Grade 4 ENGLISH/LANGUAGE ARTS CURRICULUM · PDF fileElkhart Community Schools Page 1 4th Grade Language Arts Curriculum August 2001 Grade 4 ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE READING:

Elkhart Community Schools Page 1 4th

Grade Language Arts Curriculum

August 2001

Grade 4ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE

READING: Word Recognition, Fluency, and Vocabulary Development

Standard 1: Students understand the basic features of words. They see letter patterns and know how to translate them into spokenlanguage by using phonics (an understanding of the different letters that make different sounds), syllables, word parts(un-, re-, -est, -ful), and context clues (the meaning of the text around a word). They apply this knowledge to achievefluent (smooth and clear) oral and silent reading.

Objective Example Instructional/Assessment Strategy Resource

Word Recognition

4.1.1 Read aloud grade-level-appropriate narrative text(stories) and expository text(information) with fluency andaccuracy and with appropriatetiming, changes in voice, andexpression.

-Fluency means smooth and clear -Instruction should start onstudent’s independent fluencylevel, then work to grade level-Partner, independent reading-Oral presentation *-Reader’s theater-Commercials, newscasts-Read to younger children

-Level assessments-DRA-Fluency standards-Texts at levels (includeexpository)- Scott Foresman IRI- Scott ForesmanInstructional Routines #22

Vocabulary and Concept Development

4.1.2 Apply knowledge of

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synonyms (words with thesame meaning),

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antonyms(words with oppositemeaning),

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homographs(words that are spelled thesame but have differentmeanings), and

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idioms(expressions that cannot beunderstood just by knowing themeanings of the words in theexpression, such as couchpotato) to determine themeaning of words and phrases.

-Identify elements in publishedtext.-Write original examples.-Play/create games (“I have hot;who has the antonym?”)-Teacher observation of game *-Modeling, think-aloud

-Text that is rich in theseelements-Roger Farr materials- Activities in GuidingReaders & Writers Grades 3-6- Word Matters games &activities

*Suggested Assessment Strategy



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Word Recognition, Fluency, and Vocabulary Development

Standard 1: Students understand the basic features of words. They see letter patterns and know how to translate them into spokenlanguage by using phonics (an understanding of the different letters that make different sounds), syllables, word parts(un-, re-, -est, -ful), and context clues (the meaning of the text around a word). They apply this knowledge to achievefluent (smooth and clear) oral and silent reading.


Vocabulary and Concept Development

4.1.3 Use knowledge of root words(nation, national, nationality) todetermine the meaning ofunknown words within apassage.

-“root” and “base” mean the samething

-model thought process withintheir text based on their own texts-teach both terms: “base” and“root”-find example in own text

-Text rich with elements-Spelling lessons withelements-Indiana Reading andLanguage Arts Coach,Grade 6 p.14.

4.1.4 Use common roots (meter =measure) and word parts(therm = heat) derived fromGreek and Latin to analyze themeaning of complex words(thermometer).

-Know meaning of root.-Give a common roots list.-Sort words by common roots (bio,biology, biosphere)-Determine meaning throughcontext.-Discuss root history

-Color-coded sectionscontaining information onthese words-List of common root words

4.1.5 Use a thesaurus to find relatedwords and ideas.

-Play word change games (Howmany ways to say “nice”?)-Practice using.-Use with own writing toimprove/expand.

-Thesaurus-Indiana Reading andLanguage Arts Coach,Grade 6 p.12.

4.1.6 Distinguish and interpret wordswith multiple meanings(quarters) by using contextclues (the meaning of the textaround a word).

-Use one word in multiple ways.-Given four choices, pick whichone word will fit correctly into twodifferent sentences.-Play a game practicing this: Giveone multiple meaning word. Haveeach student write a sentence.Compare meanings.Using ISTEP format*

-List of multiple meaningwords-Indiana Reading andLanguage Arts Coach,Grade 6 p.17.




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READING: Reading Comprehension

Standard 2: Students read and understand grade-level-appropriate material. They use a variety of comprehension strategies, such asasking and responding to essential questions, making predictions, and comparing information from several sources tounderstand what is read. The selections in the Indiana Reading List illustrate the quality and complexity of the materialsto be read by students. At Grade 4, in addition to regular classroom reading, students read a variety of grade-level-appropriate narrative (story) and expository (informational and technical) texts, including classic and contemporaryliterature, poetry, magazines, newspapers, reference materials, and on-line information.


