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ALLEGHANY COUNTY SCHOOLS CURRICULUM GUIDE 2015-16 Fourth Grade Language Arts
Web Sites for Fourth Grade Language Arts Connecting books to the Virginia SOLs: http://itweb.fcps.edu/connections/index.cfm Games for students (all subjects): http://www.primarygames.com Free Power Points on all topics: http://www.pppst.com/themes.html Websites for all subjects: http://guest.portaportal.com/acsbo Websites for all subjects: http://guest.portaportal.com/giles4thgrade SOL Test Performance Analysis: http://www.doe.virginia.gov/testing/sol/performance_analysis/index.shtml Writing Resources: http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/online_writing/index.shtml Text Dependent Questions using Paired Passages: http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/text_dependent_questions/index.shtml SOL Practice Items: http://www.doe.virginia.gov/testing/sol/practice_items/index.shtml#writing Reading Progression Chart: http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/progression_charts/reading_skills_by_grade.pdf Writing Progression Chart: http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/progression_charts/writing_skills_by_grade.pdf Grammar Progression Chart: http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/progression_charts/grammar_skills_by_grade.pdf Research Progression Chart: http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/progression_charts/research_skills_by_grade.pdf Released SOL Test Items: http://www.doe.virginia.gov/testing/sol/released_tests/index.shtml VMAST Practice Items: http://www.doe.virginia.gov/testing/alternative_assessments/vmast_va_mod_achievement_stds_test/practice_items/index.shtml
STRAND: ORAL COMMUNICATION: SPEAKING, LISTENING, MEDIA LITERACY SOL 4.1, 4.2, 4.3 At the fourth-grade level, students will apply oral communication skills to participate in discussions about learning and take part in collaborative learning projects. In order to be contributing participants in discussions, students must apply the skills involved in effectively communicating ideas and opinions, including skills such as actively listening to others and constructively agreeing or disagreeing with them. While using grammatically correct language and specific vocabulary, students will learn how to present information succinctly and confidently in oral presentations.
• Students will apply oral communication skills to participate in discussions about learning.
• Students will take part in collaborative learning projects.
• Students will participate in discussions.
• Students will apply the skills involved in effectively communicating ideas and opinions.
• Students will actively listen to others and constructively agree or disagree with them.
• Students will use grammatically correct language and specific vocabulary.
• Students will learn how to present information succinctly and confidently in oral
presentations. STRAND: READING SOL 4.4, 4.5, 4.6 At the fourth-grade level, students will build on their reading and reading comprehension skills. They will continue to develop fluency as they use strategies such as word analysis, use of context clues, and the making of inferences to gain meaning from text. Students will use reading strategies before, during, and after reading to develop and demonstrate comprehension. The use of graphic organizers will facilitate students’ understanding of text organization and will help them summarize and draw conclusions from fiction and nonfiction text. Students will read widely from content-area and nonfiction texts. They will also collect information from a variety of resources in order to acquire additional knowledge about a topic. They will construct questions about their topic, gather information, and synthesize the information for use in their oral presentations and writings.
• Students will build on their reading and reading comprehension skills.
• Students will develop fluency using word analysis, use of context clues, and making inferences to gain meaning from text.
• Students will use reading strategies before, during, and after reading to develop and
demonstrate comprehension.
• Students will use graphic organizers to facilitate understanding of text organization.
• Students will use graphic organizers to summarize and draw conclusions from fiction
Virginia SOL Scope & Sequence Lesson Plans 1
and nonfiction text.
• Students will read widely from content-area and nonfiction texts.
• Students will collect information from a variety of resources in order to acquire additional knowledge about a topic.
• Students will construct questions about their topic, gather information, and synthesize
the information for use in oral presentations and writing. STRAND: WRITING SOL 4.7, 4.8 At the fourth-grade level, students will develop and build their writing skills by writing effective narratives and explanations. They will use the writing skills of selecting and narrowing a topic, developing a plan for writing, and organizing information into several paragraphs with a central idea and supporting details. The instructional focus will include an emphasis on written expression. Revising and editing for correct sentence formation, grammar, capitalization, punctuation, and spelling will continue to be important skills at this grade level. Students will also use available technology to write their narratives and explanations.
• Students will develop and build their writing skills by writing effective narratives and explanations.
• Students will select and narrow a topic.
• Students will develop a plan for writing.
• Students will organize information into several paragraphs with a central idea and
supporting details.
• Students will revise and edit for correct sentence formation, grammar, capitalization, punctuation, and spelling.
• Students will use available technology to write narratives and explanations.
Virginia SOL Scope & Sequence Lesson Plans 2
STRAND: RESEARCH SOL 4.9 At the fourth-grade level, students will conduct short research projects based on focused questions. Students will gather relevant information from sources and integrate the information while avoiding plagiarism.
• Students will conduct short research projects based on focused questions.
• Students will gather relevant information from sources.
• Students will integrate the information while avoiding plagiarism.
Virginia SOL Scope & Sequence Lesson Plans 3
ALLEGHANY COUNTY SCHOOLS CURRICULUM GUIDE 2015-16
PACING
( ) represents bullets that are not assessed on the SOL test in fourth grade.
1st Six Weeks 2nd Six Weeks 3rd Six Weeks 4th Six Weeks 5th Six Weeks 6th Six weeks 29 Days
4.4a-c, e (d) Taught and assessed 4 weeks 4.1 4.7, 4.8 Introduced 2 week
29 Days
4.5 a-e g-j (f, k, l) 6 weeks
4.4 a-c, e (d) Reviewed throughout 4.1, 4.7, 4.8 Implemented throughout
32 Days
4.6 a-h (l,j,k,) 6 weeks 4.4 a-c, e (d) Reviewed throughout 4.1, 4.7, 4.8 Implemented throughout
32 Days
4.5 a-e g-j (f, k, l) 3 weeks 4.6 a-h (l,j,k,) 3 weeks 4.4 a-c, e (d) Reviewed throughout 4.1, 4.7, 4.8 Implemented throughout
29 Days
4.5 a-e g-j (f, k, l) 3 weeks 4.6 a-h (l,j,k,) 3 weeks 4.4 a-c, e (d) Reviewed throughout 4.1, 4.7, 4.8 Implemented throughout
32 Days
SOL Review 3 weeks 4.9, 4.2, 4.3 3 weeks 4.1, 4.7, 4.8 Implemented throughout
Virginia SOL Scope & Sequence Lesson Plans 4
ALLEGHANY COUNTY SCHOOLS CURRICULUM GUIDE 2015-16
1st Six Weeks Curriculum Guide
SUBJECT: 4th Grade English
SOL: 4.1 The student will use effective oral communication skills in a variety of settings. (5 days with implementation throughout the year) a) Present accurate directions to individuals and small groups. b) Contribute to group discussions across content areas. c) Seek ideas and opinions of others. d) Use evidence to support opinions. e) Use grammatically correct language and specific vocabulary to communicate ideas. f) Communicate new ideas to others. g) Demonstrate the ability to collaborate with diverse teams. h) Demonstrate the ability to work independently.
