Meade County 4th Grade Curriculum 2013-14This document is a compilation of the various curriculum documents that have been created by teams of teachers within the district. This is an overview. More detailed information for instructional purposes is currently located on district teacher share –elementary curriculum- 2013-14 Pacing, Targets, IAs, and then by grade level for most content areas. There are separate folders for those areas in which a teacher is responsible for multiple grade levels (music, pe, library, counselors). The goal is to have all documents eventually housed on CIITS

4th Grade

Reading Chunk #1Aug. 7- Nov. 26

Reading Chunk #2 Dec. 2- March 14

Reading Chunk # 3March 17- end of year

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t) 4.RL.3 Literary Elements4.RL.2 Main Idea/ supporting details (building to theme in chunk #2)

4.RI.2 main idea, summarize4.RI.3 events, procedures, ideas

4.RL.1 infer4.RL.2 Theme

4.RI.1 infer 4 weeks (April)Targeted instruction based on IA analysis.

4.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity bandproficiently, with scaffolding as needed at the high end of the range.

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4.RL.5 difference and structural elements (poems, drama, prose)

4.RI.4 domain specific words4.RI.5 structure (begin instruction but nor assessed on IA)4.RI.7 text features

4. RL.4 4.RL.6 point of view

4.RI.5 structure4.RI.6 1st-2nd hand accounts

4.RL.7 (in class)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.

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Compare & contrast story elements and structural elements (builds to standard 9 in chunk 2)

4.RL.9 compare & contrast theme

4.RI.8 Author’s Purpose

4.RI.9 integrate…

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4.L5a similes and metaphors4.L4a context clues4.L5c synonym, antonym

4.L4c reference materials to determine or clarify meaning4.L.4b Greek & Latin Roots4.L5b idioms, adages, proverbs

4.L6

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4.RF.4

-Fall Break- Oct. 1-5 Winter Break (Dec. 21-Jan1)

April 2-6Spring Break

K-PREP TestingLast 14 days of school

May 22, 2013…Last day

date of IA #1 week of Nov. 18 or 25thdata to Amy by Tues., Dec. 2

week of March 10data to Amy by Tues., March 14

Final MAP before Spring Break. Send a completed Superintendent Summary using MAP to Melissa G. the week after Spring Break.

4th Grade Reading Chunk #1Aug. 9- Nov. 26

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4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts,words, or actions).

4.RL.2 Main Idea/ supporting details (building to theme in chunk #2) Determine a theme of a story, drama, or poem from details in the text; summarize the text.

4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

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4.RL.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

: 4.RL.7 Taught in class-not tested on IA 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.

4.RI.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

4.RI.5 structure (begin instruction but nor assessed on IA) Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

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Compare & contrast story elements and structural elements (builds to standard 9 in chunk 2)

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4.L5a Interpret figurative language, including similes and metaphors, in context.

4.L4a Use context (e.g., definitions, examples, or restatements in text) as to the meaning of a word or phrase.

4.L5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

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4.RF.3 a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g. roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

4.RF.4 a. Read on-level text with purpose and understanding.b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

-Fall Break- Oct. 1-5

4th Grade Reading Chunk #2Dec. 2- March 14

week of March 10 data to Amy by Tues., March 14

Key

Idea

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t) 4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

4.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

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4. RL.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

4.RL.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

4.RI.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

4.RI.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

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4.RL.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

4.RI.8 Explain how an author uses reasons and evidence to support particular points in a text.

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4.L4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases

4.L.4b Us e common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

4.L5b Recognize and explain the meaning of common idioms, adages, and proverbs.

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Winter Break (Dec. 21-Jan1)

4th Grade Language PacingThis is a list of language topics based on standards, teachers will use the actual standards to plan instruction.

