Grade 4 Literacy Curriculum.pdf

7/30/2019 Grade 4 Literacy Curriculum.pdf

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FNWSU Literacy Curriculum Grade 4 Fall 2010 1

FNWSU Literacy Curriculum GRADE 4

Power Standard

#1 Literate

Community

Students

participate as

members of a

21st century

literate

community by

creating,comprehending,

and responding

purposefully to

a range of

media, images,

and texts.

(Aligns with Standards

1.4, 5.14)

Concepts Skills/Strategies Power Indicators Common Local

Assessment

Reading Extensively

Reading Widely and

In-Depth

Literate Community

-Read the equivalent of two instructional or independent level

books a month ( including summer months)

- Read at least three different genres/ kinds of text and a

variety of authors as in the following:

literary texts: poetry, plays, fairy tales, fantasy,fables, folktales, realistic fiction, historical fiction

informational: content trade books, textbooks,childrens magazines, dictionaries, glossaries,

encyclopedias, childrens newspapers

practical/functional texts: procedures, instructions,announcements, invitations, book orders

- Read four books (or the equivalent) by an author, about asubject or in one genre

-Develop reading stamina by increasing reading to 40-50 minutes

per day (*******not in GEs but was in our last curriculum)

- Self-select reading materials of personal interest and reading

ability

-Participate in discussions about text:

offer comments support evidence recommend books and other materials respond to comments and recommendations

Active Listening

-Ask clarifying questions

-Restate information

-Respond appropriately in a

variety of modes

-Be responsive, respectful to

the speaker

-Extend and apply

-Make connections

Speaking

-Share knowledge and

perspectives

-Show awareness of audience

by adapting language & style

-Respond effectively to

audience

-Use language expressively

-Speak clearly with

appropriate pacing and volume

-Assume roles in group

communication tasks

-Individual and

Class Reading

Logs?

-Teacher

Observations?


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Power Standard

#2 Reading

Strategies

Students

effectively

apply a

combination of

word

identification,

vocabulary,monitoring, &

broad

comprehension

strategies to

help them read.

(act of reading)

(Aligns with Standards

1.1, 1.13, 1.14, 1.18, 1.19, 2.1,

2.2, 2.6, 2.9, 3.2)


Assessment

Word Study/Word

Identification/Phonics

Word identification

Analyzing word

structure

Sound-symbol

correspondence

Word patterns

Syllables

-Read grade-level words with automaticity

-Decode multi-syllabic words using sounds, six-

syllable types, word patterns including prefixes and

suffixes

Word ID/Vocabulary

Apply word

identification skills

(including six syllable

types & syllable division)

& uses resources to

identify and understand

unfamiliar vocabularywords


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-Make connections

-Locate and use text features

-Use strategies in response to comprehension

questions or prompts

-Self-select and read a variety of texts at their

independent reading levels

-Participate in a conversation and or group discussion

about text

-Identify components of text organization including:

chronological, cause/effect, compare/contrast,proposition and support, description, and

classification

using text structure

clues, & summarizing

while reading

Forms T & S

Context and Self-

Correction Strategies

Monitoring and

Adjusting Strategies

-Use context and self-correction strategies

including: predicting, monitoring, adjusting and

confirming through the use of syntactic and semantic

clues

-Sample a page of text for readability and interest

-Preview text selection

-Reread, adjust pace and use other strategies as

needed

Monitoring

Monitor and adjust

reading by self-

correcting using

sentence structure and

context cues.

^F & P Text

Level S


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Power Standard

#3 Reading

Accuracy

Students read

grade

appropriate

text with

accuracy and

fluency in a way

that makesmeaning clear

Aligns with Standard 1.2


Assessment

Accuracy & Fluency

Rate & Accuracy

Phrasi

ng (e.g.

expression, punctuation)

-Read grade appropriate material with at least 90-

94% accuracy at the end of grade 4

- Read grade-appropriate text with oral fluency at a

rate of 115-140 correct words per minute.

- Read grade-appropriate text in a way that makes

meaning clear by:

^reading with correct phrasing

^using good expression

^paying attention to punctuation, text features,

and dialogue

Accuracy: Read

material appropriate for

the end of grade 4

within the instructional

range of 90-94%

accuracy.

Fluency: Oral reading

of material appropriate

for end of grade 4

demonstrates phrasing,

expression and

attention to textfeatures at rates of

115-140 correct words

per minute (cwpm).

^F & P

Benchmark

Assessment

Text Level S

(Instructional

Level)

^Grade Level

Fluency

Measure


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Power Standard

#4 Reading

Comprehension

Students read,

understand,

interpret and

analyze

informational

texts.

