Unit Overview/SummaryThe ELA model units support the implementation of an effective and comprehensive core classroom (Tier I) reading instructional program. It is essential to select and implement instructional practices supported by a body of knowledge derived from scientifically-based reading research. Considering the multidisciplinary research on the science of reading and related instructional components, using evidence-based instructional methods, and learning activities that apply the components of the science of reading (i.e., phonemic awareness, phonics, reading fluency, vocabulary, and listening, reading, and language comprehension) facilitates students’ working knowledge of reading processes and skills. Additional information about foundational reading skills and the sub-skills or prerequisite skills students must acquire to achieve the foundational skills, can be found in the document, Building the Foundation: A Suggested Progression of Sub-skills to Achieve the Reading Standards: Foundational Skills in the Common Core State Standards. This document also contains a variety of instructional examples, organized by foundational skill and grade level.   Unit Focus:This unit is focused on determining and identifying the author’s point of view and meaning in informational text to deepen understanding of a nonfiction topic allowing students to form and defend their opinions. Unit Duration: 34 days (30 days instruction; 4 days re-teaching/enrichment) based on 180 minutes to 240 minutes per day.  

Unit Overview/Summary The ELA model units support the implementation of an effective and comprehensive core classroom (Tier I) reading instructional program. It is essential to select and implement instructional practices supported by a body of knowledge derived from scientifically-based reading research. Considering the multidisciplinary research on the science of reading and related instructional components, using evidence-based instructional methods, and learning activities that apply the components of the science of reading (i.e., phonemic awareness, phonics, reading fluency, vocabulary, and listening, reading, and language comprehension) facilitates students’ working knowledge of reading processes and skills. Additional information about foundational reading skills and the sub-skills or prerequisite skills students must acquire to achieve the foundational skills, can be found in the document, Building the Foundation: A Suggested Progression of Sub-skills to Achieve the Reading Standards: Foundational Skills in the Common Core State Standards. This document also contains a variety of instructional examples, organized by foundational skill and grade level.   Unit Focus:This unit focuses on developing an understanding of the author’s craft, specifically, the techniques authors use to convey meaning. The major work of this unit includes examining what authors intend to communicate in literature, including poetry, and developing the skills to produce texts that convey the message of students as authors.  Unit Duration: 23 days (20 days instruction; 3 days re-teaching/enrichment) based on 180 minutes to 240 minutes per day. 

Unit Overview/SummaryThe ELA model support the implementation of an effective and comprehensive core classroom (Tier I) reading instructional program. It is essential to select and implement instructional practices supported by a body of knowledge derived from scientifically-based reading research. Considering the multidisciplinary research on the science of reading and related instructional components, using evidence-based instructional methods, and learning activities that apply the components of the science of reading (i.e., phonemic awareness, phonics, reading fluency, vocabulary, and listening, reading, and language comprehension) facilitates students’ working knowledge of reading processes and skills. Additional information about foundational reading skills and the sub-skills or prerequisite skills students must acquire to achieve the foundational skills, can be found in the document, Building the Foundation: A Suggested Progression of Sub-skills to Achieve the Reading Standards: Foundational Skills in the Common Core State Standards. This document also contains a variety of instructional examples, organized by foundational skill and grade level.   Unit Focus:This unit focuses on developing an understanding of the author’s craft, specifically, the techniques authors use to convey meaning. The major work of this unit includes examining what authors intend to communicate in literature, including poetry, and developing the skills to produce texts that convey the message of students as authors. Unit Duration: 23 days (20 days instruction; 3 days re-teaching/enrichment) based on 180 minutes to 240 minutes per day. 

Unit Overview/SummaryThe ELA model units support the implementation of an effective and comprehensive core classroom (Tier I) reading instructional program. It is essential to select and implement instructional practices supported by a body of knowledge derived from scientifically-based reading research. Considering the multidisciplinary research on the science of reading and related instructional components, using evidence-based instructional methods, and learning activities that apply the components of the science of reading (i.e., phonemic awareness, phonics, reading fluency, vocabulary, and listening, reading, and language comprehension) facilitates students’ working knowledge of reading processes and skills. Additional information about foundational reading skills and the sub-skills or prerequisite skills students must acquire to achieve the foundational skills, can be found in the document, Building the Foundation: A Suggested Progression of Sub-skills to Achieve the Reading Standards: Foundational Skills in the Common Core State Standards. This document also contains a variety of instructional examples, organized by foundational skill and grade level.   Unit Focus:This unit focuses on comparing and contrasting ideas, analyzing characters, understanding point of view, and using foundational reading skills to read various grade-level texts. Unit Duration: 30 days (25 days instruction; 5 days re-teaching/enrichment) based on 180 minutes to 240 minutes per day. 

