4th Grade ENGLISH - SharpSchoolp3cdn5static.sharpschool.com/UserFiles/Servers/Server_800981/File... · 4th Grade ENGLISH Curriculum Map Version: May, 2012 Based on: English Standards

Town of West Point Public Schools

4th Grade ENGLISH

Curriculum Map

Version: May, 2012 Based on: English Standards of Learning

Adopted, 2010Full Implementation: 2012-2013

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Revised: August 29, 2012 (VOCABULARY BUILDING ADDENDUM) Property of the Town of West Point Public Schools

4th GradeAssessment Map

STRAND(OrganizingConcepts)

1st QuarterAssessment

2nd QuarterAssessment

3rd QuarterAssessment

4th QuarterAssessment

Communication:Speaking,

Listening, MediaLiteracy

Teacher Observation, BookReports, Presentations, StudentAnalysis of Media Sources

Teacher Observation, Book Reports,Presentations, Student Analysis ofMedia Sources



Reading

4.4 abcde4.5 abcdefghijkl4.6 abcdefghijkl




Writing

4.7 abcd4.8 acefgh4.9 abcdeWriting Prompt (GradeLevel Developed)

4.7 abcde4.8 abcdefgh4.9 abcdeWriting Prompt (Grade LevelDeveloped)

4.7 abcde4.8 abcdefgh4.9 abcdeWriting Prompt (Grade LevelDeveloped)

4.7 abcdef4.8 abcdefgh4.9 abcdeWriting Prompt (Grade LevelDeveloped)

Research

4.9 abcde 4.9 abcde 4.9 abcde 4.9 abcde




4th GradeInstructional Outline

Bold Print – New InstructionNot Bold – Instruction Continues


1st Quarter 2nd Quarter 3rd Quarter 4th Quarter



4.1 bde4.2 abc4.3 ab

4.1 acbde4.2 abc4.3 ab

4.1 abcde4.2 abc4.3 ab

4.1 abcde4.2 abc4.3 ab

Reading





Writing

4.7 abcdefgh4.8 aeh

4.7 deabc4.8 dfgaeh

4.7 fgabcde4.8 bcadefgh

4.7 abcdefg4.8 abcdefgh

Research

4.9 abcde 4.9 abcde 4.9 abcde 4.9 abcde




Grade: 41st QUARTER



SOL/

Objective #(s)

* denotes

SummativeAssessment

Essential Skills/Concepts ResourceCorrelations

Formative/SummativeAssessments

(Writing Assignments, Tests,Projects, Performances)



4.1 abcdefgh

4.2 abcd

4.3 ab

Use effective oral communication skills in a varietyof settings; present accurate directions toindividuals and small groups, contribute todiscussions across content areas, seek ideas andopinions of others, use evidence to supportopinions, use grammatically correct language andspecific vocabulary to communicate ideas,communicate new ideas to others, demonstratethe ability to collaborate with diverse teams,demonstrate the ability to work independently.

Make and listen to oral presentations and reports;use subject-related information and vocabulary,listen to and record information, organizeinformation for clarity, use language and styleappropriate to the audience, topic, and purpose.

Learn how media messages are constructed and for

what purposes: differentiate between auditory,

visual, and written media messages, identify the

characteristics of various media messages

Textbook Support:

Question of Day/WeekOral Presentations

i.e.) Other retellings,explanations, stories,book reports

Group Discussions

Graphic Organizers

Student TeacherConferences

Running Records / TimedFluency

Cold Reading Assessment

Selection tests

Teacher observations

Teacher madeassessments

9 week assessments

Student WrittenResponsei.e.) journal responses,

summaries, blogs,ads, scripts

Student Created Products





SOL/

Objective #(s)

* denotes

SummativeAssessment




Reading

4.4 abcde

4.5 abcdefghijkl

4.6 abcdefghijkl

Expand vocabulary when reading; Use context toclarify meanings of unfamiliar words. Useknowledge of roots, affixes, synonyms,antonyms, and homophones. Use word-reference materials, including the glossary,dictionary, and thesaurus. Develop vocabularyby listening to and reading a variety of texts. Usevocabulary from other content areas.VOCABULARY BUILDING – Offer explicitinstruction using the addendum at the end of thismap.

