POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 1

THEME 1: You Can Do It!

STORY: The Gardener TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students

apply a wide range of strategies.

A. Identify the author’s purpose and

type, using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and

suffixes), the dictionary, or context

clues to decode and understand new

words during reading.

C. Use meaning and knowledge of words

(e.g., multiple meaning words, word

origins, root words, synonyms,

antonyms, homophones) across

content areas to increase reading

vocabulary.

D. Demonstrate comprehension

understanding before reading, during

reading, and after reading on grade

level texts through strategies such as

retelling, summarizing, note taking,

connecting to prior knowledge,

supporting assertions about text, and

non-linguistic representations.

E. Demonstrate fluency in oral reading of

grade level texts; demonstrate an

appropriate rate of silent reading

based upon grade level texts.

Decoding/Phonics

Syllables: CVC spelling pattern

Spelling

Words with long and short /a/

Vocabulary

Story words: anxious, retire, vacant,

sprucing, adore, recognizing

Word Study

Synonyms

Word families

Narrative Elements

Plot, character and setting

Read and understand realistic fiction

Comprehension

Preview and predict

Use context to confirm meaning

Make inferences

Teaching Tools

Teacher’s Edition – Volume 1

Student Anthology

Vocabulary word cards: anxious, retire,

vacant, sprucing, adore, recognizing

Audio text 1

Intervention Kits

Intervention Stations

Transparencies: # 1, 2, 3, F, 4, 5,

6, 7, 8,

Comprehension cards: #1

Harcourt website

www.harcourtschool.com

www.eharcourt.com

Books for All Learners

Below-Level: Kenny’s Tomatoes

On – Level: A Garden Grows

Advanced: The Mysterious Tree

ELL: Dear Berta

Additional Resources

Skill Practice Book

Spelling Practice Book

Language Handbook

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 2

THEME 1: You Can Do It!

STORY: The Gardener TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.2.4 Reading, Analyzing and Interpreting Text:

Students read, understand, and respond to

informational text.

A. Analyze text organization and content to

determine the author’s purpose.

D. Make inferences across texts about similar

concepts when studying a topic (e.g.,

science, social studies); draw conclusions,

citing evidence from the texts to support

answers.

1.3.4 Reading, Analyzing and Interpreting

Literature- Fiction and Non-Fiction: Students

read and respond to works of literature.

A. Read, understand, and respond to works

from various genres of literature.

B. Identify the characteristics of different

genres such as poetry, drama, and fiction.

C. Explain the literary elements in selected

readings including characters, setting,

plot, theme, and point of view.

Narrative Elements

Plot, character and setting

Read and understand realistic fiction

Comprehension

Predict

Components of a friendly letter

Genre

Fiction

Narrative elements

Plot, character and setting

Library Books Collection

Under the Lemon Moon by Edith Hope

Fine

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Science: Grow a plant; research

growing conditions

Social Studies: The Great Depression;

Community Jobs; Compare and

contrast time periods

Math: fractions; graph plant growth

Related Poetry

The Garden

The Gardener

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 3

THEME 1: You Can Do It!

STORY: The Gardener TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.4.4 Types of Writing: Students write for

different purposes and audiences.

A. Write poems, multi-paragraph stories, and

plays.

Include detailed descriptions of

people, places and things.

Include literary elements.

Begin to use literary devices.

B. Write multi-paragraph informational pieces

(e.g., descriptions, letters, reports,

instructions)

Use relevant graphics (maps, charts

graphs, tables, illustration photographs).

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Write with a clear focus, identifying topic,

task, and audience.

B. Develop content appropriate for the topic

Gather, organize, and select the

most effective information

appropriate for the topic, task, and

audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Include a recognizable beginning,

middle, and end.

Use appropriate transitions within

sentences and between paragraphs

D. Write with an understanding of style, using a variety of sentence structures, precise words (e.g., adjectives, nouns, adverbs, verbs) that create voice.

variety of sentence structures, precise

words (e.g., adjectives, nouns, adverbs

verbs) that create voice.

Writing Process

Voice: Descriptive paragraph

Writing Process

Prewrite and draft

Revise and reflect

Traits of good writing (focus/ideas,

organization, voice, word choice,

development, effective sentences,

effective paragraphs, conventions)

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 4

THEME 1: You Can Do It!

STORY: The Gardener TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

E. Revise writing to improve detail and order

by making words more exact and varying

sentence length and structure, where

necessary.

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

1.6.4 Speaking and Listening: Students

present appropriately in formal speaking

situations, listen critically, and respond

intelligently as individuals or in group

discussions.

A. Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

1.7.4 Characteristics and Functions of the

English Language: Students recognize formal

and informal language and its use in speech,

writing, and literature.

A. Identify differences in formal and informal

language used in speech, writing, and

literature.

Grammar

Sentences

Speaking

Use speaking strategies to effectively

retell a story

Listening

To listen and respond to a speaker

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 5

THEME 1: You Can Do It!

STORY: The Gardener TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided media sources and

strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

B. Understand and investigate media as a

source of information and entertainment.

Inquiry Project

Brainstorm topics from the text and

choose one for a project

Online Search

Use technology resources to research

facts on flowers

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 6

THEME 1: You Can Do It

STORY: Donovan’s Word Jar TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students apply

a wide range of strategies.

A. Identify the author’s purpose and type,

using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and suffixes),

the dictionary, or context clues to decode

and understand new words during

reading.

C. Use meaning and knowledge of words

(e.g., multiple meaning words, word

origins, root words, synonyms, antonyms,

homophones) across content areas to

increase reading vocabulary.

D. Demonstrate comprehension/

understanding before reading, during

reading, and after reading on grade level

texts through strategies such as retelling,

summarizing, note taking, connecting to

prior knowledge, supporting assertions

about text, and non-linguistic

representations.

E. Demonstrate fluency in oral reading of

grade level texts; demonstrate an

appropriate rate of silent reading based

upon grade level texts.

Decoding/Phonics

Syllable Pattern: CVC and CVCe

spelling pattern

Spelling

Words with long and short e

Vocabulary

Story words: uneasy, disappointment,

compromise, perseverance, leisure,

chortle

Word Study

Identify morphemic units to determine

the meaning of words

Roots, prefixes and suffixes

Identify synonyms and antonyms

Narrative Elements

Plot, character and setting

Read and understand realistic fiction

Comprehension

To read and understand a realistic

fiction selection

Review and predict

Fluency

Reread for fluency

Teaching Tools

Teacher’s Edition – Volume 1

Student Anthology

Practice books:

Vocabulary word cards: uneasy,

disappointment, compromise,

perseverance, leisure, chortle

Audio text 1

Intervention Kits

Intervention Stations

Transparencies: # 11, 12, 13, 14, 15, 16,

17, 18, D

Comprehension cards: #2

Harcourt website

www.harcourtschool.com

www.eharcourt.com

Books for All Learners

Below-Level: A Thousand Words

On – Level: Kids Collect

Advanced: Animal Collectors

ELL: Science Fair

Additional Resources

Skill Practice Book

Spelling Practice Book

Language Handbook

[Type a quote from the document or the summary of an interesting point. You can position the text box

anywhere in the document. Use the Text Box Tools tab to change the formatting of the pull quote

text box.]

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 7

THEME 1: You Can Do It

STORY: Donovan’s Word Jar TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.2.4 Reading, Analyzing and Interpreting Text:

Students read, understand, and respond to

informational text.

A. Analyze text organization and content to

determine the author’s purpose.

D. Make inferences across texts about similar

concepts when studying a topic (e.g.,

science, social studies); draw conclusions,

citing evidence from the texts to support

answers.

E. Read, understand, and respond to

essential content of text in all academic

areas.

1.3.4 Reading, Analyzing and Interpreting

Literature- Fiction and Non-Fiction: Students

read and respond to works of literature.

A. Read, understand and respond to works

from various genres of literature.

B. Identify the characteristics of different

genres such as poetry, drama, and fiction.

C. Explain the literary elements in selected

readings including characters, setting,

plot, theme, and point of view.

D. Identify literary devices in selected

readings (e.g., personification, simile,

alliteration, metaphor).

Comprehension

To draw and explain inferences from a

text

Genre

Realistic fiction

Literary Devices

Hyperbole

Simile

Metaphors

Library Book Collection

The Canada Geese Quilt by Natalie

Kinsey-Warnock

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Science: Build a kaleidoscope

Social Studies: Culture differences of

the elderly; Create a postcard

Math: Estimate volume; Use shapes

and patterns to create a quilt; make a

line graph

Health: Create a food log of healthful

eating

Music: Folk music/lullaby

Related Poetry

Hector the Collector

[Type a quote from the document or the summary of an interesting point. You can position the text box

anywhere in the document. Use the Text Box Tools tab to change the formatting of the pull quote

text box.]

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 8

THEME 1: You Can Do It STORY: Donovan’s Word Jar

TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.4.4 Types of Writing: Students write for

different purposes and audiences.

A. Write poems, multi-paragraph stories, and

plays.

Include detailed descriptions of

people, places and things.

Include literary elements.

Begin to use literary devices.

B. Write multi-paragraph informational piece

(e.g., descriptions, letters, reports,

Instructions).

Use relevant graphics (maps, charts,

Graphs, tables, illustrations,

Photographs).

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Write with a clear focus, identifying topic,

task, and audience.

B. Develop content appropriate for the topic

Gather, organize, and select the most

effective information appropriate for

the topic, task, and audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Include a recognizable beginning

middle, and end.

Use appropriate transitions within

sentences and between paragraphs.

Writing Process

Voice: Character sketch

Writing Process

Prewrite and draft

Revise and reflect

Traits of good writing (focus/ideas,

organization, voice, word choice,

development, effective sentences,

effective paragraphs, conventions)

[Type a quote from the document or the summary of an interesting point. You can position the text box

anywhere in the document. Use the Text Box Tools tab to change the formatting of the pull quote

text box.]

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 9

THEME 1: You Can Do It

STORY: Donovan’s Word Jar TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

D. Write with an understanding of style, using

a variety of sentence structures, precise

words (e.g., adjectives, nouns, adverbs,

verbs) that create voice.

E. Revise writing to improve detail and order

by making words more exact and varying

sentence length and structure, where

necessary.

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used

words correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

1.6.4 Speaking and Listening: Students present

appropriately in formal speaking situations,

listen critically, and respond intelligently as

individuals or in group discussions.

A. Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

Grammar

Declarative and interrogative

sentences

Speaking

To present effective introductions that

guide and inform the listener

Listening

To identify the major ideas in a

presentation

[Type a quote from the document or the summary of an interesting point. You can position the text box

anywhere in the document. Use the Text Box Tools tab to change the formatting of the pull quote

text box.]

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 10

THEME 1: You Can Do It

STORY: Donovan’s Word Jar TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.7.4 Characteristics and Functions of the

English Language: Students recognize formal

and informal language and its use in speech,

writing, and literature.

A. Identify differences in formal and informal

language used in speech, writing, and

literature.

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided media sources and

strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

Inquiry Project

Select a focus for an inquiry project

using various topics from the story

[Type a quote from the document or the summary of an interesting point. You can position the text box

anywhere in the document. Use the Text Box Tools tab to change the formatting of the pull quote

text box.]

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 11

THEME 1: You Can Do It

STORY: Donovan’s Word Jar TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

B. Understand and investigate media as a

source of information and entertainment.

Computer Thesaurus

Write a descriptive paragraph; to use

technology reference materials to help edit

drafts

[Type a quote from the document or the summary of an interesting point. You can position the text box

anywhere in the document. Use the Text Box Tools tab to change the formatting of the pull quote

text box.]

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 12

THEME 1: You Can Do It!

STORY: My Name is Maria Isabel TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students apply

a wide range of strategies.

A. Identify the author’s purpose and type,

using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and suffixes),

the dictionary, or context clues to decode

and understand new words during

reading.

C. Use meaning and knowledge of words

(e.g., multiple meaning words, word

origins, root words, synonyms, antonyms,

homophones across content areas to

increase reading vocabulary.

D. Demonstrate comprehension /

understanding before reading, during

reading, and after reading on grade level

texts through strategies such as retelling,

summarizing, note taking, connecting to

prior knowledge, supporting assertions

about text, and non-linguistic

representations.

E. Demonstrate fluency in oral reading of

grade level texts; demonstrate an

appropriate rate of silent reading based

upon grade level texts.

Decoding/Phonics

Letter Patterns: igh and eigh

Spelling

Words with long and short /i/

Vocabulary:

Story Words: pageant, rehearsals,

restless, troublesome, tropical,

attentively

Word Study

Antonyms

Narrative Elements

Character

Setting

Plot: Conflict and Resolution

Comprehension

Make inferences

Make and confirm predictions

Teaching Tools

Teacher’s Edition – Volume 1

Student Anthology

Vocabulary word cards: pageant,

rehearsals, restless, troublesome,

tropical, attentively

Audio text 1

Intervention Kits

Intervention Stations

Transparencies: # 21, 22, 23, F, 24, 25, 26,

27

Comprehension cards: #3

Harcourt website

www.harcourtschool.com

www.eharcourt.com

Books for All Learners

Below-Level: My Greatest Wish

On – Level: A Good Combination

Advanced: Leialoha’s Diary

ELL: School Holidays

Additional Resources

Skill Practice Book

Spelling Practice Book

Language Handbook

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 13

THEME 1: You Can Do It!

STORY: My Name is Maria Isabel TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.2.4 Reading, Analyzing and Interpreting Text:

Students read, understand, and respond to

informational text.

A. Analyze text organization and content to

determine the author’s purpose.

D. Make inferences across texts about similar

concepts when studying a topic (e.g.,

science, social studies); draw conclusions,

citing evidence from the texts to support

answers.

E. Read, understand, and respond to essential

content of text in all academic areas.

1.3.4 Reading, Analyzing and Interpreting

Literature- Fiction and Non-Fiction: Students

read and respond to works of literature.

A. Read, understand, and respond to works

from various genres of literature.

C. Explain the literary elements in selected

readings including characters, setting,

plot, theme, and point of view.

Narrative Elements

Plot, character, setting

Read and understand realistic fiction

Identify conflict resolution

Genre

Realistic fiction

Narrative Elements

Plot, character, setting

Read and understand realistic fiction

Identify conflict resolution

Library Books Collection

Under the Lemon Moon by Edith Hope

Fine

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Science: Explain how snow forms;

Spiders

Social Studies: Research your state’s

name; Holidays

Math: Temperature (research and

graph temperatures around the world)

Music: Opera

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 14

THEME 1: You Can Do It!

STORY: My Name is Maria Isabel TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.4.4 Types of Writing: Students write for

different purposes and audiences.

A. Write poems, multi-paragraph stories,

and plays.

Include detailed descriptions of

people, places and things.

Include literary elements.

Begin to use literary devices.

B. Write multi-paragraph informational pieces

(e.g., descriptions, letters, reports,

instructions)

Use relevant graphics (maps, charts,

graphs, tables, illustrations,

photographs).

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Write with a clear focus, identifying topic,

task, and audience.

B. Develop content appropriate for the topic

Gather, organize, and select the

most effective information

appropriate for the topic, task, and

audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Include a recognizable beginning,

middle, and end.

Use appropriate transitions within

sentences and between paragraphs.

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 15

THEME 1: You Can Do It!

STORY: My Name is Maria Isabel TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

D. Write with an understanding of style, using

a variety of sentence structures, precise

words (e.g., adjectives, nouns, adverbs,

verbs) that create voice.

E. Revise writing to improve detail and order

by making words more exact and varying

sentence length and structure, where

necessary.

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

1.6.4 Speaking and Listening: Students present

appropriately in formal speaking situations,

listen critically, and respond intelligently as

individuals or in group discussions.

A. Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

Grammar

Imperative and exclamatory sentences

Speaking

To deliver an oral summary

Listening

To listen attentively to the speaker,

including making eye contact and

facing the speaker

To ask thoughtful questions

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 16

THEME 1: You Can Do It!

STORY: My Name is Maria Isabel TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.7.4 Characteristics and Functions of the

English Language: Students recognize formal

and informal language and its use in speech,

writing, and literature.

A. Identify differences in formal and informal

language used in speech, writing, and

literature.

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided media sources and

strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

B. Understand and investigate media as a

source of information and entertainment.

Research

Use a dictionary to find word origins

Information Search

Use the Internet to research the origin of

names

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 17

THEME 1: You Can Do It!

STORY: Lou Gehrig: The Luckiest Man TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students apply

a wide range of strategies.

A. Identify the author’s purpose and type,

using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and suffixes),

the dictionary, or context clues to decode

and understand new words during

reading.

C. Use meaning and knowledge of words

(e.g., multiple meaning words, word

origins, root words, synonyms, antonyms,

homophones) across content areas to

increase reading vocabulary.

D. Demonstrate comprehension /

understanding before reading, during

reading, and after reading on grade level

texts through strategies such as retelling,

summarizing, note taking, connecting to

prior knowledge, supporting assertions

about text, and non-linguistic

representations.

E. Demonstrate fluency in oral reading of

grade level texts; demonstrate an

appropriate rate of silent reading based

upon grade level texts.

Decoding/Phonics

Word structure: Compound words

Spelling

Words with long /o/ and short /o/ and

/u/

Vocabulary:

Story Words: courageous, immigrants,

salary, tremendous, appreciation,

valuable, modest, sportsmanship

Word Study

Compound words

Synonyms and antonyms

Multiple meanings

Prefixes, suffixes, roots

Comprehension

Summarizing

Teaching Tools

Teacher’s Edition – Volume 1

Student Anthology

Vocabulary word cards:

courageous, immigrants, salary,

tremendous, appreciation, valuable,

modest, sportsmanship

Audio text 1

Intervention Kits

Intervention Stations

Transparencies: # 30, 31, 32, G, 33A-B,

34, 35, 36

Comprehension cards: #4

Harcourt website

www.harcourtschool.com

www.eharcourt.com

Books for All Learners

Below-Level: The Kid from Brighton

Beach

On – Level: The Golden Runner

Advanced: Rounders

ELL: Coach

Additional Resources

Skill Practice Book

Spelling Practice Book

Language Handbook

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 18

THEME 1: You Can Do It!

STORY: Lou Gehrig: The Luckiest Man TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.2.4 Reading, Analyzing and Interpreting Text:

Students read, understand, and respond to

informational text.

A. Analyze text organization and content to

determine the author’s purpose.

D. Make inferences across texts about similar

concepts when studying a topic (e.g.,

science, social studies); draw conclusions,

citing evidence from the texts to support

answers.

E. Read, understand, and respond to essential

content of text in all academic areas.

1.3.4 Reading, Analyzing and Interpreting

Literature- Fiction and Non-Fiction: Students

read and respond to works of literature.

A. Read, understand, and respond to works

from various genres of literature.

1.4.4 Types of Writing: Students write for

different purposes and audiences.

A. Write poems, multi-paragraph stories,

and plays.

Include detailed descriptions of

people, places, and things.

Include literary elements.

Begin to use literary devices.

Narrative Elements

Plot, character, setting

Read and understand biography

Genre

Biography

Writing Process

Expressive writing: Story

Summarize

Library Book Collection

Stealing Home by Mary Stolz

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Science: Human nervous system

Social Studies: Coming to America K-

W-L chart; The Immigration Decade;

Design a Trading Card

Math: Identify the mean from a set of

data; Bar graph of player statistics

Related Poetry

The Yankees by Robert Lord Keyes

Dreams 1951

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 19

THEME 1: You Can Do It!

STORY: Lou Gehrig: The Luckiest Man TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Write with a clear focus, identifying topic,

task, and audience.

B. Develop content appropriate for the topic

Gather, organize, and select the

most effective information

appropriate for the topic, task, and

audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Include a recognizable beginning,

middle, and end.

Use appropriate transitions within

sentences and between paragraphs.

D. Write with an understanding of style, using

a variety of sentence structures, precise

words (e.g., adjectives, nouns, adverbs,

verbs) that create voice.

E. Revise writing to improve detail and order

by making words more exact and varying

sentence length and structure, where

necessary.

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

Writing Process

Prewrite and draft

Revise and reflect

Traits of good writing

(focus/ideas, organization, voice, word

choice, development, effective

sentences, effective paragraphs,

conventions)

Grammar

Subjects and predicates

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 20

THEME 1: You Can Do It!

STORY: Lou Gehrig: The Luckiest Man TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.6.4 Speaking and Listening: Students present

appropriately in formal speaking situations,

listen critically, and respond intelligently as

individuals or in group discussions.

A. Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

1.7.4 Characteristics and Functions of the

English Language: Students recognize formal

and informal language and its use in speech,

writing, and literature.

A. Identify differences in formal and informal

language used in speech, writing, and

literature.

Speaking

To present a story in an organized

manner

To practice using dramatic verbal and

nonverbal techniques

Listening

To respond to the main ideas in the

oral presentation

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 21

THEME 1: You Can Do It!

STORY: Lou Gehrig: The Luckiest Man TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided media sources and

strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

B. Understand and investigate media as a

source of information and entertainment.

Research

To select a focus for an inquiry project

Information Search

Use technology resources to research

the game of baseball

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 22

THEME 1: You Can Do It!

STORY: Amelia and Eleanor Go for a Ride TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students apply

a wide range of strategies.

A. Identify the author’s purpose and type,

using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and suffixes),

the dictionary, or context clues to decode

and understand new words during

reading.

C. Use meaning and knowledge of words

(e.g., multiple meaning words, word

origins, root words, synonyms, antonyms,

homophones) across content areas to

increase reading vocabulary.

D. Demonstrate comprehension /

understanding before reading, during

reading, and after reading on grade level

texts through strategies such as retelling,

summarizing, note taking, connecting to

prior knowledge, supporting assertions

about text, and non-linguistic

representations.

E. Demonstrate fluency in oral reading of

grade level texts; demonstrate an

appropriate rate of silent reading based

upon grade level texts.

Decoding/Phonics

Letter pattern : ough

Spelling

Words with /ōō/

Vocabulary

Story Words: outspoken, practical,

brisk, elegant, elevations, miniatures,

star struck, marveled

Word Study

Reference sources

Synonyms and antonyms

Word relationships

Comprehension

Locating information using an index, a

table of contents and other book parts

Narrative Elements

Plot, character, setting

Read and understand historical fiction

Teaching Tools

Teacher’s Edition – Volume 1

Student Anthology

Vocabulary word cards: outspoken,

practical, brisk, elegant, elevations,

miniatures, star struck marveled

Audio text 1

Intervention Kits

Intervention Stations

Transparencies: #39, 40, 41, 42, 43, 44,

45

Comprehension cards: #5

Harcourt website

www.harcourtschool.com

www.eharcourt.com

Books for All Learners

Below-Level: Amelia Earhart: An

American Flying Pioneer

On – Level: Meet Amelia Earhart

Advanced: Meet Eleanor Roosevelt

ELL: Our Nation’s Capital

Additional Resources

Skill Practice Book

Spelling Practice Book

Language Handbook

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 23

THEME 1: You Can Do It!

STORY: Amelia and Eleanor Go for a Ride TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.2.4 Reading, Analyzing and Interpreting Text:

Students read, understand, and respond to

informational text.

A. Analyze text organization and content to

determine the author’s purpose.

E. Read, understand, and respond to

essential content of text in all academic

areas.

1.3.4 Reading, Analyzing and Interpreting

Literature- Fiction and Non-Fiction: Students

read and respond to works of literature.

A. Read, understand, and respond to works

from various genres of literature.

B. Identify the characteristics of different

genres such as poetry, drama, and fiction.

C. Explain the literary elements in selected

readings including characters, setting, plot,

theme and point of view.

1.4.4 Types of Writing: Students write for

different purposes and audiences.

A. Write poems, multi-paragraph stories,

and plays.

Include detailed descriptions of

people, places, and things.

Include literary elements.

Begin to use literary devices.

Narrative Elements

Plot, character, setting

Read and understand historical fiction

Genre

Historical fiction

Writing Process

Expressive Writing: Personal narrative

Library Book Collection

Kate Shelley and the Midnight Express

by Margaret Wetterer

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Science: Magnetic compass;

Ecosystems; Design and construct

model plane

Social Studies: Map skills; Research

the actual meeting of Amelia Earhart

and Eleanor Roosevelt; Create a time

line of airplane history

Art: Use book descriptions to illustrate a

scene

Related Poetry

The Wright Brothers by Helen H. Moore

To an Aviator by Daniel Whitehead

Hicky

Courage by Amelia Earhart

Flight Plan by Jane Merchant

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 24

THEME 1: You Can Do It!

STORY: Amelia and Eleanor Go for a Ride TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Write with a clear focus, identifying topic,

task, and audience.

B. Develop content appropriate for the topic

Gather, organize, and select the

most effective information

appropriate for the topic, task, and

audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Include a recognizable beginning,

middle, and end.

Use appropriate transitions within

sentences and between paragraphs.

D. Write with an understanding of style, using

a variety of sentence structures, precise

words (e.g., adjectives, nouns, adverbs,

verbs) that create voice.

E. Revise writing to improve detail and order

by making words more exact and varying

sentence length and structure, where

necessary.

