Killingly Public Schools. Grade 4 Draft: July 2002

Killingly Public Schools Grade 4 Draft: July 2002

FOCUS OF THE ORAL LANGUAGE STRAND At the fourth-grade level, students will apply oral communication skills to participate in discussions about learning and take part in collaborative learning projects. In order to be contributing participants in discussions, students must apply the skills involved in effectively communicating ideas and opinions, including such skills as actively listening to and constructively agreeing and disagreeing with others. Students will also learn how to present information confidently in oral presentations. 2

Oral Language Strand Grade 4 CONTENT STANDARD 4 LA 1: The student will use effective oral communication skills in a variety of settings. 4LA 1.1 Present accurate information to individuals and small groups 1.2 Contribute to group discussions 1.3 Seek the ideas and opinions of others 1.4 Use evidence to form and support opinions ASSESSMENT TOOLS-Teacher created rubrics, Teacher observation INTENT OF STANDARD The intent of this standard is that students will continue to develop the skills needed to communicate in group settings. They will strengthen their communication skills by contributing to group discussions, seeking the ideas and opinions of others, and using evidence to form and support their own personal opinions. They will also refine the skill of conveying accurate information to individuals or small groups. To be successful with this standard, students are expected to: give accurate directions by organizing and sequencing the information in a logical way articulating the information in a clear, organized manner making connections to previous common knowledge of a group of listeners participate in group discussions by: offering comments that are relevant to the topic of the discussion distinguishing fact from opinion supporting opinions with appropriate examples and details taking turns speaking during a discussion asking appropriate questions respecting the comments of others, especially if they are different from one s own. 3

Oral Language Strand CONTENT STANDARD 4 LA 2: The student will develop, give, and listen to oral presentations. 4LA 2.1 Use subject-related information 2.2 Organize information of clarity ASSESSMENT TOOLS-Teacher created rubrics, Teacher observation. INTENT OF STANDARD The intent of this standard is that students will develop formal oral presentations. They will organize information to make class presentations and reports. To be successful with this standard, students are expected to: develop oral presentations by: organizing information around a central idea with supporting details creating a simple visual, such as a poster or technology-tool presentation, that helps listeners follow the presentation give oral presentations by: speaking clearly, using appropriate voice level and speaking rate use active listening skills by looking at the speaker thinking about the main points the speaker is making asking questions 4

FOCUS ON THE READING/LITERATURE STRAND At the fourth-grade level, students will build on their reading comprehension skills. They will continue to develop fluency as they use strategies such as word analysis, context clues, and inferencing to bring meaning to text. Students will use reading strategies before, during, and after reading to develop and demonstrate comprehension. The use of graphic organizers will facilitate students understanding of text organization and will help them to summarize and draw conclusions from fictional and informational text. Students will read content area text as well as a variety of genres. 5

Reading/Literature Strand CONTENT STANDARD 4 LA 3: The student will read and learn the meanings of unfamiliar words. 4LA 3.1 Use knowledge of synonyms, antonyms, homonyms, prefixes and suffixes, and multiple meanings of words. 3.2 Use word-reference materials including the glossary, dictionary, and thesaurus. 3.3 Use knowledge of figurative language to strengthen comprehension.(similes, metaphors). ASSESSMENT TOOLS: Teacher created tests, written work, and Anthology assessments. INTENT OF STANDARD The intent of this standard is that students will continue to build vocabulary by applying their knowledge of word structure and context clues to determine the meanings of unfamiliar words. They will also use word reference materials to learn new words. To be successful with this standard, students are expected to: use their knowledge of synonyms (words with like meanings) and antonyms ( words with opposite meanings) to understand the meanings of unfamiliar words discover word meanings by using their knowledge of homonyms/homophones (words that are pronounced the same but are spelled differently and have different meanings) such as read/red, no/know, hear/here use their knowledge of base words, prefixes, suffixes to understand meanings of unfamiliar words use clues in the context of a sentence, paragraph, or reading selection to predict the meanings of words that have more than one meaning (multiple meaning words) use context clues to select the most appropriate meaning/definition of words from a glossary or dictionary determine meaning of multiple meaning words or figurative language. 6