Days 5
Essential Knowledge and Skills The student will:
Blooms Vocabulary Suggested Instructional Activities
Add. Info.
participate in a range of discussions building on others’ ideas and clearly expressing their own (e.g., one-on-one, in groups, teacher-led).
C Sequencing Define Fact Opinion Grade 4 SOL Vocabulary for Reading (from Montgomery County Schools) Flash Cards: Vocabulary Grade 4 Standards Vocabulary Grade 4 Genre Vocabulary Grade 4Test Questions
Unit 5 Lesson 21: Fantasy -Theme Unit 5 Lesson 22: Biography -Cause/Effect Unit 5 Lesson 23: Informational Test -Text & graphic features Unit 5 Lesson 24: Narrative Nonfiction
- Compare/Contrast Unit 5 Lesson 25: Science Fiction -Author’s Purpose
Assessments *Assessment tools to be used at teacher discretion during appropriate intervals (ongoing through-out year) TFHS
give accurate directions by: C identifying the information needed by the listener; organizing and sequencing the information in a logical way explaining or defining any terms that might be unfamiliar to the listener; articulating the information in a clear, organized manner; and making connections to previous common knowledge of a group of listeners participate in a variety of partner and/or group discussions by:
Ap
following rules for discussions and assigned partner or group roles; offering comments that are relevant to the topic of discussion; asking appropriate questions to solicit knowledge and opinions of others; supporting opinions with appropriate examples and details;
identifying reasons and evidence a speaker provides to support particular points;
Resources Word Jungle
DATES TO REMEMBER First Day of School Aug. 19 Labor Day Sept. 7 Mid Six Weeks Sept. 9 End of Six Weeks Sept. 29 Pretesting
Virginia SOL Scope & Sequence Lesson Plans 5
Days 5
Essential Knowledge and Skills The student will:
Blooms Vocabulary Suggested Instructional Activities
Add. Info.
communicating new ideas to others;
vocabulary building game Games for oral communication
responding to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others; reviewing key ideas expressed in discussions and explaining their own ideas and understanding; distinguishing fact from opinion; avoiding hindering the progress of the discussion (learning not to interrupt); taking turns speaking during a discussion; Other maintaining appropriate eye contact and attentive body language while listening; and respecting the comments of others, especially if the comments express opinions that are different from one’s own. use grammatically correct language use specific vocabulary to enhance oral communication
Virginia SOL Scope & Sequence Lesson Plans 6
1st Six Weeks Curriculum Guide
SUBJECT: 4th Grade English
SOL: 4.4 The student will expand vocabulary when reading. (taught and assessed 1st 6 weeks and reinforced throughout the year) a) Use context to clarify meanings of unfamiliar words. b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones. c) Use word-reference materials, including the glossary, dictionary, and thesaurus. d) Develop vocabulary by listening to and reading a variety of texts. e) Use vocabulary from other content areas. Days 18
Essential Knowledge and Skills The student will:
Blooms Vocabulary Suggested Instructional Activities
Add. Info.
use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g., definitions, examples, or restatements of text).
E Prefix Suffix Affix Syllables Root Homophones Homographs Homonyms Glossary Thesaurus Dictionary Synonyms Anonyms Word reference materials
Homophones Context clues Roots and affixes Word reference materials Units 1 – 6 of Journeys Reading Series
Assessments Journeys Weekly Tests AR Tests Teacher Observation STAR Tests Teacher Made Tests Unit/Benchmark Tests
use clues in the context of a sentence, paragraph, or reading selection to predict and explain the meanings of words that have more than one definition
E
use their knowledge of affixes (prefixes and suffixes) to read and understand the meanings of words.
Ap
use their knowledge of synonyms (words with similar meanings) and antonyms (words with opposite meanings) to understand the meanings of unfamiliar words.
Ap
derive word meaning by using their knowledge of homophones (words that are pronounced the same but are spelled differently and have different meanings), such as read/red, no/know, hear/here.
E Resources
use context to select the applicable definition of a word from a glossary or dictionary.
An
identify and consult the word-reference material(s), including the glossary, dictionary, and thesaurus, most likely to contain needed information to clarify word meaning.
An
develop vocabulary by listening to and reading a variety of texts.
Ap Other
determine the meaning of general academic and content-specific words or phrases in a text.
E
study word meanings across content areas U Resources 4.4
Virginia SOL Scope & Sequence Lesson Plans 7
Multiple Meanings quiz Context clues Vocabulary Map graphic organizers: click on vocabulary Word Central: online dictionary/ thesaurus/ rhyming dictionary (Merriam-Webster) Reading Power Points iPod/iPad apps: Dictionary 4th Grade Learning Games Same Meaning Magic Opposite Ocean
Virginia SOL Scope & Sequence Lesson Plans 8
1st Six Weeks Curriculum Guide
SUBJECT: 4th Grade English
SOL: 4.7 The student will write cohesively for a variety of purposes. a) Identify intended audience. (3 days with implementation throughout the year) b) Focus on one aspect of a topic. c) Use a variety of pre-writing strategies. d) Organize writing to convey a central idea. e) Recognize different modes of writing have different patterns of organization. f) Write a clear topic sentence focusing on the main idea. g) Write two or more related paragraphs on the same topic. h) Use transition words for sentence variety. i) Utilize elements of style, including word choice and sentence variation. j) Revise writing for clarity of content using specific vocabulary and information. k) Include supporting details that elaborate the main idea.
Days 3
Essential Knowledge and Skills The student will:
Blooms Vocabulary Suggested Instructional Activities
Add. Info.
apply knowledge of the writing domains of composing, written expression, and usage/mechanics.
