vocabulary

Academic Vocabulary
Weeks 1-2

amendments
commitment
compromise
democracy
eventually
legislation
privilege
version

Weeks 3-4

decade
directing
engineering
gleaming
scouted
squirmed
technology
tinkering

Week 5

attain
dangling
hovering
triumph
connotation
denotation
repetition
stanza

Academic Language
Grammar:

agree
antecedent
contraction
homograph
homophone
indefinite pronoun
inflectional ending
irregular
object pronoun
personal pronoun
possessive pronoun
pronoun
pronoun-verb agreement
quotation
relative pronoun
subject pronoun

Reading:

account
climax
comparative
connotation
contributes
denotation
logical
pronunciation
setting
superlative

Genres:

fiction
historical
narrative poetry

Writing:

central idea
compare/comparison
concrete
elaboration
evidence
feedback
general
highlighted
inform
logical
organize
paragraph
prompt
reflect
relevant
signal
source
structure
support
supporting details
technique
Phonics:
decode
diphthong
pronounce
root
syllable
variant vowel
vowel

CC.1.2.4.A Determine the main idea of a text and explain how it is supported by key details; summarize the text. (E04.B-K.1.1.2)
CC.1.2.4.B Refer to details and examples in text to support what the text says explicitly and make inferences. (E04.A-K.1.1.1)
CC.1.2.4.C Explain events, procedures, ideas, or concepts in a text, including what happened and why, based on specific information in the text. (E04.B-K.1.1.3)
CC.1.2.4.E Use text structure to interpret information (e.g., chronology, comparison, cause/effect, problem/solution) (E04.B-C.2.1.2)
CC.1.2.4.F / CC.1.3.4.F Determine the meaning of words and phrases as they are used in grade-level text, including figurative language. (E04.A-V.4.1.1, E04.B-V.4.1.2)
- Explain the meaning of similes and metaphors in context.
- Recognize and explain the meaning of common idioms, adages, and proverbs.
- Demonstrate an understanding of words by relating them to their antonyms and synonyms.
CC.1.2.4.G Interpret various presentations of information within a text or digital source and explain how the information contributes to an understanding of text in which it appears. (E04.B-C.3.1.3)
CC.1.2.4.H Explain how an author uses reasons and evidence to support particular points in a text. (E04.B-C.3.1.1)
CC.1.2.4.I Integrate information from two texts on the same topic to demonstrate understanding of that topic. (E04.B-C.3.1.2)
CC.1.2.4.J / CC.1.3.4.J Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.
CC.1.2.4.K / CC.1.3.4.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. (E04.A-V.4.1.1, E04.B-V.4.1.1)
- Use context (e.g., definitions, examples or restatements in text) as a clue to the meaning of a word or phrase.
- Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
- Determine the meaning of general academic and domain-specific words or phrases used in a text.
CC.1.2.4.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
CC.1.3.4.B Cite relevant details from text to support what the text says explicitly and make inferences. (E04.B-K1.1.1)
CC.1.3.4.C Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text. (E04.A-K.1.1.3)
CC.1.3.4.G 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.
CC.1.3.4.K Read and comprehend literary fiction on grade level, reading independently and proficiently.

Foundational Skills

CC.1.1.4.D Know and apply grade-level phonics and word analysis skills in decoding words.
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words.
CC.1.1.4.E Read with accuracy and fluency to support comprehension.