Reading/Literature Strand CONTENT STANDARD 4 LA 4: The student will demonstrate basic understanding of the text s general content. 4LA 4.1 Determine the main idea(nonfiction) or theme(fiction) within a written work. 4.2 Identify or infer important characters, setting, problems, events, relationships and details within a written work. 4.3 Select and use relevant information from a written work in order to summarize. metaphors). 4.4 Use context clues to determine meanings of unknown or multiple meaning words or figurative language. ASSESSMENT TOOLS: Retelling. INTENT OF STANDARD The intent of this standard is to require the reader to provide an initial impression or global understanding of what they have read. It involves considering the text as a whole or in a broad perspective. To be successful with this standard, students are expected to: use context clues to determine meanings of unknown or multiple meaning words, or figurative language. make valid inferences within a written work on-main idea or theme -details-characters and emotions -problem/solution identify and apply cause and effect. generate questions before, during, and after reading to; -make predictions -clarify -set purpose for reading use graphic organizer (i.e. Venn Diagram, KWL, Herringbone, Story Maps) to summarize and clarify material. apply cloze strategies for reading for meaning (use context to recognize meaning of words). identify main idea, details, and sequence of ideas within a written work (i.e. narrative/expository) complete an oral retelling. 7

Reading/Literature Strand CONTENT STANDARD 4 LA 5: The student will interpret and or explain the text, and connect the text to outside knowledge. 4LA 5.1 Make connections between the text and outside experiences and knowledge. 5.2 Identify or infer the author s use of structure/organizational patterns. 5.3 Draw a conclusion about the author s purpose in including or omitting specific details in written work. 5.4 Use evidence from the text to draw an/or support a conclusion. INTENT OF STANDARD The intent of this standard is to require the reader to extend their initial impressions to develop a more complete understanding of what they have read. It involves making connections, linking information across parts of a text, as well as focusing on specific information to draw conclusions. The student will demonstrate comprehension of a selection by using before, during and after reading strategies. To be successful with this standard, students are expected to: express opinions about characters and action and support opinions through oral and/or written references to the literature draw valid conclusions based on text determine and use the text organization as a strategy for constructing meaning use text set in special type styles, such as bold faced and color captions under pictures and graphics, and headings of section, and chapters to predict and categorize information recognize an author s intent or purpose cite evidence indicating whether text is fiction or nonfiction summarize information identifying important ideas and provide details identify important information in a selection in order to summarize by using tools such as graphic organizers, outlining and note taking write responses that go beyond literal restatements in order to make connections to their own lives and to other selections find words or sentences that help identify the author s purpose, (e.g., to entertain, inform persuade) find setting details that help identify the author s purpose understand that non-fiction material tells about real people, places, objects and events. 8

Reading/Literature Strand CONTENT STANDARD 4 LA 6: The student will elaborate on the text and make judgements about the text s quality and themes. 4LA 6.1 Use information from the text to make a prediction based on what is read.. 6.2 Analyze the author s craft, including use of literary devices. 6.3 Evaluate explicit and implicit information and themes within a written work. 6.4 Select, synthesize and/or use relevant information within a written work to include in a response to or extension of the work. 6.5 Demonstrate an awareness of values, customs ethics and beliefs included in a written work. ASSESSMENT TOOLS- INTENT OF STANDARD The intent of this standard requires the reader to stand apart from the text and consider it objectively. It involves a range of tasks, including critical evaluation, comparing and contrasting, and understanding the impact of such features as irony, humor and organization. To be successful with this standard, students are expected to: identify character s actions or statements that show awareness of values, customs ethics, and beliefs included in a selection develop a response to selections and provide statements from text that support opinions (How do you know?, What makes you think so?) make judgements about fact/opinion identify author s point of view and possible bias evaluate stated and inferred information within a written work compare/contrast written works with similar topics, themes, characters, or problems apply prior knowledge to make predictions formulate questions and make predictions that may be answered, confirmed or changed after reading use information from the story to make inferences or support conclusions about character s feelings, motives, or actions apply knowledge of characterizations by; -identifying a character s traits use evidence from text to support generalizations about values customs, ethics, beliefs identify how the attributes of one character are similar to or different from those of another stop and think about what was read -clarify for meaning -ask questions -summarize information -make predictions. utilize strategies for determining important information and synthesizing information. 9

FOCUS OF THE WRITING STRAND At the fourth-grade level, students will develop and build their writing skills by writing effective narratives, and expository pieces. They will use the writing skills of selecting and narrowing a topic, developing a plan for writing, and organizing information into several paragraphs with a central idea an supporting details. The instructional focus will include an emphasis on written expression. Revising and editing will continue to be important skills at this grade level. Students will also use available technology to write their narrative and expository pieces. 10

Writing Strand CONTENT STANDARD 4 LA 7: The student will write effective narratives and explanations/expository pieces. 4LA 7.1 Focus on one aspect of a topic. 7.2 Develop a plan for writing. 7.3 Organize writing to convey a central idea. 7.4 Write several related paragraphs on the same topic. 7.5 Utilize elements of style, including word choice, tone, voice, and sentence variation. ASSESSMENT TOOLS-CMT Prompts INTENT OF STANDARD The intent of this standard is that the student will apply their knowledge of a writing process and the domains of writing to write effective narratives and expository pieces. They will continue to refine their skills of composing, and revising their own writing. To be successful with this standard, students are expected to: create a plan and organize thoughts before writing focus, organize, and elaborate to construct an effective message for the reader choose vocabulary and information to create an appropriate include sentences of various lengths and beginnings to create a pleasant, informal rhythm apply knowledge of the writing domains of composing, written expression, and usage/mechanics use a rubric to self-assess writing. utilize descriptive details for purpose of elaboration include dialogue when appropriate. 11

