Fourth Grade Pacing
2016-2017
Week Reading
8.29-9.2 Making Reading Lives
-Setting goals as avid readers
with goals for reading stamina
-Choosing just right books
-Make reading partnerships
-Shopping for books- Level
M/N 4-6 books per week;
Level N-Q 2-4 books per
week; Level R-T 1-3 books
per week.
-Transitions: arriving/departing
from carpet; turning and
talking
-How to record on reading log
-How to be a partner
-How to use readers
notebook
-Readers need protected time
for reading and protected time
to talk with their partners
about reading
-Conferencing roles
Teacher/student expectations
9.5- 9.9 Practicing Independent
*4 day Reading/Small Group time
wk -Procedural practice. SW
practice reading
independently throughout the
week. Mini-lessons are
centered around procedures,
holding attention on a text,
and transitioning to a small
group.
Writing
Setting up Writers L.4.1 Nouns
Workshop
-What is Writing Workshop?
-Student responsibilities, - singular and plural nouns
teacher responsibilities
-Intro to writing process
Components of writing
process
-Quick ride through the
process
-What do I do if I am done?
-Good writers are never
done!
Setting up Writers L.4.1 Pronouns
Workshop
-What is Writing Workshop?
-Student responsibilities,
teacher responsibilities
-Intro to writing process
Components of writing
process
-Quick ride through the
process
-What do I do if I am done?
-Good writers are never
Word Study
- proper nouns
- common nouns
represents ten times what it
- possessive nouns
- relative pronouns who,
whose, whom, which, that
- Person of a Pronoun- who is
the speaker-POV-Possessive
pronouns
Flocabulary Grade 4, Unit 1
Math
4.NBT.1 Recognize that in
a multi-digit whole number,
a digit in one place
Inquiry
represents in the place to
its right. For example,
recognize that 700 70 =
10 by applying concepts of
place value and division.
4.NBT.2 Read and write
multi-digit whole numbers
using base-ten numerals,
number names, and
expanded form. Compare
two multi-digit numbers
based on meanings of
the digits in each place,
using >, =, and < symbols
to record the results of
comparisons. To read
numerals between 1,000
Inquiry
What is Inquiry?
Expectations of Inquiry
Stations; Goals of a week in
Where is North Carolina?
-Difference between a
continent, country, state,
city, county.
-Where are you from?
-Map skills, use map to
locate country/state/town of
origin.
-Using a compass on a map
-Bodies of water important
to North Carolina.
-North Carolina has a
history. First people in NC
were Indians.
4.H.1.1 Summarize the
change in cultures,
everyday life and status of
indigenous American Indian
groups in NC before and
after European exploration.
Big Ideas:
-The types of government,
language, food, shelter, and
cultural traditions of various

9.12- RL4.3/RL4.1 Describe a
9.16 character, setting, or event in
a story or drama, drawing on
specific details of the text
(characters thoughts, words,
actions)
-Describing ourselves- inside
and out
-Difference between feelings
and character traits?
-Describing ourselves with
evidence - our actions and
words
-Why do we need evidence to
help describe each other and
characters
-Describing characters- jotting
down actions, words, and
thoughts- to help us
summarize what character is
like
-Using the best vocabulary to
describe characters?
done! and 1,000,000, students
need to understand the role
of commas. Comparing and
rounding
Cycle 1 Task Description: L.4.5 (c) Adjectives 4.NBT.3 Use place value
I created an original - positive and negative understanding to round
character and wrote one adjective - feelings vs. multi-digit whole numbers
paragraph that focused on Character traits to any place. The
internal character traits - Superlative expectation is that students
relying on thoughts, - Comparative have a deep understanding
feelings, and physical of place value and number
mannerisms. (W.4.3) Flocabulary Grade 4, Unit 2 sense and can explain and
reason about the answers
Formal Literacy Grade 1 they get when they round.
Students should have
numerous experiences
using a number line and a
hundreds chart as tools to
support their work with
rounding.
American Indian groups.
-How the culture, everyday
life and status of American
Indian groups changed after
the arrival of Europeans.
4.H.1.2 Explain how and
why
NC was established.
Colonies were established
for political and economic
reasons
4.H.1.4 Analyze how NC's
role in major conflicts and
wars from the Pre-colonial
period through
reconstruction.
-Political, economic, and
cultural conditions can
create conflict and war.