Writing

CC.1.4.4.M Write narratives to develop real or imagined experiences or events.
CC.1.4.4.N Orient the reader by establishing a situation and introducing a narrator and/or characters. (E04.C.1.3.1)
CC.1.4.4.O Use dialogue and descriptions to develop experiences and events or show the responses of character to situations; use concrete words and phrases and sensory details to convey experiences and events precisely. (E04.C.1.3.2, E04.C.1.3.4)
CC.1.4.4.P Organize an event sequence that unfolds naturally, using a variety of transitional words and phrases to manage the sequence of events; provide a conclusion that follows from the narrated experiences and events. (E04.C.1.3.1, E04.C.1.3.3, E04.C.1.3.5)
CC.1.4.4.Q Choose words and phrases to convey ideas precisely. (E04.D.2.1.1, E04.D.2.1.3)
CC.1.4.4.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
E04.D.1.1.7 Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).
E04.D.1.2.3 Use a comma before a coordinating conjunction in a compound sentence.
E04.D.1.1.4 Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
E04.D.1.1.5 Form and use prepositional phrases.
CC.1.4.4.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts.
E04.E.1.1.1 Introduce text(s) for the intended audience, state an opinion and/or topic, establish a situation, and create an organizational structure in which related ideas are logically grouped to support the writer’s purpose.
E04.E.1.1.2 Develop the analysis using a variety of evidence from text(s) to support claims, opinions, ideas, and inferences.
E04.E.1.1.3 Link ideas within categories of information using words and phrases (e.g., another, for example, also, because)
E04.E.1.1.4 Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events.
E04.E.1.1.5 Provide a concluding statement or section related to the analysis presented.
CC.1.4.4.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
CC.1.4.4.U With some guidance and support, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single setting.
CC.1.4.4.W 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.
CC.1.4.4.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking/Listening

CC.1.5.4.A Engage effectively in a range of collaborative discussions on grade-level topics and texts, building on others’ ideas and expressing their own clearly.
CC.1.5.4.E Differentiate between contexts that require formal English versus informal situations.
CC.1.5.4.G Demonstrate command of the conventions of standard English when speaking, based on Grade 4 level and content.

Know

Building Knowledge

Studying nature close-up reveals many interesting facts.
There are many ways to show someone that you care about them.
Studying cultures from the past can help us make better choices about how we live today.

Word Work

Knowing the open and closed syllable patterns can help decode words.
Vowel teams are spelling patterns that use two vowels to make one sound (ai, oa, ea, oa, ou, ee, oo).
Knowing the r-controlled vowel syllable pattern can help decode words.
Knowing the consonant +le syllable pattern can help decode words.

Comprehension

Photographs and captions contribute to the understanding of a text.
Chronological order is a type of text structure for informational text.
Context clues can help determine the meaning of antonyms, homophones, similes, metaphors, idioms, proverbs, and adages.
Imagery creates meaning in a text.
Foreshadowing is an element of literary text to engage readers and keep them interested.
Conflict helps to drive the plot of a literary text.
Characters develop throughout the plot of a literary text.
Sidebars and maps contribute to the understanding of a text.
Authors have a perspective on the topic of their informational text.

Writing/Conventions

Authors write personal narratives using a logical sequence of events, sensory details, and a strong conclusion.
Authors can write an expository essay about a central topic, using reliable sources and an organizational structure with a logical progression.
Adjectives are words that describe nouns or pronouns.
Proper adjectives are always capitalized.
Direct speech is marked with commas and quotation marks.
An article is a type of adjective that comes before the noun it describes.
Adjectives can be used to compare.
Some adjectives such as more/most or good/bad have different rules for when they are used.
Prepositions show the relationship between a noun or a pronoun and another word in a sentence. (Unit 6 Week 4)

Understanding/Key Learning

Studying nature up close reveals fascinating facts about the world, and learning from past cultures helps us make thoughtful choices today. Showing care for others can be expressed in many meaningful ways, building strong relationships and communities.
Knowing syllable patterns like open, closed, r-controlled, consonant +le, and vowel teams helps decode words. Using context clues aids in understanding complex language features such as antonyms, homophones, similes, metaphors, idioms, proverbs, and adages, enriching vocabulary and comprehension.
Photographs, captions, sidebars, maps, and headings support deeper understanding of texts. Authors use chronological order in informational and personal narrative texts to organize ideas clearly, while foreshadowing, conflict, and character development engage readers in literary texts. Authors express their perspectives through carefully structured expository essays using reliable sources.
Adjectives—including proper adjectives and articles—describe nouns and pronouns, can be compared, and follow specific rules. Direct speech is punctuated with commas and quotation marks, enhancing clarity and expression in writing. Mastery of these conventions strengthens students’ ability to write detailed, organized, and engaging narratives and essays.

