CUMBERLAND COUNTY SCHOOL DISTRICT BENCHMARK ASSESSMENT ...

CUMBERLAND COUNTY SCHOOL DISTRICT

BENCHMARK ASSESSMENT CURRICULUM PACING GUIDE

School: Cumberland County Subject: Reading- English Language Arts Grade: 4th

Elementary School

Benchmark Assessment 1: End of first nine weeks- prior to Fall Break

Instructional Timeline: August 6th – October 2nd

Topic(s): Inferences & Evidence

KCAS Standards Learning Target (I Can Statement) Key Vocabulary

RL.4.1 Refer to details and examples in RL.4.1  Inference

a text when explaining what the text  I can identify key details and draw inferences  Schema

says explicitly and when drawing and/or conclusions using information from  Evidence
inferences from the text. literary text.  Conclusions

 Literature

 Fiction

 Explicit

 Implicit (Implied)

RI.4.1 Refer to details and examples in RI.4.1 I can explain what the text says using details  Inference
a text when explaining what the text  and examples by drawing conclusions and  Schema
says explicitly and when drawing making inferences using informational text.  Evidence
inferences from the text.  Conclusions
 Quotations
RI.4.8 Explain how an author uses RI.4.8 I can conclude how and why an author uses  Explicit
reasons and evidence to support  reasons and evidence to support particular  Implicit (Implied)
particular points in a text. points in a text.  Nonfiction
 Facts

 Evidence
 Support
 Quotations

RI.4.4 Determine the meaning of RI.4.4 I can determine the meaning of general  Vocabulary
general academic and domain-specific  academic words and domain-specific words  Context Clues
words or phrases in a text relevant to or phrases in a text relevant to a grade 4  Synonyms
a grade 4 topic or subject area. topic or subject area. This means I can  Antonyms
understand grade-level vocabulary.  Examples
 Definition
L.4.2 Demonstrate command of the L.4.2 I can apply correct capitalization and
conventions of standard English  punctuation when writing.  Capitalization
capitalization, punctuation, and I can use commas when writing.  Punctuation
spelling when writing.  I can use quotation marks in dialogue and  Commas
a. Use correct capitalization.  when quoting text.  Dialogue
b. Use commas and quotation marks I can apply correct spelling when writing.  Quotations
to mark direct speech and quotations   Quotation Marks
from a text.  Spelling
c. Use a comma before a coordinating  Interrogative
conjunction in a compound sentence.  Declarative
d. Spell grade-appropriate words  Imperative
correctly, consulting references as  Exclamatory
needed.
 Summarize
SL.4.3 Identify the reasons and SL.4.3 I can summarize the points (key details) a  Key Details
evidence a speaker provides to  speaker makes and explain how each of a  Support
support particular points. speaker’s points is supported by reasons and  Speaker
evidence.

CUMBERLAND COUNTY SCHOOL DISTRICT

BENCHMARK ASSESSMENT CURRICULUM PACING GUIDE

School: Cumberland County Subject: Reading- English Language Arts Grade: 4th

Elementary School

Benchmark Assessment 2: End of second nine weeks- prior to Christmas break

Instructional Timeline: October 2nd – December 18th

Topic(s): Main Idea & Supporting Details, Summarizing

KCAS Standards Learning Target (I Can Statement) Key Vocabulary

RL.4.2 Determine a theme of a story, RL.4.2  Genre

drama, or poem from details in the  I can apply details of a text to determine the  Prose

text; summarize the text. theme of a story, drama, or poem, and  Poetry, Drama/Play

summarize.  THEME

 Moral/Message

 Summary/Summarize

 Inferred Themes

 Common Themes in Literature

 Plot

 Characters

 Conflict

 Setting

 Summary Strategy- Somebody

Wanted But So Then

RI.4.2 Determine the main idea of a RI.4.2 I can summarize and identify the main idea  Main Idea
text and explain how it is supported by  of informational text using key details. This  Supporting Details
key details; summarize the text. means I can put it in my own short  Summary/Summarize
description.  Summary Strategy- Topic, Fact, Fact,

Fact, Conclusion

RL.4.3 Describe in depth a character, RL.4.3  Character/Character Traits
setting, or event in a story or drama,  I can describe a character’s actions, a  Plot
drawing on specific details in the text character’s thoughts, setting or events based  Setting