Read and demonstrate comprehension of fictionaltexts, narrative nonfiction texts, and poetry;explain the authors purpose;, describe how thechoice of language, setting, characters, andinformation contributes to the author’s purpose;identify the main idea; summarize supportingdetails; identify the problem and solution; describethe relationship between text and previously readmaterials; identify sensory words; drawconclusions/make inferences about text; make,confirm, or revise predictions; identify cause andeffect relationships; use reading strategiesthroughout the reading process to monitorcomprehension; read with fluency and accuracy.

Read and demonstrate comprehension ofnonfiction texts; use text structures, such as type,headings, and graphics, to predict and categorize

Textbook Support:TE – Unit 1 –Week 2

“Because of Winn-Dixie”(4.3ac; 4.4bde; 4.5 abfg; 4.6bc)

Week 3

“The Horned Toad Prince”4.3a; 4.4 ade; 4.5 cd; 4.6abc)

Week 4

“Letters Home fromYosemite” (4.3 a; 4.5 adfghi;4.6 abc)


“What Jo Did” (4.3 a,: 4.4d)

Week 6

“Coyote School News”(4.3ad: 4.4, 4.5e)

Week 7

“Gracie and the TimeMachine” (4.3a: 4.4de)

Other Relevant ReadingMaterials (Novels,Fiction/Non-Fiction

i.e.) music, radio show,podcast, speech)

Writing Prompts

Self Edit Checklists

Peer Edit Checklists

Rubrics





SOL/

Objective #(s)

* denotes

SummativeAssessment




information in both print and digital texts;formulate questions that might be answered inthe selection; explain the author’s purpose;identify the main idea; summarize supportingdetails; draw conclusions and make simpleinferences using textual information as support;distinguish between cause and effect; distinguishbetween fact and opinion; use prior knowledgeand guild additional background knowledge ascontext for new learning; identify newinformation gained from reading; use readingstrategies throughout the reading process tomonitor comprehension; read with fluency andaccuracy.

publications):

Short Stories

Novel Excerpts

Novel Studies

Week 8/ 9– Novel Study

Pocahontas and theStrangers

A Lion to Guard Us

Misty of Chincoteague

Writing

4.7 abce

SIM: Revisit and teach Proficiency in the SentenceWriting Strategy – Lessons 1-10 (Focus on the SimpleSentence Formulas and Compound Sentences)SIM: Introduce and teach Paragraph Writing Strategy– Lessons 1-10

Write cohesively for a variety of purposes; identifyintended audience, focus on one aspect of a topic,use a variety of pre-writing strategies, organizewriting to convey a central idea, recognizedifferent modes of writing have different patternsof organization, write a clear topic sentencefocusing on the main idea, write two or morerelated paragraphs on the same topic, usetransition words for sentence variety, utilizeelements of style, including word choice andsentence variation, revise writing for clarity of

Textbook Support:Week 2

“Because of Winn-Dixie”(4.7acdegh; 4.8 h)

Week 3

“The Horned Toad Prince”(4.7 abceg: 4.8 h)Week 4

“Letters Home FromYosemite” (4.7 abcefg; 4.8h)


“What Jo Did” (4.8)





SOL/

Objective #(s)

* denotes

SummativeAssessment




4.8 abcdefgh content using specific vocabulary and information,include supporting details that elaborate the mainidea.

Edit writing for correct grammar, capitalization,spelling, punctuation, sentence structure, andparagraphing; use subject-verb agreement, includeprepositional phrases, eliminate double negatives,use non-pronoun agreement, use commas in aseries, dates, and addresses, incorporate adjectivesand adverbs, use correct spelling for frequentlyused words, including common homophones, anduse singular possessives.

Week 6

“Coyote School News” (4.8)Week 7

“Gracie and the TimeMachine” (4.8)

Research

4.9 abcde Demonstrate comprehension of informationresources to research a topic; construct questionabout a topic, collect information from multipleresources including online, print, and media, usetechnology as a tool to organize, evaluate, andcommunicate information, give credit to sourcesused in research, and understand the differencebetween plagiarism and using own words.




