TULSA PUBLIC SCHOOLS
Reading/Language Arts Pacing Calendar
Grade 4
1st Quarter
Unit 1
READING/LITERATURE: APPLY A WIDE RANGE OF STRATEGIES TO COMPREHEND, INTERPRET, EVALUATE, APPRECIATE, AND RESPOND TO A WIDE VARIETY OF TEXTS
- 1.1 Vocabulary: Develop and expand knowledge of words and word meanings to increase vocabulary: Words in context: Use context clues (the meaning of multiple meaning words as well as other unfamiliar words)
- 1.4b Vocabulary: Develop and expand knowledge of words and word meanings to increase vocabulary: Using resource materials: Determine the meanings and pronunciations of unknown words by using a glossary and/or dictionary
- 3.1a Comprehension/critical literacy: Interact with the words and concepts in a text to construct an appropriate meaning: Literal understanding: Use prereading strategies independently to preview, activate prior knowledge, predict content of text, formulate questions that might be answered in the text, establish and adjust purposes for reading (e.g., to find out, to understand, to enjoy, to solve problems)
- 3.1c Comprehension/critical literacy: Interact with the words and concepts in a text to construct an appropriate meaning: Literal understanding: Identify and explain the differences in fiction and nonfiction text
- 5.1b Research and information: Conduct research and organize information: Accessing information: Select the best source for a given purpose: Identify key words to be used in searching for resources and information
- 5.1d Research and information: Conduct research and organize information: Accessing information: Select the best source for a given purpose: Use text formats and organization as an aid in constructing meaning from nonfiction (expository) text (e.g., heading, subheading, bold print, and italics)
- 5.1e Research and information: Conduct research and organize information: Accessing information: Select the best source for a given purpose: Locate information in reference texts by using organizational features, such as prefaces and appendixes
Unit 2
READING/LITERATURE: APPLY A WIDE RANGE OF STRATEGIES TO COMPREHEND, INTERPRET, EVALUATE, APPRECIATE, AND RESPOND TO A WIDE VARIETY OF TEXTS
- 3.1b Comprehension/critical literacy: Interact with the words and concepts in a text to construct an appropriate meaning: Literal understanding: Read and comprehend poetry, fiction, and nonfiction that is appropriately designed for fourth grade
- 3.3a Comprehension/critical literacy: Interact with the words and concepts in a text to construct an appropriate meaning: Summary and generalization: Paraphrase by recognizing main ideas, key concepts, key actions, and supporting details in fiction and nonfiction to recall, inform, or organize ideas
- 3.3b Comprehension/critical literacy: Interact with the words and concepts in a text to construct an appropriate meaning: Summary and generalization: Support ideas, arguments, and generalizations by reference to evidence in the text
- 3.3c Comprehension/critical literacy: Interact with the words and concepts in a text to construct an appropriate meaning: Summary and generalization: Represent text information in different ways such as in outline, timeline, or graphic organizer
- 3.4a Comprehension/critical literacy: Interact with the words and concepts in a text to construct an appropriate meaning: Analysis and evaluation: Evaluate new information and hypotheses by testing them against known information and ideas
- 3.4c Comprehension/critical literacy: Interact with the words and concepts in a text to construct an appropriate meaning: Analysis and evaluation: Identify fact/opinion and cause/effect in various texts
- 3.5b Comprehension/critical literacy: Interact with the words and concepts in a text to construct an appropriate meaning: Monitoring and correction strategies: Predict, monitor, and cross-check using semantic, syntactic, and graphophonic cues
Grade 4 Pacing Calendar/Non-Tested Objectives
Language Arts
First Quarter
Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.
Standard 2: Fluency – The student will identify words rapidly so that attention is directed at the meaning of the text.
- 1. Read aloud regularly in independent-level texts (texts in which no more than1 in 20 words is difficult for the reader) fluently and accurately, and with appropriate rate, change in voice, and expression.
- 3. Increase silent reading speed through daily independent reading.
Standard 3: Comprehension/Critical Literacy – The student will interact with the words and concepts in a text to construct an appropriate meaning.
- 2. Inferences and Interpretation
- a. Participate in creative responses to text (i.e., art, drama, and oral presentation).
Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in written modes for a variety of purposes and audiences.
Standard 1: Writing Process – The student will use the writing process to write coherently.
- 1. Use a variety of prewriting activities such as brainstorming, clustering, illustrating, webbing and graphic organizers.
- 4. Share writing with peers and adults.
Standard 2: Modes and Forms of Writing – The student will communicate through a variety of written forms and for various purposed and to a specific audience or person.
