ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE GRADE … Grade... · ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE ... learning activities that encourage students to communicate in authentic contexts

ENGLISH/LANGUAGE ARTS

CURRICULUM GUIDE

GRADE FOUR

LOUDOUN COUNTY PUBLIC SCHOOLS

2011-2012

ELEMENTARY LANGUAGE ARTS CONTACTS

Dr. Edgar B. Hatrick Sharon D. Ackerman

Superintendent Asst. Superintendent, Instruction

Eric L. Stewart Dr. Michele Schmidt Moore

Director, Curriculum and Instruction Supervisor, English and Language Arts

David Arbogast Dr. Dianne S. Kinkead

English Specialist Supervisor, Reading K-12, Kindergarten, STEP Preschool

This document, based on the Virginia Department of Education’s English Standards of Learning Curriculum Framework (2010) provides

extensions and additions to form the Loudoun County English Curriculum.

Shannon Abel

Ariane Axt

Diane Bell

Barbara Brosnan

Brooke Brown

Tracey Burcroff

Elizabeth Carrig

Donna Cherundolo

Michele Copeland

John Cornely

Robert Davis

Teresa Delaney

Diane Dennis

Bill Fazzini

Janet Finn

Kelly Gallagher

Peggy Gearhart

Jaime Giles

Anita Gill-Anderson

Andrea Hanselman

Allison Hatton

Denise Hess

Gretchen Hill

Ryan Jeffers

Leslie Kash

Celia Key

Ellen Linza

Stacie Markel

Judi McCarthy

Greg Mihalik

Tammi Mydlinski

Elizabeth O’Connor

Nan Parrish

Pandora Passin

Marie Payne

Jennifer Petrusky

Natalie Porter

Traci Propst-Goff

Jill Redenburg

Jennifer Reed

Amy Reynolds

Michelle Saville

Devin Shannon

Carissa Stanziola

Mary Jo Totman

Susan Verdin

Beth Volpe

Valerie Wade

Kaity Wagner

Patricia Walker

Susan Weltens

LOUDOUN COUNTY PUBLIC SCHOOLS

ENGLISH GRADE 4 CURRICULUM GUIDE

CONTENTS

Philosophy........................................................................................................................................................................ 1

Mission Statement ............................................................................................................................................................ 2

Internet Safety .................................................................................................................................................................. 3

Oral Language Strand ...................................................................................................................................................... 5

Reading Strand ................................................................................................................................................................. 8

Writing Strand .................................................................................................................................................................. 16

Writing Workshop ........................................................................................................................................................... 21

Writing Rubric ................................................................................................................................................................. 25

Pacing Guide .................................................................................................................................................................... 28

Sample Unit ..................................................................................................................................................................... 36

Grade Four, page 1

PHILOSOPHY

Loudoun County believes that all children must develop lifelong independent speaking, listening, viewing, reading, and writing skills.

Loudoun County’s English/Language Arts curriculum prepares students to achieve competent oral and written communication in the

classroom and community. Students become active and involved listeners and develop a full command of oral and written English language.

Each elementary grade level’s curriculum is organized into three related strands: Oral Language, Reading, and Writing. The strands reflect a

balanced instructional program. The curriculum enables students to develop lifelong communication skills.

OVERVIEW

This English/Language Arts Curriculum Guide identifies Standards of Learning for Loudoun County students at each grade level. The

Standards of Learning in this guide combine local with state objectives.

Each strand begins with a Focus Statement followed by the standards for that strand. Following each standard is a table with three sections.

The first column, “Understanding the Standard,” provides teacher notes that clarify the intent of the standard. The second column, “Essential

Understandings,” lists objectives that all students should achieve. The third column, “Essential Knowledge Skills and Processes,” identifies

the necessary behaviors and skills that students should demonstrate to be successful with each standard.

LCPS extensions to the VA SOLs are included in bold, italic print in the appropriate column.

Spelling, Technology, and Research objectives are incorporated into the three standards at each level. The English objectives for Loudoun

County should be integrated into other content areas so that reading, writing, speaking, listening, and use of technology occur daily in all

classrooms. Please refer to the LCPS Acceptable Use Policy (AUP) when utilizing Internet resources.

Grade Four, page 2

LCPS English Department Mission Statement

Here are six beliefs that we strive to make true for all of our students.

Students communicate and collaborate effectively in written and oral discourse in ever-changing, real world situations.

Therefore, we will

develop active and involved listeners

teach students to self-advocate and ask for clarification

show students how to use the right language and diction for informal and formal situations

develop learning activities that encourage students to communicate in authentic contexts

provide opportunities for collaborative learning in research and other projects.

Students think critically.

Therefore, we will

provide opportunities to critically analyze language and media

teach processes for critical thinking and making informed decisions

show students how to refine their arguments based on new information.

Students understand and respect multiple perspectives and cultures.

Therefore, we will

explore literature that reflects many cultures

engage students in multiple perspectives and ideas.

Students value and appreciate the power of language through reading and writing.

Therefore, we will

provide opportunities for students to choose and engage in relevant and meaningful texts

provide opportunities for students to choose the audience and purpose for their writing.

Students take on challenges and reflect on progress.

Therefore, we will

provide opportunities for increased rigor in assignments

provide frequent opportunities for students to reflect on their growth as communicators.

Students are well-versed in technology tools used to help them communicate.

Therefore, we will

integrate technology tools in our teaching and in student learning.

Grade Four, page 3

INTERNET SAFETY The Virginia Department of Education (VDOE) has directed school districts to develop Internet safety guidelines and procedures for students.

Currently, VDOE Computer/Technology Standards 9-12.3, 4, 5 specify technology use behaviors students must practice. These standards

have been integrated into the English/Language Arts Information Literacy Framework. The safety and security of our students is our

responsibility. As you establish and develop the learning community in your classroom, integrate lessons about internet safety that address

personal safety on the Internet, accessing information on the Internet, and activities on the Internet. Please be sure to incorporate the

following Guidelines and Resources for Internet Safety in Schools established by the Virginia Department of Education into your instruction.

Personal safety on the Internet.

Students must understand that people are not always who they say they are. They should never give

out personal information without an adult’s permission, especially if it conveys where they can be

found at a particular time. They should understand that predators are always present on the Internet.

Students should recognize the various forms of cyberbullying and know what steps to take if

confronted with that behavior.

Information on the Internet.

Students and their families should discuss how to identify acceptable sites to visit and what to do if an

inappropriate site is accessed.

Students should be informed about various Web advertising techniques and realize that not all sites

provide truthful information.

Activities on the Internet.

Students and their families should discuss acceptable social networking and communication methods

and appropriate steps to take when encountering a problem.

Students should know the potential dangers of e-mailing, gaming, downloading files, and peer-to-peer

computing (e.g., viruses, legal issues, harassment, sexual predators, identity theft).

VDOE’s Guidelines and Resources for Internet Safety in Schools (2007)

Grade Four, page 4

Lessons on internet safety can be integrated into the oral language, reading, writing, and research strands. Below are examples of how

internet safety lessons can be integrated into existing standards. These examples are from Integrating Internet Safety into the Curriculum

(2007) developed by the VDOE Office of Educational Technology.