Structural Features of Informational and Technical Materials

4.2.1 Use the organization ofinformational text tostrengthen comprehension.

Read informational texts that areorganized by comparing andcontrasting ideas, discussing causesfor and effects of events, or insequential order and use thisorganization to understand what isread. Use graphic organizers, suchas webs, flow charts, concept maps,or Venn diagrams to show theorganization of the text.

-Graphic organizers, etc. toorganize information from socialstudies, health, etc. texts.

-Graphic Organizer*

-Texts set up in thesemanners.-Examples of graphicorganizers.-Scholastic.com (providesgraphic organizers)-Scott Foresman ResourceBook-Indiana ISTEP+ReadingCoach, Grade 6 p.23-28.

Comprehension and Analysis of Grade-Level-Appropriate Text

4.2.2 Use appropriate strategieswhen reading for differentpurposes.

Read and take notes on aninformational text that will be usedfor a report. Skim a text to locatespecific information. Use graphicorganizers to show the relationshipof ideas in the text.

-Model use of skimming,scanning, rereading, note takingbased on classroom texts.-Teacher observe use of skill inother areas *

-Poster of strategies-Graphic organizers




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4.2.3 Make and confirm predictionsabout text by using priorknowledge and ideaspresented in the text itself,including illustrations, titles,topic sentences, importantwords, and foreshadowingclues (clues that indicate whatmight happen next).

While reading a mystery, predictwhat is going to happen next in thestory. Confirm or revise thepredictions based on furtherreading. After reading aninformational text, use informationgained from the text to predict whatan animal might do to camouflageitself in different landscapes.

-Make a prediction based on theknowledge of character, setting,story, and prior knowledge.-Make predictions with partnerbased on content.Agree/disagree and respond

(written conversation).

-Texts (content areas) thathave titles, subtitles, etc.-Texts (narrative)

4.2.4 Evaluate new information andhypotheses (statements oftheories) by testing themagainst known informationand ideas.

Compare what is already knownand thought about ocean life to newinformation encountered in reading,such as in the book Amazing SeaCreatures by Andrew Brown.

-Apply to scientificinvestigations.-KWL

-Expository texts

4.2.5 Compare and contrast infor-mation on the same topic afterreading several passages orarticles.

Read several fictional and informationaltexts about guide dogs, such as A GuideDog Puppy Grows Up by CarolynArnold, Buddy: The First Seeing EyeDog by Eva Moore, and Follow MyLeader by James B. Garfield, andcompare and contrast the informationpresented in each.

-Use graphic organizers likeVenn Diagrams and T-bar charts.-Write compare/contrastsentences and paragraphs basedon graphic organizers.*

--Book sets on themes that are“compare and contrast-able”including some fiction andsome nonfiction.




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4.2.6 Distinguish between causeand effect and between factand opinion in informationaltext.

In reading an article about howsnowshoe rabbits change color,distinguish facts (suchas Snowshoe rabbits change colorfrom brown to white in the winter)from opinions (such asSnowshoe rabbits are very prettyanimals because they can changecolors).

-Clue words-Games – Make a statement. Isthis a fact or opinion?-Create/write cause and effectscenarios.

-Indiana ISTEP+ ReadingCoach, Grade 6 p. 62-75.

4.2.7 Follow multiple-stepinstructions in a basictechnical manual.

Follow directions to learn how touse computer commands or play agame.

-Instruct a partner based on amanual.-Follow directions to learn how touse computer commands or tolearn to play a computer game.

-Technology manuals anddevices



August 2001


READING: Literary Response and Analysis

Standard 3: Students read and respond to a wide variety of significant works of children's literature. They identify and discuss thecharacters, theme (the main idea of a story), plot (what happens in a story), and the setting (where a story takes place) ofstories that they read. The selections in the Indiana Reading List illustrate the quality and complexity of the materials tobe read by students.


Structural Features of Literature

4.3.1 Describe the differences ofvarious imaginative forms ofliterature, including fantasies,fables, myths, legends, andfairy tales.

Show how fables were often told toteach a lesson, as in Aesop’s fable,The Grasshopper and the Ant.Discuss how legends were oftentold to explain natural history, as inthe stories about Johnny Appleseedor Paul Bunyan and Babe, the BlueOx. Use a graphic organizer tocompare the two types of literature.

-Read, compare using graphicorganizers.-Read examples and constructcomparison charts of storyelements.-Label and support passages *

-Scott Foresman selectionsof traditional stories andfantasy stories.

