4th Grade Language Arts/Writing Framework at a Glance

D.L. Sims Elementary
4th Grade Language Arts/Writing Framework at a Glance

Lesson Plans: October 1 – 4th, 2012

SWD Modifications are highlighted and are done by Ms. Anderson

Websites Writing Workshop Language Workshop
and Additional
~Modeling, Explicit Teaching and Student Practice ~Modeling, Explicit Teaching and Student Practice of
Resources of the Writing Process~ the Reading Process~

http://languageartsgames.4you4free.com/synonyms.html http://www.brainpop.com/english/writing/
writingprocess/
http://www.brainpop.com/english/grammar/nouns/previe
w.weml http://www.brainpop.com/english/writing/
prewritingorganizingyourthoughts/
http://www.brainpop.com/english/grammar/sentencefragm
ents/preview.weml http://www.brainpop.com/english/gramma
r/typesofsentences/
http://www.brainpop.com/english/grammar/subjectandpre
dicate/preview.weml Safari Montage – Sentences and Grammar –
SWD teacher will relate the grammar
http://www.brainpop.com/english/grammar/antonymssyno concept to real word experiences.
nymsandhomonyms/preview.weml

Targeted 4W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Standard/
Element(s) a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings),
illustrations, and multimedia when useful to aid comprehension.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to
the topic.

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
d. Begin to use precise language and domain –specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation present.

4W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and
clear event sequences.

a. Orient the reader by establishing a situation and introducing a narrator/or characters; organize an event sequence
that unfolds naturally.

b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words, phrases, and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrate experiences or events.

4W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and
editing.

4L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (Produce
complete sentences in speaking and writing.)

a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

g Correctly use frequently confused words (e.g., to, too, two; there, their)

h. Begin to write legibly in cursive, leaving spaces between letters in a word and between words in a sentence.
4L2: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use correct
capitalization.

Spell grade-appropriate words correctly, consulting references as needed.

Essential 4L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Question(s) 4L4: Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 4 reading and
content, choosing flexibly from an array of strategies:
(E)
a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph,

photograph, autograph)
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses) both print and digital, to find the pronunciation and

determine or clarify the precise meaning of key words and phrases.
4L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meaning.

a. Explain the meaning of simple similes and metaphors (e.g., 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).
4L6: Acquire and use accurately grade-appropriate general academic and domain-specific vocabulary, including words and
phrases that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and words and phrases
basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation.
Enduring Understanding
 Language has the power to inform. We build our learning through language – speaking, listening, reading, and writing.
 E Q’s
Why are rules of conversation important?

How can a conversation let participants “build” on the knowledge of others?

How are ideas generated for writing?

How is informative text organized to help the reader?

Why is the organization of ideas important in texts?

How can a reader use context to understand new words?

Opening Writer’s Talk Language Talk-
(A) Benchmark Testing Reading/Language –Tuesday; Math Review
– Wednesday; Science-Thursday  Mountain Language – 20 grammar skills – SWD students
10% of Mini-Lesson
Instructional  Monday - Discuss ways to brainstorm – different will focus on skills 5-10 (compound words, prefix,
suffixes and root word, plural possession, dictionary
Time beginnings to engage your reader – The students skills, subject and predicate.)
Includes the also created a writing piece together as a class.
Differentiated They completed all but the 3rd detail and the  Creating a Visual Summary to display your spelling
Lessons as well conclusion. They will be given back the paper for lesson 7 words. Students will work on completing the
each of them to complete the supporting following with the weeks spelling words – ABC order, V
paragraphs as well as the conclusion. Use the X C vowels x consonants, and pictures that help make
following words to complete the paper: because, connections.
also, another. 4W2ce Locate any sequence
words used in the writing of this paper.  The students will independently complete the following
task. Mountain Language, spelling worksheets,
 Thursday - Complete this activity. Dictionary– first reviewing similes, their Visual Summary and
have the students explain what they know about a Diagramming sentences. Gen. Ed. Teacher will teach
dictionary entry and then students will choose a SWD students will need to be taught how to diagram
word that has a least one syllable and write the sentences.
complete entry. They will then complete the
following tiered assignments – create an  SWD and Gen. Ed teacher will pull students to discuss
illustration or an additional sentence of the word; the following areas this week to determine their level of
create a chart that shows the different sections of understanding of the concepts: Common and Proper
Nouns, Homophones, Similes, and Nouns in a sentence,
Subject and Predicate both complete and simple.

a dictionary; create a foldable and illustrations to
display the components of a dictionary in their
composition book. ELACC4Lc

 Friday – Complete this activity. What’s on my
Plate? – subject predicate review. The students
will review their understanding of complete
subjects and complete predicates by shading in
the subject blue and the predicate red. They will
then complete the following activities- cut and
paste the subjects and predicates; sort the
subjects and predicates so that they become a
sentence; create your own circles for someone
else to determine the subject or predicate.
ELACC4L1,2

Work Period Daily ActivInspire – Independent Language – these skills are a day to
(T) Guided Writing day component in our class
 Add to the writing piece beginning with the
80% of  Mountain Language
Instructional word yesterday, ..... Include a simile, idiom,  Complete and Incomplete sentences
and affixes. ELACC4L5  Parts of Speech
Time Assessment  Spelling practice with illustrations,
Observation of their writing binder as well
Closing as their interactive composition book. sentences, V X C, ABC Order
(S)  The use of correct punctuation
Group Share /Author’s Chair Assessment
10% of  Students will share their writing pieces  The Uses of a Dictionary – write as many
Instructional showing evidence of their components as you can
understanding of similes as well as  The Writing Process – What are the steps?
Time affixes. Students will also show how Group Share
they have effectively used sequence  Speak to your classmates and find someone
Differentiated words. SWD teacher will reference
Instruction flip book on affixes. who has written a concept in a different way
 Summarize the lesson
Evaluation Evaluation
 How did you grow as a writer today?  What did you learn about grammar today?
 How do our grammar skills learned apply to
Work with Lesson 1-6 words.
Small group – draw pictures to show their what you do in other classes?
understanding. Also try to write synonyms that relate
to their words. Add information to make connections Mountain Language –
with their pictures. Work in smaller sections to allow those students to build
the skill and vocabulary appropriately.
Middle –sorting the words in categories – affixes,
common and proper nouns, singular and plural, Higher – complete, check their work, and begin to journal
synonyms and antonyms write – topics will be related to Science or Social Studies.

High – Creating a PowerPoint or ActivInspire that Students will move at their own pace after the mini lesson
explains to another student the concept. Include has been completed for the day. They will progress their
examples and areas where they can answer and way through the following activities at their own pace:
interact with the other student.
ABC Order, V X C, Mountain Language, Illustrations,
Similes, Prefixes, Suffixes, Root Words, Sentences,
Writing a short story using spelling words as well as
vocabulary from another subject. SWD teacher will provide
guidance and support during these activities.

What is not completed in the classroom, will be completed
for homework.

Monday – VXC; Tuesday-ABC Order; Wednesday-there,
they’re, their; Thursday-illustrations