Do

Text Set 1

Read and understand expository text.
Decode words with open and closed syllables.
Identify and use Latin prefixes and irregular plurals.
Identify a chronology text structure in a text.
Use photographs and captions to understand a text.
Understand how authors use sequence to organize a text.
Summarize to understand a text.
Identify antonyms and build my vocabulary.
Identify the features of expository text.
Use text evidence to respond to expository text.
Use text evidence to answer questions about a text.
Use text evidence to write about a text.
Know what we can discover when we look at things closely.
Read and listen to texts to learn what we discover when we look at things closely.
Use imagery to understand a fantasy.
Compare texts to understand what we can discover when we look at things closely.
Learn and use new vocabulary to understand what we can discover when we look at things closely.
Write a personal narrative.
Plan a personal narrative.
Draft a personal narrative that includes a sequence of events and sensory details.
Revise my writing to include a strong conclusion.
Edit my personal narrative to check for errors in spelling and grammar.
Present and evaluate my personal narrative.
Write an expository essay.
Plan an expository essay.
Draft an expository essay and include relevant evidence.
Revise my writing to focus on sentence fluency.
Edit my expository essay to check for errors in spelling and grammar.
Present and evaluate my expository essay.

Text Set 2

Read and understand realistic fiction.
Decode words with vowel teams and r-controlled vowel syllables.
Identify and use Greek and Latin roots and frequently misspelled words.
Understand how foreshadowing adds meaning to a text.
Understand how conflict contributes to a plot.
Visualize to understand a text.
Identify similes and metaphors and build my vocabulary.
Identify the features of realistic fiction.
Use text evidence to respond to realistic fiction.
Use text evidence to answer questions about a text.
Use text evidence to write about a text.
Know ways people show they care about each other.
Read and listen to texts to learn about ways people show they care about each other.
Understand character development in realistic fiction.
Compare texts to understand ways people show they care about each other.
Learn and use new vocabulary about ways people show they care about each other.
Write a personal narrative.
Plan a personal narrative.
Draft a personal narrative that includes a sequence of events and sensory details.
Revise my writing to include a strong conclusion.
Edit my personal narrative to check for errors in spelling and grammar.
Present and evaluate my personal narrative.
Write an expository essay.
Plan an expository essay.
Draft an expository essay and include relevant evidence.
Revise my writing to focus on sentence fluency.
Edit my expository essay to check for errors in spelling and grammar.
Present and evaluate my expository essay.

Text Set 3

Read and understand expository text.
Decode words with consonant +le syllables.
Identify and use Latin suffixes.
Understand how sidebars and maps add meaning to a text.
Understand how authors use chronology to organize a text.
Summarize to understand a text.
Understand proverbs and adages and build vocabulary.
Identify the features of expository text.
Use text evidence to respond to expository text.
Use text evidence to answer questions about a text.
Use text evidence to write about a text.
Know how learning about the past helps us understand the present.
Read and listen to texts to learn how learning about the past helps us understand the present.
Use author’s perspective to understand an informative article.
Compare texts to understand how learning about the past helps us understand the present.
Learn and use new vocabulary to understand how learning about the past helps us understand the present.
Write a personal narrative.
Plan a personal narrative.
Draft a personal narrative that includes a sequence of events and sensory details.
Revise my writing to include a strong conclusion.
Edit my personal narrative to check for errors in spelling and grammar.
Present and evaluate my personal narrative.

Write an expository essay (optional).

Plan an expository essay.
Draft an expository essay and include relevant evidence.
Revise my writing to focus on sentence fluency.
Edit my expository essay to check for errors in spelling.
Present and evaluate my expository essay.

Unit Essential Questions

Lesson Essential Questions

Text Set 1

How do I use open and closed syllables to decode words?
How do I use Latin prefixes to determine the meaning of words?
How can photographs and captions help me understand a text?
How do I identify a chronology text structure?
How do authors use sequence to organize a text?
How does summarizing help me understand a text?
How do antonyms help to build my vocabulary?
How do text features help me understand expository text?
How can I use text evidence to support my written response to a text?
How do I determine the meaning of words?
How does imagery help me understand fantasy?
How can looking at things closely help me discover more about a topic?
How can I compare texts about a similar idea?
How can I plan a personal narrative?
How can I use sequence and sensory details to draft a personal narrative?
How can I revise my writing to make it stronger?
How can I edit my writing to improve spelling and grammar?
How can I share and reflect on my personal narrative writing?

