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It specifies early-school routines and timelines, including September through late spring. Core reading focuses on interpreting characters, inferring, citing text evidence, determining main idea and themes, summarizing, analyzing story parts, and synthesizing across texts. Writing bends support text learning, research projects, and debate preparation, with benchmarking, pre-assessment, exit tickets, conferring, and small-group 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(All)\u003Cbr>Daily/Weekly/ Benchmarks | Timeline |\n| --- | --- | --- | --- | --- | --- |\n| First Two Weeks-Beginning of School Activities |  |  |  |  | September 10-25 |\n| Reading\u003Cbr>4R1 , 4R2 , 4R3 , 4R5 4R8\u003Cbr>Writing\u003Cbr>4W4 , 4W5 , 4W6\u003Cbr>Speaking & Listening\u003Cbr>4SL1 , 4SL2 , 4SL3\u003Cbr>Language\u003Cbr>4L3 , 4L6 | Unit 1  : Interpreting Characters\u003Cbr>Bend 1 : Building a Reading Life\u003Cbr>Bend 2 : Thinking Deeply about Characters\u003Cbr>Bend 3 : Building Interpretations | ● Locating and referring to relevant details\u003Cbr>● Inferring About Characters\u003Cbr>● Character Traits\u003Cbr>● Text Evidence\u003Cbr>● Character Response and Change\u003Cbr>● Analyzing Parts of a Story\u003Cbr>● Determining Themes and support it with text details\u003Cbr>● Summarizing text | ● Tiger Rising text\u003Cbr>● Book Bags or bins\u003Cbr>● Reading logs (to track volume of reading)\u003Cbr>● Reading notebooks\u003Cbr>● Post-its\u003Cbr>● Anchor Charts (Grow Ideas about a Character)\u003Cbr>● Reader Learning Progressions | ● Aimsweb\u003Cbr>● Fountas & Pinnell Benchmarking\u003Cbr>● Pre-Assessment\u003Cbr>● Exit Tickets\u003Cbr>● Student Conferring\u003Cbr>● Small Group\u003Cbr>● Post-Assessment | September 28 -November 6\u003Cbr>Sessions: 1-20 |\n| Reading\u003Cbr>4R1 , 4R2 , 4R3 , 4R4 , 4R5 , 4R7 , 4R8 , 4R9 | Unit 2  : Reading the Weather, Reading the World | ● Determine main Idea and Supporting Details | ● Mentor Text: Everything weather\u003Cbr>● Anchor Charts | ● Pre-Assessment\u003Cbr>● Exit Tickets\u003Cbr>● Student Conferring | November 9 -December 23\u003Cbr>Sessions: 1-20 |\n\n\n| Writing\u003Cbr>4W2 , 4W4 , 4W5 , 4W6 , 4W7\u003Cbr>Speaking & Listening\u003Cbr>4SL1 , 4SL4 , 4SL5\u003Cbr>Language\u003Cbr>4L3 , 4L6 | Bend 1 : Learning from Texts\u003Cbr>Bend 2 : Launching a Whole-Class Research Project\u003Cbr>Bend 3 : Tackling a Second Research Project with More Agency and Power | ● Summarizing\u003Cbr>● Analyzing Parts of a Text\u003Cbr>● Analyzing Author’s Craft\u003Cbr>● Cross-Text Synthesizing\u003Cbr>● Present information visually and orally | ● Post-its\u003Cbr>● Reading Logs\u003Cbr>● Reader Learning Progressions\u003Cbr>● Weather Book Sets | ● Small Group\u003Cbr>● Post-Assessment |  |\n| --- | --- | --- | --- | --- | --- |\n| Book Clubs |  |  |  |  | January 4-\u003Cbr>February 11 |\n| Reading | Unit 3  : Reading | ● Main Idea and | ● Collection of | ● Pre-Assessment | February 16-March |\n| 4R1 , 4R2 , 4R3 , 4R4 , | History: The | Supporting Details | texts on The | ● Exit Tickets | 31 |\n| 4R5 , 4R6 , 4R7 , 4R8 , | American | ● Summarizing | American | ● Student Conferring |  |\n| 4R9\u003Cbr>Writing | Revolution Bend 1 : | ● Analyzing Parts of a Text\u003Cbr>● Analyzing | Revolution ● Reading logs (to\u003Cbr>track volume of | ● Small Group\u003Cbr>● Post-Assessment | Sessions: 1-20 |\n| 4W2 , 4W4 , 4W5 , 4W6 , | Researching | Perspective | reading) |  |  |\n| 4W7 | History | ● Cross-Text Synthesizing | ● Reading notebooks |  |  |\n| Speaking & Listening | Bend 2 : |  | ● Post-its |  |  |\n| 4SL1 , 4SL4 , 4SL5 | Preparing for |  | ● Anchor Charts |  |  |\n|  | Debate |  |  |  |  |\n| Language |  |  |  |  |  |\n\n\n| 4L3 , 4L4 4L5 , 4L6 | Bend 3 : Engaging in a Second Cycle of Research |  |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n| Reading | Unit 4  : Historical | ● Inferring About | ● Collection of | ● Pre-Assessment | April 12-May 21 |\n| 4R1 , 4R2 , 4R3 , 4R5 | Fiction Clubs | Characters and | texts sets | ● Exit Tickets |  |\n| 4R8 |  | Other Story | ● Reading logs (to | ● Student Conferring | Sessions: 1-17 |\n| Writing\u003Cbr>4W4 , 4W5 | Bend 1 : Tackling\u003Cbr>Complex Text Bend 2 : | Elements\u003Cbr>● Character Traits\u003Cbr>● Text Evidence\u003Cbr>● Analyzing | track volume of reading)\u003Cbr>● Reading notebooks | ● Small Group\u003Cbr>● Post-Assessment |  |\n| Speaking & Listening | Interpreting | Perspective | ● Post-its |  |  |\n| 4SL1 , 4SL2 | Complex Texts | ● Analyzing Parts of | ● Anchor Charts |  |  |\n|  |  | a Story |  |  |  |\n| Language | Bend 3 : The | ● Determine |  |  |  |\n| 4L3 , 4L4 , 4L5 , 4L6 | Intersection of | The","cbCaibTMBhxmHW9c","https://ap.wps.com/l/cbCaibTMBhxmHW9c","pdf",66953,"English","# Unit 1: Interpreting Characters\n## Bend 1: Building a Reading Life\n## Bend 2: Thinking Deeply about Characters\n## Bend 3: Building Interpretations\n# Unit 2: Reading the Weather, Reading the World\n# Unit 3: Reading History: The American Revolution\n# Unit 4: Historical Fiction Clubs","[{\"question\":\"What reading skills are emphasized in Unit 1?\",\"answer\":\"Unit 1 emphasizes locating relevant details, inferring about characters, analyzing story parts, determining themes with text evidence, and summarizing text.\"},{\"question\":\"How are assessments structured across the curriculum map?\",\"answer\":\"Assessments include aimsweb, Fountas \\u0026 Pinnell benchmarking, pre-assessment, exit tickets, student conferring, small groups, and post-assessment, with daily/weekly/benchmarking notes.\"},{\"question\":\"What topics are covered in Unit 2?\",\"answer\":\"Unit 2 focuses on determining main idea and supporting details through weather-themed texts and related mentor text and anchor-chart supports.\"}]","4th Grade Reading Curriculum Map - Reviewed 2022 | PDF"]