GRADE 4: ORAL COMMUNICATION - Scholastic Education

Momentum Correlations Ontario Grade 4GRADE 4: ORAL COMMUNICATIONOVERALL EXPECTATIONSBy the end of Grade 4, students will:1. listen in order to understand and respond appropriatelyin a variety of situations for a variety of purposes;2. use speaking skills and strategies appropriately tocommunicate with different audiences for a variety ofpurposes;3. reflect on and identify their strengths as listeners andspeakers, areas for improvement, and the strategies theyfound most helpful in oral communication situations.I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?SPECIFIC EXPECTATIONS1. Listening to UnderstandBy the end of Grade 4, students will:Purpose1.1 identify purposes for listening in a variety ofsituations, formal and informal, and set goals related tospecific listening tasks (e.g., to summarize the theme of asmall-group drama presentation; to record importantI Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;

Momentum Correlations Ontario Grade 4oral presentation to prior knowledge and informationfrom personal experiences, articles, movies, stories, ortelevision shows; ask questions about relevant stated andimplied details; relate the ideas of other speakers in adialogue group to their own experiences; use role playand drama to connect the themes and emotions depictedin an oral text to real-life situations)Analysing Texts1.7 analyse oral texts and explain how specific elementsin them contribute to meaning (e.g., ideas andinformation, body language, tone of voice)Teacher prompt: “How did the speaker’s body languageand tone of voice contribute to the meaning?”Point of View1.8 identify the point of view presented in oral texts andask questions about possible bias (e.g., identify the use ofwords and/or phrases that signal generalizations orstereotypes about gender, culture, ability, or age)Teacher prompts: “Whose point of view is presented inthis poem?” “Whose point of view is excluded?” “Doesthis reflect the way the world is today?” “How might thistext be different if another point of view were presented?”Presentation Strategies1.9 identify the presentation strategies used in oral textsand analyse their effect on the audience (e.g., the use ofemotive language)Georgie Fills the Gap; Three Bears; Animal Fathers; The Haggler’s Den; Razzle Dazzle; Morsel Makes a Run for It;From Caves to Castles; What Happened to the Dinosaurs?Three Bears; Animals that Burrow; Nature’s Fireworks; Razzle Dazzle; What Happened to the Dinosaurs?Three Bears; Kallie, the Wizard’s Apprentice; People Like Us; The Haggler’s Den; Snakes Alive!; Gabby’s Glider;Jet Engines; The Tournament; Animals that Burrow; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle;A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; From Caves to Castles; Mystery Monsters or RealAnimals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The Twelve MonthsTeacher prompt: “Do you think this type of emotivelanguage influences the audience in the way the speakerintends?”2. Speaking to CommunicateBy the end of Grade 4, students will:Purpose2.1 identify a variety of purposes for speaking (e.g., toentertain a wider school audience; to establish positivepersonal and learning relationships with peers; to askI Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; Making

Momentum Correlations Ontario Grade 4questions or explore solutions to problems in small-groupand paired activities; to solicit opinions and react toinformation and ideas in a discussion or dialogue group;to explain to another person how something works; tosummarize and comment on an event or oral text for theclass; to clarify and organize thinking in order tocontribute to understanding in large and small groups)Interactive Strategies2.2 demonstrate an understanding of appropriate speakingbehaviour in a variety of situations, including pairedsharing and small- and large-group discussions (e.g.,acknowledge and extend other group members’contributions; make relevant and constructive commentson the contributions of other group members)Clarity and Coherence2.3 communicate in a clear, coherent manner, presentingideas, opinions, and information in a readilyunderstandable form (e.g., respond in an appropriate orderto multi-part, higher-level questions in a student-teacherconference or a group discussion; explain the results ofresearch in an oral presentation, including a statement ofthe research focus, the procedures followed, and theconclusions reached; use an organizational pattern such aschronological order or cause and effect to present ideas ina dialogue or discussion)Appropriate Language2.4 use appropriate words and phrases from the full rangeof their vocabulary, including inclusive and nondiscriminatoryterms, and appropriate elements of style, tocommunicate their meaning accurately and engage theinterest of their audience (e.g., use evaluative terms toclarify opinions and for emphasis; use descriptive wordsto give specificity and detail to personal anecdotes; usehumour or emotive language to engage the audience’sinterest or sympathy)Vocal Skills and Strategies2.5 identify some vocal effects, including tone, pace,pitch, volume, and a range of sound effects, and use themappropriately and with sensitivity towards culturaldifferences to help communicate their meaning (e.g.,adjust the pace of speaking for effect and to hold thePictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?I Don’t Want to Go to Thailand; Three Bears; Kallie, the Wizard’s Apprentice; People Like Us; The Haggler’s Den;Jet Engines; The Tournament; Animals that Burrow; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; ASticky Picture; Double-Take Jake; From Caves to Castles; Mystery Monsters or Real Animals?; Princess Petunia andthe Ferocious Fire-Breathing Monster; The Twelve Months; What Happened to the Dinosaurs?