9.19- RL.4.3/RL4.1 Describe in
9.23 depth a character, setting, or
event of a story drawing on
specific details in the text
(characters thoughts, words,
or actions)
- How do characters interact
with each other?
W.4 Brainstorming- L4.6 Verbs 4.NBT.4 Fluently add and 4.H.2.1 Explain why
Character Narrative W.3 subtract multi-digit whole important buildings, statues,
- Planning singular/plural verbs numbers using the monuments, and place
- Organizing our thoughts - First, second, third person standard algorithm. names are associated with
- present tense the state's history.
into a logical sequence.
- Character timeline of - past tense Place value assessment -Communities often use
events. - future tense
buildings, statues,
- Feelings chart monuments and places to
 - How do minor characters
influence the story?
- When thinking about
characters, we envision,
predict and think!
-Character actions-what do
they tell the reader?
SL4.1/4.2-Accountable
discussions about
characters.
9.26- RL.4.2/RL4.1 Determine a
9.30 theme of a story, drama, or
poem from details in the text,
summarize the text.
-Authors write to teach us
something
-Characters learn things as
they face challenges in the
story- we learn along with
characters
-Summarize the text- the most
important things that happen
in the text
-Difference between important
detail and extra details
-Lessons are called theme-
big message
-Why are there recurring
themes within books?
9/30-Character/Theme
Assessment. Formal
Literacy Grade #2.
10.3- RL4.3/RL4.1 Building theories
10.7 about characters
-Selecting a plot, problem, Flocabulary Grade 4, Unit 3 honor and commemorate
and solution. the past contribution of
-Using mentor texts to help people.
us write.
4.H.2.2 Explain the historical
significance of North
Carolinas state symbols.
-People often use symbols
to honor the culture and
history of places.
W.3 First Draft- Narrative- L.4.3 Adverbs 4.OA.1 Interpret a 4.L.1.1 Students know that
- Writing complete - time multiplication for any particular
sentences - place equation as a comparison, environment, some kinds of
- Sequencing event - manner- regularly e.g., interpret 35 = 5 7 as plants and animals survive
Comparative, well, some survive less well
- Audience a statement that 35 is 5
and some do not survive at
-Purpose times as many as 7 and 7
-Superlative all. When the insect
-Conferencing times as many as 5. population grows in an area
Flocabulary Grade 4, Unit 4 Represent verbal that is frequented by insect
statements of multiplicative eating birds, this is
comparisons as advantageous for the birds.
multiplication equations. Conversely, if the insect
populations are decreased
*This standard extends by disease in a similar
for two weeks; now is a scenario, the population of
good time to review facts, birds would be stressed and
likely, reduced.
fact practice, and ensure
students have learned
multiplication facts 0-12.
Fact practice should be Big Question:
continuously cycled
through workshop. How can changes in an
environment negatively and
positively impact
organisms?
Revise W.5 L.4.1 Prepositions 4.OA.1 Interpret a 4.L.1.2 Students know that
- Peer conferences - What they are multiplication animals collect information
 -Readers notice characters in
*4 day books doing, saying or
week thinking stuff and grow
theories or hunches about
those characters.
-Readers know that
characters are complicated:
they are not just one way.
-To grow nuanced and
complex ideas about
characters, it helps to think
deeply about times when a
person acts out of character.
-Sometimes these unusual
acts are signs a character is
changing.
-Readers know that
characters are not real and
that authors make characters
the way they are on purpose.
The author made the
character change, so readers
need to think
- Colorful adjectives
- Visualizing
- Descriptive writing
- Sensory writing
- Details
Edit W.5
Peer editing
Supportive feedback
Do I need to revise again?
When am I actually done?
Narrative Due-Formal
Literacy Grade #3.
- Prepositional phrases
Flocabulary Grade 4, Unit 5
equation as a comparison,
e.g., interpret 35 = 5 7 as
a statement that 35 is 5
times as many as 7 and 7
times as many as 5.
Represent verbal
statements of multiplicative
comparisons as
multiplication equations.
*This standard extends
for two weeks; now is a
good time to review facts,
fact practice, and ensure
students have learned
multiplication facts 0-12.
Fact practice should be
continuously cycled
through workshop.
4.0A.1 Assessment
about the environment
using their senses. Animals
also exhibit instinctive
(inborn) behaviors that help
them to survive. Students
know that in animals, the
brain processes
information, and signals the
performance of behaviors
that help the organism
survive.
Big Question:
How do animals
adapt their behavior
and appearance to
survive in their
habitat?

