This document provides a curriculum map for 4th grade reading at the Isaac School District No. 5. It outlines the units, clusters, standards, knowledge, skills, and assessments that will be covered each quarter of the school year. The focus of the first quarter is on literary elements found in fictional texts like plots, characters, settings, and forms of literature. The second quarter expands on literary elements and also introduces expository text structures and features. The third quarter returns to literary elements. The curriculum is designed to scaffold skills and spiral concepts with the goal of promoting student mastery of priority standards based on AIMS testing data.

1. 4th Grade Reading Curriculum Map
Isaac School District No. 5
IDistrict No. 5
Authors: School
Trinity Garewal Mitchell
Christine Ramirez District Office
Scott Dobkovsky Moya
Marcy Granillo Moya
Patricia Parcks P.T. Coe
Rationale
Rationale for selected performance objectives is based on data from the AIMS blueprint. We have chosen objectives that are the most heavily weighted on
AIMS and are critical for students to master before promotion to fifth grade.
Linking performance objectives are scaffolded to guide the students towards mastery of priority objective(s). Each quarter the performance objectives
spiraled and clustered according to the complexity of the objectives in order to introduce concepts and promote student mastery.

2. 4th Grade Reading Curriculum Map
Isaac School District No. 5
As a team, we have determined a number of recurring concepts and performance objectives that are to be integrated throughout the year to
support student mastery. These recurring performance objectives are listed in the Preamble, AND ARE SUBJECT TO TESTING WITHIN
ANY QUARTER ON GALILEO.
* = POs previously introduced Bold = Priority PO 2
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011
Underlining = Cognitive rigor Isaac School District

3. 4th Grade Reading Curriculum Map
Isaac School District No. 5
PREAMBLE
These POs will be integrated throughout the year:
AZ Essential Learning
Standard Knowledge Skills
VOCABULARY STRATEGIES
S1C4PO1 Root words and affixes Use knowledge of root words and affixes to determine the meaning of unknown words.
S1C4PO2 Meaning of a word Use context to determine the relevant meaning of a word.
Determine the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of
S1C4PO5 Reference Aids speech of words by using a variety of reference aids, including dictionaries, thesauri,
glossaries, and CD-ROM and Internet when available.
S1C4PO6 Antonym, synonyms, and homonyms Identify antonyms, synonyms, and homonyms for given words within text.
S1C5PO1 FLUENCY Read from familiar prose and poetry with fluency and appropriate rhythm, pacing,
intonation, and expression relevant to the text.
COMPREHENSION STRATEGIES
S1C6PO1 Text content using prior knowledge Predict text content using prior knowledge and text features (e.g. illustration, titles, topic
sentences, key words).
S1C6PO2 Predictions about text Confirm predictions about text for accuracy.
S1C6PO3 Clarifying Questions Generate clarifying questions in order to comprehend text.
S1C6PO4 Graphic Organizer Use graphic organizers in order to clarify the meaning of the text.
S1C6PO5 Text to experience Connect information and events in text to experience and to related text and sources.
S1C6PO6 Reading Strategies Use reading strategies (e.g. drawing conclusions, determining cause and effect, making
inferences, sequencing) to comprehend text.
* = POs previously introduced Bold = Priority PO 3
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011
Underlining = Cognitive rigor Isaac School District

4. 4th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 1
Unit Name and Description: Literary Elements
Cluster: 1
Big Ideas/Enduring Understandings Essential Question(s)
Literary elements are present in fictional selections. How does knowing literary elements help in summarizing fictional text?
Each literary element serves a specific purpose in functional text. How does literature contribute to a better understanding of yourself in relation
to the world around you?
Readers use literary elements to summarize text.
What are literary elements and why are they important?
Character traits can influence the resolution based on the decisions the
characters make. How might the character’s traits influence the decisions he/she makes that can
impact the outcome of the text?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S2C1PO1 Main problem or conflict of a plot Explain the main problem or conflict in a plot. Plot
in a narrative.
Resolution
S2C1PO2 Resolution in a narrative Identify the resolution of a problem or conflict in a plot. Conflict
Setting
Narrative
S2C1PO7 Setting Describe all aspects of the setting (e.g., time of day or year,
historical period, place, situation). Historical Period
Major character
S2C1PO4 Characters Distinguish between major characters and minor characters. Minor character
Traits
* = POs previously introduced Bold = Priority PO 4
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011
Underlining = Cognitive rigor Isaac School District