Grad

e 4

complete sentences, run-on, fragments 4.L1f capitalization 4.L2a

helping verbs (auxiliaries) 4.L1c can, may, must, will, would, should, can could, etc…

verb tenses (4.1.b including progressive- e.g. was walking; I am walking; I will be walking)

Compound sentences; conjunctions, commas 4.L2c capitalization 4.L2a

Commas and quotation marks to mark direct speech and quotations from a text. 4.L2b

Conventional patterns of adjectives 4.L.1d (e.g. small red bag rather than a red small bag)

Commas and quotation marks to mark direct speech and quotations from a text. 4.L2b

Pronouns (who, whose, whom, which, that) 4.L1a

Formal and informal English 4.L.3c

Adverbs 4.L1a Frequently confused

words (to, too, two; there their)4.L.1g

Prepositional phrases 4.L1e

4th Grade Writing Pacing

Each school will create their own pacing for writing including the order in which they teach opinion writing (standard 1), informative/explanatory texts (standard 2), and narrative writing (standard 3). There will be common district on-demand prompts for each of these types of writing throughout the year. Each school will determine the order of the prompts for the “entire school.” (If a school chooses to give the narrative prompt first, it will be given to ALL students in all grades in the school, not just one grade level.) Students will write to the prompt in 1 sitting not over extended days (K-5 up to 30 minutes; 6th up to 40 minutes). Common rubrics will be used to score on-demand writing. A summary of results will be sent to the district.

4th Grade Math Pacing Calendar for 2013-14 (still under review)

Learning Chunk #1

Aug. 7-Sept.17

Learning Chunk #2

Sept. 18-Nov. 1

Learning Chunk #3

Oct. 30 -Dec. 20

Learning Chunk #4

Jan. 6- Feb.11

Learning Chunk #5

Feb. 18-March 28

Learning Chunk #6

April 7- May16Aug.7-9 (3 days)

Computation CheckSept. 18-19 (2 days)Posttest #1 Review

Pretest #2

Oct. 30- Nov. 1 (3 days)Posttest #2 Review

Pretest #3Lesson 4.8, 4.9,

Supplement Lesson 4.9 (needs km) Review 4.MD.1

Jan. 3- PDJan. 6-10 (5 days)

Lessons 6.1, 6.2, 6.3, 6.44.NBT.6 4.OA.3

(Feb. 14th – PD)Feb. 18-21 (4 days) Posttest #4 Review

Pretest #5Supplement…. 4.MD.4-line

plots with fractions

April 7-11 (5 days)Posttest #5 ReviewComputation Check9.8 (multiplication of

decimals)-school assess 4.MD2

Aug. 12-16(5 days)Pretest #1

Lessons 1.1, 1.2, 1.34.G.1, 4.G.2, 4.MD.5

Sept. 23-27 (5 days)Lessons 3.5, 3.8, 3.9

4.NBT.6, 4.OA.3, 4.NBT.2

Nov.4-8 (4 days)Lesson 5.1 (supplement to

include comparisons)4.NBT.5 4.0A.1

Jan. 13-17 (5 days)Lessons 6.5, 6.6… in chunk 5

4.MD.5aLessons 7.1, 7.2, 7.4

(fractions intro)

Feb. 24-28 (5 days)6.5, 6.6, 6.7 (supplement-

Crosswalk Lesson 35) 4.MD.7

4.MD.5a, 4.MD.6

April 14-18 (5 days)9.9 (division of decimals) –

school assess 4.MD2Hands on Equations

Lessons 1-4Aug. 19-23 (5 days)

Lessons 1.4, 1.54.G.2

Sept. 30-Oct. 4 (5 days)Lessons 3.10, 3.11

Factor Pairs

Nov. 11-15 (5 days)Lessons 5.2, 5.3, 4.NBT.5 4.OA.3

Jan. 21-24 (4 days)

