Grade 4: English - Martinsville City Public · PDF fileinto all areas of K-12 education. ... 47 question test Grade 4 English Test Blueprint Summary Table ... 1st. Quarter 4.1 (Introduce

Curriculum & Pacing Guide

Martinsville City Public Schools

Revised Summer 2011

by Emily Turner & Donna Plaster

modified Summer 2012 PDH

Grade 4: English

Martinsville City Public Schools Curriculum & Pacing Guide Grade 4: English / Reading

Refer to the Curriculum Framework for actual lesson planning Modified 2012 PDH Page 1

Martinsville City Public Schools’ Instructional Plan of Action The Martinsville City Public Schools Curriculum Guide was developed using the Standards of Learning for Virginia Public Schools and the State Curriculum Framework. Also, an emphasis was placed on the integration of 21st Century Skills into all areas of K-12 education. Martinsville City Public Schools believes that to compete in a global community, all children must develop lifelong independent skills that demonstrate initiative, self direction, and the ability to problem-solve, innovate and create, and communicate by writing and speaking effectively. To provide an avenue for students to develop these important qualifications and provide a more rigorous learning environment, Martinsville City Public Schools encourages problem-based learning in all classrooms. The collaboration between students in this type of learning environment develops skills in leadership, accountability, social, and cross-cultural understanding as they communicate and think critically to problem-solve real world applications of the curriculum. Martinsville City Public Schools’ Core curriculum prepares students to achieve these 21st

Century skills through competent cross- curricular activities that apply knowledge of concepts learned in other areas of study and in the community.

Standard benchmark assessments along with project-based assessments and end of year SOL tests are administered to ensure mastery of the concepts. PALS assessments are used to ensure proficiency in Reading for grades Pre-K through Eight. To further ensure that all students learn to the best of their abilities, a Response to Intervention (RtI) system, using STAR Math, STAR Reading, and ARDT (Algebra Readiness Diagnostic test) is in place to guide classroom instruction, screen and progress monitor students so that intervention and enrichment activities are scheduled based on the students individual needs throughout the year.

The Martinsville City Public Schools’ Curriculum Guide is designed to provide a reference document for each subject and grade level that indicates The Curriculum’s Big Ideas, Instructional Strategies, Model lessons,& Assessment Instruments and suggested time frames to be used as a Guide for classroom instruction. In addition, Learning Targets at a Glance contains an overview of the curriculum taught for each grading period for each subject and grade level. 21

Curriculum Guide OVERVIEW

st

This symbol is used through to denote a 21

Century Internet Safety procedures are listed, and for Grades Three through Twelve, an SOL Testing Blueprint Target is included to give insight to the strands that will receive the most focus on the SOL Assessments. Two symbols will be used to denote the 21st Century Focus:

st

This symbol is used throughout to denote a 21

Century skill. st

Century Global Connection.



Curriculum Big Ideas

The organizing topics, big ideas, or strands under which student learning is organized and the Essential Understandings, Knowledge and Skills students must develop in order to master these concepts (typically from the standards found in the VDOE curriculum framework). Essential Understandings—what we want students to understand about this idea, topic, or concept Essential Knowledge—What students must know in order to develop this understanding Essential Skills

—What students must be able to do in order to demonstrate that understanding

Standards of Learning that meet the criteria for 21st Century Skills will be identified by this symbol

Standards of Learning that meet the criteria for 21st Century Learning of Global Connections will be identified this symbol

Instructional Strategies & Model Lessons

Resources, strategies, and models for delivery of the curriculum. Includes suggested teaching strategies, links to model lesson plans links to frequently referenced online sites, and suggested teacher resources and where to find them (online and hard copy, such as texts, primary source documents, etc.)

Assessment Items

Examples of formative and summative assessments for measuring student mastery of the curriculum. Includes essential questions, writing prompts, sample test items, benchmark test links, model performance-based assessments, and other assessment resources.



Suggested Time allocation for a 90 minute Reading Block

10

25

45

10

Reading Block

bell ringer 10 minutes

Whole group 25 minutes

Differentiatedinstruction 45 minutes

Checking for understanding 10 minutes



Learning Targets at a Glance –4th

Grade Reading

47 question test

Grade 4 English Test Blueprint Summary Table

Word Analysis/ Word Reference Materials

4.4a,-c, e

Comprehension of Fictional tests

4.5a-e, g-j

Comprehension of Nonfiction tests

4.6 a-h

Excluded from testing

Refer to VDOE Blueprint for additional information

7 17 16 http://www.doe.virginia.gov/testing/sol/blueprints/english_blueprints/2010/2010_blueprint_gr4_reading.pdf

In fourth grade, reading and writing skills support an increased emphasis on content-area learning and utilization of a variety of resources to locate and read primary sources of information. A significant percentage of reading material will relate to the study of mathematics, science, and history and social science. The student will use text organizers, summarize information, formulate questions, and draw conclusions to demonstrate reading comprehension. The student will also read classic and contemporary literature selections by a variety of authors. The student will continue to increase communication skills in large- and small-group settings. The introduction of media messages will begin in fourth grade and continue in fifth grade. Additionally, the student will plan, draft, revise, and edit narratives and explanations. The student will routinely use word references while writing. The student will demonstrate comprehension of information resources to research a topic and understand the difference between plagiarism and using his/her own words.