Aligns with Standards

1.15, 2.1, 2.2, 2.7, 2.11


Assessment

Initial Understanding

of Informational Text

-Obtain information from ALL text features

(includingindex, transition words/phrases)

-Use text to answer questions about main ideas and

key details

-Identify features of a variety of informational text

including reference (encyclopedias) and

practical/functional (instructions)

-Organize information to show understanding

through charting, mapping, paraphrasing, and

summarizing

-Use text features (the

index, transition words,

phrases, and

subheadings) to locate

information in order to

answer literal and

inferential questions

about the text

-Communicate learning

by organizing

information,

paraphrasing and

summarizing key details

within or across texts

^F & P Level S

(Instructional

Level)

^VT Item

Bank

^Progress

Assessment 1

OR 2 OR 3


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Analysis &

Interpretation of

Informational

Text/Citing Evidence

-Connect and synthesize information within or across

texts (i.e. create appropriate titles or form

judgments/opinions about central or controlling

ideas)

-Make inferences about text including authors

purpose or message

-Make inferences about cause and effect

-Distinguish fact from opinion

-Synthesize information

from a variety of text

-Determine authors

purposes


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Power Standard#5 Reading

Comprehension

Students read,

understand,

interpret and

analyze literary

texts.

Aligns with Standards

1.3, 1.15, 2.1, 2.2, 2.7, 2.11


Assessment

Initial Understanding

of Literary Text

(Comprehension)When reading text, students will be able to cite

evidence from the text to:

Identify and describe characters physicalcharacteristics, personality traits, interactions,

and motives as they change over time

Paraphrase or summarize the setting, plot, majorevents, and key ideas in order

Identify and describe possible causes and effectsIdentify characteristics of a variety of types of

literary texts (e.g. poetry, plays, fairy tales.

fantasy, fables, realistic fiction, folk tales, and

historical fiction)

Identify literary devices /authors craftappropriate to genre (e.g. rhyme, alliteration,

dialogue, description, and similes)Reread, recall relevant details, and find answers

to literal questions

-Identify character

motivation and

change over time

Summarize majorevents in sequence

Make logicalpredictions and

connections based on

evidence from text

Make inferencesabout conflict,

problem, and solution

Identify literarydevices such as

simile

Identify narratorIdentify authors

message/theme

^F & P Level C

(Instructional

Level)

^VT Item

Bank

^Progress

Assessment 1OR 2 OR 3


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Analysis and

Interpretation of

Literary Text/ CitingEvidence

When reading text, students will be able to cite

evidence from the text to:

Make logical predictions and inferences abouttext to describe:

^Physical and personality traits of main

characters through their thoughts, words, or

actions

^Main idea, problems, conflicts, and solutions

^Who the person telling the story (e.g. narrator)

is and what is the authors purpose or

message/theme

Make connections with personal experience, priorknowledge, or other text to make text-to-self,

text- to text, text-to-world connections

Generate a personal response to what is read bycomparing stories or other texts to relatedpersonal experience, prior knowledge, or books


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Power Standard

#2 Writing

Dimensions/

Process

Students apply

the processes

of writing

including

drafting,

revising, editing,

and critiquing to

create a written

product for the

purpose of

communication,

discovery, or

expression.


Assessment

Prewriting, Drafting,

Revising, Editing,

Publishing

In addition to previous:

Pre-write

-Use graphic organizers to arrange thoughts and

details

-Take notes or mark up text to prepare to write a

piece

-Determine purpose and audience

Draft

-Establish voice/tone that is appropriate to the

content and audience

- Organize related sentences into paragraph form

with a topic sentence and supporting details

- Write a cohesive piece which includes:

introduction with setting and context controlling idea (focus/thesis) supporting details transitions and elaboration

Revise

Prewriting

Generate and share

ideas on a specific topic

or focus by selecting

appropriate details

through note-taking

and/or using a graphic

organizer

Drafting and Revision

^Discover and develop a

controlling idea by

exploring details and

elaborating ideas,

transitions and aconclusion

^Revise writing length

and connection of

details for

effectiveness by looking

at benchmarked models,


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- Reread own writing to check for meaning

- Check for coherence and structure

- Add details that enhance the story

- Delete irrelevant details

- Reflect on and improve writing using established

criteria

- Select vocabulary and title for more precise

meaning

- Rearrange sections of text to improve organization

of ideas

- Confer with others and use feedback to revise

- Reflect on and improve writing using established

criteria

Edit

-Edit with help from adults and peers

-Use resources to correct spelling of unknown words

-Use grade-appropriate grammar, usage, and

mechanics

Publish

-Create and share text with an audience in a variety

rubrics and goals and

conferencing

^Uses rich transitions

to connect ideas withinthe piece.

Editing and Publishing

^Check for flow and

organizational structure

by conferencing and

reading aloud

^Share their final

drafts with an intended

audience


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of forms (handwritten, electronic, or visual display


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Power Standard

#3

Writing

Conventions &

Structures

Students

demonstrate

command of the

structures of

English language

by writing with

appropriate

English grammar

and conventions.