Lessons 7.5, 7.6, 7.7

March 3-7 (5 days)Lessons 8.1, 8.3, 8.5

Supplement

April 21-25 (5 days)Hands on Equations

Lessons 5-7

4.OA.2 & 4.OA.3 Lessons 5.4, 5.54.OA.3, 4.NBT.5,?? 4.NBT.6

4.NF.3, 4.NF.1 4.MD.3

Aug. 26-30 (5 days)Lessons 2.2, 2.3 ,2.7

4.NBT.2, 4.NBT.3

Oct. 7-11 Fall Break

Nov. 18-22 (5 days)Lessons 5.6, 5.7, 5.8

(be sure to cover 4 digits by 1 digit) 4.OA.3, 4.NBT.5, ??4.NBT.6

Jan. 27-31 (5 days)Lesson7.8, 7.9, 7.10

4.NF.6, 4.NF.5, 4.NF.2

March 10-14 (5 days)Lessons 10.1, 10.2, 10.3,

10.44.G.3

April 28-May 2 (5 days)State Testing

Sept. 3-6 (4 days)Lessons 2.8 (supplement-

change to line plot instead of bar graph), 2.9, 3.1

4.OA.5

Oct. 14-18(5 days)Review

Supplement Prime and Composite Lesson

Lesson 4.1 4.NF.7

Nov. 25-26 (2 days)Thanksgiving

5.9 4.NBT.1

Feb. 3-7 (5 days)Lessons 9.1, 9.2, 9.3Crosswalk Lesson 26

4.NF.6, 4.NF.5, 4.NF.6

March 17-21 (5 days) Lesson 11.1, 11.2, 11.3, 11.4

4.MD.1, 4.MD.2

May 5-9 (5 days)State Testing

Sept. 9-13 (5 days)Lessons 3.2 (use enrichment

activity to cover Prime and Composite numbers) 3.3, 3.4

4.OA.1

Oct. 21-25 (5 days)Lessons 4.2, 4.3, 4.5, 4.6

(use Study Link for word problems)

4.NF.7, 4.MD.2

Dec. 2-6 (5 days)Lessons 5.10, 5.11,

4.NBT.3, 4.NBT.2, 4.OA.2, 4.NBT.5,

Feb.10-13 (4 days9.5

Crosswalk Lesson 244.NF.6, 4.NF.7

ORQReview

March 24-28 (5 days) Lessons 11.5, 11.74.MD.2, 4.MD.1

Conversions & elapsed timeCrosswalk Lessons 28-32

May 12-16 (3 days)State Testing: Last 14 days of school calendar

Sept. 16-17(2 days) ORQ

Review

Oct. 28-29 (2days) ORQ

Review

Dec. 9-13 (5 days) ORQ, Review

March 31-April 4 Spring Break

May 16th last day students

Dec. 16-20 (5 days) Posttest #3 /Pretest #4

Computation CheckPost Test Review

Math IA#1 week of Sept. 16Data to Amy 9/19

Data Analysis 9/20 (PD)

Math IA#2 week of Oct. 28Data to Amy 11/1

Data Analysis 11/5 (PD)

Math IA#3 week of Dec. 16Data to Amy 12/19

Data Analysis 1/3 PD

Math IA#4 week of Feb. 10Amy Feb.2/13

Data Analysis 2/14 (PD)

Math IA#5 week of March 24Data to Amy April 8

Data Analysis…school decision

4th grade Pacing Calendar for Science…… proposal for future with NGSS Learning Chunk

#1(Aug.-mid Sept.)

Learning Chunk #2

(mid. Sept - early Nov.)

Learning Chunk #3

early Nov.-W. break

Learning Chunk #4

Jan.-mid Feb.

