4th Grade Reading Framework

4 th Grade Reading Standards Framework
**Our goal in D5 is to immerse our readers in writing, and our writers in reading. The
resources listed on both documents should be interwoven when planning. **
1 st Nine Weeks
Possible Mini-lesson ideas for 1st 9 weeks Reading and Writing
Possible AGP Mini-lesson ideas 1st 9 Weeks
Launching Reading Workshop through Character Study (Narrative)
- Launching Workshop (2 weeks)
- Launching Reading Workshop through Character Study (4-5 weeks)
Reading Unit One begins your work in establishing your reading workshop. You will layout the procedures to help your workshop time flow smoothly
with whole group, small group, and individualized instruction and assessment. Through read alouds, shared reading, guided reading, and one-on-one
instruction, you begin to help children view themselves as self-directed and critical readers.
Unit One focuses on how conflicts cause characters to change or revise plans while moving toward a resolution. Other influences on character, setting,
and plot development will also be discovered within this unit.
Standards
I Can Statements
I can read to become a self-directed

reader.
THE LAUNCH
4-RL.13.1
Engage in whole and small group
reading with a purpose.

thinker.
I can read to become a critical

reader.
4-RL.13.2
Read independently to build stamina.

thinker.
I can read for a task.
I can read for a purpose.
I can respond to become a critical
4-RL.13.3
Read and respond to task and
purpose to become self-directed,
critical readers and thinkers.
Possible Resources
** Many of these lessons can be used for AGP as
well, but make sure that you are using more
complex text(s). **
*Numerous pages are included for the LBD small group resource
throughout this document because the standard is addressed at
multiple levels and with increasing degree of text demands
throughout the series. The lesson you choose depends on the
strengths and needs of each reader.
Units of Study in Reading (L. Calkins)

Unit 1: Lessons 1, 19
Literacy by Design
Small Group Reading Teachers Guide:
3, 4, 5, 8, 9, 10, 13, 15, 43, 45, 48, 50, 53, 54, 55,
58, 59, 60, 83, 84, 85, 88, 89, 90, 93, 94, 95,
123, 124, 125, 128, 129, 130, 133, 134, 135, 163,
164, 165, 168, 169, 170, 173, 174, 175, 203, 204,
205, 208, 209, 210, 213, 214, 215, 243, 244, 245,
248, 249, 250, 253, 254, 255, 283, 284, 285,
288, 289, 290, 293, 294, 295.
reader.

thinker.
I can respond for a task.
I can respond for a purpose.
The Complete Year in Reading and Writing (Pastore &

Allyn).
Chapter 3, p. 69: Developing Identity and
Independence in Reading.
Chapter 3, p. 100: Building Stamina-Reading
Longer and Stronger
The Reading Strategies Book (J. Serravallo)
2.11: Purposes for Reading Go/Stop Mat
2.12 Ask Questions to Engage With the Text
2.14 Track Progress on a Stamina Chart
2.17 Visualize to Focus
2.21 Youve Got to Get It to Be Engaged
2.22 Buzz About Books
2.23 Set Page Goals
2.24 Read with a Focus to Focus
2.25 Monitor Your Stamina and Pace
2.27 Hear the Story
3.7 Slow Down the Zoom, Zoom, Zoom to Make
Sense
3.8 Think (While You Read the Words)
11.20 Use a Reference and Explain It
12.7 Keep the Book in the Book Talk
12.8 Super STARter Jots
12.11 Keep the Line Alive
12.13 Talk Between and Across
Comprehension Toolkit: Monitor Comprehension
Lesson 1: Follow Your Inner Conversation
Lesson 2: Notice When You Lose Your Way
Lesson 3: Read, Write and Talk
4-RL.5.1
Ask and answer inferential questions
to analyze meaning beyond the text
using details and examples to support
inferences and conclusions.
I can ask inferential questions.
I can answer inferential questions.
I can analyze meaning beyond the

text.
I can analyze details within a text to

support inferences.

Unit 1: Lessons 7, 12-18
Literacy by Design
- 3, 4, 5, 9, 10, 13, 14, 15, 44, 45, 48, 49,
50, 54, 55, 59, 60, 83, 84, 85, 88, 89, 90,
93, 94, 95, 123, 124, 125, 128, 129, 130,
133, 134, 135, 163, 164, 165, 168, 169, 170,
173, 174, 175, 203, 204, 205, 208, 209,

support conclusions.
I can refer to details within a text

to support inferences.

to support conclusions.
I can analyze examples within a text




I can analyze details beyond a text

I can analyze details beyond a text

I can refer to details beyond a text


I can analyze examples beyond a text

I can analyze examples beyond a text



210, 213, 214, 215, 243, 244, 245, 248,

249, 250, 253, 254, 255, 283, 284, 285,
288, 289, 290, 293, 294, 295
The Reading Strategies Book: (J. Serravallo)