Ap Apply Topic sentences Main ideas Paragraphs Details Transition words Composing Written expression Usage/mechanics Facts Definitions Opinions Quotations Sequence of events Conclusion Informative/ Explanatory Narrative Create Organize Brainstorming Listing Free writing Elaborate Focus technology
Prewriting strategies The writing process - prewriting using collaboration Elaborating the main idea, using supporting details Informative/ expository writing Narrative writing vs. explanatory writing Narrative writing Organizing writing to convey a central idea Persuasive writing Strategies for organization and elaboration of personal narrative The writing process-revision with collaboration Transition words in writing Word choice and sentence variety Writing a topic sentence
Assessments Student Journals Teacher-made tests Teacher observation Writing Rubric TFHS
produce clear and coherent writing in which the development and organization are appropriate to purpose and audience.
C
recognize different modes of writing have different patterns of organization:
An
informative/explanatory An clearly introduce a topic and group related information in paragraphs
An
use facts, definitions, opinions, quotations, details, or other examples and information to develop the topic
An
use specific vocabulary to inform and explain the topic; and
An
provide a concluding statement or section related to the topic
An
narrative An Resources organize an event sequence that unfolds naturally An
use transition words and phrases for sentence variety and to manage the sequence of events
An
use specific vocabulary, words, and phrases to convey experiences and events
An
provide a conclusion An
Virginia SOL Scope & Sequence Lesson Plans 9
Days 3
Essential Knowledge and Skills The student will:
Blooms Vocabulary Suggested Instructional Activities
Add. Info.
create a plan and organize thoughts to convey a central idea before writing
C
use a variety of prewriting strategies (e.g., brainstorming, listing, free-writing, and using graphic organizers).
Ap
focus, organize, and elaborate to construct an effective cohesive message for the reader.
C
write a clear topic sentence focused on the main idea. Ap purposefully shape and control language to affect readers Ap select specific information to guide readers more purposefully through the piece.
U
use specific vocabulary and vivid word choice. Ap write two or more related paragraphs on a topic. C use precise language and vocabulary to explain a topic. Ap link ideas within paragraphs using words and phrases (e.g., another, for example, since, also).
U Other
include sentences of various lengths and beginnings to create a pleasant, informal rhythm.
C
use available reference resources (e.g., dictionary and thesaurus) as aids to revising writing for clarity.
Ap
use facts and details in sentences to elaborate the main idea.
An
use available technology to gather information and to aid in writing.
Ap
Resources 4.7
BBC Writing: how to and styles Subjects and Predicates (PowerPoint) Language Arts PowerPoints Sentence Sort game (compound, complex) iPod/iPad apps: Graphic organizers: Corkulous
Virginia SOL Scope & Sequence Lesson Plans 10
1st Six Weeks Curriculum Guide
SUBJECT: 4th Grade English
SOL: 4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. (3 days with implementation throughout the year) a) Use subject-verb agreement b) Include prepositional phrases. c) Eliminate double negatives. d) Use noun-pronoun agreement. e) Use commas in series, dates, and addresses. f) Incorporate adjectives and adverbs. g) Use correct spelling for frequently used words, including common homophones. h) Use singular possessives.
Days 3
Essential Knowledge and Skills The student will:
Blooms Vocabulary Suggested Instructional Activities
Add. Info.
apply knowledge of the writing domains of composing, written expression, and usage/mechanics
Ap Composing Written expression Usage/mechanics Subject/verb Agreement Prepositional phrase Double negative Noun/pronoun Agreement Commas Adjectives Adverbs Homophones/ Homonyms Singular possessive Subject Predicate Reflexive pronouns Produce Edit Publish writing
The writing process-revision with collaboration Transition words in writing
Assessments Student Journals Teacher-made tests Teacher observation Writing Rubric TFHS
use subject-verb agreement (singular nouns with singular verbs; plural nouns with plural verbs).
Ap
appropriately identify and use the following parts of a sentence in writing: subject, predicate, and prepositional phrase.
An
avoid the use of double negatives. U appropriately identify and use the following parts of speech: nouns, pronouns, verbs, adjectives, adverbs, and prepositions in their writing.
An
use noun/pronoun agreement (pronoun agrees in number and gender with its antecedent).
Ap Resources
use reflexive pronouns (e.g., myself, ourselves). Ap use commas in series, dates, and addresses. Ap use adjectives and adverbs (use adverbs instead of adjectives where appropriate, ( e.g., “He played really well.” instead of “He played real well.”).
Ap
use the correct spelling of frequently used words, including common homonyms/homophones (e.g., threw/through).
Ap
use singular possessives. Ap Other use a rubric to self-assess writing. C use technology, including the Internet, to produce, edit and publish writing as well as to interact and collaborate with others.
E
Virginia SOL Scope & Sequence Lesson Plans 11
Resources 4.8
Story Kit (write a story) Puppet Pal (record a story) Sentence Speedway Proofreading makes Perfect Homophones quiz
Writing Effective Paragraphs iPod/iPad apps: Same Sound Spellbound Same Meaning Magic 4th Grade Learning Games
Virginia SOL Scope & Sequence Lesson Plans 12
ALLEGHANY COUNTY SCHOOLS CURRICULUM GUIDE 2015-16
2nd Six Weeks Curriculum Guide
SUBJECT: 4th Grade English
SOL: 4.4 The student will expand vocabulary when reading. (Reinforced) a) Use context to clarify meanings of unfamiliar words. b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones. c) Use word-reference materials, including the glossary, dictionary, and thesaurus. d) Develop vocabulary by listening to and reading a variety of texts. e) Use vocabulary from other content areas. Days Essential Knowledge and Skills
The student will: Blooms Vocabulary Suggested Instructional
Activities Add. Info.
use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g., definitions, examples, or restatements of text).
E Prefix Suffix Affix Syllables Root Homophones Homographs Homonyms Glossary Thesaurus Dictionary Synonyms Anonyms Word reference materials
Homophones Context clues Roots and affixes Word reference materials Units 1 – 6 of Journeys Reading Series
Assessments Journeys Weekly Tests AR Tests Teacher Observation STAR Tests Teacher Made Tests Unit/Benchmark Tests
use clues in the context of a sentence, paragraph, or reading selection to predict and explain the meanings of words that have more than one definition
E
use their knowledge of affixes (prefixes and suffixes) to read and understand the meanings of words.
