Ela 4th 2017

20162017ScopeandSequenceEnglishLanguageArtsGrade4
43Days
st
1 Cycle
Unit
Aug. 22 Oct. 21, 2016

#ofLessons
CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
Unit1.A:LiteraryText(Fiction)
UnitOverview:During this unit students will use context clues and Greek and Latin roots and affixes to discover the meaning of
unknown words and spell words with more advanced orthographic patterns. Through the genre of Fiction, students will determine the
roles various characters play in the conflict and resolution of the plot, as well as analyze character interactions, in order to make
inferences about them. Students will look for instances of foreshadowing, and explain how incidents in the story give rise to future.
Students will also identify authors craft through inference, and summarize selections. Students will respond to text and create personal
narrative using writing conventions such as subject and predicate focusing on nouns and verbs. Students will brainstorm research
topics and generate open-ended questions.
Unit1.A
SuggestedPacing
LiteraryText(Fiction)
Aug. 22 Sept. Vocabulary

9 (3 weeks)
R ELA.4.2ADetermine the meaning of grade-level academic English words derived from
Sept. 12-13
Latin, Greek, or other linguistic roots and affixes.
Extend Review
Assess Reteach R ELA.4.2BUse the context of the sentence (e.g., in-sentence example or definition) to
determine the meaning of unfamiliar words or multiple meaning words.
LaborDaySept.5
Spelling
R S ELA.4.22A.iSpell words with more advanced orthographic patterns and rules including
plural rules (e.g., words ending in f as in leaf, leaves; adding -es).
R S ELA.4.22A.iiiSpell words with more advanced orthographic patterns and rules including
double consonants in middle of words.
R S ELA.4.22A.vSpell words with more advanced orthographic patterns and rules including
silent letters (e.g., knee, wring).
ComprehensionSkillsS ELA.4.3ASummarize and explain the lesson or message of a work of
fiction as its theme.

R ELA.4.6ASequence and summarize the plot's main events and explain their influence on
future events.
R ELA.4.6BDescribe the interaction of characters including their relationships and the
changes they undergo.S ELA.4.6CIdentify whether the narrator or speaker of a story is first
or third person.
S ELA.4.8AIdentify the author's use of similes and metaphors to produce imagery. Additional
emphasison:
R ELA.4.Fig19DMake inferences about text and use textual evidence to support
understanding.
R ELA.4.Fig19ESummarize information in text maintaining meaning and logical order.
Composition:PersonalNarrative
R ELA.4.17AWrite about important personal experiences.
st
1 Cycle
Unit
43Days
Aug. 22 Oct. 21, 2016
#ofLessons
ELA.4.18CWrite responses to literary or expository texts and provide evidence from the text
to demonstrate understanding.
WrittenConventions
R ELA.4.15CRevise drafts to clarify meaning, enhance style, include simple and
compound sentences, and improve transitions by adding, deleting, combining, and
rearranging sentences or larger units of text after rethinking how well questions of purpose,
audience, and genre have been addressed.
R ELA.4.15DEdit drafts for grammar, mechanics, and spelling.
R S ELA.4.20A.iUse and understand the function of verbs (irregular verbs) in the context of
reading, writing, and speaking.
R S ELA.4.20A.iiUse and understand the function of nouns (singular/plural, common/proper)
in the context of reading, writing, and speaking.
R ELA.4.20BUse the complete subject and the complete predicate in a sentence. ELA.4.21A
Write legibly by selecting cursive script or manuscript printing as
appropriate.
ResearchELA.4.23AGenerate research topics from personal interests or by brainstorming with
others, narrow to one topic, and formulate open-ended questions about the major research
topic.
OngoingTEKS:Pleaseseepp.2223foralistofongoingTEKS.
Unit1.B:LiteraryNonfiction
UnitOverview:During this unit, students will continue to determine the meaning of unknown words while practicing their skills of context
clues and Greek and Latin roots and affixes. Students will also spell new words with Greek roots. In this unit of study, students will
explore the genre of LiteraryNonfictionwhich is comprised of biographies, autobiographies and memoirs. While interacting with these
texts, students will analyze how authors present major events in a persons life and identify the literary language used to communicate
a message or theme. Students will also identify similarities and differences and make connections with literary nonfiction and
experiences written in fictional work. Personal narrative will be solidified as students continue to practice writing conventions such as
capitalization. Students will also generate a research plan for gathering relevant information.
Unit1.B
SuggestedPacing
LiteraryNonfiction
Sept. 14 27 (2 Vocabulary
weeks)
Sept. 28 Extend Latin, Greek, or other linguistic roots and affixes.
Review Assess
R ELA.4.2BUse the context of the sentence (e.g., in-sentence example or definition) to
Reteach
determine the meaning of unfamiliar words or multiple meaning words
Sept. 19-22
TEKSTexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
SpellingS ELA.4.22BSpell base words and roots with affixes (e.g., -ion, -ment, -ly, dis-, pre-).
plural rules (e.g., words ending in f as in leaf, leaves; adding es).
fiction as its theme.S ELA.4.7AIdentify similarities and differences between the events and
characters
experiences in a fictional work and the actual events and experiences described in an
authors autobiography.Additionalemphasison:
understanding.
Text(Expository)
Informational
S ELA.4.Fig19FMake connections (e.g., thematic links, author analysis) between literary and
informational texts with similar ideas and provide textual evidence.
Sept. 29 Oct.
19 (3 weeks)
Oct. 20-21
Extend Review ELA.4.18CWrite responses to literary or expository texts and provide evidence from the text
Assess Reteach to demonstrate understanding.
WrittenConventions
R S ELA.4.21B.iUse capitalization for historical events and documents.
R S ELA.4.21B.iiUse capitalization for the first words of titles of books, stories, and essays.
R S ELA.4.21B.iiiUse conventions of capitalization including languages, races, and
nationalities.ELA.4.21AWrite legibly by selecting cursive script or manuscript printing as
appropriate.
ResearchELA.4.23BGenerate a research plan for gathering relevant information (e.g.,
surveys, interviews, encyclopedias) about the major research question.
Vocabulary