Momentum Correlations Ontario Grade 4listener’s attention)Non-Verbal Cues2.6 identify some non-verbal cues, including facialexpression, gestures, and eye contact, and use them in oralcommunications, appropriately and with sensitivitytowards cultural differences, to help convey their meaning(e.g., use body language, such as moving closer, leaningforward, nodding or shaking their head for emphasis, toconnect with their audience)Visual Aids2.7 use a variety of appropriate visual aids (e.g., CDs orDVDs, computer-generated graphic organizers, concretematerials, artefacts) to support or enhance oralpresentations (e.g., use pictures or samples of differentkites to illustrate a talk on how to build a kite)Three Bears; A Sticky Picture; Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The Twelve MonthsThe Moon Above Us3. Reflecting on Oral Communication Skills and StrategiesBy the end of Grade 4, students will:Metacognition3.1 identify, in conversation with the teacher and peers,what strategies they found most helpful before, during,and after listening and speaking and what steps they cantake to improve their oral communication skillsTeacher prompts: “What strategies do you use to monitoryour listening to be sure that you are understanding thespeaker?” “If, after listening, you think you don’tunderstand, what steps do you take to clear up yourconfusion?” “How do you identify the things that you dowell as a speaker and what you would like to improveupon?”Interconnected Skills3.2 identify, in conversation with the teacher and peers,how their skills as viewers, representers, readers, andwriters help them improve their oral communication skillsTeacher prompts: “How can viewing media texts helpyou as a listener or speaker?” “How can reading textsfrom different cultures help you connect to your audienceas a speaker?”I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?

Momentum Correlations Ontario Grade 4GRADE 4: READINGOVERALL EXPECTATIONSBy the end of Grade 4, students will:1. read and demonstrate an understanding of a variety ofliterary, graphic, and informational texts, using a range ofstrategies to construct meaning;2. recognize a variety of text forms, text features, andstylistic elements and demonstrate understanding of howthey help communicate meaning;3. use knowledge of words and cueing systems to readfluently;4. reflect on and identify their strengths as readers, areasfor improvement, and the strategies they found mosthelpful before, during, and after reading.I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?SPECIFIC EXPECTATIONS

Momentum Correlations Ontario Grade 41. Reading for MeaningBy the end of Grade 4, students will:Variety of Texts1.1 read a variety of texts from diverse cultures, includingliterary texts (e.g., myths, plays, short stories, chapterbooks, letters, diaries, poetry), graphic texts (e.g., graphicnovels, diagrams, brochures, graphs and graphicorganizers, charts and tables, maps), and informationaltexts (e.g., textbooks, non-fiction books on a range oftopics, print and online newspaper and magazine articlesor reviews, print and online encyclopedias and atlases,electronic texts such as e-mails or zines)Purpose1.2 identify a variety of purposes for reading and choosereading materials appropriate for those purposes (e.g.,letters and diaries for information and new ideas,leisure/hobby books and magazines for recreation andinterest, print and online magazine or newspaper articlesto research a current issue, instructions or informationabout how to play a computer game)Comprehension Strategies1.3 identify a variety of reading comprehension strategiesand use them appropriately before, during, and afterreading to understand texts (e.g., activate prior knowledgethrough brainstorming; ask questions to focus or clarifyreading; use visualization to clarify details about suchthings as the sights, sounds, and smells in a medievalcastle; make and confirm predictions based on evidencefrom the text; synthesize ideas during reading to generatea new understanding of a text)Demonstrating Understanding1.4 demonstrate understanding of a variety of texts bysummarizing important ideas and citing supporting details(e.g., make an outline of a section from a textbook inanother subject to prepare for a test)Making Inferences/Interpreting Texts1.5 make inferences about texts using stated and impliedI Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?Georgie Fills the Gap; Three Bears; Gabby’s Glider; Jet Engines; Time for Clocks; The Tournament; Kangaroos;The Mammoth Hunters; Nature’s Fireworks; Making Pictures; Double-Take Jake; From Caves to Castles; MysteryMonsters or Real Animals?; What Happened to the Dinosaurs?I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;