Ap
use their knowledge of synonyms (words with similar meanings) and antonyms (words with opposite meanings) to understand the meanings of unfamiliar words.
Ap
derive word meaning by using their knowledge of homophones (words that are pronounced the same but are spelled differently and have different meanings), such as read/red, no/know, hear/here.
E Resources
use context to select the applicable definition of a word from a glossary or dictionary.
An
identify and consult the word-reference material(s), including the glossary, dictionary, and thesaurus, most likely to contain needed information to clarify word meaning.
An
develop vocabulary by listening to and reading a variety of texts.
Ap Other
determine the meaning of general academic and content-specific words or phrases in a text.
E
study word meanings across content areas U
DATES TO REMEMBER Parent Conferences Oct. 12 Mid-Six Weeks Oct. 21 End of Six weeks Nov. 10 Halloween
Virginia SOL Scope & Sequence Lesson Plans 13
Resources 4.4
Multiple Meanings quiz Context clues Vocabulary Map graphic organizers: click on vocabulary Word Central: online dictionary/ thesaurus/ rhyming dictionary (Merriam-Webster) Reading Power Points iPod/iPad apps: Dictionary 4th Grade Learning Games Same Meaning Magic Opposite Ocean
Virginia SOL Scope & Sequence Lesson Plans 14
2nd Six Weeks Curriculum Guide
SUBJECT: 4th Grade English
SOL: 4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry. a) Explain the author’s purpose. b) Describe how the choice of language, setting, characters, and information contributes to the author’s purpose. c) Identify the main idea. d) Summarize supporting details. e) Identify the problem and solution. f) Describe the relationship between text and previously read materials. g) Identify sensory words. h) Draw conclusions/make inferences about text. i) Make, confirm, or revise predictions. j) Identify cause and effect relationships. k) Use reading strategies throughout the reading process to monitor comprehension. l) Read with fluency and accuracy.
Days 29
Essential Knowledge and Skills The student will:
Blooms Vocabulary Suggested Instructional Activities
Add. Info.
explain the author’s purpose (e.g., to entertain, inform, or persuade).
E Fictional text Narrative text Poetry Author’s purpose Language Settings Characters Information Main idea Supporting detail Problem Solution Conclusion Inferences Prediction Sensory words Cause & Effect Narrative nonfiction Summarize Reading strategy
Drawing conclusions and simple inference Making, confirming, or revising predictions Plot development and conflict resolution Prior knowledge Summarizing - fiction Identifying the main idea in fiction Comparing and contrasting biography and autobiography Summarizing fiction 2 Differentiate between fiction and nonfiction Making inferences
Assessments
describe how the choice of language, setting, characters, details, and other information contribute to the author’s purpose.
An, E
describe in depth a character, setting, or event drawing on specific details from the text (e.g., words, actions, or a character’s thoughts).
U
understand that narrative nonfiction is a story based on facts.
U
identify the facts contained in a piece of narrative nonfiction.
Ap
identify the main idea or theme of a text and summarize using supporting details.
E
identify the problem (conflict) and solution. An discuss the similarities and differences between text and previously read materials (e.g., similar themes and topics, patterns of events).
E Resources Author’s purpose
Virginia SOL Scope & Sequence Lesson Plans 15
Days 29
Essential Knowledge and Skills The student will:
Blooms Vocabulary Suggested Instructional Activities
Add. Info.
make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
E Confirm Revise
Unit 1 Lesson 1: Realistic Fiction – Story Structure Unit 1 Lesson 3: Realistic Fiction – Cause/Effect Unit 1 Lesson 5: Tall Tale -Character Unit 2 Lesson 9: Realistic Fiction -Conclusions & Generalizations Unit 4 Lesson 16: Historical Fiction -Compare/Contrast
Reading Rockets: Comprehension strategies Cause & effect matching game
identify sensory words that describe sights, sounds, smells, and tastes, and describe how they make the reader feel.
E
refer to details and examples in a text when explaining what the text says, drawing conclusions/making inferences from text.
E
identify cause and effect relationships A Other make, confirm, or revise predictions. E read familiar text with fluency, accuracy, and prosody U read with sufficient accuracy and fluency to support comprehension.
U
become aware of when they do not understand, (e.g., by reflecting upon and learning to articulate what exactly is causing difficulty).
U
Virginia SOL Scope & Sequence Lesson Plans 16
ALLEGHANY COUNTY SCHOOLS CURRICULUM GUIDE 2015-16 3rd Six Weeks Curriculum Guide
SUBJECT: 4th Grade English SOL: 4.4 The student will expand vocabulary when reading. (Reinforced) a) Use context to clarify meanings of unfamiliar words. b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones. c) Use word-reference materials, including the glossary, dictionary, and thesaurus. d) Develop vocabulary by listening to and reading a variety of texts. e) Use vocabulary from other content areas. Days Essential Knowledge and Skills
The student will: Blooms Vocabulary Suggested Instructional
Activities Add. Info.
use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g., definitions, examples, or restatements of text).
E Prefix Suffix Affix Syllables Root Homophones Homographs Homonyms Glossary Thesaurus Dictionary Synonyms Anonyms Word reference materials
Homophones Context clues Roots and affixes Word reference materials Journeys Reading Series, Units 1-6
Assessments Journeys Weekly Tests AR Tests Teacher Observation STAR Tests Teacher Made Tests Unit/Benchmark Tests
use clues in the context of a sentence, paragraph, or reading selection to predict and explain the meanings of words that have more than one definition
E
use their knowledge of affixes (prefixes and suffixes) to read and understand the meanings of words.
Ap
use their knowledge of synonyms (words with similar meanings) and antonyms (words with opposite meanings) to understand the meanings of unfamiliar words.
Ap
derive word meaning by using their knowledge of homophones (words that are pronounced the same but are spelled differently and have different meanings), such as read/red, no/know, hear/here.
E Resources
use context to select the applicable definition of a word from a glossary or dictionary.
An
identify and consult the word-reference material(s), including the glossary, dictionary, and thesaurus, most likely to contain needed information to clarify word meaning.
An
develop vocabulary by listening to and reading a variety of texts.
Ap Other
determine the meaning of general academic and content-specific words or phrases in a text.
