Curriculum Strand One: Writing Strategies: The students write clear, coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g. prewriting, drafting, revising, editing successive versions). As Elk Grove Unified School District cannot guarantee prior experience, this document may not reflect evidence of prerequisite knowledge. Organization and Focus *1.1 select a focus, an organizational structure, and point of view based upon purpose, audience, length, and format requirements. 1.1a select a topic? 1.1b write to a particular purpose or audience? choose a friend or relative about whom to write a character sketch. write a persuasive letter to a toy company to encourage an improvement in the product. follow directions for length and format as described in a project or report on missions. *1.2 create multiple-paragraph compositions: a) provide an introductory paragraph. b) establish and support a central idea with a topic sentence at or near the beginning of the first paragraph. c) include supporting paragraphs with simple facts, details, and explanations. d) conclude with a paragraph that summarized the points. e) use correct indention. 1.2 write a well organized paragraph? write a report on a Native Californian tribe or a mission. 1
Organization and Focus (cont.) 1.3 use traditional text structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). 1.3 recognize the following informational text structures: chronological order cause and effect compare and contrast (similarity and difference) posing and answering a question? write a how-to paragraph for how to pan for gold. summarize the effects of the Gold Rush on California in a well-organized paragraph. write a paragraph that compares two animals. After studying electricity or magnetism, the students will pose a question related to the topic and write a paragraph to answer their question. Penmanship 1.4 write fluidly and legibly in cursive or joined italic. 1.4 write legibly in cursive? write selected assignments in cursive. Research and Technology *1.5 quote or paraphrase information sources, citing them appropriately. 1.6 locate information in reference texts by using organizational features (e.g., prefaces, appendices). 1.5a locate different sources of information? 1.5b sum up and/or put into their own words information from a text? 1.6 use titles, table of contents, chapter headings, glossaries and indices to locate information in text? use and correctly cite three sources of information for a mission report. use the diagram on p. A41 of Harcourt Science to locate information to use in reports about photosynthesis. 2
Research and Technology (cont.) 1.7 use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid to writing. 1.7 understand the structure and organization of various reference materials? research women in space using all appropriate references found in the library (card catalog, encyclopedia or online sources) to accompany Mae Jamison: Space Scientist, OC, Unit 1, p. 82. 1.8 understand the organization of almanacs, newspapers, and periodicals and how to use those print materials. 1.9 demonstrate basic keyboarding skills and familiarity with computer terminology (e.g., cursor, software, memory, disk drive, hard drive). Evaluation and Revision *1.10 edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text. 1.8 recognize almanacs, newspapers, and periodicals as sources of information? 1.9 understand the layout of a keyboard? 1.10 revise drafts to improve coherence and logical progression of ideas? Using an almanac, the students will find average rainfall and high and low temperatures for two cities in California. meet WPM keyboarding standards and define grade appropriate computer terminology as defined in technical standards. complete revision activities in Revised Open Court 2002 Writing Process Strategies Lessons. 3
Curriculum Strand Two: Writing Applications (Genres and Their Characteristics): The students write compositions that describe and explain familiar objects, events, and experience. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0. As Elk Grove Unified School District cannot guarantee prior experience, this document may not reflect evidence of prerequisite knowledge. Writing Applications 2.1 write narratives: a) relate ideas, observations, or recollections of an event or experience. b) provide a context to enable the reader to imagine the world of the event or experience. c) use concrete sensory details. d) provide insight into why the selected event or experience is memorable. 2.1 write a short narrative, including setting, plot, and related details? write a narrative. (Revised Open Court 2002 Writing Process Strategies Lessons, Unit 1.) *2.2 write responses to literature: a) demonstrate an understanding of the literary work. b) support judgments through references to both the text and prior knowledge. 2.2 respond in writing to a selected story? respond to the essay questions at the end of Unit Assessments that relate to the unit theme. 4
*2.3 write information reports: 2.3 read informational text with write a brochure a) frame a central question about an issue or situation. b) include facts and details for focus. c) draw from more than one source of information (e.g., speakers, books, newspapers, other media sources). understanding? encouraging settlers to move west. *2.4 write summaries that contain the main ideas of the reading selections and the most significant details. 2.4 identify main ideas and significant details? write a summary (see Revised Open Court 2002 Writing Process Strategies Lessons, Unit 2). 5
WRITTEN AND ORAL ENGLISH ENGLISH/LANGUAGE ARTS 4 LANGUAGE CONVENTIONS Curriculum Strand One: Written and Oral English Language Conventions: The students write with a command of standard English conventions appropriate to this grade level. As Elk Grove Unified School District cannot guarantee prior experience, this document may not reflect evidence of prerequisite knowledge. Sentence Structure 1.1 use simple and compound sentences in writing and speaking. 1.1 write and speak in complete sentences? See OC, Unit 2, p. 131F and Comprehension/Language Arts Skills, p. 58. *1.2 combine short, related sentences with appositives, participial phrases, adjectives, adverbs, and prepositional phrases. 1.2 combine sentences using conjunctions? 6 Choose the sentence that best combines these two sentences: Mrs. Yoon is our closest neighbor. She makes the best kimchi. (a) Mrs. Yoon is our closest neighbor and the best kimchi. (b) Mrs. Yoon is the best kimchi neighbor. (c) Mrs. Yoon, our closest neighbor, makes the best kimchi. (d) Mrs. Yoon, the best kimchi, Teacher examples: Appositive Mrs. Yoon, our closest neighbor, makes the best kimchi. Participial phrase Starting as a national festival, the Olympics has grown into an international event. Prepositional phrase Marisol s cat likes to sleep on top of her homework.
WRITTEN AND ORAL ENGLISH ENGLISH/LANGUAGE ARTS 4 LANGUAGE CONVENTIONS Grammar *1.3 identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and speaking. Punctuation 1.4 use parentheses, commas in direct quotations, and apostrophes in possessive case of nouns and in contractions. 1.3a identify verbs, adverbs, prepositions, and conjunctions? 1.3b identify and use subjects and verbs correctly? 1.4 recognize quotations, possessives, and contractions? Which sentence is correctly written? (a) The student s have wrote their persuasive essays. (b) The students wrote their essays quickly but accurately. (c) The essays were written to the contest. (d) The essays for the contest were wrote students. See OC, Unit 2, p. 185D. correctly use parentheses, commas, and apostrophes in their writing. 1.5 use underlining, quotation marks, or italics to identify titles of documents. Capitalization 1.6 capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations when appropriate. 1.5 identify titles? On monthly reading logs, the students will correctly underline book titles and use quotation marks for stories, poems, and magazine articles. 1.6 correctly use capitals for proper nouns, geographical names, holidays, etc.? correctly use capitals when citing sources, summarizing, and writing dialogue. 7
WRITTEN AND ORAL ENGLISH ENGLISH/LANGUAGE ARTS 4 LANGUAGE CONVENTIONS Spelling *1.7 spell correctly roots, inflections, suffixes and prefixes, and syllable constructions. 1.7 correctly spell grade-appropriate words following common spelling patterns? correctly spell multisyllable words in their writing. Elk Grove Unified School District s Additional Standards for Grade 4 1.8 spell correctly the most commonly used words in daily writing. 1.8a correctly spell high frequency words? See the Appendix for No Excuse word list. 8
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