5. 4th Grade Reading Curriculum Map
Isaac School District No. 5
S2C1PO5 Character traits Describe a character’s traits using textual evidence (e.g., Dialogue
dialogue, actions, narrations, illustrations).
Illustration
Classify common forms of literature (e.g., poetry, novel, short Narrations
S2C1PO10 Forms of literature
story, biography, autobiography, drama) based upon their Poetry
characteristics. Novel
S2C1PO6 Speaker/narrator in a literary Identify the speaker or narrator in a literary selection. Short story
selection
Biography
Autobiography
Drama
* = POs previously introduced Bold = Priority PO 5
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011
Underlining = Cognitive rigor Isaac School District

6. 4th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 1
Unit Name and Description: Poetry Elements
Cluster: 2
Big Ideas/Enduring Understandings Essential Question(s)
Poems are structured differently from other types of text. Why should poetry be read differently from other types of text?
Poetry is an expression of one’s feelings and emotions. How do you identify characteristics and structural elements in poetry?
Poetry can be read as literal or figurative. How does the sensory words in poems enhance different feelings and
emotions?
Literal and figurative language can enhance the expression of poems.
What is the difference between the different types of figurative language?
How do different types of figurative language help deliver the poem’s
message?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S2C1PO9 Poetry characteristics and Identify characteristics and structural elements (e.g., Poem
structural elements imagery, rhyme, verse, rhythm, meter) of poetry.
Poetry
S1C4PO3 Figurative and literal language Determine the difference between figurative language and Poet
literal language. Imagery
* = POs previously introduced Bold = Priority PO 6
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011
Underlining = Cognitive rigor Isaac School District

7. 4th Grade Reading Curriculum Map
Isaac School District No. 5
S1C5PO1 Fluency in poetry Read from familiar prose and poetry with fluency and Rhyme
• Rhythm appropriate rhythm, pacing, intonation, and expression Verse
• Pacing relevant to the text.
Rhythm
• Intonation
• Expression Meter
Prose
*S2C1PO6 Speaker/narrator in a literary Identify the speaker or narrator in a literary selection. Expression
selection
Intonation
S1C4PO4 Similes, personification, and idioms Identify figurative language, including similes, Pacing
personification, and idioms. Figurative
language
Literal language
Similes
Personification
Idioms
Interpret
Fluency
Line
Stanza
Sensory words
* = POs previously introduced Bold = Priority PO 7
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011
Underlining = Cognitive rigor Isaac School District

8. 4th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 2
Unit Name and Description: Literary Elements
Cluster: 3
Big Ideas/Enduring Understandings Essential Question(s)
The setting of literary selections can influence other literary elements. What is the relationship between the characters, events and setting?
Not all characters hold the same level of importance in the plot. How can you determine the roles of the characters through textual evidence?
Textual evidence can help students compare/contrast traits of different How might actions of a character help describe the character’s
characters. traits/personality?
How might the story be the same/different if it had a different setting?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S2C1PO8 Characters, events, and setting Compare (and contrast) the characters, events, and setting Characters
in a literary selection. Events
Setting
*S2C1PO4 Major and minor characters [Differentiate] between major and minor characters. Compare
Contrast
*S2C1PO5 Character traits [List] a character’s traits using textual evidence (e.g., Major characters
dialogue, actions, narrations, illustrations). Minor characters
Character traits
*S2C1PO6 Speaker/narrator in a literary Identify the speaker or narrator in a literary selection. Textual evidence
selection
Dialogue
* = POs previously introduced Bold = Priority PO 8
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011
Underlining = Cognitive rigor Isaac School District

