LANGUAGE
ARTS
Fourth
Grade
READING
The student will develop
the reading and listening skills necessary for word recognition, comprehension,
interpretation, analysis, evaluation, and appreciation of print and nonprint
text.
Oral Language / Decoding
Key
|
Reporting
Category
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|
D |
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Listen attentively by facing the speaker,
asking questions, and paraphrasing what is said.
Story with Graphic Organizer |
|
D |
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Use established rules for conversation
(e.g., do not interrupt, ask questions, and provide appropriate
feedback). |
|
D |
|
Understand, follow, and give oral
multi-step directions which may include illustrations. |
|
D |
|
Formulate and respond to questions from
teachers and other group members. |
|
D |
|
Participate in creative responses to text
(e.g., choral reading, discussion, dramatization, and oral
presentations). |
|
I |
|
Retell a story from a different point of
view. |
|
D |
|
Discuss similarities and differences in
events and characters using evidence cited in two or three texts.
|
|
D |
|
Summarize orally what has been learned or
accomplished after completing an activity or assignment. |
|
D |
|
Create and deliver an oral presentation
on an assigned topic (e.g., book reports, demonstrations, and science
projects).
Steps of a Book Report;
Public Speaking |
|
I |
|
Express thoughts and feelings using
colorful, fully elaborated descriptions. |
|
I |
|
Present and/or perform original or
published literary work with a group and/or individually. |
|
I/D |
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Use different voice levels and speech
patterns for small groups, informal discussions, and reports.
|
|
D |
|
Express reactions and personal opinions
to a selection. |
|
I |
|
Interpret and use a variety of nonverbal
communication techniques (e.g., gestures, facial expression, and
posture). |
|
I |
|
Participate in recitations of
assigned/self-selected passages. |
|
D |
|
Develop awareness of the sounds of
language through repeated exposure to a variety of auditory experiences
(e.g., poetry, music lyrics, books on tape, sound effects, and
read-alouds). |
|
A |
T |
Recognize the sounds of language (i.e.,
alliteration, rhyme, and repetition).All
About Alliteration |
|
D |
|
Understand rhyming patterns in printed
materials. |
|
D |
|
Respond and analyze the effects of the
sounds of language (e.g., alliteration, onomatopoeia, rhythm, and beat).
|
|
D |
|
Expand understanding and use of root
words, prefixes, and suffixes to decode words. |
|
D |
|
Understand, recognize, and use spelling
patterns, syllabication and word families to decode words. |
|
D |
|
Decode unknown grade level words by
utilizing learned strategies. |
|
D |
|
Increase confidence and poise in reading
aloud (e.g., paired reading, shared reading, choral reading, recorded
reading, and echo reading).
Readers Theater scripts |
|
D |
|
Read with fluency using appropriate
pronunciation, expression, rate, and confidence from a variety of texts
(e.g., poetry, drama, current events, and novels).
Fry’s Sight Words; |
|
D |
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Participate in guided oral reading.
What is Guided Oral Reading? |
|
I |
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Adjust speed based on the purpose for
reading and reading level. |
|
D |
|
Read independently daily.
Interactive Reading Stories |
Comprehension
|
D |
|
Use parts of text (e.g., title, title
page, table of contents, chapter title, glossary, and index).
|
|
A |
C |
Identify different forms of text (e.g.,
poems, drama, fiction and nonfiction).
Genres;
Literary Genres |
|
A |
C |
Recognize plot features of fairy tales,
folk tales, fables, and myths.
Fractured Fairy Tales
; Myths, Fables, Fairy Tales |
|
D |
|
Build vocabulary by listening to
literature, participating in discussions, and reading self-selected and
assigned texts. |
|
D |
|
Build vocabulary by reading from a wide
variety of text and literary genres. |
|
A |
V |
Use prefixes, suffixes, and root words as
aids in determining meaning within context.
Big Words for Little Kids |
|
A |
V |
Choose a logical word to complete an
analogy using synonyms and antonyms.
Analogy Graphic Organizer ;
Antonym/Synonym Games;
BrainPop Antonyms, Synonyms, Homonyms |
|
A |
V |
Determine the meaning of unfamiliar words
and multiple meaning words using context clues, dictionaries, and
glossaries.
Multiple Meaning Word Activities |
|
A |
V |
Select appropriate synonyms, antonyms,
and homonyms within context.
Game with list of Synonyms ;
Synonym, Antonym, and Homonym Game |
|
D |
|
Foster word consciousness (e.g., word
play, word walls, and word sorts). |
|
D |
|
Continue to use context clues to
determine the correct meaning/usage of multiple meaning words. |
|
D |
|
Set a purpose for reading (e.g., to
understand, enjoy, solve problems, and locate specific
information/facts). |
|
A |
MG |
Make predictions about the text.
Making Predictions;
Graphic Organizer |
|
D |
|
Make predictions about the text using
text features (e.g., title, author, illustrations, and text format). |
|
I |
|
Relate text to personal and historical
experiences, current events, as well as previously read print and
nonprint media. |
|
A |
V |
Recognize and use grade appropriate
vocabulary within text.
Academic Vocabulary ;
Vocabulary Worksheets |
|
A |
MG |
Select questions to clarify thinking.