Learning Overview

First Quarter 8/13-10/15

Second Quarter 10/16-12/21

Third Quarter 1/8-3/13

Fourth Quarter 3/14-5/22

4.1 a-h Oral Communication 4.2 a-d Oral Presentations

4.4 a-e Vocabulary 4.5 a-e, g, h,, k, l Comprehension of fiction 4.6 c,g,h Comprehension of nonfiction

4.7 a-k Writing 4.8 a-h Edit writing

Ongoing Fluency Practice & Vocabulary Review:

4.3 a, b Media messages

Reading at Independent Reading level & content area vocabulary review

4.2 a-d Oral Presentations 4.5 f,g,h,i Comprehension of fiction 4.6 a,b,d,e,f,I,j,k,l Comprehension of nonfiction

4.7 a-k Writing 4.9 a-e Research

Ongoing 4.1 a-h Oral Communication 4.2 a-d Oral Presentations

4.4 a-e Vocabulary 4.5 a-e, g, h,, k, l Comprehension of fiction 4.6 c,g,h Comprehension of nonfiction

4.7 a-k Writing 4.8 a-h Edit writing

Ongoing Fluency Practice & Vocabulary Review: Reading at Independent Reading level & content area vocabulary review

Ongoing 4.1 a-h Oral Communication 4.2 a-d Oral Presentations 4.3 a, b Media messages

4.4 a-e Vocabulary 4.5 a- l Comprehension of fiction 4.6 a-l Comprehension of nonfiction

4.7 a-k Writing 4.8 a-h Edit writing 4.9 a-e Research


Ongoing 4.1 a-h Oral Communication 4.2 a-d Oral Presentations 4.3 a, b Media messages

4.4 a-e Vocabulary 4.5 a- l Comprehension of fiction 4.6 a-l Comprehension of nonfiction

4.7 a-k Writing 4.8 a-h Edit writing 4.9 a-e Research


http://www.doe.virginia.gov/testing/sol/blueprints/english_blueprints/2010/2010_blueprint_gr4_reading.pdf�



21st Century Internet Safety Procedures

1. Teachers should review all internet sites and links prior to using them in the classroom. During this review, teachers need to ensure the

appropriateness of the content on the site. Checking for broken links and paying attention to inappropriate pop-ups or solicitations of

information.

2. Teachers should circulate throughout the classroom while students are on the internet to make sure the students are on the appropriate site and are not minimizing other inappropriate sites.

3. Teachers should periodically check and update any web addresses that they have on their MCPS webpage.

4. Teachers should assure that the use of these websites correlate with the objectives of the lesson and provide students with the appropriate challenges.



Pacing / Time Frame Unit/ Curriculum Big Idea

Instructional Strategies & Model Lessons Assessment items

Essential Vocabulary

Technology& Print

Resources

Instructional notes

1st

Quarter

4.1 (Introduce 1st

week of school and continue throughout the year)

4.2 (Introduce and ongoing)

Oral Communication Skills

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.

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.

4.1 Directions Ideas Opinions Evidence Support Sequence Organization Explanation Collaborate Clarify Communicate Specific Articulate Ideas Fact Opinion Eye contact Body language Grammatically correct 4.2 Presentation Style Audience Formal/Informal Language

Video blogs http://www.readwritethink.org/files/resources/lesson_images/lesson856/interview.pdf *Student interview skills http://www.brainpop.com/english/studyandreadingskills/publicspeaking/preview.weml *public speaking http://exchange.smarttech.com/search.html?q=&subject=English+Language+Arts&grade=Grade+4&region=en_US Enhanced Scope & Sequence pg 36, Draw what you hear pg 38-39, 40,41 Six Questions for Historical Figures 42, 43,

Student reports/research projects Literature circle roles facilitate the implementation of the oral communication standards Peer tutoring Cooperative learning groups CPS response systems Reading skills games Exit tickets Bellringers

STAR READING

PALS Division level Benchmark test

PROJECT- BASED ASSESSMENT Race to Success tests Exit tickets Bellringers

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http://www.brainpop.com/english/studyandreadingskills/publicspeaking/preview.weml�





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Pacing / Time Frame Unit/ Curriculum Big Idea

Instructional Strategies & Model Lessons Assessment items

Essential

Vocabulary Technology&

Print Resources

Instructional notes

1st

Quarter

4.1 (Introduce 1st



Oral Communication cont. The students will:

• 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; ° and link to the remarks of others; ° identifying reasons and evidence a speaker provides to support

particular points; ° communicating new ideas to others;

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.



Student reports/research projects Literature circle roles facilitate the implementation of the oral communication standards Peer tutoring Cooperative learning groups CPS response systems Reading skills games Exit tickets Bellringers

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Pacing / Time

Frame Unit/ Curriculum Big Idea

Instructional Strategies & Model Lessons Assessment

items


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4.1 (Introduce 1st



Oral Communication cont. The students will:

° 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 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.



Student reports/research projects CPS response systems Race to Success tests Exit tickets Bellringers STAR testing Literature circle roles facilitate the implementation of the oral communication standards Peer tutoring Cooperative learning groups Reading skills games

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Pacing / Time



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Oral Communication cont.

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. All students should

• apply basic patterns of organization when preparing an oral presentation.

• develop the skills necessary for active listening.




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Oral Communication SOL 4.2 cont. The student will

• 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.


