Grade 4 - Holyoke Public Schools

Transcription

HPS ELA Curriculum Map
Grade 4
HOLYOKE PUBLIC SCHOOLS CURRICULUM MAP
English Language Arts and Literacy
Grade 4
Resources: Massachusetts Department of Elementary and Secondary Education
Page 1 of 30
Grade 4
TABLE OF CONTENTS
Curriculum Map

Year at a Glance ………………………………………………………………………………………………………………
3

Introduction ……………………………………………………………………………………………………………………..
4

ELA -- CCSS/WIDA: Standards & Benchmarks: Grade 4 English Language Arts and Literacy ……………………...
5

WIDA: MPI Placemat …………………………………………………………………………………………………………..
7

English language Arts-Grade 4: Overview …………………………………………………………………………………..
8
Appendices
A. ELA/Literacy Model Content Framework Chart for Grade 4………………………………………………………………………
16
B. Language Progressive Skills …………………………………………………………………………………………………………
17
C. Vocabulary & Word Study …………………………………………………………………………………………………………….
18
D. Text Complexity ………………………………………………………………………………………………………………………..
19
E. Grade 4-5 Text Exemplars ……………………………………………………………………………………………………………
20
F. Sample Performance Tasks – Reading Responses ……………………………………………………………………………….
24
G. Writing: Student Sample: Grade 4, Informative/Explanatory ………………………………………………………………………
25
H. Writing: Student Sample: Grade 4, Narrative ………………………………………………………………………………………..
26
Writing: Rubric: Grade 4, Narrative ……………….…………………………………………………………………………………..
28
J. Writing: Rubric: Grade 4, Opinion/Argument …………………………………………………………………………..…………….
29
I.
References ………………………………………………………………………………………………………………………………………..
30
Page 2 of 30
Grade 4
Year at a Glance: Grade 4
TIMELINE
MODULE A; LITERATURE


The First 30 Days
Determining Themes in
Literature
CONTENT/THEME


Extended Text: Tuck Everlasting
740-1010L
MODULE B; INFORMATIONAL

Reading and Writing to
Informational Texts:
Researching Players of The
Negro Baseball Leagues


Extended Text: Informational
740-1010L
MODULE C; AUTHOR’S CRAFT


Using Words and Images to
Interpret and Create
Metaphor
Establishing
classroom ritual
and routines—
baseline
diagnostic
Determine
Theme &
Capturing
Meaning of a
Text(s)
Summarizing
Information
Presented in
Text(s)
Understanding
Figurative
Language
Putting it all
together:
Synthesizing
Genres

Newspaper Reporting and
Interviewing: Writing
Narratives
STUDENT WORK PRODUCTS


SL: Book Talk

W: Writer’s NB: 2-3 narratives (convey
experiences)


W: Published News Article
RL 4.1; 4.2; 4.3; 4.5; 4.6; 4.9
RI 4.1; 4.2; 4.3; 4.4; 4.5; R 4.6; 4.8; 4.9
W4.3 4.7; 4.8
L 4.1; 4.2; 4.3; 4.4; 4.5; 4.6
SL 4.1; 4.1c;4.d


SL: Book Talk

RI & RL: Reader’s Response NB: 3-5
analysis (inform & explain)
History/Social Science: 4.15/4.15b

experiences)
Bold: ANet #2 SAS



W: Research Report


W: Original free-verse poem

experiences)

W: 1-4 pieces writing to a text focusing on
opinion (analysis)




SL: Interviews

experiences)

opinion (analysis)
Bold: ANet #1 SAS
RL 4.1; 4.2; 4.5; 4.6; 4.8; 4.9
RI 4.1; 4.2; 4.5; 4.6; 4.8; 4.9
W 4.2;4.3a
L 4.3; 4.4
SL 4.5
Bold: ANet #3 SAS
Extended texts: Literature &
Poetry
740-1010L
MODULE D; INFORMATIONAL
PRIMARY STANDARDS ASSESSED
RL 4.1; 4.2; 4.3; 4.4
RI 4.1; 4.2; 4.3; 4.4
W 4.3; 4.4; 4.5;4.6; 4.9
L 4.1; 4.2; 4.3; 4.4; 4.5; 4.6
SL 4.1; 4.2; 4.3; 4.4; 4.6
RF4.3; RF4.4
RL.4.MA8.A


Newspaper
Writing
Challenging
Summer Reading
RL 4.1; 4.2; 4.3; 4.4
RI 4.1; 4.2; 4.3; 4.4
W 4.3; 4.4; 4.5; 4.6
L 4.1; 4.2; 4.3; 4.4; 4.5; 4.6
SL 4.1; 4.2; 4.4; 4.6
Extended Text: Informational
740-1010L
RL & RI: Reader’s Response NB: 3-5
analysis (opinion & convey
understanding)
DISTRICT ASSESSMENTS

BAS
MAP
Pre-DDM
ANet #1


BAS
ANet #2

ANet #3

MAP
Post DDM



W: Narrative-Memoir (go through writing
process)
opinion (analysis)
SL: Book Talk
W: 1-2 On-demand ORQs and/or
compositions
RL & RI: Reader’s Response NB: 3-5
analysis (opinion)
SL: Formal Book Presentation

W: Newspaper Article
RI & RL: Reader’s Response NB: 3-5
analysis (inform & explain; convey
understanding)
Page 3 of 30
Grade 4
Introduction to the Grade 4 Curriculum Map for English Language Arts and Literacy
The curriculum map on the following pages illustrates the Grade 4 standards from the 2011 Massachusetts Curriculum Framework for English Language Arts
and Literacy, which incorporates the Common Core State Standards, into a coherent yearlong learning sequence. The map is intentionally spare, made with the
recognition that district teachers/staff can adapt the units to suit their students and to include resources such as specific texts, assignments, assessments, or
background materials for teachers. All adaptions should be consistent with the alignment of the CCSS for Grade 4, while keeping in mind that all students are
expected to reach the rigorous expectations outlined in the performance assessments.
The map presents units that integrate reading, writing, speaking and listening, and language (which include vocabulary and the conventions of English). The
foundational reading standards underlie the units throughout the year, as does Reading Standard 10:
By the end of the year, students read and comprehend literature and informational texts in the grades 4–5 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
WIDA: English Language Development Standard 2: English Language Learners communicate information, ideas and concepts necessary for academic
success in the content area of Language Arts. (The language of Language Arts)
Grade 4 Model Curriculum Units will need to be implemented by teachers to address the standards and performance assessments outlined in the map.
Suggested texts and resources are indicated, but teachers are expected to design lessons that address the specific standards outlined in the map and to
differentiate instruction as appropriate for their students based on formative assessment data and student work.
Primary resources used in creating this map were the Model Curriculum Units, the Massachusetts Curriculum Framework for English Language Arts and Literacy
(2011) and the PARCC Model Content Frameworks for English Language Arts and Literacy (2012). Additional materials to inform alignment work are the WIDA
standards for English Language Learners (2012) or the Massachusetts Department of Elementary and Secondary Education’s Resource Guide to English
Language Arts and Literacy for Students with Disabilities (in press, 2013) and Appendices A and B of the Common Core State Standards for English Language
Arts and Literacy (2010).
The Grade 4 ELA classroom is divided into the following components:
Readers Workshop – 60 minutes
Writers Workshop – 60 minutes
Opening

