' 110.07. English Language Arts and Reading, Grade 4.
Introduction
(1) READING AND LITERATURE. In Grade 4 students determine the author’s purpose, identify the main idea with supporting details, summarize, draw conclusions, and predict outcomes. They will also read prose and poetry orally with fluency for an audience. They will read notable literary selections that are rich in vocabulary and content. They will define and apply literary terms related to both poetry and prose fiction. In addition, they will use indices, graphic aids, telephone directories, time lines, tables, written directions, parts of the dictionary, and encyclopedias.
(2) GRAMMAR. In Grade 4 students will identify, use, and differentiate between adjectives and adverbs. They will recognize and avoid double negatives. They will identify linking verbs and differentiate between predicate nouns, predicate pronouns, and predicate adjectives.
(3) COMPOSITION. In Grade 4 students will analyze the structure of paragraphs, demonstrate pre-writing techniques, and develop simple outlines. They will analyze various expository paragraphs and news stories.
(4) SPELLING AND VOCABULARY. In Grade 4 students will use dictionaries to spell and pronounce words correctly, to determine semantic changes, and to determine word origin. They will explain the meanings of numerical prefixes and Latin root words. They will analyze unfamiliar words based on individual word elements. They will spell and define words taken from professional lists prepared for grade level. In addition, they will add to their vocabulary new words that are found in literature.
Knowledge and Skills.
| Reading Comprehension and Fluency. The student analyzes various types of texts. |
The student is expected to:
(A) Evaluate how the author's purpose for writing a selection influences the content of the selection.
(B) Determine the main idea and supporting details of a selection.
(C) Draw conclusions, make generalizations, summarize, and predict outcomes of selections.
(D) Replicate the sequence of a selection.
(E) Summarize a selection.
(F) Read orally with ease and fluency for an audience. |
| (2) Independent Reading/Assigned Reading/Guided Reading. The student will read and study notable literary selections which are rich in vocabulary. |
The student is expected to:
(A) Present brief, comprehensive, narrative summaries of notable literary selections which are rich in vocabulary (e.g., Gulliver's Travels, Legend of Sleepy Hollow, Rip Van Winkle, Robinson Crusoe, Robin Hood, Treasure Island, "The Sword in the Stone" from The Once and Future King, On the Banks of Plum Creek, "Concord Hymn," Connecticut Yankee in King Arthur's Court, Mary Poppins, Caddie Woodlawn, Blue Willow, My Side of the Mountain, Carry On, Mr. Bowditch; speeches by Patrick Henry and Sojourner Truth; poetry by Ralph Waldo Emerson, Carl Sandburg, Ogden Nash, Henry Wadsworth Longfellow).
(B) Read at least 25 books of various genres from accepted fiction and non-fiction lists.
(C) Read materials daily at a comfortable, independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader).
(D) Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader; a "typical" fourth grader reads approximately 90 wpm).
(E) Demonstrate comprehension of literature which is read aloud. |
| (3) Literary Emphasis. The student reads the legends of King Arthur and the knights of the Round Table. |
The student is expected to:
(A) Identify the important literary content in the legends of King Arthur and the knights of the Round Table.
(B) Explain the storyline in the legends of King Arthur and the knights of the Round Table. |
| (4) Literary Terms. The student defines and identifies examples of various literary terms. |
The student is expected to:
Define the following terms: poetry (stanza and line), fiction (novel, short story, plot-beginning, middle, and end), strong beginning and ending, dialogue, moral, and proverb.
(B) Identify examples of the literary terms (mentioned above) in literary selections. |
| (5) Inquiry, Research, Study Strategies. The student utilizes various information sources. |
The student is expected to:
(A) Use an index.
(B) Use graphic aids.
(C) Use the main parts of a telephone directory.
(D) Access information from a variety of printed schedules.
(E) Use circle graphs.
(F) Use time lines.
(G) Read and interpret tables.
(H) Follow written directions.
(I) Identify and use the parts of the dictionary: diacritical markings, stress marks, multiple definitions, and guide words.
(J) Use encyclopedias to research a topic. |
| (6) Grammar. The student uses correct grammar. |
The student is expected to:
(A) Locate and differentiate between adjectives and adverbs.
(B) Avoid the use of double negatives in sentences.
(C) Find linking verbs and any predicate adjectives which may follow.
(D) Locate predicate nouns, predicate pronouns, and predicate adjectives. |
| (7) Composition. Using various forms, the student writes for a variety of audiences and for a variety of purposes. |
The student is expected to:
(A) Identify a paragraph and explain its structure.
(B) Demonstrate pre-writing techniques (e.g., brainstorming, cubing, T-notes, webbing).
(C) Write a simple outline based upon the pre-writing instrument.
(D) Write a topic sentence which clarifies the main idea of the paragraph.
(E) Write a one-paragraph paper which develops a main idea, has a concluding sentence, transition words, and paragraph unity.
(F) Write the following types of expository paragraph papers: sequential directions/instructions, "how to," summary, comparison/contrast, and cause/effect.
(G) Write a news story.
(H) Write a one-paragraph report on a topic of personal interest. |
| (8) Spelling / Vocabulary. The student acquires extensive spelling/vocabulary knowledge through reading and systematic word study |
The student is expected to:
(A) Use dictionaries in order to look up spelling, pronunciation, semantic changes, and origins of words.
(B) Tell the spelling/meanings of the numerical prefixes UNI, MONO, BI, TRI, QUAD, PENT, QUIN, SES, SEP, HEX, OCT, DECA, CENT, KILO, MILLI, POLY, MULTI, SEMI, HEMI.
(C) Tell the spelling/meanings of the Latin root words ACT/AG, AGR, AM/AMIC, ANIMA, AUD, BEN, BREV, CAND, CAPIT, CAD, CID/CIS, CLIN, COGN, CORD, CRED, CRYPT, CULP, DENT, DUC, EQU, ERR, FAC/FIC/FEC, FER, FID, FIN.
(D) Analyze the spelling/meanings of unfamiliar words based on the spelling/meanings of the individual word elements.
(E) Spell and use words regularly and correctly from professional lists prepared for grade level.
(F) Set up a cumulative, individualized record of new spelling/vocabulary words found in literary selections. |
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