Standards Integration

2.3, 3.1, 4.1, 5.1, 5.2, 5.3 In exploring oral language issues with students, teachers may also use Internet (and other electronic)

communications as examples and methods to teach certain skills. Students increasingly practice nonfiction

reading and writing skills as they gain more experience in English. These same skills will work with the

Internet as a source of information or as a publishing venue.

K.12, 3.7 If students are using online interactives or other resources for practicing skills, address the general safety

issues of personal safety, accessing information on the Internet, and activities on the Internet.

The example below uses safe-searching techniques with young children as part of a lesson on beginning

sounds.

Surfing the Web for ABCs

http://www.siec.k12.in.us/~west/proj/abc/abcless.htm

1.12, 2.11, 3.10, 4.7, 5.8 If students are using online tools for written communications, address the general safety issues of personal

safety, accessing information on the Internet, and activities on the Internet.

2.3, 5.8

When helping students learn how to use oral language or how to write to inform, persuade, and

entertain, point out how these techniques are often used on Web sites.

3.6, 4.5

Students can apply nonfiction reading skills to information on Web sites, especially when identifying the

author’s purpose or distinguishing between fact and opinion.

3.7, 4.3

When students use online tools as reference resources, address the general safety issues of personal safety,

accessing information on the Internet, and activities on the Internet.

4.6, 5.6, 5.7

When students research on the Internet, they need to be reminded about how to evaluate Web sites for

authenticity and reliability.

A SMART Exercise KS2

This lesson idea below can be incorporated when teaching about language structure or the use of codes in

history.http://www.kidsmart.org.uk/downloads/lessonplans/lessonplan_comm.pdf

Additional ideas and guidelines for internet safety can be found at the VDOE website:

http://www.doe.virginia.gov/support/safety_crisis_management/internet_safety/index.shtml. In addition, Netsmartz.org, sponsored by the

National Center for Missing and Exploited Children, has many resources and activities at every grade level that can be used in instruction

about internet safety.

http://www.doe.virginia.gov/support/safety_crisis_management/internet_safety/index.shtml

FOCUS STRAND: COMMUNICATION: SPEAKING, LISTENING, MEDIA LITERACY GRADE LEVEL 4

Grade Four, page 5

At the fourth-grade level, students will apply oral communication skills to participate in discussions about learning and take part in collaborative

learning projects. In order to be contributing participants in discussions, students must apply the skills involved in effectively communicating ideas

and opinions, including skills such as actively listening to others and constructively agreeing or disagreeing with them. While using grammatically

correct language and specific vocabulary, students will learn how to present information succinctly and confidently in oral presentations.

STANDARD 4.1 STRAND: COMMUNICATION: SPEAKING, LISTENING, MEDIA LITERACY GRADE LEVEL 4

Grade Four, page 6

4.1 The student will use effective oral communication skills in a variety of settings.

a) Present accurate directions to individuals and small groups.

b) Contribute to group discussions across content areas.

c) Seek ideas and opinions of others.

d) Use evidence to support opinions.

e) Use grammatically correct language and specific vocabulary to communicate ideas.

f) Communicate new ideas to others.

g) Demonstrate the ability to collaborate with diverse teams.

h) Demonstrate the ability to work independently.

UNDERSTANDING THE STANDARD

(Teacher Notes)

ESSENTIAL

UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

The intent of this standard is that students will

continue to develop the skills needed to

communicate in a variety of settings.

Students will strengthen their communication

skills by contributing to individual and small-

group discussions, seeking the ideas and

opinions of others and beginning to use

evidence to support their own personal

opinions.

Students will also refine the skill of conveying

accurate directions to individuals or small

groups in such a way that others can follow the

directions. Emphasis will be on directions for

doing things that have a natural sequence or

organization.

All students should

participate effectively in

discussions by:

asking clarifying

questions;

providing explanations;

when necessary;

reflecting on the ideas and

opinions of others; and

supporting opinions with

examples and details.

demonstrate an ability to work

independently and in small

groups.

To be successful with this standard, students are expected to

participate in a range of discussions building on others’ ideas and clearly

expressing their own (e.g., one-on-one, in groups, teacher-led).

give accurate directions by:

identifying the information needed by the listener;

organizing and sequencing the information in a logical way;

explaining or defining any terms that might be unfamiliar to the

listener;

articulating the information in a clear, organized manner; and

making connections to previous common knowledge of a group of

listeners.

participate in a variety of partner and/or group discussions by:

following rules for discussions and assigned partner or group roles;

offering comments that are relevant to the topic of discussion;

asking appropriate questions to solicit knowledge and opinions of

others;

supporting opinions with appropriate examples and details;

identifying reasons and evidence a speaker provides to support

particular points;

communicating new ideas to others;

responding to specific questions to clarify or follow up on information,

and make comments that contribute to the discussion and link to the

remarks of others;

reviewing key ideas expressed in discussions and explaining their own


Grade Four, page 7

4.1 The student will use effective oral communication skills in a variety of settings.

a) Present accurate directions to individuals and small groups.

b) Contribute to group discussions across content areas.

c) Seek ideas and opinions of others.

d) Use evidence to support opinions.

e) Use grammatically correct language and specific vocabulary to communicate ideas.

f) Communicate new ideas to others.

g) Demonstrate the ability to collaborate with diverse teams.

h) Demonstrate the ability to work independently.


(Teacher Notes)

ESSENTIAL


ideas and understanding;

distinguishing fact from opinion;

avoiding hindering the progress of the discussion (learning not to

interrupt);

taking turns speaking during a discussion;

maintaining appropriate eye contact and attentive body language while

listening; and

respecting the comments of others, especially if the comments express

opinions that are different from one’s own.

use grammatically correct language.

use specific vocabulary to enhance oral communication.

work independently and with diverse teams in a variety of settings.


Grade Four, page 8

4.2 The student will make and listen to oral presentations and reports.

a) Use subject-related information and vocabulary.

b) Listen to and record information.

c) Organize information for clarity.

d) Use language and style appropriate to the audience, topic, and purpose.


(Teacher Notes)

ESSENTIAL



make formal oral presentations.

Students will organize information to make

class presentations and reports.

Students will listen and take notes from other

students’ presentations.

All students should

apply basic patterns of

organization when preparing

an oral presentation.

develop the skills necessary

for active listening.


make oral presentations and reports by:

reporting on a topic or text, telling a story, or recounting an experience

in an organized manner, using specific vocabulary, appropriate facts

and descriptive details to support main ideas or themes;

organizing information around a central idea with supporting details

and using specific vocabulary;

organizing information for clarity;

speaking clearly, using appropriate voice level and speaking rate;

differentiating formal and informal language and style when appropriate

to task and situation (e.g., presentations, small-group discussions);

selecting words and phrases to convey precise ideas;

using voice inflection for effect; and

adding visual displays to presentations when appropriate to enhance

development of theme and/or main ideas.

use active listening skills by:

looking at the speaker;

thinking about the main points the speaker is making; and

taking notes.


Grade Four, page 9

4.3 The student will learn how media messages are constructed and for what purposes.

a) Differentiate between auditory, visual, and written media messages.

b) Identify the characteristics of various media messages.


(Teacher Notes)

ESSENTIAL



learn that media messages are constructed for a

purpose. Students will examine the following:

Audience (Who is the person or persons

meant to see the message?)

