4th Grade Pacing Guide August 2007 Page 1 of

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					                                               4th Grade Pacing Guide
                                                    August 2007
                                                      Page 1 of 7

4th Grade Pacing Guide
          Red= most frequently assessed
          Blue = high importance
          Green = from D11 eskills, common word lists, or other documents

Note: The 4th Grade Pacing Guide shows the dramatic shift in the CBLA proficiencies and the increased rigor from the 3rd
Grade. The CBLA proficiencies at 4th Grade are the 4th Grade Reading Standards and Frameworks. Therefore, we no
longer see the Five Components of Reading Instruction from the earlier years. However, “Fluency” is still emphasized in
every month because of the research showing that Fluency impacts comprehension. In addition, Vocabulary is captured
under Standard and framework 1h; the Pacing Guides incorporate the instruction from the D11 Common Word Lists and
those expectations in each quarter. In addition, Vocabulary development is a non-negotiable school-wide effort.

                                                             August
Fluency                                                          Writing
Use word recognition skills, strategies (e.g., predict) and      Writes for a variety of purposes
resources to include, context clues, phonemic awareness,
and structural analysis to decode. Apply word attack to          Narrative writing sample scored on the D11 rubric
read new and unfamiliar words.
Fourth grade students will read all Kindergarten words,          Expository writing sample scored on the D11 rubric
First Grade words, Second Grade words,
Third Grade words and: At the end of quarter one, students Go to 4th/5th Grade Rubric
will be able to read 50 of D11 sight words. At the end of
quarter two, students will be able to read 100 of D11 sight      State Standards and Frameworks for Writing:
words.                                                           Standard 2:
Standard 1 Comprehension Students read and                       a. Generate topics and develop ideas for a variety of
understand a variety of materials.                               writing purposes (for example, telling a story, publishing a
1.b Summarize long text passages.                                class newsletter, writing a letter to an adult, writing a book
1.c Identify supporting details and main idea.                   report, creating a play, introducing a speaker or an event).
1.d Draw inferences using contextual clues.                      b. Organize their writing.
1.e Identify sequential order in expository text.                c. Choose vocabulary that communicates their messages
1.h Use word recognition skills and resources (for example, clearly and precisely.
phonics, context clues, picture clues, reference guides,         d. Plan, draft, revise and editing writing
roots, prefixes and suffixes of words) for comprehension.        e. Create readable documents with legible handwriting at
(Students will understand and generate vocabulary                the appropriate time.
specific to content. Students will use a range of
strategies to build oral and reading vocabulary to               Standard 3:
include sight words and multi-syllabic words)                    a. Know and use correct subject/verb agreement.
Standard 4 Thinking Skills Students apply thinking skills        b. Know and use correct modifiers.
to their reading, speaking, listening, and viewing.              c. Know and use correct capitalization, punctuation, and
4.a Determine author’s purpose.                                  abbreviations.
4.d Make predictions and draw conclusions about stories.         d. Spell frequently used words using phonics rules and
Standard 5 Research Students read to locate, select, and         exceptions.
make use of relevant information from a variety of media,        e. Write in complete sentences.
references, and
technological sources.
5.a Use organizational features of printed text (for example,
page numbering, alphabetizing, glossaries, chapter
heading, table of contents, indexes, captions) to locate
information.
5.d Sort information as it relates to a specific topic or
purpose
Standard 6 Literature Students read and recognize
literature as a record of human experience.
6.b Identify setting, plot, character, problem, and solution.
6.c Use new vocabulary from literature in another context.

                                                          September
Reading                                                         Writing
Fluency                                                         Writes for a variety of purposes
Use word recognition skills, strategies (e.g., predict) and
resources to include, context clues, phonemic awareness,        Generate topics and develop ideas for variety of purposes
and structural analysis to decode. Apply word attack to         and audiences.
read new and unfamiliar words.                                  Address authentic audiences by publishing a class
Fourth grade students will read all Kindergarten words,         newsletter, writing a letter to an adult, writing a book report,
First Grade words, Second Grade words,                          etc.
Third Grade words and: At the end of quarter one, students
will be able to read 50 of D11 sight words. At the end of       When given a prompt or assignment, students will use a
quarter two, students will be able to read 100 of D11 sight     writing process
words.
                                               4th Grade Pacing Guide
                                                    August 2007
                                                      Page 2 of 7