Narrative Analysis of Grade-Level-Appropriate

4.3.2 Identify the main events of theplot, their causes, and theeffects of each event on futureactions.

After reading Sarah, Plain and Tallby Patricia MacLachlan, discuss thecauses and effects of the main eventof the plot, when the father in thestory acquires a mail-order bride.Describe the effects of this event,including the adjustments that thechildren make to their newstepmother and that Sarah makes toliving on the prairie. Plot the storyonto a story map.

-Identify main events. Tell causeand result.-Do story maps.-Retell the story in 5 sentences).*-Extend the story. (Ex: describewhat the wedding would be like.)

-Chart with headings ofcause, event, and effect.-Indiana ISTEP+ ReadingCoach, Grade 6 p.103-107.




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4.3.3 Use knowledge of thesituation, setting, and acharacter's traits andmotivations to determine thecauses for that character'sactions.

After reading The Sign of theBeaver by Elizabeth GeorgeSpeare, tell how the NativeAmerican character’s actions areinfluenced by his being in a settingwith which he is very comfortable,as opposed to the reactions ofanother character, Matt.

-Use “visualization” and “makingpersonal connections” strategies.

-Word-less books and stories-Indiana Reading andLanguage Arts Coach, Grade6 p. 80-84.

4.3.4 Compare and contrast talesfrom different cultures bytracing the adventures of onecharacter type. Tell why thereare similar tales in differentcultures.

Read a book of trickster tales fromother countries, such as TheBarefoot Book of Trickster Talesretold by Richard Walker. Describethe similarities in these tales inwhich a main character, often ananimal, outwits other animals,humans, or forces in nature. Then,tell how these tales are differentfrom each other.

-Identify common humanchallenges, across cultures.-Find common characters.-Find examples.-Compare/contrast using graphicorganizers.-Act out.

-Trickster Tale books fromcultures.-Cinderella, Lon PoPo



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4.3.5 Define figurative language,such as similes, metaphors,hyperbole, or personification,and identify its use in literaryworks.• Simile: a comparison that

uses like or as• Metaphor: an implied

comparison• Hyperbole: an exaggeration

for effect• Personification: a

description that represents athing as a person

Identify a simile, such as Twinkle,twinkle little star…like a diamondin the sky. Identify a metaphor,such as You were the wind beneathmy wings. Identify an example ofhyperbole, such as Cleaner thanclean, whiter than white. Identifyan example of personification, suchas The North Wind told the girl thathe would blow so hard it would beimpossible to walk up the steep hill.

-Apply to poetry.-Identify in poetry.-Write examples-Literal drawings (draw yourself“sitting on top of the world”)

-Scott Foresman poetryselections-Indiana Reading andLanguage Arts Coach, Grade6 p.118-119.



August 2001


WRITING: Writing Process

Standard 4: Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of thewriting process, including prewriting, drafting, revising, and editing multiple drafts.


Organization and Focus

4.4.1 Discuss ideas for writing.Find ideas for writing inconversations with others andin books, magazines,newspapers, schooltextbooks, or on the Internet.Keep a list or notebook ofideas.

-Create a writing topic list.-Keep a writing folder of ideas.

4.4.2 Select a focus, anorganizational structure, and apoint of view based uponpurpose, audience, length, andformat requirements for apiece of writing.

-Identify these elements inexpository and narrative text.

-Scott Foresman WritingProcess Transparencies-Susan Page’s WritingActivity Resource-Writing rubrics-Newspaper articles, esp.Editorial Section-Indiana Reading andLanguage Arts Coach, Grade6 p. 163-166.



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4.4.3 Write informational pieces withmultiple paragraphs that:•provide an introductoryparagraph.

•establish and support a centralidea with a topic sentence ator near the beginning of thefirst paragraph.

•include supporting paragraphswith simple facts, details, andexplanations.

•present important ideas orevents in sequence or inchronological order.

•provide details and transitionsto link paragraphs.

•conclude with a paragraphthat summarizes the points.

•use correct indention at thebeginning of paragraphs.

-Look at and analyze expositorytext for paragraph development.-Teach transition words.

-Scott Foresman WritingProcess Transparencies-Power Writing by BettyHamilton- Subscriptions to StoneSoup, Story Works,Cobblestone, Time for Kids,and Ranger Rick.