Purpose (Why is the message being sent –

is it meant to persuade, inform, entertain,

sell, or a combination of these?)

Auditory media can be heard (e.g., music,

radio, speeches, video, etc.).

Visual media can be viewed (e.g., television,

video, Web-based materials, etc.).

Written media includes text (e.g., newspapers,

magazines, books, advertising, etc.).

All students should

identify attributes of a

constructed message (i.e.,

audience and purpose).


access media messages and identify what types of media are used.

FOCUS STRAND: READING GRADE LEVEL 4

Grade Four, page 10

At the fourth-grade level, students will build on their reading and reading comprehension skills. They will continue to develop fluency as they use

strategies such as word analysis, use of context clues, and the making of inferences to gain meaning from text. Students will use reading strategies

before, during, and after reading to develop and demonstrate comprehension. The use of graphic organizers will facilitate students’ understanding of

text organization and will help them summarize and draw conclusions from fiction and nonfiction text. Students will read widely from content-area

and nonfiction texts. They will also collect information from a variety of resources in order to acquire additional knowledge about a topic. They will

construct questions about their topic, gather information, and synthesize the information for use in their oral presentations and writings.

STANDARD 4.4 STRAND: READING GRADE LEVEL 4

Grade Four, page 11

4.4 The student will expand vocabulary when reading.

a) Use context to clarify meanings of unfamiliar words.

b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.

c) Use word-reference materials, including the glossary, dictionary, and thesaurus.

d) Develop vocabulary by listening to and reading a variety of texts.

e) Use vocabulary from other content areas.


(Teacher Notes)

ESSENTIAL



continue to build vocabulary by applying their

knowledge of word structure and context clues

to determine the meanings of unfamiliar words.

Students will use combined knowledge of all

letter-sound correspondences, syllabication

patterns, roots, and affixes to read accurately

multisyllabic words.

Affixes are added to root words to form new

words (e.g., prefixes, suffixes).

Prefixes are added to the front of the root (e.g.,

like→dislike).

Suffixes are added to the end of the root (e.g.,

short→shorten).

Homophones are words that are pronounced

the same and have different meanings

regardless of their spelling (e.g., principle/

principal, prince/prints).

Antonyms are opposites (e.g., off/on,

fast/slow).

Synonyms are words that have similar

meanings (e.g., small, little, tiny).

Students will use word-reference materials to

learn new words.

Students will use vocabulary from content

areas.

All students should

use the content and structure

of a sentence, paragraph, or

reading selection to help

determine the meaning of an

unfamiliar word.

use a variety of strategies and

word recognition skills to

support comprehension.

know the type of information

found in word reference

materials such as a glossary,

dictionary, and thesaurus.


use context as a clue to clarify the meaning of unfamiliar words or phrases

(e.g., definitions, examples, or restatements of text).

use clues in the context of a sentence, paragraph, or reading selection to

predict and explain the meanings of words that have more than one

definition.

use their knowledge of affixes (prefixes and suffixes) to read and

understand the meanings of words.

use their knowledge of synonyms (words with similar meanings) and

antonyms (words with opposite meanings) to understand the meanings of

unfamiliar words.

derive word meaning by using their knowledge of homophones (words that

are pronounced the same but are spelled differently and have different

meanings), such as read/red, no/know, hear/here.

use context to select the applicable definition of a word from a glossary or

dictionary.

identify and consult the word-reference material(s), including the glossary,

dictionary, and thesaurus, most likely to contain needed information to

clarify word meaning.

develop vocabulary by listening to and reading a variety of texts.

determine the meaning of general academic and content-specific words or

phrases in a text.

study word meanings across content areas.


Grade Four, page 12

4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.

a) Explain the author’s purpose.

b) Describe how the choice of language, setting, characters, and information contributes to the author’s purpose.

c) Identify the main idea.

d) Summarize supporting details.

e) Identify the problem and solution.

f) Describe the relationship between text and previously read materials.

g) Identify sensory words.

h) Draw conclusions/make inferences about text.

i) Make, confirm, or revise predictions.

j) Identify cause and effect relationships.

k) Use reading strategies throughout the reading process to monitor comprehension.

l) Read with fluency and accuracy.


(Teacher Notes)

ESSENTIAL



continue to read and comprehend fictional

texts, narrative nonfiction texts, and poetry.

Narrative nonfiction is a retelling in story

format about real people, animals, places or

events. It contains facts and is usually in

chronological order (e.g., autobiographies and

biographies).

Students will also learn how authors craft their

purpose and message by the choice of

language, setting, characters, and specific

information.

Students will demonstrate comprehension of a

selection by using before-, during-, and after-

reading strategies (e.g., using graphic

organizers, question generation, and

summarization).

Students will learn how to identify major

events and supporting details.

All students should

develop a variety of

comprehension strategies.

read a variety of fictional

texts, narrative nonfiction

texts, and poetry.

explain events, procedures,

ideas, or concepts in fictional

texts, narrative nonfiction

texts, and poetry, including

what happened and why,

based on specific information

in the text.


explain the author’s purpose (e.g., to entertain, inform, or persuade).

describe how the choice of language, setting, characters, details, and other

information contribute to the author’s purpose.

describe in depth a character, setting, or event drawing on specific details

from the text (e.g., words, actions, or a character’s thoughts).

understand that narrative nonfiction is a story based on facts.

identify the facts contained in a piece of narrative nonfiction.

identify the main idea or theme of a text and summarize using supporting

details.

identify the problem (conflict) and solution.

discuss the similarities and differences between text and previously read

materials (e.g., similar themes and topics, patterns of events).

make connections between the text of a story or drama and a visual or oral

presentation of the text, identifying where each version reflects specific

descriptions and directions in the text.


Grade Four, page 13















(Teacher Notes)

ESSENTIAL


Students will identify sensory words and

describe the effect those particular words have

on the reader.

Students will use reading strategies throughout

the reading process to monitor comprehension.

Strategies include:

draw conclusions/make inferences about

text; and

make, confirm, and revise ongoing

predictions.

To determine a student’s functional reading

level for a specific text consider these word

accuracy rates from Virginia’s Phonological

Awareness Literacy Screening (PALS):

independent level – 98-100% accuracy, or

about two of every 100 words misread;

student reads independently with little or

no instructional support, and

comprehension is strong.

identify sensory words that describe sights, sounds, smells, and tastes, and

describe how they make the reader feel.

refer to details and examples in a text when explaining what the text says,

drawing conclusions/making inferences from text.

identify cause and effect relationships.

make, confirm, or revise predictions.

read familiar text with fluency, accuracy, and prosody.

read with sufficient accuracy and fluency to support comprehension.

become aware of when they do not understand, (e.g., by reflecting upon and

learning to articulate what exactly is causing difficulty).


Grade Four, page 14















(Teacher Notes)

ESSENTIAL


instructional level – 90-97% accuracy, or

three to ten words of every 100 words

misread; student reads with modest

accuracy and variable fluency and

comprehension should be closely

monitored.

frustration level – less than 90% accuracy,

or more than ten of every 100 words

misread; student reads with neither

accuracy nor fluency, and therefore his or

her comprehension will be affected.

