contribute to the discussion and link to the Sentence Structure; remarks of others. Organization SL.4.1.d Review the key ideas expressed and explain their own ideas and Language understanding in light of the discussion. Vocabulary Words: SL.4.2 Paraphrase portions of a text read annoyed aloud or information presented in diverse attitude media and formats, including visually, commotion quantitatively, and orally. cranky SL.4.3 Identify the reasons and evidence a familiar speaker provides to support particular frustrated points. selfish W.4.2.a Introduce a topic clearly and group specialty related information in paragraphs and sections; include formatting (e.g., headings), Additional Academic illustrations, and multimedia when useful to Vocabulary: aiding comprehension. traditional W.4.2.b Develop the topic with facts, contemporary definitions, concrete details, quotations, or other information and examples related to Vocabulary Strategy: the topic. Context Clues: Antonyms W.4.2.c Link ideas within categories of information using words and phrases (e.g., Phonics/Spelling Skill: another, for example, also, because). Phonics/Spelling Skill: W.4.2.d Use precise language and Digraphs specific vocabulary to inform about or explain the topic. Structural Analysis: W.4.2.e Provide a concluding statement or Possessives section related to the information or Fluency Skill: Intonation explanation presented. W.4.3.b Use dialogue and description to Writing develop experiences and events or show the Unit 2 Writing Focus: responses of characters to situations. Informative Text W.4.3.d Use concrete words and phrases and sensory details to convey experiences Unit 2 Writing Products: and events precisely. Explanatory Essay; How-To W.4.6 With some guidance and support from adults, use technology, including the Writing Trait: Voice: Informal Voice Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of Grammar Skill: Singular and Plural Nouns keyboarding skills to type a minimum of
contribute to the discussion and link to the remarks of others. SL.4.1.d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. W.4.2.a 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. W.4.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). W.4.2.d Use precise language and vocabulary to inform about or explain the topic. W.4.2.e Provide a concluding statement or section related to the information or explanation presented. W.4.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations. W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of Sentence Structure; Organization Language Vocabulary Words: annoyed attitude commotion cranky familiar frustrated selfish specialty Additional Academic Vocabulary: traditional contemporary Vocabulary Strategy: Context Clues: Antonyms Phonics/Spelling Skill: Phonics/Spelling Skill: Digraphs Structural Analysis: Possessives Fluency Skill: Intonation Writing Unit 2 Writing Focus: Informative Text Unit 2 Writing Products: Explanatory Essay; How-To Writing Trait: Voice: Informal Voice Grammar Skill: Singular and Plural Nouns specific
Grade%204%20Wonders%20Curriculum.docx