Assessment

Grammar, Usage,

Mechanics & Spelling

In addition to previous:

Structure

- Constructs sentences with a subject and predicate

- Writes a variety of complete simple sentences

(declarative, exclamatory, and interrogative)

Punctuation

- Uses apostrophes for contractions and possessives

-Uses hyphens to divide words at the end of a line

- Use commas for lists, between town and state, and

after the closing of a friendly letter

- Writes common abbreviations with a period

Capitalization

- Uses capital letters correctly for titles of books

and magazines, and proper nouns

- Capitalizes abbreviations with period

Formatting

Students willbuild

meaningwith

Statements, questions,

imperatives, and

exclamations; adverbs

and more transitional

words.

Students willedit for

clarity

Commas in a series,

quotation marks in

dialog, and basic

formats for a story,

friendly letter, andessay.


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-Indents or uses block paragraphs

-Uses friendly letter format and addresses

envelopes

-Begins to use business letter format

Syntax

- Uses a variety of sentence beginnings and

structures including compound sentences

- Writes increasingly detailed sentences

Usage/Grammar

-Maintains verb tense (past, present, future)

- Understands subject/verb agreement

- Understands and correctly uses nouns, verbs,

adjectives, and pronouns

- Uses homonyms, synonyms, and antonyms

Spelling

- Correctly spells grade-appropriate, high-frequencywords

- Uses es to form plural words ending in s, -x, -ss, -

sh, and ch

- Adds ed to words to show past tense

- Gives a readable and accurate phonetic spelling for


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words that have not been taught

- Represents each sound heard in a word with a feature

of print

- Correctly spells phonetically regular words with shortvowels, consonant digraphs and blends, silent ewords

Handwriting

- Consistently forms letters correctly

- Consistently prints legibly on standard lined paper

using appropriate margins and spacing

-Uses cursive formation to write


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Power Standard

#4

Informational

Writing

Students will

write

informational

pieces with

purpose,

organization,

voice and

details in order

to show thinking

through

analysis,

synthesis and

evaluation.


Assessment

Purpose, Voice,

Organization, and

Details (Elaboration)Response to Informational Text

-Set context in introduction using author, title, and

one reference to what text is about

-State and maintain a focus (purpose) when

responding to a given question

-Use specific details and references to text to

support focus

-Use transition words or phrases

-Develop a conclusion

Report

-Establish a topic (purpose)

-State and maintain a focus/controlling idea on a

topic

-Use transition words or phrases

-Elaborate by including sufficient facts and details

Purpose:

Set the context by

establishing a topic

while maintaining a

focus/controlling idea.

Voice:

Begin to use appropriate

voice & tone.

Organization:

Logically organize ideas

by writing a strongintroduction (which sets

the context) middle, and

concluding

statement/sentence,

and uses transition

words and phrases.


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relevant to focus/controlling idea


-List sources at end, if appropriate

Procedure

- Provide purpose for the procedure with clear

directions and explanations

- Arrange the steps in a logical manner using

numbering, bullets, or phrases

-Use details that help the reader understand the

process

-Create a list of materials to be used, if appropriate


Details (Elaboration):

Elaborate on the focus

by selecting appropriate

information to set

background context

using sufficient and

specific details from

text(s) while making

connections and

inferring.


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Power Standard

#5

Expressive

Writing

Students will

write creatively

with purpose,

organization,

voice and

details in order

to express

identity, their

own thoughts,

ideas and

feelings.


Assessment

Expressive Writing:

Purpose, Voice,

Organization, Details

(Elaboration)

Narratives

-Create a clear, understandable story line with a

coherent beginning, middle, and end

-Establish a problem and solution

-Use relevant and descriptive details including

figurative language, similes and metaphors

-Describe characters

Reflective

-Use details to establish place, time, and situation

(purpose)

-Establish focus, when responding to a given question

or idea

-Show evidence of individual voice

-Exhibit questioning, comparing, or connecting

techniques for reflecting on thoughts or feelings

Purpose:

-Create a clear

understandable story

line/focus

-Write poems that

express feelings

Voice:

-Show evidence of

individual voice

-Exhibit techniques for

reflection on thoughts

or feelings through

questioning, comparing

or connecting

Organization:

-Utilize coherent


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-Maintain coherent organization

-Make connections

Poetry

-Establish a clear topic or focus (purpose)

-Express feeling

-Create sensory details and multisensory images

-Use simple poetic forms

Limerick Formula poems (poems with patterns) Acrostics

-Use figurative language, simple metaphors and

similes

organization including a

beginning, middle and

end or simple poetic

forms

-Begin to use transitions

that move the piece

forward

Details (Elaboration):

-Establish a problem and

solution by connectingrelevant events

-Use relevant and

descriptive details to

elaborate on characters,

setting and plot

-Connect sensory details

and multisensory images

to feelings

Documents

Grade 4 Literacy Curriculum.pdf