Momentum Correlations Ontario Grade 4ideas from the texts as evidenceTeacher prompts: “What does the graphic show that thetext doesn’t tell you?” “If you just saw the picture withoutthe speech bubble/text box, what would you think?”“What does the author want you to realize when shesays...?”Extending Understanding1.6 extend understanding of texts by connecting the ideasin them to their own knowledge, experience, and insights,to other familiar texts, and to the world around themTeacher prompts: “Are there personal connections thatyou can make to the events in the text?” “How are otherbooks by this author similar to the one we are reading?”“Which other books/movies/articles/online texts share asimilar topic/theme/point of view?”Analysing Texts1.7 analyse texts and explain how specific elements inthem contribute to meaning (e.g., narrative: characters,setting, main idea, problem/challenge and resolution, plotdevelopment; review: statement of opinion, reasons foropinion, concluding statement)Teacher prompts: “How does the author use the setting toestablish the mood of the text? Is it effective?” “How doesthe author use the opening paragraph to establish aframework for the book review?”Responding to and Evaluating Texts1.8 express opinions about the ideas and information intexts and cite evidence from the text to support theiropinionsTeacher prompts: “Do you agree with the decisions madeby the main character in the story?” “What is youropinion of this newspaper article? What evidence in thetext supports your opinion?”Point of View1.9 identify the point of view presented in a text, citingsupporting evidence from the text, and suggest somepossible alternative perspectives (e.g., identify words orSnakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Kallie, the Wizard’sApprentice; Watching the Corn; People Like Us; The Haggler’s Den; Snakes Alive!; Gabby’s Glider; Jet Engines;The Tournament; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Razzle Dazzle; A Sticky Picture;Morsel Makes a Run for It; Space Junk; From Caves to Castles; Mystery Monsters or Real Animals?; PrincessPetunia and the Ferocious Fire-Breathing Monster; What Happened to the Dinosaurs?I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Kallie, the Wizard’s Apprentice;Watching the Corn; People Like Us; The Haggler’s Den; Gabby’s Glider; Animals that Burrow; I Can’t Go Back toSleep; Nature’s Fireworks; Razzle Dazzle; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; MysteryMonsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The Twelve Months; What

Momentum Correlations Ontario Grade 4phrases that reveal the point of view presented; write aletter or use role play to present the perspective of acharacter whose voice is not heard in the text)Happened to the Dinosaurs?Teacher prompt: “Whose voice/opinion is missing fromthis text? Why do you think it has been left out of thetext? What words might you give to this missing voice?”2. Understanding Form and StyleBy the end of Grade 4, students will:Text Forms2.1 explain how the particular characteristics of varioustext forms help communicate meaning, with a focus onliterary texts such as a diary or journal (e.g., first-personrecord of events, thoughts, and feelings, usually in prose,gives a personal perspective on events; dated daily orweekly entries provide context), graphic texts such as abrochure (e.g., headings, subheadings, text boxes,photographs, lists, and maps clarify and highlightimportant material), and informational texts such as anencyclopedia (e.g., table of contents, glossary, index,headings, and subheadings help the reader use key wordsto locate information)Text Patterns2.2 recognize a variety of organizational patterns in textsof different types and explain how the patterns helpreaders understand the texts (e.g., comparison in anadvertisement; cause and effect in a magazine ornewspaper article)Text Features2.3 identify a variety of text features and explain howthey help readers understand texts (e.g., the back covercopy for a book helps readers decide whether the bookwill interest them; titles, subtitles, captions, labels, a menuallow the reader to skim a text to get a general idea ofwhat it is about)Elements of Style2.4 identify various elements of style - includingalliteration, descriptive adjectives and adverbs, andI Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?I Don’t Want to Go to Thailand; Three Bears; Animal Fathers; Honeybees at Work; People Like Us; Snakes Alive!;Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals that Burrow; I Can’t GoBack to Sleep; Kangaroos; Nature’s Fireworks; Razzle Dazzle; Making Pictures; A Sticky Picture; Space Junk;Mystery Monsters or Real Animals?; The Twelve Months; What Happened to the Dinosaurs?I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals that