10.10- RL.4.4 Determine the
10.14 meaning of words and
phrases as they are used in a
text
-Paying attention to clues
authors give us to figure out
unknown words
-Filling in the blank with a
familiar word to come up with
the meaning
-Is the meaning of the word
critical to understand the text?
----Do you have to know this
word in order to move on and
understand the text?
Publish W.6
- Technology- computer
skills - Best Work
- Using a Rubric to self and
partner assess
- Sharing my piece
SL4.5 Add audio recordings
and visual displays to
presentations when
appropriate to enhance the
development of main ideas
or themes.
Flocabulary Grade 4, Unit 6
4.OA.4 Find all factor pairs
for a whole - number in the
range 1100. Recognize
that a whole number is a
multiple of each of its
factors. Determine whether
a given whole number in
the range 1100 is a
multiple of a given one-digit
number. Determine whether
a givenwhole number in the
range 1100 is prime or
composite.
 -Do I know this word from
somewhere else? What parts
look familiar? Looking at
prefixes and suffixes to come
up with word meanings
-How long do I need to read
on to figure out what the
unknown word means?
*Cycle one assessment
10.14. Formal Literacy
Grade #4.
10.17- RI.4.2 Determine the main
10.21 idea of a text and explain how
it is supported by key details-
box, bullet, bullet, bullet
-What is the big idea that the
text is trying to teach me?-
look for chunks in text that go
together, categorize based on
topics.
10.24- RI.4.1 Referring to text for
10.28 evidence-What is the authors
main point for writing this?
Q1 Ends What evidence helps you
understand that?
-Where in the text did the
author give you the most
important information?
-What evidence supports
______.
SL4.4 Report on a topic or
text, tell a story, or recount
an experience in an
organized manner, using
appropriate facts and
relevant, descriptive details
to support main ideas or
themes; speak clearly at an
understandable pace
W.4 Planning-
Argumentative W.1 -
- How do I support my
opinion? - Why is my
opinion important? - Do I
have facts to support?
Mini Task#1 Description
Use a graphic organizer to
plan an opinion piece using
evidence to support the
claim.
st
W.1 Argumentative- 1
Counter - pro
Draft
- How do I organize my
opinion?
- Good introductions?
- Who is my audience?
Conjunction- FANBOYS-
For, and, nor, but, or, yet,
so
Flocabulary Grade 4, Unit 7
Prefixes- Anti -post -
solveword problems
Flocabulary Grade 4, Unit 8
4.OA.5 Generate a number
or shape pattern that
follows a given rule. Identify
apparent features of the
pattern that were not
explicit in the rule itself. For
example, given the rule
Add 3 and the starting
number 1, generate terms
in the resulting sequence
and observe that the terms
appear to alternate
between odd and even
numbers
Factors, multiples,
patterns assessment
4.OA.2 Multiply or divide to
there is variation among
involving multiplicative
comparison, e.g., by using
drawings and equations
with a symbol for the
unknown number to
represent the problem,
distinguishing multiplicative
comparison from additive
4.L.1.3 Students know that
humans can adapt their
behavior in order to
conserve the materials and
preserve the ecological
systems that they depend
on for survival.
Big Questions:1. How can
we adapt our behavior to
preserve our
environment?2. What
effects do we have on the
our environment?
4.L.1.4 Students know that
individuals of one kind
within a population.
Students know that
sometimes this variation
results in individuals having
an advantage in surviving
and reproducing. Survival
advantage is not something
 - Readers dig for information. - What is the purpose? comparison that is acquired by an
- Readers stop and think when organism through choice;
reading to collect their - Good conclusion, call to *Ensure students know rather it is the result of
thoughts. action when to multiply and when characteristics that the
to divide organism already
possesses.

Big Question:How do
differences in animals
within the same
population affect their
ability to survive?

10.31- RI 4.1 Using evidence to
11.4 support inferences in
nonfiction text-What does the
(4 day author suggest in the text but
week) does not write?
-What evidence can you use
to support your inferences?
W.5 Revise and Edit
- Peer editing/revising
- Is my opinion clear?
- All components of rubric?
- Adjectives, Verbs?
- Did I persuade my
reader?
- Para 4.NBT.5 Multiply a whole
number of up to four digits
- Peri by a one-digit whole
number, and multiply two
- Poly two-digit numbers, using
strategies based onplace
Flocabulary Grade 4, Unit 9
value and the properties of
operations. Illustrate and
explain the calculation by
using equations,
rectangular arrays, and/or
area models.
4.C&G.1.1 Summarize the
key principles and revisions
of the North Carolina
Constitution;
-People have rights to life,
liberty, and the pursuit of
happiness, and there are
articles in the state
constitution that outlines
those and other basic
rights.

*Word problems! 4.C&G.2.1 Analyze the

preamble and articles of the
North Carolina Constitution
in terms of rights and
responsibilities.

11.7- RI1.5-Determining overall W.6 Publish and share - Extra -quad 4.NBT.6 Find whole- 4.C&G.1.2 Compare the
11.11 (3 text structure number quotients and roles and responsibilities of
day -cause and effect -Intra -self remainders with up to four- state elected leaders
week) -problem/solution -computer skills digit dividends and one-
-chronological order -adding a visual Flocabulary Grade 4, Unit digit divisors, using -What are the different roles
-being a good listener 10 and responsibilities of state
-description strategies based on place
-comparison -giving constructive value, the properties of
 feedback operations, and/or the elected leaders?
-listening to the other side relationship between
of the argument multiplication and division. -Local governments are
Illustrate and explain the similar to that of a states
calculation by using government.
equations, rectangular
arrays, and/or area models.

*Place value vocabulary

11.14- RI4.5-Determining overall W.4.1 Write opinion pieces
11.18 text structure on topics or texts,
-cause and effect
supporting a point of view
-problem/solution with reasons and
-chronological order information
-description
-comparison
Mini Task#2 Description
Write an opinion paragraph
with support that can be
used in a class debate on a
specific topic.
- Mono -ultra - Multi -Tri 4.NBT.6 Find whole-
number quotients and
Flocabulary Grade 4, Unit 11 remainders with up to four-
digit dividends and one-
digit divisors, using
strategies based on place
value, the properties of
operations, and/or the
relationship between
multiplication and division.
Illustrate and explain the
calculation by using
equations, rectangular
arrays, and/or area models.
4.C&G.1.3 Analyze the
influence of the colonial
history of North Carolina on
the governing documents of
our state;
4.C&G1.4 Compare North
Carolinas government with
local governments.
-How is North Carolinas
government similar to local
governments?