RA/TA/TA

Mini-Lesson
Work Period

Guided Reading

Literature Circles

Independent Reading
Closing

Reflection

Book Talk
Opening

Modeled, Shared, or Interactive Writing

Mini-Lesson
Work Period

Guided Writing

Peer Revision/Editing

Independent Writing
Closing

Reflection

Author’s Chair
Skills – Vocabulary & Word Study – 30 minutes
Opening

Mini-lesson

Oral Language Development
Work Period

Guided Support

Independent Application

Oral language debate/application
Closing

Reflection

Presentation
Page 4 of 30
Grade 4
ELA -- CCSS/WIDA: Standards & Benchmarks: Grade 4 English Language Arts and Literacy
Reading: CCSS: Key Ideas and Details Standard Addressed throughout the Year:
RL4.1or RI4.1 – Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL4.2 - Determine the theme of a story, drama, or poem from details in the text: summarize the text.
RI4.2 – Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RL4.3– Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or
actions).
RI4.3- Explain events procedures, ideas or concepts in a historical, scientific, or technical text, including what happened and why, based on specific
information in the text.
Reading: CCSS: Text Complexity Standard Addressed throughout the Year:
RL4.10 or RI4.10 -- By the end of the year, students read and comprehend literature and informational texts in the grades 4–5 text complexity band
proficiently, with scaffolding as needed at the high end of the range; lexile range of 800 – 1000.
Reading: Fountas & Pinnell Benchmark Levels: Instructional reading level of R-S; oral reading rate of 120-160 wpm.
HPS K-8 Benchmarks: Maintain silent sustained reading with appropriate comprehension for 20-30 minutes.
Reading: CCSS: Foundational Standards Addressed throughout the Year:
RF4.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondence, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately
unfamiliar multisyllabic words in context and out of context.
Writing: CCSS: Text Types and Purposes Addressed throughout the Year:
W4.1 – Write opinion pieces on topics or texts, supporting a point of view with reason and information.
W4.2 – Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W4.3 – Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequence.
Writing: CCSS: Production and Distribution Addressed throughout the Year:
W4.6 – With some guidance and support from adults, 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 two pages in a single sitting.
Writing: CCSS: Research to Build and Present Addressed throughout the Year:
W4.7 – Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Page 5 of 30
Grade 4
Speaking and Listening: CCSS: Comprehension and Collaboration Addressed throughout the Year:
SL4.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and
texts building on others’ ideas and expressing their own clearly.
Speaking and Listening: CCSS: Presentation of Knowledge and Ideas Addressed throughout the Year:
SL4.4 – Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to
support main ideas or themes, speak clearly at an understandable pace.
SL4.6 – Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
Language: CCSS: Conventions of Standard English Addressed throughout the Year:
L4.1 – Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
L4.2 – Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
Language: Fountas & Pinnell: Benchmark Levels: Be able to read and write accurately and fluently the 25 HFW word list, the 50 HFW word list; the 100
HFW word list; the 200 HFW word list and the 300 HFW word list (from the BAS); be able to read and write accurately fluently words 201-500 from the
HFW word list (The Reading Teacher’s Books of Lists) – words 1-300 make up over 65% of printed text.
Language: Scholastic: Word Study: Be able to use correctly and apply the following affixes: (prefixes) in -, dis-, re-, un-, non-, pre- mis; (suffixes) ed, -ing, ly, -s, -es, -able, -est, -er -these affixes account for over 97% of prefixed and suffixed words in printed school English.
http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/prefixes_suffixes.pdf
Language: CCSS: Vocabulary Acquisition and Use Addressed throughout the Year:
L4.6 – Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions,
emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when
discussing animal preservation).
Language: CCSS: Academic Language about Literacy in the Standards Addressed throughout the Year:
The following vocabulary words and phrases appear in the standards. Using this academic language with students strengthens their ability to master the
content and to apply it in various settings. Additional academic vocabulary will be drawn from the readings.
Affix, Animations, Categorize, Chronology, Concrete Words, Drama, First-hand Account, Formatting, Headings, Inference, Relative Adverbs
/Pronouns, Root, Second Hand Account, Sensory Details, Stage Directions, Theme, Timelines, Transitional Words, Verse
http://iss.schoolwires.com/Page/38305
Page 6 of 30
Grade 4
WIDA: MPI Placemat
Steps for Writing an MPI
MPI Components: (1) Language Function, (2) Content Standard (objectives), and (3) Support:
1. Identify language function (verbs)
Listen
Draw
Point
Illustrate
Match
Locate
Level 1
Circle
Select
Repeat
Sort
Copy
Respond
Trace
Identify
Define
Name
Level 2
Predict
Label
State/restate
Describe
Group
Respond
Recall
Role-play
Retell
Define
Analyze
Interpret
Justify
Defend
Elaborate
Critique
List
Categorize
Sequence
Answer
Tell or say
Ask/request
Level 3
Explain
Summarize
Compare
Level 4-5
Explain
Narrate
Conclude
Convince
Reflect
Classify
Create
Connect
Make lists
Rephrase
Give examples
Contrast
Discuss
Express
Resolve
Compose
Infer
Synthesize
Hypothesize
2. Identify Content Standard
W 4.1 Write opinions on topic or
texts, supporting a point of view
with reasons and information
MPI Examples:
Level 3:
Express opinions on topic or
with reasons and information
using graphic organizers in a
small group
Level 4:
Explain opinions on topic or
with reason and information
using graphic organizers with a
mentor
Level 5:
Justify opinions on topic or texts,
supporting a point of view with
reason and information using
graphic organizers
3. Identify support needed for comprehensible
input (nouns) may need from one or all
categories depending on student(s) need.
Sensory Supports
Real life objects
Physical activities
Manipulative
Videos, film
Illustrations, diagrams,
Broadcasts, podcasts
drawings
Models, figures
Magazines, newspapers
Graphic Supports
Charts
Maps
Tables
Timelines
Graphic organizers
Number lines
Photos, pictures
Interactive Supports
In the native language (L1)
With the teacher
In pairs or partners
In triads or small groups
In a whole group
Using cooperative group structures
With a mentor
It is the expectation of the District, that teachers will begin implementing MPI in units and daily lessons as teachers become
more proficient in the development and implementation of MPIs in their content areas. Lessons should continue to contain
content and language objectives.
Page 7 of 30
Grade 4
Timeframe
September/October
(MODULE A)
5-6 Weeks
English Language Arts-Grade 4: Overview
Content:
Students will know and
understand…
“Establishing Rituals and
Routines”
Skills:
 Word-Analysis
Strategies
Vocabulary
 Determine the
meaning of general
academic and domainspecific words and
phrases in a text
relevant to a grade 4
topic or subject area
Resources/Materials
The First 30 Days: Readers & Writers Workshop
 First 30 Days Readers Workshop
 First 30 Days Writers Workshop
 Memoir Manual
 Short narrative text within the grade 4 text
complexity band
 WIDA: MPI Placemat
Reading:
 Comprehension
strategies
 Independent Reading
(protocol/strategies)
 Fluency strategies
October
(5 – 7 Days)
RL 4.1
RL 4.2
RL 4.3
RL 4.4
W 4.3
W 4.4
W 4.5
W 4.6
RI 4.1
RI 4.2
RI 4.3
RI 4.4
SL 4.1
SL 4.2
SL 4.4
SL 4.6
RF 4.3
RF 4.4
L 4.1
L 4.2
L 4.3
L 4.4
L 4.5
L 4.6
Assessment
Students will be able to
demonstrate mastery
of the standards by …
 BAS
 DDM Pre-Test
 ANet #1
 1-2 On-demand
ORQs and/or
compositions
 1 Short published
narrative Memoir
(3-5)
 1 Informal book
talk
 Established
writing folder
 Established reader
response notebook
w/vocabulary
section
SAS ANet #1
Writing:
 Reading Response
 Conventions
 Writing Process
 News Report
 Narrative
Speaking and Listening;
 Book discussion
 Re-teach standards & skills as
determined from formative
assessment data
CCSS Standards



