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LANGUAGE ARTS / READING |
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Table of Contents: |
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1st Quarter |
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2nd Quarter |
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3rd Quarter |
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4th Quarter |
GRADE 4 Language Arts/ReadingRevised August 2007 |
Reading
1. Use prefixes and suffixes to change meanings of words (happy, unhappy)
2. Use phonics cues to automatically and accurately identify and pronounce words
3. Make plural nouns not ending in s possessive by adding an apostrophe and s (women's)
4. Divide multi-syllabic words that contain any combination of the standard patterns: vowel consonant/consonant-vowel; long vowel/consonant-vowel; short vowel-consonant/vowel; prefix/root word and root word/suffix; and preceding consonant + final le
5. Identify the accented syllable in a word, according to the accent mark (table)
6. Recognize that the root is usually accented in a word with a prefix or suffix (dis place, jumping)and apply knowledge of root.
7. Recognize that the first syllable is usually accented in a two-syllable word
8. Read proper nouns used frequently in his/her environment (school, street, community, and county)
9. Complete analogies when words have the relationship of rhyming words (mix is to sticks as docks is to box)
10. Complete analogies when words have the relationship of homonyms, synonyms, and antonyms
11. Identify words that have shortened common forms (ad for advertisement)
12. List synonyms for overused words (happy, big)
13. Given a sentence determine which of four (4) words is the synonym for underlined words.
14. Define and use common idioms (raining cats and dogs)
15. Apply knowledge of derivations to determine meanings of words and phrases.
16. Define five new vocabulary words a week
17. Use mnemonic devices to understand and remember words, phrases and information from reading material
18. Use dictionaries to determine appropriate word meanings.
19. Apply knowledge of multiple meanings to words and phrases.
Read a variety of grade level materials and apply strategies appropriate to various situations.
1. Identify the theme of a story and the events or details that support it
2. Identify the following story elements within a literary text:
A. Characters and their traits and motivations to determine causes for actions
B. Setting (time and place)
C. Main events of plot
D. Point of view
E. Problems and solutions
F. A story’s climax
G. Stated or implied cause and effects
4. Infer the main idea of a paragraph without a topic sentence
5. Identify supporting details and facts and be able to arrange in chronological order
6. Use context clues to choose correct meanings of identified words within a reading passage
7. Recognize words that signal transitions to determine sequence as well as contribution to text’s meaning (ie. First, second, then, next, and last)
8. Use knowledge of written language to anticipate words when reading (ie. Anticipate nouns following noun markers: a, an, the)
9. Recognize and understand sentences containing explanatory phrases, sometimes set off by commas.
10. Use prior knowledge and ideas presented within text to make predictions: illustrations, titles, topic sentences, key words, and foreshadowing clues (ie. SQ3R)
11. Generate how, why, and what-if questions for interpreting expository texts
12. Paraphrase and summarize text
13. Draw inferences and conclusions from text
14. Evaluate new information and hypotheses by testing against known information and ideas (ie KWL reading strategy)
15. Compare and contrast information about same topic after reading two or more passages or articles (ie. Create a Venn diagram)
16. Identify author’s purpose and describe how language, setting, and information support purpose within literary text(ie. Identify author’s purpose in a given piece, to entertain, to persuade, or inform)
17. Compare and contrast information from multiple sources for critical analysis and evaluation
A. Identify tales from various cultures and explain similarities and differences among them
B. Show that multiple sources may be used to verify and/or contradict information (ie. advertisements, announcements, product labels, lists, editorials)
C. Identify discrepancies among sources
D. Categorize or classify words and sentences based on meanings and common attributes (ie. mapping, outlining)
18. Use personal or objective criteria to do the following: draw conclusions, make inferences, decide meanings, form opinions, make judgments, make predictions.
19. Distinguish statements of fact and opinion, and identify cause and effect relationships and main or central idea within narrative and expository text.
20. Recognize bias, stereotypical thinking, or assumptions as opinions
21. Understand complex written directions
22. Identify sentence which means the opposite in a paragraph of 50 to 75 words.
1. Read and infer main idea from works of literature appropriate for fourth graders from a variety of genres
2. Identify defining characteristics of the following literary forms and genres: fiction, nonfiction, fairy tales, fables, myths, poems, plays, biographies, autobiographies and legends
3. Recognize significant features (lines, images, rhythm, rhyme, symbolism) of poems appropriate for fourth graders
4. Identify vivid images in poems
5. Define and identify alliteration in poems
6. Define onomatopoeia in poems
7. Identify language and literary devices:
A. Recognizes similes and metaphors
B. Identify such forms of poetry as free verse, rhyme, haiku, and cinquain
C. Locate the beginning, middle and end of a story
D. Describe the setting of a story
E. Identify a story’s main characters
F. Determine word choice to develop mood and voice.
8. Demonstrate understanding of reading’s role to enrich, inform, and serve as a tool for lifelong learning
1st quarter: 100 Taxi Ride (Page 39) Fresh Reads, Roller Skating (Page 33) Fresh Reads, Retelling of the Deer and the Hunter from Unit 1 Benchmark Tests (T57).