5.12 Angled Summaries for Highlighting Deeper
Ideas in Plot
5.13 Summarize Based on What a Character Wants
Comprehension Toolkit: Ask Questions
-Lesson 7: Question the Text
-Lesson 8: Read to Discover Answers
-Lesson 9: Ask Questions to Expand Thinking
Comprehension Toolkit: Infer Meaning
-Lesson 14: Read With a Question in Mind
AGP Resources:
Junior Great Books
Jacobs Ladder,
William & Mary units
William & Mary Navigator Guides

Unit 1: Lessons 8, 10-11, 14
4-RL.8.1a
Use evidence to explain how
characters change while moving
toward the resolution.
4- RL.8.1b
Use evidence to explain the influence
of cultural, historical, and social
context on characters, setting, and
plot.
I can use text evidence to explain

how conflicts cause characters to
change plans.
I can use text evidence to explain

how conflicts cause characters to
move toward resolution.
I can use text evidence to explain the

influence of culture on characters.

influence of culture on setting.

influence of culture on plot
development.

influence of historical context on
characters.

setting.

plot development.

influence of social context on
characters.

influence of social context on setting.

influence of social context on plot
development.
Literacy by Design
Small Group Reading Teachers Guide
- 5, 10, 14, 15, 45, 50, 54, 55, 85, 88, 89,
90, 95, 125, 130, 134, 135, 165, 170, 175,
205, 210, 214, 215, 245, 250, 254, 255,
285, 290, 295
Allyn).
Chapter 2, p. 61: Exploring Changes in
Characters
The Reading Strategies Book: by Serravallo
5.3 Summarizing Whats Most Essential
5.4 Uh-oh..Phew
5.6 Reactions Help You Find the Problem
5.8 Whats Your Problem?
5.11 Retell Whats Most Important.
5.16 Summarize with Somebody Wanted But So
5.17 Two-Sided Problems
5.18 Does the Story Have to Be Set There and
Then?
5.19 Tenses as a Clue to Flashback
6.1 Hows the Character Feeling?
6.6 Back Up Ideas About Characters with
Evidence
6.11 Character Comparisons
6.14 Interactions Can Lead to Inferences
6.15 Out of Character Character
6.16 The Influences on Character
6.18 Complex Characters
7.2 The Difference Between Plot and Theme
7.4 What Can Characters Teach Us?
7.13 From Seed to Theme
7.15 The Real World in My Book
7.16 Stories Teach Us About Life Issues
7.17 Readers Ask Themselves Questions
7.20 Respond to Issues That Repeat
Lesson 15: Wrap Your Mind Around the Big Ideas
Notice & Note (Beers & Probst).

Begin to introduce signposts (throughout this unit
and continue across year)
Contrast & Contradiction
Aha Moment
Tough Questions
Words of the Wiser
Memory Moment
Again & Again
4-RL.9.2
Explain how authors choice of words,
illustrations, and conventions
combine to create mood, contributes
to meaning, and emphasize aspects of
character or setting.
I can explain how the authors choice

of words create mood.
I can explain how the illustrations to
create mood.

Unit 1: Lesson 9
Literacy by Design
- 4, 5, 10, 54, 59, 88, 89, 125, 130, 135,
165, 170, 175, 210, 214, 250, 255, 290
I can explain how the conventions to

create mood.

of words contribute to meaning.
I can explain how the illustrations

contribute to meaning.
I can explain how conventions


of words emphasize aspects of a
character.

of words emphasize aspects of
setting.
Jacobs Ladder
William & Mary units
I can explain how illustrations

emphasize aspects of character.
I can explain how illustrations

emphasize setting.
Michael Clay Thompson grammar units

6.10 Whos Telling the Story?
7.19 Symbols Repeat
11.12 Mood As a Clue to Meaning
11.17 Word Relationships In a Phrase
Writers ARE Readers (Laminack & Wadsworth).
Chapter 15: Perspective and Point of View
AGP Resources:
Junior Great Books

emphasize aspects of character.

emphasize aspects of setting.

Unit 1: Lessons 9-11, 13-15, 18
4-RL.10.1
Use definitions, examples, and
restatements to determine the
meaning of words or phrases.
I can use definitions to determine

the meaning of words.
I can use definitions to determine

the meaning of phrases.
I can use examples to determine the

meaning of words.
I can use examples to determine the

meaning of phrases.
I can use restatements to determine

the meaning of words.
I can use restatements to determine

the meaning of phrases.
Literacy by Design
- 2, 7, 12, 42, 47, 52, 57, 82, 87, 92, 122,
127, 132, 162, 167, 172, 202, 207, 212,
242, 247, 252, 282, 287, 292.
3.3: Use a Word You Know
3.4: Does That Sound Like a Book?
3.6: Try, Try, Try Again
3.9 Make Attempts That Make Sense
3.10 Juggle All Three Balls
3.20 Skip and Return
11.5 Multiple Meaning Words
11.8 Word Part Clues-prefixes and suffixes
11.23 Be Alert for Word Choice
11.24 Get to the Root
Lesson 10: Infer the Meaning of Unfamiliar Words
Lesson 11: Infer with Text Clues
Lesson 12: Tackle the Meaning of Language
AGP: Vocabulary Web from William & Mary
4-RL.12.1
Explain how a series of chapters,
scenes, or stanzas fit together to
provide the overall structure of a
story, drama, or poem.
I can explain how a series of

chapters fit together to provide the
overall structure of a particular
story.
overall structure of a drama.