My ANet
DESE - http://www.doe.mass.edu
F&P’s Continuum of Literacy Learning
Based on needs
indicated from
formative
assessment data
Teacher determined
Page 8 of 30
Grade 4
Timeframe
Content:
understand…
October/November
(MODULE A)
Vocabulary
 Determine the meaning of
general academic and
domain-specific words and
phrases in a text relevant to a
grade 4 topic or subject area
4-5 Weeks
Reading:
 Reading Response: Literature
Writing:
 Opinion; ORQs various
genres

Speaking and Listening:
Literature Circles
Resources/Materials
Unit: Determining Themes in Literature
(Teachers can decide which text they will use for
this unit with consideration given to lexile and
complexity level. Texts should be in the range of
650L-850L. )
Suggested titles:
 Tuck Everlasting by Natalie Babbitt -770L
 Maniac Magee by Jerry Spinelli - 820L
 Because of Winn Dixie by Kate DiCamillo 610L
 On My Honor by Marion Dane Bauer - 750L
Understandings:






The theme of a text is a general
understanding that can be
applied to life.
The theme of a story unfolds
for each reader through the
actions of the characters and
how they respond to problems
that they encounter.
Good writing helps us see as
well as know.
How similes and metaphors,
rich language, and a variety of
sentence types engage readers.
That a novel’s theme is its
overall meaning, usually a
perception of human
experience that an author
expresses in the entirety of the
work.
That readers can have different
interpretations of themes of a
literary work.
CCSS Standards
RL 4.1
RL 4.2
RL 4.5
RL 4.6
RL.4.MA8.A
RL 4.9
RI 4.1
RI 4.2
RI 4.5
RI 4.6
W 4.9
SL 4.1
L 4.4
Assessment
demonstrate mastery
 Journal Entries
 1-4 pieces writing
to a text focusing
on opinion
(analysis)
 Weekly routine
reading responses
in reader’s
notebook –
including
vocabulary & word
study
 1-2 narratives to
convey events
and/or procedures
 1-2 On-demand
ORQs and/or
compositions
 Literature circle
notes
 CEPA: 1 Formal
Published News
article
SAS ANet #2
Page 9 of 30
Grade 4
Timeframe
December/January
8-9 Weeks
(MODULE B)
Content:
understand…
Vocabulary
Reading:
 Reading response,
informational text
Writing:
 Informational text writing

reading response
Social Studies:
 Racial Segregation in the
United States
 Pairs, small group and whole
group discussions
Understandings:
 Multiple sources of
information are used to
conduct thorough and
accurate research.
 Vocabulary about racial
segregation and commonly
used baseball terms.
 Ideas are often expressed
through idioms or language
specific to an activity
(jargon).
 The Negro Baseball League fit
into a broader context of
racial segregation in the
United States.
Resources/Materials
Reading and Writing to Informational Texts:
Researching Players of The Negro Baseball Leagues
Suggested titles:
 We Are the Ship: The Story of Negro League
Baseball by Kadir Nelson
 Henry Aaron’s Dream by Matt Tavares
 A Picture Book of Jackie Robinson. Holiday House
 Appleseeds. February 2002
 The Negro Baseball Leagues by Blohm, C.
 Cobblestone, April 2010
 Teammates by P. Golenbock and P. Bacon
 Heart and Soul: The Story of American and
African Americans, by K. Nelson
 Scholastic Dictionary of Idioms by Marvin Tergan
 Who Let the Cat Out of the Bag? Scholastic 2002
winner written by fourth graders
 Various internet sites found in the unit plans
 See Resources for Lesson 5 within the unit for
student research.
CCSS Standards
RI 4.1
RI 4.2
RI.4.3
RI 4.5
RI.4.9
RL 4.1
RL 4.2
RL 4.3
RL 4.5
W.4.7
W.4.8
W 4.10
SL 4.1
SL 4.4
L 4.4
History/Social
Science: 4.15
SAS ANet #2
Assessment
demonstrate mastery
 Weekly routine
reading responses
in reader’s
notebook –
including
vocabulary & word
study
 Journal entries
 CEPA: Research
report integrating
traditional and
online text into
their own original
informational text
 1-2 On-demand
ORQs and/or
compositions
 1 Informal book
talk
convey events
and/or
procedures
to a text focusing
on opinion
(analysis)
 ANet #2
Page 10 of 30
Grade 4
Timeframe
January
(5 – 7 Days)
February/March
8-9 Weeks
(MODULE C)
Content:
understand…

Re-teach standards & skills as
assessment data.
Vocabulary
Resources/Materials



My ANet
DESE http://www.doe.mass.edu/
Using Words and Images to Interpret and Create
Metaphor
Resources:
 Quick as a Cricket by Audrey Woods
Reading:
 Reading response, Poetry &
Literature
Writing:
 Writers use metaphor to
convey meaning that goes
beyond the literal.
 Free Verse poem
 Audio and visual displays
enhances the presentation of
a poem.
Understandings:
 Efficient readers look for
explicit and implicit meaning
as they read various kinds of
texts (words and images).
 Relevant images and voice
enhance the meaning of a
text.
 Relevant vocabulary
(metaphor, word equation,
image, extended metaphor,
free-verse poem).
CCSS Standards
Based on needs
indicated from
formative
assessment data
RL 4.1
RL 4.2
RL 4.5
RL 4.6
RL 4.8
RL 4.9
RI 4.1
RI 4.2
RI 4.5
RI 4.6
RI 4.8
RI 4.9
Assessment
demonstrate mastery
 Teacher
determined



L 4.4
L 4.5
W 4.3
SL 4.1
SL 4.4
SL 4.5



SAS ANet #3
Weekly routine
reading responses
in reader’s
notebook –
including
vocabulary & word
study
Journal entries
CEPA: Original
free-verse
metaphor poem
with one or more
images that clearly
connect the things
being compared in
the poem.
1-2 On-demand
ORQs and/or
compositions
1-2 narratives to
convey events
and/or
procedures
1-4 pieces writing
to a text focusing
on opinion
(analysis)
Page 11 of 30
Grade 4
Timeframe
Content:
understand…
Resources/Materials
March
(5 – 7 Days)

April/May
7-8 Weeks
(MODULE D)
Vocabulary
Unit: Newspaper Reporting and Interviewing: Writing
Narratives
Reading
 Reading responseNonfiction
 Text features of online and
print newspapers
 Non-personal narrative
The Moodle website
http://learn.collaborative.org
Re-teach standards & skills as
assessment data.



My ANet
DESE http://www.doe.mass.edu/
Suggested resources:
The Landry News by Andrew Clements
Writing
 Preparing interview
questions
 News article
 Writing process
 Narratives
 Using technology to publish
writing
CCSS Standards
Based on needs
indicated from
formative
assessment data
RI.3.5
RI.3.7
RI.3.8,
W.3.3
W.3.3
W.3.5
W.3.6,
Assessment
demonstrate mastery
Teacher determined

L.3.3



SL 4.1
SL 4.4


Weekly routine
reading responses
in reader’s
notebook
including
vocabulary & word
study
Interview
Journal entries
CEPA: Narrative
describing events:
Newspaper article
1-2 narratives to
convey events
and/or
procedures
1-4 pieces writing
to a text focusing
on opinion
(analysis)
Speaking and Listening
 Interview
 Class presentation of articles
Understandings:
 Good questions generate
good information
 Facts need to be accurate
Page 12 of 30
Grade 4
Timeframe
Content:
understand…
May/June
3-4 Weeks
(MODULE D)
Vocabulary
phrases in a text relevant to
a grade 4 topic or subject
area

Reading Response:
Challenging fiction and
summer reading
Writing:
 Poetry or drama
 Book commercial—
multimedia
Resources/Materials
“Challenging Summer Reading: Good Reads, good
Books”
ALA Book List
http://www.ala.org/alsc/awardsgrants/notal
ists