Spelling
R S ELA.4.22A.ivSpell words with more advanced orthographic patterns and rules including
other ways to spell sh (e.g., -sion, -tion, -cian).S ELA.4.22BSpell base words and roots with
affixes (e.g., -ion, -ment, -ly, dis-, pre-).
ComprehensionSkills
R ELA.4.10AExplain the difference between a stated and an implied purpose for an
expository text.
S ELA.4.11ASummarize the main idea and supporting details in text in ways that
maintain meaning.
R ELA.4.11CDescribe explicit and implicit relationships among ideas in texts
organized by cause-and-effect, sequence, or comparison.
R ELA.4.11DUse multiple text features (e.g., guide words, topic and concluding
sentences to gain an overview of the contents of text and locate information.
S ELA.4.13BExplain factual information presented graphically (e.g., charts,
diagrams, graphs, illustrations).
Additionalemphasison:
understanding.
st
1 Cycle
Unit
43Days
Aug. 22 Oct. 21, 2016
#ofLessons
Composition:ExpositoryComposition
R S ELA.4.18A.iCreate brief compositions that establish a central idea in a topic
sentence.
R S ELA.4.18A.iiCreate brief compositions that include supporting sentences with
simple facts, details, and explanations.
R S ELA.4.18A.iiiCreate brief compositions that contain a concluding statement.
WrittenConventions
R S ELA.4.20A.viiUse and understand the function of (coordinating and correlative
conjunctions (e.g., either/or, neither/nor) in the context of reading, writing, and speaking.
S ELA.4.20CUse complete simple and compound sentences with correct subjectverb
agreement.
R S ELA.4.21C.iRecognize and use punctuation marks including commas in
compound sentences.ELA.4.21AWrite legibly by selecting cursive script or manuscript
printing as appropriate.
ResearchELA.4.24A.iFollow the research plan to collect information from multiple sources of
information both oral and written, including student-initiated surveys, on-site inspections, and
interviews.
37Days
nd
2 Cycle
Unit
Oct. 24 Dec. 16, 2016

#ofLessons
Unit2.A:LiteraryText(Poetry)
UnitOverview:During this unit, students will be introduced to identifying multiple meaning words through dictionary skills and continue
practicing with context clues to determine the meanings of unknown words. Students will spell words with more advanced orthographic
patterns. In this unit of study, students will explore the genre of Poetrywhich consist of specific structures and rhythms. While interacting
with these texts, students will explain the structural elements of poetry while identifying the authors craft through inference. Students
will also summarize the text and make connections to other texts. In addition, students will create their own poems while reviewing
personal narratives. They will continue to practice writing conventions such as punctuation marks and adjectives. Students will improve
the focus of research by following a research plan to collect information.
Unit2.A
SuggestedPacing
LiteraryText(Poetry)
Oct. 24 Nov. 4
(2 weeks)
Vocabulary
Nov. 7 Extend
Review Assess
Reteach