11.21- RI.4.4 Determine the meaning
11.25 *2 of general academic and
day domain specific words or
week phrases in a text
-We can break up the word
into root, prefix, and/or suffixto
help us determine meaning
- When we are pretty sure we
know a word, can we
substitute with a synonym Can
we find definitions within the
text by authors clues?
Test Prep-Nonfiction
W.4.1Write opinion pieces
on topics or texts,
supporting a point of view
with reasons and
information
Mini Task#3 Description
Create a brief commercial
script that grabs the
audiences attention, states
a clear opinion, and
includes a compelling
How to use prefixes when I 4.NBT.6 Find whole- Scientific Method
come to a word I dont number quotients and
know. remainders with up to four-
digit dividends and one-
Flocabulary Grade 4, Unit
digit divisors, using
12
strategies based on place
value, the properties of
operations, and/or the
relationship between
multiplication and division.
Illustrate and explain the
calculation by using
equations, rectangular
 -Test takers pay close argument with evidence. arrays, and/or area models.
attention to all test features;
read for details.
-Non-fiction passages give us
important information.
-Skills to use to read
nonfiction passages.
-Finding evidence in the test
to support your answers.
-Using context clues for
vocabulary questions.
11.28- RI.4.4 Determine the meaning Suffixes 4.OA.3 Solve multistep 4.C&G.2.2 rights and
12.2 of general academic and word problems posed with responsibilities of citizens
domain specific words or - Able whole numbers and having according to North Carolina
phrases in a text whole-number answers Constitution.
-We can break up the word - ant using the four operations,
into root, prefix, and/or suffixto including problems in which -Citizens have rights and
Flocabulary Grade 4, Unit responsibilities that are
help us determine meaning remainders must be
13
- When we are pretty sure we interpreted. outlined by a states
know a word, can we government.
substitute with a synonym Can *Close reading
we find definitions within the -Both democratic
text by authors clues? *Find the main idea of the government and its citizens
Test Prep-Nonfiction word problem have rights and
-Test takers pay close responsibilities.
attention to all test features; *Visualize the situation
read for details.
-Non-fiction passages give us
important information.
-Skills to use to read
nonfiction passages.
-Finding evidence in the test
to support your answers.
-Using context clues for
vocabulary questions.
Cycle 2 Assessment
12.5- RI 4.7-3 days-Interpret W.4.1 - Ful 4.OA.3 Solve multistep 4.C&G.2.3 Differentiate
12.9 information presented Finishing up word problems posed with between rights and
 visually and explain how it
contributes to the overall
understanding of the text.
(Part 1-interpreting text
features)
(part 2-using the information
we gain from text features to
understand a text).
12.12- RI 4.7-Interpret information
12.16 presented visually and
explain how it contributes to
the overall understanding of
the text. (Part 1-interpreting
text features)
(part 2-using the information
we gain from text features to
understand a text).
12.19- RI4.8 Authors Claim
12.23 Explain how an author uses
reasons and evidence to
(3 day support particular point.
week) -Opinion essay: what points
did the author list? What
evidence supports his points?
-Informational Text-What
supports the authors
writing/presentations/debat
es
W4.2-Write
informative/explanatory
texts and examine a topic
and convey ideas and
information clearly.
W4.7-Research a topic and
create mini-task #1
(paragraph explaining one
subtopic from research).
W4.2-Write How to use
informative/explanatory
texts and examine a topic
and convey ideas and
information clearly.
W4.7-Research a topic and
create mini-task #2
(paragraph and a
supporting text feature
- Ist whole numbers and having
whole-number answers
- Ize using the four operations,
including problems in which
Flocabulary Grade 4, Unit remainders must be
14
interpreted.
*Close reading
*Find the main idea of the
word problem
*Visualize the situation
-less 4.NF.1 Explain why a
fraction a/b is- equivalent to
-ment a fraction (n a)/(n b) by
using visual fraction
-ology
models, withattention to
-ness how the number and size of
the parts differ even though
Flocabulary Grade 5, Unit 1 the twofractions themselves
are the same size. Use this
principle to recognize and
generate equivalent
fractions.
4.NF.2 Compare two
prefixes/suffixes to fractions with different
understand new words numerators and different
denominators, e.g., by
Flocabulary Grade 5, Unit 2 creating common
denominators or
numerators, or by
comparing to a benchmark
fraction such as 1/2.
responsibilities reflected in
the North Carolina
Constitution.
4.L.2.1 Classify substances
as food or non-food items
based on their ability to
provide energy and
materials for survival,
growth and repair of the
body.
4.L.2.2 Explain the role of
vitamins, minerals and
exercise in maintaining a
healthy body.
4.L.2.1 Classify substances
as food or non-food items
based on their ability to
provide energy and
materials for survival,
growth and repair of the
body.
4.L.2.2 Explain the role of
 research? (Ex: What points
support why animals cannot
survive in a desert)
-Biography-What points
support why ______ was a
great leader?
1.2-1.6 RI4.8 Authors Claim
Explain how an author uses
(3 day reasons and evidence to
week) support particular point.
-Opinion essay: what points
did the author list? What
evidence supports his points?
-Informational Text-What
supports the authors
research? (Ex: What points
support why animals cannot
survive in a desert)
-Biography-What points
support why ______ was a
great leader?
1.16- RI.4.3 Explain events,
1.20 procedures, ideas, or
*4 day concepts in a historical text,
explaining one subtopic
from research).
W4.2-Write
informative/explanatory
texts and examine a topic
and convey ideas and
information clearly.
W4.7-Research a topic and
create mini-task
#3(choose
a topic related to sci/ss to
study and write an
informative paper on-use
multiple sources)
W4.2
-Select topic
-Gather multiple sources
Recognize that vitamins, minerals and
comparisons are valid only exercise in maintaining a
when the two fractions refer healthy body.
to the same whole. Record
the results of comparisons
with symbols >, =, or <, and
justify the conclusions, e.g.,
by using a visual fraction
model
Roots .4.NF.3 Understand a 4.P3.1 Recognize the basic
fraction a/b with 12/13 a > 1 forms of energy (light,
-Calor as a sum of fractions 1/b. sound, heat, electrical, and
magnetic) as they ability to
-Carn a. Understand addition and cause motion or create
-Chron
subtraction of fractions as change.
joining and separating parts
Flocabulary Grade 5, Unit 3 referring to the same
whole.
b. Decompose a fraction
into a sum of fractions with
the same denominator in
more than one way,
recording each
decomposition by an
equation. Justify
decompositions, e.g., by
using a visual fraction
model.
-clam 4.NF.3 Understand a 4.P.1.1 Explain how
fraction a/b with 12/13 a > 1 magnets interact with all
things made of iron and with
week including what happened and
why, based on specific
information in text.
-Identify a historical text-When
we read a historical text, we
can record what happened
and why.
-Begin drafting -geo as a sum of fractions 1/b.
-equi c. Add and subtract mixed
numbers with like
Flocabulary Grade 5, Unit 4 denominators, e.g., by
replacing each mixed number
with an equivalent fraction,
and/or by using properties of
operations and the
relationship between addition
and subtraction.
other magnets to produce
motion without touching
them.
4.P.1.2 Explain how
electricity charged objects
push or pull on other
electrically charged objects
and produce motion.