Unit 1: Lessons 14-18
Literacy by Design
Comprehensive Teachers Guide
- 49, 190, 322
- 134.

overall structure of a poem.

Allyn).
Chapter 5, Page 163: Uncovering
Theme: Allegory in Picture Books
Writers ARE Readers. (Laminack & Wadsworth).
Chapter 12: Character
Chapter 13: Setting
Chapter 14: Plot
2 nd Nine Weeks
Possible Mini-Lesson Topics for Reading and Writing
Informational Texts: Learning about Our World (Informational)
Reading Unit Two is focused on the demands of informational texts. In this unit, students will read increasingly complex informational texts. Students will
learn about how the author uses text features and text structures to shape meaning and impact the reader. The task and purpose of this unit is to read and
learn through research.
Standards
--
I Can Statements
I can activate background knowledge

to prepare myself to read
Possible Resources
well, but make sure that you are using more complex
text(s). **

o - Unit 2: Lesson 1
Unit 2: Lesson 2
4-RI 8.2
Apply knowledge of text features to
gain meaning; describe the
relationship between these features
and the text.
I can apply knowledge of text

features to understand how an
author has organized a text to help a
reader comprehend various
informational texts
I can gain meaning from text

features
I can describe the relationship

between text features and text
I can use organizational structures

to help me understand a text (cause
and effect, chronology, comparison,
problem/solution)
I can understand how to read charts,

graphs, diagrams, and timelines and
explain the purpose of these
features
Literacy by Design
o 25, 35, 40, 65, 69, 70, 78, 80, 100, 105,
110, 115, 120, 145, 154, 160, 180, 185, 190,
195, 200, 220, 225, 230, 235, 240, 260,
265, 269, 270, 275, 280, 300, 305, 310,
315, 320.
8.6 Survey the Text
10.18 Cracking Open Headings
10.0 Why a Visual?
10.4 Caption It!
10.6 Labels Teach
10.7 Bold Words Signal Importance
10.9 Diagrams Show and Tell
10.15 Maps
10.16 Old Information, New Look
10.17 Go With the Flow (Chart)
10.19 Sidebar a Section
10.21 Take Your Time (Line)
10.22 Graphic Graphs
Comprehension Toolkit: Activate and Connect

Lesson 4: Follow the Text Signposts
Lesson 5: Merge Your Thinking with New Learning
Lesson 6: Connect the New to the Known
Unit 2: Lessons 2, 5, 17, 19-20
4-RI.8.1
Determine how the author uses words
and phrases to shape and clarify
meaning.
4-RI.8.2
and the text.
I can analyze a text to identify how

the author has structured the text
Literacy by Design
o 370, 376, 379, 380, 381, 382;
o 25, 35, 40, 65, 69, 70, 78, 80, 100, 105, 110,
115, 120, 145, 154, 160, 180, 185, 190, 195, 200,
220, 225, 230, 235, 240, 260, 265, 269, 270,
275, 280, 300, 305, 310, 315, 320.
Lesson 13: Crack Open Features
4-RI 12.1
reading with purpose and
understanding.
I can engage in whole and small

group reading with purpose and
understanding
4-RI.12.2
Read independently for sustained
periods of time.
I can read independently for

sustained periods of time
4-RI.9.1
I can locate and use resources (e.g.,

glossary, footnote, dictionary) to
assist me in determining the meaning
of unknown words and phrases
I can understand that words may

have multiple meanings

4-RI.9.2
Determine the meaning of an
unknown word using knowledge of
Literacy by Design
o 18, 20, 23, 25, 28, 30, 33, 35, 38, 40, 63, 65,
68, 70, 73, 75, 78, 80, 98, 100, 103, 105, 108,
110, 113, 115, 118, 120, 138, 140, 143, 145, 148,
150, 153, 155, 158, 160, 178, 180, 183, 185, 188,
190, 193, 195, 198, 200, 218, 220, 223, 225,
228, 230, 233, 235, 238, 240, 258, 260, 263,
265, 268, 270, 273, 275, 278, 280, 298, 300,
303, 305, 308, 310, 313, 315, 318, 320.
Literacy by Design
o 17, 22, 27, 32, 37, 62, 67, 72, 77, 97, 102, 107,
112, 117, 137, 142, 147, 152, 157, 177, 182, 187,
192, 197, 217, 222, 227, 232, 237, 257, 262,
267, 272, 277, 297, 302, 307, 312, 317;
Essential Resources
o 6970, 7778, 116117.
base words and Greek and Latin

affixes.
4-RI.9.3
Use a base word to determine the
meaning of an unknown word with the
same base.
4-RI.9.5
Acquire and use general academic
and domain-specific words and
phrases that signal precise actions,
emotions, and states of being;
demonstrate an understanding of
nuances and jargon.
I can use antonyms and synonyms
I can understand figurative language
I can recognize idiomatic

expressions
I can use various strategies (e.g.,

context clues, root words, affixes) to
determine the meaning of general
academic and domain-specific words
and phrases in a text
I can determine the meaning of an

unknown word.
I can use knowledge of base words.
I can use of Greek and Latin affixes