R ELA.4.2EUse a dictionary or glossary to determine the meanings, syllabication, and
pronunciation of unknown words.
Spelling
other ways to spell sh (e.g., -sion, -tion, -cian).
fiction as its theme.S ELA.4.4AExplain how the structural elements of poetry (e.g., rhyme,
meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse).S ELA.4.8A
Identify the author's use of similes and metaphors to produce imagery. Additionalemphasis
on:RELA.4.Fig19DMake inferences about text and use textual evidence to support

understanding.RELA.4.Fig19ESummarize information in text maintaining meaning and
logical order.SELA.4.Fig19FMake connections (e.g., thematic links, author analysis)
between literary and informational texts with similar ideas and provide textual evidence.
Composition:PoeticWritingandPersonalNarrativeELA.4.16BWrite poems that convey sensory
details using the conventions of poetry (e.g., rhyme, meter, patterns of verse).
R SLA.4.17AWrite about important personal experiences.
37Days
nd
2 Cycle
Unit
Oct. 24 Dec. 16, 2016

#ofLessons
WrittenConventions
R S ELA.4.20A.iiiUse and understand the function of adjectives (e.g., descriptive,
including purpose: sleeping bag, frying pan) and their comparative and superlative forms
(e.g., fast, faster, fastest) in the context of reading, writing, and speaking.
R S ELA.4.21C.iiRecognize and use punctuation marks including quotation marks.
ResearchELA.4.24A.iiFollow the research plan to collect information from multiple sources of
information both oral and written, including data from experts, reference texts, and online
searches.ELA.4.24A.iiiFollow the research plan to collect information from multiple sources
of information both oral and written, including visual sources of information (e.g., maps,
timelines, and graphs) where appropriate.ELA.4.25AImprove the focus of research as a
result of consulting expert sources (e.g., reference librarians and local experts on the topic).
Unit2.B:LiteraryText(Drama)
UnitOverview:During this unit, students will practice the usage of context clues and dictionary meanings to determine the meaning of
unknown words. Students will spell words with more advanced orthographic patterns. In this unit of study, students will explore the
genre of Dramawhich consist of a specific structure and literary elements. While interacting with these texts, students will analyze the
structural elements of drama, as well as evaluate the impact of sensory details, imagery, and figurative language in literary text.
Students will also summarize the text and make connections to other text. For writing, students will write personal narratives, while
perfecting their written work with proper conventions such as prepositions and time order transitions. Additionally, students will
differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.
Unit2.B
SuggestedPacing
LiteraryText(Drama)
Nov. 8 21 (2
weeks)
Vocabulary
Nov. 22 Extend
Review Assess
Reteach
EarlyDismissal
Nov.16

SpellingS ELA.4.22A.iSpell words with more advanced orthographic patterns and rules
Thanksgiving
including plural rules (e.g., words ending in f as in leaf, leaves; adding -es).S ELA.4.22B
HolidayNov.2325 Spell base words and roots with affixes (e.g., -ion, -ment, -ly, dis-, pre-).
S ELA.4.22CSpell commonly used homophones (e.g., there, they're, their; two, too, to).
fiction as its theme.S ELA.4.5ADescribe the structural elements particular to dramatic
literature.
S ELA.4.8AIdentify the author's use of similes and metaphors to produce imagery.
understanding.
R ELA.4.Fig19ESummarize information in text maintaining meaning and logical order.S
ELA.4.Fig19FMake connections (e.g., thematic links, author analysis) between literary and
WrittenConventions
R ELA.4.15DEdit drafts for grammar, mechanics, and spelling using a teacher
developed rubric.
R S ELA.4.20A.vUse and understand the function of prepositions and prepositional
phrases to convey location, time direction, or to provide details in the context of reading,
writing, and speaking
R S ELA.4.20A.viiiUse and understand the function and use of time-order transition words
and transitions that indicate a conclusion in the context of reading, writing, and
speaking.
ResearchELA.4.24BUse skimming and scanning techniques to identify data by looking at text
features (e.g., bold print, italics).
nd
2 Cycle
Unit
37Days
Oct. 24 Dec. 16, 2016
#ofLessons
ELA.4.24CTake simple notes and sort evidence into provided categories or an organizer.
ELA.4.24DIdentify the author, title, publisher, and publication year of sources. ELA.4.24E
Differentiate between paraphrasing and plagiarism and identify the importance of citing valid
and reliable sources.
Unit2.C:InformationalText(Procedural)
UnitOverview:During this unit, students will practice the usage of context clues and dictionary meanings to determine the meaning of
unknown words. Students will spell words with more advanced orthographic patterns. In this unit of study, students will explore the
genre of Proceduraltext includes how-to articles, recipes, instructions, and directions. While interacting with these texts, students will draw
conclusions from the information presented by the author, analyze the text structure used by the author and how it influences the
relationships among ideas and use text features to locate information throughout the text. Additionally, students will interpret details
from procedural text to complete a task, solve a problem, or perform procedures. Students will also summarize the text and make
connections to other text. For writing, students will write expository compositions, while perfecting their written work with proper
conventions such as adverbs and reflexive pronouns. Students will also finalize and present their research.
Unit2.C
SuggestedPacing
InformationalText
(Procedural)
Nov. 28 Dec. 15 Vocabulary