MSLA
http://maschoolibraries.org/content/view/7
45/361/

Children’s Literature Network
http://www.childrensliteraturenetwork.org/
Suggestions:

Newberry Award Winners

Coretta Scott King Award Winners

MSLA Award Winners

Other literature within the text complexity
band for Grade 4

WIDA: MPI Placemat

Understandings:
 Annotating texts
 Close reading
 Use context cues to
determine word meaning
 Citing evidence to support
claims.
 Summarizing
 Report on a text or present
an opinion using
appropriate facts and
relevant details – use
appropriate language for
audience and purpose.
CCSS Standards
RL 4.1
RL 4.2
RL 4.3
RL 4.4
W 4.1
W 4.4
W 4.6
RI 4.1
RI 4.2
RI 4.3
RI 4.4
SL 4.1
SL 4.2
SL 4.4
SL 4.5
SL 5.6
RF 4.3
RF 4.4
L4.1
L 4.2
L 4.3
Assessment
demonstrate mastery
 DDM Post-Test
 MAP
 Weekly routine
reading responses
in reader’s
notebook –
including
vocabulary & word
study
to a text focusing
on opinion
(analysis) and/or
informing &
explaining
convey events
and/or
procedures
 Formal book
presentation
to a text focusing
on opinion
(analysis)
Page 13 of 30
Grade 4
*Suggested Extended Text Authors (from -- MA ELA Curriculum Frameworks, 2011)







Traditional Literature
Greek, Roman, and Norse myths
Stories about King Arthur and
Robin Hood
Myths and legends of indigenous
peoples of North, Central and
South America
American folktales and legends
Asian and African folktales and
legends
The Bible as literature:
Tales including Adam and Eve,
Cain and Abel, David and
Jonathan, the Prodigal Son, The
Visit of the Magi, well-known
psalms (e.g., 23, 24, 46, 92, 121,
and 150)
Authors -- American
Natalie Babbitt
L. Frank Baum
Beverly Cleary
Elizabeth Coatsworth
Mary Mapes Dodge
Elizabeth Enright
Eleanor Estes
Jean Craighead George
Sterling North
Howard Pyle
Carl Sandburg
George Selden
Louis Slobodkin
James Thurber
E. B. White
Laura Ingalls Wilder
Authors -- British
Michael Bond
Frances Hodgson Burnett
Lewis Carroll
Kenneth Grahame
Dick King-Smith
Edith Nesbit
Mary Norton
Margery Sharp
Robert Louis Stevenson
P. L. Travers
Poets
Stephen Vincent and
Rosemarie Carr Benét
Lewis Carroll
John Ciardi
Rachel Field
Robert Frost
Langston Hughes
Edward Lear
Myra Cohn Livingston
David McCord
A.A. Milne
Laura Richards
Page 14 of 30
Grade 4
ENGLISH LANGAUGE ARTS
APPENDICES
Page 15 of 30
Grade 4
Appendix A: ELA/Literacy Model Content Framework Chart for Grade 4
Reading:
The Common Core State Standards call for standards in grade 4 to
continue to build their stamina and skill to proficiently read
challenging, grade-appropriate complex literature and informational
text (RL/RI .4.10) such that they can draw on or infer specific details
and examples from the text (RL/RI.4.1). Students perform specific
tasks targeted in the standards, from describing how focusing on
different details affects a text to summarizing both the main and
supporting ideas, explaining what happened and why, and recognizing
allusions to significant characters found in mythology. They are
expected to offer reasons and evidence to support particular points
being made in a single text and integrate information from two texts
on the same topic or theme (including traditional literature from
different cultures). Additional Standards for reading literature (RL.4.29) and standards for reading informational text (RI.4.2-9) offer detailed
expectations for student academic performance in preparation for
college and careers.
Writing:
One new writing standard that begins in grade 4 supports the close
connection between reading and writing (W.4.9). It requires students
to draw evidence from literary and informational texts to support
analysis, reflection, and research. Students should be able to produce
a variety of written texts, including opinion pieces, explanations,
narratives, and short research projects- each of which presents
evidence in an organized fashion to clarify the topic under discussion
for the intended audience.
©PARCC – August 2012
When participating in class, students should both paraphrase
accurately and respond effectively with information during discussions
in ways elaborated in the standards for speaking and listening.
Reading complex texts that range across literature, history, the arts,
and the sciences will also build the vocabulary skills of students as well
as improve their fluency and confidence, leading to success in later
grades.
Page 16 of 30
Grade 4
Appendix B: Language Progressive Skills, by Grade
The following skills, marked with an asterisk (*) in Language standards 1–3, are particularly likely to require continued attention in higher grades as they are applied to increasingly
sophisticated writing and speaking.
See Appendix A of the Common Core State Standards for an example of how these skills develop in sophistication.
Standard
L.3.1f. Ensure subject-verb and pronoun-antecedent agreement.
L.3.3a. Choose words and phrases for effect.
L.4.1f. Produce complete sentences, recognizing and correcting
inappropriate fragments and run-ons.
L.4.1g. Correctly use frequently confused words (e.g., to/too/two;
there/their).
L.4.3a. Choose words and phrases to convey ideas precisely.
L.4.3b. Choose punctuation for effect.
L.5.1d. Recognize and correct inappropriate shifts in verb tense.
L.5.2a. Use punctuation to separate items in a series
L.6.1c. Recognize and correct inappropriate shifts in pronoun
number and person.
L.6.1d. Recognize and correct vague pronouns (i.e., ones with
unclear or ambiguous antecedents).
L.6.1e. Recognize variations from standard English in their own
and others’ writing and speaking, and identify and use strategies
to improve expression in conventional language.
L.6.2a. Use punctuation (commas, parentheses, dashes) to set
off nonrestrictive/parenthetical elements.
L.6.3a. Vary sentence patterns for meaning, reader/listener
interest, and style.
L.6.3b. Maintain consistency in style and tone.
L.7.1c. Place phrases and clauses within a sentence,
recognizing and correcting misplaced and dangling modifiers.
L.7.3a. Choose language that expresses ideas precisely and
concisely, recognizing and eliminating wordiness and
redundancy.
L.8.1d. Recognize and correct inappropriate shifts in verb voice
and mood.
L.9–10.1a. Use parallel structure.
3
X
X
4
X
X
5
Grade(s)
6
7
8
9–10
11–12
X
X
X
X
Page 17 of 30
Grade 4
Appendix C: Vocabulary & Word Study
Three Tiers of Words
Isabel L. Beck, Margaret G. McKeown, and Linda Kucan (2002, 2008) have outlined a useful model for conceptualizing categories of words
readers encounter in texts and for understanding the instructional and learning challenges that words in each category present. They
describe three levels, or tiers, of words in terms of the words’ commonality (more to less frequently occurring) and applicability (broader
to narrower). While the term tier may connote a hierarchy, a ranking of words from least to most important, the reality is that all three tiers
of words are vital to comprehension and vocabulary development, although learning tier two and three words typically requires more
deliberate effort (at least for students whose first language is English) than does learning tier one words.

Tier One Words: are the words of everyday speech usually learned in the early grades, albeit not at the same rate by all children. They are not
considered a challenge to the average native speaker, though English language learners of any age will have to attend carefully to them. While Tier
One words are important, they are not the focus of this discussion.