Learning Chunk #5

mid Feb. – Sp. Break

Learning Chunk #6

Spring Break- end

Scie

nce

Structure, Function, and Information Processing

…last taught 1st grade

Energy(* new for 4th)

**Need resources: Science of energy, Energy Works

Waves and Information

..last taught 1st grade

Earth’s Systems: Processes that Shape the Earth

…last taught 2nd grade

Earth’s Systems: Processes that Shape the Earth(continued)

3-5 Engineering Design

Prim

ary

Revi

ew Life cycles Classification

Forces & interactions

Magnetism Matter (last taught

2nd)

Earth- solar system (space last taught in 1st grade)

Weather & climate (last taught in K & 3)

(2013-14) 4th Grade Pacing Calendar for Science InstructionStart of School – Fall

BreakFall Break- Winter Break Winter Break-Spring Beak Spring Break-End of

School

Structures and functions of organismsSC-04-3.4.1

Food chain/ web (relationships in an ecosystem) including the sun’s roleSC-04-4.6.1 SC-04-4.6.2

States of matterSC-04-1.1.1

Earth materialsSC-04-2.3.1

Life CyclesSC-04-3.4.3

BiomesSC-04-4.7.1

Human/ environment interactionsSC-04-4.7.2

Motion & forces SC-04-1.2.2Graphing data related to motion & forcesSC-04-1.2.1

Earth changesSC-04-2.3.2

Organisms behaviorSC-04-3.4.4

ElectricitySC-04-4.6.3

Sound/ lightSC-04-1.2.3 SC-04-4.6.4

Weather (predictions and measurements)SC-04-2.3.3

HeatSC-04-4.6.5

Earth Sun RelationshipSC-04-2.3.4

FossilsSC-04-3.5.1

4th Grade Financial Literacy PacingIn March 2013, a group of teachers worked together to create the following pacing for financial literacy. National standards are listed here, but a more detailed description showing both national standards and Ky core content is located on district teacher share. Once a month, primary teachers will use a read-aloud to provide instruction in consumerism. There’s a document with suggested literature and lessons also on district teacher share.

September

Financial Responsibility and Decision Making

Knowledge Statement: Every spending decision has an opportunity cost

Standard 1: Take responsibility for personal financial decisions.Standard 4: Make financial decisions by systematically considering alternatives and consequences

October Knowledge Statement: Entrepreneurs who work for themselves by Standard 1: Explore career options.

Income and Careers- Elementary counselors explore careers with students during guidance lessons.

starting new business hoping to earn a profit but accept risk of loss.

November

Planning and Money Management

Knowledge Statement: People are required to pay taxes for which they receive government services.

Standard 1: Develop a plan for spending and saving.

December

Planning and Money ManagementJanuary

Credit & Debt

Knowledge Statement: Borrowing money costs more than paying cash due to interest.

February

Risk Management and Insurance

Knowledge Statement: Risk is a part of daily life. Standard 1: Identify common types of risks and basic risk management methods.

March

Saving and Investing

Knowledge Statement: Banks, savings, loan association, and credit unions are places people can invest money and earn interest.

Standard 1: Implement a diversified investment strategy that is compatible with personal goals.Standard 2: Explain how investing builds wealth and helps meet financial goals

April

Financial Responsibility and Decision Making

Knowledge Statement: Every spending decision has an opportunity cost.

Standard 1: Take responsibility for personal financial decisions.

4th Grade A/H PacingA public review of the comprehensive draft PreK-12 standards, including model cornerstone assessments, will begin in January 2014. The current project timeline includes a release date of March 2014, for the complete and finished standards. The Kentucky Board of Education would then consider adoption.

Fourth Grade Visual Arts(sample draft created summer 2010)

The length and frequency of visual arts instruction varies from school to school. Therefore, students across the district will be assessed at slightly different times during the school year. Also, while the same basic skills will be taught regardless of the location, some locations could apply skills and concepts in greater/fewer completed art projects. Schools will determine the order and pacing in order allow for flexible integration of the content.

Elements of Art I can…ColorColor Schemes/ GroupsValue

Use red, blue, and yellow to create a color wheel showing primary and secondary colors.Create a piece of art using a warm, cool, or neutral color scheme. Warm-(reds, oranges, yellows) Cool-(blues, greens, violets) Neutral-(black, white, gray, sometimes brown/beige as earth tones)

ShapeForm

Create artwork using geometric and organic shapes and use them to show proportion.