(3 weeks)
Dec. 16 Extend determine the meaning of unfamiliar words or multiple meaning words
Review Assess
Reteach
WinterBreakDec.
Spelling
19Jan2

R S ELA.4.22A.iiSpell words with more advanced orthographic patterns and rules including
irregular plurals (e.g., man/men, foot/feet, child/children)
ComprehensionSkills
expository text.S ELA.4.11ASummarize the main idea and supporting details in text in ways
that maintain meaning.
R ELA.4.11CDescribe explicit and implicit relationships among ideas in texts organized by
cause-and-effect, sequence, or comparison.
R ELA.4.11DUse multiple text features (e.g., guide words, topic and concluding sentences
to gain an overview of the contents of text and locate information.S ELA.4.13ADetermine
the sequence of activities needed to carry out a procedure (e.g., following a recipe).
nd
2 Cycle
Unit
37Days
Oct. 24 Dec. 16, 2016

#ofLessons
Jan. 4 24 (3
weeks)
Jan. 25 Extend
Review Assess
Reteach
S ELA.4.13BExplain factual information presented graphically (e.g., charts,

diagrams, graphs, illustrations).
S ELA.4.14CCompare various written conventions used for digital media (e.g.
language in an informal e-mail vs. language in a web-based news article).

MLKJr.DayJan.
16
EarlyDismissals
Jan.25
InformationalText
(Persuasive)

understanding.
sentence.
WrittenConventions
R S ELA.4.20A.ivUse and understand the function of adverbs (e.g., frequency:
usually, sometimes; intensity: almost, a lot) in the context of reading, writing, and speaking.
R S ELA.4.20A.viUse and understand the function of reflexive pronouns (e.g., myself,
ourselves) in the context of reading, writing, and speaking.
ResearchELA.4.26ADraw conclusions through a brief written explanation and create a
workscited page from notes, including the author, title, publisher, and publication year for
each source used.
Vocabulary
determine the meaning of unfamiliar words or multiple meaning words.ELA.4.2CComplete
analogies using knowledge of antonyms and synonyms (e.g., boy: girl as male: ____ or girl:
woman as boy: ____).ELA.4.2DIdentify the meaning of common idioms.
R S ELA.4.22A.iiiSpell words with more advanced orthographic patterns and rules including
double consonants in middle of words.
ComprehensionSkills
expository text.S ELA.4.11BDistinguish fact from opinion in a text and explain how to verify
what is a
fact.ELA.4.12AExplain how an author uses language to present information to influence
what the reader thinks or does.
S ELA.4.14AExplain the positive and negative impacts of advertisement techniques used in
various genres of media to impact consumer behavior.S ELA.4.14BExplain how various
design techniques used in media influence the message (e.g., pacing, close-ups, sound
effects).
S ELA.4.14CCompare various written conventions used for digital media (e.g. language in
an informal e-mail vs. language in a web-based news article).
understanding.
rd
3 Cycle
Unit
47Days
Jan. 4 Mar. 10, 2017

#ofLessons

sentence.
WrittenConventions
R S ELA.4.20A.iUse and understand the function of verbs (irregular verbs) in the context of
reading, writing, and speaking.

R S ELA.4.20A.iiUse and understand the function of nouns (singular/plural, common/proper)
in the context of reading, writing, and speaking.
R S ELA.4.20A.viUse and understand the function of reflexive pronouns (e.g., myself,
ourselves) in the context of reading, writing, and speaking.
R ELA.4.20BUse the complete subject and the complete predicate in a sentence.
ResearchELA.4.23AGenerate research topics from personal interests or by brainstorming with
others, narrow to one topic, and formulate open-ended questions about the major research
topic.
Unit3.B:PairedSelections
UnitOverview:Paired readings are two separate passages that require readers to exercise not only their general reading
comprehension skills but also their ability to compare and/or contrast the themes, authors purpose, and characters and events within
the two pieces. Readers should consider the genres of the two selections, especially if they differ, because the authors choice of genre
may be indicative of the intended message of the selection. Through mentor texts and independent reading, students will have the
opportunity to practice using context clues and dictionary skills to determine the meaning of unfamiliar words, summarizing the texts
they read, make inferences and compare and contrast themes across genres. In addition to honing their literacy skills, students can
choose to create an expository essay or a personal narrative, as well as develop diction through the study of advanced orthographic
spelling patterns and develop sentence fluency through a study of sentence structure. The students will also continue to perfect their
writing conventions such as adverbs, adjective, prepositions and time order transitions.
rd
3 Cycle
Unit
47Days
Jan. 4 Mar. 10, 2017
#ofLessons
Unit3.B
SuggestedPacing
PairedSelections
Jan. 26 Feb. 22 Vocabulary