Video blogs http://www.readwritethink.org/files/resources/lesson_images/lesson856/interview.pdf *Student interview skills http://www.brainpop.com/english/studyandreadingskills/publicspeaking/preview.weml *public speaking http://www.internet4classrooms.com/lang_write.htm Enhanced Scope & Sequence pg 36, Draw what you hear pg 38-39, 40,41 Six Questions for Historical Figures 42, 43,


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4.4

2 weeks (Introduce and ongoing)

Reading 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.

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

4.2 Cont. Voice Inflection Purpose Topic 4.4 context roots affixes homophones multisyllabic prefixes suffixes synonyms antonyms word-reference materials glossary dictionary thesaurus atlas almanac text Consult

www.wordcentral.com http://www.brainpop.com/english/studyandreadingskills/dictionaryandthesaurus/preview.weml http://exchange.smarttech.com/search.html?q=&subject=English+Language+Arts&grade=Grade+4&region=en_US - Prefixes and Suffixes Word reference materials Nonfiction texts Fiction texts Enhanced Scope & Sequence pg 90,91, 92,93, SQ3R 94-96, DRTA pg 121, 122, Sticky Notes pg 123, 124, QAR pg 125-126; Reciprocal teaching pg 127-128, Story Face pg 129-2 Column Notes 130-131, Literary Report Card 132, 133,

CPS response systems Race to Success tests Exit tickets Bellringers Word origins should be reviewed in geometry as well. Written responses and vocabulary activities in other content areas. Cooperative learning groups Reading skills games Harcourt textbook-vocabulary in context passages Frayer models/vocabulary quilts Leveled readers Foldables Flipbooks Interactive notebooks

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4.4

2 weeks (Introduce and ongoing)

Reading SOL 4.4 cont. The student will

• 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.

4.2 Cont. Voice Inflection Purpose Topic 4.4 context roots affixes homophones multisyllabic prefixes suffixes synonyms antonyms word-reference materials glossary dictionary thesaurus atlas almanac text Consult

www.wordcentral.com http://www.brainpop.com/english/studyandreadingskills/dictionaryandthesaurus/preview.weml http://exchange.smarttech.com/search.html?q=&subject=English+Language+Arts&grade=Grade+4&region=en_US http://www.internet4classrooms.com/lang_write.htm Enhanced Scope & Sequence pg 90,91, 92,93, SQ3R 94-96, DRTA pg 121, 122, Concept Definition map 142, pg 123, 124, QAR pg 125-126; Reciprocal teaching pg 127-128, Story Face pg 129-2 Column Notes 130-131, Literary Report Card 132, 133,

Word reference materials Nonfiction texts CPS response systems Race to Success tests Exit tickets Bellringers Fiction texts Harcourt textbook-vocabulary in context passages Frayer models/vocabulary quilts Leveled readers Foldables Flipbooks Interactive notebooks

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4.5 (Introduce 3 weeks and ongoing) 4.6 c & h (Introduce 2 weeks and ongoing)

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

Comprehension

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. g) Identify sensory words. j) Identify cause and effect relationships. k) Use reading strategies throughout the reading process to monitor comprehension. (ongoing) l) Read with fluency and accuracy. (ongoing)

4.5 Restatement Retell Narrative nonfiction texts Autobiography Biography Chronological order Problem/Conflict Solution Character Language Setting Summarize Graphic Organizer Events Procedures Concepts Sensory words Strategies Theme Specific Details Fluency

www.unitedstreaming.com

http://billhaenel.com/subpages/72/86/13/sight-word-generator *fluency practice

http://www.brainpop.com/english/writing/mainidea/

http://exchange.smarttech.com/search.html?q=&subject=English+Language+Arts&grade=Grade+4&region=en_US - Finding the Main Idea in Fiction, Main Idea, Cause and Effect, Author’s Purpose Tape recorder & stopwatch Enhanced Scope & Sequence pg 90,91, 92,93, SQ3R 94-96, DRTA pg 121, 122, Concept Definition map 142, 124, QAR pg 125-126; Reciprocal teaching pg 127-128, Story Face pg 129-2 Column Notes 130-131,

Graphic organizers Harcourt textbook Nonfiction texts Fiction texts Leveled readers Foldables Flipbooks Interactive notebooks Brochures, newspaper articles, advertisements, etc. (author’s purpose) Cooperative learning groups Author’s Purpose: PIE P(Persuade)I(Inform)E(Entertain) Summarizing

Reading skills games

-Somebody-Wanted-But-So-Then

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4.5 (Introduce 3 weeks and ongoing) 4.6 c & h (Introduce 2 weeks and ongoing)

SOL 4.5 Comprehension cont.

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.

The student will

• 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.


www.unitedstreaming.com http://billhaenel.com/subpages/72/86/13/sight-word-generator *fluency practice http://www.brainpop.com/english/writing/mainidea/ http://exchange.smarttech.com/search.html?q=&subject=English+Language+Arts&grade=Grade+4&region=en_US - Finding the Main Idea in Fiction, Main Idea, Cause and Effect, Author’s Purpose

Tape recorder & stopwatch Enhanced Scope & Sequence Literary Report Card pg. 132, 133,




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SOL 4.5 Comprehension cont. • 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.