- 1. Write narrative, descriptive, expository, and persuasive paragraphs and longer compositions that:
- a. have topic sentences.
- b. use concrete sensory supporting details.
- 3. Write personal, persuasive, formal, business letters, thank-you notes, and invitations including, the date, greeting, body, closing, and signature.
- 4. Write informational pieces with multiple paragraphs that:
- g. use correct indention at the beginning of paragraphs.
- 6. Write summaries based upon the main idea of a reading selection and its most significant details.
Standard 3: Usage and Mechanics – The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revising and editing stages of writing.
- 1. Grammar/Usage: Students are expected to recognize and use nouns, pronouns, verbs, adjectives, adverbs, and conjunctions correctly in their writing.
- a. Singular and plural forms of nouns
- b. Singular and plural possessive nouns
- g. Subject-verb agreement
- 2. Mechanics: Students are expected to demonstrate appropriate language mechanics in writing.
- a. Capitalize correctly geographical names, holidays, dates, proper nouns, book titles, titles of respect, sentences, and quotations
- b. Capitalize correctly familial relations, proper adjectives, and conventions of letter writing.
- c. Indent correctly at the beginning of each paragraph.
- d. Observe left hand and right hand margins.
- 3. Punctuation: Students are expected to demonstrate appropriate punctuation in writing.
- 4. Sentence Structure: The student will demonstrate appropriate sentence structure in writing.
- c. Correct sentence fragments and run-ons.
- 5. Spelling: Students are expected to demonstrate appropriate application of spelling knowledge to the revising and editing stages of writing.
- b. Spell homophones correctly according to usage (e.g., to, too, two; there, their, they’re).
- c. Use more complex patterns in producing conventional spellings (e.g., ought = brought, fought; urse = nurse, purse).
- 6. Handwriting: Students are expected to demonstrate appropriate handwriting in the writing process.
- Example: Use handwriting/penmanship to copy and/or compose text, writing smoothly and legibly in cursive, forming letters and words that can be read by others.
Oral Language/Listening and Speaking: The student will demonstrate thinking skills in listening and speaking.
Standard 1: Listening: The student will listen for information and for pleasure.
- 1. Listen to directions and questions and respond appropriately.
- 3. Listen and respond to teacher-read stories.
Standard 2: Speaking – The student will express ideas and opinions in group or individual situations.
- 5. Engage the audience with appropriate words, facial expressions, gestures, and eye contact.
Standard 3: Group Interaction – The student will use effective communication strategies in pairs and small group context.
- 1. Show respect and consideration for others in verbal and physical communication.
Visual Literacy: The student will interpret, evaluate, and compose visual messages.
Standard 2: Evaluate Media – The student will evaluate visual and electronic media, such as film, as compared with print messages.
- 3. Listen to, view, or read literature which tells of characters in American and other cultures.
- 4. Make connections between illustrations and print.
2nd Quarter
Unit 3
READING/LITERATURE: APPLY A WIDE RANGE OF STRATEGIES TO COMPREHEND, INTERPRET, EVALUATE, APPRECIATE, AND RESPOND TO A WIDE VARIETY OF TEXTS
- 1.3 Vocabulary: Develop and expand knowledge of words and word meanings to increase vocabulary: Synonyms, antonyms, and homonyms: Apply knowledge of fourth grade level synonyms, antonyms, homonyms, multiple meaning words, and idioms to determine the meanings of words and phrases
- 1.4a Vocabulary: Develop and expand knowledge of words and word meanings to increase vocabulary: Using resource materials: Use a thesaurus to determine related words and concepts
- 4.1a Literature: Read to construct meaning and respond to a wide variety of literary forms: Literary genres: Demonstrate knowledge of an appreciation for various forms (genres) of literature: Identify the defining characteristics of a variety of literary genres and forms (e.g., contemporary realistic fiction, historical fiction, nonfiction, modern fantasy, poetry, drama, legends, myths, biography, autobiographies, and traditional stories such as fairy tales and fables)
- 4.1b Literature: Read to construct meaning and respond to a wide variety of literary forms: Literary genres: Demonstrate knowledge of an appreciation for various forms (genres) of literature: Read and construct meaning from a variety of genres
- 4.3a Literature: Read to construct meaning and respond to a wide variety of literary forms: Figurative language and sound devices: Identify figurative language and sound devices in writing and how they affect the development of a literary work: Interpret poetry and recognize poetic styles (e.g., rhymed, free verse, and patterned [cinquain, diamante])