2nd quarter: 110 The Shy Octopus (Page 81) Fresh Reads, Cities in the Sea (Page 87) Fresh Reads, Running Water from Unit 2 Benchmark Tests (T59).
3rd quarter: 120 The Race (Page 135) Fresh Reads, Catch a Wave (Page 141) Fresh Reads, From First Lady to Snack Cakes from Unit 4 Benchmark Tests (T63).
4th quarter: 130 Endless Energy (Page 171) Fresh Reads, Wagon Train (Page 177) Fresh Reads, Ride in Space from Unit 6 Benchmark Tests (T67).
The reference and library skills curriculum is to be taught by both classroom teachers and the district media specialist. However there are some objectives which are specific to library usage. These objectives are marked to denote that they are specifically introduced by the district media specialist and reinforced by the classroom teacher.
A. Understand that the on-line catalog is an index to the library media center collection
B. Locate materials using call numbers
C. Use the on-line catalog to locate materials by author, title, and subject
1. Subject headings
a. Convert own terminology into key words found in subject headings
b. Know to be specific when looking up a subject
2. Descriptive information
a. Interpret information in an on-line catalog
b. Use information from the on-line catalog to compile a simple bibliography
A. Understand the difference between fiction and nonfiction
B. Know fiction and nonfiction are two of the categories of library media center materials
C. Know different types of fiction, i.e. adventure, realistic, mystery, fantasy, and historical
A. Understand the purpose of the Dewey Decimal System is to pull together materials on the same subject and literary form
B. Locate materials using call numbers
C. Know the ten main classifications
A. Identify use of graphics, graphs, tables, diagrams, parentheses, italics, and bold print
B. Locate information in reference sources
1. Encyclopedias
a. Use an encyclopedia for answering questions, for background information, and as a starting point for research
b. Use an encyclopedia for an overview
c. Use the alphabetical arrangement of an encyclopedia and be able to locate information with a minimum of assistance
d. Know encyclopedias are a source of study guides, charts, maps, drawings, photographs, diagrams, and bibliographies
e. Use the index in an encyclopedia to locate information on a special topic
f. Be aware of special subject encyclopedias
g. Locate and print information in an on-line encyclopedia
2. Dictionaries
a. Obtain definitions from dictionary entries
b. Use alphabetical order (to the 3rd letter and beyond), and guide words
c. Use to determine pronunciation, parts of speech, and number of syllables
3. Other reference tools
a. Know the atlas is a book of maps
b. Know the almanac is a source of statistics and other current facts and information
c. Know the thesaurus is used to find word substitutions
A. Define biography
B. Locate information about a person
A. Be familiar with periodicals in the library media center
A. Understand that any book may be used as a reference book if it has an index
B. Locate information on a subject using an index
A. Locate materials on a subject in the audiovisual collection with some assistance
A. Identify various forms of literature, i.e. poetry, biography
B. Select materials for a specific purpose
A. Table of contents
B. Index
C. Glossary
11. Parts of a newspaper
A. Generate questions about important and/or interesting issues; use discussion to narrow for research
B. Research a topic using more than one source (i.e. Reference books, library materials, experts, computer generated resources, graphs, charts, tables, diagrams) and compile finding into a report for presentation (i.e. Letter, report, story, and/or poster)
C. Know what a bibliography is, what purpose it serves
D. Make a simple bibliography of author and title for all research assignments
A. Listen and respond to a variety of electronic and live presentations
B. Use such responsive listening skills as paraphrasing, summarizing and asking questions for elaboration and clarification
A. Appreciate authors and illustrators and their works
B. Be aware of Newberry Award winning books and authors
C. Read for personal enjoyment
Write to demonstrate skill and conventions according to purpose and audience.