Unit Overview/SummaryThe ELA model units support the implementation of an effective and comprehensive core classroom (Tier I) reading instructional program. It is essential to select and implement instructional practices supported by a body of knowledge derived from scientifically-based reading research. Considering the multidisciplinary research on the science of reading and related instructional components, using evidence-based instructional methods, and learning activities that apply the components of the science of reading (i.e., phonemic awareness, phonics, reading fluency, vocabulary, and listening, reading, and language comprehension) facilitates students’ working knowledge of reading processes and skills. Additional information about foundational reading skills and the sub-skills or prerequisite skills students must acquire to achieve the foundational skills, can be found in the document, Building the Foundation: A Suggested Progression of Sub-skills to Achieve the Reading Standards: Foundational Skills in the Common Core State Standards. This document also contains a variety of instructional examples, organized by foundational skill and grade level.   Unit Focus:This unit focuses on comparing and contrasting ideas, analyzing characters, understanding point of view, and using foundational reading skills to read various grade-level texts. Unit Duration: 30 days (25 days instruction; 5 days re-teaching/enrichment) based on 180 minutes to 240 minutes per day. 

Unit Overview/SummaryThe ELA model units support the implementation of an effective and comprehensive core classroom (Tier I) reading instructional program. It is essential to select and implement instructional practices supported by a body of knowledge derived from scientifically-based reading research. Considering the multidisciplinary research on the science of reading and related instructional components, using evidence-based instructional methods, and learning activities that apply the components of the science of reading (i.e., phonemic awareness, phonics, reading fluency, vocabulary, and listening, reading, and language comprehension) facilitates students’ working knowledge of reading processes and skills. Additional information about foundational reading skills and the sub-skills or prerequisite skills students must acquire to achieve the foundational skills, can be found in the document, Building the Foundation: A Suggested Progression of Sub-skills to Achieve the Reading Standards: Foundational Skills in the Common Core State Standards. This document also contains a variety of instructional examples, organized by foundational skill and grade level.   Unit Focus:This unit focuses on determining messages and meaning in narrative texts, specifically, determining the central message or theme of various genres of narrative texts and comparing the central messages or themes of texts written by the same author.  Unit Duration: 34 days (30 days instruction; 4 days re-teaching/enrichment) based on 180 minutes to 240 minutes per day. 

Unit Overview/SummaryThe ELA model units support the implementation of an effective and comprehensive core classroom (Tier I) reading instructional program. It is essential to select and implement instructional practices supported by a body of knowledge derived from scientifically-based reading research. Considering the multidisciplinary research on the science of reading and related instructional components, using evidence-based instructional methods, and learning activities that apply the components of the science of reading (i.e., phonemic awareness, phonics, reading fluency, vocabulary, and listening, reading, and language comprehension) facilitates students’ working knowledge of reading processes and skills. Additional information about foundational reading skills and the sub-skills or prerequisite skills students must acquire to achieve the foundational skills, can be found in the document, Building the Foundation: A Suggested Progression of Sub-skills to Achieve the Reading Standards: Foundational Skills in the Common Core State Standards. This document also contains a variety of instructional examples, organized by foundational skill and grade level.   Unit Focus:This unit focuses on determining messages and meaning in narrative texts, specifically, determining the central message or theme of various genres of narrative texts and comparing the central messages or themes of texts written by the same author.  Unit Duration: 34 days (30 days instruction; 4 days re-teaching/enrichment) based on 180 minutes to 240 minutes per day. 

Unit Overview/Summary The ELA model units support the implementation of an effective and comprehensive core classroom (Tier I) reading instructional program. It is essential to select and implement instructional practices supported by a body of knowledge derived from scientifically-based reading research. Considering the multidisciplinary research on the science of reading and related instructional components, using evidence-based instructional methods, and learning activities that apply the components of the science of reading (i.e., phonemic awareness, phonics, reading fluency, vocabulary, and listening, reading, and language comprehension) facilitates students’ working knowledge of reading processes and skills. Additional information about foundational reading skills and the sub-skills or prerequisite skills students must acquire to achieve the foundational skills, can be found in the document, Building the Foundation: A Suggested Progression of Sub-skills to Achieve the Reading Standards: Foundational Skills in the Common Core State Standards. This document also contains a variety of instructional examples, organized by foundational skill and grade level.   Unit Focus:This unit focuses on reading across multiple informational texts. Students will apply foundational reading skills and content-specific reading skills to read, understand, analyze, and integrate information across texts to form a deeper understanding of topics. Students will incorporate features of informative/explanatory texts in their own writing. Unit Duration: 34 days (30 days instruction; 4 days re-teaching/enrichment) based on 180 minutes to 240 minutes per day. 