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

Writing Process

Prewrite and draft

Revise and reflect

Traits of good writing

(focus/ideas, organization, voice, word

choice, development, effective

sentences, effective paragraphs,

conventions)

Reference Sources

Use a thesaurus to determine related

words and concepts

Grammar

Complete and simple subjects

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 25

THEME 1: You Can Do It!

STORY: Amelia and Eleanor Go for a Ride TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.6.4 Speaking and Listening: Students present

appropriately in formal speaking situations,

listen critically, and respond intelligently as

individuals or in group discussions.

A. Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

1.7.4 Characteristics and Functions of the

English Language: Students recognize formal

and informal language and its use in speech,

writing, and literature.

A. Identify differences in formal and informal

language used in speech, writing, and

literature.

Speaking

To use facts and details to help

listeners focus

Listening

To identify the key events in a narrative

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 26

THEME 1: You Can Do It!

STORY: Amelia and Eleanor Go for a Ride TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided media sources and

strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

B. Understand and investigate media as a

source of information and entertainment.

Inquiry Project

Select a focus for an inquiry project

using various topics from the story

Information Search

Use technology resources to research

a historical figure

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 27

THEME 2: Side by Side

STORY: The Baker’s Neighbor TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students apply

a wide range of strategies.

A. Identify the author’s purpose and type,

using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and suffixes),

the dictionary, or context clues to decode

and understand new words during

reading.

C. Use meaning and knowledge of words

(e.g., multiple meaning words, word

origins, root words, synonyms, antonyms,

homophones) across content areas to

increase reading vocabulary.

D. Demonstrate comprehension /

understanding before reading, during

reading, and after reading on grade level

texts through strategies such as retelling,

summarizing, note taking, connecting to

prior knowledge, supporting assertions

about text, and non-linguistic

representations.

E. Demonstrate fluency in oral reading of

grade level texts; demonstrate an

appropriate rate of silent reading based

upon grade level texts.

Decoding/Phonics

Consonant /s/ c and /j/ g

Spelling

Words with /är/

Vocabulary

Story words: ad lib, shiftless, luxury

privilege, elated, shamefacedly,

indignantly, assent

Word Study

Prefixes, suffixes and roots

Homophones

Word origins

Comprehension

Cause and effect

Fluency

To read story independently

Teaching Tools

Teacher’s Edition – Volume 2

Student Anthology

Vocabulary word cards: ad lib,

shiftless, luxury privilege, elated,

shamefacedly, indignantly, assent

Audio text 2

Intervention Kits

Intervention Stations

Transparencies: # 48, 49, 50, 51, 52, 53,

54, 55, F

Comprehension cards: # 6

Harcourt website

www.harcourtschool.com

www.eharcourt.com

Books for All Learners

Below-Level: Wise Queen Catherine

On – Level: Honest Neighbors

Advanced: The Story of Wheat

ELL: Tea with Jam

Additional Resources

Skill Practice Book

Spelling Practice Book

Language Handbook

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 28

THEME 2: Side by Side

STORY: The Baker’s Neighbor TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Write with a clear focus, identifying topic,

task, and audience.

B. Develop content appropriate for the topic

Gather, organize, and select the

most effective information

appropriate for the topic, task, and

audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Include a recognizable beginning,

middle, and end.

Use appropriate transitions within

sentences and between paragraphs.

D. Write with an understanding of style, using

a variety of sentence structures, precise

words (e.g., adjectives, nouns, adverbs,

verbs) that create voice.

E. Revise writing to improve detail and order

by making words more exact and varying

sentence length and structure, where

necessary.

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

Writing Process

Daily writing prompt

Traits of good writing

(focus/ideas, organization, voice, word

choice, development, effective

sentences, effective paragraphs,

conventions)

Revise

Grammar

Complete and simple predicates

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 29

THEME 2: Side by Side

STORY: The Baker’s Neighbor TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.6.4 Speaking and Listening: Students present

appropriately in formal speaking situations,

listen critically, and respond intelligently as

individuals or in group discussions.

A. Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

1.7.4 Characteristics and Functions of the

English Language: Students recognize formal

and informal language and its use in speech,

writing, and literature.

A. Identify differences in formal and informal

language used in speech, writing, and

literature.

Speaking

To use clear diction, tempo, volume

and phrasing to represent several

characters in a dramatic

performance

Listening

To listen and respond to a dramatic

performance

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 30

THEME 2: Side by Side

STORY: The Baker’s Neighbor TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided media sources and

strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

Inquiry Project

Select a focus for an inquiry project

using various topics from the story

Technology:

To use word processing software to

format a script for a play

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 31

THEME 2: Side by Side

STORY: The Emperor and the Kite TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students apply

a wide range of strategies.

A. Identify the author’s purpose and type,

using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and suffixes),

the dictionary, or context clues to decode

and understand new words during

reading.

C. Use meaning and knowledge of words

(e.g., multiple meaning words, word

origins, root words, synonyms, antonyms,

homophones) across content areas to

increase reading vocabulary.

D. Demonstrate comprehension /

understanding before reading, during

reading, and after reading on grade level

texts through strategies such as retelling,

summarizing, note taking, connecting to

prior knowledge, supporting assertions

about text, and non-linguistic

representations.

E. Demonstrate fluency in oral reading of

grade level texts; demonstrate an

appropriate rate of silent reading based

upon grade level texts.

Decoding/Phonics

Word structure: Compound words

Spelling

Words with /ôr/

Vocabulary

Story words: insignificant, plotting,

twined, steely, encircling, loyal,

neglected, unyielding

Word Study

Compound words

Connotations

Analogies

Affixes and root words

Narrative Elements

Plot, character and setting

Comprehension

Self-questioning

Teaching Tools

Teacher’s Edition – Volume 2

Student Anthology

Vocabulary word cards: insignificant,

plotting, twined, steely, encircling, loyal,

neglected, unyielding

Audio text 2

Intervention Kits

Intervention Stations

Transparencies: # 58, 59, D, 61, 62, 63, 64

Comprehension cards: #7

Harcourt website

www.harcourtschool.com

www.eharcourt.com

Books for All Learners

Below-Level: Young Jose and his Paint

Box

On – Level: Three Kite Tails

Advanced: The Crystal Radio

ELL: Inside and Outside Together

Additional Resources

Skill Practice Book

Spelling Practice Book

Language Handbook

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 32

THEME 2: Side by Side

STORY: The Emperor and the Kite TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.2.4 Reading, Analyzing and Interpreting Text:

Students read, understand, and respond to

informational text.

A. Analyze text organization and content to

determine the author’s purpose.

E. Read, understand, and respond to

essential content of text in all academic

areas.

1.3.4 Reading, Analyzing and Interpreting

Literature- Fiction and Non-Fiction: Students

read and respond to works of literature.

A. Read, understand, and respond to works

from various genres of literature.

B. Identify the characteristics of different

genres such as poetry, drama, and fiction.

C. Explain the literary elements in selected

readings including characters, setting, plot,

theme, and point of view.

D. Identify literary devices in selected

readings (e.g., personification, simile,

alliteration, metaphor).

Genre

Folktale

Poetry - Haiku

Literary Devices

Figurative Language – simile,

metaphor

Library Books Collection

The Canada Geese Quilt by Natalie

Kinsey-Warnock

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Social Studies: Branches of

government; history of kites; cultural

gestures

Science: Plains; wind patterns

Math: Find the perimeter and area

Related Poetry

Flying Kites by Debby Boone and

Gabriel Ferrer

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 33

THEME 2: Side by Side

STORY: The Emperor and the Kite TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.4.4 Types of Writing: Students write for

different purposes and audiences.

A. Write poems, multi-paragraph stories,

and plays.

Include detailed descriptions of

people, places and things.

Include literary elements.

Begin to use literary devices.

B. Write multi-paragraph informational pieces

(e.g., descriptions, letters, reports,

instructions)

Use relevant graphics (maps, charts,

graphs, tables, illustrations,

photographs).

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Write with a clear focus, identifying topic,

task, and audience.

B. Develop content appropriate for the topic

Gather, organize, and select the

most effective information

appropriate for the topic, task, and

audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Include a recognizable beginning,

middle, and end.

Use appropriate transitions within

sentences and between paragraphs.

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 34

THEME 2: Side by Side

STORY: The Emperor and the Kite TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

D. Write with an understanding of style, using

a variety of sentence structures, precise

words (e.g., adjectives, nouns, adverbs,

verbs) that create voice.

E. Revise writing to improve detail and order

by making words more exact and varying

sentence length and structure, where

necessary.

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

1.6.4 Speaking and Listening: Students present

appropriately in formal speaking situations,

listen critically, and respond intelligently as

individuals or in group discussions.

A. Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

Grammar

Compound subjects and predicates

Speaking

To use visual aids and sequence words

to give directions

Listening

To understand and follow directions

presented orally

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 35

THEME 2: Side by Side

STORY: The Emperor and the Kite TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided media sources and

strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

B. Understand and investigate media as a

source of information and entertainment.

Inquiry Project

Research government in the United

States. To understand the similarities

and differences among the local,

state, and federal branches of

government

Online Search

To use technology resources to

research the setting of “The Emperor

and the Kite”

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 36

THEME 2: Side by Side

STORY: Night of the Pufflings TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students apply

a wide range of strategies.

A. Identify the author’s purpose and type,

using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and suffixes),

the dictionary, or context clues to decode

and understand new words during

reading.

C. Use meaning and knowledge of words

(e.g., multiple meaning words, word

origins, root words, synonyms, antonyms,

homophones) across content areas to

increase reading vocabulary.

D. Demonstrate comprehension /

understanding before reading, during

reading, and after reading on grade level

texts through strategies such as retelling,

summarizing, note taking, connecting to

prior knowledge, supporting assertions

about text, and non-linguistic

representations.

E. Demonstrate fluency in oral reading of

grade level texts; demonstrate an

appropriate rate of silent reading based

upon grade level texts.

Decoding/Phonics

Open syllables

Spelling

Words with /âr/ sound

Vocabulary

Story words: uninhabited, burrows,

venture, stranded, nestles, instinctively

Word Study

Analogies

Synonyms and antonyms

Comprehension

Summarize information

Compare nonfiction with nonfiction

narrative

Teaching Tools

Teacher’s Edition – Volume 2

Student Anthology

Vocabulary word cards: uninhabited,

burrows, venture, stranded, nestles,

instinctively

Audio text 2

Intervention Kits

Intervention Stations

Transparencies: # 67, 68, 69, 70, 71, 72,

73, 74, G

Comprehension cards: #8

Harcourt website

www.harcourtschool.com

www.eharcourt.com

Books for All Learners

Below-Level: The Bird on the Beach

On – Level: Summer Mystery

Advanced: Fire and Ice

ELL: Beaks and Wings

Additional Resources

Skill Practice Book

Spelling Practice Book

Language Handbook

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 37

THEME 2: Side by Side

STORY: Night of the Pufflings TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.2.4 Reading, Analyzing and Interpreting

Texts: Students will read, understand, and

respond to informational text.

C. Distinguish between essential and

nonessential information within and across

a variety of texts, identifying stereotypes

and exaggeration (bias) where present.

E. Read, understand, and respond to essential

content of text in all academic areas.

1.3.4 Reading, Analyzing and Interpreting

Literature- Fiction and Non-Fiction: Students

read and respond to works of literature.

A. Read, understand, and respond to works

from various genres of literature.

D. Identify literary devices in selected

readings (e.g., personification, simile,

alliteration, metaphor).

1.4.4 Types of Writing: Students write for

different purposes and audiences.

A. Write poems, multi-paragraph stories,

and plays.

Include detailed descriptions of

people, places and things.

Include literary elements.

Begin to use literary devices.

B. Write multi-paragraph informational

pieces (e.g., descriptions, letters, reports,

instructions)

Use relevant graphics (maps,

charts, graphs, tables,

illustrations, photographs).

Comprehension

To read and understand a nonfiction

selection; to compare nonfiction with

nonfiction narrative

Genre

Nonfiction

Literary Devices

Figurative language - metaphor

Writing Process

Informative Writing: Summary

Library Books Collection

Can We Be Friends? By Alexandra

Wright

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Social Studies: Comparing locations;

Science: Volcanoes, difference

between crocodiles and alligators;

crocodile family tree

Related Poetry

The Puffin by Robert Williams Wood

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 38

THEME 2: Side by Side

STORY: Night of the Pufflings TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Write with a clear focus, identifying topic,

task, and audience.

B. Develop content appropriate for the topic

Gather, organize, and select the

most effective information

appropriate for the topic, task, and

audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Include a recognizable beginning,

middle, and end.

Use appropriate transitions within

sentences and between paragraphs.

D. Write with an understanding of style, using

a variety of sentence structures, precise

words (e.g., adjectives, nouns, adverbs,

verbs) that create voice.

E. Revise writing to improve detail and order

by making words more exact and varying

sentence length and structure, where

necessary.

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

Writing Process

Traits of good writing

(focus/ideas, organization, voice, word

choice, development, effective

sentences, effective paragraphs,

conventions)

Revise

Grammar

Simple and compound sentences

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 39

THEME 2: Side by Side

STORY: Night of the Pufflings TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.6.4 Speaking and Listening: Students

present appropriately in formal speaking

situations, listen critically, and respond

intelligently as individuals or in group

discussions.

A Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

1.7.4 Characteristics and Functions of the

English Language: Students recognize formal

and informal language and its use in speech,

writing, and literature.

A. Identify differences in formal and

informal language used in speech,

writing, and literature.

Speaking

Describe important events using

sensory details

Listening

To identify important facts and details

To listen attentively to a speaker

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 40

THEME 2: Side by Side

STORY: Night of the Pufflings TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided media sources and

strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

B. Understand and investigate media as a

source of information and entertainment.

Inquiry Project

Select a focus for an inquiry project

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 41

THEME 2: Side by Side

STORY: The Garden of Happiness TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students apply

a wide range of strategies.

A. Identify the author’s purpose and type,

using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and suffixes),

the dictionary, or context clues to decode

and understand new words during

reading.

C. Use meaning and knowledge of words

(e.g., multiple meaning words, word

origins, root words, synonyms, antonyms,

homophones) across content areas to

increase reading vocabulary.

D. Demonstrate comprehension /

understanding before reading, during

reading, and after reading on grade level

texts through strategies such as retelling,

summarizing, note taking, connecting to

prior knowledge, supporting assertions

about text, and non-linguistic

representations.

E. Demonstrate fluency in oral reading of

grade level texts; demonstrate an

appropriate rate of silent reading based

upon grade level texts.

Decoding/Phonics

Closed syllables

Spelling

Words with /ûr/

Vocabulary

Story words: inhaled, lavender, mural,

skidded, haze

Word Study

Synonyms

Foreign words

Comprehension

Cause and effect

Make and confirm predictions

Teaching Tools

Teacher’s Edition – Volume 2

Student Anthology

Vocabulary word cards: inhaled,

lavender, mural, skidded, haze

Audio text 2

Intervention Kits

Intervention Stations

Transparencies: # 77, 78, 79, F, 80, 81,

82, 83

Comprehension cards: # 9

Harcourt website

www.harcourtschool.com

www.eharcourt.com

Books for All Learners

Below-Level: Growing a City Garden

On – Level: Faces to the Sun

Advanced: Home Grown

ELL: Sunshine Place

Additional Resources

Skill Practice Book

Spelling Practice Book

Language Handbook

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 42

THEME 2: Side by Side

STORY: The Garden of Happiness TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.2.4 Reading, Analyzing and Interpreting

Texts: Students will read, understand, and

respond to informational texts.

A. Analyze text organization and content to

determine the author’s purpose.

B. Differentiate fact from opinion across texts.

E. Read, understand, and respond to essential

content of text in all academic areas.

1.3.4 Reading, Analyzing and Interpreting

Literature- Fiction and Non-Fiction: Students

read and respond to works of literature.

A. Read, understand, and respond to works

from various genres of literature.

B. Identify the characteristics of different

genres such as poetry, drama, and fiction.

C. Explain the literary elements in selected

readings including characters, setting, plot,

theme, and point of view.

D. Identify literary devices in selected

readings (e.g., personification, simile,

alliteration, metaphor).

Genre

Realistic fiction

Poetry

Literary Devices

Figurative Language – similes and

personification

Library Books Collection

Under the Lemon Moon by Edith Hope

Fine

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Science: Growth journal of a plant;

plants in the food chain; make an

informational booklet about sunflowers

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 43

THEME 2: Side by Side

STORY: The Garden of Happiness TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.4.4 Types of Writing: Students write for

different purposes and audiences.

A. Write poems, multi-paragraph stories, and

plays.

Include detailed descriptions of

people, places and things.

Include literary elements.

Begin to use literary devices.

B. Write multi-paragraph informational

pieces (e.g., descriptions, letters, reports,

instructions)

Use relevant graphics (maps, charts,

graphs, tables, illustrations,

photographs).

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Write with a clear focus, identifying topic,

task, and audience.

B. Develop content appropriate for the topic

Gather, organize, and select the

most effective information

appropriate for the topic, task, and

audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Include a recognizable beginning,

middle, and end.

Use appropriate transitions within

sentences and between paragraphs.

Writing Process

Expository Writing: How-to essay

Writing Process

Prewrite and draft

Revise and reflect

Traits of good writing (focus/ideas

organization, voice, word choice,

development, effective sentences,

effective paragraphs, conventions)

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 44

THEME 2: Side by Side

STORY: The Garden of Happiness TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

D. Write with an understanding of style, using

a variety of sentence structures, precise

words (e.g., adjectives, nouns, adverbs,

verbs) that create voice.

E. Revise writing to improve detail and order

by making words more exact and varying

sentence length and structure, where

necessary.

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

1.6.4 Speaking and Listening: Students present

appropriately in formal speaking situations,

listen critically, and respond intelligently as

individuals or in group discussions.

A Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

Grammar

Independent and dependent clauses

Speaking

To present directions in an organized

manner

Listening

To ask questions to clarify the

understanding of directions

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 45

THEME 2: Side by Side

STORY: The Garden of Happiness TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.7.4 Characteristics and Functions of the

English Language: Students recognize formal

and informal language and its use in speech,

writing, and literature.

A. Identify differences in formal and informal

language used in speech, writing, and

literature.

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided media sources and

strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

B. Understand and investigate media as a

source of information and entertainment.

Inquiry Project

Brainstorm topics from the text and

choose one for a project

Technology

To use a computer to plan a garden

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 46

THEME 2: Side by Side

STORY: How to Babysit an Orangutan TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students apply

a wide range of strategies.

A. Identify the author’s purpose and type,

using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and suffixes),

the dictionary, or context clues to decode

and understand new words during

reading.

C. Use meaning and knowledge of words

(e.g., multiple meaning words, word

origins, root words, synonyms, antonyms,

homophones) across content areas to

increase reading vocabulary.

D. Demonstrate comprehension /

understanding before reading, during

reading, and after reading on grade level

texts through strategies such as retelling,

summarizing, note taking, connecting to

prior knowledge, supporting assertions

about text, and non-linguistic

representations.

E. Demonstrate fluency in oral reading of

grade level texts; demonstrate an

appropriate rate of silent reading based

upon grade level texts.

Decoding/Phonics

VV syllable pattern

Spelling

Words with /ou/

Vocabulary

Story words: displeasure, jealous,

endangered, smuggled, facial,

coordination

Word Study

Structural analysis

Prefixes

Comprehension

Summarize

Use text structure and format

To read and understand a nonfiction

selection

Fluency

To reread story for fluency

To read story independently

Teaching Tools

Teacher’s Edition – Volume 2

Student Anthology

Vocabulary word cards: displeasure,

jealous, endangered, smuggled, facial,

coordination

Audio text 2

Intervention Kits

Intervention Stations

Transparencies: # 86, 87, 88, 89, 90, 91.

92, G

Comprehension cards: #10

Harcourt website

www.harcourtschool.com

www.eharcourt.com

Books for All Learners

Below-Level: The Rainforest is Their

Home

On – Level: Bravo!

Advanced: Adopting a Wild Horse

ELL: Kid Care

Additional Resources

Skill Practice Book

Spelling Practice Book

Language Handbook

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 47

THEME 2: Side by Side

STORY: How to Babysit an Orangutan TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.2.4 Reading, Analyzing and Interpreting

Texts: Students read, understand, and

respond to informational text.

A. Analyze text organization and content to

determine the author’s purpose.

C. Distinguish between essential and

nonessential information within and across

a variety of texts, identifying stereotypes

and exaggeration (bias) where present.

E. Read, understand, and respond to essential

content of text in all academic areas.

1.3.4 Reading, Analyzing and Interpreting

Literature- Fiction and Non-Fiction: Students

read and respond to works of literature.

A. Read, understand, and respond to works

from various genres of literature.

B. Identify the characteristics of different

genres such as poetry, drama, and fiction.

C. Explain the literary elements in selected

readings including characters, setting, plot,

theme, and point of view.

D. Identify literary devices in selected

readings (e.g., personification, simile,

alliteration, metaphor).

Comprehension

Use text structure and format

Genre

Nonfiction

Library Books Collection

Can We Be Friends? By Alexandra

Wright

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Science: Rainforest; Diagram how

plants and animals are connected

Social Studies: Use coordinate grid

system of latitude and longitude;

Research Borneo;

Math: Apply problem-solving strategies

to real-life problems

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 48

THEME 2: Side by Side

STORY: How to Babysit an Orangutan TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.4.4 Types of Writing: Students write for

different purposes and audiences.

A. Write poems, multi-paragraph stories, and

plays.

Include detailed descriptions of

people, places, and things.

Include literary elements.

Begin to use literary devices.

B. Write multi-paragraph informational

pieces (e.g., descriptions, letters, reports,

instructions)

Use relevant graphics (maps, charts,

graphs, tables, illustrations,

photographs).

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Write with a clear focus, identifying topic,

task, and audience.

B. Develop content appropriate for the topic

Gather, organize, and select the

most effective information

appropriate for the topic, task, and

audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Include a recognizable beginning,

middle, and end.

Use appropriate transitions within

sentences and between paragraphs.

Writing Process

Expository writing: Summary

Writing Process

Prewrite and draft

Revise and reflect

Traits of good writing (focus/ideas,

organization, voice, word choice,

development, effective sentences,

effective paragraphs, conventions)

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 49

THEME 2: Side by Side

STORY: How to Babysit an Orangutan TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

D. Write with an understanding of style, using

a variety of sentence structures, precise

words (e.g., adjectives, nouns, adverbs,

verbs) that create voice.

E. Revise writing to improve detail and order

by making words more exact and varying

sentence length and structure, where

necessary.

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

1.6.4 Speaking and Listening: Students present

appropriately in formal speaking situations,

listen critically, and respond intelligently as

individuals or in group discussions.

A. Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

Grammar

Complex sentences

Speaking

Present a speech using clear diction,

correct pacing, and appropriate

volume

Listening

Identify important facts and details as

an audience

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 50

THEME 2: Side by Side

STORY: How to Babysit an Orangutan TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.7.4 Characteristics and Functions of the

English Language: Students recognize formal

and informal language and its use in speech,

writing, and literature.

A. Identify differences in formal and informal

language used in speech, writing, and

literature.

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided

media sources and strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

B. Understand and investigate media as a

source of information and entertainment.

Inquiry Project

Brainstorm topics from the text and

choose one for a project

Online Search

To use technology resources to

research an endangered species

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 51

THEME 3: Make Yourself at Home

STORY: Sarah, Plain and Tall TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students apply

a wide range of strategies.

A. Identify the author’s purpose and type,

using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and suffixes),

the dictionary, or context clues to decode

and understand new words during

reading.

C. Use meaning and knowledge of words

(e.g., multiple meaning words, word

origins, root words, synonyms, antonyms,

homophones) across content areas to

increase reading vocabulary.

D. Demonstrate comprehension /

understanding before reading, during

reading, and after reading on grade level

texts through strategies such as retelling,

summarizing, note taking, connecting to

prior knowledge, supporting assertions

about text, and non-linguistic

representations.

E. Demonstrate fluency in oral reading of

grade level texts; demonstrate an

appropriate rate of silent reading based

upon grade level texts.

Decoding/Phonics

Syllables: Accent marks

Spelling

Words with /oi/

Vocabulary

Story words: alarmed, windbreak,

conch, paddock, rustle

Word Study

Homophones

Antonyms

Narrative Elements

Read and understand historical fiction

Plot, character and setting

Comprehension

Draw conclusions

Visualization

Pre-reading/Read ahead

Prior knowledge

Locate information

Comparing tests

Teaching Tools

Teacher’s Edition – Volume 3

Student Anthology

Vocabulary word cards: alarmed,

windbreak, conch, paddock, rustle

Audio text 3

Intervention Kits

Intervention Stations

Transparencies: # 95, 96, 97, G, 98, 99,

100, 101, 102

Comprehension cards: #11

Harcourt website

www.harcourtschool.com

www.eharourt.com

Books for All Learners

Below-Level: Lost on the Sea

On – Level: Prairie Dog Town

Advanced: Button Time

ELL: Under One Roof

Additional Resources

Skill Practice Book

Spelling Practice Book

Language Handbook

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 52

THEME 3: Make Yourself at Home

STORY: Sarah, Plain and Tall TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.2.4 Reading, Analyzing and Interpreting Text:

Students read, understand, and respond to

informational text.