1. Develop a paragraph that incorporates a clear and focused main idea and is supported by details and examples that are appropriate to topic audience and purpose
A. Incorporate topic sentences, appropriate word choices and sentence structure, transitions, paragraphing, indentation, and organization
B. Write for personal and practical needs; narrative and expository compositions, persuasive letter, summaries and reviews, keep a journal for expressing his/her thoughts or feelings, autobiographical sketch, book review, rhymed/unrhymed poem, messages, diaries, journals, thank-you notes, friendly letters, business letters, and step-by-step directions, write a formal letter and correctly address an envelope
2. Participate in a variety of pre-writing strategies; generate the main idea, use organizational strategies appropriate for writing (graphic organizer), select an appropriate writing format for purpose and audience, plan writing to produce a piece of writing within a set time period (90 minutes).
3. Write first draft by using ideas generated and organized in prewriting to write a draft that includes a main
idea and details (ie. Draft)
B. Students write in a variety of formats to generate, record, and reflect upon ideas.
C. Students write 5-paragraph narratives that show, rather than tell, the events of a story.
D. The narrative will include a logical sequence of events that include a beginning, middle and end.
E. Outline expository composition
F. Explanatory composition several paragraphs long that explains how to do a specific task
4. Revise draft
A. A variety of declarative, interrogative, exclamatory & imperative sentences
B. Use simple and complex sentences.
C. Use compound sentence
D. Use skills assessed in previous grade levels, for example: changing one sentence type for another (declarative, interrogative, etc.) change complete/and incomplete sentences, combining sentences to correctly form complete, simple, compound, or complex sentences.
E. Eliminate sentence fragments, & run-ons
F. Writing includes sensory details and figurative language.
G. Revise draft for meaning and clarity.
H. Revise draft by adding details to enhance audience understanding.
I. Identify and add transition words to clarify sequence.
J. Rearrange words and sentences as needed to clarify meaning.
K. Use literary models to refine writing style.
L. Use strategies to guide the revision process.
5. Using a checklist or rubric edit using common editing marks & proofread for
A. Complete sentences
B. Paragraph indentation
C. Spelling
D. Grammar, syntax
E. Punctuation
F. Capitalization
G. Originality
H. Legibility
6. Publish writing in an appropriate format for the purpose and audience. Share writing with intended audience. Publish for:
A. Evaluation
B. Presentation
C. Display
D. Publication
7. Writing applications
A. Create a multiple-paragraph narrative composition that provides an introductory paragraph
1. Establishes and supports a central idea
2. Includes supporting paragraphs with thoughtful transitions, simple facts, details, and explanations and concludes with a paragraph that summarizes key points.
3. Include the following story elements: plot, character, setting, and point of view
4. Write a variety of expressive works that include sensory details and precise word choices.
8. Acquire Expository (Informational/Research) Writing Skills
A. Write a formal letter and correctly address the envelope.
B. Write simple directions.
C. Write a report with a main idea that includes facts and details about the topic.
9. Acquire Persuasive Writing Skills
A. Write a persuasive letter that states and supports a position.
10. Acquire Skills for Literary Response
A. Write a response that identifies a text to text, text to self, and text to world connection.
B. Write or draw a response to a literature selection that identifies the plot.
11. To prepare for the DWA, students should be able to write a 5 paragraph narrative essay employing objectives on the nine rubric items to achieve a score of “4” on the DWA.