Unit Overview/SummaryThe ELA model units support the implementation of an effective and comprehensive core classroom (Tier I) reading instructional program. It is essential to select and implement instructional practices supported by a body of knowledge derived from scientifically-based reading research. Considering the multidisciplinary research on the science of reading and related instructional components, using evidence-based instructional methods, and learning activities that apply the components of the science of reading (i.e., phonemic awareness, phonics, reading fluency, vocabulary, and listening, reading, and language comprehension) facilitates students’ working knowledge of reading processes and skills. Additional information about foundational reading skills and the sub-skills or prerequisite skills students must acquire to achieve the foundational skills, can be found in the document, Building the Foundation: A Suggested Progression of Sub-skills to Achieve the Reading Standards: Foundational Skills in the Common Core State Standards. This document also contains a variety of instructional examples, organized by foundational skill and grade level.   Unit Focus:This unit focuses on reading across multiple informational texts. Students will apply foundational reading skills and content-specific reading skills to read, understand, analyze, and integrate information across texts to form a deeper understanding of topics. Students will incorporate features of informative/explanatory texts in their own writing. Unit Duration: 34 days (30 days instruction; 4 days re-teaching/enrichment) based on 180 minutes to 240 minutes per day. 

Unit Overview/SummaryThe ELA model units support the implementation of an effective and comprehensive core classroom (Tier I) reading instructional program. It is essential to select and implement instructional practices supported by a body of knowledge derived from scientifically-based reading research. Considering the multidisciplinary research on the science of reading and related instructional components, using evidence-based instructional methods, and learning activities that apply the components of the science of reading (i.e., phonemic awareness, phonics, reading fluency, vocabulary, and listening, reading, and language comprehension) facilitates students’ working knowledge of reading processes and skills. Additional information about foundational reading skills and the sub-skills or prerequisite skills students must acquire to achieve the foundational skills, can be found in the document, Building the Foundation: A Suggested Progression of Sub-skills to Achieve the Reading Standards: Foundational Skills in the Common Core State Standards. This document also contains a variety of instructional examples, organized by foundational skill and grade level.   Unit Focus:In unit 6, students develop a deeper understanding of the language used in informational texts, and how an author’s choice of language and the organization of these texts helps the reader understand the concepts and ideas presented in informational texts. Students will learn about researching on selected topics, and how to develop texts that incorporate the craft and language of research writing. Unit Duration: 25 days (20 days instruction; 5 days re-teaching/enrichment) based on 180 minutes to 240 minutes per day. 

Unit Overview/SummaryThe ELA model units support the implementation of an effective and comprehensive core classroom (Tier I) reading instructional program. It is essential to select and implement instructional practices supported by a body of knowledge derived from scientifically-based reading research. Considering the multidisciplinary research on the science of reading and related instructional components, using evidence-based instructional methods, and learning activities that apply the components of the science of reading (i.e., phonemic awareness, phonics, reading fluency, vocabulary, and listening, reading, and language comprehension) facilitates students’ working knowledge of reading processes and skills. Additional information about foundational reading skills and the sub-skills or prerequisite skills students must acquire to achieve the foundational skills, can be found in the document, Building the Foundation: A Suggested Progression of Sub-skills to Achieve the Reading Standards: Foundational Skills in the Common Core State Standards. This document also contains a variety of instructional examples, organized by foundational skill and grade level.   Unit Focus:In unit 6, students develop a deeper understanding of the language used in informational texts, and how an author’s choice of language and the organization of these texts helps the reader understand the concepts and ideas presented in informational texts. Students will learn about researching on selected topics, and how to develop texts that incorporate the craft and language of research writing. Unit Duration: 25 days (20 days instruction; 5 days re-teaching/enrichment) based on 180 minutes to 240 minutes per day. 