Grade: 42nd QUARTER



SOL/

Objective #(s)

* denotes

SummativeAssessment

Essential Skills/Concepts

ResourceCorrelations





4.1 abcdefgh

4.2 abcd

4.3 ab

Use effective oral communication skills in a variety ofsettings; present accurate directions to individualsand small groups, contribute to discussions acrosscontent areas, seek ideas and opinions of others,use evidence to support opinions, usegrammatically correct language and specificvocabulary to communicate ideas, communicatenew ideas to others, demonstrate the ability tocollaborate with diverse teams, demonstrate theability to work independently.






Textbook Support:

Other Relevant ReadingMaterials (Novels,Fiction/Non-Fictionpublications):

Oral Presentationsi.e.) Other retellings,explanations, stories,book reports

Group Discussions

Graphic Organizers




Selection tests



9 week assessments








SOL/

Objective #(s)

* denotes

SummativeAssessment





Reading

4.4 abcde

4.5 abcdefghijkl

4.6 abcdefghijkl

Expand vocabulary when reading; Use context toclarify meanings of unfamiliar words. Useknowledge of roots, affixes, synonyms, antonyms,and homophones. Use word-reference materials,including the glossary, dictionary, and thesaurus.Develop vocabulary by listening to and reading avariety of texts. Use vocabulary from othercontent areas. VOCABULARY BUILDING – Offerexplicit instruction using the addendum at theend of this map.

Read and demonstrate comprehension of fictionaltexts, narrative nonfiction texts, and poetry; explainthe authors purpose;, describe how the choice oflanguage, setting, characters, and informationcontributes to the author’s purpose; identify themain idea; summarize supporting details; identifythe problem and solution; describe the relationshipbetween text and previously read materials; identifysensory words; draw conclusions/make inferencesabout text; make, confirm, or revise predictions;identify cause and effect relationships; use readingstrategies throughout the reading process tomonitor comprehension; read with fluency andaccuracy.

Read and demonstrate comprehension ofnonfiction texts; use text structures, such as type,headings, and graphics, to predict and categorizeinformation in both print and digital texts;


“Marvin of the Great NorthWoods” (4.3ad; 4.5fh)

Week 2

“The Stranger” (4.3ab; 4.4d)Week 3

“Adelina’s Whales” (4.3ac;4.5 adh)

Week 4

“How Night Came from theSea” (4.3a; 4.4)

Week 5/6– Novel Study

Best Christmas Pageant Ever

Stone Fox

If You Lived in Colonial Times

If You Lived in ColonialWilliamsburg

Week 7

“Eye of the Storm” (4.3ah;4.5adg)

Week 8

“The Great Kapok Tree”(4.3a; 4.4a)

TE – Unit 4 –Other Relevant ReadingMaterials (Novels,Fiction/Non-Fictionpublications):


Writing Prompts



Rubrics





SOL/

Objective #(s)

* denotes

SummativeAssessment





formulate questions that might be answered inthe selection; explain the author’s purpose;identify the main idea; summarize supportingdetails; draw conclusions an dmake simpleinferences using textual information as support;distinguish between cause and effect; distinguishbetween fact and opinion; use prior knowledgeand guild additional background knowledge ascontext for new learning; identify new informationgained from reading; use reading strategiesthroughout the reading process to monitorcomprehension; read with fluency and accuracy.

Week 9– Novel Study

The Secret Soldier

If You Lived in the Time ofthe Revolutionary War

Writing

4.7 abce

4.8 abcdefgh

SIM: Introduce and teach Paragraph Writing Strategy– Lessons 1-10

Write cohesively for a variety of purposes; identifyintended audience, focus on one aspect of a topic,use a variety of pre-writing strategies, organizewriting to convey a central idea, recognize differentmodes of writing have different patterns oforganization, write a clear topic sentence focusingon the main idea, write two or more relatedparagraphs on the same topic, use transition wordsfor sentence variety, utilize elements of style,including word choice and sentence variation, revisewriting for clarity of content using specificvocabulary and information, include supportingdetails that elaborate the main idea.