Prosody refers to the rhythmic and intonational

aspect of language, which should be noticeable

during oral reading. Prosody contributes to

reading fluency and comprehension.

Percentile Fall

WCPM

Midyear

WCPM

Spring

WCPM

90 145 166 180

75 119 139 152

50 94 112 123


Grade Four, page 15















(Teacher Notes)

ESSENTIAL


Hasbrouck, J.E., & Tindal, G.A., 2006

The table above presents the results of research

on oral reading fluency rates for students at the

90th

, 75th

and 50th

percentiles throughout the

school year. These rates are reported as words

correct per minute (WCPM) for fourth-grade

students reading fourth-grade text:

When fully developed, reading fluency

refers to a level of accuracy and rate where

decoding is relatively effortless; where oral

reading is smooth and accurate with correct

prosody; and where attention can be

allocated to comprehension.*

* Wolf, M. & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of

Reading. (Special Issue on Fluency. Editors: E. Kame’enui & D. Simmons). 5, p. 211-238.


Grade Four, page 16

4.6 The student will read and demonstrate comprehension of nonfiction texts.

a) Use text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital

texts.

b) Formulate questions that might be answered in the selection.

c) Explain the author’s purpose.

d) Identify the main idea.

e) Summarize supporting details.

f) Draw conclusions and make simple inferences using textual information as support.

g) Distinguish between cause and effect.

h) Distinguish between fact and opinion.

i) Use prior knowledge and build additional background knowledge as context for new learning.

j) Identify new information gained from reading.




(Teacher Notes)

ESSENTIAL



read and demonstrate comprehension of

nonfiction texts across the curriculum,

including age-appropriate materials that reflect

the Virginia Standards of Learning in English,

history and social science, science, and

mathematics.

Students will demonstrate comprehension of a

selection by using before-, during-, and after-

reading strategies (e.g., using graphic

organizers, question generation, and

summarization).

Before reading, students use text structures to

predict and categorize information.

During reading, students formulate questions

and make and revise ongoing predictions and

inferences, using given information.

After reading, students confirm or dismiss

All students should

summarize key details of

informational texts, connecting

new information to prior

knowledge.

identify and use text

structures, such as headings,

paragraphs, and format, to

preview a text and make

predictions in order to

comprehend.

actively ask questions,

visualize, make connections,

and predict as they read.


use text features, such as special type styles (e.g., boldfaced, italics) and

color, captions under pictures and graphics, and headings of sections and

chapters, to predict and categorize information in both print and digital

texts.

understand how written text and accompanying illustrations connect to

convey meaning (e.g., charts, graphs, diagrams, timelines, animations).

generate questions to guide reading of text.

explain author’s purpose (e.g., to entertain, persuade, inform).

identify the main idea and supporting details within a selection

summarizing the text by using tools such as graphic organizers, outlining,

and notes.

combine information from various places in the text to draw a conclusion.

make simple inferences, using information from the text.

identify cause and effect relationships.


Grade Four, page 17

4.6 The student will read and demonstrate comprehension of nonfiction texts.

a) Use text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital

texts.

b) Formulate questions that might be answered in the selection.

c) Explain the author’s purpose.

d) Identify the main idea.

e) Summarize supporting details.

f) Draw conclusions and make simple inferences using textual information as support.

g) Distinguish between cause and effect.

h) Distinguish between fact and opinion.

i) Use prior knowledge and build additional background knowledge as context for new learning.

j) Identify new information gained from reading.




(Teacher Notes)

ESSENTIAL


previous predictions and inferences. Students

also summarize content by identifying

important ideas and providing details.

Teachers should provide opportunities for

students to make connections between what

they read in the selection and their prior

knowledge.

distinguish between fact and opinion.

apply prior knowledge to make predictions and to describe the relationship

between content and previously learned concepts.

identify new information learned from reading.

read familiar text with fluency, accuracy, and expression.

become aware of when they do not understand (e.g., by reflecting upon and

articulating what exactly is causing difficulty).

FOCUS STRAND: WRITING GRADE LEVEL 4

Grade Four, page 18

At the fourth-grade level, students will develop and build their writing skills by writing effective narratives and explanations. They will use the

writing skills of selecting and narrowing a topic, developing a plan for writing, and organizing information into several paragraphs with a central idea

and supporting details. The instructional focus will include an emphasis on written expression. Revising and editing for correct sentence formation,

grammar, capitalization, punctuation, and spelling will continue to be important skills at this grade level. Students will also use available technology

to write their narratives and explanations.

STANDARD 4.7 STRAND: WRITING GRADE LEVEL 4

Grade Four, page 19

4.7 The student will write cohesively for a variety of purposes.

a) Identify intended audience.

b) Focus on one aspect of a topic.

c) Use a variety of pre-writing strategies.

d) Organize writing to convey a central idea.

e) Recognize different modes of writing have different patterns of organization.

f) Write a clear topic sentence focusing on the main idea.

g) Write two or more related paragraphs on the same topic.

h) Use transition words for sentence variety.

i) Utilize elements of style, including word choice and sentence variation.

j) Revise writing for clarity of content using specific vocabulary and information.

k) Include supporting details that elaborate the main idea.


(Teacher Notes)

ESSENTIAL



apply their knowledge of a writing process and the

domains of writing to write for a variety of

purposes.

Two important modes for writing are:

Informative/explanatory – students write

informative/explanatory texts to examine a

topic and convey ideas and information

clearly.

Narrative – students write narrative to

develop real or imagined experiences or events

using descriptive details, and clear event

sequences.

The three domains of writing are

composing – the structuring and elaborating a

writer does to construct an effective message

for readers (e.g., staying on topic; beginning,

middle, and end);

written expression – those features that show

the writer purposefully shaping and controlling

language to affect readers (e.g., specific

vocabulary, descriptive words, tone/voice);

All students should

demonstrate the capacity to

generate, focus, and

organize ideas for writing.

revise the language,

organization, and content

of a piece of writing for a

specific purpose.


apply knowledge of the writing domains of composing, written expression,

and usage/mechanics.

produce clear and coherent writing in which the development and

organization are appropriate to purpose and audience.

recognize different modes of writing have different patterns of organization

informative/explanatory

clearly introduce a topic and group related information in

paragraphs

use facts, definitions, opinions, quotations, details, or other

examples and

information to develop the topic

use specific vocabulary to inform and explain the topic; and

provide a concluding statement or section related to the topic

narrative

organize an event sequence that unfolds naturally

use transition words and phrases for sentence variety and to manage

the sequence of events

use specific vocabulary, words, and phrases to convey experiences

and events

provide a conclusion


Grade Four, page 20














(Teacher Notes)

ESSENTIAL


and

usage/mechanics – the features that cause

written language to be acceptable and effective

for standard discourse (e.g., spelling,

punctuation, capitalization, grammar).

Transition words and phrases provide

organization to student writing by improving the

connections between thoughts. Categories of

transitions include, but are not limited to:

example (e.g., that is, for example, in fact)

sequence (e.g., then, next, finally)

time or location (e.g., before, meanwhile,

nearby).