- 4.3b Literature: Read to construct meaning and respond to a wide variety of literary forms: Figurative language and sound devices: Identify figurative language and sound devices in writing and how they affect the development of a literary work: Define figurative language, such as similes, metaphors, hyperboles, or personification, and identify its use in literary works: Simile - a comparison that uses like or as; metaphor - an implied comparison; hyperbole - an exaggeration for effect; personification - a description that represents a thing as a person
Unit 4
READING/LITERATURE: APPLY A WIDE RANGE OF STRATEGIES TO COMPREHEND, INTERPRET, EVALUATE, APPRECIATE, AND RESPOND TO A WIDE VARIETY OF TEXTS
- 1.2a Vocabulary: Develop and expand knowledge of words and word meanings to increase vocabulary: Affixes, roots, and derivatives: Interpret new words by analyzing the meaning of prefixes and suffixes
- 1.2b Vocabulary: Develop and expand knowledge of words and word meanings to increase vocabulary: Affixes, roots, and derivatives: Use knowledge of root words (e.g., snow, snowbound, snowdrift) and word parts (therm = heat) derived from Greek and Latin to analyze the meaning of complex words (thermometer)
- 3.2a Comprehension/critical literacy: Interact with the words and concepts in a text to construct an appropriate meaning: Inferences and interpretation: Use prior knowledge and experience to make inferences and support them with information presented in text
- 3.2b Comprehension/critical literacy: Interact with the words and concepts in a text to construct an appropriate meaning: Inferences and interpretation: Make interpretations and draw conclusions from fiction and nonfiction text beyond personal experience
- 4.2c Literature: Read to construct meaning and respond to a wide variety of literary forms: Literary elements: Demonstrate knowledge of literary elements and techniques and how they affect the development of a literary work: Identify themes that occur across literary works
- 4.4 Literature: Read to construct meaning and respond to a wide variety of literary forms: Literary works: Read and respond to historically and culturally significant works of literature, compare and contrast story elements from tales of different cultures (e.g., compare/contrast adventures of character types, setting, theme)
Grade 4 Pacing Calendar/Non-Tested Objectives
Language Arts
Second Quarter
Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.
Standard 2: Fluency – The student will identify words rapidly so that attention is directed at the meaning of the text.
- 2. Read aloud regularly in instructional-level texts that are challenging yet manageable (texts in which no more than 1 in 10 words is difficult for the reader: a “typical” fourth grader reads approximately 95 words per minute).
Standard 3: Comprehension/Critical Literacy – the student will interact with the words and concepts in a text to construct an appropriate meaning.
- 4. Analysis and Evaluation
- b.Compare and contrast information on the same topic after reading several passages or articles.
Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in written modes for a variety of purposes and audiences.
Standard 1: Writing Process – The student will use the writing process to write coherently.
- 3. Revise selected drafts by adding, elaborating, deleting, combining, and rearranging text.
- 4. Edit drafts to ensure standard usage, mechanics, spelling, and varied sentence structure.
Standard 2: Modes and Forms of Writing – The student will communicate through a variety of written forms and for various purposes and to a specific audience or person.
- 1. Write narrative, descriptive, expository, and persuasive paragraphs and longer compositions that:
- c. provide a context to allow the reader to imagine the event.
- d. support a logical conclusion.
- 2. Write creative stories and poems using figurative language (alliteration, personification, simile, and metaphor) and varied word choice.
- 4. Write informational pieces with multiple paragraphs that:
- d. present important ideas and events in sequence, chronological order, or order of importance.
Standard 3: Grammar/Usage and Mechanics – The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revising and editing stages of writing.
- 1. Grammar/Usage: Students are expected to recognize and use nouns, pronouns, verbs, adjectives, adverbs, and conjunctions correctly in their writing.
- f. Regular, irregular, and helping verbs
- h. Descriptive, comparative, superlative, and demonstrative adjectives
- 3. Punctuation: Students are expected to demonstrate appropriate punctuation in writing.
- d. Apostrophes in contractions and possessives
- e. Commas
- 4. Sentence Structure: The student will demonstrate appropriate sentence structure in writing.
- b. Create interesting sentences using words that describe, explain, or provide additional details and connections, such as adjectives, adverbs, appositives, participial phrases, prepositional phrases, and conjunctions.
- 5. Spelling: Students are expected to demonstrate appropriate application of spelling knowledge to the revising and editing stages of writing.
- d. Use word reference materials including glossary, dictionary, and technology to check correct spelling.
