Grade 4 ELA - Reading and Writing Unit 4 - NJSLA Review

Sep 30, 2026

Uploaded by Pentious

Curriculum pacing and standards-aligned guidance for Grade 4 English Language Arts focusing on the Reading and Writing Unit 4 NJSLA Review. The template lists targeted literacy skills including phonics, word analysis, fluency, encoding/spelling conventions, and vocabulary meaning strategies using context and Greek/Latin roots. It also specifies reading comprehension outcomes for literary and informational texts, emphasizing textual evidence, summaries, themes, figurative language, structure (chronology/cause-effect), point of view, and interpreting visuals to support central ideas.

LanguageEnglish

CategoryExam

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Stage 1-Desired Results

NJSLS Content Area

Reading Skills: Phonics, Fluency, Vocabulary

Literary Text Standards

Informational Text Standards

Writing Standards

Understanding by Design Curriculum Template River Vale Public Schools Grade 4 ELA Reading and Writing Unit 4: NJSLA Review Pacing Guide-click here Born on Date: August 2024 Updated Date-as needed Grade 4 ELA | Unit Title: Reading Unit 4: NJSLA Review
Grade Level: Grade 4
Pacing: | | | --- | --- | | Stage 1-Desired Results | | | NJSLS Content Area (this will be linked directly to the standards of the content area being addressed) Please copy and paste the standard. | | | L. RF.4.3. | Know and apply grade-level phonics and word analysis skills in decoding and encoding words; 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. | | L. RF.4.4. | Read with sufficient accuracy and fluency to support comprehension.
A. Read grade-level text with purpose and understanding.
B. Read grade-level text orally with accuracy, appropriate rate, and expression.
C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | | L.WF.4.2 | Demonstrate command of the conventions of encoding and spelling.
A. Analyze and spell multi-syllable words with the most common Latin roots, prefixes, and suffixes.
B. Write affixed words that involve a sound or spelling change in the base word.
C. Spell grade-appropriate words correctly, consulting references as needed.
D. 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. | | L.VL.4.2. | Determine or clarify the meaning of unknown and multiple-meaning academic and domain-specific words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
A. Use context (e.g. , definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
B. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g. , telegraph, photograph, autograph) .
C. Consult reference materials (e.g. , dictionaries, glossaries, thesauruses) , both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. | | L.VI.4.3. | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
A. Explain the meaning of simple similes and metaphors (e.g. , as pretty as a picture) in context.
B. Determine the meaning of words and phrases that allude to significant characters found in literature.
C. Recognize and explain the meaning of common idioms, adages, and proverbs.
D. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms) . | | --- | --- | | RL.CR.4.1. | Refer to details and examples as textual evidence when explaining what a literary text says explicitly and make relevant connections when drawing inferences from the text. | | RL.CI.4.2. | Summarize a literary text and interpret the author’s theme citing key details from the text. | | RL. IT.4.3. | Describe the impact of individuals and events throughout the course of a text, using an in-depth analysis of the character, setting, or event that draws on textual evidence. | | RL.TS.4.4. | 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, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. | | RL. PP.4.5. | Compare and contrast the point of view from which different stories are narrated, including the difference between firstand third-person narrations. | | RL. MF.4.6. | Make connections between specific descriptions and directions in a text and a visual o

FAQs

What reading and word study skills are emphasized in Unit 4?

Students learn grade-level phonics and word analysis for decoding/encoding, build spelling and spelling-change skills, and use context plus Greek/Latin roots and reference materials to determine word meaning.

How does the unit assess comprehension of literary texts?

It requires students to use textual evidence to explain meaning and make inferences, summarize texts, interpret themes, analyze impacts of individuals/events, and recognize figurative language, idioms, and word relationships.

What informational text skills are targeted?

Students refer to evidence for explicit meaning and inferences, summarize and interpret the author’s purpose/main idea, describe text structure (e.g., chronology, comparison, cause/effect), and analyze how facts and explanations support reasoning.

Sep 30, 2026

Uploaded by Pentious