Students should have practice writing on demand,

for shorter time frames, and over extended periods

of time.

create a plan and organize thoughts to convey a central idea before writing.

use a variety of prewriting strategies (e.g., brainstorming, listing, free-

writing, and using graphic organizers).

focus, organize, and elaborate to construct an effective cohesive message

for the reader.

write a clear topic sentence focused on the main idea.

purposefully shape and control language to affect readers.

select specific information to guide readers more purposefully through the

piece.

use specific vocabulary and vivid word choice.

write two or more related paragraphs on a topic.

use precise language and vocabulary to explain a topic.

link ideas within paragraphs using words and phrases (e.g., another, for

example, since, also).

include sentences of various lengths and beginnings to create a pleasant,

informal rhythm.


Grade Four, page 21














(Teacher Notes)

ESSENTIAL


use available reference resources (e.g., dictionary and thesaurus) as aids to

revising writing for clarity.

use facts and details in sentences to elaborate the main idea.

use available technology to gather information and to aid in writing.


Grade Four, page 22

4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.

a) Use subject-verb agreement.

b) Include prepositional phrases.

c) Eliminate double negatives.

d) Use noun-pronoun agreement.

e) Use commas in series, dates, and addresses.

f) Incorporate adjectives and adverbs.

g) Use correct spelling for frequently used words, including common homophones.

h) Use singular possessives.


(Teacher Notes)

ESSENTIAL



understand and use the editing process.

Students will demonstrate command of the

conventions of standard English grammar,

capitalization, punctuation, and spelling in

writing (e.g., correct capitalization, commas in

series, correct spelling of frequently used

words).

All students should

understand that grammatically

correct language and

mechanics contribute to the

meaning of writing.


apply knowledge of the writing domains of composing, written expression,

and usage/mechanics.

use subject-verb agreement (singular nouns with singular verbs; plural

nouns with plural verbs).

appropriately identify and use the following parts of a sentence in writing:

subject, predicate, and prepositional phrase.

avoid the use of double negatives.

appropriately identify and use the following parts of speech: nouns,

pronouns, verbs, adjectives, adverbs, and prepositions in their writing.

use noun/pronoun agreement (pronoun agrees in number and gender with

its antecedent).

use reflexive pronouns (e.g., myself, ourselves).

use commas in series, dates, and addresses.

use adjectives and adverbs (use adverbs instead of adjectives where

appropriate, ( e.g., “He played really well.” instead of “He played real

well.”).

use the correct spelling of frequently used words, including common

homonyms/homophones (e.g., threw/through).

use singular possessives.


Grade Four, page 23

4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.

a) Use subject-verb agreement.

b) Include prepositional phrases.

c) Eliminate double negatives.

d) Use noun-pronoun agreement.

e) Use commas in series, dates, and addresses.

f) Incorporate adjectives and adverbs.

g) Use correct spelling for frequently used words, including common homophones.

h) Use singular possessives.


(Teacher Notes)

ESSENTIAL


use a rubric to self-assess writing.

use technology, including the Internet, to produce, edit and publish writing

as well as to interact and collaborate with others.

FOCUS STRAND: RESEARCH GRADE LEVEL 4

Grade Four, page 24

At the fourth-grade level, students will conduct short research projects based on focused questions. Students will gather relevant information from

sources and integrate the information while avoiding plagiarism.

FOCUS STRAND: RESEARCH GRADE LEVEL 4

Grade Four, page 25

4.9 The student will demonstrate comprehension of information resources to research a topic.

a) Construct questions about a topic.

b) Collect information from multiple resources including online, print, and media.

c) Use technology as a tool to organize, evaluate, and communicate information.

d) Give credit to sources used in research.

e) Understand the difference between plagiarism and using own words.


(Teacher Notes)

ESSENTIAL



use information resources to locate information

on a topic.

With assistance and support, students will

collect information from multiple resources

including online, print, and media.

After collecting needed information, students

will learn to evaluate and synthesize the

information to use in their oral reports or

writings.

Plagiarism is using someone else’s ideas or

words without giving credit.

All students should

understand how information is

to be collected, analyzed, and

organized as a part of the

process of writing a short

report.


formulate initial questions about a topic and seek information by

identifying, locating, exploring, and effectively using a variety of sources of

information.

recognize, organize, and record information pertinent to the topic and blend

ideas accurately.

select and use appropriate references (e.g., atlases, almanacs, and

encyclopedias), including electronic resources.

identify key terms to use in searching for information.

skim to find information related to a topic.

select information that is related to their topic.

evaluate and combine (synthesize) related information from two or more

sources.

use available technology to gather, organize, evaluate, and communicate

information.

give credit to sources used in research.

LCPS EXTENSIONS

Spelling Instruction

The LCPS Spelling Program takes a word study approach to spelling as one part of literacy development. Teachers provide students with

hands-on activities that imitate fundamental thinking processes, opportunities to compare and contrast categories of words and word features,

and opportunities to discover similarities and differences among words and word patterns. Word Study, as implemented in the 4th

grade

classroom, should exhibit these characteristics:

Teachers instruct where students use but confuse words.

Teachers work with developmentally appropriate (and flexible) groups.

Teachers build a strong foundation, mixing known features with unknown features.

Teachers compare words that “do” with words that “don’t.” Teachers should help students see contrasts in word

sounds and patterns.

Teachers introduce exceptions.

Teachers sort by sound and sight. Teachers should use picture cards as well as letter cards, as developmentally appropriate.

Teachers begin with obvious contrasts first.

Teachers help students work toward automaticity.

Teachers use words and meaningful text that students can read.

Teachers allow students to discover rules and make generalizations about rules as they sort.

Refer to the LCPS Spelling Framework for an introduction to the program and to resources such as Words Their Way (Bear et al., 2004),

Word Journeys (Ganske, 2000), and Word Matters (Pinnell and Fountas, 1998) for more details.

WRITING WORKSHOP The explicit teaching of writing skills takes place daily within the structure of a writing workshop. Writing workshop is a daily component of the

literacy block. In kindergarten writing workshop is a 30 minute block. In grades 1 to 5, it is a 45 minute block. Writing workshop is organized into

the following components:

Daily minilessons (10-15 minutes)

Independent writing time and conferences (25-30 minutes)

Share time (5-10 minutes)

Minilessons

Minilessons are 10-15 minute lessons that explicitly teach students a skill or strategy that they may use while writing. They are strategically designed

to bring students to another level of writing development over time. Teachers draw from their own writing and the writing of published authors to

serve as examples for a skill or strategy they are teaching in the minilesson. Minilessons have four components:

Connection

Teaching Point

Active Engagement

Link

In each of these components the teaching point is reiterated. In the connection, the teacher states how today’s minilesson and teaching point

connect to previous minilessons, a previous unit of study, or other experiences. The purpose of the connection is to connect today’s teaching point

with something the students are familiar. Next, the teacher states the teaching point and demonstrates the strategy or skill in his or her own

writing. Using a think-aloud technique helps the students to see the teacher’s decision making process at as he or she writes. Another way to

demonstrate the teaching point is to explicitly show a craft decision that a published author or a student might have made. Sometimes, a teacher

might choose to use an inquiry approach. For instance, in determining the characteristics of a genre, a teacher might share multiple books over a

period of days that fit that genre and students may help to add characteristics to an anchor chart. Students are analyzing the characteristics of a genre

they are about to begin writing themselves. This provides relevancy and urgency to the study of the genre. Using a variety of ways to illustrate a

teaching point from day to day will help the teacher to reach different students based on their readiness and learning styles. After a teacher has

demonstrated the teaching point, it is time for the students to begin guided practice with the new skill or strategy. During the active engagement part of the minilesson, students try out the new strategy while still grouped in the meeting area. The final part of the minilesson is the link. During

the link, the teacher reviews the teaching points, clarifies any misunderstandings, and conveys that this strategy can be used in their writing not only

today, but every day. This strategy or skill is one of many in a writer’s toolbox.