Tier Two Words: (what the Standards refer to as general academic words) are far more likely to appear in written texts than in speech. They appear in
all sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate), technical texts (calibrate, itemize,
periphery), and literary texts (misfortune, dignified, faltered, unabashedly). Tier Two words often represent subtle or precise ways to say relatively
simple things—saunter instead of walk, for example. Because Tier Two words are found across many types of texts, they are highly generalizable.
o

Tier Two Words and Access to Complex Texts: Tier Two Words, which by definition are not unique to a particular discipline and as a result are not the clear
responsibility of a particular content area teacher. What is more, many Tier Two Words are far less well defined by contextual clues in the texts in which they
appear and are far less likely to be defined explicitly within a text than are Tier Three words. Yet Tier Two Words are frequently encountered in complex
written texts and are particularly powerful because of their wide applicability to many sorts of reading. Teachers thus need to be alert to the presence of Tier
Two Words and determine which ones need careful attention. Ex. formed, modern-times, layers, surface, spouted, early-times, solid, and pours.
Tier Three Words: (what the Standards refer to as domain-specific words) are specific to a domain or field of study (lava, carburetor, legislature,
circumference, aorta) and key to understanding a new concept within a text. Because of their specificity and close ties to content knowledge, Tier
Three words are far more common in informational texts than in literature. Recognized as new and “hard” words for most readers (particularly
student readers), they are often explicitly defined by the author of a text, repeatedly used, and otherwise heavily scaffolded (e.g., made a part of a
glossary).
o
Tier Three Words and Content Learning: This normal process of word acquisition occurs up to four times faster for Tier Three words when students have
become familiar with the domain of the discourse and encounter the word in different contexts. Vocabulary development for these words occurs most
effectively through a coherent course of study in which subject matters are integrated and coordinated across the curriculum and domains become familiar
to the student over several days or weeks. Tier Three words are obviously unfamiliar to most students, and contain the ideas necessary to a new topic, and
are recognized as both important and specific to the subject area in which they are instructing students, teachers often define Tier Three words prior to
students encountering them in a text and then reinforce their acquisition throughout a lesson. Ex. volcanoes, magma, lava, molten, crust, and mantle.
Page 18 of 30
Grade 4
Appendix D: Text Complexity
A Three-Part Model for Measuring Text Complexity
As signaled by the graphic at right, the Standards’ model of text complexity consists of three
equally important parts.
(1) Qualitative dimensions of text complexity. In the Standards, qualitative dimensions and
qualitative factors refer to those aspects of text complexity best measured or only measurable
by an attentive human reader, such as levels of meaning or purpose; structure; language
conventionality and clarity; and knowledge demands.
(2) Quantitative dimensions of text complexity. The terms quantitative dimensions and
quantitative factors refer to those aspects of text complexity, such as word length or frequency,
sentence length, and text cohesion, that are difficult if not impossible for a human reader to
evaluate efficiently, especially in long texts, and are thus today typically measured by computer
software.
Figure 1: The Standards’ Model of Text Complexity
© CCSS for ELA & Literacy in History/Social Studies, and
Technical Subjects, Appendix A
(3) Reader and task considerations. While the prior two elements of the model focus on the
inherent complexity of text, variables specific to particular readers (such as motivation,
knowledge, and experiences) and to particular tasks (such as purpose and the complexity of the
task assigned
Text Complexity Grade
Band in the Standards
Figure
Lexile Ranges Aligned
to
Standards’ Model CCR
of Text
Complexity
expectations
Old Lexile Ranges
1: The
K–1
N/A
N/A
2–3
450L–725L
420L–820L
4–5
6–8
9–10
645L–845L
740L–1010L
and the questions
posed) must also
be considered when determining whether a text is
appropriate860L–1010L
for a given student. 925L–1185L
Such assessments are best made by teachers
1050L–1335L
960L–1115L
employing their
professional judgment,
experience, and knowl-
11–CCR
1070L–1220L
1185L–1385L
edge of their students and the subject.
Page 19 of 30
Grade 4
APPENDIX E: GRADE 4-5 TEXT EXEMPLARS
STORIES/LITERATURE
1. Burnett, Frances Hodgson. The Secret Garden. New York: HarperCollins, 1985. (1911)
From “There’s No One Left”
When Mary Lennox was sent to Misselthwaite Manor to live with her uncle everybody said she was the most disagreeable-looking child ever seen. It was true, too.
She had a little thin face and a little thin body, thin light hair and a sour expression. Her hair was yellow, and her face was yellow because she had been born in
India and had always been ill in one way or another. Her father had held a position under the English Government and had always been busy and ill himself, and
her mother had been a great beauty who cared only to go to parties and amuse herself with gay people. She had not wanted a little girl at all, and when Mary was
born she handed her over to the care of an Ayah, who was made to understand that if she wished to please the Mem Sahib she must keep the child out of sight as
much as possible. So when she was a sickly, fretful, ugly little baby she was kept out of the way, and when she became a sickly, fretful, toddling thing she was
kept out of the way also. She never remembered seeing familiarly anything but the dark faces of her Ayah and the other native servants, and as they always
obeyed her and gave her her own way in everything, because the Mem Sahib would be angry if she was disturbed by her crying, by the time she was six years old
she was as tyrannical and selfish a little pig as ever lived. The young English governess who came to teach her to read and write disliked her so much that she
gave up her place in three months, and when other governesses came to try to fill it they always went away in a shorter time than the first one. So if Mary had not
chosen to really want to know how to read books she would never have learned her letters at all.
One frightfully hot morning, when she was about nine years old, she awakened feeling very cross, and she became crosser still when she saw that the servant
who stood by her bedside was not her Ayah.
“Why did you come?” she said to the strange woman. “I will not let you stay. Send my Ayah to me.”
The woman looked frightened, but she only stammered that the Ayah could not come and when Mary threw herself into a passion and beat and kicked her, she
looked only more frightened and repeated that it was not possible for the Ayah to come to Missie Sahib.
There was something mysterious in the air that morning. Nothing was done in its regular order and several of the native servants seemed missing, while those
whom Mary saw slunk or hurried about with ashy and scared faces. But no one would tell her anything and her Ayah did not come. She was actually left alone as
the morning went on, and at last she wandered out into the garden and began to play by herself under a tree near the veranda. She pretended that she was
making a flower-bed, and she stuck big scarlet hibiscus blossoms into little heaps of earth, all the time growing more and more angry and muttering to herself the
things she would say and the names she would call Saidie when she returned.
2.
Babbitt, Natalie. Tuck Everlasting. New York: Farrar, Straus and Giroux, 1975. (1975) From Chapter 12