Momentum Correlations Ontario Grade 4sentences of different types, lengths, and structures - andexplain how they help communicate meaning (e.g.,alliteration and rhythm can emphasize ideas or helpconvey a mood or sensory impression)Burrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?3. Reading With FluencyBy the end of Grade 4, students will:Reading Familiar Words3.1 automatically read and understand high-frequencywords, most regularly used words, and words of personalinterest or significance in a variety of reading contexts(e.g., words from grade-level texts; terminology usedregularly in discussions and posted on anchor charts;words from shared-, guided-, and independent-readingtexts and some regularly used resource materials in thecurriculum subject areas)Reading Unfamiliar Words3.2 predict the meaning of and rapidly solve unfamiliarwords using different types of cues, including:• semantic (meaning) cues (e.g., prefixes, suffixes, basewords, phrases, sentences, and visuals that activateexisting knowledge of oral and written language);• syntactic (language structure) cues (e.g., word order;language patterns such as those for regular and irregularplurals, possessives, and contractions; punctuation);• graphophonic (phonological and graphic) cues (e.g.,familiar words within larger words: highlight, enlighten;recognizable sequences of letters within long words:spacious, conscious, delicious)Reading Fluently3.3 read appropriate texts at a sufficient rate and withsufficient expression to convey the sense of the textreadily to the reader and an audience (e.g., read orally inrole as part of a readers’ theatre, using appropriatephrasing and expression)I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?The Moon Above Us; Three Bears; Animal Fathers; The Haggler’s Den; Snakes Alive!; Gabby’s Glider; Time forClocks; The Tournament; Animals that Burrow; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles; Princess Petunia and the Ferocious Fire-Breathing Monster; The Twelve MonthsI Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?

Momentum Correlations Ontario Grade 4GRADE 4: WRITINGOVERALL EXPECTATIONSBy the end of Grade 4, students will:1. generate, gather, and organize ideas and information towrite for an intended purpose and audience;2. draft and revise their writing, using a variety ofinformational, literary, and graphic forms and stylisticelements appropriate for the purpose and audience;3. use editing, proofreading, and publishing skills andstrategies, and knowledge of language conventions, tocorrect errors, refine expression, and present their workeffectively;4. reflect on and identify their strengths as writers, areasfor improvement, and the strategies they found mosthelpful at different stages in the writing process.I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?SPECIFIC EXPECTATIONS

Momentum Correlations Ontario Grade 41. Developing and Organizing ContentBy the end of Grade 4, students will:Purpose and Audience1.1 identify the topic, purpose, and audience for a varietyof writing forms (e.g., a cinquain or shape poem modelledon the structures and style of poems read, to contribute toa student poetry anthology for the school library; a set ofdirections to complete a science experiment on pulleysand gears, for a class presentation; a timeline ofsignificant events in the writer’s life, to accompany abiography for a class collection)Teacher prompts: “How will you identify your topic?”“What is the purpose of your writing?” “What form willbest suit the purpose?” “Who will your audience be?”Developing Ideas1.2 generate ideas about a potential topic using a varietyof strategies and resources (e.g., brainstorm; formulateand ask questions to identify personal experiences, priorknowledge, and information needs)Research1.3 gather information to support ideas for writing using avariety of strategies and oral, print, and electronic sources(e.g., identify key words to help narrow their searches;cluster ideas; develop a plan for locating information;scan texts for specific information, including teacherreadalouds, mentor texts, reference texts, shared-, guided,and independent-reading texts, and media texts)Classifying Ideas1.4 sort and classify ideas and information for theirwriting in a variety of ways (e.g., by underlining keywords and phrases; by using graphic and print organizerssuch as mind maps, concept maps, timelines, jot notes,bulleted lists)Organizing Ideas1.5 identify and order main ideas and supporting detailsand group them into units that could be used to develop aI Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers; Honeybees at Work; Kallie, the Wizard’sApprentice; People Like Us; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; I Can’t Go Back toSleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; Making Pictures; Double-Take Jake;Morsel Makes a Run for It; From Caves to Castles; Princess Petunia and the Ferocious Fire-Breathing Monster; TheTwelve Months; What Happened to the Dinosaurs?I Don’t Want to Go to Thailand; Georgie Fills the Gap; Animal Fathers; Snakes Alive!; Gabby’s Glider; Jet Engines;Time for Clocks; The Tournament; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’sFireworks; Razzle Dazzle; Making Pictures; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves

Momentum Correlations Ontario Grade 4summary, using a variety of graphic organizers (e.g., aVenn diagram, a paragraph frame) and organizationalpatterns (e.g., generalization with supporting information,cause and effect)Review1.6 determine whether the ideas and information theyhave gathered are relevant and adequate for the purpose,and do more research if necessary (e.g., discuss materialwith a peer or adult using a KWHLW organizer: What doI know? What do I want to learn? How will I find out?What have I learned? What do I still want to know?;compare their material to the content of similar texts)to Castles; What Happened to the Dinosaurs?Georgie Fills the Gap; Three Bears; Animal Fathers; Honeybees at Work; Watching the Corn; Snakes Alive!; JetEngines; A Spider Spins; Animals that Burrow; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; Morsel Makes a Run for It; From Caves to Castles; Princess Petunia and the Ferocious Fire-BreathingMonster; The Twelve Months; What Happened to the Dinosaurs?2. Using Knowledge of Form and Style in WritingBy the end of Grade 4, students will:Form2.1 write more complex texts using a variety of forms(e.g., a storyboard using captions and photographs ordrawings to recount a significant event in their life; areport, including jot notes, comparing the environments oftwo or more regions in Canada; a letter to the authorabout the student’s reaction to a particular text; asummary of the role of a medieval person; a review of abook or website; an original folk tale, fairy tale, or talltale, or an extension of an existing tale; a board gamerelated to a unit of study)Voice2.2 establish a personal voice in their writing, with a focuson using words and stylistic elements that convey aspecific mood such as amusement (e.g., use simple ironyto poke fun at themselves: “Lucky me. I got to do thedishes.”)Word Choice2.3 use specific words and phrases to create an intendedimpression (e.g., comparative adjectives such as faster;words that create specific effects through sound, as inalliteration for emphasis: rotten rain)I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?