• 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).



http://www.internet4classrooms.com/lang_write.htm Enhanced Scope & Sequence Literary Report Card pg. 132, 133,




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4.5 (Introduce 3 weeks and ongoing) 4.6 c,g & h (Introduce 2 weeks and ongoing)

Comprehension cont. 4.6 The student will read and demonstrate comprehension of nonfiction texts. c) Explain the author’s purpose. g) Distinguish between cause and effect. h) Distinguish between fact and opinion. 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.



Tape recorder & stopwatch Enhanced Scope & Sequence Literary Report Card pg. 132, 133, 134, 135, 136, 137, Frayer model- 138, Semantic Feature Analysis 139,




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(Introduce 3 weeks and ongoing) 4.6 c,g & h (Introduce 2 weeks and ongoing)

SOL 4.6 Comprehension cont. The student will

• 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.

• 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.


• distinguish between fact and opinion.







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(Introduce 3 weeks and ongoing) 4.6 c,g & h (Introduce 2 weeks and ongoing)


• 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).







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(Introduce 4 weeks and continue instruction throughout the year)

Writing

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. 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.

4.5 Cont. Generating Questions Accuracy Visual presentation Oral presentation Cause and effect 4.6 Fact and Opinion Author’s purpose Entertain Inform Persuade 4.7 Writing process Narrative Informative/explanatory Examine Convey information Descriptive details Imagined events Event sequences Composition Written expression Usage/mechanics Quotations Transition words

http://www.brainpop.com/english/writing/blogs/ http://www.eduplace.com/graphicorganizer/ *various graphic organizers http://www.brainpop.com/english/writing/mainidea/ http://www.brainpop.com/english/writing/moodandtone/preview.weml http://www.brainpop.com/english/studyandreadingskills/research/preview.weml *SMART Exchange-Paragraph Writing, Sentence Structure, Random Writing Prompts http://www.artsmia.org/world-myths/viewallart/compare-contrast.html http://www.internet4classrooms.com/lang_write.htm

4 square writing organizers Foldables Flipbooks Venn diagrams Quick writes Journals Writing prompts Letters Pen pals Shared writing WRITE! Book Buckle Down-Writing Peer editing Student-teacher conferences Written responses in other content areas. Cooperative learning groups Reading skills games

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SOL 4.7 Writing cont. The student will

• 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

4.5 Cont.

.

Generating Questions Accuracy Visual presentation Oral presentation Cause and effect 4.6 Fact and Opinion Author’s purpose Entertain Inform Persuade 4.7 Writing process Narrative Informative/explanatory Examine Convey information Descriptive details Imagined events Event sequences Composition Written expression Usage/mechanics Quotations Transition words

http://www.brainpop.com/english/writing/blogs/ http://www.eduplace.com/graphicorganizer/ *various graphic organizers http://www.brainpop.com/english/writing/mainidea/ http://www.brainpop.com/english/writing/moodandtone/preview.weml http://www.brainpop.com/english/studyandreadingskills/research/preview.weml http://www.internet4classrooms.com/lang_write.htm http://www.artsmia.org/world-myths/viewallart/compare-contrast.html


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• 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.

• use available reference resources (e.g., dictionary and thesaurus) as aids to revising writing for clarity.

4.5 Cont. Generating

Accuracy Questions

Visual presentation

Cause and effect Oral presentation

4.6 Fact and Opinion Author’s purpose Entertain Inform Persuade 4.7 Writing process Narrative Informative/explanatory Examine Convey information Descriptive details

Event sequences Imagined events

Composition Written expression Usage/mechanics Quotations Transition words

http://www.brainpop.com/english/writing/blogs/

http://www.eduplace.com/graphicorganizer/ *various graphic organizers

http://www.brainpop.com/english/writing/mainidea/

http://www.brainpop.com/english/writing/moodandtone/preview.weml http://www.brainpop.com/english/studyandreadingskills/research/preview.weml Enhanced Scope & Sequence Literary Report Card pg. 132, Frayer model- 138, Semantic Feature Analysis 139, Vocabulary 190-191,.192-193, 194

4 square writing organizers Foldables Flipbooks Venn diagrams Quick writes Journals Writing prompts Letters Pen pals Shared writing WRITE! Book Buckle Down-Writing Peer editing Student-teacher conferences Written responses in other content areas. Cooperative learning groups Reading skills games SMART Exchange-Paragraph Writing, Sentence Structure, Random Writing Prompts

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Technology& Print

Resources

Instructional notes

1st

Quarter



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

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

4.5 Cont. Generating Questions Accuracy Visual presentation Oral presentation Cause and effect 4.6 Fact and Opinion Author’s purpose Entertain Inform Persuade 4.7 Writing process Narrative Informative/explanatory Examine Convey information Descriptive details Imagined events Event sequences Composition Written expression Usage/mechanics Quotations Transition words

http://www.brainpop.com/english/writing/blogs/ http://www.eduplace.com/graphicorganizer/ *various graphic organizers http://www.brainpop.com/english/writing/mainidea/ http://www.brainpop.com/english/writing/moodandtone/preview.weml http://www.brainpop.com/english/studyandreadingskills/research/preview.weml *SMART Exchange-Paragraph Writing, Sentence Structure, Random Writing Prompts http://www.artsmia.org/world-myths/viewallart/compare-contrast.html


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Instructional notes

4.8 1st

Quarter


Writing Continued

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.

All students should

understand that grammatically correct language and mechanics contribute to the meaning of writing.