Oral Language/Listening and Speaking: The student will demonstrate thinking skills in listening and speaking.
Standard 1: Listening: The student will listen for information and for pleasure.
- 2. Listen critically and respond appropriately to oral communications.
Standard 2: Speaking: The student will express ideas and opinions in group or individual situations.
- 1. Speak articulately and audibly before a group using appropriate delivery (enunciation, volume, and movement) and language skills (pronunciation, word choice, and usage).
- 4. Emphasize points in ways that help the listener or viewer to follow important ideas and concepts (e.g., pausing, hand gestures, inflection, volume, body language).
Standard 3: Group Interaction – The student will use effective communication strategies in pairs and small group context.
- 3. Participate in story telling, give oral book reports, and present poems, stories, plays, and pantomime.
3rd Quarter
Unit 5
READING/LITERATURE: APPLY A WIDE RANGE OF STRATEGIES TO COMPREHEND, INTERPRET, EVALUATE, APPRECIATE, AND RESPOND TO A WIDE VARIETY OF TEXTS
- 5.1a Research and information: Conduct research and organize information: Accessing information: Select the best source for a given purpose: Understand the organization of and access information from a variety of sources including dictionaries, encyclopedias, atlases, almanacs, tables of contents, glossaries, and indexes
- 5.1c Research and information: Conduct research and organize information: Accessing information: Select the best source for a given purpose: Cite information sources appropriately
- 5.1f Research and information: Conduct research and organize information: Accessing information: Select the best source for a given purpose: Continue to use test-taking strategies by answering different levels of questions, such as open-ended, literal, and interpretive, as well as multiple choice, true/false, and short answer
- 5.2b Research and information: Conduct research and organize information: Interpreting information: Analyze and evaluate information from a variety of sources: Take notes to paraphrase or summarize information
- 5.2c Research and information: Conduct research and organize information: Interpreting information: Analyze and evaluate information from a variety of sources: Locate, organize, and synthesize information from a variety of print, nonprint and technological resources (e.g., dictionaries, reference books, atlases, magazines, informational texts, thesaurus, and technology/Internet)
Unit 6
READING/LITERATURE: APPLY A WIDE RANGE OF STRATEGIES TO COMPREHEND, INTERPRET, EVALUATE, APPRECIATE, AND RESPOND TO A WIDE VARIETY OF TEXTS
- 3.2 Comprehension/critical literacy: Interact with the words and concepts in a text to construct an appropriate meaning: Inferences and interpretation: Make inferences and draw conclusions about characters' qualities and actions (i.e., based on knowledge of plot, setting, characters' motives, characters' appearances, and other characters' responses to a character)
- 3.4b Comprehension/critical literacy: Interact with the words and concepts in a text to construct an appropriate meaning: Analysis and evaluation: Compare and contrast information on the same topic after reading several passages or articles
- 3.4d Comprehension/critical literacy: Interact with the words and concepts in a text to construct an appropriate meaning: Analysis and evaluation: Analyze and explain the causes, motivations, sequences, and results of events from a text
- 4.2a Literature: Read to construct meaning and respond to a wide variety of literary forms: Literary elements: Demonstrate knowledge of literary elements and techniques and how they affect the development of a literary work: Identify the main events of the plot, including their causes and effects of each event on future actions, and the major theme from the story
- 4.2b Literature: Read to construct meaning and respond to a wide variety of literary forms: Literary elements: Demonstrate knowledge of literary elements and techniques and how they affect the development of a literary work: Identify the purposes of different types of texts (e.g., to inform, to explain, to entertain)
- 4.2d Literature: Read to construct meaning and respond to a wide variety of literary forms: Literary elements: Demonstrate knowledge of literary elements and techniques and how they affect the development of a literary work: Use knowledge of the situation, setting, a character's traits, motivations, and feelings to determine the causes for that character's action
Grade 4 Pacing Calendar/Non-Tested Objectives
Language Arts
Third Quarter
Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.
Standard 3: Comprehension/Critical Literacy – The student will interact with the words and concepts in a text to construct an appropriate meaning.
- 5. Monitoring and Correction Strategies
- a. Monitor own reading and modify strategies as needed (e.g., recognizes when he or she is confused by a section of text, questions whether the text makes sense, rereading).
Standard 5: Research and Information – The student will conduct research and organize information.
- 2. Interpreting Information – Analyze and evaluate information from a variety of sources.
- a. Identify a research question and appropriate sources to answer that question.
- d. Report on the findings of research in a variety of formats including written, oral, and/or visual presentations.
