Fourth Grade Common Core Pacing Guide
This pacing guide is based on CCSS ELA standards for fourth grade and can be used as a guide for the order in which to teach each standard and an approximation of how much time should be used on each. It is based on 30 weeks of instruction. This should allow for buffer time for the beginning of school, holidays, snow days, review prior to EOY testing, etc. The standard descriptions are abbreviated to allow all to fit on one page. Though it is separated into reading and writing, I have incoporated 2 language skills into the reading column based on how I teach. If you have any questions or concerns, feel free to let me know!
I'm happy to help. Also, be sure to check out my store for teaching resources. You may also want to check out my.
4th Grade Common Core Writing Pacing Guide
Natalie, you are very welcome! To answer your question, I am working on a blog post right now that breaks down what my students do after the mini-lesson (which is actually 60 minutes). It really depends on the group of students that I have each year, but many of my students are not able to sit and read in an engaged way for that long. So, I often do reading centers: 3 rotations of 20 minutes each (which coincides with my guided reading group rotations). All of the students independent read for 20 minutes each day of a book of their choosing and then they complete two other centers. The other centers (which will be described in detail in the blog post) are very intentional and not busy work. They expose them to a variety of genres and allow for that much needed skill practice.
The blog post should be all finished and posted on June 5th with all the details and several freebies! You can definitely mix things up to fit your needs. The reason the informational standards are being taught in reading at the same time as the opinion unit is because there are way too many informational standards. Most of them don’t align well with the opinion writing, but I can’t justify spending 9 weeks of reading instruction on the standards that relate to opinion writing only. I start the informational standards in the middle of the opinion writing and this helps add in facts and details into our opinion writing and (more importantly) exposes them to a variety of informational texts to refer to when we start our informational writing. I hope this answers your question. Jennifer, As a 25 year veteran returning to the classroom after a 2 year admin stint and a 15 year district literacy coaching position, your work is just what I needed to get my wheels spinning in the right direction.
Thank you for sharing it and in a bit of a way, collaborating with me from a distance. I hope your parents know how lucky they are to have you; let alone your students. Have you read Lester Laminack’s Writers ARE Readers? It reads very much like you teach and may even give you some new ideas.
But if You are still not sure with the service, you can choose FREE Trial service. You can cancel anytime. You can also find customer support email or phone in the next page and ask more details about availability of this book. 
Best of luck for your upcoming school year. Most sincerely, Bridget Mullett Cobb County School District. Hi Holly, thank you so much! And I actually did teach middle school for a year. I taught a literacy intervention class so I only had struggling readers and it was only 50 minutes. I structured my 50 minutes like this: I used the warmup and first 10 minutes of class for language skills. Then I taught the focus reading skills and writing skills whole group Monday and Tuesday for the remainder of the time.
I pretty much also integrated the writing into reading. Wednesday, Thursday and Friday was the same for language instruction but I did literacy rotations for the other 40 minutes, typically two rotations a day.
My rotations were usually: computer (google classroom or our reading intervention program), reading skill practice (sometimes a review and sometimes the new skills if they were ready to practice. Independently), an independent reading rotation, a language rotation that was usually super engaging, a writing station that was usually finishing up the writing we had started on Monday and Tuesday, and then my station which was the new skill of the week. Hope this gives you some new ideas! Thanks for this awesome resource.
I have been teaching fifth grade for the past 6 years, but it is always nice to have an idea of what others are doing. Just out of curiosity, how much time do you have each day to lend to ELA?
When you mention your 30 minute minilesson and 60 minutes of small group time is that only for reading? Do you teach language arts and writing at another time? I only ask because I am departmentalized and responsible for teaching both sections of fifth grade the ELA curriculum at my school. However, I only have 90 minutes a day to teach everything that ELA encompasses, so I typically focus on reading mon, wed, fri, and language arts/writing tues and thurs.
As you can imagine, I often struggle trying to fit it all in, so I was just curious what your schedule reflected.