A. Analyze text organization and content to

determine the author’s purpose.

B. Differentiate fact from opinion across texts.

C. Distinguish between essential and

nonessential information within and across

a variety of texts, identifying stereotypes

and exaggeration (bias) where present.

D. Make inferences across texts about similar

concepts when studying a topic (e.g.,

science, social studies); draw conclusions,

citing evidence from the texts to support

answers.

E. Read, understand, and respond to essential

content of text in all academic areas.

1.3.4 Reading, Analyzing and Interpreting

Literature- Fiction and Non-Fiction: Students

read and respond to works of literature.

A. Read, understand, and respond to works

from various genres of literature.

B. Identify the characteristics of different

genres such as poetry, drama, and fiction.

C. Explain the literary elements in selected

readings including characters, setting, plot,

theme, and point of view.

D. Identify literary devices in selected

readings (e.g., personification, simile,

alliteration, metaphor).

Narrative Elements

Plot, character and setting

Read and understand historical fiction

Comprehension

Compare historical fiction with an article

Genre

Historical fiction

Narrative elements

Plot, character and setting

Library Books Collection

Skylark by Patricia MacLachlan

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Science: Ecosystem habitat

Social Studies: Finding latitudes,

Transcontinental railroad, Prairie region,

Pioneer mail, Transportation

Related Poetry

Prairie Born by Dave Bouchard

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 53

THEME 3: Make Yourself at Home

STORY: Sarah, Plain and Tall TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.4.4 Types of Writing: Students write for

different purposes and audiences.

A. Write poems, multi-paragraph stories, and

plays.

Include detailed descriptions of

people, places, and things.

Include literary elements.

Begin to use literary devices.

B. Write multi-paragraph informational

pieces (e.g., descriptions, letters, reports,

instructions)

Use relevant graphics (maps, charts,

graphs, tables, illustrations,

photographs).

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Write with a clear focus, identifying topic,

task, and audience.

B. Develop content appropriate for the topic

Gather, organize, and select the

most effective information

appropriate for the topic, task, and

audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Include a recognizable beginning,

middle, and end.

Use appropriate transitions within

sentences and between paragraphs.

Writing Process

Effective Sentences: Cause and Effect

paragraph

Writing Process

Prewrite and draft

Revise and reflect

Traits of good writing (focus/ideas,

organization, voice, word choice,

development, effective sentences,

effective paragraphs, conventions)

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 54

THEME 3: Make Yourself at Home

STORY: Sarah, Plain and Tall TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

D. Write with an understanding of style, using

a variety of sentence structures, precise

words (e.g., adjectives, nouns, adverbs,

verbs) that create voice.

E. Revise writing to improve detail and order

by making words more exact and varying

sentence length and structure, where

necessary.

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

1.6.4 Speaking and Listening: Students present

appropriately in formal speaking situations,

listen critically, and respond intelligently as

individuals or in group discussions.

A. Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

Grammar

Common and proper nouns

Speaking

To make a narrative presentation

Listening

To identify important details

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 55

THEME 3: Make Yourself at Home

STORY: Sarah, Plain and Tall TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.7.4 Characteristics and Functions of the

English Language: Students recognize formal

and informal language and its use in speech,

writing, and literature.

A. Identify differences in formal and informal

language used in speech, writing, and

literature.

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided

media sources and strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

B. Understand and investigate media as a

source of information and entertainment.

Inquiry Project

Brainstorm topics from the text and

choose one for a project

Online Search

Use technology resources to research

an ecosystem

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 56

THEME 3: Make Yourself at Home

STORY: Stealing Home TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students apply

a wide range of strategies.

A. Identify the author’s purpose and type,

using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and suffixes),

the dictionary, or context clues to decode

and understand new words during

reading.

C. Use meaning and knowledge of words

(e.g., multiple meaning words, word

origins, root words, synonyms, antonyms,

homophones) across content areas to

increase reading vocabulary.

D. Demonstrate comprehension /

understanding before reading, during

reading, and after reading on grade level

texts through strategies such as retelling,

summarizing, note taking, connecting to

prior knowledge, supporting assertions

about text, and non-linguistic

representations.

E. Demonstrate fluency in oral reading of

grade level texts; demonstrate an

appropriate rate of silent reading based

upon grade level texts.

Decoding/Phonics

Syllable Pattern: Schwa

Spelling

Unusual plurals

Narrative Elements

Read and understand realistic fiction

Plot, character, and setting

Dialogue

Vocabulary

Story words: pastimes, tutor,

disposition, glumly, bicker, impose,

grudge, irritably

Word Study

Analogies

Figurative Language: Similes

Comprehension

Preview and predict

Use context to confirm meaning

Compare and contrast

Determine the author’s purpose for

the selection

Fluency

Readers Theatre using text

Teaching Tools

Teacher’s Edition – Volume 3

Student Anthology

Vocabulary word cards: pastimes,

tutor, disposition, glumly, bicker,

impose, grudge, irritably

Audio text 3

Intervention Kits

Intervention Stations

Transparencies: # 105, 106, B, 107,

108, 109, 110, 111

Comprehension cards: # 12

Harcourt Website:

www.harcourtschool.com

www.eharcourt.com

Books for All Learners

Below-Level: The Guest Who Forgot to

Leave

On – Level: Things Will Get Better

Advanced: The Art of Being a Cat

ELL: At Summer’s End

Additional Resources

Skill Practice Book

Spelling Practice Book

Language Handbook

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 57

THEME 3: Make Yourself at Home

STORY: Stealing Home TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.2.4 Reading, Analyzing and Interpreting Text:

Students read, understand, and respond to

informational text.

A. Analyze text organization and content to

determine the author’s purpose.

C. Distinguish between essential and

nonessential information within and across

a variety of texts, identifying stereotypes

and exaggeration (bias) where present.

D. Make inferences across texts about similar

concepts when studying a topic (e.g.,

science, social studies); draw conclusions,

citing evidence from the texts to support

answers.

E. Read, understand, and respond to

essential content of text in all academic

areas.

1.3.4 Reading, Analyzing and Interpreting

Literature- Fiction and Non-Fiction: Students

read and respond to works of literature.

A. Read, understand, and respond to works

from various genres of literature.

B. Identify the characteristics of different

genres such as poetry, drama, and fiction.

C. Explain the literary elements in selected

readings including characters, setting, plot,

theme, and point of view.

D. Identify literary devices in selected

readings (e.g., personification, simile,

alliteration, metaphor).

Narrative Elements

Read and understand realistic fiction

Plot, character, and setting

Comprehension

Predict outcomes

Compare and contrast

Use context to confirm meaning

Genre

Realistic fiction

Poetry

Library Books Collection

Stealing Home by Mary Stolz

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Science: Ecosystem, fossils, Make a

chart of pet care

Social Studies: Radio, Baseball history,

customs, Biographical sketch

Math: Perimeter

Related Poetry

Grandfather is a Chinese Pine by

Zheng Xu

Families

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 58

THEME 3: Make Yourself at Home

STORY: Stealing Home TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.4.4 Types of Writing: Students write for

different purposes and audiences.

B. Write multi-paragraph informational pieces

(e.g., descriptions, letters, reports,

instructions)

Use relevant graphics (maps, charts,

graphs, tables, illustrations,

photographs).

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Write with a clear focus, identifying topic,

task, and audience.

B. Develop content appropriate for the topic

Gather, organize, and select the

most effective information

appropriate for the topic, task, and

audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Include a recognizable beginning,

middle, and end.

Use appropriate transitions within

sentences and between paragraphs.

D. Write with an understanding of style, using

a variety of sentence structures, precise

words (e.g., adjectives, nouns, adverbs,

verbs) that create voice.

E. Revise writing to improve detail and order

by making words more exact and varying

sentence length and structure, where

necessary.

Writing Process

Effective Sentences: Explain a process

Writing Process

Prewrite and draft

Revise and reflect

Traits of good writing (focus/ideas,

organization, voice, word choice,

development, effective sentences,

effective paragraphs, conventions)

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 59

THEME 3: Make Yourself at Home

STORY: Stealing Home TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

1.6.4 Speaking and Listening: Students present

appropriately in formal speaking situations,

listen critically, and respond intelligently as

individuals or in group discussions.

A. Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

1.7.4 Characteristics and Functions of the

English Language: Students recognize formal

and informal language and its use in speech,

writing, and literature.

A. Identify differences in formal and informal

language used in speech, writing, and

literature.

Grammar

Singular and plural nouns

Speaking and Listening

To clearly explain the steps of a

process in a How-to Speech

To use clear examples of how steps

should be completed

Listening

To understand and follow a process

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 60

THEME 3: Make Yourself at Home

STORY: Stealing Home TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided media sources and

strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

B. Understand and investigate media as a

source of information and entertainment.

Inquiry Project

Brainstorm topics from the text and

choose one for a project

Word Processing

Use word processing software to write

a letter

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 61

THEME 3: Make Yourself at Home

STORY: The Cricket in Times Square TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students apply

a wide range of strategies.

A. Identify the author’s purpose and type,

using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and suffixes),

the dictionary, or context clues to decode

and understand new words during

reading.

C. Use meaning and knowledge of words

(e.g., multiple meaning words, word

origins, root words, synonyms, antonyms,

homophones) across content areas to

increase reading vocabulary.

D. Demonstrate comprehension /

understanding before reading, during

reading, and after reading on grade level

texts through strategies such as retelling,

summarizing, note taking, connecting to

prior knowledge, supporting assertions

about text, and non-linguistic

representations.

E. Demonstrate fluency in oral reading of

grade level texts; demonstrate an

appropriate rate of silent reading based

upon grade level texts.

Decoding/Phonics:

Root word + Inflection

Spelling

Possessive nouns

Vocabulary

Story words: scrounging,

eavesdropping, wistfully, excitable,

logical, sympathetically, acquaintance

Narrative Elements

Plot, character and setting

Determine author’s purpose for the

selection

Read and understand fantasy

Word Study

Multiple meanings

Idioms

Vivid verbs

Root words + inflection

Comprehension

Draw conclusions

Create mental images

Fluency

Reader’s Theatre using the text

Teaching Tools

Teacher’s Edition – Volume 3

Student Anthology

Vocabulary word cards: scrounging,

eavesdropping, wistfully, excitable,

logical, sympathetically, acquaintance

Audio text 3

Intervention Kits

Intervention Stations

Transparencies: # 114, 115, 116, G, 117,

118, 119, 120

Comprehension cards: # 13

Harcourt website

www.harcourtschool.com

www.eharcourt.com

Books for All Learners

Below-Level: Critters of the Urban

Wilderness

On – Level: Ghirardelli Square

Advanced: Do Animals Talk?

ELL: Going Places

Additional Resources

Skill Practice Book

Spelling Practice Book

Language Handbook

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 62

THEME 3: Make Yourself at Home

STORY: The Cricket in Times Square TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.2.4 Reading, Analyzing and Interpreting Text:

Students read, understand, and respond to

informational text.

A. Analyze text organization and content to

determine the author’s purpose.

B. Differentiate fact from opinion across texts.

C. Distinguish between essential and

nonessential information within and across

a variety of texts, identifying stereotypes

and exaggeration (bias) where present.

D. Make inferences across texts about similar

concepts when studying a topic (e.g.,

science, social studies); draw conclusions,

citing evidence from the texts to support

answers.

E. Read, understand, and respond to

essential content of text in all academic

areas.

1.3.4 Reading, Analyzing and Interpreting

Literature- Fiction and Non-Fiction: Students

read and respond to works of literature.

A. Read, understand, and respond to works

from various genres of literature.

B. Identify the characteristics of different

genres such as poetry, drama, and fiction.

C. Explain the literary elements in selected

readings including characters, setting, plot,

theme, and point of view.

D. Identify literary devices in selected

readings (e.g., personification, simile,

alliteration, metaphor).

Comprehension

Read and understand fantasy

Draw conclusions about traits, actions,

and motives of characters

Read ahead

Plot, character and setting

Genre

Fantasy

Library Books Collection

Can We Be Friends? By Alexandra

Wright

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Science: Crickets and their ecosystem,

Build a compass

Social Studies: Growth of towns,

transportation

Math: Estimate temperatures

Related Poetry

Splinter by Carl Sandburg

The Grasshopper Springs by James W.

Hackett

The Grasshopper by Conrad Aiken

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 63

THEME 3: Make Yourself at Home

STORY: The Cricket in Times Square TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.4.4 Types of Writing: Students write for

different purposes and audiences.

A. Write poems, multi-paragraph stories,

and plays.

Include detailed descriptions of

people, places, and things.

Include literary elements.

Begin to use literary devices.

B. Write multi-paragraph informational

pieces (e.g., descriptions, letters, reports,

instructions)

Use relevant graphics (maps, charts,

graphs, tables, illustrations,

photographs).

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Write with a clear focus, identifying topic,

task, and audience.

B. Develop content appropriate for the topic

Gather, organize, and select the

most effective information

appropriate for the topic, task, and

audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Include a recognizable beginning,

middle, and end.

Use appropriate transitions within

sentences and between paragraphs.

Writing Process

Expository Writing: Explanatory essay

Writing Process

Prewrite and draft

Revise and reflect

Traits of good writing (focus/ideas,

organization, voice, word choice,

development, effective sentences,

effective paragraphs, conventions)

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 64

THEME 3: Make Yourself at Home STORY: The Cricket in Times Square

TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

D. Write with an understanding of style, using

a variety of sentence structures, precise

words (e.g., adjectives, nouns, adverbs,

verbs) that create voice.

E. Revise writing to improve detail and order

by making words more exact and varying

sentence length and structure, where

necessary.

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

1.6.4 Speaking and Listening: Students present

appropriately in formal speaking situations,

listen critically, and respond intelligently as

individuals or in group discussions.

A. Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

Grammar

Possessive nouns

Speaking

To present and support a point of view

orally in a persuasive speech

To use verbal and nonverbal

techniques to persuade an audience

Listening

To identify and evaluate a speaker’s

point of view

To listen and respond to a speaker’s

verbal and nonverbal cues

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 65

THEME 3: Make Yourself at Home

STORY: The Cricket in Times Square TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.7.4 Characteristics and Functions of the

English Language: Students recognize formal

and informal language and its use in speech,

writing, and literature.

A. Identify differences in formal and informal

language used in speech, writing, and

literature.

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided media sources and

strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

B. Understand and investigate media as a

source of information and entertainment.

Inquiry Project

Brainstorm topics from the text and

choose one for a project

Online Search

Use technology resources to research

information about New York City to

create a quiz

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 66

THEME 3: Make Yourself at Home

STORY: Two Lands, One Heart TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students apply

a wide range of strategies.

A. Identify the author’s purpose and type,

using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and suffixes),

the dictionary, or context clues to decode

and understand new words during

reading.

C. Use meaning and knowledge of words

(e.g., multiple meaning words, word

origins, root words, synonyms, antonyms,

homophones) across content areas to

increase reading vocabulary.

D. Demonstrate comprehension /

understanding before reading, during

reading, and after reading on grade level

texts through strategies such as retelling,

summarizing, note taking, connecting to

prior knowledge, supporting assertions

about text, and non-linguistic

representations.

E. Demonstrate fluency in oral reading of

grade level texts; demonstrate an

appropriate rate of silent reading based

upon grade level texts.

Decoding/Phonics

Word Structure: Compound words

Spelling

Words with abbreviations

Vocabulary

Story words: hysterically, overwhelm,

interpreter, appetizing, equivalent,

irrigation, occasionally

Word Study

Compound words

Signal words

Comprehension

Read and understand nonfiction

Preview and predict

Compare and contrast

Graphic Aids

Reread to clarify

Identify author’s purpose

Narrative Elements

Characters, settings and real-life events

Teaching Tools

Teacher’s Edition – Volume 3

Student Anthology

Vocabulary word cards: hysterically,

overwhelm, interpreter, appetizing,

equivalent, irrigation, occasionally

Audio text 3

Intervention Kits

Intervention Stations

Transparencies: # 123, 124, 125, B, 126,

127, 128, 129

Comprehension cards: # 14

Harcourt website

www.harcourtschool.com

www.eharcourt.com

Books for All Learners

Below-Level: A Time for Peace

On – Level: Two Families

Advanced: The Visit

ELL: East Meets West

Additional Resources

Skill Practice Book

Spelling Practice Book

Language Handbook

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 67

THEME 3: Make Yourself at Home

STORY: Two Lands, One Heart TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.2.4 Reading, Analyzing and Interpreting Text:

Students read, understand, and respond to

informational text.

A. Analyze text organization and content to

determine the author’s purpose.

B. Differentiate fact from opinion across texts.

C. Distinguish between essential and

nonessential information within and across

a variety of texts, identifying stereotypes

and exaggeration (bias) where present.

D. Make inferences across texts about similar

concepts when studying a topic (e.g.,

science, social studies); draw conclusions,

citing evidence from the texts to support

answers.

E. Read, understand, and respond to

essential content of text in all academic

areas.

1.3.4 Reading, Analyzing and Interpreting

Literature- Fiction and Non-Fiction:

Students read and respond to works of

literature.

A. Read, understand, and respond to works

from various genres of literature.

B. Identify the characteristics of different

genres such as poetry, drama, and fiction.

C. Explain the literary elements in selected

readings including characters, setting, plot,

theme, and point of view.

D. Identify literary devices in selected

readings (e.g., personification, simile,

alliteration, metaphor).

Narrative Elements

Read and understand nonfiction

Character, settings, and real-life events

Comprehension

Read and understand nonfiction

Preview and predict

Compare and contrast

Graphic Aids

Reread to clarify

Genre

Nonfiction

Library Books Collection

Lucita Comes Home to Oaxaca by

Robin B. Cano

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Science: River Deltas, Silkworms

Social Studies: Vietnam

Math: Multiplication

Health: Carbohydrate collage

Related Poetry

We Are One World by Meish Goldish

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 68

THEME 3: Make Yourself at Home

STORY: Two Lands, One Heart TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.4.4 Types of Writing: Students write for

different purposes and audiences.

B. Write multi-paragraph informational

pieces (e.g., descriptions, letters, reports,

instructions)

Use relevant graphics (maps, charts,

graphs, tables, illustrations,

photographs).

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Write with a clear focus, identifying topic,

task, and audience.

B. Develop content appropriate for the topic

Gather, organize, and select the

most effective information

appropriate for the topic, task, and

audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Include a recognizable beginning,

middle, and end.

Use appropriate transitions within

sentences and between paragraphs.

D. Write with an understanding of style, using

a variety of sentence structures, precise

words (e.g., adjectives, nouns, adverbs,

verbs) that create voice.

E. Revise writing to improve detail and order

by making words more exact and varying

sentence length and structure, where

necessary.

Writing Process

Expository Writing: Definition essay

Writing Process

Prewrite and draft

Revise and reflect

Traits of good writing (focus/ideas,

organization, voice, word choice,

development, effective sentences,

effective paragraphs, conventions)

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 69

THEME 3: Make Yourself at Home

STORY: Two Lands, One Heart TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

1.6.4 Speaking and Listening: Students present

appropriately in formal speaking situations,

listen critically, and respond intelligently as

individuals or in group discussions.

A. Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

1.7.4 Characteristics and Functions of the

English Language: Students recognize formal

and informal language and its use in speech,

writing, and literature.

A. Identify differences in formal and informal

language used in speech, writing, and

literature.

Grammar

Abbreviations

Speaking

To use details and examples in an

informational speech

To adjust speaking rate to enhance

meaning

Listening

To listen for details and examples in

formal presentations

To determine the speaker’s purpose

and viewpoint

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 70

THEME 3: Make Yourself at Home

STORY: Two Lands, One Heart TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided media sources and

strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

B. Understand and investigate media as a

source of information and entertainment.

Inquiry Project

Brainstorm topics from the text and

choose one for a project

Online Search

Use technology resources to research

a country

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 71

THEME 3: Make Yourself at Home

STORY: Look to the North- A Wolf Pup’s Diary TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students apply

a wide range of strategies.

A. Identify the author’s purpose and type,

using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and suffixes),

the dictionary, or context clues to decode

and understand new words during

reading.

C. Use meaning and knowledge of words

(e.g., multiple meaning words, word

origins,

root words, synonyms, antonyms,

homophones) across content areas to

increase reading vocabulary.

D. Demonstrate comprehension /

understanding before reading, during

reading, and after reading on grade level

texts through strategies such as retelling,

summarizing, note taking, connecting to

prior knowledge, supporting assertions

about text, and non-linguistic

representations.

E. Demonstrate fluency in oral reading of

grade level texts; demonstrate an

appropriate rate of silent reading based

upon grade level texts.

Decoding/Phonics

Letter Patterns: Consonant /s/ c and /j/

g

Spelling

Words with ei, ie, and eigh

Vocabulary

Story words: ceases, tundra, abundant,

bonding, piteously, surrender

Word Study

Analogies

Precise language-use a thesaurus

Comprehension

Summarize

Use text structure and format

Identify Narrative Elements

Read and understand informational

narrative

Teaching Tools

Teacher’s Edition – Volume 3

Student Anthology

Vocabulary word cards: ceases, tundra,

abundant, bonding, piteously, surrender

Audio text 3

Intervention Kits

Intervention Stations

Transparencies: #132, 133, 134, G, 135,

136, 137, 138

Comprehension cards: # 15

Harcourt website

www.harcourtschool.com

www.eharcourt.com

Books for All Learners

Below-Level: The Return of the Wolf

On – Level: The Big Horns

Advanced: Don’t Go There

ELL: A Place Called Home

Additional Resources

Skill Practice Book

Spelling Practice Book

Language Handbook

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 72

THEME 3: Make Yourself at Home

STORY: Look to the North- A Wolf Pup’s Diary TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.2.4 Reading, Analyzing and Interpreting

Text: Students read, understand, and respond

to informational text.

A. Analyze text organization and content to

determine the author’s purpose.

E. Read, understand, and respond to essential

content of text in all academic areas.

1.3.4 Reading, Analyzing and Interpreting

Literature- Fiction and Non-Fiction: Students

read and respond to works of literature.

A. Read, understand, and respond to works

from various genres of literature.

B. Identify the characteristics of different

genres such as poetry, drama, and fiction.

C. Explain the literary elements in selected

readings including characters, setting, plot,

theme, and point of view.

1.4.4 Types of Writing: Students write for

different purposes and audiences.

A. Write poems, multi-paragraph stories,

and plays.

Include detailed descriptions of

people, places, and things.

Include literary elements.

Begin to use literary devices.

B. Write multi-paragraph informational

pieces (e.g., descriptions, letters, reports)

Use relevant graphics (maps, charts,

graphs, tables, illustrations,

photographs).

Comprehension

Use text structure and format

Distinguish between cause and effect

in a nonfiction text

Genre

Informational narrative

Comprehension

Text connection between selection,

poem, and read aloud story

Writing Process

Expository Writing: Explanatory essay

Library Books Collection

Can We Be Friends? by Alexandra

Wright Charlesbridge

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Science: Artic animals, Summer

solstice, Wolf survival, Food web

Social Studies: Tundra

Math:

Writing: Write a news article

Related Poetry

An Invitation by Maria Fleming

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 73

THEME 3: Make Yourself at Home

STORY: Look to the North- A Wolf Pup’s Diary TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Write with a clear focus, identifying topic, task, and audience.

B. Develop content appropriate for the topic

Gather, organize, and select the

most effective information

appropriate for the topic, task, and

audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Include a recognizable beginning,

middle, and end.

Use appropriate transitions within

sentences and between paragraphs.

D. Write with an understanding of style, using

a variety of sentence structures, precise

words (e.g., adjectives, nouns, adverbs,

verbs) that create voice.

E. Revise writing to improve detail and order

by making words more exact and varying

sentence length and structure, where

necessary.

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

Writing Process

Prewrite and draft

Revise and reflect

Traits of good writing (focus/ideas

organization, voice, word choice,

development, effective sentences,

effective paragraphs, conventions)

Grammar

Pronouns and antecedents

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 74

THEME 3: Make Yourself at Home

STORY: Look to the North- A Wolf Pup’s Diary TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.6.4 Speaking and Listening: Students present

appropriately in formal speaking situations,

listen critically, and respond intelligently as

individuals or in group discussions.

A. Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

1.7.4 Characteristics and Functions of the

English Language: Students recognize formal

and informal language and its use in speech,

writing, and literature.

A. Identify differences in formal and informal

language used in speech, writing, and

literature.

Speaking

To deliver an oral summary that

contains the most significant details

Listening

To identify important facts and details

To listen attentively to a speaker

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 75

THEME 3: Make Yourself at Home

STORY: Look to the North- A Wolf Pup’s Diary TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided media sources and

strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

B. Understand and investigate media as a

source of information and entertainment.

Inquiry Project

Brainstorm topics from the text and

choose one for a project

Online Search

Use technology resources to find

information

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 76

THEME 4: Creative Minds

STORY: The Kids’ Invention Book TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students apply

a wide range of strategies.