LineSpace

Look at a piece of art and distinguish between positive and negative space. This means I can identify which shapes and forms make up the positive space and also identify the empty spaces around them which make up the negative space

TextureMedia & Processes

Principles of Design

Emphasis (focal point) Identify the focal point in a work of art. This means I can tell which part of the art attracts the viewer’s attention first.Contrast

Explain what contrast means in art. (Contrast is the sharp difference between two things, making one or both stand out.)Balance Identify if a piece of art is symmetrical or asymmetrical.

Pattern

Media & Processes Use elements of art and principles of design to create a landscape, portrait, and/or still life.Use different processes to create works of art.

Two-dimensional - drawing, painting, fiber art (e.g., fabric printing, stamping), collageThree-dimensional - pottery, sculpture, fiber art (e.g., constructing with fiber, weaving, quilting)

Identify the subject matter, media or medium, and process I used to create a work of art. medium: Two-dimensional- crayon, pencil, paint, fabric, yarn, paper Three-dimensional - clay, papier-mâché

Exploration of art will include a look at art from diverse cultures and time periods.

4th-5th Drama - (sample draft created summer 2010)The length and frequency of visual arts instruction varies from school to school. Therefore, students across the district will be assessed at slightly different times during the school year. Also, while the same basic skills will be taught regardless of the location, some locations could apply skills and concepts in greater/fewer completed art projects. Media specialists will incorporate drama into their curriculum. Schools will determine the order and pacing in order allow for flexible integration of the content. Drama will be also be incorporated into reading and other content when possible.

Drama Standard from… http://artswork.asu.edu/ Reading and Writing Scripts I can improvise dialogue to tell a story and write it for others to read.

Students will make and write plays.I can read, comprehend, and determine the theme of literature, including dramas at or near my grade level. (new standards # 2 & 10)

Acting Students will portray characters in formal presentations and improvisations.KY Core Content Ah…grade.. 4..3.1 involves performing in dramatic situations …

I can create a character by pretending to be someone else, based on a book or improvisation.

I can improvise to tell a story that has the literary elements (story line/plot, character, story organization-beginning, middle, end) for a piece of literature.

(from KY core content AH-04/05- 4.3.1) I can perform in a play that includes literary, technical, and performance elements.

3. Directing (Technical Theater)Students will design and build environments for classroom dramatizations.

I can work with a group to plan, and rehearse a classroom dramatization (e.g. skit, role-play, scenario, puppet show, etc…)

4. Analyze & Respond Students will analyze and explain personal preferences

(KY Core Content) Academic Expectations: 2.23 Students analyze their own and others’ artistic products and performances using accepted standards.

5. Comparing & ConnectingStudents will compare and connect different forms of art. (plays, theatre, film, television, electronic media) and relate them to daily life, past and present.

(from KY core content AH-04/05- 4.3.1) I can watch dramatic productions and describe elementar of drama in dramatic works. Elements of drama:Literary elements – Script, Story line (plot), Character, Story organization (beginning, middle, end), Setting, Dialogue, Monologue, Conflict

Technical elements – Scenery (set), Costumes, Props, Sound and Music, Make-up

Performance elements: Acting (how speaking, moving help to create characters) Speaking – vocal expression, projection, speaking style, diction

Nonverbal expression – gestures, facial expression, movementcharacters) Reading and Writing Scripts Students will make and write plays.

I can improvise dialogue to tell a story and write it for others to read.

I can read, comprehend, and determine the theme of literature, including dramas at or near my grade level. (new standards # 2 & 10)

Exploration of art drama will include a look at art from diverse cultures and time periods.

Music Pacing Learning Chunks for Special Areas are similar to but do not exactly match other content areas since actual minutes of instruction with students may vary from school to school.

Learning Chunk #1 Learning Chunk #2 Learning Chunk #3 Learning Chunk #4 Learning Chunk #5 Learning Chunk #6

Beat Rhythm tempo

melody harmony

Native American songs Performance AH-___-4.1.5

Instrument families Colonial/ Appalachian/

African-American music

Dynamics Form Music Styles Colonial/ Appalachian/

African-American music

Performance AH-___-4.1.5

Physical Education PacingGrade level, skill specific pacing is currently located on district teacher share.