9. 4th Grade Reading Curriculum Map
Isaac School District No. 5
*S2C1PO1 Main problem or conflict of a plot [Explain] the main problem or conflict in a plot. Actions
in a narrative.
Narrations
*S2C1PO2 Resolution in a narrative [Summarize] the resolution of a problem or conflict in a plot. Illustrations
Antonym
Synonym
*S2C1PO7 Setting [Describe] all aspects of the setting (e.g., time of day or year,
historical period, place, situation). Plot
Resolution
*S2C1PO4 Characters [Classify] between major characters and minor characters. Conflict
Setting
S2C2PO1 Historical and cultural aspects Describe the historical and cultural aspects found in cross- Narrative
cultural works of literature. Historical Period
Character traits
*S2C1PO10 Forms of literature [Classify] common forms of literature (e.g., poetry, novel,
short story, biography, autobiography, drama) based upon Personality
their characteristics. Characteristic
Dialogue
Illustration
Narrations
Novel
Short story
Biography
Autobiography
Drama
Cultural aspect
* = POs previously introduced Bold = Priority PO 9
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011
Underlining = Cognitive rigor Isaac School District

10. 4th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 2
Unit Name and Description: Structures of Expository Text
Cluster: 4
Big Ideas/Enduring Understandings Essential Question(s)
Expository texts provide factual information with main ideas and supporting What does expository text look like in the real world?
details.
How can facts from expository text help you form opinions about certain
Facts from expository text can help readers form opinions about topics. topics?
Expository texts use supporting details to enhance the understanding of main How does supporting details help you determine the main ideas?
ideas.
Using reference materials can help you find information on specific topics. How does knowing what type of information you need help you determine which
reference materials to utilize?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C1PO1 Main idea and supporting details [Explain] the main idea and supporting details in expository Main Idea
in expository text. text. Supporting details
Fact
S3C1PO2 Fact and opinion in expository text. Distinguish fact from opinion in expository text. Opinion
Organizational
Features
Indices
Captions
Graphic Features
* = POs previously introduced Bold = Priority PO 10
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011
Underlining = Cognitive rigor Isaac School District

11. 4th Grade Reading Curriculum Map
Isaac School District No. 5
S3C1PO6 Graphic features Interpret information from graphic features (e.g., charts, Diagrams
• Charts maps, diagrams, illustrations, tables, timelines) in expository
Expository
• Maps text.
Concept
• Diagrams
• Illustrations Meanings
• Tables Pronunciation
• Timelines Syllabication
S3C1PO5 Reference sources Identify appropriate print and electronic reference sources Synonyms
(e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, Antonyms
periodical, textbooks, CD-ROM, website) needed for a Parts of speech
specific purpose. Charts
S3C1PO4 Text Features Locate specific information by using organizational features Maps
• Illustrations (e.g. table of contents, headings, captions, bold print, Diagrams
• Titles glossaries, indices, italics, key words, topic sentences, Illustrations
• Topic sentences concluding sentences) of expository text. Tables
• Key words Timelines
Reference material
* = POs previously introduced Bold = Priority PO 11
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011
Underlining = Cognitive rigor Isaac School District

12. 4th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 2
Unit Name and Description: Functional Text Features
Cluster: 5
Big Ideas/Enduring Understandings Essential Question(s)
Functional texts are read for specific purposes everyday. How does personal experience help you understand functional text?
Functional texts are organized differently from other types of text. How does the author’s purpose determine what you do with the text?
What distinguishes functional text from other types of text?
How have you used functional text to help you in your life?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C2PO2 Functional text Interpret details from functional text for a specific Functional text
purpose (e.g., to follow directions, to solve problems, to Expository
perform procedures, to answer questions).
Author’s purpose
Memos
S3C2PO1 Information from functional text Locate specific information from functional text (e.g., letters,
memos, directories, menus, schedules, pamphlets, search Directory
engines, signs, manuals, instructions, recipes, labels, forms). Search Engines
Pamphlets
S3C1PO3 Author’s main purpose in Determine author's main purpose (e.g., to inform, to describe, Manuals
expository text to explain) for writing the expository text.
* = POs previously introduced Bold = Priority PO 12
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011
Underlining = Cognitive rigor Isaac School District