A. Identify the author’s purpose and type,

using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and suffixes),

the dictionary, or context clues to decode

and understand new words during

reading.

D. Demonstrate comprehension /

understanding before reading, during

reading, and after reading on grade level

texts through strategies such as retelling,

summarizing, note taking, connecting to

prior knowledge, supporting assertions

about text, and non-linguistic

representations.

Decoding/Phonics

Syllable Pattern: VCCV

Spelling

Words that end with –y or -ey

Vocabulary

Story words: document, prosthetic,

device, disabilities, circular,

scholarship, modify

Word Study

Affixes and root words

Words with multiple meanings

Comprehension

Main idea and details

Monitor understanding by adjusting

reading rate

Use text structure and format-headings

Fluency

Use text as a film narration

Teaching Tools

Teacher’s Edition – Volume 4

Student Anthology

Vocabulary word cards: document,

prosthetic, device, disabilities, circular,

scholarship, modify

Audio text 4

Intervention Kits

Intervention Stations

Transparencies: # 141, 142, 143, G, 144,

145, 146, 147, 148

Comprehension cards: # 16

Harcourt website

www.harcourtschool.com

www.eharcourt.com

Books for All Learners

Below-Level: Inventing a Better

Tomorrow

On – Level: Eggs

Advanced: Fun With Paper

ELL: Observe, Think, Try!

Additional Resources

Skill Practice Book

Spelling Practice Book

Language Handbook

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 77

THEME 4: Creative Minds

STORY: The Kids’ Invention Book TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.2.4 Reading, Analyzing and Interpreting

Text: Students read, understand, and respond

to informational text.

D. Make inferences across texts about similar

concepts when studying a topic (e.g.,

science, social studies); draw conclusions,

citing evidence from the texts to support

answers.

E. Read, understand, and respond to

essential content of text in all academic

areas.

1.3.4 Reading, Analyzing and Interpreting

Literature- Fiction and Non-Fiction: Students

read and respond to works of literature.

A. Read, understand, and respond to works

from various genres of literature.

B. Identify the characteristics of different

genres such as poetry, drama, and fiction.

C. Explain the literary elements in selected

readings including characters, setting, plot,

theme, and point of view.

D. Identify literary devices in selected

readings (e.g., personification, simile,

alliteration, metaphor).

Comprehension

Main idea and details

Monitor understanding by adjusting

reading rate

Use text structure and format-headings

Genre

Expository Nonfiction

Library Books Collection

A Llama in the Family by Johanna

Hurwitz

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Science: Electromagnets; Female

inventors, Scientific method, Create an

invention

Social Studies: Explorers and their

inventions, Walt Disney, Design a

plaque

Math: Graphing

Related Poetry

Invention

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 78

THEME 4: Creative Minds

STORY: The Kids’ Invention Book TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.4.4 Types of Writing: Students write for

different purposes and audiences.

B. Write multi-paragraph informational pieces

(e.g., descriptions, letters, reports,

instructions)

Use relevant graphics (maps, charts,

graphs, tables, illustrations,

photographs).

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Write with a clear focus, identifying topic,

task, and audience.

B. Develop content appropriate for the topic

Gather, organize, and select the

most effective information

appropriate for the topic, task, and

audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Include a recognizable beginning,

middle, and end.

Use appropriate transitions within

sentences and between paragraphs.

D. Write with an understanding of style, using

a variety of sentence structures, precise

words (e.g., adjectives, nouns, adverbs,

verbs) that create voice.

E. Revise writing to improve detail and order

by making words more exact and varying

sentence length and structure, where

necessary.

Writing Process

Focus/Ideas: Paragraphs that

contrasts

Writing Process

Prewrite and draft

Revise and reflect

Traits of good writing (focus/ideas,

organization, voice, word choice,

development, effective sentences,

effective paragraphs, conventions)

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 79

THEME 4: Creative Minds

STORY: The Kids’ Invention Book TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

1.6.4 Speaking and Listening: Students present

appropriately in formal speaking situations,

listen critically, and respond intelligently as

individuals or in group discussions.

A. Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

1.7.4 Characteristics and Functions of the

English Language: Students recognize formal

and informal language and its use in speech,

writing, and literature.

A. Identify differences in formal and informal

language used in speech, writing, and

literature.

Grammar

Subject and object pronouns

Speaking

To present effective introductions and

conclusions

To use facts and details to help

listeners focus

Listening

To respond to a speaker by asking

questions

To understand information presented

orally

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 80

THEME 4: Creative Minds

STORY: The Kids’ Invention Book TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided media sources and

strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

B. Understand and investigate media as a

source of information and entertainment.

Inquiry Project

Brainstorm topics from the text and

choose one for a project

Locate Information

To use a table of contents, an index,

and other book parts to locate

information

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 81

THEME 4: Creative Minds

STORY: The Case of Pablo’s Nose TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students apply

a wide range of strategies.

A. Identify the author’s purpose and type,

using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and suffixes),

the dictionary, or context clues to decode

and understand new words during

reading.

D. Demonstrate comprehension /

understanding before reading, during

reading, and after reading on grade level

texts through strategies such as retelling,

summarizing, note taking, connecting to

prior knowledge, supporting assertions

about text, and non-linguistic

representations.

E. Demonstrate fluency in oral reading of

grade level texts; demonstrate an

appropriate rate of silent reading based

upon grade level texts.

Decoding/Phonics

Word Structure: Prefixes and root

words

Spelling

Prefixes un- and dis-

Vocabulary

Story words: sculptor, straightaway,

alibi, retorted, muttered, strengthening

Word Study

Root words

Prefixes

Multiple meaning words

Literary Elements

Figurative language – literal meaning

Comprehension

Sequencing

Fluency

Use a short scene from the story as a

dramatic reading

Teaching Tools

Teacher’s Edition – Volume 4

Student Anthology

Vocabulary word cards: sculptor,

straightaway, alibi, retorted, muttered,

strengthening

Audio text 4

Intervention Kits

Intervention Stations

Transparencies: # 151, 152, 153, E, 154,

155, 156, 157

Comprehension cards: # 17

Harcourt website

www.harcourtschool.com

www.eharcourt.com

Books for All Learners

Below-Level: The Masterpiece

On – Level: Batteries Not Included

Advanced: Mysteries of Nature

ELL: The Case of the Red Bicycle

Additional Resources

Skill Practice Book

Spelling Practice Book

Language Handbook

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 82

THEME 4: Creative Minds

STORY: The Case of Pablo’s Nose TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.3.4 Reading, Analyzing and Interpreting

Literature- Fiction and Non-Fiction: Students

read and respond to works of literature.

A. Read, understand, and respond to works

from various genres of literature.

B. Identify the characteristics of different

genres such as poetry, drama, and fiction.

C. Explain the literary elements in selected

readings including characters, setting, plot,

Theme, and point of view.

D. Identify literary devices in selected

readings (e.g., personification, simile,

alliteration, metaphor).

1.4.4 Types of Writing: Students write for

different purposes and audiences.

B. Write multi-paragraph informational pieces

(e.g., descriptions, letters, reports,

instructions)

Use relevant graphics (maps, charts,

graphs, tables, illustrations,

photographs).

Genre

Mystery

Writing Process

Development: Persuasive letter

Library Books Collection

A Llama in the Family by Johanna

Hurwitz

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Science: Sense of smell, marble

Social Studies: Make a time line,

Art: Sculpt a coin

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 83

THEME 4: Creative Minds

STORY: The Case of Pablo’s Nose TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Write with a clear focus, identifying topic,

task, and audience.

B. Develop content appropriate for the topic

Gather, organize, and select the

most effective information

appropriate for the topic, task, and

audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Include a recognizable beginning,

middle, and end.

Use appropriate transitions within

sentences and between paragraphs.

D. Write with an understanding of style, using

a variety of sentence structures, precise

words (e.g., adjectives, nouns, adverbs,

verbs) that create voice.

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

Writing Process

Prewrite and draft

Revise and reflect

Traits of good writing (focus/ideas,

organization, voice, word choice,

development, effective sentences,

effective paragraphs, conventions)

Grammar

Possessive pronouns

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 84

THEME 4: Creative Minds

STORY: The Case of Pablo’s Nose TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.6.4 Speaking and Listening: Students present

appropriately in formal speaking situations,

listen critically, and respond intelligently as

individuals or in group discussions.

A. Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

1.7.4 Characteristics and Functions of the

English Language: Students recognize formal

and informal language and its use in speech,

writing, and literature.

A. Identify differences in formal and informal

language used in speech, writing, and

literature.

Speaking

Persuasive speech

Listening

Understand key points in a speech

Understand important details

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 85

THEME 4: Creative Minds

STORY: The Case of Pablo’s Nose TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided

media sources and strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

B. Understand and investigate media as a

source of information and entertainment.

Inquiry Project

Brainstorm topics from the text and

choose one for a project

Technology

To use a computer word processing

program to create a poster

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 86

THEME 4: Creative Minds

STORY: In the Days of King Adobe TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students apply

a wide range of strategies.

A. Identify the author’s purpose and type,

using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and suffixes),

the dictionary, or context clues to decode

and understand new words during

reading.

C. Use meaning and knowledge of words

(e.g., multiple meaning words, word

origins, root words, synonyms, antonyms,

homophones) across content areas to

increase reading vocabulary.

D. Demonstrate comprehension /

understanding before reading, during

reading, and after reading on grade level

texts through strategies such as retelling,

summarizing, note taking, connecting to

prior knowledge, supporting assertions

about text, and non-linguistic

representations.

E. Demonstrate fluency in oral reading of

grade level texts; demonstrate an

appropriate rate of silent reading based

upon grade level texts.

Decoding/Phonics

Syllables: Open and closed

Spelling

Prefixes non-, in-, and re-

Vocabulary

Story words: thrifty, generous, rascally,

roguish, fascinated

Word Study

Prefixes and root words

Synonyms and antonyms

Word origins

Comprehension

Main idea and details

Compare and contrast realistic fiction

and imaginative literature

Follow written directions

Fluency

Readers Theatre- use the text as a play

Teaching Tools

Teacher’s Edition – Volume 4

Student Anthology

Vocabulary word cards: thrifty,

generous, rascally, roguish, fascinated

Audio text 4

Intervention Kits

Intervention Stations

Transparencies: # 160, 161, 162, A, 163,

164, 165, 166, 167 Comprehension

cards: # 18

Harcourt website

www.harcourtschool.com

Books for All Learners

Below-Level: The Emperor and the

Peasant Boy

On – Level: The Lad Who Went to the

North Wind

Advanced: The Breman Town Band

ELL: Money, Money

Additional Resources

Skill Practice Book

Spelling Practice Book

Language Handbook

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 87

THEME 4: Creative Minds

STORY: In the Days of King Adobe TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.3.4 Reading, Analyzing and Interpreting

Literature- Fiction and Non-Fiction: Students

read and respond to works of literature.

A. Read, understand, and respond to works

from various genres of literature.

1.4.4 Types of Writing: Students write for

different purposes and audiences.

B. Write multi-paragraph informational pieces

(e.g., descriptions, letters, reports,

instructions)

Use relevant graphics (maps, charts,

graphs, tables, illustrations,

photographs).

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

B. Develop content appropriate for the topic

Gather, organize, and select the

most effective information

appropriate for the topic, task, and

audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Include a recognizable beginning,

middle, and end.

Use appropriate transitions within

sentences and between paragraphs.

Genre

Folktale

Writing Process

Expository writing – Literary response

Writing Process

Prewrite and draft

Revise and reflect

Traits of good writing (focus/ideas,

organization, voice, word choice,

development, effective sentences,

effective paragraphs, conventions)

Library Books Collection

Pueblo Storyteller by Diane Hoyt-

Goldsmith

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Science: The effects of freezing,

microorganisms

Social Studies: Pueblo life, Building

with Adobe

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 88

THEME 4: Creative Minds

STORY: In the Days of King Adobe TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

D. Write with an understanding of style, using

a variety of sentence structures, precise

words (e.g., adjectives, nouns, adverbs,

verbs) that create voice.

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

1.6.4 Speaking and Listening: Students present

appropriately in formal speaking situations,

listen critically, and respond intelligently as

individuals or in group discussions.

A. Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

1.7.4 Characteristics and Functions of the

English Language: Students recognize formal

and informal language and its use in speech,

writing, and literature.

A. Identify differences in formal and informal

language used in speech, writing, and

literature.

Grammar

Adjectives and articles

Speaking

To use speaking strategies effectively

To speak for different occasions,

audiences and purposes

Listening

To listen attentively to a speaker

To respond to a speaker by reflecting

on ideas

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 89

THEME 4: Creative Minds

STORY: In the Days of King Adobe TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided media sources and

strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

B. Understand and investigate media as a

source of information and entertainment.

Inquiry Project

Brainstorm topics from the text and

choose one for a project

Technology

Use a computer word processing

program to write and edit a letter

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 90

THEME 4: Creative Minds

STORY: Red Writing Hood TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students apply

a wide range of strategies.

A. Identify the author’s purpose and type,

using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and suffixes),

the dictionary, or context clues to decode

and understand new words during

reading.

C. Use meaning and knowledge of words

(e.g., multiple meaning words, word

origins, root words, synonyms, antonyms,

homophones) across content areas to

increase reading vocabulary.

D. Demonstrate comprehension /

understanding before reading, during

reading, and after reading on grade level

texts through strategies such as retelling,

summarizing, note taking, connecting to

prior knowledge, supporting assertions

about text, and non-linguistic

representations.

E. Demonstrate fluency in oral reading of

grade level texts; demonstrate an

appropriate rate of silent reading based

upon grade level texts.

Decoding/Phonics

Syllable Pattern: VV

Spelling

Changing y to i

Vocabulary

Story words: script, triumphantly,

desperately, injustice, repentant,

acceptable, discards, circumstances

Word Study

Word origins

Roots and affixes

Comprehension

Sequence

Draw conclusions

Fluency

Puppet show

Teaching Tools

Teacher’s Edition – Volume 4

Student Anthology

Vocabulary word cards: script,

triumphantly, desperately, injustice,

repentant, acceptable, discards,

circumstances

Audio text 4

Intervention Kits

Intervention Stations

Transparencies: # 170, 171, 172 , E, 173,

174, 175, 176

Comprehension cards: # 19

Harcourt website

www.harcourtschool.com

www.eharcourt.com

Books for All Learners

Below-Level: Brother’s Grim

On – Level: How to Write a Play

Advanced: Thrice Told Tales

ELL: Read All About It

Additional Resources

Skill Practice Book

Spelling Practice Book

Language Handbook

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 91

THEME 4: Creative Minds

STORY: Red Writing Hood TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.3.4 Reading, Analyzing and Interpreting

Literature- Fiction and Non-Fiction: Students

read and respond to works of literature.

A. Read, understand, and respond to works

from various genres of literature.

B. Identify the characteristics of different

genres such as poetry, drama, and fiction.

C. Explain the literary elements in selected

readings including characters, setting, plot,

theme, and point of view.

1.4.4 Types of Writing: Students write for

different purposes and audiences.

A. Write poems, multi-paragraph stories,

and plays.

Include detailed descriptions of

people, places, and things.

Include literary elements.

Begin to use literary devices.

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Write with a clear focus, identifying topic,

task, and audience.

B. Develop content appropriate for the topic

Gather, organize, and select the

most effective information

appropriate for the topic, task, and

audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Genre

Play

Writing Process

Expository Writing: Compare and

contrast essay

Writing Process

Prewrite and draft

Revise and reflect

Traits of good writing (focus/ideas,

organization, voice, word choice,

development, effective sentences,

effective paragraphs, conventions)

Library Books Collection

Nothing Ever Happens on 90th Street by

Roni Schotter

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Science: Spiders, wolves

Social Studies: Tales from around the

world, Oral traditions

Writing: Create a script for a play

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 92

THEME 4: Creative Minds

STORY: Red Writing Hood TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

Include a recognizable beginning,

middle, and end.

Use appropriate transitions within

sentences and between paragraphs.

D. Write with an understanding of style, using

a variety of sentence structures, precise

words (e.g., adjectives, nouns, adverbs,

verbs) that create voice.

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

1.6.4 Speaking and Listening: Students present

appropriately in formal speaking situations,

listen critically, and respond intelligently as

individuals or in group discussions.

A. Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

1.7.4 Characteristics and Functions of the

English Language: Students recognize formal

and informal language and its use in speech,

writing, and literature.

A. Identify differences in formal and informal

language used in speech, writing, and

literature.

Speaking

Present a dramatic dialogue

Listening

To listen and respond to a dramatic

presentation

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 93

THEME 4: Creative Minds

STORY: Red Writing Hood TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided media sources and

strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

B. Understand and investigate media as a

source of information and entertainment.

Inquiry Project

Brainstorm topics from the text and

choose one for a project

Online Search

Use technology resources to locate

texts of traditional stories

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 94

THEME 4: Creative Minds

STORY: One Grain of Rice TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students apply

a wide range of strategies.

A. Identify the author’s purpose and type,

using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and suffixes),

the dictionary, or context clues to decode

and understand new words during

reading.

C. Use meaning and knowledge of words

(e.g., multiple meaning words, word

origins, root words, synonyms, antonyms,

homophones) across content areas to

increase reading vocabulary.

D. Demonstrate comprehension /

understanding before reading, during

reading, and after reading on grade level

texts through strategies such as retelling,

summarizing, note taking, connecting to

prior knowledge, supporting assertions

about text, and non-linguistic

representations.

E. Demonstrate fluency in oral reading of

grade level texts; demonstrate an

appropriate rate of silent reading based

upon grade level texts.

Decoding/Phonics

Word Structure: Root word + suffix

Spelling

Suffixes – ion, -ness, -able, -less and -ful

Vocabulary

Story words: trickle, plentifully, implored,

famine, decreed

Word Study

Root word and suffix

Use a dictionary

Denotations/connotations

Comprehension

Compare and contrast

Sequence

Text features and literary devices of

imaginative literature

Fluency

Reader’s Theatre- perform the story as a

play

Teaching Tools

Teacher’s Edition – Volume 4

Student Anthology

Vocabulary word cards: trickle,

plentifully, implored, famine, decreed

Audio text 4

Intervention Kits

Intervention Stations

Transparencies: # 179, 180, 181, E, 182,

183, 184, 185

Comprehension cards: # 20

Harcourt website

www.harcourtschool.com

www.eharcourt.com

Books for All Learners

Below-Level: The Raja’s Elephant

On – Level: A Riddle a Day

Advanced: Use Your Noodle Tales

ELL: Numbers

Additional Resources

Skill Practice Book

Spelling Practice Book

Language Handbook

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 95

THEME 4: Creative Minds

STORY: One Grain of Rice TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.2.4 Reading, Analyzing and Interpreting Text:

Students read, understand, and respond to

informational text.

A. Analyze text organization and content to

determine the author’s purpose.

1.3.4 Reading, Analyzing and Interpreting

Literature- Fiction and Non-Fiction: Students

read and respond to works of literature.

A. Read, understand, and respond to works

from various genres of literature.

B. Identify the characteristics of different

genres such as poetry, drama, and fiction.

C. Explain the literary elements in selected

readings including characters, setting, plot,

theme, and point of view.

1.4.4 Types of Writing: Students write for

different purposes and audiences.

B. Write multi-paragraph informational pieces

(e.g., descriptions, letters, reports,

instructions)

Use relevant graphics (maps, charts,

graphs, tables, illustrations,

photographs).

Genre

Folktale

Writing Process

Expository writing: Compare and

contrast essay

Library Books Collection

Nothing Ever Happens on 90th Street by

Roni Schotter

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Science: Soil enrichment

Social Studies: Use an almanac, Rice,

Personal and civic responsibility, Rules

and government

Math: Addition, Volume

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 96

THEME 4: Creative Minds

STORY: One Grain of Rice TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Write with a clear focus, identifying topic,

task, and audience.

B. Develop content appropriate for the topic

Gather, organize, and select the

most effective information

appropriate for the topic, task, and

audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Include a recognizable beginning,

middle, and end.

Use appropriate transitions within

sentences and between paragraphs.

D. Write with an understanding of style, using

a variety of sentence structures, precise

words (e.g., adjectives, nouns, adverbs,

verbs) that create voice.

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

Writing Process

Prewrite and draft

Revise and reflect

Traits of good writing (focus/ideas,

organization, voice, word choice,

development, effective sentences,

effective paragraphs, conventions)

Grammar

Verbs

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 97

THEME 4: Creative Minds

STORY: One Grain of Rice TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.6.4 Speaking and Listening: Students present

appropriately in formal speaking situations,

listen critically, and respond intelligently as

individuals or in group discussions.

A. Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

1.7.4 Characteristics and Functions of the

English Language: Students recognize formal

and informal language and its use in speech,

writing, and literature.

A. Identify differences in formal and informal

language used in speech, writing, and

literature.

Speaking

Give a sales talk

Use facts and details to help listeners

focus

Listening

Listening to a sales talk

Identify important facts and details

Distinguish facts from opinions

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 98

THEME 4: Creative Minds

STORY: One Grain of Rice TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided media sources and

strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

B. Understand and investigate media as a

source of information and entertainment.

Inquiry Project

Brainstorm topics from the text and

choose one for a project

Online Search

Use technology resources to search

for books in a library database by

subject or author

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 99

THEME 5: Community Ties

STORY: Fire! TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students apply

a wide range of strategies.

A. Identify the author’s purpose and type,

using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and suffixes),

the dictionary, or context clues to decode

and understand new words during

reading.

C. Use meaning and knowledge of words

(e.g., multiple meaning words, word

origins, root words, synonyms, antonyms,

homophones) across content areas to

increase reading vocabulary.

D. Demonstrate comprehension /

understanding before reading, during

reading, and after reading on grade level

texts through strategies such as retelling,

summarizing, note taking, connecting to

prior knowledge, supporting assertions

about text, and non-linguistic

representations.

E. Demonstrate fluency in oral reading of

grade level texts; demonstrate an

appropriate rate of silent reading based

upon grade level texts.

Decoding/Phonics

Syllable Pattern: Schwa

Spelling

Words with /ər/

Vocabulary

Story words: dedication, billowing,

brigade, ventilate, flammable, curfew

Word Study

Figurative language

Jargon

Word parts: prefixes, suffixes, roots and

root words

Comprehension

Structural patterns and organization of

nonfiction texts

Read and understand an expository

nonfiction selection

Narrative Elements

Reference sources

Follow written directions

Fluency

Role-Play the story

Teaching Tools

Teacher’s Edition – Volume 5

Student Anthology

Vocabulary word cards: dedication,

billowing, brigade, ventilate, flammable,

curfew

Audio text 5

Intervention Kits

Intervention Stations

Transparencies: # 188, 189A, 189B, 190,

G, 191, 192, 193, 194, 195

Comprehension cards: # 21

Harcourt website

www.harcourtschool.com

www.eharcourt.com

Books for All Learners

Below-Level: Where There’s Smoke

There’s Fire

On – Level: Fireboats of New York

Advanced: Making Glass

ELL: Two Fridas

Additional Resources

Skill Practice Book

Spelling Practice Book

Language Handbook

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 100

THEME 5: Community Ties

STORY: Fire! TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.2.4 Reading, Analyzing and Interpreting Text:

Students read, understand, and respond to

informational text.

A. Analyze text organization and content to

determine the author’s purpose.

D. Make inferences across texts about similar

concepts when studying a topic (e.g.,

science, social studies); draw conclusions,

citing evidence from the texts to support

answers.

E. Read, understand, and respond to

essential content of text in all academic

areas.

1.3.4 Reading, Analyzing and Interpreting

Literature- Fiction and Non-Fiction: Students

read and respond to works of literature.

A. Read, understand, and respond to works

from various genres of literature.

B. Identify the characteristics of different

genres such as poetry, drama, and fiction.

C. Explain the literary elements in selected

readings including characters, setting, plot,

theme, and point of view.

D. Identify literary devices in selected

readings (e.g., personification, simile,

alliteration, metaphor).

Narrative Elements

Structural patterns and organization of

nonfiction texts

Read and understand an expository

nonfiction selection

Genre

Expository nonfiction

Literary Elements

Point of view

Figurative language

Library Books Collection

Kate Shelley and the Midnight Express

by Margaret K. Wetterer

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Science: Static electricity, fire

Social Studies: Precautionary

measures, Historical events of your

state

Health: Escaping a fire

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 101

THEME 5: Community Ties

STORY: Fire! TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.4.4 Types of Writing: Students write for

different purposes and audiences.

B. Write multi-paragraph informational pieces

(e.g., descriptions, letters, reports,

instructions)

Use relevant graphics (maps,

charts, graphs, tables,

illustrations, photographs).

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Write with a clear focus, identifying topic,

task, and audience.

B. Develop content appropriate for the topic

Gather, organize, and select the

most effective information

appropriate for the topic, task, and

audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Include a recognizable beginning,

middle, and end.

Use appropriate transitions within

sentences and between paragraphs.

D. Write with an understanding of style, using

a variety of sentence structures, precise

words (e.g., adjectives, nouns, adverbs,

verbs) that create voice.

E. Revise writing to improve detail and order

by making words more exact and varying

sentence length and structure, where

necessary.