The sky was a ragged blaze of red and pink and orange, and its double trembled on the surface of the pond like color spilled from a paintbox. The sun was
dropping fast now, a soft red sliding egg yolk, and already to the east there was a darkening to purple. Winnie, newly brave with her thoughts of being rescued,
climbed boldly into the rowboat. The hard heels of her buttoned boots made a hollow banging sound against its wet boards, loud in the warm and breathless
quiet. Across the pond a bullfrog spoke a deep note of warning. Tuck climbed in, too, pushing off, and, settling the oars into their locks, dipped them into the silty
bottom in one strong pull. The rowboat slipped from the bank then, silently, and glided out, tall water grasses whispering away from its sides, releasing it.
Page 20 of 30
Grade 4
Here and there the still surface of the water dimpled, and bright rings spread noiselessly and vanished. “Feeding time,” said Tuck softly. And Winnie, looking down,
saw hosts of tiny insects skittering and skating on the surface. “Best time of all for fishing,” he said, “when they come up to feed.”
He dragged on the oars. The rowboat slowed and began to drift gently toward the farthest end of the pond. It was so quiet that Winnie almost jumped when the
bullfrog spoke again. And then, from the tall pines and birches that ringed the pond, a wood thrush caroled. The silver notes were pure and clear and lovely.
“Know what that is, all around us, Winnie?” said Tuck, his voice low. “Life. Moving, growing, changing, never the same two minutes together. This water, you look
out at it every morning, and it looks the same, but it ain’t. All night long it’s been moving, coming in through the stream back there to the west, slipping out through
the stream down east here, always quiet, always new, moving on. You can’t hardly see the current, can you? And sometimes the wind makes it look like it’s going
the other way. But it’s always there, the water’s always moving on, and someday, after a long while, it comes to the ocean.”
POETRY
Thayer, Ernest Lawrence. “Casey at the Bat.” Favorite Poems Old and New. Edited by Helen Ferris. New York:
Doubleday, 1957. (1888)
The outlook wasn’t brilliant for the Mudville nine that day;
The score stood four to two with but one inning more to play.
And then when Cooney died at first, and Barrows did the same,
A sickly silence fell upon the patrons of the game.
A straggling few got up to go in deep despair. The rest
Clung to that hope which springs eternal in the human breast;
They thought if only Casey could but get a whack at that–
We’d put up even money now with Casey at the bat.
But Flynn preceded Casey, as did also Jimmy Blake,
And the former was a lulu and the latter was a cake;
So upon that stricken multitude grim melancholy sat,
For there seemed but little chance of Casey’s getting to the bat.
But Flynn let drive a single, to the wonderment of all,
And Blake, the much despis-ed, tore the cover off the ball;
And when the dust had lifted, and the men saw what had occurred,
There was Johnnie safe at second and Flynn a-hugging third.
Then from 5,000 throats and more there rose a lusty yell;
It rumbled through the valley, it rattled in the dell;
It knocked upon the mountain and recoiled upon the flat,
For Casey, mighty Casey, was advancing to the bat.
There was ease in Casey’s manner as he stepped into his place;
There was pride in Casey’s bearing and a smile on Casey’s face.
And when, responding to the cheers, he lightly doffed his hat,
No stranger in the crowd could doubt ‘twas Casey at the bat.
Page 21 of 30
Grade 4
Ten thousand eyes were on him as he rubbed his hands with dirt;
Five thousand tongues applauded when he wiped them on his shirt.
Then while the writhing pitcher ground the ball into his hip,
Defiance flashed in Casey’s eye, a sneer curled Casey’s lip.
And now the leather-covered sphere came hurtling through the air,
And Casey stood a-watching it in haughty grandeur there.
Close by the sturdy batsman the ball unheeded sped–
“That ain’t my style,” said Casey. “Strike one,” the umpire said.
From the benches, black with people, there went up a muffled roar,
Like the beating of the storm-waves on a stern and distant shore.
“Kill him! Kill the umpire!” shouted someone on the stand;
And it’s likely they’d have killed him had not Casey raised his hand.
With a smile of Christian charity great Casey’s visage shone;
He stilled the rising tumult; he bade the game go on;
He signaled to the pitcher, and once more the sphereoid flew;
But Casey still ignored it, and the umpire said, “Strike two.”
“Fraud!” cried the maddened thousands, and echo answered fraud;
But one scornful look from Casey and the audience was awed.
They saw his face grow stern and cold, they saw his muscles strain,
And they knew that Casey wouldn’t let that ball go by again.
The sneer is gone from Casey’s lip, his teeth are clenched in hate;
He pounds with cruel violence his bat upon the plate.
And now the pitcher holds the ball, and now he lets it go,
And now the air is shattered by the force of Casey’s blow.
Oh, somewhere in this favored land the sun is shining bright;
The band is playing somewhere, and somewhere hearts are light,
And somewhere men are laughing, and somewhere children shout;
But there is no joy in Mudville–mighty Casey has struck out.
Page 22 of 30
Grade 4
INFORMATIONAL TEXT
Nelson, Kadir. We Are the Ship: The Story of Negro League Baseball. New York: Jump at the Sun, 2008. (2008)
From “4th Inning: Racket Ball: Negro League Owners”
Most of the owners didn’t make much money from their teams. Baseball was just a hobby for them, a way to make their illegal money look good. To save money,
each team would only carry fifteen or sixteen players. The major league teams each carried about twenty-five. Average salary for each player started at roughly
$125 per month back in ‘34, and went up to $500-$800 during the forties, though there were some who made much more than that, like Satchel Paige and Josh
Gibson. The average major league player’s salary back then was $7,000 per month. We also got around fifty cents to a dollar per day for food allowance. Back
then you could get a decent meal for about twenty-five cents to seventy-five cents.
Some of the owners didn’t treat their players very well. Didn’t pay them enough or on time. That’s why we would jump from team to team. Other owners would offer
us more money, and we would leave our teams and go play for them. We were some of the first unrestricted free agents.
There were, however, a few owners who did know how to treat their ballplayers. Cum Posey was one of them. He always took care of his ballplayers, put them in
the best hotels, and paid them well and on time. Buck Leonard said Posey never missed a payday in the seventeen years he played for the Grays.
Berger, Melvin. Discovering Mars: The Amazing Story of the Red Planet. New York: Scholastic, 1992. (1992)
Mars is very cold and very dry. Scattered across the surface are many giant volcanoes. Lava covers much of the land.
In Mars’ northern half, or hemisphere, is a huge raised area. It is about 2,500 miles wide. Astronomers call this the
Great Tharsis Bulge.
There are four mammoth volcanoes on the Great Tharsis Bulge. The largest one is Mount Olympus, or Olympus Mons. It is the biggest mountain on Mars. Some
think it may be the largest mountain in the entire solar system.
Mount Olympus is 15 miles high. At its peak is a 50 mile wide basin. Its base is 375 miles across. That’s nearly as big as
the state of Texas!
Mauna Loa, in Hawaii, is the largest volcano on earth. Yet, compared to Mount Olympus, Mauna Loa looks like a little hill. The Hawaiian volcano is only 5½ miles
high. Its base, on the bottom of the Pacific Ocean, is just 124 miles wide.
Each of the three other volcanoes in the Great Tharsis Bulge are over 10 miles high. They are named Arsia Mons, Pavonis Mons, and Ascraeus Mons.
Media Text
NASA’s illustrated fact sheet on Mars: http://www.nasa.gov/worldbook/mars_worldbook.html
Page 23 of 30
Grade 4
Appendix F: Sample Performance Tasks – Reading Responses
STORIES & POETRY