4.7 cont. Style Conclusion Variation Elaborate Topic sentence Tone Voice Prewriting Rhythm 4.8 Edit Grammar Double Negative Prepositional phrases Adjectives Adverbs Nouns Pronouns Verbs Subject Predicate Reflexive pronouns Commas Series


http://www.brainpop.com/english/grammar/

Interactive writing test: http://ritter.tea.state.tx.us/student.assessment/resources/online/2003/grade4/writing.htm Daily editing practice: http://www.educationworld.com/a_lesson/archives/animalsAtoZ.shtml *SMART Exchange-Verb Practice, What is an Adjective, Contractions, Subjects and Predicates, Punctuation Endmarks, Common vs. Proper Nouns

4 square writing organizers Foldables Flipbooks Venn diagrams Quick writes Journals Writing prompts Letters Pen pals Shared writing WRITE! Book Daily editing Peer editing Student-teacher conferences Written responses in other content areas. Cooperative learning groups Reading skills games

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http://www.brainpop.com/english/grammar/�



http://ritter.tea.state.tx.us/student.assessment/resources/online/2003/grade4/writing.htm�





http://www.educationworld.com/a_lesson/archives/animalsAtoZ.shtml�






Pacing / Time



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Technology& Print

Resources

Instructional notes

4.8 1st

Quarter


The student will

• 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.

• 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.

4.7 cont. Style Conclusion Variation Elaborate Topic sentence Tone Voice Prewriting Rhythm 4.8 Edit Grammar Double Negative Prepositional phrases Adjectives Adverbs Nouns Pronouns Verbs Subject Predicate Reflexive pronouns Commas Series


http://www.brainpop.com/english/grammar/

Interactive writing test: http://ritter.tea.state.tx.us/student.assessment/resources/online/2003/grade4/writing.htm Daily editing practice: http://www.educationworld.com/a_lesson/archives/animalsAtoZ.shtml *http://www.internet4classrooms.com/lang_write.htm http://www.artsmia.org/world-myths/viewallart/compare-contrast.html http://www.internet4classrooms.com/lang_write.htm

4 square writing organizers Foldables Flipbooks Venn diagrams Quick writes Journals Writing prompts Letters Pen pals Shared writing WRITE! Book Daily editing Peer editing Student-teacher conferences Written responses in other content areas. Cooperative learning groups Reading skills games

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Instructional notes

4.6 2nd

Quarter

(Introduce 3 weeks and ongoing)

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. d) Identify the main idea. e) Summarize supporting details. f) Draw conclusions and make simple inferences using textual information as support. i) Use prior knowledge and build additional background knowledge as context for new learning. j) Identify new information gained from reading. k) Use reading strategies throughout the reading process to monitor comprehension. l) Read with fluency and accuracy.

4.8 Cont. Singular possessive Rubric 4.6 Structures Prints & digital texts Predict Categorize Type Heading Graphics Captions Boldface Italics Illustrations Charts Graphs Diagrams Timelines Animations Conclusions Graphic organizers Supporting details Main Idea Summarize Draw Conclusions Inferences Visualize Connections

Main Idea: http://www.brainpop.com/english/writing/mainidea/ Text Organizers: http://www2.scholastic.com/browse/lessonplan.jsp?id=232 http://exchange.smarttech.com/search.html?q=&subject=English+Language+Arts&grade=Grade+4&region=en_US – Nonfiction Text Features Tape recorder & stopwatch Enhanced Scope & Sequence Literary Report Card pg. 132, 133, 134, 135, 136, 137, Frayer model- 138, Semantic Feature Analysis 139, Vocabulary 190-191,.192-193, 194

Quick Reads Harcourt textbook Textbooks in other content areas Leveled readers Foldables Flipbooks Interactive notebooks Cooperative learning groups Summarizing



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http://www2.scholastic.com/browse/lessonplan.jsp?id=232�











Pacing / Time



items


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Instructional notes

4.6 2nd

Quarter


Comprehension cont. 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.

The student will

• 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.


Main Idea: http://www.brainpop.com/english/writing/mainidea/ Text Organizers: http://www2.scholastic.com/browse/lessonplan.jsp?id=232 http://exchange.smarttech.com/search.html?q=&subject=English+Language+Arts&grade=Grade+4&region=en_US – Nonfiction Text Features Tape recorder & stopwatch mail.clevelandcountyschools.org/~ccselem/FOV1.../Text%20Features.ppt?...




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Instructional notes

4.6 2nd

Quarter




• 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).


Main Idea: http://www.brainpop.com/english/writing/mainidea/ Text Organizers: http://www2.scholastic.com/browse/lessonplan.jsp?id=232 http://exchange.smarttech.com/search.html?q=&subject=English+Language+Arts&grade=Grade+4&region=en_US – Nonfiction Text Features Tape recorder & stopwatch http://www.internet4classrooms.com/lang_write.htm http://www.internet4classrooms.com/lang_write.htm




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Pacing /

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Unit/ Curriculum Big Idea


items


Technology& Print

Resources

Instructional notes

2nd

Quarter

4.5 2 weeks (Introduce and ongoing) 4.9 (Introduce and ongoing) 2 weeks

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

• make, confirm, or revise predictions.