Writing Process

Organization: Research report

Writing Process

Prewrite and draft

Revise and reflect

Traits of good writing (focus/ideas,

organization, voice, word choice,

development, effective sentences,

effective paragraphs, conventions)

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 102

THEME 5: Community Ties

STORY: Fire! TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

1.6.4 Speaking and Listening: Students present

appropriately in formal speaking situations,

listen critically, and respond intelligently as

individuals or in group discussions.

A. Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

1.7.4 Characteristics and Functions of the

English Language: Students recognize formal

and informal language and its use in speech,

writing, and literature.

A. Identify differences in formal and informal

language used in speech, writing, and

literature.

Grammar

Main and helping verbs

Speaking

Conducting an interview

Ask thoughtful questions in oral settings

Listening

Identify the main ideas of interview

questions

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 103

THEME 5: Community Ties

STORY: Fire! TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided media sources and

strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

B. Understand and investigate media as a

source of information and entertainment.

Inquiry Project

Brainstorm topics from the text and

choose one for a project

Online Search

Use technology resources to find out

how firefighters are trained

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 104

THEME 5: Community Ties

STORY: A Very Important Day TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students apply

a wide range of strategies.

A. Identify the author’s purpose and type,

using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and suffixes),

the dictionary, or context clues to decode

and understand new words during

reading.

C. Use meaning and knowledge of words

(e.g., multiple meaning words, word

origins, root words, synonyms, antonyms,

homophones) across content areas to

increase reading vocabulary.

D. Demonstrate comprehension /

understanding before reading, during

reading, and after reading on grade level

texts through strategies such as retelling,

summarizing, note taking, connecting to

prior knowledge, supporting assertions

about text, and non-linguistic

representations.

E. Demonstrate fluency in oral reading of

grade level texts; demonstrate an

appropriate rate of silent reading based

upon grade level texts.

Decoding/Phonics

Syllable Pattern: Consonant –le

Spelling

Words with the /əl/ sound

Vocabulary

Story words: petitioners, certificate,

examiner, enrich, apologized, obliged,

resounded

Read and understand informational

narrative

Word Study

Synonyms

Homographs

Comprehension

To identify an author’s purpose for writing

a text

Main idea and details

Read and understand informational

narrative

Fluency

Descriptive Narration – Have one student

narrate while other perform actions to

the story

Teaching Tools

Teacher’s Edition – Volume 5

Student Anthology

Vocabulary word cards: petitioners,

certificate, examiner, enrich,

apologized, obliged, resounded

Audio text 5

Intervention Kits

Intervention Stations

Transparencies: # 198, 199, 200, F, 201,

202, 203, 204, 205,

Comprehension cards: # 22

Harcourt website

www.harcourtschool.com

www.eharcourt.com

Books for All Learners

Below-Level: Today I am an American

On – Level: Am I an American

Advanced: Citizenship

ELL: Big Town

Additional Resources

Skill Practice book

Spelling Practice Book

Language Handbook

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 105

THEME 5: Community Ties

STORY: A Very Important Day TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.2.4 Reading, Analyzing and Interpreting

Text: Students read, understand and respond

to informational text

A. Analyze text organization and content to

determine the author’s purpose.

C. Distinguish between essential and

nonessential information within and across

a variety of texts, identifying stereotypes

and exaggeration (bias) where present.

1.3.4 Reading, Analyzing and Interpreting

Literature- Fiction and Non-Fiction: Students

read and respond to works of literature.

A. Read, understand, and respond to works

from various genres of literature.

B. Identify the characteristics of different

genres such as poetry, drama, and fiction.

C. Explain the literary elements in selected

readings including characters, setting, plot,

theme, and point of view.

D. Identify literary devices in selected

readings (e.g., personification, simile,

alliteration, metaphor).

1.4.4 Types of Writing: Students write for

different purposes and audiences.

B. Write multi-paragraph informational pieces

(e.g., descriptions, letters, reports,

instructions)

Use relevant graphics (maps,

charts, graphs, tables,

illustrations, photographs).

Comprehension

Read and understand informational

narrative

Genre

Informational Narrative

Comprehension

Read and understand informational

narrative

Writing Process

Organization: Research Report

Library Books Collection

Nothing Ever Happens on 90th Street by

Roni Schotter

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Science: Snowflakes, Research a

scientist

Social Studies: Locate countries on a

map, Use an almanac, The movement

of people, Ports of entry, Citizenship

process

Math: Make a line graph

Art: Cultural collage

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 106

THEME 5: Community Ties

STORY: A Very Important Day TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Write with a clear focus, identifying topic,

task, and audience.

B. Develop content appropriate for the topic

Gather, organize, and select the

most effective information

appropriate for the topic, task, and

audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Include a recognizable beginning,

middle, and end.

Use appropriate transitions within

sentences and between paragraphs.

D. Write with an understanding of style, using

a variety of sentence structures, precise

words (e.g., adjectives, nouns, adverbs,

verbs) that create voice.

E. Revise writing to improve detail and order

by making words more exact and varying

sentence length and structure, where

necessary.

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

Writing Process

Prewrite and draft

Revise and reflect

Traits of good writing (focus/ideas,

organization, voice, word choice,

development, effective sentences,

effective paragraphs, conventions)

Grammar

Action and linking verbs

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 107

THEME 5: Community Ties

STORY: A Very Important Day TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.6.4 Speaking and Listening: Students present

appropriately in formal speaking situations,

listen critically, and respond intelligently as

individuals or in group discussions.

A. Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

1.7.4 Characteristics and Functions of the

English Language: Students recognize formal

and informal language and its use in speech,

writing, and literature.

A. Identify differences in formal and informal

language used in speech, writing, and

literature.

Speaking

Prepare for and give a dramatic

presentation

Listening

Listen and respond thoughtfully to a

dramatic presentation

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 108

THEME 5: Community Ties

STORY: A Very Important Day TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided media sources and

strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

B. Understand and investigate media as a

source of information and entertainment.

Inquiry Project

Brainstorm topics from the text and

choose one for a project

Online Search

Use technology resources to research

facts about countries

Research a scientist who was an

immigrant to the United States

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 109

THEME 5: Community Ties

STORY: Saguaro Cactus TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students apply

a wide range of strategies.

A. Identify the author’s purpose and type,

using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and suffixes),

the dictionary, or context clues to decode

and understand new words during

reading.

C. Use meaning and knowledge of words

(e.g., multiple meaning words, word

origins, root words, synonyms, antonyms,

homophones) across content areas to

increase reading vocabulary.

D. Demonstrate comprehension /

understanding before reading, during

reading, and after reading on grade level

texts through strategies such as retelling,

summarizing, note taking, connecting to

prior knowledge, supporting assertions

about text, and non-linguistic

representations.

E. Demonstrate fluency in oral reading of

grade level texts; demonstrate an

appropriate rate of silent reading based

upon grade level texts.

Decoding/Phonics

Syllables Pattern: Unaccented

syllables

Spelling

Words with /ən/

Vocabulary

Story words: brush, spiny, teeming,

habitat, topple, decomposes, perch,

nectar

Word Study

Multiple meaning words

Analogies

Simile

Narrative Elements

Text structure

Adjust reading rate

Comprehension

Elements of Non-fiction text: text

structure

Test Prep

Identify the structural patterns and

organization of nonfiction texts

Fluency

Monitor understanding by adjusting

reading rate

Read text as if narrating a film

Teaching Tools

Teacher’s Edition – Volume 5

Student Anthology

Vocabulary word cards: brush, spiny,

teeming, habitat, topple, decomposes,

perch, nectar

Audio text 5

Intervention Kits

Intervention Stations

Transparencies: # 208, 209, 210, E, 211,

212, 213, 214

Comprehension cards: # 23

Harcourt website

www.harcourtschool.com

www.eharcourt.com

Books for All Learners

Below-Level: The Land of Little Water

On – Level: Everglades Forever

Advanced: The Most

ELL: Desert Night

Additional Resources

Skill Practice Book

Spelling Practice Book

Language Handbook

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 110

THEME 5: Community Ties

STORY: Saguaro Cactus TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.2.4 Reading, Analyzing and Interpreting Text:

Students read, understand, and respond to

informational text.

A. Analyze text organization and content to

determine the author’s purpose.

D. Make inferences across texts about similar

concepts when studying a topic (e.g.,

science, social studies); draw conclusions,

citing evidence from the texts to support

answers.

E. Read, understand, and respond to

essential content of text in all academic

areas.

1.3.4 Reading, Analyzing and Interpreting

Literature- Fiction and Non-Fiction: Students

read and respond to works of literature.

A. Read, understand, and respond to works

from various genres of literature.

B. Identify the characteristics of different

genres such as poetry, drama, and fiction.

1.4.4 Types of Writing: Students write for

different purposes and audiences.

B. Write multi-paragraph informational

pieces (e.g., descriptions, letters, reports,

instructions)

Use relevant graphics (maps,

charts, graphs, tables,

illustrations, photographs).

Narrative Elements

Structural patterns and organization of

nonfiction texts

Read and understand an expository

nonfiction selection

Genre

Expository Nonfiction

Elements of Non-fiction

Read and understand an expository

nonfiction selection: to compare

expository non-fiction with poetry

Writing Process

Expository Writing: Research report

Library Books Collection

Skylark by Patricia MacLachlan

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Science: Record observations, Life

cycles, Symbiosis, Desert flora and

fauna, Develop a chart of living vs.

nonliving

Math: Standard and metric measures,

Make a bar graph

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 111

THEME 5: Community Ties

STORY: Saguaro Cactus TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Write with a clear focus, identifying topic,

task, and audience.

B. Develop content appropriate for the topic

Gather, organize, and select the

most effective information

appropriate for the topic, task, and

audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Include a recognizable beginning,

middle, and end.

Use appropriate transitions within

sentences and between paragraphs.

D. Write with an understanding of style, using

a variety of sentence structures, precise

words (e.g., adjectives, nouns, adverbs,

verbs) that create voice.

E. Revise writing to improve detail and order

by making words more exact and varying

sentence length and structure, where

necessary.

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

Writing Process

Prewrite and draft

Revise and reflect

Traits of good writing (focus/ideas,

organization, voice, word choice,

development, effective sentences,

effective paragraphs, conventions)

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 112

THEME 5: Community Ties

STORY: Saguaro Cactus TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.6.4 Speaking and Listening: Students present

appropriately in formal speaking situations,

listen critically, and respond intelligently as

individuals or in group discussions.

A. Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

1.7.4 Characteristics and Functions of the

English Language: Students recognize formal

and informal language and its use in speech,

writing, and literature.

A. Identify differences in formal and informal

language used in speech, writing, and

literature.

Speaking

Give an informational speech using

facts and details to help listeners focus

Listening

Identify the key questions in an

informational speech

Spelling and grammar

Use past and present tense verbs

correctly

Use action and linking verbs correctly

Proofread for spelling, punctuation,

and grammar

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 113

THEME 5: Community Ties

STORY: Saguaro Cactus TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided media sources and

strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

B. Understand and investigate media as a

source of information and entertainment.

Inquiry Project

Brainstorm topics from the text and

choose one for a project

Online Search

Use technology resources to research

a desert in the United States

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 114

THEME 5: Community Ties

STORY: Blue Willow TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students apply

a wide range of strategies.

A. Identify the author’s purpose and type,

using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and suffixes),

the dictionary, or context clues to decode

and understand new words during

reading.

C. Use meaning and knowledge of words

(e.g., multiple meaning words, word

origins, root words, synonyms, antonyms,

homophones) across content areas to

increase reading vocabulary.

D. Demonstrate comprehension /

understanding before reading, during

reading, and after reading on grade level

texts through strategies such as retelling,

summarizing, note taking, connecting to

prior knowledge, supporting assertions

about text, and non-linguistic

representations.

E. Demonstrate fluency in oral reading of

grade level texts; demonstrate an

appropriate rate of silent reading based

upon grade level texts.

Decoding Phonics

Word structure: Root word + inflection

Spelling

Add –ed or -ing

Vocabulary

Story words: sulkily, indifferent,

protruded, loathe, undoubtedly,

heartily, certainty

Word Study

Connotation

Synonyms and antonyms

Multiple meaning words

Literary Devices

Similes, metaphors and personification

Comprehension

Author’s purpose

Summarize

Figurative language

Multiple meaning words

To determine the author’s viewpoint

on a topic

Fluency

Paired reading of text

Teaching Tools

Teacher’s Edition – Volume 5

Student Anthology

Vocabulary word cards: sulkily,

indifferent, protruded, loathe,

undoubtedly, heartily, certainty

Audio text 5

Intervention Kits

Intervention Stations

Transparencies: # 217, 218, 219, F, 220,

221, 222, 223, 224

Comprehension cards: # 24

Harcourt website

www.harcourtschool.com

www.eharcourt.com

Books for All Learners

Below-Level: The Little School in the

Valley

On – Level: Pet Lizard

Advanced: Willow Way

ELL: Time Keepers

Additional Resources

Skill Practice Book

Spelling Practice Book

Language Handbook

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 115

THEME 5: Community Ties

STORY: Blue Willow TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.2.4 Reading, Analyzing and Interpreting Text:

Students read, understand and respond to

informational text.

A. Analyze text organization and content to

determine the author’s purpose.

D. Make inferences across texts about similar

concepts when studying a topic (e.g.,

science, social studies); draw conclusions,

citing evidence from the texts to support

answers.

E. Read, understand, and respond to

essential content of text in all academic

areas.

1.3.4 Reading, Analyzing and Interpreting

Literature- Fiction and Non-Fiction: Students

read and respond to works of literature.

A. Read, understand, and respond to works

from various genres of literature.

B. Explain the literary elements in selected

readings including characters, setting, plot,

theme and point of view.

C. Explain the literary elements in selected

readings including characters, setting, plot,

theme, and point of view.

D. Identify literary devices in selected

readings (e.g., personification, simile,

alliteration, metaphor).

Comprehension

Identify author’s purpose

Summarize a selection

Read and understand a realistic fiction

Genre

Realistic fiction

Comprehension

Plot, character, and setting

Identify figurative language and

interpret its meaning

Identify author’s purpose

Library Books Collection

Skylark by Patricia MacLachlan

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Science: Animals of the region

Social Studies: Time line/educational

events, the Dust Bowl, John Steinbeck

Math: Great Depression salaries

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 116

THEME 5: Community Ties

STORY: Blue Willow TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.4.4 Types of Writing: Students write for

different purposes and audiences.

B. Write multi-paragraph informational pieces

(e.g., descriptions, letters, reports,

instructions)

Use relevant graphics (maps,

charts, graphs, tables,

illustrations, photographs).

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Write with a clear focus, identifying topic,

task, and audience.

B. Develop content appropriate for the topic

Gather, organize, and select the

most effective information

appropriate for the topic, task, and

audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Include a recognizable beginning,

middle, and end.

Use appropriate transitions within

sentences and between paragraphs.

D. Write with an understanding of style, using

a variety of sentence structures, precise

words (e.g., adjectives, nouns, adverbs,

verbs) that create voice.

E. Revise writing to improve detail and order

by making words more exact and varying

sentence length and structure, where

necessary.

Writing Process

Expository Writing: Research report

Writing Process

Prewrite and draft

Revise and reflect

Traits of good writing (focus/ideas,

organization, voice, word choice,

development, effective sentences,

effective paragraphs, conventions)

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 117

THEME 5: Community Ties

STORY: Blue Willow TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

1.6.4 Speaking and Listening: Students present

appropriately in formal speaking situations,

listen critically, and respond intelligently as

individuals or in group discussions.

A. Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

1.7.4 Characteristics and Functions of the

English Language: Students recognize formal

and informal language and its use in speech,

writing, and literature.

A. Identify differences in formal and informal

language used in speech, writing, and

literature.

Grammar

Past and future tenses

Speaking

To practice using verbal and

nonverbal techniques

Listening

To identify important facts and details

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 118

THEME 5: Community Ties

STORY: Blue Willow TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided media sources and

strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

B. Understand and investigate media as a

source of information and entertainment.

Inquiry Project

Brainstorm topics from the text and

choose one for a project

Online Search

Use technology resources to research

a famous educator

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 119

THEME 5: Community Ties

STORY: In My Family TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students apply

a wide range of strategies.

A. Identify the author’s purpose and type,

using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and suffixes),

the dictionary, or context clues to decode

and understand new words during

reading.

C. Use meaning and knowledge of words

(e.g., multiple meaning words, word

origins, root words, synonyms, antonyms,

homophones across content areas to

increase reading vocabulary.

D. Demonstrate comprehension /

understanding before reading, during

reading, and after reading on grade level

texts through strategies such as retelling,

summarizing, note taking, connecting to

prior knowledge, supporting assertions

about text, and non-linguistic

representations.

E. Demonstrate fluency in oral reading of

grade level texts; demonstrate an

appropriate rate of silent reading based

upon grade level texts.

Decoding/Phonics

Words with silent letters

Spelling

Words with silent letters

Vocabulary

Story words: culture, Chile, mesquite,

barbeque, accordion, confetti

Word Study

Analogies

Multiple-meaning words

Comprehension

Sequence

Use context to confirm meaning

Multiple- meaning words

Reference sources

Fluency

Role playing from the text

Teaching Tools

Teacher’s Edition – Volume 5

Student Anthology

Vocabulary word cards: culture, Chile,

mesquite, barbeque, accordion,

confetti

Audio text 5

Intervention Kits

Intervention Stations

Transparencies: # 227, 228, 229, E, 192,

230, 231, 232,

Comprehension cards: # 25

Harcourt website

www.harcourtschool.com

www.eharcourt.com

Books for All Learners

Below-Level: North of the Rio Grande

On – Level: Olga’s Bakery

Advanced: Bon Temps

ELL: Party

Additional Resources

Skill Practice Book

Spelling Practice Book

Language Handbook

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 120

THEME 5: Community Ties

STORY: In My Family TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.2.4 Reading, Analyzing and

Interpreting Text: Students read, understand,

and respond to informational texts.

A. Analyze text organization and content to

determine the author’s purpose.

D. Make inferences across texts about similar

concepts when studying a topic (e.g.,

science, social studies); draw conclusions,

citing evidence from the texts to support

answers.

E. Read, understand, and respond to

essential content of text in all academic

areas.

1.3.4 Reading, Analyzing and Interpreting

Literature – Fiction and Non-Fiction: Students

read and respond to works of literature.

A. Read, understand, and respond to works

from various genres of literature.

B. Identify the characteristics of different

genres such as poetry, drama, and fiction.

Comprehension

Plot, character, and setting

Identify the chronological order of

events in a selection by using time

order words and other, unstated words

Read and understand an

autobiography; to compare an

autobiography with poetry

Genre

Autobiography

Library Books Collection

Lucita Comes Home to Oaxaca by

Robin B. Cano

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Science: Biomes, Reptiles and

amphibians

Social Studies: Native American

adaptations, Regional cuisine

Art: Paint a scene

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 121

THEME 5: Community Ties

STORY: In My Family TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.4.4 Types of Writing: Students write for

different purposes and audiences.

B. Write multi-paragraph informational pieces

(e.g., descriptions, letters, reports,

instructions)

Use relevant graphics (maps,

charts, graphs, tables,

illustrations, photographs).

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Write with a clear focus, identifying topic,

task, and audience.

B. Develop content appropriate for the topic

Gather, organize, and select the

most effective information

appropriate for the topic, task, and

audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Include a recognizable beginning,

middle, and end.

Use appropriate transitions within

sentences and between paragraphs.

D. Write with an understanding of style, using

a variety of sentence structures, precise

words (e.g., adjectives, nouns, adverbs,

verbs) that create voice.

E. Revise writing to improve detail and order

by making words more exact and varying

sentence length and structure, where

necessary.

Writing Process

Expository Writing: Research Report

Writing Process

Daily writing prompt

Share and publish information for a

research report

Prewrite and draft

Revise and reflect

Traits of good writing (focus/ideas,

organization, voice, word choice,

development, effective sentences,

effective paragraphs, conventions)

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 122

THEME 5: Community Ties

STORY: In My Family TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

1.6.4 Speaking and Listening: Students present

appropriately in formal speaking situations,

listen critically, and respond intelligently as

individuals or in group discussions.

A. Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

1.7.4 Characteristics and Functions of the

English Language: Students recognize formal

and informal language and its use in speech,

writing, and literature.

A. Identify differences in formal and informal

language used in speech, writing, and

literature.

Grammar

Use irregular verbs correctly

Identify past, present, and future verbs

correctly

Speaking

To give an informational presentation

Listening

To identify an engaging opener

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 123

THEME 5: Community Ties

STORY: In My Family TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided media sources and

strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

B. Understand and investigate media as a

source of information and entertainment.

Inquiry Project

Brainstorm topics from the text and

choose one for a project

Online Search

Use technology resources to share

information

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 124

THEME 6: New Lands

STORY: The Gold Rush TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students apply

a wide range of strategies.

A. Identify the author’s purpose and type,

using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and suffixes),

the dictionary, or context clues to decode

and understand new words during

reading.

C. Use meaning and knowledge of words

(e.g., multiple meaning words, word

origins, root words, synonyms, antonyms,

homophones) across content areas to

increase reading vocabulary.

D. Demonstrate comprehension /

understanding before reading, during

reading, and after reading on grade level

texts through strategies such as retelling,

summarizing, note taking, connecting to

prior knowledge, supporting assertions

about text, and non-linguistic

representations.

E. Demonstrate fluency in oral reading of

grade level texts; demonstrate an

appropriate rate of silent reading based

upon grade level texts.

Decoding/Phonics

Word Structure: Root + root

Spelling

Contractions

Vocabulary

Story words: abandoned, rugged,

profitable, beckons, multicultural, fares

Word Study

Jargon

Root words

Homophones

Comprehension

Use text structure and format

Distinguish between fact and opinion

Fluency

Read selection

Re-read

Independent readings

Read text as a documentary after

writing a short script

Teaching Tools

Teacher’s Edition – Volume 6

Student anthology

Vocabulary word cards: abandoned,

rugged, profitable, beckons,

multicultural, fares

Audio text 6

Intervention Kits

Intervention Stations

Transparencies: # 235, 236, 237, 238, G,

238, 239, 240, 241, 242

Comprehension cards: # 26

Harcourt website

www.harcourtschool.com

www.eharcourt.com

Books for All Learners

Below-Level: Gold Rush News

On – Level: Treasure Hunt

Advanced: Titanosaur Treasure

ELL: What Should I Be?

Additional Resources

Skill Practice Book

Spelling Practice Book

Language Handbook

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 125

THEME 6: New Lands

STORY: The Gold Rush TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.2.4 Reading, Analyzing and Interpreting

Text: Students read, understand, and respond

to informational text.

A. Analyze text organization and content to

determine the author’s purpose.

B. Differentiate fact from opinion across texts.

1.3.4 Reading, Analyzing and Interpreting

Literature- Fiction and Non-Fiction: Students

read and respond to works of literature.

A. Read, understand, and respond to works

from various genres of literature.

B. Identify the characteristics of different

genres such as poetry, drama, and fiction.

C. Explain the literary elements in selected

readings including characters, setting, plot,

theme, and point of view.

1.4.4 Types of Writing: Students write for

different purposes and audiences.

B. Write multi-paragraph informational pieces

(e.g., descriptions, letters, reports,

instructions)

Use relevant graphics (maps,

charts, graphs, tables,

illustrations, photographs).

Comprehension

Fact and opinion

Genre

Expository nonfiction

Narrative Elements

Main idea and details

Sequence of events

Cause & effect

Comparison & contrast

Writing Process

Word choice: Descriptive paragraph

Library Books Collection

Skylark by Patricia MacLachlan

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Science: Weathering, Erosion, and

Deposition, Demonstrate a process

Social Studies: Effects of the Gold Rush,

Treaty of Guadalupe Hidalgo,

Trailblazers, Primary and secondary

sources, Role-play a person in history

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 126

THEME 6: New Lands

STORY: The Gold Rush TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Write with a clear focus, identifying topic,

task, and audience.

B. Develop content appropriate for the topic

Gather, organize, and select the

most effective information

appropriate for the topic, task, and

audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Include a recognizable beginning,

middle, and end.

Use appropriate transitions within

sentences and between paragraphs.

D. Write with an understanding of style, using a

variety of sentence structures, precise

words (e.g., adjectives, nouns, adverbs,

verbs) that create voice.

E. Revise writing to improve detail and order

by making words more exact and varying

sentence length and structure, where

necessary.

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

Writing Process

Prewrite and draft

Revise and reflect

Traits of good writing (focus/ideas,

organization, voice, word choice,

development, effective sentences,

effective paragraphs, conventions)

Grammar

Contractions

Negatives

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 127

THEME 6: New Lands

STORY: The Gold Rush TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.6.4 Speaking and Listening: Students present

appropriately in formal speaking situations,

listen critically, and respond intelligently as

individuals or in group discussions.

A. Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

1.7.4 Characteristics and Functions of the

English Language: Students recognize formal

and informal language and its use in speech,

writing, and literature.

A. Identify differences in formal and informal

language used in speech, writing, and

literature.