Standard 1: Comprehension                                         Conventions, mechanics, grammar
1.b Summarize long text passages.
1.c Identify supporting details and main idea.                    Write complete sentences
1.d Draw inferences using contextual clues.                       Know subject/verb agreement
1.e Identify sequential order in expository text.                 Spell frequently used words correctly
1.h Use word recognition skills and resources (for example,       Use upper and lower case letters correctly
phonics, context clues, picture clues, reference guides,          Use punctuation correctly
roots, prefixes and suffixes of words) for comprehension.
(Students will understand and generate vocabulary                 End of September: students will do another writing sample
specific to content. Students will use a range of                 using a narrative prompt.
strategies to build oral and reading vocabulary to
include sight words and multi-syllabic words)                     Go to 4th/5th Grade Rubric
Standard 4: Thinking Skills
4.c Differentiate fact from opinion.
4.d Make predictions and draw conclusions about stories.
Standard 5: Research
5.a Use organizational features of printed text (for example,
page numbering, alphabetizing, glossaries, chapter
heading, table of contents, indexes, captions) to locate
information.
5.d Sort information as it relates to a specific topic or
purpose.
Standard 6: Literature
6.b Identify setting, plot, character, problem, and solution.
6.c Use new vocabulary from literature in another context.

                                                            October
Reading                                                          Writing
Fluency                                                          Writes for a variety of purposes
Use word recognition skills, strategies (e.g., predict) and
resources to include, context clues, phonemic awareness,         When given a prompt for new writing, students will use the
and structural analysis to decode.Apply word attack to read writing process: plan, draft, revise, edit.
new and unfamiliar words.
.(Students will understand and generate vocabulary               Generate topics and develop ideas for variety of purposes
specific to content. Students will use a range of                and audiences.
strategies to build oral and reading vocabulary to               Address authentic audiences by publishing a class
include sight words and multi-syllabic words) Fourth             newsletter, writing a letter to an adult, writing a book report,
grade students will read all Kindergarten words, First           etc.
Grade words, Second Grade words, Third Grade words
and: At the end of quarter two, students will be able to read    Conventions, mechanics, grammar
100 of D11 sight words.
                                                                 Write complete sentences sentences
Standard 1: Comprehension                                        Know subject/verb agreement
1.b Summarize long text passages.                                Spell frequently used words correctly
1.c Identify supporting details and main idea.                   Use upper and lower case letters correctly
1.d Draw inferences using contextual clues.                      Use punctuation correctly
1.e Identify sequential order in expository text.
1.h Use word recognition skills and resources (for example, End of October: students will write a fully developed
phonics, context clues, picture clues, reference guides,         expository paragraph.
roots, prefixes and suffixes of words) for comprehension.
(Students will understand and generate vocabulary                Go to 4th/5th Grade Rubric
specific to content. Students will use a range of
strategies to build oral and reading vocabulary to
include sight words and multi-syllabic words)
Standard 4: Thinking Skills
4.a Determine author’s purpose.
4.c Differentiate fact from opinion.
4.d Make predictions and draw conclusions about stories.
4f Recognize the author’s point of view.
Standard 5: Research
5.a Use organizational features of printed text (for example,
page numbering, alphabetizing, glossaries, chapter
heading, table of contents, indexes, captions) to locate
information.
5.c Take notes, outline, and identify main ideas in resource
materials.
5.d Sort information as it relates to a specific topic or
purpose.
5.f Select appropriate definitions from the dictionary,
                                                4th Grade Pacing Guide
                                                     August 2007
                                                       Page 3 of 7

glossaries, and other sources.
Standard 6: Literature
6.b Identify setting, plot, character, problem, and solution.
6.c Use new vocabulary from literature in another context.

                                                              November
Reading                                                            Writing
Fluency                                                            Writes for a variety of purposes
Use word recognition skills, strategies (e.g., predict) and
resources to include, context clues, phonemic awareness,           When given a prompt for new writing, students will use the
and structural analysis to decode. Apply word attack to            writing process: plan, draft, revise, edit.
read new and unfamiliar words.
(Students will understand and generate vocabulary                  Generate topics and develop ideas for variety of purposes
specific to content. Students will use a range of                  and audiences.
strategies to build oral and reading vocabulary to                 Address authentic audiences by publishing a class
include sight words and multi-syllabic words) Fourth               newsletter, writing a letter to an adult, writing a book report,
grade students will read all Kindergarten words, First             etc.
Grade words, Second Grade words, Third Grade words
and:At the end of quarter two, students will be able to read       Conventions, mechanics, grammar
100 of D11 sight words.
Standard 1: Comprehension                                          Write complete sentences sentences
1.b Summarize long text passages.                                  Know subject/verb agreement
1.c Identify supporting details and main idea.                     Spell frequently used words correctly
1.d Draw inferences using contextual clues.                        Use upper and lower case letters correctly
1.e Identify sequential order in expository text.                  Use punctuation correctly
1.g Use bold print, italics, titles, sub-titles, quotations, and
underlined words to comprehend text.                               End of November: students will write a fully developed
1.h Use word recognition skills and resources (for example, expository essay.
phonics, context clues, picture clues, reference guides,
roots,                                                             Go to 4th/5th Grade Rubric
prefixes and suffixes of words) for comprehension.
(Students will understand and generate vocabulary
specific to content. Students will use a range of
strategies to build oral and reading vocabulary to
include sight words and multi-syllabic words)
Standard 4: Thinking Skills
4.a Determine author’s purpose.
4.c Differentiate fact from opinion.
4.d Make predictions and draw conclusions about stories.
4.e Identify sequential order in expository text.
4f Recognize the author’s point of view.
Standard 5: Research
5.a Use organizational features of printed text (for example,
page numbering, alphabetizing, glossaries, chapter
heading, table of contents, indexes, captions) to locate
information.
5.c Take notes, outline, and identify main ideas in resource
materials.
5.d Sort information as it relates to a specific topic or
purpose.
Standard 6: Literature
6.b Identify setting, plot, character, problem, and solution.
6.c Use new vocabulary from literature in another context.