CSDE Model Curricula Quick Start GuideEquitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Course Description:  In the English Language Arts Model Curriculum, there is a balance of informational and literary reading and writing types across the grade levels. In addition to developing students’ abilities to read and comprehend a variety of texts, it is equally important to devote adequate time to engage students in producing clear and coherent writing. Included in each of the units are the Speaking and Listening Standards and the Language Standards, which are essential for supporting the development of reading and writing skills and abilities. Through purposeful interactions, students will actively engage in rigorous conversations, refine speaking and listening skills, and build their knowledge of language structures. In this course, students will analyze text structures of informational/explanatory texts, including historical, scientific, and technical texts, and synthesize information from multiple sources to refine background knowledge and inform the production of research writing. This course also focuses on identifying themes and how authors communicate messages. There is an emphasis on figurative language through the study of literature, including mythology and fantasy. Students will identify and analyze author's craft and structure and use this as a springboard for their writing. The foundational reading skills for this grade will focus on reading unfamiliar multisyllabic words and reading grade-level text with sufficient accuracy and fluency.  Aligned Core Programs: The Connecticut State Department of Education (CSDE) in partnership with the State Education Resource Center has engaged with providers of high-quality instructional resources to develop alignment guidance for the CSDE English Language Arts (ELA) Model Curricula. The guidance documents provide information about how instructional content aligns with and supports the implementation of the CSDE ELA Model Curricula. The instructional materials referenced in the alignment guidance documents meet the expectations as a core comprehensive resource as determined and reported by EdReports. Use of the instructional materials from these publishers is not required, as the selection of instructional materials is a local decision. If your resources are not listed below, you are encouraged to review EdReports to ensure the alignment of your instructional materials to the Connecticut Core Standards. Strong alignment of instructional materials to the CSDE ELA Model Curricula units has the potential to support student engagement with meaningful grade-appropriate content. ARC Core Grade 4Imagine Learning EL Education Grade 4myView c2025 Grade 4Savvas Learning Grade 4Wit & Wisdom Grade 4Wonders c2020 Grade 4Wonders c2023 Grade 4Additional Course Information:  Incorporated in each of the English Language Arts Model Curriculum units are the Writing Standards, with the expectation that adequate instructional time will be devoted to engaging students in producing and publishing various types of writing. Students need time to perform the intellectual work required for composing, which includes talking about their ideas, analyzing information, and organizing and presenting thoughts precisely and accurately. Developing the ability to analyze author’s craft requires multiple opportunities to engage with texts, so that students can apply literary devices and techniques in writing and make decisions around text structure and language use. When considering writing instruction, it is essential to give attention to the language skills (e.g., spelling, vocabulary, background knowledge, syntax) that directly contribute to writing production. Although writing needs dedicated instructional time, each unit supports an integrated approach to writing instruction by including complementary Speaking and Listening Standards, and Language Standards in service to the writing demands called for in each unit.Students will benefit from additional guidance during writing instruction, especially when spelling, word choice retrieval, fluently generating ideas, and executive functions are challenging. For example, working at the sentence level can help students develop the skills to compose complete compound and complex sentences, and use coordinating, correlative, and subordinating conjunctions in their writing. Sentence expansion activities can support students in writing with greater precision and accuracy. To produce lengthier pieces of writing, students may need support working through the planning and prewriting stages of the writing process and applying specific writing strategies. We must also be mindful of how executive function influences a writer’s capacity to work through the multiple steps and tasks of composing text, and the ability to sustain tasks and efforts to produce the many forms of writing. Navigating linguistically complex texts when conducting research projects and understanding and managing selective attention demands, including in working memory, may require additional scaffolds.Habits of Mind/SEIH/Transferable Skills Addressed in the Course: The integration of social, emotional, and intellectual habits is an important component in a K-12 education and contributes to students’ academic and personal success, and success in college, careers, and civic life. Social, emotional, and intellectual habits set the stage for all future learning, promoting intrapersonal, interpersonal, and cognitive competence. Adult beliefs and mindsets, as well as school experiences, all influence the development of social, emotional, and intellectual competencies (The Education Trust). Since adults are responsible for establishing and sustaining student-centered, inclusive learning environments, they must first take stock of their strengths for establishing and maintaining healthy relationships with adults and students, including individuals across different perspectives and backgrounds (Collaborative for Academic, Social, and Emotional Learning [CASEL], n.d.). By understanding and applying social, emotional, and intellectual habits, students effectively negotiate daily tasks and challenges. Social, emotional, and intellectual habits assist students in setting and achieving positive goals, establishing and maintaining healthy relationships, and making responsible decisions. In addition, they support students’ ability to maintain focus and manage their learning irrespective of obstacles. Students must have the capacity to integrate social, emotional, and intellectual skills, attitudes, and behaviors throughout the course of the day.Embedded within each of the English Language Arts Model Curriculum units are the interrelated social, emotional, and intellectual habits, as provided in the Components of Social, Emotional and Intellectual Habits: Kindergarten through Grade 12 document. These habits, over time, will contribute to students’ academic and personal success and are exemplified as areas of development (e.g., identify and understand emotions of self and others; develop logic and reasoning), further organized by learning continua (e.g., empathy; critical and analytical thinking), and clarified by categories of indicators of evidence or developmental milestones (e.g., acknowledge needs of others and act accordingly; agree or disagree with others and give reasons why). By understanding how respect, empathy, responsible behavior, and other social, emotional, and intellectual habits support rapport building, educators can foster trusting relationships with and among students so that each student feels connected and cared for as a member of the classroom community. This sets the stage for all future learning by minimizing the types of social interactions that can activate threats in the brain and impede students’ sense of agency. Students are then empowered to practice self-management and other skills and competencies within their social context (Hammond, 2015).Collaborative for Academic, Social, and Emotional Learning (CASEL). (n.d.). How Does SEL Support Educational Equity And Excellence?: Imagine A School Community That Fully Supports Students’ Learning And Development So That All Children Can Thrive. Fundamentals of SEL Hammond, Z. (2015). Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor among Culturally and Linguistically Diverse Students. Thousand Oaks, CA: Corwin.The Education Trust. (August 2020).  Social, Emotional, and Academic Development through an Equity Lens. 