Momentum Correlations Ontario Grade 4Sentence Fluency2.4 use sentences of different lengths and structures (e.g.,complex sentences incorporating conjunctions such asbecause, so, if)Point of View2.5 identify their point of view and other possible pointsof view on the topic, and determine whether theirinformation sufficiently supports their own viewTeacher prompt: “Have you included enough details thatsupport your point of view? What facts or details that youhave left out would challenge your point of view?”Preparing for Revision2.6 identify elements of their writing that needimprovement, using feedback from the teacher and peers,with a focus on specific features (e.g., logicalorganization, depth of content)Teacher prompts: “How might you reorganize theinformation to make it easier for the audience tounderstand?” “Are there clear links between your ideas?”“Can you add one sentence that would help clarify yourmain idea?”Revision2.7 make revisions to improve the content, clarity, andinterest of their written work, using several types ofstrategies (e.g., reordering sentences; removing repetitionor unnecessary information; changing the sequence ofideas and information and adding material if appropriate;adding transition words and phrases to link sentencesand/or paragraphs and improve the flow of writing;adding or substituting words from other subject areas,word lists, and a variety of sources, such as a dictionaryor thesaurus and the Internet, to clarify meaning or addinterest; checking for and removing negative stereotypes,as appropriate)I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?The Moon Above Us; Three Bears; Kallie, the Wizard’s Apprentice; People Like Us; Snakes Alive!; Time for Clocks;The Tournament; Animals that Burrow; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Double-Take Jake;Morsel Makes a Run for It; Space Junk; Mystery Monsters or Real Animals?; The Twelve Months; What Happened tothe Dinosaurs?Georgie Fills the Gap; Animal Fathers; Watching the Corn; The Haggler’s Den; Jet Engines; The Tournament;I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; Morsel Makes aRun for It; Space Junk; Mystery Monsters or Real Animals?; The Twelve Months; What Happened to the Dinosaurs?Georgie Fills the Gap; Animal Fathers; Watching the Corn; The Haggler’s Den; Jet Engines; The Tournament;I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; Morsel Makes aRun for It; Space Junk; Mystery Monsters or Real Animals?; The Twelve Months; What Happened to the Dinosaurs?Teacher prompts: “What words or phrases could you use

Momentum Correlations Ontario Grade 4to help the reader follow your thinking more easily?”“What descriptive words could you add to make yourcharacters come alive for the reader?”Producing Drafts2.8 produce revised, draft pieces of writing to meetidentified criteria based on the expectations related tocontent, organization, style, and use of conventionsJet Engines; The Tournament; Animals that Burrow; I Can’t Go Back to Sleep; Nature’s Fireworks; Morsel Makes aRun for It; Space Junk; The Twelve Months3. Applying Knowledge of Language Conventions and Presenting Written Work EffectivelyBy the end of Grade 4, students will:Spelling Familiar Words3.1 spell familiar words correctly (e.g., words from theiroral vocabulary, anchor charts, and shared-, guided-, andindependent-reading texts; words used regularly ininstruction across the curriculum)Spelling Unfamiliar Words3.2 spell unfamiliar words using a variety of strategiesthat involve understanding sound-symbol relationships,word structures, word meanings, and generalizationsabout spelling (e.g., pronounce the silent letters in words:k-now; divide long words into manageable chunks; makeconnections between words with similar spellings; applyknowledge of vowel patterns to new words; applyknowledge of letter patterns and rules for forming regularand irregular plurals and possessive contractions; identifyroots in related words: explore, explorer, exploration;highlight the differences between similar words; usemnemonics: twin is two)Vocabulary3.3 confirm spellings and word meanings or word choiceusing different types of resources appropriate for thepurpose (e.g., locate words in online and print dictionariesusing alphabetical order, entry words, guide words,pronunciation, and homographs; use a variety ofdictionaries such as a dictionary of idioms or homonyms;use a thesaurus to find alternative words)PunctuationI Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?The Moon Above Us; Three Bears; Honeybees at Work;Kallie, the Wizard’s Apprentice; Watching the Corn; TheHaggler’s Den; Snakes Alive!; Gabby’s Glider; Jet Engines; Time for Clocks; Animals that Burrow; Kangaroos; TheMammoth Hunters; A Sticky Picture; Double-Take Jake; Space Junk; From Caves to CastlesI Don’t Want to Go to Thailand; Georgie Fills in the Gap; Honeybees at Work; Kallie, the Wizard’s Apprentice;Gabby’s Glider; A Spider Spins; Kangaroos; The Mammoth Hunters; Morsel Makes a Run for It; Space Junk; FromCaves to Castles; Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster;The Twelve Months; What Happened to the Dinosaurs?Kallie, the Wizard’s Apprentice; Animals that Burrow; Kangaroos; A Sticky Picture; Double-Take Jake; Mystery