E
study word meanings across content areas U
DATES TO REMEMBER Thanksgiving break Nov. 25-27 Mid Six Weeks Dec. 9 Winter Break Dec. 18-Jan. 4 End of Six Weeks Jan. 12 Work Days Jan. 13-14
Virginia SOL Scope & Sequence Lesson Plans 17
Resources 4.4
Multiple Meanings quiz Context clues Vocabulary Map graphic organizers: click on vocabulary Word Central: online dictionary/ thesaurus/ rhyming dictionary (Merriam-Webster) Reading Power Points iPod/iPad apps: Dictionary 4th Grade Learning Games Same Meaning Magic Opposite Ocean
Virginia SOL Scope & Sequence Lesson Plans 18
3rd Six Weeks Curriculum Guide
SUBJECT: 4th Grade English
SOL: 4.6 The student will read and demonstrate comprehension of nonfiction texts. a) Use text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital texts. b) Formulate questions that might be answered in the selection. c) Explain the author’s purpose. d) Identify the main idea. e) Summarize supporting details. f) Draw conclusions and make simple inferences using textual information as support. g) Distinguish between cause and effect. h) Distinguish between fact and opinion. i) Use prior knowledge and build additional background knowledge as context for new learning. j) Identify new information gained from reading. k) Use reading strategies throughout the reading process to monitor comprehension. l) Read with fluency and accuracy.
Days 32
Essential Knowledge and Skills The student will:
Blooms Vocabulary Suggested Instructional Activities
Add. Info.
use text features, such as special type styles (e.g., boldfaced, italics) and color, captions under pictures and graphics, and headings of sections and chapters, to predict and categorize information in both print and digital texts.
An Text features Type Heading Graphics Predict Categorize Information Print Digital Author’s purpose Main idea Supporting details Drawing conclusions Simple inferences Cause & effect Prior knowledge Reading strategies Graphic organizer Outlining Notes
Making inferences Differentiate between fiction and nonfiction Activating prior knowledge Author's purpose in nonfiction Drawing conclusions and making simple inferences Main idea Understanding what you read - nonfiction Nonfiction text features Summarizing points in nonfiction Summarizing supporting details in nonfiction Tables of contents, indices, charts, maps and graphs Text features of nonfiction text Using online resources Who, what, when, where,
Assessments Journeys Weekly Tests AR Tests Teacher Observation STAR Tests Teacher Made Tests Unit/Benchmark Tests
understand how written text and accompanying illustrations connect to convey meaning (e.g., charts, graphs, diagrams, timelines, animations).
Ap
generate questions to guide reading of text. C explain author’s purpose (e.g., to entertain, persuade, inform).
E
identify the main idea and supporting details within a selection summarizing the text by using tools such as graphic organizers, outlining, and notes.
E
combine information from various places in the text to draw a conclusion.
An Resources
make simple inferences, using information from the text. Ap identify cause and effect relationships An distinguish between fact and opinion. An apply prior knowledge to make predictions and to describe the relationship between content and previously learned concepts.
E
Virginia SOL Scope & Sequence Lesson Plans 19
Days 32
Essential Knowledge and Skills The student will:
Blooms Vocabulary Suggested Instructional Activities
Add. Info.
identify new information learned from reading U why, how - nonfiction Context clues in nonfiction Unit 1 Lesson 2: Biography -Author’s Purpose Unit 2 Lesson 7: Informational Text -Fact and Opinion Unit 3 Lesson 14: Informational Text -Text and Graphic Features Unit 3 Lesson 15: Informational Text -Main Idea and Details Unit 4 Lesson 19: Biography -Persuasion
read familiar text with fluency, accuracy, and expression. U Other become aware of when they do not understand (e.g., by reflecting upon and articulating what exactly is causing difficulty).
U
Resources 4.6
Practice Cause & Effect Doodle Splash: visualizing iPod/iPad apps: Aesop’s Quest Comprehension of nonfiction Author’s purpose Reading Rockets: Comprehension strategies
Virginia SOL Scope & Sequence Lesson Plans 20
ALLEGHANY COUNTY SCHOOLS CURRICULUM GUIDE 2015-16
4th Six Weeks Curriculum Guide
SUBJECT: 4th Grade English SOL: 4.4 The student will expand vocabulary when reading. (Reinforced) a) Use context to clarify meanings of unfamiliar words. b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones. c) Use word-reference materials, including the glossary, dictionary, and thesaurus. d) Develop vocabulary by listening to and reading a variety of texts. e) Use vocabulary from other content areas. Days Essential Knowledge and Skills
The student will: Blooms Vocabulary Suggested Instructional
Activities Add. Info.
use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g., definitions, examples, or restatements of text).
E Prefix Suffix Affix Syllables Root Homophones Homographs Homonyms Glossary Thesaurus Dictionary Synonyms Anonyms Word reference materials
Homophones Context clues Roots and affixes Word reference materials Units 1 – 6 of Journeys Reading Series
Assessments Journeys Weekly Tests AR Tests Teacher Observation STAR Tests Teacher Made Tests Unit/Benchmark Tests
use clues in the context of a sentence, paragraph, or reading selection to predict and explain the meanings of words that have more than one definition
E
use their knowledge of affixes (prefixes and suffixes) to read and understand the meanings of words.
Ap
use their knowledge of synonyms (words with similar meanings) and antonyms (words with opposite meanings) to understand the meanings of unfamiliar words.
Ap
derive word meaning by using their knowledge of homophones (words that are pronounced the same but are spelled differently and have different meanings), such as read/red, no/know, hear/here.
E Resources
use context to select the applicable definition of a word from a glossary or dictionary.
An
identify and consult the word-reference material(s), including the glossary, dictionary, and thesaurus, most likely to contain needed information to clarify word meaning.
An
develop vocabulary by listening to and reading a variety of texts.
Ap Other
determine the meaning of general academic and content-specific words or phrases in a text.
