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RCS 4th Grade English/Language Arts/Reading Curriculum Map ...

RCS 4th Grade English/Language Arts/Reading Curriculum Map ...

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(4.2.7) (Follow multiple-step instructions in a basic technical manual.)(4.2.8)(Identify informational texts written in narrative form (sometimes with undeveloped characters and minimal dialogue) usingsequence or chronology.)4.RI.4Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topicor subject area.X X X X4.1.7 Use context to determine the meaning of unknown words. X X X X4.RI.5Describe 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.X X X X4.2.1 Use the organization of informational text to strengthen comprehension. X X X4.RI.6Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences infocus and the information provided.XXIntegration of Knowledge and Ideas4.RI.7Interpret 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 X X X Xof the text in which it appears.4.RI.8 Explain how an author uses reasons and evidence to support particular points in a text. X X X X4.RI.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. X X X X4.2.5 Compare and contrast information on the same topic after reading several passages or articles.4.RI.10Craft and StructureRange of <strong>Reading</strong> and Level of Text ComplexityBy the end of year, read and comprehend informational texts, including history/social studies, science, and technicaltexts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.<strong>Reading</strong> Standards for Literature: Stories, Novels, Dramas, and PoetryKey Ideas and DetailsX X X X4.RL.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferencesfrom the text.X X X X4.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. X X X X4.3.6 Determine the theme. X X4.RL.3Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., acharacter's thoughts, words, or actions).X X X X4.3.3Use knowledge of the situation, setting, and a character’s traits, motivations, and feelings to determine the causes for thatcharacter’s actions.X X X4.3.2Identify the main events of the plot, including their causes and the effects of each event on future actions, and the major themefrom the story action.X4.3.5 Define figurative language, such as similes, metaphors, hyperbole, or personification, and identify its use in literary works.X2013-2014 <strong>4th</strong> <strong>Grade</strong> ELA Page 2 of 75/28/2013


4.RL.4Determine the meaning of words and phrases as they are used in a text, including those that allude to significantcharacters found in mythology (e.g., Herculean).Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse,4.RL.5 rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing orspeaking about a text.4.RL.6Compare and contrast the point of view from which different stories are narrated, including the difference betweenfirst- and third-person narrations.4.3.7 Identify the narrator in a selection and tell whether the narrator or speaker is involved in the story.4.RL.74.RL.84.RL.94.3.4Craft and StructureIntegration of Knowledge and IdeasMake connections between the text of a story or drama and a visual or oral presentation of the text, identifying whereeach version reflects specific descriptions and directions in the text.(This College and Career Readiness Standard does not have a literature component).Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns ofevents (e.g., the quest) in stories, myths, and traditional literature from different cultures.Compare and contrast tales from different cultures by tracing the adventures of one character type. Tell why there are similartales in different cultures.Range of <strong>Reading</strong> and Level of Text ComplexityX X X XX X X XX X X XX X XX X X4.RL.10By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 textcomplexity band proficiently, with scaffolding as needed at the high end of the range.X X X XWriting StandardsText Types and Purposes4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas aregrouped to support the writer's purpose.X X Xb. Provide reasons that are supported by facts and details. X X X Xc. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). X X Xd. Provide a concluding statement or section related to the opinion presented. X X X4.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (IAS 4.4.2. 4.4.3, and 4.4.4)a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings),illustrations, and multimedia when useful to aiding comprehension.X X X Xb. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. X X X Xc. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). X X Xd. Use precise language and domain-specific vocabulary to inform about or explain the topic. X X Xe. Provide a concluding statement or section related to the information or explanation presented. X XX2013-2014 <strong>4th</strong> <strong>Grade</strong> ELA Page 3 of 75/28/2013