Speaking

Use verbal and nonverbal techniques

in giving a speech

Listening

To create a mental picture

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 128

THEME 6: New Lands

STORY: The Gold Rush TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided media sources and

strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

B. Understand and investigate media as a

source of information and entertainment.

Inquiry Project

Brainstorm topics from the text and

choose one for a project

Online Search

Use technology resources to learn

about how a settlement becomes a

state

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 129

THEME 6: New Lands

STORY: I Have Heard of a Land TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students apply

a wide range of strategies.

A. Identify the author’s purpose and type,

using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and suffixes),

the dictionary, or context clues to decode

and understand new words during

reading.

C. Use meaning and knowledge of words

(e.g., multiple meaning words, word

origins, root words, synonyms, antonyms,

homophones) across content areas to

increase reading vocabulary.

D. Demonstrate comprehension /

understanding before reading, during

reading, and after reading on grade level

texts through strategies such as retelling,

summarizing, note taking, connecting to

prior knowledge, supporting assertions

about text, and non-linguistic

representations.

E. Demonstrate fluency in oral reading of

grade level texts; demonstrate an

appropriate rate of silent reading based

upon grade level texts.

Decoding/Phonics

Letter patterns: augh

Spelling

Homophones

Vocabulary

Story words: pioneer, harmony,

possibilities, fertile, arbor

Word Study

Use word relationships to determine

meaning

Homophones

Idioms

Synonyms/Regionalisms

Comprehension

To use word relationships to determine

meaning

Strategy: Self-Question

Paraphrase

Fluency

Reread for fluency

Independent reading

Teaching Tools

Teacher’s Edition – Volume 6

Student Anthology

Vocabulary word cards: pioneer,

harmony, possibilities, fertile, arbor

Audio text 6

Intervention Kits

Intervention Stations

Transparencies: # 245, 246, 247, 248, G,

249, 250, 251, 252

Comprehension cards: # 27

Harcourt website

www.harcourtschool.com

www.eharcourt.com

Books for All Learners

Below-Level: Prairie Neighbors

On – Level: Walking to Nebraska

Advanced: Days of Exodusters

ELL: Wagon Wheels

Additional Resources

Skill Practice Book

Spelling Practice Book

Language Handbook

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 130

THEME 6: New Lands

STORY: I Have Heard of a Land TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.2.4 Reading, Analyzing, and Interpreting

Text: Students read, understand, and respond

to informational text.

A. Analyze text organization and content to

determine the author’s purpose.

B. Differentiate fact from opinion across texts.

C. Distinguish between essential and

nonessential information within and across

a variety of texts, identifying stereotypes

and exaggeration (bias) where present.

D. Make inferences across texts about similar

concepts when studying a topic (e.g.,

science, social studies); draw conclusions,

citing evidence from the texts to support

answers.

E. Read, understand, and respond to essential

content of text in all academic areas.

1.3.4 Reading, Analyzing and Interpreting

Literature- Fiction and Non-Fiction: Students

read and respond to works of literature.

A. Read, understand, and respond to works

from various genres of literature.

B. Identify the characteristics of different

genres such as poetry, drama, and fiction.

C. Explain the literary elements in selected

readings including characters, setting, plot,

theme, and point of view.

D. Identify literary devices in selected

readings (e.g., personification, simile,

alliteration, metaphor).

Literary Analysis

Narrative poem

Genre

Historical fiction

Library Books Collection

Skylark by Patricia MacLachlan

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Science: Our relationship with the land,

Fertile soil

Social Studies: Farming in the past and

present, Reasons for migration, Winter

on the Great Plains, Building materials,

The pioneer spirit, Create a quilt square

Music: Folk songs

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 131

THEME 6: New Lands

STORY: I Have Heard of a Land TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.4.4 Types of Writing: Students write for

different purposes and audiences.

A. Write poems, multi-paragraph stories,

and plays.

Include detailed descriptions of

people, places, and things.

Include literary elements.

Begin to use literary devices.

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Write with a clear focus, identifying topic,

task, and audience.

B. Develop content appropriate for the topic

Gather, organize, and select the

most effective information

appropriate for the topic, task, and

audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Include a recognizable beginning,

middle and end.

Use appropriate transitions within

sentences and between paragraphs.

D. Write with an understanding of style, using

a variety of sentence structures, precise

words (e.g., adjectives, nouns, adverbs,

verbs) that create voice.

E. Revise writing to improve detail and order

by making words more exact and varying

sentence length and structure, where

necessary.

Writing Process

Vivid words: Poem

Writing Process

Prewrite and draft

Revise and reflect

Traits of good writing (focus/ideas,

organization, voice, word choice,

development, effective sentences,

effective paragraphs, conventions)

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 132

THEME 6: New Lands

STORY: I Have Heard of a Land TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

1.6.4 Speaking and Listening: Students present

appropriately in formal speaking situations,

listen critically, and respond intelligently as

individuals or in group discussions.

A. Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

1.7.4 Characteristics and Functions of the

English Language: Students recognize formal

and informal language and its use in speech,

writing, and literature.

A. Identify differences in formal and informal

language used in speech, writing, and

literature.

Grammar

Adverbs

Speaking

To recite brief poems, using clear

tempo and volume to express mood

Listening

To identify the tone and mood of a

speaker

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 133

THEME 6: New Lands

STORY: I Have Heard of a Land TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided media sources and

strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

B. Understand and investigate media as a

source of information and entertainment.

Inquiry Project

Brainstorm topics from the text and

choose one for a project

Online Search

Use technology resources to research

state history

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 134

THEME 6: New Lands

STORY: Paul Bunyan and Babe the Blue Ox TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students apply

a wide range of strategies.

A. Identify the author’s purpose and type,

using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and suffixes),

the dictionary, or context clues to decode

and understand new words during

reading.

C. Use meaning and knowledge of words

(e.g., multiple meaning words, word

origins, root words, synonyms, antonyms,

homophones) across content areas to

increase reading vocabulary.

D. Demonstrate comprehension /

understanding before reading, during

reading, and after reading on grade level

texts through strategies such as retelling,

summarizing, note taking, connecting to

prior knowledge, supporting assertions

about text, and non-linguistic

representations.

E. Demonstrate fluency in oral reading of

grade level texts; demonstrate an

appropriate rate of silent reading based

upon grade level texts.

Decoding/Phonics

Syllable pattern: VCCV

Spelling

VCCV words

Vocabulary

Story words: bellowing, softhearted,

ration, tragedy, fateful, gadgets

Word Study

Reference sources

Synonyms

Comprehension

Create mental images

Distinguish between fact and opinion

Fluency

Read selection

Re-read

Independent readings

Readers Theatre – perform story

Teaching Tools

Teacher’s Edition – Volume 6

Student Anthology

Vocabulary word cards: bellowing,

softhearted, ration, tragedy, fateful,

gadgets

Audio text 6

Intervention Kits

Intervention Stations

Transparencies: # 255, 256, 257, F, 258,

259, 260, 261,

Comprehension cards: # 28

Harcourt website

www.harcourtschool.com

www.eharcourt.com

Books for All Learners

Below-Level: Tall Tales, Big Numbers

On – Level: My Grandfather Told

Advanced: Down the Grand Canyon

ELL: County Fair

Additional Resources

Skill Practice Book

Spelling Practice Book

Language Handbook

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 135

THEME 6: New Lands

STORY: Paul Bunyan and Babe the Blue Ox TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.2.4 Reading, Analyzing and Interpreting Text:

Students read, understand, and respond to

informational text.

A. Analyze text organization and content to

determine the author’s purpose.

B. Differentiate fact from opinion across texts.

1.3.4 Reading, Analyzing and Interpreting

Literature- Fiction and Non-Fiction: Students

read and respond to works of literature.

A. Read, understand, and respond to works

from various genres of literature.

B. Identify the characteristics of different

genres such as poetry, drama, and fiction.

C. Explain the literary elements in selected

readings including characters, setting, plot,

theme, and point of view.

1.4.4 Types of Writing: Students write for

different purposes and audiences.

D. Write persuasive pieces.

Include a clearly stated position or

opinion.

Include supporting details, citing

sources when needed.

Identify examples in text

Fact & opinion

Genre

Tall Tale

Narrative Elements

Identify characteristics of a tall tale

Writing Process

Persuasive writing: Persuasive Essay

Library Books Collection

The Down and Up Fall by Johanna

Hurwitz

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Science: Earth formations, Using a lever,

Research reforestation

Social Studies: Important waterways,

Map a route

Math: Great Lakes equations

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 136

THEME 6: New Lands

STORY: Paul Bunyan and Babe the Blue Ox TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Write with a clear focus, identifying topic,

task, and audience.

B. Develop content appropriate for the topic

Gather, organize, and select the

most effective information

appropriate for the topic, task, and

audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Include a recognizable beginning,

middle, and end.

Use appropriate transitions within

sentences and between paragraphs.

E. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

Writing Process

Prewrite and draft

Revise and reflect

Traits of good writing (focus/ideas,

organization, voice, word choice,

development, effective sentences,

effective paragraphs, conventions)

Grammar

Comparing with adverbs

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 137

THEME 6: New Lands

STORY: Paul Bunyan and Babe the Blue Ox TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.6.4 Speaking and Listening: Students present

appropriately in formal speaking situations,

listen critically, and respond intelligently as

individuals or in group discussions.

A. Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

1.7.4 Characteristics and Functions of the

English Language: Students recognize formal

and informal language and its use in speech,

writing, and literature.

A. Identify differences in formal and informal

language used in speech, writing, and

literature.

Speaking

Persuasive speech: to use effective

speaking techniques to convey a

message and persuade an audience

Listening

To listen for reasons and supporting

details

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 138

THEME 6: New Lands

STORY: Paul Bunyan and Babe the Blue Ox TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided media sources and

strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

B. Understand and investigate media as a

source of information and entertainment.

Inquiry Project

Brainstorm topics from the text and

choose one for a project

Online Search

Use technology resources to retrieve

information about forests

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 139

THEME 6: New Lands

STORY: Fly Traps! Plants That Bite Back TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students apply

a wide range of strategies.

A. Identify the author’s purpose and type,

using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and suffixes),

the dictionary, or context clues to decode

and understand new words during

reading.

C. Use meaning and knowledge of words

(e.g., multiple meaning words, word

origins, root words, synonyms, antonyms,

homophones) across content areas to

increase reading vocabulary.

D. Demonstrate comprehension /

understanding before reading, during

reading, and after reading on grade level

texts through strategies such as retelling,

summarizing, note taking, connecting to

prior knowledge, supporting assertions

about text, and non-linguistic

representations.

E. Demonstrate fluency in oral reading of

grade level texts; demonstrate an

appropriate rate of silent reading based

upon grade level texts.

Decoding/Phonics

Syllable Pattern: VCV

Spelling

VCV words

Vocabulary

Story words: boggiest, dissolve,

chemicals, carnivorous, accidentally,

fertilizer, victim

Word Study

Word origins

Analogies

Comprehension

Word relationships

Reread

Multi-Meaning

Homophones

Outlining

Descriptive essay

Fluency

Reread for fluency

Independent reading

Self-selected

Teaching Tools

Teacher’s Edition – Volume 6

Student Anthology

Vocabulary word cards: boggiest,

dissolve, chemicals, carnivorous,

accidentally, fertilizer, victim

Audio text 6

Intervention Kits

Intervention Stations

Transparencies: # 264, 265,266, G, 267,

268, 269, 270

Comprehension cards: #29

Harcourt website

www.harcourtschool.com

www.eharcourt.com

Books for All Learners

Below-Level: The Mean Green

Carnivore

On – Level: Hiding to Survive

Advanced: Plants of the Rain Forest

ELL: The Food on Your Plate

Additional Resources

Skill Practice Book

Spelling Practice Book

Language Handbook

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 140

THEME 6: New Lands

STORY: Fly Traps! Plants That Bite Back TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.2.4 Reading, Analyzing and Interpreting Text:

Students read, understand, and respond to

informational text.

A. Analyze text organization and content to

determine the author’s purpose.

B. Differentiate fact from opinion across texts.

C. Distinguish between essential and

nonessential information within and across

a variety of texts, identifying stereotypes

and exaggeration (bias) where present.

D. Make inferences across texts about similar

concepts when studying a topic (e.g.,

science, social studies); draw conclusions,

citing evidence from the texts to support

answers.

E. Read, understand, and respond to essential

content of text in all academic areas.

1.3.4 Reading, Analyzing and Interpreting

Literature- Fiction and Non-Fiction: Students

read and respond to works of literature.

A. Read, understand, and respond to works

from various genres of literature.

B. Identify the characteristics of different

genres such as poetry, drama, and fiction.

C. Explain the literary elements in selected

readings including characters, setting, plot,

theme, and point of view.

D. Identify literary devices in selected

readings (e.g., personification, simile,

alliteration, metaphor).

Genre

Informational narrative

Library Books Collection

Under the Yellow Moon by Edith Hope

Fine

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Science: Research local plants, Water

fleas and other aquatic animals, Leaves,

Cobras, Insects

Social Studies: Bogs and peat, Malaysia

Math: Create a graph to compare

heights of two plants

Writing: Write an explanation showing

sequential order and using time-order

words

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 141

THEME 6: New Lands

STORY: Fly Traps! Plants That Bite Back TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.4.4 Types of Writing: Students write for

different purposes and audiences.

A. Write poems, multi-paragraph stories, and

plays.

Include detailed description of

people, places and things.

Include literary elements.

Begin to use literary devices.

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Write with a clear focus, identifying topic,

task, and audience.

B. Develop content appropriate for the topic

Gather, organize, and select the

most effective information

appropriate for the topic, task, and

audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Include a recognizable beginning,

middle, and end.

Use appropriate transitions within

sentences and between paragraphs.

D. Write with an understanding of style, using

a variety of sentence structures, precise

words (e.g., adjectives, nouns, adverbs,

verbs) that create voice.

E. Revise writing to improve detail and order

by making words more exact and varying

sentence length and structure, where

necessary.

Writing Process

Expressive Writing: Descriptive essay

Writing Process

Prewrite and draft

Revise and reflect

Traits of good writing (focus/ideas,

organization, voice, word choice,

development, effective sentences,

effective paragraphs, conventions)

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 142

THEME 6: New Lands STORY: Fly Traps! Plants That Bite Back

TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

1.6.4 Speaking and Listening: Students present

appropriately in formal speaking situations,

listen critically, and respond intelligently as

individuals or in group discussions.

A. Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

1.7.4 Characteristics and Functions of the

English Language: Students recognize formal

and informal language and its use in speech,

writing, and literature.

A. Identify differences in formal and informal

language used in speech, writing, and

literature.

Grammar

Prepositions

Speaking

Descriptive speech: Prepare for and

deliver a descriptive speech

Listening

To use listening strategies to

understand information presented

orally

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 143

THEME 6: New Lands

STORY: Fly Traps! Plants That Bite Back TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided media sources and

strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

B. Understand and investigate media as a

source of information and entertainment.

Inquiry Project

Brainstorm topics from the text and

choose one for a project

Online Search

Use technology resources to research

the life cycle of a plant

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 144

THEME 6: New Lands

STORY: The Down and Up Fall TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.4 Reading Independently: Students apply

a wide range of strategies.

A. Identify the author’s purpose and type,

using grade level text.

B. Use knowledge of phonics (e.g.,

syllabication, root words, compound

words, contractions, possessives,

inflectional endings, prefixes, and suffixes),

the dictionary, or context clues to decode

and understand new words during

reading.

C. Use meaning and knowledge of words

(e.g., multiple meaning words, word

origins, root words, synonyms, antonyms,

homophones) across content areas to

increase reading vocabulary.

D. Demonstrate comprehension /

understanding before reading, during

reading, and after reading on grade level

texts through strategies such as retelling,

summarizing, note taking, connecting to

prior knowledge, supporting assertions

about text, and non-linguistic

representations.

E. Demonstrate fluency in oral reading of

grade level texts; demonstrate an

appropriate rate of silent reading based

upon grade level texts.

Decoding/Phonics

Word Structure: Prefix + Root word +

Suffix

Spelling

Words with three syllables

Vocabulary

Story words: transformed, investigate,

enthusiastically, décor, apparently,

corridor

Word Study

Classify and categorize

Connotation/Denotation

Comprehension

Author’s purpose

Self-Question

Make and confirm predictions

Fluency

Read selection

Re-read

Independent readings

Readers Theatre using text

Teaching Tools

Teacher’s Edition – Volume 6

Student Anthology

Vocabulary word cards:: transformed,

investigate, enthusiastically, décor,

apparently, corridor

Audio text 6

Intervention Kits

Intervention Stations

Transparencies: # 273, 274, 275, F, 276

A & B, 277, 278, 279

Comprehension cards: # 30

Harcourt website

www.harcourtschool.com

www.eharcourt.com

Books for All Learners

Below-Level: The Amazing One-of-a-

Kind Parrot

On – Level: Desert Letters

Advanced: Landforms

ELL: Zoo-ology

Additional Resources

Skill Practice Book

Spelling Practice Book

Language Handbook

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 145

THEME 6: New Lands

STORY: The Down and Up Fall TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.2.4 Reading, Analyzing and Interpreting Text:

Students read, understand and respond to

informational text.

A. Analyze text organization and content to

determine the author’s purpose.

1.3.4 Reading, Analyzing and Interpreting

Literature- Fiction and Non-Fiction: Students

read and respond to works of literature.

A. Read, understand, and respond to works

from various genres of literature.

B. Identify the characteristics of different

genres such as poetry, drama, and fiction.

C. Explain the literary elements in selected

readings including characters, setting, plot,

theme, and point of view.

1.4.4 Types of Writing: Students write for

different purposes and audiences.

A. Write poems, multi-paragraph stories, and

plays.

Include detailed description of

people, places and things.

Include literary elements.

Begin to use literary devices.

Genre

Realistic fiction

Literary Analysis

Character traits through dialogue

Writing Process

Expressive Writing: Story

Library Books Collection

The Down and Up Fall by Johanna

Hurwitz

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Science: Tropical rain forest, Draw a

diagram of plants and animals in the

rain forest

Social Studies: Use latitude and

longitude to determine absolute

locations, Water systems, Amazon

region, Write a report on the

characteristics of the rain forest

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 146

THEME 6: New Lands

STORY: The Down and Up Fall TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.5.4 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Write with a clear focus, identifying topic,

task, and audience.

B. Develop content appropriate for the topic

Gather, organize, and select the most

effective information appropriate for

the topic, task, and audience.

Write one or more paragraphs that

connect to one central idea.

C. Organize writing in a logical order.

Include a recognizable beginning,

middle, and end.

D. Use appropriate transitions within

sentences and between paragraphs.

Write with an understanding of style,

using a variety of sentence structures,

precise words (e.g., adjectives, nouns,

adverbs, verbs) that create voice.

E. Revise writing to improve detail and order

by making words more exact and varying

sentence length and structure, where

necessary.

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Use correct grammar and sentence

formation.

Writing Process

Prewrite and draft

Revise and reflect

Traits of good writing (focus/ideas,

organization, voice, word choice,

development, effective sentences,

effective paragraphs, conventions)

Grammar

Prepositional phrases

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 147

THEME 6: New Lands

STORY: The Down and Up Fall TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.6.4 Speaking and Listening: Students present

appropriately in formal speaking situations,

listen critically, and respond intelligently as

individuals or in group discussions.

A. Listen critically and respond to others in

small and large group situations. Respond

with grade level appropriate questions,

ideas, information, or opinions.

B. Demonstrate awareness of audience using

appropriate volume and clarity in formal

speaking presentations.

1.7.4 Characteristics and Functions of the

English Language: Students recognize formal

and informal language and its use in speech,

writing, and literature.

A. Identify differences in formal and informal

language used in speech, writing, and

literature.

Speaking

Use verbal and nonverbal techniques

to show emphasis

Listening

Enjoy a dramatic reading of a story

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 4

SCOPE & SEQUENCE

Reading Gr 4 rev 8/2011 cs 148

THEME 6: New Lands

STORY: The Down and Up Fall TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.8.4 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they

obtain to answer research questions.

A. Explain an inquiry-based process in seeking

knowledge.

B. Conduct inquiry and research on self-

selected or assigned topics using a variety

of teacher guided media sources and

strategies.

C. Produce an organized product that

presents the results of research findings,

using appropriate visual aids and citing

sources.

1.9.4 Information, Communication, and

Literacy Technology: Students use

technology to locate, evaluate, and collect

information from a variety of sources for a

variety of purposes.

A. Use media and technology resources for

directed and independent learning

activities and problem solving.

B. Understand and investigate media as a

source of information and entertainment.

Inquiry Project

Brainstorm topics from the text and

choose one for a project

Online Search

Use technology resources to research

parrots

DOLCH WORD LIST

Sorted alphabetically by grade level

Highlighted words should be introduced as appropriate to correlate with Independent Readers, Decodable Books, as well as the anthology.

Pre-primer Dolch Word Grade Level Harcourt Story Story Vocabulary Word Spelling Word

a K I am Special Theme X

and 1 The Hat X

away 1 Fun with Fish X

big 1 Jack and Rick X

blue 1 Little Bear’s Friend X

can 1 The Hat X

come K Around the Town Theme X

down 1 The Hat X

find 1 On the Way to the Pond X

for K Neighborhood Helpers Theme X

funny 1 Fun with Fish X

go K Silly Business Theme X

help 1 Jack and Rick X

here K Under the Ocean Theme X

I K Around the Table Theme X

in 1 The Hat X

is 1 Jack and Rick X

it

jump

little K Explore Our Surroundings

Theme X

look K Around the Town Theme X

make 1 Ants X

me K Neighborhood Helpers Theme X

my K I am Special Theme X

not 1 Todd’s Box X

one K Explore Our Surroundings

Theme X

play 1 Jack and Rick X

red

run

said 1 Dan’s Pet X

see K Animal Adventures Theme X

the K I am Special Theme X

three

to K Family Ties Theme 5 X

two 1 Where Do Frogs Come From? X

up 1 The Hat X

we K Silly Business Theme X

where 1 All That Corn X

yellow

you K Animal Families Theme X

Primer

Dolch Word Grade Level Harcourt Story Story Vocabulary Word Spelling Word

all 1 All That Corn X

am 1 The Hat X

are K Under the Ocean Theme X

at

ate

be 1 Try Your Best X

black

brown

but

came 1 Me on the Map X

did

do K Bug Surprises Theme X

eat 1 Where Do Frogs Come From? X

four 1 On the Way to the Pond X

get

good 1 Try Your Best X

have K Animal Families Theme X

he 1 Space Pup X

into

like K Around the Table Theme X

must 1 Space Pup X

new 1 Boots for Beth X

no K Animal Adventures Theme X

now 1 Jack and Rick X

on K Family Ties Theme X

our 1 Try Your Best X

out 1 Space Pup X

please

pretty 1 My Robot X

ran

ride

saw 1 Try Your Best X

say 1 My Robot X

she 1 Boots for Beth X

so 1 Todd’s Box X

soon 1 I am a Butterfly X

that 1 All That Corn X

there 1 Did You See Chip? X

they 1 Ants X

this 1 Boots for Beth X

too 1 Jack and Rick X

under

want 1 Jack and Rick X

was 1 Dan’s Pet X

well

went 1

what K Bug Surprises Theme X

white

who 1 The Fox and the Stork X

will

with 1 Dan’s Pet X

yes 1 The Hat X

First Dolch Word Grade Level Harcourt Story Story Vocabulary Word Spelling Word

after 1

again 1 Little Bear’s Friend X

an

any 1 On the Job with Dr. Smith X

as

ask

by 1 Tomás Rivera X

could 1 Boots for Beth X

every 1 Dan’s Pet X

fly 1 I am a Butterfly X

from 1 Where Do Frogs Come From? X

give 1 Space Pup X

going

had 1 Sam and the Bag X

has

her 1 Dan’s Pet X

him

his

how 1 Fun with Fish X

just

know 1 Bed Full of Cats X

let

live 1 I am a Butterfly X

may

of 1 Todd’s Box X

old 1 At Home Around the World X

once 1 My Robot X

open 1 Little Bear’s Friend X (opened)

over 1 Me on the Map X

put 1 Boots for Beth X

round 1 On the Job with Dr. Smith X

some 1 Fun with Fish X

stop

take 1 Did You See Chip? X

thank

them 1 Boots for Beth X

then 1 Boots for Beth X

think

walk 1 Ants X

were 1 On the Way to the Pond X

when 1 Space Pup X

Second

Dolch Word Grade Level Harcourt Story Story Vocabulary Word Spelling Word

always 1 My Robot X

around 1 I am a Butterfly X

because 1 Tell Me a Story X

been

before

best

both 1 Fishing Bears X

buy 1 All That Corn X

call 1 All That Corn X

cold 1 Frog and Toad All Year X

does 1 My Robot X

don’t 1 Todd’s Box X

fast

first

five

found 1 On the Way to the Pond X

gave

goes

green

its

made 1 The Fox and the Stork X

many 1 Fun with Fish X

off

or 1 Where Do Frogs Come From? X

pull 1 How to be a Nature Detective X

read 1 Tomás Rivera X

right 1 Try Your Best X

sing

sit

sleep 1 Sleep is for Everyone X (in title)

tell

their 1 Fun with Fish X

these 1 On the Way to the Pond X

those 1 Bed Full of Cats X

upon

us 1 Space Pup X

use 1 Boots for Beth X

very 1 All That Corn X

wash

which 1 Tomás Rivera X

why 1 Tell Me a Story X

wish 1 Fun with Fish X

work 1 Tomás Rivera X

would 1 The Fox and the Stork X

write 1 Bed Full of Cats X

your 1 Space Pup X

Third Dolch Word Grade Level Harcourt Story Story Vocabulary Word Spelling Word

about 1 Tomás Rivera X

better

bring 1 Where Do Frogs Come From X

carry 1 Sleep is for Everyone X

clean

cut

done

draw

drink

eight 1 On the Job with Dr. Smith X

fall 1 All That Corn X

far 1 Did You See Chip? X

full 1 On the Way to the Pond X

got 1 The Hat X

grow 1 Where Do Frogs Come From? X

hold 1 At Home Around the World X

hot 1 Todd’s Box X

hurt

if

keep

kind 1 The Fox and the Stork X

laugh

light 1 The Story of a Blue Bird X

long

much

myself

never

only 1 Bed Full of Cats X

own

pick 1 Jack and Rick X

seven

shall

show

six

small

start

ten

today

together 1 Friends Forever X

try 1 Try Your Best X

warm 1 At Home Around the World X

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.1.4 rev 8/2011 cs 1

PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S)

1.1.4: LEARNING TO READ INDEPENDENTLY

1.1.4.A. Purpose of Reading:

Identify the author’s purpose and

type, using grade level text.