(e.g., a character’s thoughts, words, or on evidence in the text. This means I can use  Conflict
actions). details from the story to describe a  Resolution
character, setting, or event.  Climax
 Protagonist
SL.4.2 Paraphrase portions of a text SL.4.2 I can summarize a text presented in various  Antagonist
read aloud or information presented  ways (e.g. read aloud, visually, table, graphs,
in diverse media and formats, charts, etc.)  Media
including visually, quantitatively, and  Visual
orally.  Quantitative
 Oral Presentations
L.4.3 Use knowledge of language and L.4.3 I can use knowledge of language and its  Graphs
its conventions when writing,  conventions when writing, speaking, reading,  Tables
speaking, reading, or listening. or listening. This means I can choose words  Charts
a. Choose words and phrases to and phrases to communicate accurately, use
convey ideas precisely. punctuation for effect, and choose when to  Formal
b. Choose punctuation for effect. use formal English.  Informal
c. Differentiate between contexts that
call for formal English (e.g., small-  Contrast
group discussion).  Addition
 Relationships
L.4.6 Acquire and use accurately L.4.6 I can accurately use grade appropriate  Vocabulary
grade-appropriate general academic  general academic and domain specific
and domain-specific words and words/vocabulary that signals contrast,
phrases, including those that signal addition, and other logical relationships. This
precise actions, emotions, or states of means I can speak or write using high-level
being (e.g., quizzed, whined, vocabulary.
stammered) and that are basic to a
particular topic (e.g., wildlife,
conservation, and endangered when

discussing animal preservation).

L.4.1 Demonstrate command of the L.4.1 I can produce complete sentences and  Pronouns
conventions of standard English  recognize and correct run-ons and fragments  Fragments
grammar and usage when writing or and can use frequently confused words and  Run-Ons
speaking. homophones correctly.  Homophones
a. Use relative pronouns (who, whose,  Verb Tenses
whom, which, that) and relative  Auxiliaries
adverbs (where, when, why).  Adjectives
b. Form and use the progressive (e.g.,  Prepositions
I was walking; I am walking; I will be  Prepositional Phrases
walking) verb tenses.
c. Use modal auxiliaries (e.g., can,  Prefix
may, must) to convey various  Suffix
conditions.  Root Word
d. Order adjectives within sentences  Affixes
according to conventional patterns  Syllables
(e.g., a small red bag rather than a red  Greek & Latin
small bag).
e. Form and use prepositional
phrases.
f. Produce complete sentences,
recognizing and correcting
inappropriate fragments and run-ons.
g. Correctly use frequently confused
words (e.g., to, too, two; there, their).

RF.4.3 Know and apply grade-level RF.4.3 I can explain meanings of prefixes and
phonics and word analysis skills in  suffixes and I can accurately read unfamiliar
decoding words. multisyllabic words in context and out of
a. Use combined knowledge of all context.
letter-sound correspondences,
syllabication patterns, and
morphology (e.g., roots and affixes) to

read accurately unfamiliar
multisyllabic words in context and out
of context.

RL.4.5 Explain major differences RL.4.5 I can refer to the structural elements of  Structural Elements
between poems, drama, and prose,  poems (e.g. verse, rhyme, meter) when  Cast
and refer to the structural elements of speaking or writing about text and I can refer  Dialogue
poems (e.g., verse, rhythm, meter) to the structural elements of drama (e.g. cast  Settings
and drama (e.g., casts of characters, of characters, settings, descriptions,  Stage Directions
settings, descriptions, dialogue, stage dialogue, stage directions) when speaking or  Dialogue
directions) when writing or speaking writing about text.  Verse
about a text.  Rhyme
 Rhyme Scheme
RL.4.7 Make connections between the RL.4.7 I can connect the text of a story or drama to  Rhythm
text of a story or drama and a visual or  a visual or oral presentation, recognizing the  Meter
oral presentation of the text, descriptions and directions in each version.  Stanza
identifying where each version reflects This means I can connect a text to its movie  Lines
specific descriptions and directions in or play.  Paragraphs
the text.  Sentences