1st quarter suggested topic – My Favorite Animal
1. Organization
2. Conventions/Mechanics
3. Topic is focused
2nd quarter suggested topic – My Experience with Water
1. 1st quarter objectives
2. Catchy introduction
3. Appropriate details
3rd quarter suggested topic – My Most Memorable Experience
1. 1st and 2nd quarter objectives
2. Specific nouns/powerful verbs
3. Varied sentence type and length
4th quarter suggested topic – My Best Friend
1. 1st through 3rd quarter objectives
2. Voice
3. Dialogue
1. Use good posture, appropriate paper slant, and traditional pencil grip
2. Review correct letter formations for all the letters of the alphabet
3. Write in cursive from printed model
4. Maintain consistent and appropriate letter form, height, size, spacing and slant in cursive writing
5. Maintain margins on all sides of the paper
6. Use cursive writing in the majority of written assignments using appropriate spacing between words and sentences
7. Evaluate own cursive writing by referring to a model
8. Write fluently and legibly in cursive
1. Differentiate between abstract nouns (love, honor) and concrete nouns (ball, book)
2. Identify and use nouns, pronouns, verbs, adverbs, and adjectives correctly
3. Recognize the singular and plural possessive forms of nouns
4. Distinguish among complete sentences, run-ons, and sentence fragments
5. Choose the sentence that most effectively and efficiently combines several sentences
6. Identify compound subjects in simple sentences (John and Mary live near Boston)
7. Identify compound predicates in simple sentences (Scout jumped and chased after the ball of yarn.)
8. Identify coordinate conjunctions in sentences (and, but, or)
9. Choose the coordinate conjunction that most precisely joins the two parts of a compound sentence (and, but, or)
10. Identify compound sentences (The doctor operated and the patient got better.)
11. Identify the nouns to which pronouns refer in a selection of several paragraphs
12. Use demonstrative words as either pronouns or adjectives in sentences: this, that, these, and those
13. Use modifiers of the nouns and verbs in a sentence
14. Use linking verbs in sentences: am, are, is, was, were, has been, and have been
15. Identify and use correctly the principal parts of a verb as the present tense, past tense and past participle and give examples (swim, swam, swum)
16. Use the past, present, and future tense of verbs in sentences
17. Avoid use of double negatives in his/her writing or speaking
18. Capitalize proper nouns
19. Capitalize names of magazines, newspapers, and essay titles
20. Capitalize the first letter of the first word in a direct quotation
21. Use comma appropriately
· Direct address
· After participal phrases in a lengthy paragraph
· Non-essential parenthetical phrases
· Around interrupting phrases contained within the sentence
22. Hyphenate words (between syllables) at the end of lines of print
1. Use standard spelling patterns (see 3rd grade objectives)
2. Spell proper nouns and abbreviations used frequently in his/her environment (school, street, community, and county)
3. Spell high frequency words and common content area words
4. Develop dictionary usage skills to aid in spelling
5. Alphabetize to the 3rd letter
6. Identify misspelled words in various contexts
7. Spell words with common prefixes and suffixes
8. Apply spelling rules appropriate to grade level to spell accurately: includes homophones and commonly confused words.
1. Listen to effectively understand, comprehend, and critique oral and visual presentations.
2. Listen to and follow directions
3. Identify imagery after listening to a poem
4. Appreciate recognized works of literature
5. Listen to gain enrichment and information about various cultures
6. Compare and contrast between and among a variety of oral presentations
7. Identify the purpose, content, organization and delivery of verbal communication and nonverbal cues
8. Use responsive listening skills to paraphrase, summarize, ask questions, follow directions and gain information for critical analysis and evaluation.
9. Determine words that have been logically omitted from an orally presented poem
10. Listen to enjoy
1. Effectively present information and present analyses of critiques of written and/or viewed material.
2. Explain simple imagery in poems
3. Recite a poem with alliteration, imagery and/or onomatopoeia from memory
4. Take part in children's plays
5. Speak before a group using a variety of word choices, inflection, volume, stage presence, physical gestures, eye contact, and posture
6. Vary the volume of an oral presentation to emphasize certain points and maintain the interest of the audience
7. Vary his/her reading rate according to the complexity of the material and the purpose
8. Read aloud an excerpt from a recognized work of literature (appropriate for fourth graders) fluently, distinctly, and expressively
9. Give a one minute extemporaneous speech on a topic of his/her choice/or assigned by the teacher
10. Plan and deliver an oral presentation that incorporates appropriate grammar, and vocabulary, as well as effective use of illustrations, pictures, and charts
11. Speak for critical analysis and evaluation using courteous, attentive and appropriate behavior..
12. Express opinions and/or solutions to problems
13. Use causes and effects and similarities and differences to demonstrate a key point (ie. Students who ride buses arrive on time; walkers may not)
14. Encourage others’ participation while exhibiting courteous , attentive , and appropriate behavior during discussions: listen well and verify understanding, avoid monopolizing conversations, raise pertinent questions, exhibit cultural sensitivity
1. View to effectively understand and comprehend visually presented information and use visual elements to produce visual presentations.
2. Compare and contrast visual information to previous knowledge and experiences
3. View for information, understanding and to engage in critical analysis and evaluation:
a. Determine main idea and supporting details
b. Interpret literal and figurative meanings of communication
c. Differentiated fact/opinion
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READING BENCHMARKS Grade 4 2007 |
*Benchmarks are what Lakeland students must know absolutely.
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Grading Period |
Benchmarks Students will read grade level material and demonstrate understanding of: |
Assessments |
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First Quarter |
Vocabulary/ Word Analysis/Comprehension |
Suggested Assessments |
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Parts of a book Setting Sequence Word Structure Dictionary/Glossary Author’s Purpose Context Clues Synonyms Main Idea Cause /Effect Drawing Conclusions Unfamiliar Words Suffixes Homographs Follow multi-step written Directions Identify Genre Point of View Predicting/Prior Knowledge
Fluency: 100 wcpm |
Benchmark Test Unit 1 & 2 Scott Foresman
Skills Tests-Units l & 2 Scott Foresman
Multiple Teacher Assessments < |