1.23- RI.4.3 Explain events,
1.27 procedures, ideas, or
concepts in a historical text,
including what happened and
why, based on specific
information in text.
-Identify a historical text-When
we read a historical text, we
can record what happened
and why.
W4.2- -graph 4.NF.3 Understand a 4.P.3.2 Recognize that light
Drafting/Editing/Revising fraction a/b with 12/13 a > 1 travels in a straight line until
-phon as a sum of fractions 1/b. it strikes an object or travels
from one medium to
-photo d. Solve word problems
another, and that light can
involving addition and be reflected, refracted, and
-tele subtraction of fractions
absorbed.
referring to the same whole
Flocabulary Grade 5, Unit 5 and having like denominators,
e.g., by using visual fraction
models and equations to
represent the problem. (3
days)
4.NF.4 Apply and extend
previous understandings of
multiplication tomultiply a
fraction by a whole number.
(2 days)

a. Understand a fraction
a/b as amultiple of 1/b. For
example, use a visual
fraction model to represent
5/4 as the product 5
(1/4), recording the
conclusion by the equation
5/4 = 5 (1/4)..
 Review for Cycle 3
assessment-RI 4.3, 4.5, 4.8
1.30-2.3 RL4.3
Students will carefully examine a
characters thoughts, words,
and/or actions, review the setting
of the story, and/or analyze a
specific event or events within
W4.2-Presentations Using/root words to
understand unknown words
Flocabulary Grade 5, Unit 6
W4.2-Presentations Finding new root words as
we come to words we do
not know...What if I dont equivalent fraction with
know the root word?
4.NF.4 Apply and extend
previous understandings of
multiplication tomultiply a
fraction by a whole number
b. Understand a multiple of
a/b as amultiple of 1/b, and
use thisunderstanding to
multiply a fractionby a
whole number. For
example, use a visual
fraction model to express 3
(2/5) as 6 (1/5),
recognizing this product as
6/5. (In general, n (a/b) =
(n a)/b.)
c. Solve word problems
involving multiplication of a
fraction by a whole number,
e.g., by using visual fraction
models and equations to
represent the problem. For
example, if each person at
a party will eat 3/8 of a
pound of roast beef, and
there will be 5 people at the
party, how many pounds of
roast beef will be needed?
Between what two whole
numbers does your answer
lie
4.NF.5 Express a fraction
with denominator 10 as an
denominator 100, and use
this technique to add two
fractions with respective
4.EF.1.1 Understand the
basic concepts of a market
economy: supply, demand,
scarcity, productivity, and
entrepreneurship
4.EF.1.2 Understand how
scarcity and choice in a
market economy impacts
business decisions.
4.EF.1.3 Analyze the
historical and contemporary
role that major North
Carolina industries have
played in the state, nation,
and world.
4.EF.2.1 Explain how
personal financial decisions
such as spending, saving,
and paying taxes, can
positively and/or negatively
affect everyday life
4.EF.2.2 Explain how limited
personal financial resources
affect the choices people
make based on their wants
and needs.
4.EF.1.1 Understand the
basic concepts of a market
economy: supply, demand,
scarcity, productivity, and
entrepreneurship
 the story from specific details in Flocabulary Grade 5, Unit 7 denominators 10 and100.
the text. For example, express 3/10
as 30/100, and add 3/10 +
4/100 = 34/100. Students
who can generate
equivalent fractions can
develop strategies for
adding fractions with unlike
denominators in general.
But addition and
subtraction with unlike
denominators in general is
not a requirement at this
grade.
4.EF.1.2 Understand how
scarcity and choice in a
market economy impacts
business decisions.
4.EF.1.3 Analyze the
historical and contemporary
role that major North
Carolina industries have
played in the state, nation,
and world.
4.EF.2.1 Explain how
personal financial decisions
such as spending, saving,
and paying taxes, can
positively and/or negatively
affect everyday life