Learning Chunk 1 Learning Chunk 2 Learning Chunk 3 Learning Chunk 4 Learning Chunk 5 Learning Chunk 6

Students will demonstrate basic psychomotor skills (locomotor and nonlocomotor)

Students will demonstrate Lifetime Physical Wellness Skills

(rules of game, rules of play, practice, fitness, benefits, sportsmanship)

Students will demonstrate Lifetime Physical Wellness Skills

(rules of game, rules of play, practice, fitness, benefits, sportsmanship)

Students will demonstrate Lifetime Physical Wellness Skills

(rules of game, rules of play, practice, fitness, benefits, sportsmanship)

Students will demonstrate psychomotor skills related to DANCE.

Students will demonstrate Lifetime Physical Wellness Skills

(rules of game, rules of play, practice, fitness, benefits, sportsmanship)

Students will demonstrate psychomotor skills in soccer

Students will demonstrate psychomotor skills related to soccer

Students will demonstrate psychomotor skills related to basketball

Students will demonstrate psychomotor skills related to volleyball

Students will demonstrate psychomotor skills related to kickball

Students will demonstrate psychomotor skills in football

Students will demonstrate psychomotor skills related to football

Students will demonstrate psychomotor skills related to handball

Students will demonstrate psychomotor skills related to racket sports

…will probably be moved to chunk 6 if more time is required to adequately teach DANCE.

Students will demonstrate psychomotor skills related to baseball/softball/wiffle ball

**In locations where equipment is available, intermediate students will be introduced to psychomotor skills related to archery,

Students will demonstrate psychomotor skills related to jump rope

4th Grade Library Pacing

Start of School – Fall Break Fall Break- Winter Break Winter Break-Spring Beak Spring Break-End of School

GenreFiction and nonfiction

Literary ElementsCaldecott Award

Reference materials PoetryPersonification

Literary elements NewberryKY Bluegrass Award

4.RL.64.RI.2OPAC IL.1.4ABC order IL.1.5

4.RL.24.RI.5Dewey Decimal IL.1.5

4.RL.94.RI.7, 9Dictionary IL.1.1

4.RL.4

4.Rl.5Internet IL.2.1

I can take good care of my library books and return them on time.

I can define main idea/theme in a nonfiction book, locating details.

I can compare and contrast the point of view in different books.

I can determine the point of view of a story told in the first or third person.

I can use the library catalog to find a book.

I can use ABC order.

I can take good care of my library books and return them on time.

I can define theme for a fiction book.

I can write a summary using key details for a fiction book.

I can retell the information from a nonfiction book.

I can use the Dewey Decimal system to help find a book.

I can take good care of my library books and return them on time.

I can compare and contrast similar themes and topics.

I can use the information from a chart, graph, timeline, or other graphic to help me understand the text.

I can find the same information in different nonfiction books.

I can use a dictionary to find information.

I can take good care of my library books and return them on time.

I can determine the meaning of nonfiction phrases in a book/story.

I can identify the characteristics of each genre.

I can compare and contrast characteristics of genres. I can locate information using the internet.

Meade County Counselors’ PL/CS Curriculum- D-R-A-F-T (10/26/2012)This is a general view of content that counselors address. The length and frequency of counseling varies from school to school. Therefore, the depth at which a counselor covers each these standards may vary from school to school. This content will be reinforced in the classroom.

1st Semester 2nd Semester

Topi

cs Bullying/ Harassment Conflict resolution Drug and alcohol awareness Decision making skills Character Ed.- (Imbedded in school-wide behavior expectations)

Career Education (career awareness, exploration, & planning; employability skills- 14 career clusters)

6th grade ILPs Character Ed.- (Imbedded in school-wide behavior expectations)