Unit Overview/Summary - FOCUS:This unit focuses on developing a deep understanding of craft, structure, and interplay of elements that drive a story through exploration and analysis of different genres of literature. This unit is designed to promote discovery of examples of literary elements used in authentic texts by expert authors that will ultimately serve as a model for students’ expression of thoughts, feelings, and ideas and development as authors of poetry and prose.Unit Duration:24 days (20 days instruction; 4 days reteaching/enrichment) based on 130 minutes to 180 minutes per day.   

Unit Overview/Summary - FOCUS:Through the exploration and analysis of different genres of literature, this unit focuses on developing a deep understanding of craft, structure, and the interplay of elements that drive a story. This unit is designed to support students as they examine examples of literary elements used in texts that will ultimately serve as a model for the expression of thoughts, feelings, and ideas and their development as authors of poetry and prose. Unit Duration:24 days (20 days instruction; 4 days reteaching/enrichment) based on 130 minutes to 180 minutes per day.   

Unit Overview/Summary - FOCUS:This unit is designed to have students develop their ability to understand the meanings of words and phrases in fiction text as well as compare and contrast the point of view from which different texts are narrated.  Unit Duration:29 days (25 days instruction; 4 days reteaching/enrichment) based on 130 minutes to 180 minutes per day.   

Unit Overview/Summary - FOCUS:This unit is designed to have students develop their ability to understand the meanings of words and phrases in fiction texts as well as compare the point of view of various narrated texts. Unit Duration:29 days (25 days instruction; 4 days reteaching/enrichment) based on 130 minutes to 180 minutes per day.   

Unit Overview/Summary - FOCUS:This unit is designed to support students demonstrating their ability to determine the theme of a text as they read and analyze stories, myths, and traditional literature written from varies cultural perspectives. They will also begin to determine how authors use character development to convey a text's theme. Unit Duration:30 days (25 days instruction; 5 days reteaching/enrichment) based on 130 minutes to 180 minutes per day.

Unit Overview/Summary - FOCUS:This unit is designed to support students demonstrating their ability to determine the theme of a text as they read and analyze stories, myths, and traditional literature written from varies cultural perspectives. They will also begin to determine how authors use character development to convey a text's theme. Unit Duration:30 days (25 days instruction; 5 days reteaching/enrichment) based on 130 minutes to 180 minutes per day.

Unit Overview/Summary - FOCUS:Through the exploration and analysis of different genres of literature, this unit focuses on developing a deep understanding of craft, structure, and the interplay of elements that drive a story. This unit is designed to support students as they examine examples of literary elements used in texts that will ultimately serve as a model for the expression of thoughts, feelings, and ideas and their development as authors of poetry and prose.  Unit Duration:34 days (30 days instruction; 4 days reteaching/ enrichment) based on 130 minutes to 180 minutes per day. 

Unit Overview/Summary - FOCUS:This unit focuses on integrating and synthesizing main ideas and key details gained from reading and listening to form an opinion, and provide evidence supporting an opinion through writing, speaking, or other performance tasks. Unit Duration:34 days (30 days instruction; 4 days reteaching/ enrichment) based on 130 minutes to 180 minutes per day.