Be A Reporter!;
The Art of Asking Good Questions ;
Questioning Toolkit |
|
D |
|
Predict outcomes based on prior knowledge
and adjusting appropriately. |
|
D |
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Use self-monitoring reading strategies to
improve comprehension (e.g., rereading, identifying miscues, reading
ahead, asking for help, and drawing on earlier reading). |
|
D |
|
Create mental images. |
|
D |
|
Make inferences, verify or modify the
pre-reading purpose, draw conclusions based on evidence gained, and
select main idea and supporting details from text.
Inference Practice |
|
A |
MG |
Identify the author’s purpose (e.g., to
entertain, inform, persuade, and share feelings). Author’s
Purpose |
|
I |
|
State reasonable generalizations in
reference to two pieces of text on a similar topic. |
|
I |
|
Locate information to support opinions,
predictions, and conclusions. |
|
A |
MG |
Recognize cause and effect relationships
within context.
Graphic Organizer ;
More Graphic Organizers ; Using
Jimmy’s Boa to Teach Cause and Effect |
|
A |
MG |
Evaluate texts for elements of
fact/opinion and reality/fantasy. Fact/Opinion
Short Quiz;
Fact/Opinion Graphic Organizer ;
Create a Magical Creature |
D
|
|
Distinguish between fact and opinion
within text. |
|
I |
|
Identify and interpret figurative
language (e.g., idioms, similes, metaphors, and personification).
|
|
I |
|
Recognize the theme of a single passage.
|
|
D |
|
Read for literary experience, to gain
information, to perform a task, and to expand vocabulary. |
|
D |
|
Read, view, and recognize various
literary (e.g., poetry, novels, historical fiction, and nonfiction) and
media (e.g., photographs, the arts, films, and video) genres.
|
|
I |
|
Use and discern appropriate reference
sources in various format (e.g., interviews with family and community,
encyclopedias, card/electronic catalogs, almanacs, magazines, and
newspapers). |
|
A |
T |
Identify the most reliable sources of
information for preparing a report.
What’s At the Library? |
|
A |
MG |
Determine appropriate inferences and draw
conclusions from texts.
Making Inferences Examples;
More Examples With Conclusions ; |
|
D |
|
Compare and contrast literary works.
|
|
I |
|
Use current technology as a research and
communication tool for personal interest, research, and clarification.
|
|
I |
|
Understand a variety of informational
texts, which include primary sources (e.g., autobiographical sketches,
letters, and diaries; and internet sites). |
|
D |
|
Utilize the dictionary, glossary,
thesaurus, and other word-referenced materials. |
|
A |
T |
Interpret information using a chart, map,
or timeline.
Creating a Timeline ;
Creating Charts and Graphs |
|
I |
|
Develop an awareness of the effects of
media (e.g., television, print materials, radio, internet, and
magazines) on daily life. |
|
D |
|
Gather and record information on a
research topic using two different sources. |
|
A |
T |
Locate information to support opinions,
predictions, and conclusions.
Discussion Web article |
|
A |
T |
Select sources from which to gather
information on a given topic.
BrainPop |
|
D |
|
Develop and maintain vocabulary specific
to content and to current events. |
|
A |
T |
Use table of contents, title page, and
glossary to locate information.
Overview |
|
D |
|
Use available text features (e.g., maps,
charts, graphics, appendices, tables of contents, glossaries and
illustrations) to make meaning from text. |
|
A |
T |
Use available text features (e.g.,
graphics, glossaries and illustrations) to make meaning from text.
Time for Kids Text Features |
|
A |
T |
Use headings, graphics, and captions to
make meaning from text |
|
D |
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Apply comprehension skills and strategies
to informational text (e.g., pre-reading and active comprehension).
|
|
D |
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Use self-correction strategies while
reading (e.g., pausing, rereading, consulting other sources, and asking
for help). |
|
D |
|
Determine the reliability of sources on a
given topic (e.g., editorials, newspapers, magazines, and biographies).
|
|
D |
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Determine the problem of a story,
discover its solution, and consider alternate solutions. |
|
A |
C |
Determine the problem of a story and
discover its solution.
Problem/Solution graphic organizer; |
|
I |
|
Sequence the events of a selection from
beginning to end, determining how the incidents are connected, and lead
to a solution/conclusion.
Sequence of Events |
|
A |
C |
Indicate the sequence of events in print
(fiction and nonfiction) and in nonprint texts.
Making Homemade Pizza;
Sequencing Fun |
|
A |
C |
Identify character, setting, and plot in
a passage.
History Frames/Story Maps;
Story Mapping |
|
D |
|
Identify and describe the main and minor
characters, considering the importance of their actions, motives, and
appearances. |
|
I |
|
Make inferences about print and nonprint
text. |
|
I |
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Compare and contrast events and
characters using evidence cited from print and nonprint text(s). |
|
D |
|
Compare and contrast different
versions/representations of the same story/events that reflect different
cultures. |
|
I |
|
Distinguish between first and third
person points of view. |
|
I |
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Explore the concept of theme.
|
|
D |
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Recognize and understand basic literary
devices (e.g., imagery, simile, metaphor, and personification).
|
|
D |
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Use personal criteria to select reading
material (e.g., personal interest, knowledge of authors, text
difficulty, text, genres, and recommendation of others). |
|
I |
|
Begin a personal reading list or reading
log/journal to reflect reading progress and accomplishments.
|
|
D |
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Experience and develop an awareness of
literature that reflects a diverse society. |
WRITING
The student will develop
the structural and creative skills of the writing process necessary to produce
written language that can be read, presented to, and interpreted by various
audiences.
Process
|