Momentum Correlations Ontario Grade 43.4 use punctuation appropriately to help communicatetheir intended meaning, with a focus on the use of: theapostrophe to indicate possession, and quotation marks toindicate direct speechGrammar3.5 use parts of speech appropriately to communicatetheir meaning clearly, with a focus on the use of: commonand proper nouns; verbs in the simple present, past, andfuture tenses; adjectives and adverbs; subject/verbagreement; prepositions; and conjunctions (e.g., since,through, until)Proofreading3.6 proofread and correct their writing using guidelinesdeveloped with peers and the teacher (e.g., an editingchecklist specific to the writing task; a posted classwriting guideline)Publishing3.7 use some appropriate elements of effectivepresentation in the finished product, including print,script, different fonts, graphics, and layout (e.g., uselegible printing and some cursive writing; use a variety offont sizes and colours to distinguish headings andsubheadings from the body of the text; supply detailedlabels for diagrams in a report; include graphs such as abar graph or a pie graph)Producing Finished Works3.8 produce pieces of published work to meet identifiedcriteria based on the expectations related to content,organization, style, use of conventions, and use ofpresentation strategiesMonsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing MonsterI Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?Georgie Fills the Gap; Animal Fathers; Watching the Corn; The Haggler’s Den; Jet Engines; The Tournament;I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; Morsel Makes aRun for It; Space Junk; Mystery Monsters or Real Animals?; The Twelve Months; What Happened to the Dinosaurs?The Moon Above Us; Georgie Fills the Gap; Animal Fathers; Honeybees at Work; People Like Us; Snakes Alive!;Gabby’s Glider; Jet Engines; The Tournament; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; SpaceJunk; From Caves to Castles; What Happened to the Dinosaurs?The Moon Above Us; Georgie Fills the Gap; Animal Fathers; Honeybees at Work; People Like Us; Snakes Alive!;Gabby’s Glider; Jet Engines; The Tournament; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; SpaceJunk; From Caves to Castles; What Happened to the Dinosaurs?4. Reflecting on Writing Skills and StrategiesBy the end of Grade 4, students will:Metacognition4.1 identify what strategies they found most helpfulbefore, during, and after writing and what steps they cantake to improve as writersTeacher prompts: “Explain how you used the thesaurus toI Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The Twelve

Momentum Correlations Ontario Grade 4help with your revisions.” “How does keeping a writer’snotebook help you plan your next steps for writing?”Interconnected Skills4.2 describe, with prompting by the teacher, how theirskills in listening, speaking, reading, viewing, andrepresenting help in their development as writersTeacher prompts: “How does your experience of varietyof texts help you as a writer?” “In what way is talkingbefore writing helpful to you?” “How does it help you tolisten to someone else read your writing?”Portfolio4.3 select pieces of writing that they think reflect theirgrowth and competence as writers and explain the reasonsfor their choiceMonths; What Happened to the Dinosaurs?I Don’t Want to Go to Thailand; The Moon Above Us; Georgie Fills the Gap; Three Bears; Animal Fathers;Honeybees at Work; Kallie, the Wizard’s Apprentice; Watching the Corn; People Like Us; The Haggler’s Den;Snakes Alive!; Gabby’s Glider; Jet Engines; A Spider Spins; Time for Clocks; The Tournament; Animals thatBurrow; I Can’t Go Back to Sleep; Kangaroos; The Mammoth Hunters; Nature’s Fireworks; Razzle Dazzle; MakingPictures; A Sticky Picture; Double-Take Jake; Morsel Makes a Run for It; Space Junk; From Caves to Castles;Mystery Monsters or Real Animals?; Princess Petunia and the Ferocious Fire-Breathing Monster; The TwelveMonths; What Happened to the Dinosaurs?