Text Set 2

How can I use the vowel team and r-controlled vowel syllable patterns to decode words?
How do I use Greek and Latin roots to determine the meaning of words?
How does foreshadowing add meaning?
How does conflict contribute to the plot?
How can visualizing help me understand what I’m reading?
How do similes and metaphors help build my vocabulary?
How do I determine the meaning of words?
How can the features of realistic fiction texts help me understand what I’m reading?
What are different ways people show they care about each other?
How do characters develop throughout a realistic fiction text?
How can I compare texts about similar ideas?
How can I plan a personal narrative?
How can I use sequence and sensory details to draft a personal narrative?
How can I revise my writing to make it stronger?
How can I edit my writing to improve spelling and grammar?
How can I share and reflect on my personal narrative writing?
How do I plan an expository essay?
How do I draft an expository essay?
How do I revise my expository essay to make it stronger?
How can I share and reflect on my expository essay?

Text Set 3

How can I use the consonant +le syllable patterns to decode words?
How can I use Latin suffixes to determine the meaning of words?
How do sidebars and maps add meaning to a text?
How do authors use chronology to organize a text?
How can summarizing help me understand what I’ve read?
How do I determine the meaning of words?
How can proverbs and adages build my vocabulary?
How do text features help me understand expository text?
How can I use text evidence to support my written response to a text?
How does learning about the past help us understand the present?
How can an author’s perspective help me understand what they’ve written?
How can I compare texts about similar ideas?
How can I plan a personal narrative?
How can I use sequence and sensory details to draft a personal narrative?
How can I revise my writing to make it stronger?
How can I edit my writing to improve spelling and grammar?
How can I share and reflect on my personal narrative writing?
How do I plan an expository essay?
How do I draft an expository essay?
How do I revise my expository essay to make it stronger?
How can I share and reflect on my expository essay?
How can I identify and use prepositions? (unit 6, week 4)

Materials/Resources

Resource	Text Set 1 (weeks 1-2)	Text Set 2 (weeks 3-4)	Text Set 3 (week 5)
Interactive Read Aloud	“Stick Like a Gecko”	“A Special Birthday Hug”	“Learning About the Past”
Shared Read	“Your World Up Close”	“Sadie’s Game”	“The Founding of Jamestown”
Anchor Text	A Drop of Water	Mama, I’ll Give You the World	Rediscovering Our Spanish Beginnings
Paired Selection	“The Incredible Shrinking Potion”	“Miami by Way of Fujian”	“History’s Mysteries”
Leveled Readers	Secrets of the Ice	(A) Saving Stolen Treasure (O) & (ELL) The Perfect Present (B) First Edition	Treks Through Time
Games (Data Collected)	U5 Antonyms U5 Text Structure: Chronology and Text Features: Photographs & Captions U5 Figurative Language: Imagery	U5 Figurative Language: Metaphors and Similes U5 Plot: Conflict and Plot: Foreshadowing U5 Character Development	U5 Author’s Perspective U5 Text Structure: Chronology and Text Features: Sidebars & Maps U5 Figurative Language: Proverbs & Adages
Other	Family Letter, Online Lesson Resources Presentation, Visual Vocabulary Cards, Spelling List, Weekly Printables, Differentiated Genre Passages, Reading Writing Companion

Vocabulary

Academic Vocabulary
Weeks 1-2

cling
dissolves
gritty
humid
magnify
microscope
mingle
typical

Weeks 3-4

bouquet
emotion
encircle
express
fussy
portraits
sparkles
whirl

Week 5

archaeology
document
era
evidence
expedition
permanent
tremendous
uncover

Academic Language
Grammar:

adjective
article
comma
comparative
greeting
proper adjective
preposition
quotations
superlative

Reading:

adage
attitude
convey
example
foreshadowing
imagery
influence
intonation
rate
sidebar

Genres:

narrative

Writing:

audience
conclusion
conference
drafts
edit
experience
proofread
publish
purpose
sensory
sequence
transitional
visualize

Phonics:

syllable
vowel team
Greek roots
Latin roots
open syllable
r-controlled syllable
consonant +le syllable