 Visual Presentation
 Oral Presentation/Speech
 Media
 Video
 Movie
 Connections
 Alike
 Similar
 Different
 Compare
 Contrast

CUMBERLAND COUNTY SCHOOL DISTRICT

BENCHMARK ASSESSMENT CURRICULUM PACING GUIDE

School: Cumberland County Subject: Reading- English Language Arts Grade: 4th

Elementary School

Benchmark Assessment 3: End of third nine weeks- prior to Spring Break

Instructional Timeline: January 4th- April 2nd

Topic(s): Point of View, Perspective & Connections

KCAS Standards Learning Target (I Can Statement) Key Vocabulary

RL.4.6 Compare and contrast the RL.4.6  Point of view

point of view from which different  I can compare and contrast the points of  Perspective

stories are narrated, including the view from which different stories are  Narration
difference between first- and third- narrated, including 1st and 3rd narrations.  first person
person narrations.  second person

 third person

 third person objective

 third person limited

 third person omniscient

 pronouns

RI.4.6 Compare and contrast a RI.4.6  Firsthand account
firsthand and secondhand account of  I can compare and contrast the firsthand and  secondhand account
the same event or topic; describe the secondhand accounts of an event or topic.  primary source
differences in focus and the  secondary source
information provided.  Perspective
 point of view

L.4.4 Determine or clarify the meaning L.4.4 I can determine the meaning of unknown  Prefix
of unknown and multiple-meaning  words using various strategies. This means I  Suffix
words and phrases based on grade 4 can use context clues, use affixes and roots.  root word
reading and content, choosing flexibly  context clues
from a range of strategies.
a. Use context (e.g., definitions,  Figurative language
examples, or restatements in text) as  Similes
a clue to the meaning of a word or  Metaphors
phrase.  Idioms
b. Use common, grade-appropriate  Adages
Greek and Latin affixes and roots as  Proverbs
clues to the meaning of a word (e.g.,  Synonyms
telegraph, photograph, autograph).  Antonyms
c. Consult reference materials (e.g.,  Hyperbole
dictionaries, glossaries, thesauruses),  Onomatopoeia
both print and digital, to find the  Alliteration
pronunciation and determine or clarify  Assonance
the precise meaning of key words and  clichés
phrases.

L.4.5 Demonstrate understanding of L.4.5 I can recognize simple similes and metaphors
figurative language, word  in context.
relationships, and nuances in word I can recognize idioms, adages, and proverbs
meanings.  in context.
a. Explain the meaning of simple I can identify synonyms and antonyms.
similes and metaphors (e.g. as pretty 
as a picture) in context.
b. Recognize and explain the meaning
of common idioms, adages, and
proverbs.
c. Demonstrate understanding of
words by relating them to their
opposites (antonyms) and to words
with similar but not identical

meanings (synonyms).

SL.4.1 Engage effectively in a range of SL.4.1 I can participate in group discussions. This  Collaboration
collaborative discussions (one-on-one,  means that I come to discussions prepared,  Debate
in groups, and teacher-led) with follow discussion rules, ask and answer  Moderator
diverse partners on grade 4 topics and questions, and can determine the main
texts, building on others’ ideas and points of a discussion.  Mythology
expressing their own clearly.  Herculean
a. Come to discussions prepared,  Achilles’ Heel
having read or studied required  Trojan Horse
material; explicitly draw on that  Pandora’s Box
preparation and other information  Midas Touch
known about the topic to explore
ideas under discussion.
b. Follow agreed-upon rules for
discussions and carry out assigned
roles.
c. Pose and respond to specific
questions to clarify or follow up on
information, and make comments that
contribute to the discussion and link
to the remarks of others.
d. Review the key ideas expressed and
explain their own ideas and
understanding in light of the
discussion.

RL.4.4 Determine the meaning of RL.4.4
words and phrases as they are used in  I can determine the meaning of words and
a text, including those that allude to phrases as they are used in a text and also
significant characters found in allude to significant characters found in
mythology (e.g., Herculean). mythology.