(suffixes and prefixes).
I can acquire general academic and

domain-specific words and phrases
that signal precise actions, emotions,
and states of being.
I can use general academic and

I can demonstrate an understanding

of nuances and jargon.
I can use a dictionary to find the

meaning of unknown words.
I can understand that words have

multiple meanings.
I can use root words, Greek and

Latin prefixes/suffixes to determine
meaning.

Unit 2: Lesson 6
The Reading Strategies Book by Serravallo
10.11 Glossary Warm Up
10.14 Hop In and Out Using the Table of Contents
Reading Non-Fiction: Notice & Note (Beers & Probst).
Begin to introduce NF signposts (use throughout unit
and continue across year)
Contrast & Contradiction
Absolute & Extreme Language
Numbers & Stats
Quoted Words
Word Gaps
AGPTeach the Types of Context Clues-Read Write Think Lesson
AGP-Vocabulary Strategies
I can use antonyms and synonyms to

find the meaning of grade level
words.
I can understand that words may be

used as figurative language.
I can recognize when words are used

as a common idiomatic expression.
Literacy by Design
o 29, 78, 100, 110, 188, 273.
Unit 2: Lessons 7,11,13
I can identify key details.
I can identify central idea (main

idea) of the text.
I can summarize multi-paragraph

text using key details.
I can support the central ideas.
I can explain how the main idea is

supported by details.
4-RI.6.1
Summarize multi-paragraph texts
using key details to support the
central idea.
-4-RI.7.1
Compare and contrast how events,
topics, concepts, and ideas are
depicted in primary and secondary
I can get myself organized to

research a topic
I can identify a primary account of

an event or topic.
I can identify a secondary account
Comprehension Toolkit: Determine Importance

Lesson 18: Target Key Information (FQR)
Lesson 19: Determine What to Remember
8.4 Ask Questions, Form Ideas
5.24 FQR (Facts/Questions/Response)
Comprehension Toolkit: Summarize and Synthesize
Lesson 22: Read, Think and React
AGP Resources:
Junior Great Books
Jacobs Ladder
William & Mary units (literature web)

Unit 2: Lesson 8
Unit 2: Lessons 9, 14-15
sources.
of an event or topic.
I can compare (determine

similarities) firsthand and
secondhand accounts of the same
event or topic.
I can contrast (determine

differences) firsthand and
event or topic.
I can explain how a firsthand or

secondhand focus (pov) affects the
information provided.

10.20 Primary Sources

Unit 2: Lessons 12, 14, 16
4-RI.5.1
to analyze meaning beyond the text;
refer to details and examples within
a text to support inferences and
conclusions.
4-RI.5.2
Make predictions before and during
reading; confirm or modify thinking.
I can ask and answer inferential

questions.

text.
I can refer details and examples

within a text to support inferences
and conclusions.
Literacy by Design
o 18, 19, 20, 24, 25, 28, 29, 30, 34, 35, 38, 39,
40, 63, 64, 65, 68, 69, 70, 74, 75, 79, 80, 98,
99, 100, 103, 104, 105, 108, 109, 110, 113, 114,
115, 118, 119, 120, 138, 139, 140, 143, 144, 145,
148, 149, 150, 153, 154, 155, 158, 159, 160,
168,178, 179, 180, 183, 184, 185, 188, 189, 190,
193, 194, 195, 198, 199, 200, 208, 218, 219, 220,
223, 224, 225, 228, 229, 230, 233, 234, 235,
238, 239, 240, 258, 259, 260, 263, 264, 265,
268, 269, 270, 273, 274, 275, 278, 279, 280,
283, 298, 299, 300, 303, 304, 305, 308, 309,
310, 313, 314, 315, 318, 319, 320.
Chapter 6: Inferring
AGP Resources:
Junior Great Books
Jacobs Ladder
,William & Mary units (literature web)
4-RI.11.1
Apply knowledge of text structures
to describe how structures
4-RI.11.2
Explain how an author uses reasons
and evidence to support particular
points.
I can determine how the author uses

words to shape meaning.

phrases to shape meaning.

words to clarify meaning.

phrases to clarify meaning.

informational texts.

features.

between text features and text.

problem/solution).

features.
I can identify and explain how how
text structures vary:
chronology
compare/contrast
cause/effect
problem/solution
description.