Edit writing for correct grammar, capitalization,spelling, punctuation, sentence structure, and


“Marvin of the Great NorthWoods” (4.8)

Week 2

“The Stranger” (4.8)Week 3

“Adelina’s Whales” (4.8)Week 4

“How Night Came from theSea” (4.8)

Week 7

“Eye of the Storm” (4.8)Week 8

“The Great Kapok Tree” (4.8)

Other Relevant ReadingMaterials (Novels,





SOL/

Objective #(s)

* denotes

SummativeAssessment





paragraphing; use subject-verb agreement, includeprepositional phrases, eliminate double negatives,use non-pronoun agreement, use commas in aseries, dates, and addresses, incorporate adjectivesand adverbs, use correct spelling for frequentlyused words, including common homophones, anduse singular possessives.

Fiction/Non-Fictionpublications):

Research

4.9 abcde Demonstrate comprehension of informationresources to research a topic; construct questionabout a topic, collet information from multipleresources including online, print, and media, usetechnology as a tool to organize, evaluate, andcommunicate information, give credit to sourcesused in research, and understand the differencebetween plagiarism and using own words.




Grade: 43rd QUARTER



SOL/

Objective #(s)

* denotes

SummativeAssessment







4.1 abcdefgh

4.2 abcd

4.3 ab







Textbook Support:TE_



Group Discussions

Graphic Organizers




Selection tests



9 week assessments








SOL/

Objective #(s)

* denotes

SummativeAssessment





Reading

4.4 abcde

4.5 abcdefghijkl

4.6 abcdefghijkl




Textbook Support:TE – Unit 4 –Week 1-Novel Study

The Secret Soldier

If You Lived in the Time ofthe Revolutionary War

Week2

“The Houdini Box” (4.3ac;4.4c)

Week 3

“Encantado” (4.3ab; 4.5d)Week 4

“The King in the Kitchen”(4.3ad; 4.4b)

Week 5TE-Unit 1

“Lewis and Clark and Me”(4.3a; 4.4ad)

Week 6

“Seeker of Knowledge”(4.3ac; 4.5a)

Other Relevant ReadingMaterials (Novels,Fiction/Non-Fictionpublications):Weeks 7/8/9

If You Lived in the Time ofthe Civil War


Writing Prompts



Rubrics





SOL/

Objective #(s)

* denotes

SummativeAssessment





formulate questions that might be answered inthe selection; explain the author’s purpose;identify the main idea; summarize supportingdetails; draw conclusions and make simpleinferences using textual information as support;distinguish between cause and effect; distinguishbetween fact and opinion; use prior knowledgeand guild additional background knowledge ascontext for new learning; identify new informationgained from reading; use reading strategiesthroughout the reading process to monitorcomprehension; read with fluency and accuracy.

Two Tickets to Freedom

Freedom Crossing

If You Traveled on theUnderground Railroad

Writing

4.7 abce

4.8 abcdefgh



Edit writing for correct grammar, capitalization,spelling, punctuation, sentence structure, and

Week2

“The Houdini Box” (4.8d)Week 3

“Encantado” (4.8d)Week 4

“The King in the Kitchen”(4.8d)

Week 5TE-Unit 1

“Lewis and Clark and Me”(4.7e)

Week 6

“Seeker of Knowledge” (4.8d)





SOL/

Objective #(s)

* denotes

SummativeAssessment





paragraphing; use subject-verb agreement, includeprepositional phrases, eliminate double negatives,use non-pronoun agreement, use commas in aseries, dates, and addresses, incorporate adjectivesand adverbs, use correct spelling for frequentlyused words, including common homophones, anduse singular possessives.

Research

4.9 abcde Demonstrate comprehension of informationresources to research a topic; construct questionabout a topic, collet information from multipleresources including online, print, and media, usetechnology as a tool to organize, evaluate, andcommunicate information, give credit to sourcesused in research, and understand the differencebetween plagiarism and using own words.