Students explain the selfish behavior by Mary and make inferences regarding the impact of the cholera outbreak in Frances Hodgson Burnett’s The
Secret Garden by explicitly referring to details and examples from the text. [RL.4.1]

Students read Natalie Babbitt’s Tuck Everlasting and describe in depth the idyllic setting of the story, drawing on specific details in the text, from the color
of the sky to the sounds of the pond, to describe the scene. [RL.4.3]

Students refer to the structural elements (e.g., verse, rhythm, meter) of Ernest Lawrence Thayer’s “Casey at the Bat” when analyzing the poem and
contrasting the impact and differences of those elements to a prose summary of the poem. [RL.4.5]
INFORMATIONAL TEXTS

Students explain how Melvin Berger uses reasons and evidence in his book Discovering Mars: The Amazing Story of the Red Planet to support particular
points regarding the topology of the planet. [RI.4.8]

Students compare and contrast a firsthand account of African American ballplayers in the Negro Leagues to a secondhand account of their treatment
found in books such as Kadir Nelson’s We Are the Ship: The Story of Negro League Baseball, attending to the focus of each account and the information
provided by each. [RI.4.6]
REPORT OF INFORMATION




Conduct short research projects that build knowledge through investigation of different aspects of a topic.
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.
With some guidance and support from adults, 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 sitting.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
o Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g. headings), illustrations, and
multimedia when useful to aiding comprehension.
o Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
o Link ideas within categories of information using words and phrases (e.g., another, for example, also, because)
o Use precise language and domain-specific vocabulary to inform about or explain the topic.
o Provide a concluding statement or section related to the information or explanation presented.
o Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Page 24 of 30
Grade 4
Appendix G: Student Sample: Grade 5, Informative/Explanatory
This argument was produced in class, and the writer likely received feedback from her teacher and peers.
Zoo Field Trip
Dear Mr. ___________ and Mrs. ___________,
We have a problem. The wildlife here in __________ is very limited. There is not a lot of opportunity to learn about conservation and wildlife preservation. If we took a field trip
to __________ our problem would be solved. __________, __________, __________ and I would like to take our class for a great learning experience. In addition, we will
provide a study guide to __________ to identify the animals and provide information about conservation of endangered wildlife. If we went on a field trip, we will learn about
the wildlife from around the world and how __________ provides a natural habitat for them to live and breed. This information would help us to understand the importance of
science in our day to day life. We would use math to make a budget and figure out a way to earn money. These skills will be very useful again and again. We will learn how to
make a schedule with target dates. This will provide us with a plan that covers the entire project from start to finish. The preparation of the study guide will require lots of
research and organization of information. The first thing to do is research, research, research! Next, we will choose a fund raiser (with your approval, of course). This will earn
money for the field trip. The parents will hopefully chip in their time and money, if we don’t get enough. We will prepare a plan schedule. This will provide the dates that team
members will need to accomplish the steps toward our goal. My competent adult model is the Unofficial Guide to Walt Disney World. It shows us step by step how to plan a trip
and what to see. Now, you are asking why should I approve a trip to __________? How does this help __________ and the students? Besides the fact that the project planning,
fund raising, budgeting and reporting will provide an excellent learning opportunity, it will provide education. It will also provide awareness of wildlife and the importance of
conservation. This project will be evaluated by its successful planning and its ability to involve our class in wildlife conservation. The trip will be evaluated by the student
participation on the trip and a plan of conservation that identifies what we can all do to protect and respect wildlife so they will still be around when we have children.
Sincerely,
Annotation
The writer of this piece:
• Introduces a topic clearly, states an opinion, and creates an organizational structure in which related ideas are grouped to support the writer’s purpose.
o
We have a problem. The wildlife here in __________ is very limited. There is not a lot of opportunity to learn about conservation and wildlife preservation. If we took a field trip to __________
our problem would be solved. __________, __________, __________ and I would like to take our class for a great learning experience.
• Provides reasons that are supported by facts and details.
o
If we went on a field trip, we will learn about the wildlife from around the world and how __________ provides a natural habitat for them to live and breed. This information would help
us to understand the importance of science in our day to day life. We would use math to make a budget and figure out a way to earn money . . . We will learn how to make a schedule
with target dates . . . The preparation of the study guide will require lots of research and organization of information.

Links opinion and reasons using words and phrases.
o
The first thing to do . . . Next . . . Now, you are asking . . . Besides the fact . . .
• Provides a concluding section related to the opinion presented.
o
The final paragraph details possible objections to the field trip and argues against each one: Now, you are asking why should I approve a trip to __________?.. Besides the fact that the
project planning, fund raising, budgeting and reporting will provide an excellent learning opportunity, it will provide education. It will also provide awareness of wildlife and the
importance of conservation.
• Demonstrates exemplary command of the conventions of standard written English.
o
This piece has been edited by student response groups as well as by adults, so it is nearly flawless in terms of observing the conventions of standard written English.
Page 25 of 30
Grade 4
Appendix H: Student Sample: Grade 4, Narrative
This narrative was produced for an on-demand assessment. Students were asked to respond to the following prompt: “One morning you wake up and find a strange pair of shoes next to your bed. The
shoes are glowing. In several paragraphs, write a story telling what happens.”
Glowing Shoes
One quiet, Tuesday morning, I woke up to a pair of bright, dazzling shoes, lying right in front of my bedroom door. The shoes were a nice shade of violet and smelled like
catnip. I found that out because my cats, Tigger and Max, were rubbing on my legs, which tickled.
When I started out the door, I noticed that Tigger and Max were following me to school. Other cats joined in as well. They didn’t even stop when we reached Main Street!
“Don’t you guys have somewhere to be?” I quizzed the cats.
“Meeeeeooooow!” the crowd of cats replied.
As I walked on, I observed many more cats joining the stalking crowd. I moved more swiftly. The crowd of cats’ walk turned into a prance. I sped up. I felt like a
rollercoaster zooming past the crowded line that was waiting for their turn as I darted down the sidewalk with dashing cats on my tail.
When I reached the school building . . . SLAM! WHACK! “Meeyow!” The door closed and every single cat flew and hit the door.
Whew! Glad that’s over! I thought.
I walked upstairs and took my seat in the classroom.
“Mrs. Miller! Something smells like catnip! Could you open the windows so the smell will go away? Pleeeeaase?” Zane whined.
“Oh, sure! We could all use some fresh air right now during class!” Mrs. Miller thoughtfully responded.
“Nooooooo!” I screamed.
When the teacher opened the windows, the cats pounced into the building.“It’s a cat attack!” Meisha screamed. Everyone scrambled on top of their desks. Well, everyone
except Cade, who was absolutely obsessed with cats.
“Awww! Look at all the fuzzy kitties! They’re sooo cute! Mrs. Miller, can I pet them?” Cade asked, adorably.
“Why not! Pet whichever one you want!” she answered.
“Thanks! Okay, kitties, which one of you wants to be petted by Cade Dahlin?” he asked the cats. None of them answered. They were all staring at me.
“Uh, hi?” I stammered.
Rrriiiiinng! The recess bell rang. Everyone, including Mrs. Miller, darted out the door.
Out at recess, Lissa and I played on the swings.
“Hey! Look over there!” Lissa shouted. Formed as an ocean wave, the cats ran toward me.
Luckily, Zane’s cat, Buddy, was prancing along with the aroma of catnip surrounding his fur. He ran up to me and rubbed on my legs. The shoes fell off. Why didn’t I think
of this before? I notioned.
“Hey Cade! Catch!”
Cade grabbed the shoes and slipped them on. The cats changed directions and headed for Cade. “I’m in heaven!” he shrieked.
Page 26 of 30
Grade 4
Annotation
The writer of this piece:

Orients the reader by establishing a situation and introducing the narrator and characters.
One quiet, Tuesday morning, I woke up to a pair of bright, dazzling shoes, lying right in front of my bedroom door.
o

Organizes an event sequence that unfolds naturally.
The teacher opens the window; cats come into the classroom; at recess the cats surge toward the narrator; her shoes fall off; another student
(one who loves cats) picks up the narrator’s shoes; the cats move toward him; he is delighted.
. . . Tigger and Max were following me to school. Other cats joined in as well. . . . When I reached the school building . . . SLAM! WHACK! “Meeyow!”
The door closed and every single cat flew and hit the door.
o
o

Uses dialogue and description to develop experiences and events or show the responses of characters to situations.
I felt like a rollercoaster zooming past the crowded line that was waiting for their turn . . .
Whew! Glad that’s over! I thought.
“Awww! Look at all the fuzzy kitties! They’re sooo cute! Mrs. Miller, can I pet them? Cade asked, adorably.
o
o
o

Uses a variety of transitional words and phrases to manage the sequence of events.
When I started out the door . . . As I walked on . . . When I reached the school building . . .
o

Uses concrete words and phrases and sensory details to convey experiences and events precisely.
The shoes were a nice shade of violet and smelled like catnip. I found that out because my cats, Tigger and Max, were rubbing on my legs, which
tickled.
“Awww! Look at all the fuzzy kitties! They’re sooo cute! . . .
o
o

Provides a conclusion that follows from the narrated experiences or events.
o

The narrator describes Cade earlier in the piece as a student obsessed with cats. The story concludes logically because such a character
would likely be pleased with the effects of wearing catnip-scented shoes.
Demonstrates exemplary command of the conventions of standard written English.
Page 27 of 30
Grade 4
Appendix I: 4th Grade Writing Rubric – Narrative
Common Core
State Standards
Focus/Context
CCSS*:
- Writing –
3a; 4
Organization
CCSS:
- Writing –
3c; 3e; 4
❹ Above Grade Level
Language
CCSS:
Writing –
3d
- Language –
1; 2
❷ Approaching Grade Level
❶ Below Grade Level
Orient the reader by establishing a
situation and introducing a
narrator and/or characters;
organize an event sequence that
unfolds naturally.