(4 weeks)
R ELA.4.2BUse the context of the sentence (e.g., in-sentence example or definition)
Feb. 23-24
to determine the meaning of unfamiliar words or multiple meaning words. ELA.4.2DIdentify
Extend Review
Assess Reteach the meaning of common idioms.
EarlyDismissals
Feb.22
irregular plurals (e.g., man/men, foot/feet, child/children).
fiction as its theme.S ELA.4.4AExplain how the structural elements of poetry (e.g., rhyme,
meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse).S ELA.4.5A
Describe the structural elements particular to dramatic literature.
R ELA.4.6ASequence and summarize the plot's main events and explain their
influence on future events.
R ELA.4.6BDescribe the interaction of characters including their relationships and
the changes they undergo.
expository text.
R ELA.4.11ASummarize the main idea and supporting details in text in ways that
maintain meaning.
organized by cause-and-effect, sequence, or comparison. Additionalemphasison:
understanding.
rd
3 Cycle
Unit
47Days
Jan. 4 Mar. 10, 2017

#ofLessons
sentence.
WrittenConventions
R ELA.4.15DEdit drafts for grammar, mechanics, and spelling.S ELA.4.20A.iiiUse and
understand the function of adjectives (e.g., descriptive,
including purpose: sleeping bag, frying pan) and their comparative and superlative forms
(e.g., fast, faster, fastest) in the context of reading, writing, and speaking.
S ELA.4.20A.ivUse and understand the function of adverbs (e.g., frequency: usually,
sometimes; intensity: almost, a lot) in the context of reading, writing, and speaking.
S ELA.4.20A.vUse and understand the function of prepositions and prepositional

phrases to convey location, time direction, or to provide details in the context of reading,
writing, and speaking
S ELA.4.20A.viiiUse and understand the function and use of time-order transition words and
transitions that indicate a conclusion in the context of reading, writing, and
speaking.
ResearchELA.4.23BGenerate a research plan for gathering relevant information (e.g.,
surveys, interviews, encyclopedias) about the major research question.
Unit3.C:TraditionLiterature(Folktales,Myths,Legends)
UnitOverview:For vocabulary in this unit, students will determine the meaning of unknown words through context clues, Latin and
Greek roots and affixes and dictionary skills. Students will spell words with more advanced orthographic patterns. In this unit, students
will explore the genre of TraditionalLiteraturewhich is comprised of fables, myths and legends. This genre is comprised of fables, myths
and legends. While interacting with traditional literature, students will determine the roles various characters play in the conflict and
resolution of the plot, as well as analyze character interactions, in order to make inferences about them. Students will look for instances
of foreshadowing, and explain how incidents in the story give rise to future events. Expository and narrative writing will be the focus for
the compositions, while perfecting their written work with proper conventions such as simple and compound sentences focusing on
conjunctions and correct punctuation. Students will also generate a research plan for gathering relevant information.
rd
3 Cycle
Unit
Unit3.C
TraditionLiterature
(Folktales,Myths,
Legends)
47Days
Jan. 4 Mar. 10, 2017
#ofLessons
SuggestedPacing
Feb. 27 Mar. 9 Vocabulary

(2 weeks)
Mar. 10 Extend Latin, Greek, or other linguistic roots and affixes.
Review Assess
Reteach
Snapshot5
R ELA.4.2EUse a dictionary or glossary to determine the meanings, spelling, and
Suggested
WindowReading syllabication of unknown words.
Writing
Feb. 28-Mar. 3
See Outline for silent letters (e.g., knee, wring).
TEKS Details
fiction as its theme.S ELA.4.3BCompare and contrast the adventures or exploits (and/or
traits) of characters (e.g., the trickster) in traditional and classical literature.
future events.
SpringBreakMar.
1317
changes they undergo.S ELA.4.8AIdentify the author's use of similes and metaphors to
produce imagery. Additionalemphasison:
understanding.

Composition:ExpositoryandNarrativeWriting
R S ELA.4.18A.iCreate brief compositions that establish a central idea in a topic sentence.
rd
3 Cycle
Unit
47Days
Jan. 4 Mar. 10, 2017

#ofLessons
R S ELA.4.18A.iiiCreate brief compositions that contain a concluding statement. ELA.4.18C

Write responses to literary or expository texts and provide evidence from
the text to demonstrate understanding.
WrittenConventions
agreement.
R S ELA.4.21C.iRecognize and use punctuation marks including commas in compound
sentences.
ResearchELA.4.24A.iFollow the research plan to collect information from multiple sources of
information both oral and written, including student-initiated surveys, on-site inspections, and
interviews.
48Days
th
4 Cycle
Unit
Mar. 20 May 25, 2017

#ofLessons
Unit4.A:LiteraryNonfiction
UnitOverview:During this unit, students will continue to determine the meaning of unknown words while practicing their skills of Greek
and Latin roots and affixes and identify the meaning of idioms. Students will also use their knowledge of synonyms and antonyms to
complete analogies. Students will also spell new words with Greek roots as well. In this unit of study, students will explore the genre of
LiteraryNonfictionwhich is comprised of biographies, autobiographies and memoirs. While interacting with these texts, students will
analyze how authors present major events in a persons life and identify the literary language used to communicate a message or
theme. Students will also identify similarities and differences and make connections with literary nonfiction and experiences written in
fictional work. Students will write formal and informal letters that convey ideas and include important information as they continue to
practice writing conventions such as capitalization. Students will improve the focus of research by following a research plan to collect
information.
Unit4.A
SuggestedPacing
LiteraryNonfiction
Mar. 20 Apr. 7
(3 weeks)
Vocabulary
Apr. 10 Extend
Review Assess
Reteach
R ELA.4.2BUse the context of the sentence (e.g., in-sentence example or definition)

to determine the meaning of unfamiliar words or multiple meaning words.ELA.4.2CComplete
analogies using knowledge of antonyms and synonyms (e.g., boy: girl as male: ____ or girl:
woman as boy: ____).ELA.4.2DIdentify the meaning of common idioms.
Snapshot6
SuggestedWindow SpellingS ELA.4.22BSpell base words and roots with affixes (e.g., -ion, -ment, -ly, dis-, pre-).
Reading
Apr. 10-12
See Outline for
TEKS Details
STAAR Writing
March 24
other ways to spell sh (e.g., -sion, -tion, -cian).
fiction as its theme.S ELA.4.7AIdentify similarities and differences between the events and
characters
experiences in a fictional work and the actual events and experiences described in an
authors autobiography.Additionalemphasison:
understanding.
th
4 Cycle
Unit
48Days
Mar. 20 May 25, 2017

#ofLessons
WrittenConventions
R S ELA.4.21B.iUse capitalization for historical events and documents.
R S ELA.4.21B.iiUse capitalization for the first words of titles of books, stories, and essays.
R S ELA.4.21B.iiiUse conventions of capitalization including languages, races, and
nationalities.
ResearchELA.4.24A.iiFollow the research plan to collect information from multiple sources of
information both oral and written, including data from experts, reference texts, and online
searches.ELA.4.24A.iiiFollow the research plan to collect information from multiple sources
of information both oral and written, including visual sources of information (e.g., maps,
timelines, graphs) where appropriate.ELA.4.25AImprove the focus of research as a result of
consulting expert sources (e.g., reference librarians and local experts on the topic).
Unit4.B:InformationalText(Expository,Procedural,Persuasive)
UnitOverview:During this unit, students will continue to use context clues determine the meaning of unknown words and identify the
meaning of idioms. Students will also use their knowledge of synonyms and antonyms to complete analogies. Students will spell words
with more advanced orthographic patterns. In this unit of study, students will explore Informationaltextthrough Expository,Procedural,and
Persuasivetexts. While interacting with these texts, students will draw conclusions from the information presented by the author, analyze
the text structure used by the author and how it influences the relationships among ideas and use text features to locate information
throughout the text. Additionally, students will interpret details from procedural text to complete a task, solve a problem, or perform
procedures. Students will also find and verify the facts presented in the text, identify the author's viewpoint, and recognize exaggerated,
contradictory, or misleading statements in text. Students create a persuasive composition and develop sentence fluency through a
study of sentence structure and conventions such as reflexive pronouns and conjunctions. Additionally, students will differentiate
between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.
Unit4.B
SuggestedPacing
InformationalText
(Expository,
Vocabulary
Apr. 11 May 1 (3
weeks)
th
4 Cycle
Unit
48Days
Mar. 20 May 25, 2017
#ofLessons
Procedural,Persuasive) May. 2 Extend

Review Assess
Reteach
SpringHoliday
Apr.14
ELA.4.2CComplete analogies using knowledge of antonyms and synonyms (e.g., boy: girl as
male: ____ or girl: woman as boy: ____).ELA.4.2DIdentify the meaning of common idioms.
Spelling
irregular plurals (e.g., man/men, foot/feet, child/children).
ComprehensionSkills
expository text.S ELA.4.11ASummarize the main idea and supporting details in text in ways
that maintain meaning.S ELA.4.11BDistinguish fact from opinion in a text and explain how to
verify what is a fact.
organized by cause-and-effect, sequence, or comparison.ELA.4.12AExplain how an author
uses language to present information to influence what the reader thinks or does.
S ELA.4.13ADetermine the sequence of activities needed to carry out a procedure (e.g.,
following a recipe).
understanding.