1.1.4.B. Word Recognition Skills:

Use knowledge of phonics (e.g.,

syllabication, root words,

compound words, contractions,

possessives, inflectional endings,

prefixes, suffixes), the dictionary,

or context clues to decode and

understand new words during

reading.

CC.4.R.L.4 Craft and Structure: 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).

CC.4.R.I.4 Craft and Structure: Determine the meaning of general academic and domain-specific words

or phrases in a text relevant to a Grade 4 topic or subject area.

CC.4.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills

in decoding words.

CC.4.R.F.3a Phonics and Word Recognition: Use combined knowledge of all letter-sound correspondences,

syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar

multisyllabic words in context and out of context.

CC.4.R.F.4c Fluency: Use context to confirm or self-correct word recognition and understanding, rereading

as necessary.

CC.4.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on Grade 4 reading and content, choosing flexibly from a

range of strategies.

CC.4.L.4b Vocabulary Acquisition and Use: Use common, grade-appropriate Greek and Latin affixes and

roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

CC.4.L.4c Vocabulary Acquisition and Use: 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.

1.1.4.C. Vocabulary

Development: Use meaning and

knowledge of words (e.g.,

multiple meaning words, word

origins, root words, synonyms,

antonyms, homophones) across

content areas to increase

reading vocabulary.

CC.4.R.L.4 Craft and Structure: 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).

CC.4.R.I.4 Craft and Structure: Determine the meaning of general academic and domain-specific words

or phrases in a text relevant to a Grade 4 topic or subject area.

CC.4.R.F.3a Phonics and Word Recognition: Use combined knowledge of all letter-sound correspondences,

syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar

multisyllabic words in context and out of context.

CC.4.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on Grade 4 reading and content, choosing flexibly from a

range of strategies.

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.1.4 rev 8/2011 cs 2

PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S)

1.1.4: LEARNING TO READ INDEPENDENTLY CC.4.L.4a Vocabulary Acquisition and Use: Use context (e.g., definitions, examples, or restatements in

text) as a clue to the meaning of a word or phrase.

CC.4.L.5c Vocabulary Acquisition and Use: Demonstrate understanding of words by relating them to their

opposites (antonyms) and to words with similar but not identical meanings (synonyms).

CC.4.L.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general

academic and domain-specific words and phrases, including those that signal precise actions,

emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a

particular topic (e.g., wildlife, conservation, and endangered when discussing animal

preservation).

1.1.4.D. Comprehension and

Interpretation: Demonstrate

comprehension/understanding

before reading, during reading,

and after reading on grade level

texts through strategies such as

retelling, summarizing, note

taking, connecting to prior

knowledge, supporting assertions

about text with evidence from

text, and non-linguistic

representation.

CC.4.R.L.1 Key Ideas and Details: Refer to details and examples in a text when explaining what the text

says explicitly and when drawing inferences from the text.

CC.4.R.L.2 Key Ideas and Details: Determine a theme of a story, drama, or poem from details in the text;

summarize the text.

CC.4.R.L.10 Range of Reading and Complexity of Text: By the end of the year, read and comprehend

literature, including stories, dramas, and poetry, in the Grades 4-5 text complexity band

proficiently, with scaffolding as needed at the high end of the range.

CC.4.R.I.1 Key Ideas and Details: Refer to details and examples in a text when explaining what the text

says explicitly and when drawing inferences from the text.

CC.4.R.I.2 Key Ideas and Details: Determine the main idea of a text and explain how it is supported by

key details; summarize the text.

CC.4.R.I.3 Key Ideas and Details: Explain events, procedures, ideas, or concepts in a historical, scientific, or

technical text, including what happened and why, based on specific information in the text.

CC.4.R.I.10 Range of Reading and Complexity of Text: By the end of year, read and comprehend

informational texts, including history/social studies, science, and technical texts, in the Grade 4-5

text complexity band proficiently, with scaffolding as necessary at the high end of the range.

CC.4.R.F. 4a Fluency: Read grade-level text with purpose and understanding.

CC.4.SL.1a Comprehension and Collaboration: Come to discussions prepared, having read or studied

required material; explicitly draw on that preparation and other information known about the

topic to explore ideas under discussion.

CC.4.SL.2 Comprehension and Collaboration: Paraphrase portions of a text read aloud or information

presented in diverse media and formats, including visually, quantitatively, and orally.

CC.4.SL.4 Presentation and Knowledge and Ideas: 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.

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.1.4 rev 8/2011 cs 3

PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S)

1.1.4: LEARNING TO READ INDEPENDENTLY

CC.6.SL.1c Comprehension and Collaboration: Pose and respond to specific questions with elaboration

and detail by making comments that contribute to the topic, text, or issue under discussion.

1.1.4.E. Fluency: Demonstrate

fluency in oral reading of grade

level text; demonstrate an

appropriate rate of silent reading

based upon grade level texts.

CC.4.R.F.4 Fluency: Read with sufficient accuracy and fluency to support comprehension.

CC.4.R.F. 4a Fluency: Read grade-level text with purpose and understanding.

IRA/NCTE STANDARDS:

1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United

States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal

fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g.,

philosophical, ethical, aesthetic) of human experience.

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. they draw on their prior experience,

their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and

their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative

language, and genre to create, critique, and discuss print and non-print texts.

9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups,

geographic regions, and social rules.

11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the

exchange of information).

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.1.4 rev 8/2011 cs 4

FOCUS POINTS:

Author’s Purpose

Vocabulary

Narrative Elements

Decoding/Phonics

Word Study

Vocabulary

Comprehension

Literary Analysis

Fluency

Genre

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.1.4 rev 8/2011 cs 5

ACTIVITIES:

Thinking Maps

Character Cube

Story Ball

Versatiles

Blend Dominoes

Vocabulary Flashcards

Word Sorts – syllable sorts, pattern sorts (CVVC, VCCV, etc.), vocabulary sorts, literary devices (antonyms, synonyms, etc.), ABC order

Card Sorts – fact/opinion, cause/effect

Graphic Organizers

Choral Reading

Reader’s Theater

Fluency Builder in Intervention Practice Book

Use Harcourt Glossary or dictionary to define vocabulary words used in text

Students will respond to verbal prompt of literary devices example: analogies: hot is to cold, as in is to out.

Cloze paragraph to determine meaning of vocabulary words in context

Create Double Bubble Thinking Map of words using roots, prefixes, suffixes

Sequence the events of a story using sentence strips

Create a story map that details narrative elements (character, plot, setting, and theme)

Complete a Double Bubble Thinking Map to compare genres

Maintain a Tree Thinking Map throughout the theme categorizing each genre

Use the Circle Thinking Map to predict and infer

Create a Flow Thinking Map to retell the events of the story

Students will design their own word assembly game for prefixes, suffixes and roots

Create a flip book for literary devices (personification, similes, metaphors, etc.)

Students will paraphrase by restating ideas from the text in a new way

Summarize the main idea and important details of a story using a graphic organizer or response journal

Illustrate homophone pairs or compound words

Use a Double Bubble Thinking Map to compare and contrast realistic fiction and imaginary literature

Complete a three box form to include: Clues from the story, My Own Knowledge, and Conclusions to use story information and prior

knowledge

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.1.4 rev 8/2011 cs 6

ASSESSMENTS:

Harcourt End of Selection Tests

Intervention Kit End of Selection Tests

DIBELS (Progress Monitoring & Benchmark Tests)

4Sight

Formative Assessments

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.1.4 rev 8/2011 cs 7

DIFFERENTIATED INSTRUCTION:

Teacher directed differentiated instructional projects and activities are ongoing and based on student need.

Remediation:

English Language Learner resource kit

Harcourt Intervention resource kit

Intervention Station

Read Naturally

Leveled Guided Readers/Books for All Learners

Venn Diagrams, KWL charts, thinking maps

Raz-Kids

Extension:

Learning Centers- Language Master, Books on Tape, Comprehension Cards

Harcourt Trophies

Leveled Guided Readers/Books for All Learners

Graphic Organizers-Venn Diagrams, KWL charts, Thinking maps

Raz-Kids

Enrichment:

Leveled Guided Readers

Classworks

Study Island

Venn Diagrams, KWL charts, thinking maps

Websites:

www.thinkfinity.org,

www.harcourtschool.com,

www.a-zlearning.com,

www.razkids.com,

www.funbrain.com

Raz-Kids

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.1.4 rev 8/2011 cs 8

RESOURCES:

Harcourt Trophies Basal Reading series and Resources

Harcourt Intervention Kit

Intervention Station

Computer Programs: Study Island

Intervention Kit

Venn Diagrams, KWL charts, thinking maps

Websites:

www.ncte.org;

www.readinga-z.com;

www.brainpop.com;

www.funbrain.com;

www.reading.org;

www.raz-kids.com;

www.readingrockets.org;

www.readwritethink.org

www.unitedstreaming.com;

www.studyzone.org;

www.harcourtschool.com,

www.rhymezone.com

Thinking Maps

Weekly Readers

National Geographic Leveled Readers Set

COMMON CORE STANDARDS KEY

RL - READING – LITERATURE

RI - READING – INFORMATIONAL TEXT

RF - FOUNDATIONAL SKILLS

W - WRITING

SL - SPEAKING AND LISTENING

L - LANGUAGE

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.2.4 rev 8/2011 cs 1

PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S)

1.2.4: READING, ANALYZING AND INTERPRETING TEXT

1.2.4.A. Text Organization:

Analyze text organization and

content to derive meaning from

text using criteria.

CC.3.R.I.5 Craft and Structure: Describe the overall structure (e.g., chronology, comparison, cause/effect,

problem/solution) of events, ideas, concepts, or information in a text or part of a text.

CC.4.R.I.7 Integration of Knowledge and Ideas: Interpret information presented visually, orally or

quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements

on Web pages) and explain how the information contributes to an understanding of the text in

which it appears.

CC.4.R.I.8 Integration of Knowledge and Ideas: Explain how an author uses reasons and evidence to

support particular points in a text.

1.2.4.B. Fact and Opinion:

Differentiate fact from opinion

within a text.

1.2.4.C. Essential and Non-

Essential Text: Distinguish

between essential and

nonessential information within

and across a variety of texts,

identifying exaggeration (bias)

where present.

1.2.4.D. Inferences: Make

inferences across texts about

similar concepts when studying a

topic (e.g., science, social

studies); draw conclusions, citing

evidence from the texts to

support answers.

CC.4.R.L.1 Key Ideas and Details: Refer to details and examples in a text when explaining what the text

says explicitly and hen drawing inferences from the text.

CC.4.R.I.1 Key Ideas and Details: Refer to details and examples in a text when explaining what the text

says explicitly and hen drawing inferences from the text.

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.2.4 rev 8/2011 cs 2

PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S)

1.2.4: LEARNING TO READ INDEPENDENTLY

1.2.4.E. Text Analysis and

Evaluation: Read, understand,

and respond, to essential content

of text in all academic areas.

CC.4.R.I.3 Key Ideas and Details: Explain events, procedures, ideas, or concepts in a historical, scientific,

or technical text, including what happened and why, based on specific information in the

text.

CC.3.W.9b Research to Build and Present Knowledge: Apply Grade 4 Reading standards to informational

texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a

texts”).

IRA/NCTE STANDARDS:

1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United

States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal

fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g.,

philosophical, ethical, aesthetic) of human experience.

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.

they draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts,

their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure,

context, graphics).

6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative

language, and genre to create, critique, and discuss print and non-print texts.

7. Students conduct research on issues and interests by generating ideas and questions, and by posing

problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to

communicate their discoveries in ways that suit their purpose and audience.

8. Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and

synthesize information and to create and communicate knowledge.

9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups,

geographic regions, and social roles.

11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the

exchange of information).

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.2.4 rev 8/2011 cs 3

FOCUS POINTS:

To identify cause-and-effect relationships in a literary text and use them to understand plot development

To read and understand a play

To identify ways in which narrative elements impact one another in a literary text

To read and understand a fiction/folktale selection; to compare fiction/folktale with nonfiction

To summarize the most important information in a text

To read and understand a nonfiction selection; to compare nonfiction with nonfiction narrative

To use cause-and effect relationships to understand a character’s motivations and actions

To read and understand a realistic fiction selection; to compare realistic fiction with poetry

To use important ideas and details to summarize a text

To read and understand a nonfiction selection

To practice writing a summary in a timed or tested situation

To identify facts from opinions

To identify text organization

+

ACTIVITIES:

Read Naturally

Books for All Learners

Harcourt Trophies

Books for All Learners-ELL

Harcourt Intervention Kit

www.harcourtschool.com

Comprehension Cards

Graphic Organizers

Classworks

Study Island

Harcourt Practice Books

Raz-kids

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.2.4 rev 8/2011 cs 4

ASSESSMENTS:

Student Rubrics

Theme Assessments

Holistic Assessments

End of Selection Assessments

Intervention Assessments

Leveled Reader Assessments

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.2.4 rev 8/2011 cs 5

DIFFERENTIATED INSTRUCTION:

Teacher directed differentiated instructional projects and activities are ongoing and based on student need.

Remediation

English Language Learner resource kit

Harcourt Intervention resource kit

Intervention Station

Read Naturally

Leveled Guided Readers/Books for All Learners

Venn Diagrams, KWL charts, thinking maps

Just Words

Soar to Success

Versatiles

Extension

Learning Centers- Language Master, Books on Tape, Comprehension Cards

Harcourt Trophies

Leveled Guided Readers/Books for All Learners

Graphic Organizers-Venn Diagrams, KWL charts, Thinking maps

Versatiles

Enrichment

Leveled Guided Readers

Classworks

Study Island

Venn Diagrams, KWL charts, thinking maps

Websites:

www.thinkfinity.org,

www.harcourtschool.com,

www.a-zlearning.com,

www.razkids.com,

www.funbrain.com

Versatiles

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.2.4 rev 8/2011 cs 6

RESOURCES:

Read Naturally

Books for All Learners

Harcourt Trophies Kit

Harcourt Intervention Kit

www.harcourtschool.com

Comprehension Cards

Graphic Organizers

Home-School Connections

Library Books Collection

CD-ROM

Audio texts

Thinking Maps

Versatiles

COMMON CORE STANDARDS KEY

RL - READING – LITERATURE

RI - READING – INFORMATIONAL TEXT

RF - FOUNDATIONAL SKILLS

W - WRITING

SL - SPEAKING AND LISTENING

L - LANGUAG

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.3.4 rev 8/2011 cs 1

PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S)

1.3.4: READING, ANALYZING AND INTERPRETING LITERATURE

1.3.4.A. Analysis and Evaluation:

Read, understand, and respond

to works from various genres of

literature.

CC.4.R.L.5 Craft and Structure: Explain major differences between poems, drama, and prose, and refer

to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of

characters, setting descriptions, dialogue, stage directions) when writing or speaking about a

text.

CC.4.R.L.9 Integration of Knowledge and Ideas: 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.

1.3.4.B. Literary Genres: Identify

the characteristics of different

genres such as poetry, drama,

and fiction.

CC.3.R.L.5 Craft and Structure: Explain major differences between poems when writing or speaking about

a text, using terms such as chapter, scene, and stanza; describe how each successive part

builds on earlier sections.

CC.4.R.L.5 Craft and Structure: Explain major differences between poems, drama, and prose, and refer

to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of

characters, setting descriptions, dialogue, stage directions) when writing or speaking about a

text.

1.3.4.C. Literary Elements: Explain

the literary elements in selected

readings including characters,

setting, plot, theme, and point of

view.

CC.2.R.L.2 Key Ideas and Details: Recount stories, including fables and folktales from diverse cultures, and

determine their central message, lesson, or moral.

CC.3.R.L.2 Key Ideas and Details: Recount stories, including fables, folktales, and myths from diverse

cultures; determine the central message, lesson, or moral and explain how it is conveyed

through key details in the text.

CC.3.R.L.6 Craft and Structure: Distinguish their own point of view from that of the narrator or those of the

characters.

CC.4.R.L.2 Key Ideas and Details: Determine a theme of a story, drama, or poem from details in the text;

summarize the text.

CC.4.R.L.3 Key Ideas and Details: Describe in depth a character, setting, or event in a story or drama,

drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

CC.4.W.9a Research to Build and Present Knowledge: Apply Grade 4 Reading standards to literature

(e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific

details in the text (e.g., a character’s thoughts, words, or actions.”)

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.3.4 rev 8/2011 cs 2

PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S)

1.3.4: READING, ANALYZING AND INTERPRETING LITERATURE

1.3.4.D. Literary Devices:

Identify literary devices in

selected readings (e.g.,

personification, simile, alliteration,

metaphor.

CC.4.L.5 Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings.

CC.4.L.5a Vocabulary Acquisition and Use: Explain the meaning of simple similes and metaphors (e.g., as

pretty as a picture) in context.

IRA/NCTE STANDARDS

1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United

States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal

fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g.,

philosophical, ethical, aesthetic) of human experience.

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience,

their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies,

and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a

variety of audiences and for different purposes.

6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation) media techniques, figurative

language, and genre to create, critique, and discuss print and non-print texts.

11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the

exchange of information).

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.3.4 rev 8/2011 cs 3

FOCUS POINTS:

Narrative elements

Word study

Comprehension (self-questioning, outlining, word relationships, test prep, multiple meaning words)

Drawing conclusions

Visualization

Prior knowledge

Predicting

Genre (non-fiction, realistic fiction, expository, non-fiction, mystery, fable, biography, poetry, historical fiction, play, folk tales, tall tales)

Author’s Purpose

Literary devices (personification, similes, hyperbole, metaphors, idioms, literal meaning)

Conflict resolution

Cause and effect

Text comparison

Summarization/paraphrasing

Text structure and format

Context clues

Compare and contrast

Sequencing

Main idea and supporting details

Point of view

Fact and opinion

ACTIVITIES:

Identify characters setting, plot, problem, and solution, conflict resolution

Analyze antonyms, synonyms, homophones, multiple-meaning words, word families, root words and affixes

Interpret and analyze text to facilitate comprehension using self-questioning, outlining, summarizing, paraphrasing, and using context clues.

Utilize Thinking Maps to analyze the text structure by: comparing and contrasting, classifying, describing, sequencing, identifying cause and

effect relationships, understanding analogies.

Recognize main idea and supporting details

Identify and utilize literary devices in the development of figurative language (hyperbole, similes, personification, metaphors, idioms)

Distinguish between first and third person point of view

Comparing and contrasting types of text (nonfiction, expository, mystery, fable, historical fiction, play, folktale, tall tale)

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.3.4 rev 8/2011 cs 4

ASSESSMENTS:

Unit assessments

Harcourt assessments

DIBELS, teacher observations, anecdotal records (check lists, rubrics, progress monitoring)

4 Sight reading assessment

Comprehension quizzes

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.3.4 rev 8/2011 cs 5

DIFFERENTIATED INSTRUCTION:

Remediation

Computer programs

RAZ-Kids.com

English Language Learner resource kit

Intervention resource kit

Intervention Station

Leveled Guided Readers

Graphic organizers, Thinking Maps

Read to Succeed

Fundations

Wilson

Plato

Soar to Success

Just Words

Extension

Literacy centers, language master, books on tape, Versatiles

Leveled guided readers

Graphic organizers, Thinking Maps

Computer programs incl. RAZ-Kids

Enrichment

Leveled Guided Readers

Versatiles

Computer programs

Study Island, RAZ-Kids.com

Thinking maps/graphic organizers

Websites:

www.thinkfinity.org,

www.harcourtschool.com,

www.a-zlearning.com,

www.raz-kids.com,

www.funbrain.com

Independent literacy centers

Independent book study, book talks, discussion groups

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.3.4 rev 8/2011 cs 6

RESOURCES:

Harcourt Trophies basal reading series and resources

Intervention Station

Computer programs (Study Island, RAZ-Kids.com, Earobics, Starfall)

Intervention kit

Venn diagrams, KWL charts, Thinking Maps

Wilson, Fundations, Soar to Success, Plato

Websites:

www.thinkfinity.org,

www.harcourtschool.com,

www.a-zlearning.com,

www.raz-kids.com,

www.funbrain.com

Classroom library (nonfictional, fictional, informational texts, magazines, dictionaries, newspapers)

Workable documents (charts, schedules, recipes, rules, signs, posters, maps)

I’ve DIBEL’d, Now What? by Susan Hall

COMMON CORE STANDARDS KEY

RL - READING – LITERATURE

RI - READING – INFORMATIONAL TEXT

RF - FOUNDATIONAL SKILLS

W - WRITING

SL - SPEAKING AND LISTENING

L - LANGUAG

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.4.4 rev 8/2011 cs 1

PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S)

1.4.4: TYPES OF WRITING

1.4.4.A. Narrative: Write poems

and stories.

Include detailed

descriptions of people,

places, and things.

Include literary elements.

Begin to use literary

devices.

CC.4.W.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events

using effective technique, descriptive details, and clear event sequences.

1.4.4.B. Informational: Write

informational pieces using

illustrations when relevant (e.g.,

descriptions, letters, reports,

instructions).

Use relevant graphics

(maps, charts, graphs,

tables, illustrations,

photographs).

CC.4.W.2 Text and Purposes: Write informative/explanatory texts to examine a topic and convey ideas

and information clearly.

CC.4.W.9a Research to Build and Present Knowledge: Apply Grade 4 Reading standards to literature

(e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific

details in the text (e.g., a character’s thoughts, words, or actions).

CC.4.W.9b Research to Build and Present Knowledge: Apply Grade 4 Reading standards to informational

text (e.g., “Explain how an author uses reasons and evidence to support particular points in a

text”).

IRA/NCTE STANDARDS:

4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style vocabulary) to communicate effectively with a

variety of audiences and for different purposes.

5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with

different audiences for a variety of purposes.

6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative

language, and genre to create, critique, and discuss print and non-print texts.

10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to

develop understanding of content across the curriculum.

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.4.4 rev 8/2011 cs 2

FOCUS POINTS:

Practice/Develop/Explore various formats of writing

ACTIVITIES:

Write descriptive paragraphs

Write personal narratives

Write friendly letters that utilize all the parts of a letter

Summarize a reading selection Write responses to weekly writing prompts Write a persuasive letter/speech Write a research report Write poetry, (rhyme, free verse, couplet, cinquain, acrostic, haiku, limerick, diamante, quatrain). Write a “How To” paragraph Write a fictional story Write an expository paragraph Write a tall tale Write a comparative paragraph Write an autobiography Write an informational paragraph

ASSESSMENTS:

Use a writing rubric to evaluate each published piece.

Evaluate open ended questions on Harcourt end of selection tests and 4 Sights.

Evaluate all stages of the writing process. (Rough Drafts)

Ongoing, informal evaluation of daily writing.

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.4.4 rev 8/2011 cs 3

DIFFERENTIATED INSTRUCTION:

Teacher directed differentiated instructional projects and activities are ongoing and based on student need.

Remediation

Accommodate assignment requirements.

Utilize thinking maps

Provide students with rubrics during the prewriting stage

Leveled reader think and respond

Incorporate Word Processing

Extension

Provide students with rubrics during the prewriting stage

Utilize thinking maps

Leveled reader think and respond

Incorporate Word Processing

Enrichment

Provide students with rubrics during the prewriting stage

Utilize thinking maps

Provide challenge activities/projects

Leveled reader think and respond

Incorporate Word Processing

RESOURCES:

Harcourt trophies reading series and resources (Harcourt web site)

Intervention kit

Thinking maps

Novels

Library Resource (trade books, magazines, reference books, newspaper etc.)