4.EF.2.2 Explain how limited

personal financial resources
affect the choices people
make based on their wants
and needs.

2.6-2.10 RL4.3 W.4.1/W.4.9 Using the right word: 4.NF.6 Use decimal 4.EF.1.1 Understand the
Mini Task #1 (Theme notation for fractions with basic concepts of a market
Notice and Paragraph) - I will create a -a, an denominators 10 or 100. economy: supply, demand,
remember attributes paragraph and state my For example, rewrite 0.62 scarcity, productivity, and
and actions that will -your, youre
opinion about the theme in as 62/100; describe a entrepreneurship
help in understanding my text and provide length as 0.62 meters;
character development -their, theyre, there
reasons to support my locate 0.62 on a number 4.EF.1.2 Understand how
opinion Flocabulary Grade 5, Unit 8 line diagram. scarcity and choice in a
Make
market economy impacts
inferences about
business decisions.
multiple characters and
complex plots, with
some subplots 4.EF.1.3 Analyze the
historical and contemporary
Provide role that major North
 details that are
important to
understanding the
relationships among
plot, setting, and
character traits
2.13- RL4.5
2.17 Explain major differences
between poems, drama, and
prose and refer to the structural
elements of poems (e.g., casts of
characters, settings,
descriptions, dialogue, stage
directions) when writing or
speaking about a text
Students will explain the
differences between several
different types of texts, paying
attention to structural elements,
when writing or speaking about a
text.
2.20- RL4.6
2.24 Compare and contrast the point
of view from which different
stories are narrated including the
difference between first- and
third- person narrations.
W.4.1/W.4.9
Mini Task #1 (Theme
Paragraph) - I will create a
paragraph and state my
opinion about the theme in
my text and provide
reasons to support my
opinion
W.4.1.d/W.4.9
Mini-Task #2 (Powerful
Concluding Paragraph) - I
will create a concluding
paragraph in which I restate
and extend upon the claims
Using the right word: 4.NF.7 Compare two
decimals to hundredths by
-piece, peace reasoning about their size.
Recognize that
-blew, blue
comparisons are valid only
Flocabulary Grade 5, Unit 9 when the two decimals
refer to the same whole.
Record the results of
comparisons with the
symbols >, =, or <, and
justify the conclusions, e.g.,
by using a visual model
Using the right word: 4.NF Review
-hole, whole
-knew, new
Carolina industries have
played in the state, nation,
and world.
4.EF.2.1 Explain how
personal financial decisions
such as spending, saving,
and paying taxes, can
positively and/or negatively
affect everyday life
4.EF.2.2 Explain how limited
personal financial resources
affect the choices people
make based on their wants
and needs.
4.C.1.1 Explain how the
settlement of people from
various cultures affected the
development of regions in
North Carolina (languages,
foods, and traditions).
4.C.1.2 Explain how the
artistic expression of
various groups represents
the cultural heritage of
North Carolina.
4.P.2.1 Compare the
physical properties of
samples of matter (strength,
hardness, flexibility, ability
to conduct heat, ability to
conduct electricity, ability to
 Students will compare and
contrast two texts written on the
same topic, paying close
attention to the difference in
narration between first and third
person.
2.27-3.3 RL4.6
Recognize
the narrator of the text
and identify point of
view
Discuss
how the point of view
choice (first or third
person) contributes to
the effectiveness of the
writing and/or the
interpretation/understan
ding of the theme,
problem/solution, etc.
3.6-3.10 RL4.4
Determine the meaning of words
and phrases as they are used in
a text, including those that allude
to significant characters found in
mythology (e.g., Herculean).
Students will use information
from the text to determine the
meaning of words and phrases.
made in my essay.
W.4.1/W.4.4/W.4.9
Culminating Task - Literary
Essay/Book Review - I will
create a literary essay in
which I had a clear thesis
about the theme of a story
and supported it with
evidence from the text.
W.4.1/W.4.4/W.4.9
Culminating Task - Literary
Essay/Book Review - I will
create a literary essay in
which I had a clear thesis
about the theme of a story
and supported it with
evidence from the text.
buy, by, bye
Flocabulary Grade 5, Unit
10
-board, bored
-desert, dessert
Flocabulary Grade 5, Unit 11
Context Clues-Looking for
synonyms to help me
determine word meaning.
Flocabulary Grade 5, Unit
12
be attracted by magnets,
reactions to water and fire.)
4.NBT.4 Fluently add and 4.P.2.2 Explain how
subtract multi-digit whole minerals are identified using
numbers using the tests for the physical
standard algorithm. properties of hardness,
color, luster, cleavage and
streak.
4.NBT.5 Multiplication of
whole numbers 1 x 4
4.NBT.6 Division of whole
numbers.
Meant to be a review as the
upcoming 4.MD.2 will
require students to use all
four operations to solve
word problems involving
units of measurement
4.MD.4 Make a line plot to 4.P.2.3 Classify rocks as
display a data set of metamorphic, sedimentary
measurements in fractions or igneous based on their
of a unit (1/2, 1/4, 1/8). composition, how they are
Solve problems involving formed and the processes
addition and subtraction of that create them.
fractions by using
informationpresented in line
plots. For example, from a
line plot find and interpret
the difference in length
between the longest and
shortest specimens in an
insect collection.