E
study word meanings across content areas U
DATES TO REMEMBER Martin Luther King Day Jan. 18 Mid Six Weeks Feb. 10 End of Six Weeks Feb. 25
Virginia SOL Scope & Sequence Lesson Plans 21
Resources 4.4
Multiple Meanings quiz Context clues Vocabulary Map graphic organizers: click on vocabulary Word Central: online dictionary/ thesaurus/ rhyming dictionary (Merriam-Webster) Reading Power Points iPod/iPad apps: Dictionary 4th Grade Learning Games Same Meaning Magic Opposite Ocean
Virginia SOL Scope & Sequence Lesson Plans 22
4th Six Weeks Curriculum Guide
SUBJECT: 4th Grade English
SOL: 4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry. (simultaneously with 4.6) a) Explain the author’s purpose. b) Describe how the choice of language, setting, characters, and information contributes to the author’s purpose. c) Identify the main idea. d) Summarize supporting details. e) Identify the problem and solution. f) Describe the relationship between text and previously read materials. g) Identify sensory words. h) Draw conclusions/make inferences about text. i) Make, confirm, or revise predictions. j) Identify cause and effect relationships. k) Use reading strategies throughout the reading process to monitor comprehension. l) Read with fluency and accuracy.
Days 3 wk
Essential Knowledge and Skills The student will:
Blooms Vocabulary Suggested Instructional Activities
Add. Info.
explain the author’s purpose (e.g., to entertain, inform, or persuade).
E Fictional text Narrative text Poetry Author’s purpose Language Settings Characters Information Main idea Supporting detail Problem Solution Conclusion Inferences Prediction Sensory words Cause & Effect Narrative nonfiction Summarize Reading strategy Confirm Revise
Drawing conclusions and simple inference Making, confirming, or revising predictions Plot development and conflict resolution Prior knowledge Summarizing - fiction Identifying the main idea in fiction Comparing and contrasting biography and autobiography Summarizing fiction 2 Differentiate between fiction and nonfiction Making inferences Unit 1 Lesson 4: Play -Theme Unit 2 Lesson 6: Fairy Tale
Assessments
describe how the choice of language, setting, characters, details, and other information contribute to the author’s purpose.
An, E
describe in depth a character, setting, or event drawing on specific details from the text (e.g., words, actions, or a character’s thoughts).
U Resources Author’s purpose Reading Rockets: Comprehension strategies Cause & effect matching game
understand that narrative nonfiction is a story based on facts.
U
identify the facts contained in a piece of narrative nonfiction. Ap identify the main idea or theme of a text and summarize using supporting details.
E
identify the problem (conflict) and solution. An discuss the similarities and differences between text and previously read materials (e.g., similar themes and topics, patterns of events).
E
make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
E
Virginia SOL Scope & Sequence Lesson Plans 23
Days 3 wk
Essential Knowledge and Skills The student will:
Blooms Vocabulary Suggested Instructional Activities
Add. Info.
identify sensory words that describe sights, sounds, smells, and tastes, and describe how they make the reader feel.
E
-Compare & Contrast Unit 2 Lesson 8: Realistic Fiction -Understanding Characters
refer to details and examples in a text when explaining what the text says, drawing conclusions/making inferences from text.
E
identify cause and effect relationships A Other make, confirm, or revise predictions. E read familiar text with fluency, accuracy, and prosody U read with sufficient accuracy and fluency to support comprehension.
U
become aware of when they do not understand, (e.g., by reflecting upon and learning to articulate what exactly is causing difficulty).
U
Virginia SOL Scope & Sequence Lesson Plans 24
4th Six Weeks Curriculum Guide
SUBJECT: 4th Grade English
SOL: 4.6 The student will read and demonstrate comprehension of nonfiction texts. a) Use text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital texts. (simultaneously with 4.5) b) Formulate questions that might be answered in the selection. c) Explain the author’s purpose. d) Identify the main idea. e) Summarize supporting details. f) Draw conclusions and make simple inferences using textual information as support. g) Distinguish between cause and effect. h) Distinguish between fact and opinion. i) Use prior knowledge and build additional background knowledge as context for new learning. j) Identify new information gained from reading. k) Use reading strategies throughout the reading process to monitor comprehension. l) Read with fluency and accuracy.
Days 3 wk
Essential Knowledge and Skills The student will:
Blooms Vocabulary Suggested Instructional Activities
Add. Info.
use text features, such as special type styles (e.g., boldfaced, italics) and color, captions under pictures and graphics, and headings of sections and chapters, to predict and categorize information in both print and digital texts.
An Text features Type Heading Graphics Predict Categorize Information Print Digital Author’s purpose Main idea Supporting details Drawing conclusions Simple inferences Cause & effect Prior knowledge Reading strategies Graphic organizer Outlining Notes
Making inferences Differentiate between fiction and nonfiction Activating prior knowledge Author's purpose in nonfiction Drawing conclusions and making simple inferences Main idea Understanding what you read - nonfiction Nonfiction text features Summarizing points in nonfiction Summarizing supporting details in nonfiction Tables of contents, indices, charts, maps and graphs Text features of nonfiction text
Assessments Journeys Weekly Tests AR Tests Teacher Observation STAR Tests Teacher Made Tests Unit/Benchmark Tests
understand how written text and accompanying illustrations connect to convey meaning (e.g., charts, graphs, diagrams, timelines, animations).
Ap
generate questions to guide reading of text. C explain author’s purpose (e.g., to entertain, persuade, inform).
E
identify the main idea and supporting details within a selection summarizing the text by using tools such as graphic organizers, outlining, and notes.
E
combine information from various places in the text to draw a conclusion.
An Resources Practice Cause & Effect Doodle Splash: visualizing
make simple inferences, using information from the text. Ap identify cause and effect relationships An distinguish between fact and opinion.
An
Virginia SOL Scope & Sequence Lesson Plans 25
Days 3 wk
Essential Knowledge and Skills The student will:
Blooms Vocabulary Suggested Instructional Activities
Add. Info.
apply prior knowledge to make predictions and to describe the relationship between content and previously learned concepts.
E Using online resources Who, what, when, where, why, how - nonfiction Context clues in nonfiction Unit 2 Lesson 10: Biography -Author’s Purpose Unit 4 Lesson 17: Narrative Nonfiction -Sequence
iPod/iPad apps: Aesop’s Quest Comprehension of nonfiction Author’s purpose Reading Rockets: Comprehension strategies
identify new information learned from reading U
read familiar text with fluency, accuracy, and expression. U Other become aware of when they do not understand (e.g., by reflecting upon and articulating what exactly is causing difficulty).