4.4.4Use common organizationalstructures for providinginformation in writing, such as:

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order,

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cause and effect,

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similarity and difference,

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posing and answering aquestion:

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chronological order: following andwriting directions

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cause and effect: story or narrative

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similarity and difference:descriptive writing

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posing and answering a question:science or social studies text

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Identify these organizationalstructures in expository text.

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Content area textbooks



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4.4.5 Quote or paraphraseinformation sources, citingthem appropriately.

-Model during a mini writinglesson.

-Writing Handbook

4.4.6 Locate information inreference texts by usingorganizational features, suchas prefaces and appendixes.

-Use in a written report. * -Reference books

4.4.7 Use multiple referencematerials and onlineinformation (the Internet) asaids to writing.

-Use in a written report. *

4.4.8 Understand the organization ofalmanacs, newspapers, andperiodicals and how to usethose print materials.

-Use in a written report. * -Almanacs, newspapers,periodicals

4.4.9 Use a computer to draft, revise,and publish writing,demonstrating basickeyboarding skills andfamiliarity with commoncomputer terminology.

-Use in a written report. *-Keyboarding Resources fromESC.

-Computer




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Evaluation and Revision

4.4.10 Review, evaluate, and revisewriting for meaning andclarity.

-Apply in the writing process*-Model during a teacher mini-lesson.

-Writer’s handbooks-Grammar/SpellCheck-Scott Foresman WritingProcess Transparencies-Indiana Reading andLanguage Arts Coach, Grade6 p. 128-142

4.4.11 Proofread one’s own writing,as well as that of others,using an editing checklist orset of rules, with specificexamples of corrections offrequent errors.

-Provide grading rubric ahead oftime.-Model during a teacher mini-lesson.-Apply in the writing process*

-Examples of student writing-Scott Foresman WritingProcess Transparencies-Indiana Reading andLanguage Arts Coach, Grade6 p. 128-142

4.4.12 Revise writing by combiningand moving sentences andparagraphs to improve thefocus and progression ofideas.

-Model during a teacher mini-lesson.-Apply in the writing process*

-Examples of student writing-Scott Foresman WritingProcess Transparencies-Indiana Reading andLanguage Arts Coach, Grade6 p. 128-142




August 2001


WRITING: Writing Applications(Different Types of Writing and Their Characteristics)

Standard 5: At Grade 4, students are introduced to writing informational reports and written responses to literature. Studentscontinue to write compositions that describe and explain familiar objects, events, and experiences. Student writingdemonstrates a command of Standard English and the drafting, research, and organizational strategies outlined inStandard 4 – Writing Process. Writing demonstrates an awareness of the audience (intended reader) and purpose forwriting.

In addition to producing the different writing forms introduced in earlier grades, such as letters, Grade 4 students usethe writing strategies outlined in Standard 4 – Writing Process to:


Writing Applications

4.5.1 Write narratives (stories) that:• include ideas, observations,

or memories of an event orexperience.

• provide a context to allow thereader to imagine the worldof the event or experience

• use concrete sensory details.

Prepare a narrative on how and whyimmigrants come to the UnitedStates. To make the story morerealistic, use information from anolder person who may rememberfirsthand the experience of comingto America.

-Integrate with social studies.-Field trip to historical site andwrite about it.

-Guest speakers-field trips.

4.5.2 Write responses to literaturethat:•demonstrate an understandingof a literary work.

•support judgments throughreferences to both the text andprior knowledge.

Write a description of a favoritecharacter in a book. Includeexamples from the book to showwhy this character is such afavorite.-Explain which character you aremost like and why.

-Literature response journals -Response questions fromScott Foresman or bookguides.



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4.5.3 Write informational reportsthat:• ask a central question about

an issue or situation.• include facts and details for

focus.• use more than one source of

information, includingspeakers, books,newspapers, media sources,and online information.

Use information from a variety ofsources, including speakers, books,newspapers, media sources, and theInternet to provide facts and detailsfor a report on life in your townwhen it was first settled or for areport about the water cycle.

-KWL charts-Group interactive writing first.

-Speakers-Books-Newspapers-Internet

4.5.4 Write summaries that containthe main ideas of the readingselection and the mostsignificant details.

Write a book review, includingenough examples and details aboutthe plot, character, and setting ofthe book to describe it to a readerwho is unfamiliar with it.

-Write and construct a bookjacket.-Prepare a written copy for a booktalk.

4.5.5 Use varied word choices tomake writing interesting.

Write stories using descriptivewords in place of common words;for instance, use enormous,gigantic, or giant for the word big.

-Word walls-Thesaurus games-Notebook entries-Instead of said, use exclaimed orquestioned.