13. 4th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 3
Unit Name and Description: Literary Elements
Cluster: 6
Big Ideas/Enduring Understandings Essential Question(s)
A plot has a series of actions from the problem to the resolution. What is a problem you read about in a story? How was it resolved?
Many stories have a theme, moral, or underlying message. What is the underlying message/theme/moral in the text?
Fables, folktales, fairytales, and legends all have unique characteristics. What characteristics fables, folktales, fairytales, and legends contain?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S2C1PO3 Moral of a literary selection Identify the moral of a literary selection (e.g., fables, Main Problem
• Fables folktales, fairytales, legends).
Conflict
• Folktales
Plot
• Fairytales
• Legends Resolution
*S2C1PO1 Main problem or conflict of a plot [Articulate] the main problem or conflict in a plot. Synonym
in a narrative Antonym
Fables
*S2C1PO2 Resolution in a narrative [Predict] the resolution of a problem or conflict in a plot.
Folktales
Fairytales
*S2C1PO4 Major and minor characters [Generalize] between major characters and minor characters.
Legends
Theme
* = POs previously introduced Bold = Priority PO 13
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011
Underlining = Cognitive rigor Isaac School District

14. 4th Grade Reading Curriculum Map
Isaac School District No. 5
*S2C1PO5 Character traits [Examine] a character’s traits using textual evidence (e.g. Message
dialogue, actions, narrations, illustrations).
Moral/Lesson
*S2C1PO8 Character, events, setting Compare (and contrast) the characters, events, and setting in a Novel
literary selection. Genre
Biography
*S2C1PO6 Speaker or narrator Identify the speaker or narrator in a literary selection.
Autobiography
Drama
*S2C1PO7 Setting [Classify] all aspects of the setting (e.g. time of day or year, Short stories
historical period, place, situation).
Setting
*S2C1PO10 Common forms of literature [Differentiate] common forms of literature (e.g., poetry, novel, Major/Minor
short story, biography, autobiography, drama) based upon character
their characteristics. Character trait
Characteristic
Narrator/Speaker
* = POs previously introduced Bold = Priority PO 14
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011
Underlining = Cognitive rigor Isaac School District

15. 4th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 3
Unit Name and Description: Interpreting Expository Text
Cluster: 8
Big Ideas/Enduring Understandings Essential Question(s)
Conclusions can be made from expository text. How are cause and effect important in drawing valid conclusions?
Every event has a cause and effect. How do you use facts and opinions to draw conclusions about the topic?
The author’s purpose determines the structure of the text. How are the events connected to form a cause and effect relationship?
Reference aids can be used to help locate specific information. How does the structure of the text help you to determine the author’s
purpose?
Text features can help readers locate specific information.
How will you determine the best resource to use in order to locate the
information needed?
How might text features help you locate information?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C1PO8 Valid conclusions from Draw valid conclusions based on information gathered Conclusion
expository text from expository text. Expository
Cause
S3C1PO7 Cause and effect in expository text Distinguish cause and effect. Effect
Author’s position
*S3C1PO2 Fact and opinion [Classify] fact from opinion in expository text. Persuasive
Text features
* = POs previously introduced Bold = Priority PO 15
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011
Underlining = Cognitive rigor Isaac School District

16. 4th Grade Reading Curriculum Map
Isaac School District No. 5
*S3C1PO3 Author’s Main Purpose: [Analyze] the author's main purpose (e.g., to inform, to Topic sentences
• Inform describe, to explain) for writing the expository text. Key words
• Describe
Illustrations
• Explain
S3C3PO2 Persuasive vocabulary Identify persuasive vocabulary (e.g., loaded/emotional words, Identify
exaggeration) used to influence readers’ opinions. Predictions
Accuracy
*S3C1PO6 Graphic Features [Interpret] information from graphic features (e.g., charts, References
• Charts maps, diagrams, illustrations, tables, timelines) in expository
• Maps text. • Encyclopedia
• Diagrams • Atlas
• Illustrations • Almanac
• Tables
• Timelines • Thesaurus
*S3C1PO5 Reference sources [Determine] appropriate print and electronic reference sources • Periodical
(e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, • CD-ROM
periodical, textbooks, CD-ROM, website) needed for a • Website
specific purpose.
• Research
* = POs previously introduced Bold = Priority PO 16
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011
Underlining = Cognitive rigor Isaac School District