                                                           December
Reading                                                         Writing
Fluency                                                         Writes for a variety of purposes
Use word recognition skills, strategies (e.g., predict) and
resources to include, context clues, phonemic awareness,        When given a prompt for new writing, students will use the
and structural analysis to decode. Apply word attack to         writing process: plan, draft, revise, edit.
read new and unfamiliar words. . (Students will
understand and generate vocabulary specific to                  Generate topics and develop ideas for variety of purposes
content. Students will use a range of strategies to build and audiences.
oral and reading vocabulary to include sight words and Address authentic audiences by publishing a class
multi-syllabic words) Fourth grade students will read all       newsletter, writing a letter to an adult, writing a book report,
Kindergarten words, First Grade words, Second Grade             etc.
words, Third Grade words and: At the end of quarter two,
students will be able to read 100 of D11 sight words.           Conventions, mechanics, grammar
                                               4th Grade Pacing Guide
                                                    August 2007
                                                      Page 4 of 7

Standard 1: Comprehension
1.b Summarize long text passages.                                Write complete sentences sentences
1.c Identify supporting details and main idea.                   Know subject/verb agreement
1.d Draw inferences using contextual clues.                      Spell frequently used words correctly
1.e Identify sequential order in expository text.                Use upper and lower case letters correctly
1.h Use word recognition skills and resources (for example,      Use punctuation correctly
phonics, context clues, picture clues, reference guides,
roots, prefixes and suffixes of words) for comprehension.        End of December: students will write a fully developed
(Students will understand and generate vocabulary                expository essay.
specific to content. Students will use a range of
strategies to build oral and reading vocabulary to               Go to 4th/5th Grade Rubric
include sight words and multi-syllabic words)
Standard 4: Thinking Skills
4.a Determine author’s purpose.
4.c Differentiate fact from opinion.
4.d Make predictions and draw conclusions about stories.
4.e Identify sequential order in expository text.
4f Recognize the author’s point of view.
Standard 5: Research
5.a Use organizational features of printed text (for example,
page numbering, alphabetizing, glossaries, chapter
heading, table of contents, indexes, captions) to locate
information.
5.b Recognize organizational features of electronic
information (for example, pull-down menus, keyword
searches, and icons) to locate information.
5.d Sort information as it relates to a specific topic or
purpose.
Standard 6: Literature
6.b Identify setting, plot, character, problem, and solution.
6.c Use new vocabulary from literature in another context.
6.d Read and respond to literature as a way to explore the
similarities and differences among stories and the ways in
which those stories reflect the ethnic background of the
author and the culture in which they were written.