-Big books-Picture files-Ruth Heller books



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4.5.6 Write for different purposes(information, persuasion) andto a specific audience orperson.

Write an informational report foryour class about your hobby orinterest. Use charts orpictures, when appropriate, to helpyour audience better understand thetopic of your presentation.

-Apply examples.-Start with interactive writing.-Produce appropriate visuals toenhance report.-Write about why the cafeteriafood should be changed usingdifferent purpose and audience.�

administrator�classmate�parents�

kitchen staff

-Scott Foresman classroomRoutines #59-61



August 2001


WRITING: Written English Language Conventions

Standard 6: Students write using Standard English conventions appropriate to this grade level.


Handwriting

4.6.1 Write smoothly and legibly incursive, forming letters and wordsthat can be read by others.

-Stream of conciousness writing:Writing anything that comes tomind, for a short period of time,without stopping. (A)Use as diagnostic tool.(continuous writing)

-Cursive guide paper.-Examples of goodpenmanship-Zaner-Bloser Helper 4

th

Grade Kit

4.6.2 Use simple sentences (Dr. VincentStone is my dentist.) and compoundsentences (His assistant cleans myteeth and Dr. Stone checks forcavities.) in writing.

-Model combining during teachermini-lesson-Produce long sentences-Set sentence length standard.

4.6.3 Create interesting sentences, by usingwords that describe, explain, orprovide additional details andconnections, such as adjectives,adverbs, appositives, participialphrases, prepositional phrases, andconjunctions.

• Adjectives: brown eyes, youngersisters

• Adverbs: We walked slowly.• Appositives: noun phrases that

function as adjectives, such as Weplayed the Cougars, the team fromNewport.

• Participial phrases: verb phrases thatfunction as adjectives, such as Theman walking down the street saw thedelivery truck.

• Prepositional phrases: in the field,across the room, over the fence

• Conjunctions: and, or, but

-Word walls-Rich word folders

Sentence triangles

boat

boat sailed

big blue boat sailed

The big blue boat sailed quickly

The big blue boat sailed…



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Instructional/Assessment Strategy Example Instructional/Assessment Strategy Resource

Grammar

4.6.4 Identify and use in writingregular verbs (live/lived,shout/shouted) and irregularverbs (swim/swam, ride/rode,hit/hit), adverbs (constantly,quickly), and prepositions(through, beyond, between).

-Find and collect verbs on classchart. Group by forms.-Use and identify prepositions,adverbs, etc.

-Book of lists of words

Punctuation

4.6.5 Use parentheses to explainsomething that is not consideredof primary importance to thesentence, commas in directquotations (He said, “I’d behappy to go.”), apostrophes toshow possession (Jim’s shoes,the dog’s food) and apostrophesin contractions (can’t, didn’t,won’t).

-Model with interactive writing.-Require use in student writing.*-D.O.L. practice.

-Resource books focusing onparticular skills.-Writing handbooks-Punctuation posters-D.O.L. books




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4.6.6 Use underlining, quotationmarks, or italics to identify titlesof documents.• When writing by hand or by

computer, use quotation marksto identify the titles of articles,short stories, poems, orchapters of books.

• When writing on a computeritalicize the following, whenwriting by hand underlinethem: the titles of books, namesof newspapers and magazines,works of art, and musicalcompositions.

-Model during teacher mini-lesson.-Require use in student writing*-D.O.L. practice.

-Writing handbook

Capitalization

4.6.7 Capitalize names of magazines,newspapers, works of art, musicalcompositions, organizations, andthe first word in quotations, whenappropriate.

-Model during teacher mini-lesson.-Require use in student writing*-D.O.L. practice.

-Writing handbook




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Spelling

4.6.8 Spell correctly roots (bases ofwords, such as unnecessary,cowardly), inflections (wordslike care/careful/caring orwords with more than oneacceptable spelling likeadvisor/adviser), suffixes andprefixes (-ly, -ness, mis-, un-),and syllables (word parts eachcontaining a vowel sound,such as sur•prise ore•col•o•gy).

-SpellCheck-Word Lists (commonlymisspelled)-Making Big Words-Making More Big Words



August 2001


LISTENING AND SPEAKING:Listening and Speaking Skills, Strategies, and Applications

Standard 7: Students listen critically and respond appropriately to oral communication. They speak in a manner that guides thelistener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice).Students deliver brief oral presentations about familiar experiences or interests that are organized around a coherentthesis statement (a statement of topic). Students use the same Standard English conventions for oral speech that they usein their writing.