Independent writing time and conferring time During independent writing time students are engaged in writing. They may be starting a new piece, revising and old piece, or completing the

final editing on a current piece. While students are writing, the teacher is engaged in one-on-one or small group conferences. During conference time the teacher gains vital evidence of what a student already knows and what he or she can be taught about his or her writing. The structure of a

conference is comprised of five phases.

Research

Support

Decide

Teach

Link

It is important to take notes during the entire process of the conference. The conference notes act as a record of what a student has mastered and on

what he or she needs to work. During the research phase, the teacher finds out what the student already knows and what he or she is planning to

do next. An open question such as “What are you doing as a writer today?” invites a student to talk about his or her work. He or she might already

know where help is needed. Asking follow up questions will help the student elaborate and show where he or she has made a specific decision about

his or her writing. Once the teacher has figured out what the student knows, he or she should offer support by way of complimenting what the

writer is already doing. This will encourage the student to repeat this skill in his or her writing. Next the teacher decides what the teaching point is

going to be, and chooses only one teaching point. Next, the teacher teaches the student the new skill using the steps of similar to that of a

minilesson. The teacher connects the teaching point to something he or she has seen in the student’s writing, demonstrates how to carry out the skill,

and guides as the student tries the skill or strategy. Lastly, the teacher links by restating the teaching point and encouraging the student to try the

skill more often in his or her writing. There are many ways to keep conference records. Below is an example of one chart that could be used for

conference records. If the teacher notices that the student is trying something, but does not do it consistently, he or she might note it in the right

column “where the student is still growing…” and it might become a teaching point for that conference or a later conference. As the student

internalizes what the teacher has taught him or her during conferencing, it can be moved over to the “What the student already knows…” column.

What the student already knows… Where the student is still growing…

Can tell me the purpose and audience for his writing

Capitalizes I in sentences

Focuses on one idea in a paragraph

Beginning to slow down the action in a pivotal part of a story

Beginning to add more details

Share time Share time provides another opportunity to illustrate a teaching point and to create the feeling of a community of writers in the classroom. Perhaps

the teacher noticed that a student tried a skill or strategy that was introduced in the minilesson. The teacher might highlight that student’s work during

share time and point out what that student did. Another idea for building community during share time is to have each student share one line from

what he or she has written. Alternatively invite two or three students to share a favorite piece they have completed.

Assessment Assessment is a continuous process during writing workshop. A teacher can find evidence of growth in observations made during minilessons,

conference notes, works in progress, and finished products. Conference notes are a vital resource in determining what a student has learned as a

writer and give insight into a student’s writing process. Works in progress can show spelling, grammar and usage development. Finished products

can show students’ editing skills and revision abilities.

Assessment, Standards, and Clarity A writing skills rubric has been included in this guide. At the midpoint of teaching a unit in writing workshop, review conference notes,

observations, works in progress, and finished pieces and note on the rubric the level that corresponds to the skill listed for each student. One does not

need to address every skill in every unit. Assess those skills that pertain to or were highlighted in the unit. Each skill on the writing skills rubric has

been correlated to an SOL that can be also found in Clarity when creating an assignment. The wording might not be the same, but the skill is. In fact,

several skills may be correlated to one SOL.

Create an assignment in Clarity.

In the narrative tab, describe your process for assessment and the evidence (conference notes, observations, works in progress, and finished

pieces) that you used to determine the grade for each SOL. For instance, “I reviewed the conference and observation notes, works and

progress and finished pieces of each student and assessed their writing skills development over the last four weeks. The grades reflect their

progress at the end of the narrative writing unit.”

In the objectives tab, place a check next to the relevant SOL from the writing skills rubric to the assignment. Once the assignment is created,

grade your students with a 1, 2, 3, or 4 in each SOL column associated with the assignment to illustrate if the student is currently a novice,

apprentice, practitioner, or expert in that skill.

Repeat this procedure at the end of the unit. This will provide multiple snapshots per quarter of how a student is progressing in his or her

writing skills.

Novice: At the novice level, the student is acquiring the writing skill or process. Apprentice: At the apprentice level, the student is using the skill or process with guidance Practitioner: At the practitioner level, the student is independently using the skill or process with prompting. Expert: At the expert level, the student is initiating and independently using the skill or process. At the midpoint of teaching a unit in writing workshop, review conference notes, observations, works in progress, and finished pieces and note on the rubric the level that corresponds to the skill listed for each student. One does not need to address every skill in every unit. Assess those skills that pertain to or were highlighted in the unit. Each skill on the writing skills rubric has been correlated to an SOL that can be also found in Clarity when creating an assignment. The wording might not be the same, but the skill is. In fact, several skills may be correlated to one SOL. Create an assignment in Clarity. In the narrative tab, describe your process for assessment and the evidence (conference notes, observations, works in progress, and finished pieces) that you used to determine the grade for each SOL. In the objectives tab, place a check next to the relevant SOL from the writing skills rubric to the assignment. Once the assignment is created, grade your students with a 1, 2, 3, or 4 in each SOL column associated with the assignment to illustrate if the student is currently a novice, apprentice, practitioner, or expert in that skill. Repeat this procedure at the end of the unit. This will provide multiple snapshots per quarter of how a student is progressing in his or her writing skills.

Student Name:_____________________________________________ Quarter:_______

Expert (Exceeds)

4

Practitioner (Meets)

3

Apprentice (Progressing)

2

Novice (Below)

1

Writing Process

Planning Report Card Statement: Plans effectively for writing

Generates ideas and writing topics(4.7b/4.7c)

Uses a variety of pre-writing strategies (4.7b/4.7c)

Identifies intended audience (4.7a 2010)

Title: 4th Grade Writing Rubric Grade Level(s): 4 Subject: Language Arts Standards: 4.7 and 4.8 Description of Standard(s): All skills below are correlated to the following standards and may include essential knowledge and skills noted in the curriculum framework and in the SOL writing rubric. The 2010 standard is noted alongside the 2003 standard throughout the document. 4.7 The student will write effective narratives, poems, and explanations. (4.7 [2010] The student will write cohesively for a variety of purposes.) 4.8 The student will edit writing for the correct grammar, capitalization, spelling, punctuation, and sentence structure.(4.8 [2010] The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.)

Drafting Report Card Statement: Expresses written ideas coherently and clearly

Organizes writing to convey a central idea (4.7c/4.7d)

In writing conferences, articulates his or her purpose, topic, audience and why the form of writing he has chosen is appropriate. For example, the student might choose to write a magazine article about the need for a dog park vs. writing a letter about this topic because it will reach a broader audience.

Includes details, examples, anecdotes, or illustrations that help develop the meaning of the piece (SOL Writing Rubric and 4.7k 2010).

Chooses precise descriptive vocabulary and details that resonate as images in the readers’ minds (SOL Writing Rubric and 4.7j 2010).

Writes several related paragraphs on the same topic (4.7.d/4.7g))

Uses available technology to gather information and to aid in writing (4.7g).

Revision Report Card Statement: Revises writing for style and content

Seeks feedback on writing and his or her writing process.

Rereads from a reader’s perspective to revise word choice, add transitions where necessary, clarify sentence organization, and add specific vocabulary and information (4.7e/4.7ijk)

Selects specific information to guide readers more purposefully through the piece (4.7.e /4.7k)

Includes sentences of various lengths and beginnings to create a pleasant, informal rhythm (4.7e/4.7i))

Utilizes elements of style, including word choice and sentence variation (4.7.e/4.7i)

Editing Report Card Statement: Edits writing for capitalization, punctuation, spelling, grammar, and sentence structure

Edits writing to a publishable form (4.8/4.8)

Punctuation

o Uses commas in series, dates, and addresses (4.8e)

Usage and grammar o Uses subject-verb agreement (4.8a)

o Includes prepositional phrases (4.8b)

o Avoids double negatives (4.8c)

o Uses noun-pronoun agreement (4.8d)

o Uses adverbs instead of adjectives, where appropriate (4.8f)

o Uses the articles a, an, and the correctly (4.8g)

o Uses correct spelling for frequently used words, including common homophones (4.8h)

o Maintains consistent verb tense (4.8/4.8)

o Avoids run-on sentences (4.8/4.8)

Publication Selects writing for publication. (4.7/4.7)

Shares writing with peers and other audiences. (4.7/4.7)

Reflection

Reflects on his or her writing and makes decisions about what he or she would like to do next. (4.7/4.7)

Uses a rubric to self-assess writing (4.8)

LCPS English/Language Arts

SOL Pacing Guide

4th Grade

This pacing guide was designed to provide teachers with a list of specific SOL areas to be covered

for each assessment period. It is to be used in conjunction with the LCPS English/Language Arts

Curriculum Guide, which contains the required curriculum associated with the Virginia SOL.

Teachers are encouraged to design and use creative and effective instructional strategies to teach

the standards for each assessment period.

How to Use this Document

Standards in boldface are to be emphasized during that benchmark assessment period. Standards that re-appear in subsequent

quarters are to be retaught, revisited, or reinforced. They do not appear in boldfaced text and will not be measured on that

benchmark assessment. The grade 4 SOL test does not include oral language or writing standards.

Standards in italics are recommended extensions as per LCPS Curriculum Notes.

References and Sources

VA DOE Standards of Learning Curriculum Framework, 2003

VA DOE Standards of Learning: Crosswalk, 1995-2002

Feedback on the 2004-09 LCPS curriculum guides

Grade 4 English Pacing Guide At a Glance

Standards in boldface are to be emphasized during that quarter. In subsequent quarters, these standards are to be retaught, revisited,

or reinforced and are not printed in boldface text. The benchmark assessment windows are December 14, 2009-January 12, 2010 for

BMA 1 and March 22-April 15, 2010 for BMA 2. Material on the assessment will include skills in bolded print listed above the date,

although some material may not have been introduced prior to the test date. Oral Language and Writing Standards are not

assessed on grade 4 SOL tests.

ORAL LANGUAGE READING WRITING

1st Quarter 4.1 a, b, e 4.3 a, c, d 4.7 a, b, c

4.2 a, b, c 4.4 a, b, d, e 4.8 d, f

4.5 d, f

2nd

Quarter 4.1 b, c, e 4.3 a, b, c, d 4.7 a, b, c, d, g

4.2 b, c 4.4 a, b, d, e 4.8 a, d, e, f

4.5 b, c, d, e, f, g, i

3rd

Quarter 4.1 a, b, c, e 4.3 a, b, c, d 4.7 a, b, c, d, f, g

4.2 a, b, c 4.4 a, b, c, d, e, f 4.8 a, d, e, f, g, h

4.5 a, b, c, d, e, f, g, h, i

4.6 a, b, c

4th

Quarter 4.1 a, b, c, d, e 4.3 a, b, c, d 4.7 a, b, c, d, e, f, g

4.2 a, b, c, 4.4 a, b, c, d, e, f 4.8 a, b, c, d, e, f, g, h

4.5 a, b, c, d, e, f, g, h, i

4.6 a, b, c

In 2009-10, students countywide demonstrated SOLs Tested on BMA 1 SOLs Tested on BMA 2

weaknesses on SOL 4.4b 4.4 b, d 4.5 a, h, c, d

4.5 b, f 4.6 b, c

*Weak areas may be retested on BMA 2.

English/Language Arts SOL Pacing Guide – 4th

Grade

1st Quarter (9/7/10-10/29/10)

Oral Language Reading Writing

4.1 The student will use effective oral

communication skills in a variety of

settings.

a. Present accurate directions to

individuals and small groups.

b. Contribute to group discussions.

e. Use grammatically correct language

and specific vocabulary to

communicate ideas.

4.2 The student will make and listen to oral

presentations and reports.

a. Use subject-related information and

vocabulary.

b. Listen to and record information.

c. Organize information for clarity.

4.3 The student will read fiction and nonfiction

with fluency and accuracy.

a. Use context to clarify meanings of

unfamiliar words.

c. Use knowledge of word origins;

synonyms, antonyms, and homonyms;

and multiple meanings of words.

d. Use word-reference materials,

including the glossary, dictionary, and

thesaurus.

4.4 The student will read and demonstrate

comprehension of fiction.

a. Explain the author’s purpose.

b. Describe how the choice of language,

setting and information contributes to

the author’s purpose.

d. Identify major events and supporting

details.

e. Describe the relationship between text

and previously read materials.


comprehension of nonfiction.

d. Make simple inferences, using

information from texts.

f. Summarize content of selection,

identifying important ideas and

providing details for each important

idea.

4.7 The student will write effective

narratives, poems, and explanations.

a. Focus on one aspect of a topic.

b. Develop a plan for writing.

c. Organize writing to convey a central

idea.

4.8 The student will edit writing for correct

grammar, capitalization, punctuation,

and spelling.

d. Use noun-pronoun agreement.

f. Incorporate adjectives and adverbs.

The following skill is not part of the Virginia SOLs for Fourth Grade. It should be introduced this year to prepare students for subsequent grade levels.

* Demonstrate how to avoid run-on sentences.


Grade

2nd

Quarter (11/3/10-1/21/11)




settings.


c. Seek ideas and opinions of others. e. Use grammatically correct language and

specific vocabulary to communicate

ideas.








unfamiliar words.

b. Explain words with multiple meanings.




d. Use word-reference materials, including

the glossary, dictionary, and thesaurus.





setting and information contributes to the

author’s purpose.


details.





b. Formulate questions that might be

answered in the selection.

c. Explain the author’s purpose.



e. Draw conclusions, using information

from texts.


identifying important ideas and providing

details for each important idea.

g. Describe relationship between content

and previously learned concepts

i. Identify new information gained from

reading.






idea.

d. Write several related paragraphs on

the same topic.

g. Use available technology.


grammar, capitalization, spelling,

punctuation, and sentence structure.

a. Use subject-verb agreement. d. Use noun-pronoun agreement.

e. Use commas in series, dates, and

addresses.


Please refer to LCPS Acceptable Use Policy (AUP)

when utilizing the internet resources.




Grade

3rd

Quarter (1/25/11-4/1/11)



communication skills in group activities.




c. Seek ideas and opinions of others.

e. Use grammatically correct language and


ideas.




vocabulary.






unfamiliar words.





d. Use word-reference materials including






setting, and information contributes to


c. Compare the use of fact and fantasy in

historical fiction with other forms of

literature.


details.

f. Identify sensory words.



a. Use text organizers, such as type,

headings, and graphics, to predict and

categorize information. b. Formulate questions that might be






from texts.




CONTINUED






idea.

d. Write several related paragraphs on the

same topic.

f. Write rhymed, unrhymed, and

patterned poetry.





a. Use subject-verb agreement.



addresses.


g. Use the articles a, an, and the

correctly.

h. Use correct spelling for frequently

used words, including common

homophones.




Grade

3rd

Quarter (1/25/11-4/1/11)


CONTINUED FROM PREVIOUS PAGE




and previously learned concepts or skills.

h. Distinguish between cause and effect

and between fact and opinion.


reading.

4.6 The student will demonstrate

comprehension of information resources to

research a topic.

a. Construct questions about a topic.

b. Collect information, using the

resources of the media center,

including online, print, and media

resources.

c. Evaluate and synthesize information.






Grade

4th

Quarter (4/5/11-6/16/11)




settings.




c. Seek ideas and opinions of others.

d. Use evidence to support opinions.

e. Use grammatically correct language and


ideas.




vocabulary.






unfamiliar words.





d. Use word-reference materials including






setting, and information contributes to


c. Compare the use of fact and fantasy in

historical fiction with other forms of

literature.


details.



f. Identify sensory words.



a. Use text organizers, such as type,

headings, and graphics, to predict and

categorize information.

b. Formulate questions that might be






from texts.

CONTINUED






idea.

d. Write several related paragraphs on the

same topic.

e. Utilize elements of style, including

word choice and sentence variation. f. Write rhymed, unrhymed, and patterned

poetry.





a. Use subject-verb agreement.

b. Include prepositional phrases.

c. Eliminate double negatives.



addresses.


g. Use the articles a, an, and the correctly.

h. Use correct spelling for frequently used

words, including common homophones.




Grade

4th Quarter (4/5/11-6/16/11)


CONTINUED FROM PREVIOUS PAGE





and previously learned concepts or skills.

h. Distinguish between cause and effect and

between fact and opinion.


reading.

4.6 The student will demonstrate comprehension

of information resources to research a topic.

a. Construct questions about a topic.

b. Collect information, using the resources

of the media center, including online,

print, and media resources.

c. Evaluate and synthesize information.





Sample Unit

The following unit, developed by the 2008 Elementary School Curriculum Committee, was based on the

framework of Understanding by Design. This framework was developed by Jay McTighe and Grant Wiggins to

emphasize what are termed the six facets of understanding: explanation, interpretation, application, perspective,

empathy, and self-knowledge. Each unit is built on a foundation of essential questions and understandings that

students are expected to gain by the end of the unit or units. Each unit is anchored with an assessment performance

task that should be rooted in authentic, real world activities. The learning activities and performance task help to

build and show students’ understanding of concepts for each of the facets of understanding. The facets of

understanding are defined below. These facets shape the learning activities and performance task in which the

students will be asked to engage.

Facet of Understanding Definition

Explanation Students are able to explain why and how of a concept. For example, students are able

to explain why a character takes a certain action using supporting evidence from the

text.

Interpretation Students are able to assign meaning to a concept and show how it relates to them and

to the world. For example, students might write a poem incorporating figurative

language and imagery to convey a message.

Application Students are able to apply the knowledge and skills that they have gained to a real-

world authentic activity. For example, students might write a Life in Haiku piece and

submit it to the Washington Post for publication.

Perspective Students are able to see and analyze another perspective than their own. For example,

in preparing for a debate, a student might be able to argue both sides.

Empathy Students are able to feel the impact of a decision or event on others. For example,

students might write poems about the injustices in Darfur, which are compiled and

published into a book and sold to raise money for relief efforts.

Self-knowledge Students are able to reflect about their work and their thinking. For example, students

might reflect about their writing process in the creation of a short story.

Grade 4 Why Should We Protect the Environment?

Just A Dream by Chris Van Allsburg

Objectives

Goals: 4.1b—Contribute to group discussions 4.1c—Seek ideas and opinions of others 4.4a—Explain the author’s purpose. 4.5g—Describe relationship between content and previously learned concepts or skills 4.7a—Focus on one aspect of a topic when writing 4.7b—Develop a plan for writing 4.7c—Organize writing to convey a central idea 4.7d—Write several related paragraphs on the same topic 4.7g—Use available technology 4.8—Edit writing for correct capitalization, spelling, punctuation, and sentence structure (See specific editing skills at

SOL 4.8a-h.)

Understandings: (Students will understand…) how to make connections in the story. the importance of protecting the environment. how they can participate as environmental advocates.

Essential Questions: Why is it important to protect the environment? How does recycling help to improve our environment? How do your own personal experiences relate to those of the boy in the story?

Students will know… why it is important to protect the environment. how recycling helps to improve our environment. how the students’ own personal experiences relate to those of the boy in the story.

Students will be able to… make connections between the book and their personal experiences. give specific examples of ways to protect the environment. compose a multi-paragraph essay. convey information using text and graphics on a poster.

Evidence of Understanding

Performance Task(s): There has been a lot of littering in your neighborhood, and the homeowners’ association is sponsoring a contest for the best plan to stop littering. You decide to write a letter to the Home Owners’ Association with your suggestions, and the committee asks you to make a poster that can be displaced in the neighborhood.

Other Evidence: Journal entries Final draft of writing, scored with a rubric previously presented by the teacher. A sample rubric is in the LCPS Writing

Framework document. New school recycling plan (optional) Teacher observation of group discussions

Learning Plan

Learning Activities: Students reflect in their journals about littering and their own personal connections to recycling. Shared Reading: Just A Dream by Chris Van Allsburg Class discusses the writer’s purpose and their own reactions to Walter’s littering in the story. In journals, students brainstorm ways to prevent littering in their neighborhood Divide students into small groups to share personal connections with each other. Questions to consider: What would

you do if you saw someone littering in your neighborhood? What could you do to prevent people from littering? Students compose a draft multi-paragraph essay on ways to discourage littering. They receive peer response in their

groups and then revise their essays. After proofreading and editing, they use a word processor to type their essays and then give them to the teacher.

Each student selects one way to discourage neighborhood littering and creates a public display poster. Students present their poster to the class. Time permitting, the groups devise a school-wide recycling plan for paper, metal, and plastic.

Resources: Just A Dream, by Chris Van Allsburg (multiple copies, if possible ) Writing journal Word processors Construction paper or poster board for posters

Documents

ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE GRADE … Grade... · ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE ... learning activities that encourage students to communicate in authentic contexts