                                                            January
Reading                                                         Writing
Fluency                                                         Writes for a variety of purposes
Use word recognition skills, strategies (e.g., predict) and
resources to include, context clues, phonemic awareness,        When given a prompt for new writing, students will use the
and structural analysis to decode. Apply word attack to         writing process: plan, draft, revise, edit.
read new and unfamiliar words.
 (Students will understand and generate vocabulary              Generate topics and develop ideas for variety of purposes
specific to content. Students will use a range of               and audiences.
strategies to build oral and reading vocabulary to              Address authentic audiences by publishing a class
include sight words and multi-syllabic words) Fourth            newsletter, writing a letter to an adult, writing a book report,
grade students will read all Kindergarten words, First          etc.
Grade words, Second Grade words, Third Grade words
and:At the end of quarter three, students will be able to       Conventions, mechanics, grammar
read 150 of D11 sight words.
 Standard 1: Comprehension                                      Write complete sentences sentences
1.b Summarize long text passages.                               Know subject/verb agreement
1.c Identify supporting details and main idea.                  Spell frequently used words correctly
1.e Identify sequential order in expository text.               Use upper and lower case letters correctly
1.f Set a purpose for reading.                                  Use punctuation correctly
1.h Use word recognition skills and resources (for example,
phonics, context clues, picture clues, reference guides,        End of January: students will write a fully developed
roots, prefixes and suffixes of words) for comprehension.       expository essay.
(Students will understand and generate vocabulary
specific to content. Students will use a range of               Go to 4th/5th Grade Rubric
strategies to build oral and reading vocabulary to
include sight words and multi-syllabic words
Standard 4: Thinking Skills
4.a Determine author’s purpose.
4.c Differentiate fact from opinion.
4.e Identify sequential order in expository text.
4f Recognize the author’s point of view.
Standard 5: Research
                                                4th Grade Pacing Guide
                                                     August 2007
                                                       Page 5 of 7

5.a Use organizational features of printed text (for example,
page numbering, alphabetizing, glossaries, chapter
heading, table of contents, indexes, captions) to locate
information.
5.d Sort information as it relates to a specific topic or
purpose.
Standard 6: Literature
6.b Identify setting, plot, character, problem, and solution.
6.c Use new vocabulary from literature in another context.

                                                               February
Reading                                                             Writing
Fluency                                                             Writes for a variety of purposes
Use word recognition skills, strategies (e.g., predict) and
resources to include, context clues, phonemic awareness,            When given a prompt for new writing, students will use the
and structural analysis to decode. Apply word attack to             writing process: plan, draft, revise, edit.
read new and unfamiliar words.
Fourth grade students will read all Kindergarten words,             Generate topics and develop ideas for variety of purposes
First Grade words, Second Grade words, Third Grade                  and audiences.
words and:                                                          Address authentic audiences by publishing a class
At the end of quarter three, students will be able to read          newsletter, writing a letter to an adult, writing a book report,
150 of D11 sight words.                                             etc.
Standard 1: Comprehension
1.b Summarize long text passages.                                   Conventions, mechanics, grammar
1.c Identify supporting details and main idea.
1.d Draw inferences using contextual clues.                         Write complete sentences sentences
1.e Identify sequential order in expository text.                   Know subject/verb agreement
1.f Set a purpose for reading.                                      Spell frequently used words correctly
1.g Use bold print, italics, titles, sub-titles, quotations, and    Use upper and lower case letters correctly
underlined words to comprehend text.                                Use punctuation correctly
1.h Use word recognition skills and resources (for example,
phonics, context clues, picture clues, reference guides,
roots, prefixes and suffixes of words) for comprehension.           Go to 4th/5th Grade Rubric
(Students will understand and generate vocabulary
specific to content. Students will use a range of
strategies to build oral and reading vocabulary to
include sight words and multi-syllabic words
Standard 4: Thinking Skills
4.a Determine author’s purpose.
4.c Differentiate fact from opinion.
4.d Make predictions and draw conclusions about stories.
4f Recognize the author’s point of view.
Standard 5: Research
5.a Use organizational features of printed text (for example,
page numbering, alphabetizing, glossaries, chapter
heading, table of contents, indexes, captions) to locate
information.
5.b Recognize organizational features of electronic
information (for example, pull-down menus, keyword
searches, and
icons) to locate information.
5.d Sort information as it relates to a specific topic or
purpose.
Standard 6: Literature
6.b Identify setting, plot, character, problem, and solution.
6.c Use new vocabulary from literature in another context.

                                                            March
Reading                                                         Writing
Fluency                                                         Writes for a variety of purposes
Use word recognition skills, strategies (e.g., predict) and
resources to include, context clues, phonemic awareness,        When given a prompt for new writing, students will use the
and structural analysis to decode. Apply word attack to         writing process: plan, draft, revise, edit.
read new and unfamiliar words.
Fourth grade students will read all Kindergarten words,         Generate topics and develop ideas for variety of purposes
First Grade words, Second Grade words, Third Grade              and audiences.
words and: At the end of quarter three, students will be        Address authentic audiences by publishing a class
able to read 150 of D11 sight words.                            newsletter, writing a letter to an adult, writing a book report,
                                                4th Grade Pacing Guide
                                                     August 2007
                                                       Page 6 of 7