4.MD.2 Use the four

operations to solve word
2/21 problems involving
distances, intervals of time
liquid volumes, masses of
objects, and money,
including problems
involving simple fractions or
decimals, and problems
that require expressing
measurements given in a
larger unit in terms of a
smaller unit. Represent
measurement quantities
using diagrams such as
number line diagrams that
feature a measurement
scale.
3.13- RL4.2
3.17 Determine a theme of a story,
drama, or poem from details in
the text; summarize the text.
Students will use details from the
text to determine an appropriate
theme and summarize the text.
Identify and discuss the
problem, the events of the story,
and the problem resolution
Summarize longer narrative
texts with multiple episodes
either orally or in writing
Remember the story problem
and significant details over the
reading of a longer text in order
to construct meaning
Write summaries that reflect
literal understanding of a text
Reflect awareness of the
authors underlying messages
(themes)
3.20- RL4.2
W.4.1/W.4.4/W.4.9
Culminating Task - Literary
Essay/Book Review - I will
create a literary essay in
which I had a clear thesis
about the theme of a story
and supported it with
evidence from the text.
Context Clues-Looking for 4.MD.1 Know relative sizes 4.G.1.4 Explain the impact
antonyms to help me of measurement units of technology
determine word meaning within one system of units (communication,
including km, m, cm; kg, g; transportation, inventions,
Flocabulary Grade 5, Unit
lb, oz.; l, ml; hr, min, sec. etc.) on North Carolinas
13
Within a single system of citizens, past and present.
measurement, express
measurements in a larger
unit in terms of a smaller
unit. Record measurement
equivalents in a two-column
table. For example, know
that 1 ft is 12 times as long
as 1 in. Express the length
of a 4 ft snake as 48 in.
Generate a conversion
table for feet and inches
listing the number pairs (1,
12), (2, 24), (3, 36)
4.MD.2 Use the four
operations to solve word
2/21 problems involving
distances, intervals of time
liquid volumes, masses of
objects, and money,
including problems
involving simple fractions or
decimals, and problems
that require expressing
measurements given in a
larger unit in terms of a
smaller unit.
Context Clues-Looking for 4.MD.3 Apply the area and 4.G.1.1 Summarize
3.24 Determine a theme of a story,
drama, or poem from details in
the text; summarize the text.
Students will use details from the
text to determine an appropriate
theme and summarize the text.
Identify and discuss the
problem, the events of the story,
and the problem resolution
Summarize longer narrative
texts with multiple episodes
either orally or in writing
W.4.4/W.4.9 Cartoon Frame
Ending
I will analyze the theme of a
text by developing a
cartoon strip that
demonstrated the lesson
learned by a main
character.
antonyms to help me perimeter formulas for
determine word meaning rectangles in real world and
mathematical problems.
Flocabulary Grade 5, Unit For example, find the width
14
of a rectangular room given
the area of theflooring and
the length, by viewing the
area formula as a
multiplication equation with
an unknown factor.
changes that have occurred
in North Carolina since
statehood (population
growth, transportation,
communication, landscape).
4.G.1.2 Explain the impact
that human activity has on
the availability of natural
resources in North Carolina.