Momentum Correlations Ontario Grade 4GRADE 4: MEDIA LITERACYOVERALL EXPECTATIONSBy the end of Grade 4, students will:1. demonstrate an understanding of a variety of mediatexts;2. identify some media forms and explain how theconventions and techniques associated with them are usedto create meaning;3. create a variety of media texts for different purposesand audiences, using appropriate forms, conventions, andtechniques;4. reflect on and identify their strengths as mediainterpreters and creators, areas for improvement, and thestrategies they found most helpful in understanding andcreating media texts.Three Bears; People Like Us; Time for Clocks; Nature’s Fireworks; Razzle Dazzle; Space Junk; From Caves toCastles; What Happened to the Dinosaurs?Three Bears; People Like Us; Razzle Dazzle; Space JunkThree Bears; People Like Us; Animals that Burrow; Kangaroos; The Mammoth Hunters; Razzle Dazzle; MorselMakes a Run for It; Space Junk; Mystery Monsters or Real Animals?Three Bears; People Like Us; Animals that Burrow; Kangaroos; The Mammoth Hunters; Razzle Dazzle; MorselMakes a Run for It; Space Junk; Mystery Monsters or Real Animals?SPECIFIC EXPECTATIONS1. Understanding Media TextsBy the end of Grade 4, students will:Purpose and Audience1.1 identify the purpose and audience for a variety ofmedia texts (e.g., this print advertisement is designed tointerest children in taking karate lessons; this website isdesigned to provide information to fans about a favouritesinger; this CD cover is designed to attract classical musicfans/pop fans/rap fans)Teacher prompt: “Why do you think this text wascreated? What age, gender, cultural group is it aimed at?How do you know?”Making Inferences/Interpreting Messages1.2 use overt and implied messages to draw inferencesand construct meaning in media texts (e.g., overt messageThree Bears; People Like Us; Time for Clocks; Nature’s Fireworks; Razzle Dazzle; Space Junk; From Caves toCastles; What Happened to the Dinosaurs?Razzle Dazzle; Space Junk

Momentum Correlations Ontario Grade 4on packaging for a video game: In this adventure game,characters take big risks and perform amazing deeds;implied message: If you buy this game, you can share inthe excitement and be more like the daring characters)Teacher prompts: “What messages on the packagingmake you think you would like to play this game? Whatdo the images on the package make you think about?Which do you think influence you more - the overtmessages or the implied messages?” “On television, whatcharacteristics are shared by positive role models?”Responding to and Evaluating Texts1.3 express opinions about ideas, issues, and/orexperiences presented in media texts, and give evidencefrom the texts to support their opinions (e.g., “I think thisdocumentary about lions is one-sided because it onlyshows them as predators”; defend an opinion aboutwhether or not a sitcom or video game reflects reality)Three Bears; People Like Us; Time for Clocks; Nature’s Fireworks; Razzle Dazzle; Space Junk; From Caves toCastles; What Happened to the Dinosaurs?Teacher prompts: “Which elements of this sitcom (orvideo game) seemed realistic and believable to you?Why? Did anything seem exaggerated?” “Do thecharacters in the program accurately represent thediversity of society? Explain.”Audience Responses1.4 explain why different audiences might responddifferently to specific media texts (e.g., examinechildren’s books or video games that have been rated assuitable for different age groups and suggest reasons forthe ratings)Teacher prompt: “Find the age rating for aDVD/video/game that you enjoy. Is it fair? Why/whynot?”Point of View1.5 identify whose point of view is presented or reflectedin a media text, citing supporting evidence from the text,and suggest how the text might change if a different pointof view were used (e.g., explain how the point of viewreflected in an advertisement is conveyed and describehow the advertisement might change to reflect the pointRazzle Dazzle; Space Junk

Momentum Correlations Ontario Grade 4of view of a different audience; describe how a TV showmight change if it were told from the point of view of adifferent character)Teacher prompts: “What kinds of images would you usein this advertisement for a children’s breakfast cereal ifyou wanted parents to buy the cereal?” “From whosepoint of view is your favourite television showpresented?”Production Perspectives1.6 identify who produces various media texts and thereason for their production (e.g., the government producespublic service announcements, and the media broadcastthem at no charge, to protect citizens’ safety and thepublic interest; arts groups produce posters to advertiseupcoming events; publishers produce newspapers toprovide information, influence people’s thinking, andmake money)People Like Us; Razzle Dazzle; Space JunkTeacher prompt: “Where would we find a public serviceannouncement?” “How do people access or acquirenewspapers?”2. Understanding Media Forms, Conventions, and TechniquesBy the end of Grade 4, students will:Form2.1 identify elements and characteristics of some mediaforms (e.g., a television game show: game host/hostess,contestants, prizes; a television nature program: outdoorsetting, wildlife “actors”, voice-over narration,background music; a billboard: frame, large surface area,colour, images, graphics, words, font, punctuation)Teacher prompts: “What would you expect to see in agame-show program? A nature program?” “What aspectof this billboard caught your immediate attention?”Conventions and Techniques2.2 identify the conventions and techniques used in somefamiliar media forms and explain how they help conveyThree Bears; People Like Us; Razzle Dazzle; Space JunkThree Bears; People Like Us; Razzle Dazzle; Space Junk