Composition:PersuasiveCompositionELA.4.19AWrite persuasive essays for appropriate
audiences that establish a position and use supporting details.ELA.4.18CWrite responses to
literary or expository texts and provide evidence from the text to demonstrate understanding.
WrittenConventions
48Days
th
4 Cycle
Unit
Mar. 20 May 25, 2017

#ofLessons
R S ELA.4.20A.viUse and understand the function of reflexive pronouns (e.g.,

myself, ourselves) in the context of reading, writing, and speaking.
ResearchELA.4.24BUse skimming and scanning techniques to identify data by looking at text
features (e.g., bold print, italics).ELA.4.24CTake simple notes and sort evidence into provided
categories or an organizer.ELA.4.24DIdentify the author, title, publisher, and publication year
of sources. ELA.4.24EDifferentiate between paraphrasing and plagiarism and identify the
importance of citing valid and reliable sources.
Unit4.C:PairedSelection
UnitOverview:Paired readings are two separate passages that require readers to exercise not only their general reading
comprehension skills but also their ability to compare and/or contrast the themes, authors purpose, and characters and events within
the two pieces. Readers should consider the genres of the two selections, especially if they differ, because the authors choice of genre
may be indicative of the intended message of the selection. Through mentor texts and independent reading, students will have the
opportunity to practice using context clues and dictionary skills to determine the meaning of unfamiliar words, summarizing the texts
they read, make inferences and compare and contrast themes across genres. In addition to honing their literacy skills, students can
choose to create an imaginative story, as well as develop diction through the study of advanced orthographic spelling patterns and
develop sentence fluency through a study of sentence structure such as subject verb agreement focusing on time order transitions.
Unit4.C
SuggestedPacing
May. 3 24 (3
weeks)
PairedSelection
May. 25 Extend
Review Assess
Reteach
VocabularyELA.4.2CComplete analogies using knowledge of antonyms and synonyms (e.g.,
boy: girl as male: ____ or girl: woman as boy: ____).ELA.4.2DIdentify the meaning of
common idioms.
Spelling
STAAR Reading
May 9
other ways to spell sh (e.g., -sion, -tion, -cian).S ELA.4.22BSpell base words and roots with
affixes (e.g., -ion, -ment, -ly, dis-, pre-).
EarlyDismissal
May26
ComprehensionSkills
future events.
th
4 Cycle
Unit
48Days
Mar. 20 May 25, 2017
#ofLessons

changes they undergo.
expository text.
R ELA.4.11ASummarize the main idea and supporting details in text in ways that maintain
meaning.
R ELA.4.11CDescribe explicit and implicit relationships among ideas in texts organized by
cause-and-effect, sequence, or comparison.
Additionalemphasison:S ELA.4.8AIdentify the author's use of similes and metaphors to
produce imagery.
understanding.S ELA.4.3ASummarize and explain the lesson or message of a work of
fiction as its theme.
R ELA.4.Fig19ESummarize and paraphrase texts in ways that maintain meaning and logical
order within a text and across texts.S ELA.4.Fig19FMake connections (e.g., thematic links,
author analysis) between and across multiple texts of various genres and provide textual
evidence.
Composition:ImaginativestoriesELA.4.16AWrite imaginative stories that build the plot to a
climax and contain details about the characters and setting.ELA.4.18CWrite responses to
literary or expository texts and provide evidence from the text to demonstrate understanding.
WrittenConventions
R S ELA.4.20A.viiiUse and understand the function and use of time-order transition
words and transitions that indicate a conclusion in the context of reading, writing, and
speaking.
agreement.
ResearchELA.4.26ADraw conclusions through a brief written explanation and create a workscited page from notes, including the author, title, publisher, and publication year for each
source used.
th
4 Cycle
Unit
OngoingTEKS
48Days
Mar. 20 May 25, 2017
#ofLessons
ReadingComprehensionELA.4.Fig19AEstablish purposes for reading selected texts based

upon own or others desired outcome to enhance comprehension.ELA.4.Fig19BAsk literal,
interpretive, and evaluative questions of text.ELA.4.Fig19CMonitor and adjust
comprehension (e.g., using background knowledge, creating sensory images, rereading a
portion aloud, generating questions).
understanding.
R ELA.4.Fig19FMake connections (e.g., thematic links, author analysis) between literary and
Phonics/SpellingS ELA.4.22BSpell base words and roots with affixes (e.g., -ion, -ment, -ly,
dis-, pre-).
S ELA.4.22CSpell commonly used homophones (e.g., there, they're, their; two, too, to).S
ELA.4.22DUse spelling patterns and rules and print and electronic resources to determine
and check correct spellings.
FluencyELA.4.1ARead aloud grade-level stories with fluency (rate, accuracy, expression,
appropriate phrasing) and comprehension.ELA.4.9ARead independently for a sustained
period of time and paraphrase what the reading was about, maintaining meaning and logical
order (e.g., generate a reading log or journal; participate in book talks).
Vocabulary