Unit 2: Lesson 17
Literacy by Design
o 19, 28, 73, 74, 103, 118, 119, 138,158, 159, 223,
268, 269, 313, 314
8.19 Consider Structure
8.20 Determine Authors Purpose/Point of View
8.21 Whats the Perspective on the Topic?
8.23 Perspective, Position, Power
13.10 Note Taking Helps to Understand Nonfiction
AGP Resources:
Junior Great Books
Jacobs Ladder

Possible AGP Culminating Project for Text Structures
See 4th Grade AGP Resources folder-Click on
Nonfiction Text Structures Magazine Project
AGP-readworks.org provides a variety of texts with varying
levels that could be used for text structures
Questions to Consider:
Is the author comparing, describing, or ordering the
information?
How does the structure mirror the main idea of the
text and help me as a reader?
I can determine the overall

structure found in an informational
text.
I can describe how events, ideas,

concepts, or information are
structured in a text.
I can describe how structures

I can locate the reasons and evidence

used to support particular points in
a text.
I can explain how the reasons and

evidence support the particular
points in a text.

Unit 2: Lessons 18-19
4-RI 12.3
Read and respond according to task
and purpose to become self-directed,
I can read and respond according to

task and purpose.
I can become a self-directed, critical

reader and thinker.
I can determine the difference

between narrative and informational
text.
I can understand how to use text

features to comprehend
informational text.
I can read to learn a subject better.
I can read to understand more about

a subject.
Literacy by Design
o 18, 19, 20, 23, 24, 25, 28, 29, 30, 33, 35, 38,
40, 63, 65, 68, 70, 73, 75, 78, 80, 98, 100, 103,
104, 105, 108, 109, 110, 113, 114, 115, 118, 119,
120, 138, 139, 140, 143, 144, 145, 148, 149, 150,
153, 154, 155, 158, 159, 160, 178, 179, 180, 183,
184, 185, 188, 189, 190, 193, 194, 195, 198, 199,
200, 218, 219, 220, 223, 224, 225, 228, 229,
230, 233, 234, 235, 238, 239, 240, 258, 259,
260, 263, 264, 265, 268, 269, 270, 273, 274,
275, 278, 279, 280, 298, 299, 300, 303, 304,
305, 308, 309, 310, 313, 314, 315, 318, 319,
320.
Lesson 16: Spotlight New Thinking
Lesson 20: Distinguish Your Thinking from the
Authors
Lesson 21: Construct Main Ideas from Supporting
Details
Writers ARE Readers (Laminack & Wadsworth, 2015).

Chapter 7: Summarizing
Chapter 8: Synthesizing
Teacher Tip:
Have access to many different types of informational
texts, magazines, online websites, textbooks, that
vary in the range of text complexity
3 rd Nine Weeks
How Readers Apply What They Know to Various Genres (Narrative and Literary Nonfiction)
Reading Unit Three has students building upon their earlier learning about literary texts and informational texts. They will use acquired strategies to read
and comprehend different genres. The goal is to help readers become self-directed and critical readers of various genres. It would be helpful for students
to have access to texts such as magazines, biographies, articles, literary nonfiction, and poetry.
Standards
I Can Statements
4-RI 8.2
and the text.
4-RI 12.3
Possible Resources
well, but make sure that you are using more complex
text(s). **

informational texts.

Unit 3: Lessons 1-2

features.

between text features and text.

problem/solution).

features.
I can read and respond according to

task and purpose.

Unit 3: Lessons 3-5, 14, 17, 20
I can become a self-directed, critical

reader and thinker.
I can determine the difference
Literacy by Design
o 18, 19, 20, 23, 24, 25, 28, 29, 30, 33, 35, 38,
40, 63, 65, 68, 70, 73, 75, 78, 80, 98, 100, 103,
Literacy by Design
o 370, 376, 379, 380, 381, 382;
o 25, 35, 40, 65, 69, 70, 78, 80, 100, 105, 110,
115, 120, 145, 154, 160, 180, 185, 190, 195, 200,
220, 225, 230, 235, 240, 260, 265, 269, 270,
275, 280, 300, 305, 310, 315, 320.
between narrative and informational

text.
I can understand how to use text

features to comprehend
informational text.
I can read to learn a subject better.
I can read to understand more about

a subject.
104, 105, 108, 109, 110, 113, 114, 115, 118, 119,
120, 138, 139, 140, 143, 144, 145, 148, 149, 150,
153, 154, 155, 158, 159, 160, 178, 179, 180, 183,
184, 185, 188, 189, 190, 193, 194, 195, 198, 199,
200, 218, 219, 220, 223, 224, 225, 228, 229,
230, 233, 234, 235, 238, 239, 240, 258, 259,
260, 263, 264, 265, 268, 269, 270, 273, 274,
275, 278, 279, 280, 298, 299, 300, 303, 304,
305, 308, 309, 310, 313, 314, 315, 318, 319,
320.

8.1 One Text, Multiple Ideas
8.7 Paraphrase Chunks, Then Put It Together
Comprehension Toolkit: Summarize and Synthesize
Lesson 23: Think Beyond the Text
Lesson 24: Read to Get the Gist
Lesson 25: Reread and Rethink
Lesson 26: Read, Write and Reflect
Teacher Tip:
texts, magazines, online websites, textbooks that vary
in the range of text complexity.
I can ask and answer inferential

questions.