4.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details and clear event sequences.a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence thatunfolds naturallyX X X Xb. Use dialogue and description to develop experiences and events or show the responses of characters to situations. X X Xc. Use a variety of transitional words and phrases to manage the sequence of events. X X Xd. Use concrete words and phrases and sensory details to convey experiences and events precisely. X X Xe. Provide a conclusion that follows from the narrated experiences or events. X X X4.5.1 Write narratives that: X X X X· include ideas, observations, or memories of an event or experience.· provide a context to allow the reader to imagine the world of the event or experience.· use concrete sensory details.4.5.5 Use varied word choices to make writing interesting.Production and Distribution of Writing4.W.4Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, andaudience. (IAS 4.6.3 Create interesting sentences by using words that describe, explain, or provide additional details and X X X Xconnections, such as verbs, adjectives, adverbs, appositives, participial phrases, prepositional phrases, and conjunctions.)4.W.5With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,and editing.X X X4.4.10 Review, evaluate, and revise writing for meaning and clarity.4.4.12 Revise writing by combining and moving sentences and paragraphs to improve the focus and progression of ideas.4.W.6With some guidance and support from adults, use technology, including the Internet, to produce and publish writingas well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a X X Xminimum of one page in a single sitting. (IAS 4.4.9)(4.6.1) (Write smoothly and legibly in cursive, forming letters and words that can be read by others.)4.W.7Research to Build and Present KnowledgeConduct short research projects that build knowledge through investigation of different aspects of a topic. X X X X4.W.8Recall relevant information from experiences or gather relevant information from print and digital sources; take notesand categorize information, and provide a list of sources.X X X X4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 4 <strong>Reading</strong> standards to literature (e.g., "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].").X X X Xb. Apply grade 4 <strong>Reading</strong> standards to informational texts (e.g., "Explain how an author uses reasons and evidence to supportparticular points in a text.").X X X X2013-2014 <strong>4th</strong> <strong>Grade</strong> ELA Page 4 of 75/28/2013


4.4.6 Locate information in reference texts by using organizational features, such as prefaces and appendixes.4.4.8 Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials.4.W.10Range of WritingWrite routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (asingle sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.X X4.5.6 Write for different purposes (information, persuasion, description) and to a specific audience or person.<strong>Language</strong> StandardsConventions of Standard <strong>English</strong>4.L.1 Demonstrate command of the conventions of Standard <strong>English</strong> grammar and usage when writing or speaking.a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). X X Xb. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). Xe. Form and use prepositional phrases. Xf. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. X Xg. Correctly use frequently confused words (e.g., to, too, two; there, their). X4.6.2Use simple sentences (Dr. Vincent Stone is my dentist.) and compound sentences (His assistant cleans my teeth, and Dr. Stonechecks for cavities.) in writing.X X X X4.6.4Identify and use in writing regular ( live/lived, shout/shouted) and irregular verbs (swim/swam, ride/rode, hit/hit),adverbs (constantly, quickly), and prepositions (through, beyond, between).X X X4.L.2 Demonstrate command of the conventions of Standard <strong>English</strong> capitalization, punctuation, and spelling when writing.a. Use correct capitalization. X Xb. Use commas and quotation marks to mark direct speech and quotations from a text. X Xc. Use a comma before a coordinating conjunction in a compound sentence. Xd. Spell grade-appropriate words correctly, consulting references as needed. X X Xe. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. X4.6.5Use parentheses to explain something that is not considered of primary importance to the sentence, commas in directquotations ( He said, “I’d be happy to go.”), apostrophes to show possession (Jim’s shoes, the dog’s food), andXapostrophes in contractions (can’t, didn’t, won’t).4.6.7Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first word inquotations, when appropriate.XX4.6.8Spell correctly roots (bases of words, such as un necessary , coward ly), inflections (words like care/care ful /car ing ),words with more than one acceptable spelling (like advisor/adviser), suffixes and prefixes (-ly, -ness, mis-, un-),and syllables (word parts each containing a vowel sound, such as sur•prise or e•col•o•gy).2013-2014 <strong>4th</strong> <strong>Grade</strong> ELA Page 5 of 75/28/2013


Speaking and Listening StandardsComprehension and Collaboration4.SL.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building onothers' ideas and expressing their own clearly.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and otherinformation known about the topic to explore ideas under discussion.X X Xb. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speakingone at a time about the topics and texts under discussion).X X Xc. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to thediscussion and link to the remarks of others.X X Xd. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. X X X4.SL.2Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually,quantitatively, and orally.X4.SL.3 Identify the reasons and evidence a speaker provides to support particular points. X X X XPresentation of Knowledge and Ideas4.SL.4Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts andrelevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.X X X4.SL.5Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideasor themes.X4.SL.6Differentiate between contexts that call for formal <strong>English</strong> (e.g., presenting ideas) and situations where informaldiscourse is appropriate (e.g., small-group discussion); use formal <strong>English</strong> when appropriate to task and situation.2013-2014 <strong>4th</strong> <strong>Grade</strong> ELA Page 7 of 75/28/2013

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