MediaLiteracyS ELA.4.14AExplain the positive and negative impacts of advertisement
techniques used in various genres of media to impact consumer behavior.S ELA.4.14B
Explain how various design techniques used in media influence the message (e.g., pacing,
close-ups, sound effects).S ELA.4.14CCompare various written conventions used for digital
media (e.g. language in an informal e-mail vs. language in a web-based news article).
th
4 Cycle
Unit
48Days
Mar. 20 May 25, 2017
#ofLessons
WritingProcessELA.4.15APlan a first draft by selecting a genre appropriate for conveying the

intended meaning to an audience, determining appropriate topics through a range of
strategies (e.g., discussion, background reading, personal interests, interviews), and
developing a thesis or controlling idea.
R ELA.4.15BDevelop drafts by choosing an appropriate organizational strategy (e.g.,
sequence of events, cause-effect, compare-contrast) and building on ideas to create a
focused, organized, and coherent piece of writing.
R ELA.4.15DEdit drafts for grammar, mechanics, and spelling.ELA.4.15ERevise final draft in
response to feedback from peers and teacher and
publish written work for appropriate audiences.
WritingConventions
R ELA.4.20BUse the complete subject and the complete predicate in a sentence.
S ELA.4.20CUse complete simple and compound sentences with correct subjectverb agreement.ELA.4.21AWrite legibly by selecting cursive script or manuscript printing as
appropriate.
Listening/SpeakingELA.4.27AListen attentively to speakers, ask relevant questions, and make
pertinent comments.ELA.4.27BFollow, restate, and give oral instructions that involve a
series of related sequences of action.ELA.4.28AExpress an opinion supported by accurate
information, employing eye contact, speaking rate, volume, and enunciation, and the
conventions of language to communicate ideas effectively.ELA.4.29AParticipate in teacherand student-led discussions by posing and answering questions with appropriate detail and
by providing suggestions that build upon the ideas of others.

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20162017ScopeandSequenceEnglishLanguageArtsGrade4

Aug. 22 Oct. 21, 2016

Aug. 22 Sept. Vocabulary

fiction as its theme.

R ELA.4.Fig19ESummarize information in text maintaining meaning and logical order.

determine the meaning of unfamiliar words or multiple meaning words.

Oct. 24 Dec. 16, 2016

R ELA.4.2BUse the context of the sentence (e.g., in-sentence example or definition) to

on:RELA.4.Fig19DMake inferences about text and use textual evidence to support

Oct. 24 Dec. 16, 2016

R ELA.4.2BUse the context of the sentence (e.g., in-sentence example or definition) to

Nov. 28 Dec. 15 Vocabulary

silent letters (e.g., knee, wring).

Oct. 24 Dec. 16, 2016

S ELA.4.13BExplain factual information presented graphically (e.g., charts,

language in an informal e-mail vs. language in a web-based news article).

R ELA.4.Fig19DMake inferences about text and use textual evidence to support

Jan. 4 Mar. 10, 2017

R ELA.4.Fig19ESummarize information in text maintaining meaning and logical order.S

reading, writing, and speaking.

Jan. 26 Feb. 22 Vocabulary

Jan. 4 Mar. 10, 2017

S ELA.4.20A.vUse and understand the function of prepositions and prepositional

Feb. 27 Mar. 9 Vocabulary

R ELA.4.Fig19ESummarize information in text maintaining meaning and logical order.S

Jan. 4 Mar. 10, 2017

R S ELA.4.18A.iiiCreate brief compositions that contain a concluding statement. ELA.4.18C

Mar. 20 May 25, 2017

R ELA.4.2BUse the context of the sentence (e.g., in-sentence example or definition)

Mar. 20 May 25, 2017

Procedural,Persuasive) May. 2 Extend

informational texts with similar ideas and provide textual evidence.

Mar. 20 May 25, 2017

R S ELA.4.20A.viUse and understand the function of reflexive pronouns (e.g.,

R ELA.4.6BDescribe the interaction of characters including their relationships and the

ReadingComprehensionELA.4.Fig19AEstablish purposes for reading selected texts based

determine the meaning of unfamiliar words or multiple meaning words.

WritingProcessELA.4.15APlan a first draft by selecting a genre appropriate for conveying the

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