U
Virginia SOL Scope & Sequence Lesson Plans 26
ALLEGHANY COUNTY SCHOOLS CURRICULUM GUIDE 2015-16
5th Six Weeks Curriculum Guide
SUBJECT: 4th Grade English SOL: 4.4 The student will expand vocabulary when reading. (Reinforced) a) Use context to clarify meanings of unfamiliar words. b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones. c) Use word-reference materials, including the glossary, dictionary, and thesaurus. d) Develop vocabulary by listening to and reading a variety of texts. e) Use vocabulary from other content areas. Days Essential Knowledge and Skills
The student will: Blooms Vocabulary Suggested Instructional
Activities Add. Info.
use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g., definitions, examples, or restatements of text).
E Prefix Suffix Affix Syllables Root Homophones Homographs Homonyms Glossary Thesaurus Dictionary Synonyms Anonyms Word reference materials
Homophones Context clues Roots and affixes Word reference materials Units 1 – 6 of Journeys Reading Series
Assessments Journeys Weekly Tests AR Tests Teacher Observation STAR Tests Teacher Made Tests Unit/Benchmark Tests
use clues in the context of a sentence, paragraph, or reading selection to predict and explain the meanings of words that have more than one definition
E
use their knowledge of affixes (prefixes and suffixes) to read and understand the meanings of words.
Ap
use their knowledge of synonyms (words with similar meanings) and antonyms (words with opposite meanings) to understand the meanings of unfamiliar words.
Ap
derive word meaning by using their knowledge of homophones (words that are pronounced the same but are spelled differently and have different meanings), such as read/red, no/know, hear/here.
E Resources
use context to select the applicable definition of a word from a glossary or dictionary.
An
identify and consult the word-reference material(s), including the glossary, dictionary, and thesaurus, most likely to contain needed information to clarify word meaning.
An
develop vocabulary by listening to and reading a variety of texts.
Ap Other
determine the meaning of general academic and content-specific words or phrases in a text.
E
study word meanings across content areas U
DATES TO REMEMBER Parent Conferences Mar. 7 Mid-Six Weeks Mar. 23 End of Six weeks Apr. 12 Spring Break Mar. 24-29
Virginia SOL Scope & Sequence Lesson Plans 27
Resources 4.4
Multiple Meanings quiz Context clues Vocabulary Map graphic organizers: click on vocabulary Word Central: online dictionary/ thesaurus/ rhyming dictionary (Merriam-Webster) Reading Power Points iPod/iPad apps: Dictionary 4th Grade Learning Games Same Meaning Magic Opposite Ocean
Virginia SOL Scope & Sequence Lesson Plans 28
5th Six Weeks Curriculum Guide
SUBJECT: 4th Grade English
SOL: 4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry. (simultaneously with 4.6) a) Explain the author’s purpose. b) Describe how the choice of language, setting, characters, and information contributes to the author’s purpose. c) Identify the main idea. d) Summarize supporting details. e) Identify the problem and solution. f) Describe the relationship between text and previously read materials. g) Identify sensory words. h) Draw conclusions/make inferences about text. i) Make, confirm, or revise predictions. j) Identify cause and effect relationships. k) Use reading strategies throughout the reading process to monitor comprehension. l) Read with fluency and accuracy.
Days 3 wk
Essential Knowledge and Skills The student will:
Blooms Vocabulary Suggested Instructional Activities
Add. Info.
explain the author’s purpose (e.g., to entertain, inform, or persuade).
E Fictional text Narrative text Poetry Author’s purpose Language Settings Characters Information Main idea Supporting detail Problem Solution Conclusion Inferences Prediction Sensory words Cause & Effect Narrative nonfiction Summarize Reading strategy
Drawing conclusions and simple inference Making, confirming, or revising predictions Plot development and conflict resolution Prior knowledge Summarizing - fiction Identifying the main idea in fiction Comparing and contrasting biography and autobiography Summarizing fiction 2 Differentiate between fiction and nonfiction Making inferences
Assessments
describe how the choice of language, setting, characters, details, and other information contribute to the author’s purpose.
An, E
describe in depth a character, setting, or event drawing on specific details from the text (e.g., words, actions, or a character’s thoughts).
U Resources Author’s purpose Reading Rockets: Comprehension strategies Cause & effect matching game
understand that narrative nonfiction is a story based on facts. U identify the facts contained in a piece of narrative nonfiction. Ap identify the main idea or theme of a text and summarize using supporting details.
E
identify the problem (conflict) and solution. An discuss the similarities and differences between text and previously read materials (e.g., similar themes and topics, patterns of events).
E
make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
E Unit 3 Lesson 12: Historical Fiction -Sequence
Virginia SOL Scope & Sequence Lesson Plans 29
Days 3 wk
Essential Knowledge and Skills The student will:
Blooms Vocabulary Suggested Instructional Activities
Add. Info.
identify sensory words that describe sights, sounds, smells, and tastes, and describe how they make the reader feel.
E Confirm Revise
Unit 4 Lesson 18: Realistic Fiction -Character
refer to details and examples in a text when explaining what the text says, drawing conclusions/making inferences from text.
E
identify cause and effect relationships A Other make, confirm, or revise predictions. E read familiar text with fluency, accuracy, and prosody U read with sufficient accuracy and fluency to support comprehension.
U
become aware of when they do not understand, (e.g., by reflecting upon and learning to articulate what exactly is causing difficulty).
U
Virginia SOL Scope & Sequence Lesson Plans 30
5th Six Weeks Curriculum Guide
SUBJECT: 4th Grade English
SOL: 4.6 The student will read and demonstrate comprehension of nonfiction texts. a) Use text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital texts. (simultaneously with 4.5) b) Formulate questions that might be answered in the selection. c) Explain the author’s purpose. d) Identify the main idea. e) Summarize supporting details. f) Draw conclusions and make simple inferences using textual information as support. g) Distinguish between cause and effect. h) Distinguish between fact and opinion. i) Use prior knowledge and build additional background knowledge as context for new learning. j) Identify new information gained from reading. k) Use reading strategies throughout the reading process to monitor comprehension. l) Read with fluency and accuracy.
Days 3 wk
Essential Knowledge and Skills The student will:
Blooms Vocabulary Suggested Instructional Activities
Add. Info.
use text features, such as special type styles (e.g., boldfaced, italics) and color, captions under pictures and graphics, and headings of sections and chapters, to predict and categorize information in both print and digital texts.