4.5 Sensory words Confirm predictions Revise predictions Narrative nonfiction 4.9 Research Information resources Technology Organize Evaluate Synthesize Communicate Plagiarism Collect Formulate questions Credit sources Key terms Search

www.unitedstreaming.com http://www.readwritethink.org/files/resources/lesson_images/lesson881/organizer.pdf *Example of citation for Revolutionary War research http://www.readwritethink.org/professional-development/professional-library/paraphrasing-effective-comprehension-strategy-20953.html *paraphrasing lesson plan *SMART Exchange-Incredible Inferences http://infotrac.galegroup.com/itweb/va_s_116_0110 (Password: Bulldogs) *Kids Infobits Enhanced Scope & Sequence Sensory Words pg 189, Predictive power of Vocabulary 190-191, pg.192-193

Science A-Z Science and VA Studies Weekly Newspapers Harcourt textbook Leveled readers Foldables Flipbooks Interactive notebooks Nonfiction texts Cooperative learning teams Peer Editing Reading skills games

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http://www.readwritethink.org/files/resources/lesson_images/lesson881/organizer.pdf�





http://www.readwritethink.org/professional-development/professional-library/paraphrasing-effective-comprehension-strategy-20953.html�









http://infotrac.galegroup.com/itweb/va_s_116_0110�





Pacing /

Time Frame



items


Technology& Print

Resources

Instructional notes

2nd

Quarter


Research

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.

All students should understand how information is to be collected, analyzed, and

organized as a part of the process of writing a short report.


www.unitedstreaming.com http://www.readwritethink.org/files/resources/lesson_images/lesson881/organizer.pdf *Example of citation for Revolutionary War research http://www.readwritethink.org/professional-development/professional-library/paraphrasing-effective-comprehension-strategy-20953.html *paraphrasing lesson plan *SMART Exchange-Incredible Inferences http://infotrac.galegroup.com/itweb/va_s_116_0110 (Password: Bulldogs) *Kids Infobits


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Pacing /

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items


Technology& Print

Resources

Instructional notes

2nd

Quarter


Research cont. The student will

• 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.


www.unitedstreaming.com http://www.readwritethink.org/files/resources/lesson_images/lesson881/organizer.pdf *Example of citation for Revolutionary War research http://www.readwritethink.org/professional-development/professional-library/paraphrasing-effective-comprehension-strategy-20953.html *paraphrasing lesson plan *SMART Exchange-Incredible Inferences http://infotrac.galegroup.com/itweb/va_s_116_0110 (Password: Bulldogs) *Kids Infobits


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Pacing /

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items


Technology& Print

Resources

Instructional notes

2nd

Quarter

4.3 (Introduce and ongoing) 1 week

Communication: Media Literacy

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. 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.

4.3 Media messages Auditory media Audience Visual media Written media Access Attributes Purpose Sell

*Web resources http://www.brainpop.com/english/writing/onlinesources/preview.weml

http://www.brainpop.com/english/studyandreadingskills/internetsearch/preview.weml Books on the web, various websites, news reports, television and radio advertisements www.unitedstreaming.com http://www.internet4classrooms.com/lang_write.htm

Harcourt textbook Brochures, advertisements (newspapers, billboards) maps, charts, graphs, etc.

Leveled readers Foldables Flipbooks Interactive notebooks Cooperative learning groups Author’s Purpose: PIES P(Persuade)I(Inform)E(Entertain) S(Sell) Reading skills games

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http://www.brainpop.com/english/writing/onlinesources/preview.weml�




http://www.brainpop.com/english/studyandreadingskills/internetsearch/preview.weml�










Pacing /

Time Frame



items


Technology& Print

Resources

Instructional notes

3rd

Quarter

Review of all SOLs

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

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

4.3 The student will learn how media messages are

constructed and for what purposes. 4.4 The student will expand vocabulary when reading. 4.5 The student will read and demonstrate comprehension of

fictional texts, narrative nonfiction texts, and poetry. 4.6 The student will read and demonstrate comprehension of

nonfiction texts.

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

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

4.9 The student will demonstrate comprehension of

information resources to research a topic. including online, print, and media.

Media messages Auditory media Audience Visual media Written media Access Attributes Purpose Sell Sensory words Confirm predictions Revise predictions Narrative nonfiction Style Conclusion Variation Elaborate Topic sentence Tone Voice Prewriting Rhythm Research Information resources Technology Organize Evaluate Synthesize Communicate Plagiarism Collect Formulate questions Credit sources Key terms Search

http://education/jlab.org/solquiz http://iq.poquoson.org/grade4.htm Test Prep http://www.brainpop.com/english/studyandreadingskills/testpreparation/preview.weml http://www.brainpop.com/english/studyandreadingskills/testtakingskills/preview.weml http://exchange.smarttech.com/search.html?q=&subject=English+Language+Arts&grade=Grade+4&region=en_US – Literature Game, 12 Power Words for Testing (review of standardized testing terms) http://www.internet4classrooms.com/lang_write.htm http://www.artsmia.org/world-myths/viewallart/compare-contrast.html

Student reports/research projects Literature circle roles facilitate the implementation of the oral communication standards Peer tutoring Cooperative learning groups CPS response systems Quick Writes Descriptive cross-curricular writing Brochures, advertisements (newspapers, billboards) maps, charts, graphs, etc.

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http://education/jlab.org/solquiz�


http://iq.poquoson.org/grade4.htm�


http://www.brainpop.com/english/studyandreadingskills/testpreparation/preview.weml�





http://www.brainpop.com/english/studyandreadingskills/testtakingskills/preview.weml�




















Pacing / Time



items


Technology& Print

Resources

Instructional notes

4th

Quarter

Review of all SOLs






nonfiction texts.