17. 4th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 3
Unit Name and Description: Persuasive Text
Cluster: 9
Big Ideas/Enduring Understandings Essential Question(s)
Persuasive texts contain authors’ positions. How is persuasive text different from other types of informational text
(expository, functional)?
The purpose of persuasive text is to get the reader to change their
opinion on or take action on something. What is the purpose of persuasive text? Why do people use persuasive
text?
Persuasive texts contain literal and figurative language to influence
readers viewpoint. What techniques do writers use to write persuasive text?
The author’s position in a persuasive can influence the reader’s opinion of a
particular idea, subject, concept, or object.
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C3PO1 Author’s position about: Determine the author’s position regarding a particular Author’s position
• Particular ideas idea, subject, concept, or object. Loaded/emotional
• A subject words
• A concept
Exaggeration
• An object
*S3C3PO2 Persuasive Vocabulary Fact
[Interpret] persuasive vocabulary (e.g. loaded/emotional
words, exaggeration) used to influence readers’ opinions. Opinion
Persuade
* = POs previously introduced Bold = Priority PO 17
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011
Underlining = Cognitive rigor Isaac School District

18. 4th Grade Reading Curriculum Map
Isaac School District No. 5
*S1C4PO3 Literal and Figurative Language [Validate] the difference between figurative language and Literal language
literal language. Figurative
*S3C1PO3 Author’s main purpose language
[Categorize] author's main purpose (e.g., to inform, to
describe, to explain) for writing the expository text. Caption
*S3C1PO6 [Examine] information from graphic features (e.g., charts, Heading
Graphic features
• Charts maps, diagrams, illustrations, tables, timelines) in expository Bold print
• Diagrams text. Italics
• Illustrations Key words
Conclusions
*S3C1PO4 Text Features [Interpret] specific information by using organizational Charts
• Illustrations features (e.g. table of contents, headings, captions, bold print,
• Titles glossaries, indices, italics, key words, topic sentences, Diagrams
• Topic sentences concluding sentences) of expository text. Illustrations
• Key words Tables
*S3C1PO8 Valid conclusions from expository Draw valid conclusions based on information gathered from
text expository text.
*S3C1PO2 Fact and opinion [Compare] fact from opinion in expository text.
* = POs previously introduced Bold = Priority PO 18
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011
Underlining = Cognitive rigor Isaac School District

19. 4th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 4
Unit Name and Description: Poetry Elements (Revisited)
Cluster: 10
Big Ideas/Enduring Understandings Essential Question(s)
Poems are structured differently from other types of text. How do you identify characteristics and structural elements in poetry?
Literal and figurative language can enhance the expression of poems. What is the difference between the different types of figurative language?
How do different types of figurative language help deliver the poem’s
message?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
*S2C1PO9 Poetry characteristics and [Compare] characteristics and structural elements (e.g., Poem
structural elements imagery, rhyme, verse, rhythm, meter) of poetry.
Poetry
*S1C4PO3 Figurative and literal language [Analyze] the difference between figurative language and Poet
literal language. Imagery
Rhyme
*S2C1PO6 Speaker/narrator in a literary Identify the speaker or narrator in a literary selection. Verse
selection
Rhythm
*S1C4PO4 Similes, personification, and idioms [Classify] figurative language, including similes, Meter
personification, and idioms. Prose
Figurative
language
Literal language
* = POs previously introduced Bold = Priority PO 19
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011
Underlining = Cognitive rigor Isaac School District

20. 4th Grade Reading Curriculum Map
Isaac School District No. 5
Similes
Personification
Idioms
Interpret
Line
Stanza
Sensory words
* = POs previously introduced Bold = Priority PO 20
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011
Underlining = Cognitive rigor Isaac School District