Orients the reader by establishing a
situation and introducing a narrator
and/or characters; organizes an event
sequence that unfolds naturally.

Establish a situation and
introduce a narrator and/or
characters; organize an event
sequence that unfolds naturally.

May establish a situation and
introduce a narrator and/or
characters; Attempts to
organize an event sequence
that unfolds naturally.

Use a variety of transitional words,
phrases, and clauses to manage the
sequence of events.
Provide a conclusion that follows
from the narrated experiences or
events.

Uses a variety of transitional words,
phrases, and clauses to manage the
sequence of events.
Provide a conclusion that follows
from the narrated experiences or
events.

Use temporal words and phrases
to signal event order.
Provide a sense of closure.

May use temporal words and
phrases to signal event order.
May or may not include a
conclusion.
Use narrative techniques, such as
dialogue, description, and pacing, to
develop experiences and events or
show the responses of characters to
situations.

Uses narrative techniques, such as
dialogue, description, and pacing, to
develop experiences and events or
show the responses of characters to
situations.

Use dialogue and descriptions of
actions, thoughts, and feelings to
develop experiences

Attempts to use dialogue and
description to develop
experiences and events or
show the responses of
characters to situations.

Demonstrates grade level appropriate
conventions; errors are minor and do
not obscure meaning.
Demonstrates understanding of
figurative language, word
relationships, and nuances in word
meanings.

Demonstrates some grade level
appropriate conventions, but
errors may obscure meaning.
Uses concrete words and phrases
experiences and events

Demonstrates little grade
level appropriate
conventions, errors obscure
meaning.
Attempts to use concrete
words and phrases and
sensory details to convey
experiences and events
precisely.


Details
CCSS:
- Writing –
3b;
❸ At Grade Level

 Demonstrates grade level
appropriate conventions; errors are
minor and do not obscure meaning
 Demonstrate understanding of
figurative language, word
relationships, and nuances in word
meanings.






Page 28 of 30
Grade 4
Appendix J: 4th Grade Writing Rubric – Opinion / Argument
Common Core
State Standards
Focus/Opinion
CCSS*:
Writing – 1a
Writing – 1b
Writing - 4
Organization
CCSS:
Writing – 1a
Writing – 1c
Writing – 1d
Writing – 4
Support/ Evidence
CCSS:
Reading
Inform. Text – 1
Writing – 1b
Writing – 9b
Language
CCSS:
- Language– 1
- Language – 2
❷ Approaching Grade Level
❶ Below Grade Level
 Responds skillfully to all parts
of the prompt
 States an opinion that
demonstrates an insightful
understanding of topic/text
❹ Above Grade Level
 Responds to all parts of the
prompt
demonstrates an
 Responds to most parts of the
prompt
demonstrates limited
 Responds to some or no parts
of the prompt
 Does not state an opinion
and/or demonstrates little to
no understanding of topic/text
 Organizes ideas and
information into purposeful,
coherent paragraphs that
include an elaborated
introduction with clear thesis,
structured body, and
insightful conclusion
 Uses linking words, phrases,
and clauses skillfully to
connect reasons to opinion
 Supports opinion skillfully
with substantial and relevant
facts, details, and/or reasons
 Provides insightful
explanation/analysis of how
evidence supports opinion
information into logical
introductory, body, and
concluding paragraphs
 Uses linking words and
phrases appropriately to
connect reasons to opinion
information in an attempted
paragraph structure that
includes a sense of
introduction, body and
conclusion
 Uses some linking words
and/or phrases to connect
reasons to opinion but
simplistically
 Supports opinion with
minimal and/or irrelevant
facts, details, and/or reasons
 Provides some explanation/
analysis of how evidence
supports opinion
 Does not organize ideas and
information coherently due to
lack of paragraph structure
and/or a missing introduction,
body, or conclusion
 Uses no linking words or
phrases
 Uses some repetitive yet
correct sentence structure
 Demonstrates some grade
level appropriate conventions,
but errors obscure meaning
 Does not demonstrate
sentence mastery
 Demonstrates limited
understanding of grade level
appropriate conventions, and
errors interfere with the
meaning
 Uses no academic or domainspecific vocabulary
 Uses purposeful, correct, and
varied sentence structures
 Demonstrates creativity and
flexibility when using
conventions (grammar,
punctuation, capitalization,
and spelling) to enhance
meaning
 Uses precise and
sophisticated academic and
domain-specific vocabulary
appropriate for the audience
and purpose
❸ At Grade Level

Supports opinion with
relevant facts, details, and/or
reasons
 Provides clear explanation/
analysis of how evidence
supports opinion
 Uses correct and varied
sentence structures
 Demonstrates grade level
appropriate conventions;
errors are minor and do not
obscure meaning
 Uses academic and domainspecific vocabulary
appropriate for the audience
and purpose
 Uses limited academic and/or
domain-specific vocabulary
for the audience and purpose

Does not support opinion
with facts, details, and/or
reasons
 Provides no or inaccurate
explanation/analysis of how
evidence supports opinion
Page 29 of 30
Grade 4
REFERENCES:
COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE AND TECHNICAL SUBJECTS, SEPTEMBER 2010
COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE AND TECHNICAL SUBJECTS. APPENDIX A: RESEARCH
SUPPORTING KEY ELEMENTS OF THE STANDARDS. GLOSSARY OF KEY TERMS, SEPTEMBER 2010
COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE AND TECHNICAL SUBJECTS. APPENDIX B: TEXT
EXEMPLARS AND SAMPLE PERFORMANCE TASKS, SEPTEMBER 2010
COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE AND TECHNICAL SUBJECTS. APPENDIX C: SAMPLES OF
STUDENT WRITING, SEPTEMBER 2010
CONTINUUM OF LITERACY LEARNING, FONTAS AND PINNELL . HEINEMANN PUBLISHING. JUNE 2010.
MASSACHUSETTS CURRICULUM FRAMEWORK FOR ENGLISH LANGUAGE ARTS AND LITERACY Grades Pre-Kindergarten to 12, Incorporating the Common Core
State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects, March 2011
PARCC MODEL CONTENT FRAMEWORKS, ENGLISH LANGUAGE ARTS. GRADES 3-11, VERSION 2.0. AUGUST 2012
READING TEACHER’S BOOK OF LISTS (THIRD EDITION); FRY, EDWARD; KRESS, JACQUELINE; FOUNTOUKIDIS, DONA. PRENTICE HALL. ENGLEWOOD CLIFFS, NEW JERSEY,
1993.
USING RUBRICS TO IMPROVE STUDENT WRITING: 4TH GRADE. NEW STANDARDS. NATIONAL CENTER ON EDUCATION AND THE ECONOMY AND THE UNIVERSITY OF
PITTSBURGH, 2004.
WRITING STANDARDS IN ACTION: OPINION/ARGUMENT: MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION, APRIL 2013.
HTTP://WWW.DOE.MASS.EDU/CANDI/WSA/GRADE5.HTML?TYPE=NA
Page 30 of 30

Grade 4 - Holyoke Public Schools

Transcription

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