RL.4.9 Compare and contrast the RL.4.9  Odyssey
treatment of similar themes and  I can compare and contrast similar themes,
topics (e.g., opposition of good and topics, and patterns of events in stories,  Themes
evil) and patterns of events (e.g., the myths, or traditional literature from different  Morals
quest) in stories, myths, and cultures.  Topics
traditional literature from different  Events
cultures.  Plots
 Myths
 Protagonist
 Antagonist
 Culture
 Quest
 Folktales
 Fables
 Fairytales
 Greeks
 Native Americans
 Aesop
 good vs. evil

RF.4.4 Read with sufficient accuracy RF.4.4  Fluency
and fluency to support  I can read on-level text with purpose,  Comprehension
comprehension. understanding, and fluency  Accuracy
a. Read on-level text with purpose and  Speed
understanding.  wcpm (words correct per minute)
b. Read on-level prose and poetry
orally with accuracy, appropriate rate,
and expression on successive
readings.
c. Use context to confirm or self-

correct word recognition and RI.4.3 I can use details to explain why the events,  Events
understanding, rereading as  procedures, ideas, or concepts in an  Procedures
necessary. informational text took place.  Concepts
 historical text
RI.4.3 Explain events, procedures,  genre
ideas, or concepts in a historical,  Fiction
scientific, or technical text, including  Nonfiction
what happened and why, based on  scientific text
specific information in the text.

RI.4.5 Describe the overall structure RI.4.5 I can compare and contrast the overall  Compare
(e.g., chronology, comparison,  structure of a text. This means I can explain  Contrast
cause/effect, problem/solution) of the similarities and differences in the way  Similarities
events, ideas, concepts, or information is presented in a text.  Differences
information in a text or part of a text.  text structure
 chronological order/sequential
 Cause/ effect
 Problem/solution
 Resolution
 Description/details
 Question/answers

RI.4.7 Interpret information presented RI.4.7 I can explain information from charts,  Visual
visually, orally, or quantitatively (e.g.,  diagrams, graphs, timelines, animations, and  charts
in charts, graphs, diagrams, time lines, interactive elements (text features).  diagrams
animations, or interactive elements on

Web pages) and explain how the  Graphs
information contributes to an  Timelines
understanding of the text in which it  Animation
appears.  text features
 web pages
 quantitative

RI.4.9 Integrate information from two RI.4.9  Integration
texts on the same topic in order to  I can integrate information from two texts on  topic
write or speak about the subject same topic.  Combine
knowledgeably.  Nonfiction
 informational text

CUMBERLAND COUNTY SCHOOL DISTRICT

BENCHMARK ASSESSMENT CURRICULUM PACING GUIDE

School: Cumberland County Subject: Reading- English Language Arts Grade: 4th

Elementary School

Benchmark Assessment 4: End of fourth nine weeks- KPREP

Instructional Timeline: April 11- May 18

Topic(s): Review- Differentiated Instruction

KCAS Standards Learning Target (I Can Statement) Key Vocabulary

SL.4.4 Report on a topic or text, tell a SL.4.4  Speech

story, or recount an experience in an  I can speak clearly at an understandable pace  Topic

organized manner, using appropriate (speed) while reporting on a topic, telling a  Introduction/hook/grabber
facts and relevant, descriptive details story, or recounting (describing) an  Conclusion/closing
to support main ideas or themes; experience in an organized manner using  Reports
speak clearly at an understandable relevant (important), descriptive details to  References
pace. support main ideas or themes.  Recount

 main idea

 theme

SL.4.6 Differentiate between contexts SL.4.6 I can distinguish between formal and  Formal
that call for formal English (e.g.,  informal speech and analyze situation to  informal
presenting ideas) and situations where determine appropriate speech use.
informal discourse is appropriate (e.g.,  Comprehension
small-group discussion); use formal  Proficient
English when appropriate to task and  Literature
situation.  fiction

RL.4.10 By the end of the year; read RL.4.10
and comprehend literature, including  I can read and comprehend fourth grade
stories, dramas, and poetry, in the literature proficiently.
grades 4-5 text complexity band
proficiently, with scaffolding as

needed at the high end of the range.

RI.4.10 By the end of the year; read RI.4.10  Comprehension
and comprehend informational texts,  I can read and comprehend fourth grade  Proficient
including history/social studies, informational text proficiently.  informational text
science, and technical texts, in the  fact
grades 4-5 text complexity band  nonfiction
proficiently, with scaffolding as
needed at the high end of the range.