Momentum Correlations Ontario Grade 4meaning (e.g., movies and videos use camera close-ups toshow details, medium and long shots to put people andobjects in perspective, high and low camera angles tocreate illusions of size or artistic effects, environmentalsounds for realistic effects, background music to suggest amood)Teacher prompt: “What kind of music would you use in acommercial for bicycles? Why?”3. Creating Media TextsBy the end of Grade 4, students will:Purpose and Audience3.1 describe in detail the topic, purpose, and audience formedia texts they plan to create (e.g., an album of camerashots to help classmates understand the uses of differentcamera angles and distances in photography and/or film)Form3.2 identify an appropriate form to suit the specificpurpose and audience for a media text they plan to create(e.g., a poster advertising a school science fair; a flyer toencourage students to participate in the fair)Teacher prompt: “Why is a poster better to advertise thefair and a flyer better to tell students how to participate?”Conventions and Techniques3.3 identify conventions and techniques appropriate to theform chosen for a media text they plan to create (e.g., aboard game related to a unit of study from a curriculumsubject area could include a list of game rules; a boardshowing the game name, movement path, obstacles, andfinish line; and visual details that will appeal to theintended audience)Teacher prompt: “What are the essential components ofthis form? Have you included them all?”Producing Media Texts3.4 produce media texts for specific purposes andaudiences, using a few simple media forms andThree Bears; People Like Us; Animals that Burrow; Kangaroos; The Mammoth Hunters; Razzle Dazzle; MorselMakes a Run for It; Space Junk; Mystery Monsters or Real Animals?Three Bears; People Like Us; Animals that Burrow; Kangaroos; The Mammoth Hunters; Razzle Dazzle; MorselMakes a Run for It; Space Junk; Mystery Monsters or Real Animals?Three Bears; People Like Us; Animals that Burrow; Kangaroos; The Mammoth Hunters; Razzle Dazzle; MorselMakes a Run for It; Space Junk; Mystery Monsters or Real Animals?Three Bears; People Like Us; Animals that Burrow; Kangaroos; The Mammoth Hunters; Razzle Dazzle; MorselMakes a Run for It; Space Junk; Mystery Monsters or Real Animals?

Momentum Correlations Ontario Grade 4appropriate conventions and techniques (e.g.,• an album of camera shots showing the different anglesand distances and commenting on their uses• a poem, announcement, or flyer produced electronicallyby combining word-processed text with pictures and/orphotographs• a mock television commercial for a favourite cereal, toy,or book• a newspaper article that includes a photograph andheadline• a board game related to a unit of study from acurriculum subject area such as science or health• a picture book to accompany a unit of study for ayounger grade• a storyboard identifying the sound effects, images, anddialogue to be used in filming a scene from a novel)4. Reflecting on Media Literacy Skills and StrategiesBy the end of Grade 4, students will:Metacognition4.1 identify, initially with support and direction, whatstrategies they found most helpful in making sense of andcreating media texts, and explain how these and otherstrategies can help them improve as mediaviewers/listeners/producersTeacher prompt: “What skills do you use, before, during,and after you work with or create a media text? Be sure toconsider all the skills required for texts that have morethan one form: for example, television uses sound, visualimages, and sometimes print.”Interconnected Skills4.2 explain, initially with support and direction, how theirskills in listening, speaking, reading, and writing helpthem to make sense of and produce media textsThree Bears; People Like Us; Animals that Burrow; Kangaroos; The Mammoth Hunters; Razzle Dazzle; MorselMakes a Run for It; Space Junk; Mystery Monsters or Real Animals?Three Bears; People Like Us; Animals that Burrow; Kangaroos; The Mammoth Hunters; Razzle Dazzle; MorselMakes a Run for It; Space Junk; Mystery Monsters or Real Animals?Teacher prompt: “Does reading and writing about a storyafter seeing the movie or DVD give you new ideas aboutwhat you saw?”