An Text features Type Heading Graphics Predict Categorize Information Print Digital Author’s purpose Main idea Supporting details Drawing conclusions Simple inferences Cause & effect Prior knowledge Reading strategies Graphic organizer Outlining Notes
Making inferences Differentiate between fiction and nonfiction Activating prior knowledge Author's purpose in nonfiction Drawing conclusions and making simple inferences Main idea Understanding what you read - nonfiction Nonfiction text features Summarizing points in nonfiction Summarizing supporting details in nonfiction Tables of contents, indices, charts, maps and graphs Text features of nonfiction text Using online resources
Assessments Journeys Weekly Tests AR Tests Teacher Observation STAR Tests Teacher Made Tests Unit/Benchmark Tests
understand how written text and accompanying illustrations connect to convey meaning (e.g., charts, graphs, diagrams, timelines, animations).
Ap
generate questions to guide reading of text. C explain author’s purpose (e.g., to entertain, persuade, inform).
E
identify the main idea and supporting details within a selection summarizing the text by using tools such as graphic organizers, outlining, and notes.
E
combine information from various places in the text to draw a conclusion.
An Resources
make simple inferences, using information from the text. Ap identify cause and effect relationships An distinguish between fact and opinion.
An
Virginia SOL Scope & Sequence Lesson Plans 31
Days 3 wk
Essential Knowledge and Skills The student will:
Blooms Vocabulary Suggested Instructional Activities
Add. Info.
apply prior knowledge to make predictions and to describe the relationship between content and previously learned concepts.
E Who, what, when, where, why, how - nonfiction Context clues in nonfiction Unit 3 Lesson 11: Narrative Nonfiction -Fact & Opinion Unit 4 Lesson 20: Biography -Main Idea and Details Unit 3 Lesson 13: Narrative Nonfiction -Cause & Effect
identify new information learned from reading U read familiar text with fluency, accuracy, and expression. U Other
become aware of when they do not understand (e.g., by reflecting upon and articulating what exactly is causing difficulty).
U
Resources 4.6
Practice Cause & Effect Doodle Splash: visualizing iPod/iPad apps: Aesop’s Quest Comprehension of nonfiction Author’s purpose Reading Rockets: Comprehension strategies
Virginia SOL Scope & Sequence Lesson Plans 32
ALLEGHANY COUNTY SCHOOLS CURRICULUM GUIDE 2015-16 6th Six Weeks Curriculum Guide
SUBJECT: 4th Grade English
SOL: 4.2 The student will make and listen to oral presentations and reports. a) Use subject-related information and vocabulary. b) Listen to and record information. c) Organize information for clarity. d) Use language and style appropriate to the audience, topic, and purpose.
Days 5
Essential Knowledge and Skills The student will:
Blooms Vocabulary Suggested Instructional Activities
Add. Info.
make oral presentations and reports by: C Supporting detail Main idea Theme Descriptive detail Effect Visual presentation
Media literacy applied Book Reports Science and Social Studies Presentations/Projects
Assessments
reporting on a topic or text, telling a story, or recounting an experience in an organized manner, using specific vocabulary, appropriate facts and descriptive details to support main ideas or themes;
organizing information around a central idea with supporting details and using specific vocabulary;
organizing information for clarity speaking clearly, using appropriate voice level and speaking rate;
differentiating formal and informal language and style when appropriate to task and situation (e.g., presentations, small-group discussions);
Resources
selecting words and phrases to convey precise ideas; using voice inflection for effect; and adding visual displays to presentations when appropriate to enhance development of theme and/or main ideas
use active listening skills by: Ap Other looking at the speaker; thinking about the main points the speaker is making; and taking notes.
DATES TO REMEMBER Mid Six Weeks May 4 SOLs May Memorial Day May 30 End of Six Weeks May 26
Virginia SOL Scope & Sequence Lesson Plans 33
6th Six Weeks Curriculum Guide
SUBJECT: 4th Grade English
SOL: 4.3 The student will learn how media messages are constructed and for what purposes. a) Differentiate between auditory, visual, and written media messages. b) Identify the characteristics of various media messages. Days 5
Essential Knowledge and Skills The student will:
Blooms Vocabulary Suggested Instructional Activities
Add. Info.
access media messages and identify what types of media are used.
An Audience Purpose Auditory media Visual media Written media
Media literacy analyzed Media literacy applied
Assessments
Resources www.lessonplanz.com www.TheTeachersCorner.net Other
Virginia SOL Scope & Sequence Lesson Plans 34
6th Six Weeks Curriculum Guide
SUBJECT: 4th Grade English
SOL: 4.9 The student will demonstrate comprehension of information resources to research a topic. a) Construct questions about a topic. b) Collect information from multiple resources including online, print, and media. c) Use technology as a tool to organize, evaluate, and communicate information. d) Give credit to sources used in research. e) Understand the difference between plagiarism and using own words.
Days 7
Essential Knowledge and Skills The student will:
Blooms Vocabulary Suggested Instructional Activities
Add. Info.
formulate initial questions about a topic and seek information by identifying, locating, exploring, and effectively using a variety of sources of information.
E Technology Sources Research Plagiarism
Organizing information into short reports Plagiarism and crediting sources Reference materials Science and Social Studies Presentations/Projects
Assessments TFHS
recognize, organize, and record information pertinent to the topic and blend ideas accurately.
Ap
select and use appropriate references (e.g., atlases, almanacs, and encyclopedias), including electronic resources.
E
identify key terms to use in searching for information. Ap Resources skim to find information related to a topic. U select information that is related to their topic. An evaluate and combine (synthesize) related information from two or more sources.
E
use available technology to gather, organize, evaluate, and communicate information.
E Other
give credit to sources used in research. U
Virginia SOL Scope & Sequence Lesson Plans 35
6th Six Weeks Curriculum Guide
SUBJECT: 4th Grade English
SOL Review for 3 weeks (Unit 6, Lessons 26 – 30 available for review)
Grade 4 Reading Test Blueprint Summary Table Reporting Category
Standards of Learning Number of Items
Use word analysis strategies and word reference materials
4.4 a-c, e 7
Demonstrate comprehension of fictional texts
4.5 a-e, g-j 17
Demonstrate comprehension of nonfiction texts
4.6 a-h 16
Excluded from Testing
4.4d 4.5f, k-l 4.6 i-l
Number of Operational Items
40
Number of Field Test Items*
7
Total Number of Items on Test
47
Virginia SOL Scope & Sequence Lesson Plans 36