Edit Grammar Double Negative Prepositional phrases Adjectives Adverbs Nouns Pronouns Verbs Subject Predicate Reflexive pronouns Commas Series Structures Prints & digital texts Predict Categorize Type Heading Graphics Captions Boldface Italics Illustrations Charts Graphs Diagrams Timelines Animations Conclusions Graphic organizers Supporting details Main Idea Summarize Draw Conclusions

http://education/jlab.org/solquiz http://iq.poquoson.org/grade4.htm

Test Prep

http://www.brainpop.com/english/studyandreadingskills/testpreparation/preview.weml http://www.brainpop.com/english/studyandreadingskills/testtakingskills/preview.weml

http://exchange.smarttech.com/search.html?q=&subject=English+Language+Arts&grade=Grade+4&region=en_US – Literature Game, 12 Power Words for Testing (review of standardized testing terms) http://www.internet4classrooms.com/lang_write.htm http://www.artsmia.org/world-myths/viewallart/compare-contrast.html

organizers Foldables Flipbooks Venn diagrams Quick writes Journals Writing prompts Letters Pen pals Shared writing WRITE! Book Daily editing Peer editing Student-teacher conferences Written responses in other content areas. Cooperative learning groups Reading skills games Quick Writes Descriptive cross-curricular writing

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PALS PROJECT- BASED ASSESSMENT

SOL TEST






























Pacing / Time Frame



items


Technology& Print

Resources

Instructional notes

4th

Quarter

Review of all SOLs






nonfiction texts.





Directions Ideas Opinions Evidence Support Sequence Organization Explanation Collaborate Clarify Communicate Specific Articulate Ideas Fact Opinion Eye contact Body language Grammatically correct 4.2 Presentation Style Audience Formal/Informal Language Media messages Auditory media Audience Visual media Written media Access Attributes Purpose Sell

http://www.doe.virginia.gov/testing/sol/practice_items/index.shtml#writing http://www.doe.virginia.gov/testing/sol/released_tests/2010/test10_reading4.pdf http://www.internet4classrooms.com/lang_write.htm http://www.artsmia.org/world-myths/viewallart/compare-contrast.html http://www.internet4classrooms.com/lang_write.htm http://www.artsmia.org/world-myths/viewallart/compare-contrast.html Enhanced Scope & Sequence concept map pg 142, predictive power of vocabulary pg 190-191, reading with Questions pg 192, About Point Note taking guide pg 194

Science A-Z Science and VA Studies Weekly Newspapers Harcourt textbook Leveled readers Foldables Flipbooks Interactive notebooks Cooperative learning groups Reading skills games Quick Writes Descriptive cross-curricular writing

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PALS PROJECT- BASED ASSESSMENT SOL TEST

http://www.doe.virginia.gov/testing/sol/practice_items/index.shtml#writing�




http://www.doe.virginia.gov/testing/sol/released_tests/2010/test10_reading4.pdf�




















Web Resources

Author’s Purpose

http://www.woodland.k12.mo.us/faculty/rgarner/Reading/Authors%20puropse.htm

Multiple Meaning Words

http://www.tv411.org/lessons/cfm/vocabulary.cfm?str=vocabulary&num=11&act=1

Homophones

http://www.bbc.co.uk/skillswise/words/spelling/recognising/homophones/game.shtml (homophone game) http://www.funbrain.com/whichword/index.html (homophone game) http://www.bbc.co.uk/skillswise/words/spelling/recognising/homophones/quiz.shtml (homophones) http://www.english-zone.com/verbs/your1.html (homophones with instant feedback)

http://www.thatquiz.org/tq/previewtest?DTTU0095

Cause and Effect/Fact and Opinion

http://cuip.uchicago.edu/www4teach/97/jlyman/default/quiz/factopquiz.html (fact and opinion quiz)

http://www.harcourtschool.com/activity/book_buddy/montigue/skill.html (cause and effect game) http://languageartsgames.4you4free.com/cause_effect.html (various cause and effect games)

http://www.woodland.k12.mo.us/faculty/rgarner/Reading/Authors%20puropse.htm�

http://www.tv411.org/lessons/cfm/vocabulary.cfm?str=vocabulary&num=11&act=1�

http://www.bbc.co.uk/skillswise/words/spelling/recognising/homophones/game.shtml�

http://www.funbrain.com/whichword/index.html�

http://www.bbc.co.uk/skillswise/words/spelling/recognising/homophones/quiz.shtml�

http://www.english-zone.com/verbs/your1.html�

http://www.thatquiz.org/tq/previewtest?DTTU0095�

http://cuip.uchicago.edu/www4teach/97/jlyman/default/quiz/factopquiz.html�

http://www.harcourtschool.com/activity/book_buddy/montigue/skill.html�

http://languageartsgames.4you4free.com/cause_effect.html�



Martinsville City Public Schools Web Resources

http://languageartsgames.4you4free.com/fact_or_opinion.html (various fact and opinion games) http://www.quia.com/jq/24723.html (fact and opinion game-30 questions) http://www.quia.com/pop/12709.html?AP_rand=982553080 (fact and opinion game) http://www.harcourtschool.com/activity/book_buddy/montigue/skill.html (cause and effect game) http://languageartsgames.4you4free.com/cause_effect.html