21. 4th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 4
Unit Name and Description: Structures of Expository Text (Revisited)
Cluster: 11
Big Ideas/Enduring Understandings Essential Question(s)
Expository texts provide factual information with main ideas and supporting What does expository text look like in the real world?
details.
Expository texts use supporting details to enhance the understanding of main How does supporting details help you determine the main ideas?
ideas.
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
*S3C1PO1 Main idea and supporting details [Explain] the main idea and supporting details in expository Main Idea
in expository text text. Supporting details
Fact
*S3C1PO2 Fact and opinion in expository text Compare fact from opinion in expository text. Opinion
* = POs previously introduced Bold = Priority PO 21
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011
Underlining = Cognitive rigor Isaac School District

22. 4th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 4
Unit Name and Description: Functional Text Features (Revisited)
Cluster: 12
Big Ideas/Enduring Understandings Essential Question(s)
Functional texts are read for specific purposes everyday. How does the author’s purpose determine what you do with the text?
Functional texts are organized differently from other types of text. What distinguishes functional text from other types of text?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
*S3C2PO2 Functional text Interpret details from functional text for a specific Functional text
purpose (e.g., to follow directions, to solve problems, to Expository
perform procedures, to answer questions).
Author’s purpose
Memos
*S3C2PO1 Information from functional text Locate specific information from functional text (e.g., letters,
memos, directories, menus, schedules, pamphlets, search Directory
engines, signs, manuals, instructions, recipes, labels, forms). Search Engines
*S3C1PO3 Author’s main purpose in Determine author's main purpose (e.g., to inform, to describe, Pamphlets
expository text to explain) for writing the expository text Manuals
* = POs previously introduced Bold = Priority PO 22
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011
Underlining = Cognitive rigor Isaac School District

23. 4th Grade Reading Curriculum Map
Isaac School District No. 5
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* = POs previously introduced Bold = Priority PO 23
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011
Underlining = Cognitive rigor Isaac School District

24. 4th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 4 The POs in the following clusters are from the subsequent grade level (5th grade)
Unit Name and Description: Plot Elements
Cluster: 13
Big Ideas/Enduring Understandings Essential Question(s)
Events in a text happen in a specific order. Why is conflict necessary in a good story?
A character’s traits and actions are important to the plot. How does an author build a story to reach a climax?
A plot is a necessary component of a literary text. Why is the sequence of events important in a story?
Authors use characters to influence the reader. How are plot, setting, theme, and character related?
People read many different types of narrative literature for entertainment. How do a character’s actions and words help you form an opinion about the
character?
Events from literary selections can relate to life experiences.
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S2C1PO1 Components of a plot Identify the components of a plot (e.g., main events, Plot
conflict, rising action, climax, falling action, resolution). Components
• main events
Main events
• conflicts Conflicts
• rising action Rising action
Climax
• climax
Falling action
• falling action Resolution
• resolution Major characters
* = POs previously introduced Bold = Priority PO 24
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011
Underlining = Cognitive rigor Isaac School District

25. 4th Grade Reading Curriculum Map
Isaac School District No. 5
S2C1PO3 Major characters & minor Distinguish between major characters and minor characters. Minor characters
characters Character traits
S2C1PO4 Character’s traits, character’s Analyze how a character’s traits influence that character’s Setting
actions actions. Influence
S2C1PO6 Setting, literary selection [Verify] of all the aspects of the setting (e.g., time of day or Clarify
year, historical period, place, situation) in a literary selection. Drawing
• time of day conclusions
• historical period Inferences
• place Narrator
• situation Narrative point of
S2C1PO2 Theme Identify the theme (moral, lesson, meaning, message, view or view
comment on life) of a literary selection. First person
• moral
Third person
• lesson
Omniscient
• meaning
• message
• view or comment on life
S2C1PO5 Narrative point of view Identify the narrative point of view (e.g., first person, third
• first person person, omniscient in a literary selection.
• third person
• omniscient
* = POs previously introduced Bold = Priority PO 25
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 8/4/2011
Underlining = Cognitive rigor Isaac School District