Remember the story problem

and significant details over the
reading of a longer text in order
to construct meaning

Write summaries that reflect

literal understanding of a text

Reflect awareness of the

authors underlying messages
(themes)
3.27- RL4.5
3.31 Make connections between the
*4 day text of a story or drama and a
week visual or oral presentation of the
text, identifying where each
version reflects specific
Q3 ends
descriptions and directions in the
text.
Students will make connections
between printed text, visual
presentations, and oral
presentations by identifying
common similarities.
Recognize and discuss the
W.4.4/W.4.9 Cartoon Frame Context Clues: Using words 4.G.1 Draw points, lines,
Ending and phrases around the line segments, rays, angles
I will analyze the theme of a unknown word. (right, acute, obtuse), and
text by developing a perpendicular and parallel
cartoon strip that lines. Identify these in two-
demonstrated the lesson dimensional figures.
learned by a main
character. 4.G.2 Classify two-
dimensional figures based
on the presence or
absence of parallel or
perpendicular lines, or the
presence or absence of
angles of a specified size.
4.H.1.3 Explain how people,
events and developments
brought about changes to
communities in various
regions of N.C.
4.G.1.4 Explain the impact
of technology
(communication,
transportation, inventions,
etc.) on North Carolinas
citizens, past and present.
 artistic aspects of a text,
including how illustrations and
narrative from a cohesive whole
Interpret and respond to
illustrations
Derive and record information
from graphics
Summarize ideas from oral
presentations or reading
Draw information from both text
(print) and non-text (photos,
sound effects, animation,
illustrations, variation in font and
color) elements.
4.3-4.7 RL4.7
*4 day
week
4.17- RL4.9
4.21 Compare and contrast the
treatment of similar themes and
topics (e.g., opposition of good
and evil) and patterns of events
(e.g., the quest) in stories, myths,
and traditional literature from
different cultures.
Students will compare and
contrast common themes across
several different genres of text.
Students will compare and
W.4.4/W.4.9 Graphic
Organizer/Compare and
Contrast I will use a graphic
organizer to compare and
contrast a common theme
in two or more texts.
W.4.2 Compare/Contrast
the Development of a
Common Theme I will
compare and contrast two
familiar stories and write
about the development of
the common theme.
Recognize right triangles as
a category, and identify
right triangles
EOG VOCAB REVIEW 4.G.3 Recognize a line of
symmetry for a two-
dimensional figure as a line
across the figure such that
the figure can be folded
along the line into matching
parts. Identify line-
symmetric figures and draw
lines of symmetry.
EOG VOCAB REVIEW 4.MD.5 Recognize angles
as geometric shapes that
are formed wherever two
rays share a common
endpoint, and understand
concepts of angle
measurement:
a. An angle is measured
withreference to a circle
with its centerat the
4.E.2.1 Compare fossils
(including molds, casts, and
preserved parts of plants
and animals) to one another
and to living organisms.
4.E.2.2 Infer ideas about
Earths early environments
from fossils of plants and
animals that lived long ago
4.E.2.3 Give examples of
how the surface of the earth
changes due to slow
processes such as erosion
and weathering, and rapid
processes such as
landslides, volcanic
eruptions, and earthquake
 contrast common themes across
texts from various cultures.
Make connections to other texts
by topic, major ideas, authors
styles, and genres
Use knowledge form one text to
help understand diverse cultures
and setting encountered in new
texts
Make connections to other texts
by topic, major ideas, authors
styles, and genres
4.24- RI.4.9
4.28
5.1-5.5 EOG PREP
W.4.2 Compare/Contrast
the Development of a
Common Theme I will
compare and contrast two
familiar stories and write
about the development of
the common theme.
W.4.4 Research Questions
I will select a social issue
common endpoint of the
rays,by considering the
fraction of thecircular arc
between the pointswhere
the two rays intersect the
circle. An angle that turns
through1/360 of a circle is
called a one degree
angle, and can be used to
measure angles. b. An
angle that turns through n
one degree angles is said
to have anangle measure
of n degrees.
EOG VOCAB REVIEW 4.MD.6 Measure angles in 4.E.1.1 Explain the cause of
whole number degrees day and night based on the
using a protractor. Sketch rotation of Earth on its axi
angles of specified
measure. 4.E.1.2 Explain the monthly
changes in the appearance
4.MD.7 Recognize angle of the moon, based on the
measure as additive. When moons orbit around the
an angle is decomposed Earth
into non-overlapping parts,
the angle measure of the
whole is the sum of the
angle measures of the
parts. Solve addition and
subtraction problems to find
unknown angles on a
diagram in real world and
mathematical problems,
e.g., by using an equation
with a symbol for the
unknown angle measure
EOG VOCAB REVIEW EOG PREP EOG PREP
 that is important to me and
my community. I will create
research questions relevant
to the topic and conduct
research using an organizer
to plan my writing.

5.8-5.12 EOG PREP W.4.2 Introductory EOG VOCAB REVIEW EOG PREP EOG PREP
Paragraph I will create an
introductory paragraph
about a social issue topic
using a technique that
hooks the reader.

5.15- EOG PREP W.4.2/W.4.4/W.4.6/W.4.9.a EOG VOCAB REVIEW EOG PREP EOG PREP
5.19 News Article - I will write an
informational news article
based on my research
during the mini tasks

5.22- EOGs EOGs EOGs EOGs EOGs

5.26

5.29-6.2 Book Clubs W.4.2/W.4.4/W.4.6/W.4.9.a Math Research Projects Cultural Rotations

*4 day News Article - I will write an
week informational news article
based on my research
6.5-6.9 during the mini tasks