Writing Grammar/Usage and Mechanics: The student will express ideas effectively in written modes for a variety of purposes and audiences.
Standard 1: Writing Process – The student will use the writing process to write coherently.
- 2. Select a focus and an organizational structure based upon purpose, audience, length, and required format and write one or more drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs into longer text.
Standard 2: Modes and Forms of Writing – The student will communicate through a variety of written forms and for various purposes and to a specific audience or person.
- 4. Write informational pieces with multiple paragraphs that:
- a. provide an introductory paragraph that asks a central question about an idea or issue.
- b. establish and support a central theme or idea with a topic sentence.
- e. provide details and transitions to link paragraphs.
- h. use more than one source of information, including speakers, newspapers, media sources, and online information.
Standard 3: Grammar/Usage and Mechanics – The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revising and editing stages of writing.
- 1. Grammar/Usage: Students are expected to recognize and use nouns, pronouns, verbs, adjectives, adverbs, and conjunctions correctly in their writing.
- c. Subject, object, reflexive, and possessive pronouns
- d. Subject, direct object, and object of prepositions
- e. Present, past, future, and present perfect verb tenses
- i. Time, place, and manner adverbs
- j. Comparative forms of adverbs
- 3. Punctuation: Students are expected to demonstrate appropriate punctuation in writing.
- a. Parentheses
- b. Quotation marks
- 4. Sentence Structure: The student will demonstrate appropriate sentence structure in writing.
- a. Use simple, compound, and complex sentences appropriately in writing.
- 5. Spelling: Students are expected to demonstrate appropriate application of spelling knowledge to the revising and editing stages of writing.
- c. Spell correctly roots, inflections (e.g., -s/es, -ing, -ly, -er), suffixes (e.g., -ment, -ness, -able, -sion, -tion), and prefixes (e.g., dis-, in-, un-, re-, mis-, pre-).
Oral Language/Listening and Speaking: The student will demonstrate thinking skills in listening and speaking.
Standard 2: Speaking – The student will express ideas and opinions in group or individual situations.
- 2. Present effective introductions and conclusions that guide and inform the listener’s understanding of important ideas and details.
Visual Literacy: The student will interpret, evaluate, and compose visual messages.
Standard 2: Evaluate Media – The student will evaluate visual and electronic media, such as film, as compared with print messages.
- 1. Interpret and describe important events and ideas gathered from maps, charts, graphics, video segments, or technology presentations.
- 2. Compare and contrast print, visual, and electronic media, such as film, with a written story.
Grade 4 Pacing Calendar/Non-Tested Objectives
Language Arts
Fourth Quarter
Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in written modes for a variety of purposes and audiences.
Standard 1: Writing Process – The student will use the writing process to write coherently.
- 6. Use common organizational structures for providing information in writing, such as chronological order (beginning, middle, and end), cause/effect, or similarity and difference, and posing and answering questions.
Standard 2: Modes and Forms of writing – The student will communicate through a variety of written forms and for various purposes and to a specific audience or person.
- 4. Write informational pieces with multiple paragraphs that:
- c. include supporting paragraphs with simple facts, details, and explanations for focus.
- f. conclude with a paragraph that summarizes the points.
- 5. Write responses to literature that:
- a. demonstrate an understanding of a literary work.
- b. support judgements through references to both the text and prior knowledge.
Standard 3: Grammar/Usage and Mechanics – The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revising and editing stages of writing.
- 3. Punctuation: Students are expected to demonstrate appropriate punctuation in writing.
Oral Language/Listening and Speaking: The student will demonstrate thinking skills in listening and speaking.
Standard 2: Speaking – The student will express ideas and opinions in group or individual situations.
- 3. Use traditional structures for conveying information, including cause and effect, similarity and difference, and posing and answering a question.
Standard 3: Group Interaction – The student will use effective communication strategies in pairs and small group context.
- 2. Demonstrate thinking skills in listening, speaking, reading, and writing. For example, students are expected to gather information, organize and analyze it, and generate simple written or oral report.
Visual Literacy: The student will interpret, evaluate, and compose visual messages.
Standard 1: Interpret Meaning – The student will interpret and evaluate the various ways visual image-makers, including graphic artists, illustrators, and news photographers, represent meaning and distinguish fact, opinion, and fiction in print and non-print media.
Standard 3: Compose Visual Messages – The student will create a visual message that effectively communicates and idea, selects, organizes, or produces visuals to complement and extend ideas (e.g., book posters, multimedia projects, books, or advertisements).
Revised 7/10/06