Unit 3: Lessons 4-6, 8, 11-13, 15, 19

text.
I can refer details and examples

within a text to support inferences
and conclusions.
I can identify key details.
I can identify central idea (main

idea) of the text.
I can summarize multi-paragraph

text using key details.
Literacy by Design
o 18, 19, 20, 24, 25, 28, 29, 30, 34, 35, 38, 39,
40, 63, 64, 65, 68, 69, 70, 74, 75, 78, 79, 80,
98, 99, 100, 103, 104, 105, 108, 109, 110, 113, 114,
115, 118, 119, 120, 138, 139, 140, 143, 144, 145,
148, 149, 150, 153, 154, 155, 158, 159, 160,
168,178, 179, 180, 183, 184, 185, 188, 189, 190,
193, 194, 195, 198, 199, 200, 208, 218, 219, 220,
223, 224, 225, 228, 229, 230, 233, 234, 235,
238, 239, 240, 258, 259, 260, 263, 264, 265,
268, 269, 270, 273, 274, 275, 278, 279, 280,
283, 298, 299, 300, 303, 304, 305, 308, 309,
310, 313, 314, 315, 318, 319, 320.
4-RI 5.1
conclusions.
4-RI 6.1
Summarize multi-paragraph texts
using key details to support the
central idea.
I can support the central ideas.
I can explain how the main idea is

supported by details.
I can use key ideas to summarize.

8.3 Topic, Subtopic, Details
8.11 Add Up Facts to Determine Main Idea
Teacher Tip:
texts, magazines, online websites, textbooks that vary
in the range of text complexity.
AGP Resources:
Junior Great Books
Jacobs Ladder
AGP Literature Web from William & Mary

an event or topic.


event or topic.
4-RI 10.1
Identify and describe the difference
between a primary and secondary
account of the same event or topic.
4-RI 11.1
Apply knowledge of text structures
to describe how structures

event or topic.

I can identify and explain how text

structures vary:
Chronology-AGP lesson
compare/contrast-AGP

Unit 3: Lessons 5-7, 10
Chapter 4: Compare and Contrast
Chapter 5: Cause and Effect

Literacy by Design
4-RI 11.2
Explain how an author uses reasons
and evidence to support particular
points.
4-RI 9.1
4-RI 9.2
Determine the meaning of an
unknown word using knowledge of
base words and Greek and Latin
affixes.
lesson
cause/effect-AGP lesson
problem/solution-AGP lesson
description-AGP lesson
I can determine the overall

structure found in an informational
text.

o 19, 28, 73, 74, 103, 118, 119, 138,158, 159, 223,
268, 269, 313, 314.

Chapter 10: Noticing Important Details
I can describe how events, ideas,

concepts, or information are
structured in a text .
Questions to Consider:
Is the author comparing, describing, or ordering the
information?
How does the structure mirror the main idea of the
text and help me as a reader?
I can describe how structures

AGP Resources:
Junior Great Books
I can locate the reasons and evidence

used to support particular points in
a text.
Jacobs Ladder
I can explain how the reasons and

evidence support the particular
points in a text.
I can locate and use resources (e.g.,

glossary, footnote, dictionary) to
assist me in determining the meaning
of unknown words and phrases.
I can understand that words may

have multiple meanings.
I can use antonyms and synonyms
I can understand figurative language
I can recognize idiomatic

expressions
I can use various strategies (e.g.,

context clues, root words, affixes) to
determine the meaning of general
academic and domain-specific words
and phrases in a text

Literacy by Design
o 17, 22, 27, 32, 37, 62, 67, 72, 77, 97, 102, 107,
112, 117, 137, 142, 147, 152, 157, 177, 182, 187,
192, 197, 217, 222, 227, 232, 237, 257, 262,
267, 272, 277, 297, 302, 307, 312, 317;
o Essential Resources
6970, 7778, 116117.
4-RL 13.3
4-RI 9.3
Use a base word to determine the
I can determine the meaning of an

unknown word.
I can use knowledge of base words.
I can use of Greek and Latin affixes

(suffixes and prefixes).

reader.

thinker.

reader.

thinker.
I can respond to become a selfdirected reader.
I can respond to become a selfdirected thinker.

reader.

thinker.
I can acquire general academic and


Unit 3: Lesson 17
Literacy by Design
o 3, 4, 5, 8, 9, 10, 13, 15, 43, 45, 48, 50, 53, 54,
55, 58, 59, 60, 83, 84, 85, 88, 89, 90, 93, 94,
95, 123, 124, 125, 128, 129, 130, 133, 134, 135,
163, 164, 165, 168, 169, 170, 173, 174, 175, 203,
204, 205, 208, 209, 210, 213, 214, 215, 243,
244, 245, 248, 249, 250, 253, 254, 255, 283,
284, 285, 288, 289, 290, 293, 294, 295.