Writing Strand CONTENT STANDARD 4 LA 8: The student will edit final copies of writings. 4LA 8.1 Edit for grammar. 8.2 Edit for capitalization. 8.3 Edit for punctuation. 8.4 Edit for spelling. 8.5 Use available technology. ASSESSMENTS- Prompts, CMT INTENT OF STANDARD The intent of this standard is that students will understand and use the editing process. To be successful with this standard, students are expected to: begin to understand and apply information from the sentence formation, usage, and mechanics fifthgrade skills list. 12

WRITING DOMAINS AND DEFINITIONS Composing Written Expression Usage/Mechanics The Composing domain includes the focusing, structuring, and elaborating that a writer does to construct An effective message for readers. It is the creation of product, the building of a writing intended to be read. The writer crafts his/her message for readers by focusing on a central idea, providing elaboration of the central idea, and delivering the central idea and its elaboration in an organized text. Features Central idea Elaboration Unity Organization The Written Expression domain comprises those features that show the writer purposefully shaping and controlling language to affect readers. This domain focuses on the vividness, specificity, and rhythm of the piece and the writer s attitude and voice. Features Vocabulary Information Voice Tone Rhythm (sentence variety) The Usage/Mechanics domain comprises the writer s ability to form competent, appropriately mature sentences and the use of word-level features that cause written language to be acceptable and effective for standard discourse. This domain includes the system of symbols and cueing devices a writer uses to help readers make meaning. Features Sentence formation Usage (grammar) inflections agreement Mechanics capitalization spelling punctuation formatting 13

Grade 4 English Writing Skills Listed below are skills in the areas of composing, usage, and mechanics (punctuation, capitalization, formatting, and spelling). This list is not exhaustive but is intended to provide examples of the skills that students should acquire. Composing/Revising Usage Mechanics In the area of sentence formation, students should; Avoid fragments (use of clausal fragments, such Although he was not supposed to go out of the house. Is not penalized in direct writing.) Avoid run-ons (e.g., I opened the door, the went out. ) Avoid awkward construction. (e.g., I opened the door and the dog went out and he chased the cat and then he came back inside. ) Combine sentences to improve fluency and flow of thoughts. Avoid redundancy of a word an/or phrase. In the area of usage, students should use the following correctly: Subject-verb agreement The word I in compound subject situations Them, those Adjective comparisons Adverb comparisons Adverbs instead of adjectives where appropriate (e.g., he played really well. Instead of He played real well. ) Verb tenses Plurals (-s,-es, changes in spellings) Possessives (singular and plural) Negatives, including avoidance of double negatives Correct words (e.g., I could have ridden the bike. Instead of I got have ridden the bike. ) Pronoun references Special problems in usage (a/an, their, there, they re, to, too, two) In the area of mechanics, students should use the following correctly: Punctuation including periods, question marks, and exclamation points at the end of sentences apostrophes in - contractions with pronouns - singular and plural possessives periods after abbreviations commas in dates, series, and addresses quotation marks around dialog and indent for new speaker punctuation of letters Capitalization including the first word of a sentence proper nouns the word I Formatting including indenting or double spacing between paragraphs hyphenating words at ends of lines between syllables correctly Spelling including spelling frequently used and common words correctly, including common homophones. 14

FOCUS OF THE RESEARCH STRAND At the fourth-grade level, students will collect information from a variety of resources in order to acquire additional knowledge about a topic. They will construct questions about their topic, gather information, and they will synthesize the information for use in their oral presentations and writings. They will use available technology in the development of their reports. 15

Research Strand CONTENT STANDARD 4 LA 9: The student will use information resources. 4LA 9.1 Construct questions about a topic. 9.2 Collect information, using the available resources. 9.3 Evaluate and synthesize information for use in writing. 9.4 Use available technology. ASSESSMENT TOOLS- Teacher created rubrics, book reports. INTENT OF STANDARD The intent of this standard is that students will use reference sources to locate information on a topic. After collecting needed information, they will learn to evaluate and synthesize the information to use in their oral reports or writings. They will use available technology to gather information and to aid in their writings. To be successful with this standard students are expected to: formulate research questions based on a topic select and use appropriate references, such as dictionaries, atlases, encyclopedia, and thesauruses select the information that is related to their topic paraphrase and use note taking resources combine (synthesize) related information from two sources. 16