Grade: 44th QUARTER



SOL/

Objective #(s)

* denotes

SummativeAssessment







4.1 abcdefgh

4.2 abcd

4.3 ab







Textbook Support:



Group Discussions

Graphic Organizers




Selection tests



9 week assessments








SOL/

Objective #(s)

* denotes

SummativeAssessment





Reading

4.4 abcde

4.5 abcdefghijkl

4.6 abcdefghijkl




Textbook Support:TE – Unit 5Week 1

“Sailing Home: A Story ofChildhood at Sea” (4.3ac;4.4ad)

Week 2 – TE - Unit 6

“My Brother Martin”(4.3a; 4.5h)

Week 3 TE – Unit 2

“So You Want to bePresident” (4.3ad; 4.5df)


“Antarctic Journal” (4.3ac;4.5ef)

Week 5

“Jim Thorpe’s Bright Path”(4.3d; 4.5ah)

Week 6

“How Tia Lola Came to VisitStay” (4.3a; 4.4ad)

Week 7

“To Fly: The Story of theWright Brothers” (4.3a;4.5ad)



Writing Prompts



Rubrics





SOL/

Objective #(s)

* denotes

SummativeAssessment





formulate questions that might be answered inthe selection; explain the author’s purpose;identify the main idea; summarize supportingdetails; draw conclusions an dmake simpleinferences using textual information as support;distinguish between cause and effect; distinguishbetween fact and opinion; use prior knowledgeand guild additional background knowledge ascontext for new learning; identify new informationgained from reading; use reading strategiesthroughout the reading process to monitorcomprehension; read with fluency and accuracy.

Week 8/9 – Novel Study

James and the Giant Peach

Charlie and the ChocolateFactory

Shiloh

Writing

4.7 abce

4.8 abcdefgh



Edit writing for correct grammar, capitalization,


“Sailing Home: A Story ofChildhood at Sea” (4.8f)

Week 2 – TE - Unit 6

““My Brother Martin”(4.8)


“So You Want to bePresident” (4.8)


“Antarctic Journal” (4.8f)Week 5 TE – Unit 6

“Jim Thorpe’s Bright Path”(4.8)

Week 6

“How Tia Lola Came to VisitStay” (4.8e)





SOL/

Objective #(s)

* denotes

SummativeAssessment





spelling, punctuation, sentence structure, andparagraphing; use subject-verb agreement, includeprepositional phrases, eliminate double negatives,use non-pronoun agreement, use commas in aseries, dates, and addresses, incorporate adjectivesand adverbs, use correct spelling for frequentlyused words, including common homophones, anduse singular possessives.

Week 7

“To Fly: The Story of theWright Brothers” (4.8)


Research

4.9 abc Demonstrate comprehension of informationresources to research a topic; construct questionabout a topic, collet information from multipleresources including online, print, and media, usetechnology as a tool to organize, evaluate, andcommunicate information, give credit to sourcesused in research, and understand the differencebetween plagiarism and using own words.




Addendum to Grades 4 and 5 Curriculum

4.4/5.4 VOCABULARY BUILDING ACROSS CONTENT AREAS

“Vocabulary building” is based on learning the meaning of previously unfamiliar words and phrases. Becoming literate is dependent uponrecognizing and understanding the meaning of words and phrases in text so that readers and writers can focus their attention on comprehension ofthe material at hand. Vocabulary study builds on and emphasizes for students the connections that exist between reading, writing, and othercontent material. In accordance to Bloom’s taxonomy, students go beyond the literal understanding and knowledge of words into comparison,analysis, generalization, synthesis, and application through vocabulary building skills.

Students will build vocabulary by using: Grade Level Instructional Strategies for Vocabulary Building

Student and teachers identify unfamiliar vocabulary in:

*Literature

Reading Series

*in content areas: Science, Math, Social Studies, Word Study

*West Point’s 11 Common Words for Test Success Students develop Personal Lists for Study Create Personal Dictionary *Build Word Maps *Complete Cloze Passages Use games, word sorts, graphic organizers, and webs for over-learning Create written pieces to emphasize understanding of vocabulary

*Expected to help prepare students for transition to middle school word study.

Pre-reading strategies to identifyunfamiliar words and phrases from allcontent areas

4-5

Context Clues to determine meaning ofunfamiliar words and phrases

4-5

Reference Tools to find definitions andwords with similar meanings using thedictionary, glossary, thesaurus

4-5

Prior knowledge of roots, affixes,synonyms, antonyms, and homophones

4-5

Documents

4th Grade ENGLISH - SharpSchoolp3cdn5static.sharpschool.com/UserFiles/Servers/Server_800981/File... · 4th Grade ENGLISH Curriculum Map Version: May, 2012 Based on: English Standards