Unit 3: Lesson 18
meaning of an unknown word with the

same base.
4- RI 9.4
Students are expected to build upon
and continue applying previous
learning.
Consult print and multimedia
resources to
find the pronunciation and determine or
clarify the precise
meaning of key words
or phrases.
4-RI 9.5
Acquire and use general academic
and domain-specific words and
phrases that signal precise actions,
emotions, and states of being;
demonstrate an understanding of
nuances and jargon.
I can use general academic and

I can demonstrate an understanding

of nuances and jargon.
I can use a dictionary to find the

meaning of unknown words.
I can understand that words have

multiple meanings.
I can use root words, Greek and

Latin prefixes/suffixes to determine
meaning.
I can use antonyms and synonyms to

find the meaning of grade level
words.
I can understand that words may be

used as figurative language.
I can recognize when words are used

as a common idiomatic expression.
Literacy by Design
o 17, 22, 27, 32, 37, 62, 67, 72, 77, 97, 102, 107,
112, 117, 137, 142, 147, 152, 157, 177, 182, 187,
192, 197, 217, 222, 227, 232, 237, 257, 262,
267, 272, 277, 297, 302, 307, 312, 317
4 th Nine Weeks
How Story Elements Change through Social, Cultural, and Historical Influences
Reading Unit Four has students returning to analyzing the elements of a story. However, the rigor increases as we look more deeply at how social, cultural,
historical influences shape character, setting, and plot development. Throughout this unit, students will read and respond to texts to continue becoming selfdirected and critical readers and thinkers.
Standards
I Can Statements
4-RL.8.1b
Explain the influence of cultural,
historical,
and social context on characters,
setting, and plot development.
4-RL.9.2
Explain how the authors choice of
words, illustrations, and conventions
combine to create mood, contribute
to meaning, and emphasize aspects of
a character or setting.
I can explain the influence of culture

on characters.
on setting.
Possible Resources
** Many of these lessons can be used for AGP as well,
but make sure that you are using more complex
text(s). **

Unit 3: Lessons 1-2, 6, 11, 15
Literacy by Design
o 4, 5, 10, 14, 15, 45, 50, 54, 55, 59, 85, 88, 89,
90, 95, 125, 130, 134, 135, 165, 170, 175, 205,
210, 214, 215, 245, 250, 254, 255, 285, 290,
295.

on plot development.
I can explain the influence of

historical context on characters.

historical context on setting.

historical context on plot
development.

Lesson 17: Record Important Ideas
I can explain the influence of social

context on characters.
AGP Resources:
Junior Great Books

context on setting.

context on plot development.

5.27 Analyzing Historical Contexts
6.22 Consider Character in Context
Jacobs Ladder
William & Mary units (literature web,vocabulary web)
of words, illustrations, and

conventions combine to create mood
4-RL.12.1
Explain how a series of chapters,
scenes, or stanzas fit together to
provide the overall structure of a
particular story, drama, or poem.
4- RL.8.1b
historical, and social context on
characters, setting, and plot
development.

conventions combine to contribute to
meaning

conventions combine to emphasize
aspects of a character or setting

overall structure of a particular
story

on characters.

on setting.




development.


context on setting.

Unit 3: Lesson 2
Literacy by Design
o 5, 10, 14, 15, 45, 50, 54, 55, 85, 88, 89, 90, 95,
125, 130, 134, 135, 165, 170, 175, 205, 210, 214,
215, 245, 250, 254, 255, 285, 290, 295
o 49, 190, 322.
4-RL.8.1a
Explain how conflicts cause the
characters to change or revise plans
while moving toward resolution.
4-RL.8.1b
historical, and social context on
characters, setting, and plot
development.
4-RL.9.1
Identify and explain how the author
uses imagery, hyperbole, adages, or
proverbs to shape meaning and tone.
4-RL.12.2
I can explain how conflicts cause

characters to change plans.
I can explain how conflicts cause

characters to move toward
resolution.

on characters.

on setting.




development.


context on setting.

I can identify how the author uses

imagery to shape meaning and tone.

Unit 3: Lesson 6

hyperbole to shape meaning and tone.
Literacy by Design
o 134

Unit 3: Lesson 3-4, 15
Literacy by Design
o 4, 5, 10, 14, 15, 45, 50, 54, 55, 59, 85, 88, 89,
90, 95, 125, 130, 134, 135, 165, 170, 175, 205,
210, 214, 215, 245, 250, 254, 255, 285, 290,
295
Determine characteristics of crafted

text structures and describe why an
author uses this structure.

adages to shape meaning and tone.

I can explain how the author uses


hyperbole to shape meaning and tone.

adages to shape meaning and tone.