Standard 1: Comprehension                                          etc.
1.a Use a full range of strategies to comprehend a variety
of texts.                                                          Conventions, mechanics, grammar
1.b Summarize long text passages.
1.c Identify supporting details and main idea.                     Write complete sentences sentences
1.d Draw inferences using contextual clues.                        Know subject/verb agreement
1.e Identify sequential order in expository text.                  Spell frequently used words correctly
1.f Set a purpose for reading.                                     Use upper and lower case letters correctly
1.g Use bold print, italics, titles, sub-titles, quotations, and   Use punctuation correctly
underlined words to comprehend text.
1.h Use word recognition skills and resources (for example,
phonics, context clues, picture clues, reference guides,           Go to 4th/5th Grade Rubric
roots, prefixes and suffixes of words) for comprehension.
(Students will understand and generate vocabulary
specific to content. Students will use a range of
strategies to build oral and reading vocabulary to
include sight words and multi-syllabic words) Fourth
grade students will read all Kindergarten words, First
Grade words, Second Grade words, Third Grade words
and: At the end of quarter three, students will be able to
read 150 of D11 sight words.
Standard 4: Thinking Skills
4.a Determine author’s purpose.
4.c Differentiate fact from opinion.
4.d Make predictions and draw conclusions about stories.
4.e Identify sequential order in expository text.
4f Recognize the author’s point of view.
Standard 5: Research
5.a Use organizational features of printed text (for example,
page numbering, alphabetizing, glossaries, chapter
heading, table of contents, indexes, captions) to locate
information.
5.c Take notes, outline, and identify main ideas in resource
materials.
5.d Sort information as it relates to a specific topic or
purpose.
Standard 6: Literature
6.b Identify setting, plot, character, problem, and solution.
6.c Use new vocabulary from literature in another context.

                                                           4th Quarter
4th Grade CBLA Proficiencies

By the end of 4th grade, students will be fluent readers. The CBLA proficiencies are the assessment objectives from the
CSAP Frameworks in Reading.

4th Quarter of 4th Grade should begin to transition students into the 1st Quarter of the 5th Grade Year.
CBLA Proficiencies for 4th Grade                                 1st Quarter of the 5th Grade
Standard 1: Comprehension                                        1.c Locate and paraphrase the key/main ideas and
a. Use a full range of strategies to comprehend a variety of     supporting details in fiction and non-fiction.
texts, such as non-fiction, rhymes, poems, and stories (for
example, skim and scan, self-monitor for understanding.)         1.h Use word recognition skills and resources (for
b. Summarize long text passages.                                 example, phonics, context clues, picture clues, reference
c. Identify supporting details and main idea.                    guides, roots, prefixes and suffixes of words) for
d. Draw inferences using contextual clues.                       comprehension.
e. Identify sequential order in expository text.
f. Set a purpose for reading.                                    4.d Make predictions and draw conclusions from text in
g. Use bold print, italics, titles, sub-titles, quotations, and  various genre
underlined words to comprehend text.
h. Use word recognition skills and resources (for example,       6.b Identify characters, setting, problem/conflict,
phonics, context clues, picture clues, reference                 action/plot/events, resolution/solution, theme, and
guides, roots, prefixes and suffixes of words) for               sequence in literature.
comprehension.
Standard 4: Thinking Skills                                      6.c Identify characters, setting, problem / conflict,
a. Determine author’s purpose.                                   action/plot/events, resolution/solution, theme, and
b. Use reading to define and solve problems.                     sequence in literature.
c. Differentiate fact from opinion.
d. Make predictions and draw conclusions
e. Identify sequential order in expository text.
                                             4th Grade Pacing Guide
                                                  August 2007
                                                    Page 7 of 7

f. Recognize the author’s point of view.
Standard 5: Research Skills
a. Use organizational features of printed text (for example,
page numbering, alphabetizing, glossaries, chapter
heading, table of contents, indexes, captions) to locate
information.
b. Recognize organizational features of electronic
information (for example, pull-down menus, keyword
searches, and icons) to locate information.
c. Take notes, outline, and identify main ideas in resource
materials.
d. Sort information as it relates to a specific topic or
purpose.
e. Give credit for borrowed information by listing sources.
f. Select appropriate definitions from the dictionary,
glossaries, and other sources.
Standard 6: Literature
a. Read and respond to a variety of literature (for example,
folk tales, legends, myths, fiction, rhymes and poems, non-
fiction).
b. Identify setting, plot, character, problem, and solution.
c. Use new vocabulary from literature in another context.
d. Read and respond to literature as a way to explore the
similarities and differences among stories and the ways in
which those stories reflect the ethnic background of the
author and the culture in which they were written.
he ways in
whic h those stories reflect the ethnic background of the
author and the culture in whic h they were written.

				
DOCUMENT INFO
Description: 4Th Grade Research Essay Rubric document sample