Word Origins/Context Clues

http://www.vocabularya-z.com http://www.arcademicskillbuilders.com/games/frog/frog.html http://www.quia.com/pages/havefun.html *many different word games* http://www.vrml.k12.la.us/4th/Homework/read/voc/wordwork/book4/intervention_int.asp (interactive vocabulary site that links to a doodle tool so that students can illustrate the vocabulary word) http://www.firstschoolyears.com/literacy/word/other/prefixes/prefixes.htm (various prefix/suffix activities) http://www.prefixsuffix.com/rootchart.php (root word reference chart and search engine) http://languagearts.pppst.com/affixes.html (affixes PowerPoint presentations) http://www.schoolexpress.com/fws/cat.php?id=2295 (affixes printables)

http://languageartsgames.4you4free.com/fact_or_opinion.html�

http://www.quia.com/jq/24723.html�

http://www.quia.com/pop/12709.html?AP_rand=982553080�

http://www.harcourtschool.com/activity/book_buddy/montigue/skill.html�

http://languageartsgames.4you4free.com/cause_effect.html�

http://www.vocabularya-z.com/�

http://www.arcademicskillbuilders.com/games/frog/frog.html�

http://www.quia.com/pages/havefun.html�

http://www.vrml.k12.la.us/4th/Homework/read/voc/wordwork/book4/intervention_int.asp�

http://www.firstschoolyears.com/literacy/word/other/prefixes/prefixes.htm�

http://www.prefixsuffix.com/rootchart.php�

http://languagearts.pppst.com/affixes.html�

http://www.schoolexpress.com/fws/cat.php?id=2295�




Conclusions/Inferences

http://www.quia.com/pop/43335.html (inferring) http://www.quia.com/ba/41785.html (inferring) http://www.philtulga.com/Riddles.html (inference riddles) http://www.vrml.k12.la.us/4th/homework/read/bk3/cricket.htm

Main Idea and Detail

http://reading.pppst.com/mainidea.html (Pete’s PowerPoint Station) http://vclass.mtsac.edu/amla-51/Main%20Idea/Mainidea.htm http://www.beaconlearningcenter.com/weblessons/gettheidea/default.htm http://www.studyzone.org/testprep/ela4/h/mainideap2.cfm http://vclass.mtsac.edu/amla-51/Main%20Idea/Mainidea.htm (a little more advanced)

http://www.harcourtschool.com/activity/test_tutor/build19/grade4/skill10/index.htm (main idea test tutor) http://www.harcourtschool.com/activity/book_buddy/rosie/skill_pre.html (Main idea practice) http://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_14.htm

http://www.quia.com/pop/43335.html�

http://www.quia.com/ba/41785.html�

http://www.philtulga.com/Riddles.html�

http://www.vrml.k12.la.us/4th/homework/read/bk3/cricket.htm�

http://reading.pppst.com/mainidea.html�

http://vclass.mtsac.edu/amla-51/Main%20Idea/Mainidea.htm�

http://www.beaconlearningcenter.com/weblessons/gettheidea/default.htm�

http://www.studyzone.org/testprep/ela4/h/mainideap2.cfm�

http://vclass.mtsac.edu/amla-51/Main%20Idea/Mainidea.htm�

http://www.harcourtschool.com/activity/test_tutor/build19/grade4/skill10/index.htm�

http://www.harcourtschool.com/activity/book_buddy/rosie/skill_pre.html�

http://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_14.htm�




Poetry

http://www.poetryarchive.org/childrensarchive/forms.do (an archive of children’s limericks)

http://www.kidzone.ws/poetry/haiku.htm#What http://www.kimskorner4teachertalk.com/writing/sixtrait/wordchoice/sensorydetails.html (Sensory Words)

Reading Comprehension

http://www.gamequarium.org/dir/readquarium/comprehension

http://www.thinkfinity.org/student-interactives

http://internet4classrooms.com/skills-4th-langbuilders.htm (language-arts grammar skills, comprehension, spelling, etc)

http://www.rockingham.k12.va.us/resources/elementary/4english.htm (resources by SOL)

http://www.internet4classrooms.com/lang_write.htm

Research

http://infotrac.galegroup.com/itweb/va_s_116_0110 (Password: Bulldogs) *Kids Infobits

http://www.readwritethink.org/classroom-resources/student-interactives/

http://www.writinga-z.com/

http://www.readinga-z.com

http://www.sciencea-z.com/

http://www.poetryarchive.org/childrensarchive/forms.do�

http://www.kidzone.ws/poetry/haiku.htm#What�

http://www.kimskorner4teachertalk.com/writing/sixtrait/wordchoice/sensorydetails.html�

http://www.gamequarium.org/dir/readquarium/comprehension�

http://www.thinkfinity.org/student-interactives�

http://internet4classrooms.com/skills-4th-langbuilders.htm�

http://www.rockingham.k12.va.us/resources/elementary/4english.htm�



http://www.readwritethink.org/classroom-resources/student-interactives/�

http://www.writinga-z.com/�

http://www.readinga-z.com/�

http://www.sciencea-z.com/�

Documents

Grade 4: English - Martinsville City Public · PDF fileinto all areas of K-12 education. ... 47 question test Grade 4 English Test Blueprint Summary Table ... 1st. Quarter 4.1 (Introduce