I can determine the development of a

theme within a text..
I can summarize using key details..
I can ask inferential questions.
I can answer inferential questions.

text.

support inferences.
Finding The Message: Grasping Themes in Literature

support conclusions.
AGP Resources
Junior Great Books


4-RL.6.1
Determine the development of a
theme within a text; summarize using
key details.
4- RL.5.1
conclusions.

o 49, 106, 114, 130, 422, 423, 424, 426
The Complete Year in Reading and Writing:

p. 154: Exploring Mood and Imagery in Poetry
Literacy by Design
o 3, 4, 5, 9, 10, 13, 14, 15, 44, 45, 48, 49, 50, 54,
55, 59, 60, 83, 84, 85, 88, 89, 90, 93, 94, 95,
123, 124, 125, 128, 129, 130, 133, 134, 135, 163,
164, 165, 168, 169, 170, 173, 174, 175, 203, 204,
205, 208, 209, 210, 213, 214, 215, 243, 244,
245, 248, 249, 250, 253, 254, 255, 283, 284,
285, 288, 289, 290, 293, 294, 295.
Jacobs Ladder





reader.

thinker.

reader.
4-RL.13.1
reading with purpose and
understanding.

thinker.
4-RL.13.2
Read independently for sustained
periods of time to build stamina.
I can respond to become a selfdirected reader.
I can respond to become a selfdirected thinker.

reader.

thinker.
4-RL.13.3

Unit 3: Lesson 5, 8, 12-13
Literacy by Design
o 3, 4, 5, 8, 9, 10, 13, 15, 43, 45, 48, 50, 53, 54,
55, 58, 59, 60, 83, 84, 85, 88, 89, 90, 93, 94,
95, 123, 124, 125, 128, 129, 130, 133, 134, 135,
163, 164, 165, 168, 169, 170, 173, 174, 175, 203,
204, 205, 208, 209, 210, 213, 214, 215, 243,
244, 245, 248, 249, 250, 253, 254, 255, 283,
284, 285, 288, 289, 290, 293, 294, 295
4-RI.7.1
Compare and contrast how events,
topics, concepts, and ideas are
depicted in primary and secondary
sources.
4-RI.10.1
Identify and describe the difference
between a primary and secondary
account of the same event or topic.

event or topic.

event or topic.

an event or topic.


I can explore similarities among

textual presentations.

dramatic presentations.

visual presentations.
I can explore similarities among oral

presentations.
I can explore differences among

textual presentations.

dramatic presentations.

visual presentations.
I can determine how authors choice

of point of view influences the
meaning.
4-RL.7.1
Explore similarities and differences
among textual, dramatic, visual, or
oral presentations.
4-RL.7.2
Compare and contrast the treatment
of similar themes, topics, and
patterns of events in texts and
diverse media.
4-RL.11.1
Compare and contrast first and third
person points of view; determine how

Unit 3: Lesson 11-12

Literacy by Design
o 253
AGP-William & Marys Persuasion Lesson 21 - Comparing
Reading Stories, Reading Plays, and Watching a Play

an authors choice of point of view

influences the content and meaning.
4- RL.11.2
Students are expected to build upon
and continue applying concepts
learned previously.
Compare and contrast the readers
point of view to that of the narrator
or a character.
I can compare first person point of

view and third person point of view.
Literacy by Design
o 85
I can contrast first person point of

view and third person point of view.
AGP Resources:
Junior Great Books
I can determine how authors choice

of point of view influences the
content.
Jacobs Ladder

4th Grade Reading Framework

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4th Grade Reading Framework

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4 th Grade Reading Standards Framework

I can read to become a self-directed

I can read to become a self-directed

I can read to become a critical

I can read to become a critical

I can read for a task.

I can read for a purpose.

I can respond to become a critical

Units of Study in Reading (L. Calkins)

I can respond to become a critical

I can respond for a task.

I can respond for a purpose.

The Complete Year in Reading and Writing (Pastore &

I can ask inferential questions.

I can answer inferential questions.

I can analyze meaning beyond the

I can analyze details within a text to

Units of Study in Reading (L. Calkins)

I can analyze details within a text to

I can refer to details within a text

I can refer to details within a text

I can analyze examples within a text

I can analyze examples within a text

I can refer to details within a text

I can refer to details within a text

I can analyze details beyond a text

I can analyze details beyond a text

I can refer to details beyond a text

I can refer to details beyond a text

I can analyze examples beyond a text

I can analyze examples beyond a text

I can refer to details beyond a text

I can refer to details beyond a text

210, 213, 214, 215, 243, 244, 245, 248,

The Reading Strategies Book: (J. Serravallo)

William & Mary units

William & Mary Navigator Guides

Units of Study in Reading (L. Calkins)

I can use text evidence to explain

I can use text evidence to explain

I can use text evidence to explain the

I can use text evidence to explain the

I can use text evidence to explain the

I can use text evidence to explain the

I can use text evidence to explain the

I can use text evidence to explain the

I can use text evidence to explain the

I can use text evidence to explain the

I can use text evidence to explain the

Lesson 15: Wrap Your Mind Around the Big Ideas

Notice & Note (Beers & Probst).

I can explain how the authors choice

Units of Study in Reading (L. Calkins)

I can explain how the conventions to

I can explain how the authors choice

I can explain how the illustrations

I can explain how conventions

I can explain how the authors choice

I can explain how the authors choice

William & Mary units

I can explain how illustrations

William & Mary Navigator Guides

I can explain how illustrations

Michael Clay Thompson grammar units