COMMON CORE STANDARDS KEY

RL - READING – LITERATURE

RI - READING – INFORMATIONAL TEXT

RF - FOUNDATIONAL SKILLS

W - WRITING

SL - SPEAKING AND LISTENING

L - LANGUAGE

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.5.4 rev 8/2011 cs 1

PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S)

1.5.4: QUALITY OF WRITING

1.5.4.A. Focus: Write with a clear

focus, identifying topic, task, and

audience.

CC.4.W.1a Text Types and Purposes: Introduce a topic or text clearly, state an opinion, and create an

organizational structure in which related ideas are grouped to support the writer’s purpose.

CC.4.W.2a Text Types and Purposes: Introduce a topic clearly and group related information in

paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when

useful to aiding comprehension.

CC.4.W.3a Text Types and Purposes: Orient the reader by establishing a situation and introducing a

narrator and/or characters; organize an event sequence that unfolds naturally.

CC.4.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the

development and organization are appropriate to task, purpose, and audience. (Grade-

specific expectations for writing types are defined in standards 1-3 above.)

CC.4.W.10 Range of Writing: Write routinely over extended time frames (time for research, reflection, and

revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-

specific tasks, purposes, and audiences.

1.5.4.B. Content: Develop

content appropriate for the

topic.

Gather, organize, and

select the most effective

information appropriate

for the topic, task, and

audience.

Write one or more

paragraphs that connect

to one central idea.

CC.4.R.I.9 Integration of Knowledge and Ideas: Integrate information from two texts on the same topic

in order to write or speak about the subject knowledgeably.

CC.4.W.1b Text Types and Purposes: Provide reasons that are supported by facts and details.

CC.4.W.2b Text Types and Purposes: Develop the topic with facts, definitions, concrete details, quotations,

or other information and examples related to the topic.

CC.4.W.3a Text Types and Purposes: Orient the reader by establishing a situation and introducing a

narrator and/or characters; organize an event sequence that unfolds naturally.

CC.4.W.3b Text Types and Purposes: Use dialogue and descriptions to develop experiences and events or

show the responses of characters to situations.

CC.4.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the

development and organization are appropriate to task, purpose, and audience. (Grade-

specific expectations for writing types are defined in standards 1-3 above.)

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.5.4 rev 8/2011 cs 2

PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S)

1.5.4: QUALITY OF WRITING

1.5.4.C Organization: Organize

writing in a logical order.

Include a recognizable

beginning, middle, and

end.

Use appropriate transitions

within sentences and

between paragraphs.

CC.3.W.2c Text Types and Purposes: Use linking words and phrases (e.g., also, another, and, more, but)

to connect ideas within categories of information.

CC.4.W.1a Test Types and Purposes: Introduce a topic or text clearly, state an opinion, and create an

organizational structure in which related ideas are grouped to support the writer’s purpose.

CC.4.w.1c Text Types and Purposes: Link opinion and reasons using words and phrases (e.g., for instance,

in order to, in addition).

CC.4.W.1d Text Types and Purposes: Provide a concluding statement or section related to the opinion

presented.

CC.4.W.2c Text Types and Purposes: Link ideas within categories of information using words and phrases

(e.g., another, for example, also, because).

CC.4.W.2e Text Types and Purposes: Provide a concluding statement or section related to the information

or explanation presented.

CC.4.W.3c Text Types and Purposes: Use a variety of transitional words and phrases to manage the

sequence of events.

CC.4.W.3e Text Types and Purposes: Provide a conclusion that follows from the narrated experiences

or events.

CC.4.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the

development and organization are appropriate to task, purpose, and audience. (Grade-

specific expectations for writing types are defined in standards 1-3 above.)

1.5.4.D. Style: Write with an

understanding of style, using a

variety of sentence structures,

precise words (e.g., adjectives,

nouns, adverbs, verbs) that

create voice.

CC.3.L.3a Knowledge and Language: Choose words and phrases for effect.*

CC.4.L.3a Knowledge and Language: Choose words and phrases to convey ideas precisely.*

CC.4.W.2d Text Types and Purposes: Use precise language and domain-specific vocabulary to inform

about or explain the topic.

CC.4.W.3d Text Types and Purposes: Use concrete words and phrases and sensory details to convey

experiences and events precisely.

1.5.4.E. Revising: Revise writing to

improve detail and order by

making words more exact and

varying sentence length and

structure, where necessary.

CC.4.W.5 Production and Distribution of Writing: With guidance and support from peers and adults,

develop and strengthen writing as needed by planning, revising, and editing. (Editing for

conventions should demonstrate command of Language standards 1-3 up to and including

Grade 4 on page 29.)

CC.4.L.3a Knowledge and Language: Choose words and phrases to convey ideas precisely.*

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.5.4 rev 8/2011 cs 3

PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S)

1.5.4: QUALITY OF WRITING 1.5.4.F Convention: Use grade

appropriate conventions of

language when writing and

editing.

Spell common, frequently

used words correctly.

Use capital letters

correctly.

Punctuate correctly.

Use correct grammar and

sentence formation.

CC.4.W.5 Production and Distribution of Writing: With guidance and support from peers and adults,

develop and strengthen writing as needed by planning, revising, and editing.

CC.4.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard

English grammar and usage when writing or speaking.

CC.4.L.1a Conventions of Standard English: Use relative pronouns (who, whose, whom, which, that) and

relative adverbs (where, when, why).

CC.4.L.1b Conventions of Standard English: Form and use the progressive (e.g., I was walking; I am

walking; I will be walking) verb tenses.

CC.4.L.1c Conventions of Standard English: Use modal auxiliaries (e.g., can, may, must) to convey

various conditions.

CC.4.L.1d Conventions of Standard English: Order adjectives within sentences according to conventional

patterns (e.g., a small red bag rather than a red small bag).

CC.4.L.1e Conventions of Standard English: Form and use prepositional phrases.

CC.4.L.1f Conventions of Standard English: Produce complete sentences, recognizing and correcting

inappropriate fragments and run-ons.*

CC.4.L.1g Conventions of Standard English: Correctly use frequently confused words (e.g., to, too, two;

there, their).*

CC.4.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard

English capitalization, punctuation, and spelling when writing.

CC.4.L.2a Conventions of Standard English: Use correct capitalization.

CC.4.L.2b Conventions of Standard English: Use commas and quotation marks to mark direct speech

and quotations from a text.

CC.4.L.2c Conventions of Standard English: Use a comma before a coordination conjunction in a

compound sentence.

CC.4.L.2d Conventions of Standard English: Spell grade-appropriate words correctly, consulting

references as needed.

CC.4.L.3 Knowledge of Language: Use knowledge of language and its conventions when writing,

speaking, reading, or listening.

CC.4.L.3b Knowledge of Language: Choose punctuation for effect.*

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.5.4 rev 8/2011 cs 4

IRA/NCTE STANDARDS

5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with

different audiences for a variety of purposes.

6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative

language, and genre to create, critique, and discuss print and non-print texts.

7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and

synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit

their purpose and audience.

8. Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and

synthesize information and to create and communicate knowledge.

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the

exchange of information).

FOCUS POINTS:

Use the writing process for all writing activities

rewrite, draft, revise, reflect

focus/ideas, organization, voice, word choice, development, effective sentences, effective paragraph, and conventions

ACTIVITIES:

Write descriptive paragraphs

Write personal narratives

Write friendly letters that utilize all the components, body, heading, closing

Summarize after reading

Write responses to weekly writing prompts

Write a persuasive letter/speech

Write and gather and evaluate information for a research report on a topic

Write poetry, couplets, triplets, Haiku

Write a “How To” paragraphs

Write a fictional story

Write an expository paragraph

Write a tall tale

ASSESSMENTS:

Daily writing prompt

Open ended questions on Harcourt end of selection test, 4 sight

All stages of writing process/ assignments

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.5.4 rev 8/2011 cs 5

DIFFERENTIATED INSTRUCTION:

Teacher directed differentiated instructional projects and activities are ongoing and based on student need.

Remediation

Intervention assessment open ended questions

Writing activities using the writing process

Leveled reader think and respond assessment open ended questions

Extension

End of selection assessment open ended questions

Writing activities using the writing process

Leveled reader think and respond

Enrichment

End of selection assessment open ended questions

Writing activities using the writing process

Leveled reader think and respond

Challenge activities/projects

RESOURCES:

Harcourt trophies reading series and resources

Intervention kit

Thinking maps

Novels

Trade books

COMMON CORE STANDARDS KEY

RL - READING – LITERATURE

RI - READING – INFORMATIONAL TEXT

RF - FOUNDATIONAL SKILLS

W - WRITING

SL - SPEAKING AND LISTENING

L - LANGUAGE

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.6.4 rev 8/2011 cs 1

PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S)

1.6.4: SPEAKING AND LISTENING

1.6.4.A. Listening Skills/Discussion:

Listen critically and respond to

others in small and large group

situations. Respond with grade

level appropriate questions, ideas,

information, or opinions.

CC.4.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions

(one-on-one, in groups, and teacher-led) with diverse partners on Grade 4 topics and texts,

building on others’ ideas and expressing their own clearly.

CC.4.SL.1a Comprehension and Collaboration: Come to discussions prepared, having read or studied

required material; explicitly draw on the preparation and other information known about the

topic to explore ideas under discussion.

CC.4.SL.1b Comprehension and Collaboration: Follow agreed-upon rules for discussions and carry out

assigned roles.

CC.4.SL.1c Comprehension and Collaboration: 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.

CC.4.SL.1d Comprehension and Collaboration: Review the key ideas expressed and explain their own ideas

and understanding in light of the discussion.

CC.4.SL.2 Comprehension and Collaboration: Paraphrase portions of a text read aloud or information

presented in diverse media and formats, including visually, quantitatively, and orally.

CC.4.SL.3 Comprehension and Collaboration: Identify the reasons and evidence a speaker provides to

support particular points.

CC.4.SL.4 Presentation of Knowledge and Ideas: 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.

CC.4.SL.6 Presentation of Knowledge and Ideas: Differentiate between contexts that call for formal English

(e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group

discussion); use formal English when appropriate to task and situation. (See Grade 4 Language

standards 1 on pages 28 and 29 for specific expectations.)

1.6.4.B. Speaking Skills/

Presentation: Demonstrate

awareness of audience using

appropriate volume and clarity in

formal speaking presentation.

CC.4.SL.1a Comprehension and Collaboration: Come to discussions prepared, having read or studied

required material; explicitly draw on that preparation and other information known about the

topic to explore ideas under discussion.

CC.4.SL.1c Comprehension and Collaboration: 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.

CC.4.SL.4 Presentation of Knowledge and Ideas: 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.

CC.4.SL.6 Presentation of Knowledge and Ideas: Differentiate between contexts that call for formal English

(e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group

discussion); use formal English when appropriate.

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.6.4 rev 8/2011 cs 2

IRA/NCTE STANDARDS

1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United

States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal

fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g.,

philosophical, ethical, aesthetic) of human experience.

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience,

their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and

their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a

variety of audiences and for different purposes.

5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with

different audiences for a variety of purposes.

6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative

language, and genre to create, critique, and discuss print and non-print texts.

7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and

synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit

their purpose and audience.

8. Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and

synthesize information and to create and communicate knowledge.

9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups,

geographic regions, and social roles.

10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to

develop understanding of content across the curriculum.

11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the

exchange of information).

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.6.4 rev 8/2011 cs 3

FOCUS POINTS:

Vocabulary

Decoding/phonics

Word Study

Narrative Elements

Genre

Fluency/Prosody

Comprehension

Literary Analysis

Speaking

Visualization

Author’s Purpose

Fact and Opinion

Point of View

Questioning Techniques

Critical Listening Skills

Articulation/Reflection

Writer’s Craft

Main Idea

Discussion

Figurative Language

Grammar

Summarization

Spelling

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.6.4 rev 8/2011 cs 4

ACTIVITIES:

Speech

Narrative

Oral Presentation

Persuasive Speech

Poetry Read

Question and Response Session

Dramatic Readings

Classroom Discussion

Written Response to an Oral Read

Play Presentation

Oral Report

Orally Compare and Contrast a Variety of Genres

How-To Speech

Book In a Bag Presentation (Book is place in Bag and student will put in 5 objects that pertain to the main events in their story, along with an

oral presentation of the book)

Character Reenactment

Formal and Informal Class Discussions

Response to Speaker

Radio Play

Reader’s Theatre

Create and present a Commercial

Role-Play Story

ASSESSMENTS:

Teacher Observation

Oral Presentation Rubrics

Thinking Maps

Writing Rubrics in response to oral readings

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.6.4 rev 8/2011 cs 5

DIFFERENTIATED INSTRUCTION:

Teacher directed differentiated instructional projects and activities are ongoing and based on student need.

Remediation

Use scripts for oral presentation, memorization is not necessary.

Present to small groups rather than whole class.

Think-Pair-Share used for oral responses.

Graphic Organizers used as a guide for oral speeches.

Opportunity for rehearsals.

Use props and costumes for presentations.

On Level

Think-Pair-Share used for oral responses.

Graphic Organizers used as a guide for oral speeches.

Opportunity for rehearsals.

Use props and costumes for presentations.

Extension

Memorize scripts for oral presentation.

Lead classroom discussion for responses.

Use props and costumes for presentations.

Powerpoint to accompany presentations.

Memorize scripts for oral presentation.

Lead classroom discussion for responses.

Use props and costumes for presentations.

Powerpoint to accompany presentations.

RESOURCES:

Reader’s Theaters Scripts (Reading A-Z, Benchmark Education, Scholastic Teacher Resources, etc.)

Powerpoint

Thinking Maps

Promethean Planet

Reading Discussion Beach Balls

Trade Books/Novels

COMMON CORE STANDARDS KEY

RL - READING – LITERATURE

RI - READING – INFORMATIONAL TEXT

RF - FOUNDATIONAL SKILLS

W - WRITING

SL - SPEAKING AND LISTENING

L - Language

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.7.4 rev 8/2011 cs 1

PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S)

1.7.4: CHARACTERISTICS AND FUNCTIONS OF THE ENGLISH LANGUAGE

1.7.4.A. Formal and Informal

Language: Identify differences in

formal and informal language

used in speech, writing, and

literature.

CC.4.SL.6 Presentation of Knowledge and Ideas: Differentiate between contexts that call for formal

English (e.g., presenting ideas) and situations where informal discourse in appropriate (e.g., small-

group discussion); use formal English when appropriate to task and situation. (See Grade 4

Language standards 1 and 3 on page 28 for specific expectations.)

CC.4.L.3 Knowledge of Language: Use knowledge of language and its conventions when writing,

speaking, reading, or listening.

CC.4.L.3c Knowledge of Language: Differentiate between contexts that call for formal English (e.g.,

presenting ideas) and situations where informal discourse is appropriate (e.g., small-group

discussion.)

IRA/NCTE STANDARDS

1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United

States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal

fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience,

their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and

their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a

variety of audiences and for different purposes.

5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with

different audiences for a variety of purposes.

6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative

language, and genre to create, critique, and discuss print and non-print texts.

8. Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and

synthesize information and to create and communicate knowledge.

9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups,

geographic regions, and social roles.

10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to

develop understanding of content across the curriculum.

11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the

exchange of information).

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.7.4 rev 8/2011 cs 2

FOCUS POINTS:

Writer’s Craft

Give a Speech

Writing Topics

Grammar

Speaking

Writing – Letter of Request

ACTIVITIES:

Voice: Write a descriptive paragraph

Prepare a speech about a collection they or someone they know owns

Write a personal narrative

Write an interview

Complete and simple predicates

Write a letter of request

Brainstorm topics from the text and choose one for a project

Use of contractions in writing

ASSESSMENTS:

Types of writing

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.7.4 rev 8/2011 cs 3

DIFFERENTIATED INSTRUCTION:

Teacher directed differentiated instructional projects and activities are ongoing and based on student need.

Remediation

English Language Learner Resource Kit

Leveled Guided Readers

Venn Diagrams, KWL charts, thinking maps

Reading A-Z

Technology (RAZ Kids, Compass Learning, Classworks, Study Island, Brain Pop, Brain Pop Jr., Starfall)

Extension

Leveled Guided Readers

Venn Diagrams, KWL charts, thinking maps

Reading A-Z

Technology (RAZ Kids, Compass Learning, Classworks, Study Island, Brain Pop, Brain Pop Jr., Starfall)

Enrichment

Leveled Guided Readers

Venn Diagrams, KWL charts, thinking maps

Reading A – Z

Technology (RAZ Kids, Compass Learning, Classworks, Study Island, Brain Pop, Brain Pop Jr., Starfall)

RESOURCES:

Harcourt Trophies Reading Series and Resources

Venn Diagrams, KWL charts, thinking maps

Starfall

Study Island

Classroom Library

Websites:

www.thinkfinity.org,

www.harcourtschool.com,

www.razkids.com,

www.funbrain.com,

www. learninga-z.com

COMMON CORE STANDARDS KEY

RL - READING – LITERATURE

RI - READING – INFORMATIONAL TEXT

RF - FOUNDATIONAL SKILLS

W - WRITING

SL - SPEAKING AND LISTENING

L - LANGUAGE

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.7.4 rev 8/2011 cs 4

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.8.4 rev 8/2011 cs 1

PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S)

1.8.4: RESEARCH

1.8.4.A. Inquiry Based Process:

Explain an inquiry-based process

in seeking knowledge.

CC.4.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts

to support analysis, reflection, and research.

1.8.4.B. Location of Information

and Citing Sources:

Conduct inquiry and research on

self-selected or assigned topics

using a variety of teacher guided

media sources and strategies.

CC.4.W.7 Research to Build and Present Knowledge: Conduct short research projects that build

knowledge through investigation of different aspects of a topic.

CC.4.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts

to support analysis, reflection, and research.

1.8.4.C. Organization and

Production of Final Product:

Produce an organized product

that presents the results of

research findings, using

appropriate visual aids and citing

sources.

CC.4.W.2 Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey

ideas and information clearly.

CC.4.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the

development and organization are appropriate to task, purpose, and audience. (Grade-

specific expectations for writing types are defined in standard 1-3 above.

CC.4.W.8 Research to Build and Present Knowledge: Recall relevant information from experiences or

gather relevant information from print and digital sources; take notes and categorize information,

and provide a list of sources.

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.8.4 rev 8/2011 cs 2

IRA/NCTE STANDARDS

1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United

States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal

fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience,

their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and

their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a

variety of audiences and for different purposes.

5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with

different audiences for a variety of purposes.

6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative

language, and genre to create, critique, and discuss print and non-print texts.

7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and

synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit

their purpose and audience.

8. Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and

synthesize information and to create and communicate knowledge.

11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the

exchange of information).

FOCUS POINTS:

Inquiry Project

Research

Research and Information Skills

Locate Information

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.8.4 rev 8/2011 cs 3

ACTIVITIES:

Reports

Journals

Thinking Maps

Brainstorm topics from the text and choose one for a project

Select a focus for an inquiry project using various topics from the story

Use a dictionary to find word origins

Give an oral report

Write a newspaper article

Design a trading card

Research government in the United States. To understand the similarities and differences among the local, state, and among the local, state,

and federal branches of government

Interpret and use graphic aids such as maps, graphs, charts and diagrams to understand important information in a text

Use a table of contents, index, and other book parts to locate information

ASSESSMENTS:

DIBELS/progress monitoring, teacher anecdotal records such as check lists, rubrics, observation, etc.

4Sight

Harcourt assessments

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 4

Read/Communications Standard 1.8.4 rev 8/2011 cs 4

DIFFERENTIATED INSTRUCTION:

Teacher directed differentiated instructional projects and activities are ongoing and based on student need.

Remediation

English Language Learner Resource Kit

Leveled Guided Readers

Venn Diagrams, KWL charts, thinking maps

Reading A-Z

Technology (RAZ Kids, Compass Learning, Classworks, Study Island, Brain Pop, Brain Pop Jr., Starfall)

Extension

Leveled Guided Readers

Venn Diagrams, KWL charts, thinking maps

Reading A-Z

Technology (RAZ Kids, Compass Learning, Classworks, Study Island, Brain Pop, Brain Pop Jr., Starfall)

Enrichment

Leveled Guided Readers

Venn Diagrams, KWL charts, thinking maps

Reading A – Z

Technology (RAZ Kids, Compass Learning, Classworks, Study Island, Brain Pop, Brain Pop Jr., Starfall)

RESOURCES:

Harcourt Trophies Reading Series and Resources

Venn Diagrams, KWL charts, thinking maps

Starfall

Study Island

Classroom Library

Websites:

www.thinkfinity.org,

www.harcourtschool.com,

www.razkids.com,

www.funbrain.com,

www.learninga-z.com

COMMON CORE STANDARDS KEY

RL - READING – LITERATURE

RI - READING – INFORMATIONAL TEXT

RF - FOUNDATIONAL SKILLS

W - WRITING

SL - SPEAKING AND LISTENING

L - LANGUAGE

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNCIATIONS – GRADE 4

Read/Communications Standard 1.9.4 rev 8/2011 cs 1

PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S)

1.9.4: INFORMATION, COMMUNICATION, AND TECHNOLOGY LITERACY

1.9.4.A Media and Technology

Resources: Use media and

technology resources for directed

and independent learning

activities and problem solving.

CC.4.W.2a Text Types and Purposes: Introduce a topic clearly and group related information in paragraphs

and section; include formatting (e.g., headings), illustrations, and multimedia when useful to

aiding comprehension.

CC.4.W.8 Research to Build and Present Knowledge: Recall relevant information from experiences to

gather relevant information from print and digital sources; take notes and categorize information,

and provide a list of sources.

CC.4.SL.5 Presentation of Knowledge and Ideas: Add audio recordings and visual displays to presentations

when appropriate to enhance the development of main ideas or themes

CC.4.L.4c Vocabulary Acquisition and Use: 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

1.9.3.B. Evaluating Media

Sources: Understand and

investigate media as a source of

information and entertainment.

IRA/NCTE STANDARDS

1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United

States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal

fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

2. Students read a wide range of literature from many periods in many genres to build an understanding of many dimensions (e.g.,

philosophical, ethical, aesthetic) of human experience.

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience,

their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and

their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and

synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit

their purpose and audience.

8. Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and

synthesize information and to create and communicate knowledge.

11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNCIATIONS – GRADE 4

Read/Communications Standard 1.9.4 rev 8/2011 cs 2

FOCUS POINTS:

Use the Internet to research

To use word processing software

Use technology resources to research information

Use technology resources to locate texts of traditional stories

Use technology resources to search for books in a library database by subject or author

ACTIVITIES:

Use the Internet to research the origin of names

Use technology resources to research the game of baseball

Use technology resources to research a historical figure

To use technology resources to research the setting of “The Emperor and the Kite”

To use a computer to plan a garden

To use technology resources to research an endangered species

Use technology resources to research an ecosystem

Use technology resources to research information about New York City to create a quiz

Use technology resources to research a country

To use a computer word processing program to create a poster

Use technology resources to find out how firefighters are trained

Use technology resources to research facts about countries

Research a scientist who was an immigrant to the United States

Use technology resources to research a desert in the United States

Use technology resources to research a famous educator

Use technology resources to learn about how a settlement becomes a state

Use technology resources to research state history

Use technology resources to retrieve information about forests

Use technology resources to research the life cycle of a plant

Use technology resources to research parrots

Use technology resources to research information to create a quiz

Use word processing software to write a letter

To use word processing software to format a script for a play

Write a descriptive paragraph; to use technology reference materials to help edit drafts

Use thinking maps

Create web quests

View related educational video

Use interactive web site activities

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNCIATIONS – GRADE 4

Read/Communications Standard 1.9.4 rev 8/2011 cs 3

ASSESSMENTS:

Study Island

Raz Kids

Harcourtschool.com

Brain Pop

Promethean Acti-votes

Student produced multimedia – Rubric assessed

DIFFERENTIATED INSTRUCTION:

Teacher directed differentiated instructional projects and activities are ongoing and based on student need.

Remediation

Promethean Planet,

Reading A-Z

RAZ Kids

Study Island

Brain Pop

BBC Skillwise.com

Extension

Promethean Planet,

Reading A-Z

RAZ Kids

Study Island

Brain Pop\

BBC Skillwise.com

Enrichment

Promethean Planet,

Reading A-Z

RAZ Kids

Study Island

Brain Pop

BBC Skillwise.com

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNCIATIONS – GRADE 4

Read/Communications Standard 1.9.4 rev 8/2011 cs 4

RESOURCES:

Study Island

Brain Pop

Kidspiration

Reading a-z

Magic School Bus

Harcourtschool.com

Promethean Planet

Discoveryeducation.com

Internet4classrooms

Thinkfinity.com

Read-Write-Think

Britannica On-line

Thesaurus.com

Dictionary.com

Power Library

Microsoft Office

Magpi.net

Cilc.org

BBC Skillwise.com

COMMON CORE STANDARDS KEY

RL - READING – LITERATURE

RI - READING – INFORMATIONAL TEXT

RF - FOUNDATIONAL SKILLS

W - WRITING

SL - SPEAKING AND LISTENING

L - LANGUAGE