Comprehension

4.7.1 Ask thoughtful questions andrespond orally to relevantquestions with appropriateelaboration.

-Share writing, book presentation,other work. Ask and respond.

-Peer reviewreader’swriter’s theater

4.7.2 Summarize major ideas andsupporting evidence presentedin spoken presentations.

-Retelling-Write about it.

-Videos/audio tapes of kidsspeaking.

4.7.3 Identify how language usage(sayings and expressions)reflects regions and cultures.

-James Whitcomb Riley – readand discuss-Teacher read alouds

-Southern tales written indialect and expression forexample: Mirandy andBrother Wind, EloiseGreenfield poetry books, andKnots on a Counting Rope.

4.7.4 Give precise directions andinstructions.

-Describe, instruct, write aprocess or task.

-Sets of instructions anddirections-Step-by-step instructions



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Organization and Delivery of Oral Communication

4.7.5 Present effective introductionsand conclusions that guideand inform the listener'sunderstanding of importantideas and details.

-Write interesting beginnings“hooks” for student work.-Model conclusion words andformat.

-Professional materials-Scott ForesmanInstructional Routines, p. 46-51.

4.7.6 Use traditional structures forconveying information,including cause and effect,similarity and difference, andposing and answering aquestion.

-Use graphic organizers to give,listen, respond, and plan oralpresentations.

-Graphic organizers-Role playing cards

4.7.7 Emphasize points in ways thathelp the listener or viewer tofollow important ideas andconcepts.

-Use outlines, visuals, etc. -Scott ForesmanInstructional Routines

4.7.8 Use details, examples,anecdotes (stories of a specificevent), or experiences toexplain or clarify information.

-Persuasive essays—useanecdotes.

4.7.9 Engage the audience withappropriate words, facialexpressions, and gestures.

-Posters on body, facialexpressions



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Standard 7: Students listen critically and respond appropriately to oral communication. They speak In a manner that guides thelistener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice).Students deliver brief oral presentations about familiar experiences or interests that are organized around a coherentthesis statement (a statement of topic). Students use the same Standard English conventions for oral speech that they usein their writing.


Analysis and Evaluation of Oral Media Communication

4.7.10 Evaluate the role of the mediain focusing people’s attentionon events and in forming theiropinions on issues.

*What stand ads take (for/against).

*Compare product to commercialthings.

-commercials-speakers’ attitudes toward issues,etc.-Why and how TV, etc. gets us todo/buy.

-Real-life examples of ads.editorials, magazines,newspapers, junk mail

Speaking Applications

4.7.11 Make narrative (story)presentations that:• relate ideas, observations,

or memories about an eventor experience.

• provide a context thatallows the listener toimagine the circumstancesof the event or experience.

• provide insight into why theselected event orexperience should be ofinterest to the audience.

-Write stories that are cross-curricular.-Present to a partner first and thento a group.-Puppetry use-Choose own audience/play role

-Scott ForesmanInstructional Routines



August 2001





Speaking Applications

4.7.12 Make informationalpresentations that:

• focus on one main topic.• include facts and details that

help listeners to focus.• incorporate more than one

source of information(including speakers, books,newspapers, televisionbroadcasts, radio reports, orWeb sites).

-Daily sharing-Play role of newscaster, etc. andpresent on topics.

-Scott Foresman ClassroomRoutines, p. 48-51

4.7.13 Deliver oral summaries of articlesand books that contain the mainideas of the event or article andthe most significant details.

-Book sharing groups, currentevents, reading book sections andreporting

- Scott Foresman ClassroomRoutines, p. 51

4.7.14 Recite brief poems (two orthree stanzas long), soliloquies(sections of plays in whichcharacters speak out loud tothemselves), or dramaticdialogues, clearly stating wordsand using appropriate timing,volume, and phrasing.

Poetry Dinner:Kids present poetry, parents are

invited and could bring a dish topass.

-Poetry delivery-Choral reading – first thenindividual-Teacher-modeled reading-Echo reading

-Poetry that students enjoy –Prelutsky, Shel Silverstein-Variety of styles-Guided Readers andWriters, Grade 3-6, Chap. 24

Documents

Grade 4 ENGLISH/LANGUAGE ARTS CURRICULUM · PDF fileElkhart Community Schools Page 1 4th Grade Language Arts Curriculum August 2001 Grade 4 ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE READING: