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The document details reading fiction, informational nonfiction, vocabulary development, narrative and expository/argumentative writing expectations, supported by unit-launch elements such as mini-lessons, independent practice, guided strategy groups, conferencing, and reflection. It also connects instruction to 21st century life and career readiness standards and includes integration appendices, glossary terms, and sample standards coverage.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/english-language-arts-grade-4-curriculum-and-course-guide/486306/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/english-language-arts-grade-4-curriculum-and-course-guide/486306.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What are the three goals of the K-5 literacy program?","Question",{"text":113,"@type":114},"The program aims to help students read and comprehend grade-level texts independently, support text-based thinking and writing, and foster a love of reading.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What should the Reading/Writing Workshop include?",{"text":118,"@type":114},"It should include a mini lesson, independent practice with independent reading, small-group instruction, individual conferences, and a reflection phase.",{"name":120,"@type":111,"acceptedAnswer":121},"How are writing topics organized across the grade’s marking periods?",{"text":122,"@type":114},"Writing units are organized by marking period into workshop goals and genre focus, including opinion, narrative, expository nonfiction, and poetry, with a writing process and writing community emphasis.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},486306,1791157783,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","ENGLISH/LANGUAGE ARTS  \nGRADE 4  \nEWING PUBLIC SCHOOLS  \n2099 Pennington Road  \nEwing, NJ 08618  \nBoard Approval Date: September 23, 2024  Dr. David Gentile Produced by: Sara Graja, District Supervisor Superintendent  \nAlison Price, Instructional Coach  \nIn accordance with The Ewing Public Schools’ Policy 2230, Course Guides, this curriculum has been reviewed and found to be in compliance with all policies and all affirmative action criteria.  \nTable of Contents  \nPage  \nK-5 Literacy Program Description and Pacing Guide 3  \n21st Century Life and Skills 6  \nSection 1: Launching Reading/Writing Workshop and Reading Fictional 7  \nLiterature  \nSection 2: Reading Informational Nonfiction 21  \nSection 3: Vocabulary Development and Word Work 28  \nSection 4: Narrative Writing 33  \nSection 5: Expository Nonfiction Essay Writing 39  \nSection 6: Argumentative Essay Writing 46  \nLanguage List 52  \nGlossary of Terms 53  \nSample Standards Integration 54  \nAppendix A: Climate Change Integration 55  \nK-5 Literacy Program Description and Pacing Guide  \nThe students enrolled in the Ewing Township Public Schools participate in a balanced literacy program that is “grounded in scientifically based reading research which supports the essential elements and practices that enable all students to achieve literacy” (National Reading Panel, 2000) . There are three goals of our literacy program: 1) to help students read and comprehend grade level texts independently, 2) to assist students with text-based thinking and writing and 3) to empower students with a love of reading.  \nBalanced literacy can be seen in a classroom with teachers reading aloud and with students participating in: 1) shared reading, 2) guided reading, 3) independent reading and 4) modeled and shared writing. Ongoing formative assessment within a balanced literacy classroom provides data that allow teachers to make sound educational decisions about each individual student in a classroom.  \nReading/Writing Workshop should look as follows:  \n● Mini Lesson  \n● Independent Practice  \n○ Independent Reading  \n○ Small Group Instruction (Guided Reading, Strategy Groups)  \n○ Individual Conferences  \n● Reflection  \nScope and Sequence for Reading Units of Study:  \n\n|  | Marking Period 1 | Marking Period 2 | Marking Period 3 | Marking Period 4 |\n| --- | --- | --- | --- | --- |\n| Kindergarten | Launching the Reading Workshop and\u003Cbr>Working with Partners | Reading Fiction | Reading Nonfiction | Reading and Writing ContentSpecific Nonfiction |\n| 1st Grade | Launching the Reading Workshop and Building Foundational Reading Skills | Reading Fiction | Reading Nonfiction | Writing about Reading (across genres) |\n| 2nd Grade | Launching the Reading Workshop and Character Study | Reading Fiction, Fables and Folktales | Reading Nonfiction | Reading and Writing Nonfiction and Reading Poetry |\n| 3rd Grade | Launching the Reading Workshop and Close Reading and Text-Based Writing | Nonfiction Reading Workshop | Reading Fiction, Fables, Folktales and Myths | Poetry Reading and Reading Workshop |\n\n\n| 4th Grade | Launching the Reading Workshop and Close Reading and Text-Based Writing | Nonfiction Reading Workshop and Close Reading of Nonfiction Texts | Historical Fiction Close Read and Book Clubs | StudentDirected Book Clubs |\n| --- | --- | --- | --- | --- |\n| 5th Grade | Launching the Reading Workshop and Close Reading for Fiction Signposts | Close Reading of Nonfiction Textsand Historical Fiction Book Study | Nonfiction Signposts and Reading and Writing across Genres | StudentDirected Book Clubs |\n\nScope and Sequence for Writing Units of Study:  \n\n|  | Marking Period 1 | Marking\u003Cbr>Period 2 | Marking\u003Cbr>Period 3 | Marking\u003Cbr>Period 4 |\n| --- | --- | --- | --- | --- |\n| Kindergarten | Building Foundational Writing Skills (e.g., letters, names, sight words, etc.) |  | Fiction Writing and Adding Details | Nonfiction and Poetry Writing |\n| 1st Grade | Launching the Writing Workshop and Narrative Writing | Fiction Wri","cbCair4JXQa9FDnr","https://ap.wps.com/l/cbCair4JXQa9FDnr","pdf",1237310,58,"English","# K-5 Literacy Program Description and Pacing Guide\n## 21st Century Life and Skills\n## Section 1: Launching Reading/Writing Workshop and Reading Fictional Literature\n## Section 2: Reading Informational Nonfiction\n## Section 3: Vocabulary Development and Word Work\n## Section 4: Narrative Writing\n## Section 5: Expository Nonfiction Essay Writing\n## Section 6: Argumentative Essay Writing\n## Language List\n## Glossary of Terms\n## Sample Standards Integration\n## Appendix A: Climate Change Integration","[{\"question\":\"What are the three goals of the K-5 literacy program?\",\"answer\":\"The program aims to help students read and comprehend grade-level texts independently, support text-based thinking and writing, and foster a love of reading.\"},{\"question\":\"What should the Reading/Writing Workshop include?\",\"answer\":\"It should include a mini lesson, independent practice with independent reading, small-group instruction, individual conferences, and a reflection phase.\"},{\"question\":\"How are writing topics organized across the grade’s marking periods?\",\"answer\":\"Writing units are organized by marking period into workshop goals and genre focus, including opinion, narrative, expository nonfiction, and poetry, with a writing process and writing community emphasis.\"}]","English Language Arts Grade 4 - Curriculum and Course Guide | PDF",1790806145,146]