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OKALOOSA COUNTY SCHOOL DISTRICT
CURRICULUM GUIDE
LANGUAGE ARTS
Fourth Grade
Office of Quality Assurance and Curriculum Support Guyla Hendricks, Chief Officer
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 2
CONTENTS
Mission Statement..................................................................................................................................................................... 3
Suggestions for Implementing Curriculum Guides ................................................................................................................ 3
Florida Department of Education Website ............................................................................................................................. 3
OCSD Curriculum and Pacing Guide ∞ Overview ............................................................................................................ 4
Language Arts Curriculum Guide ....................................................................................................................................... 6
Quarter 1 .................................................................................................................................. 6
Quarter 2 ................................................................................................................................ 19
Quarter 3 ................................................................................................................................ 24
Quarter 4 ................................................................................................................................ 26
OCSD’s Elementary Comprehensive Literacy Model Overview ........................................................................................ 28
Language Arts K-5 Resources............................................................................................................................................... 31
Writing Pacing Guide ........................................................................................................................................................... 32
Writing Resources ................................................................................................................................................................... 37
Assessment / Curriculum / Monitoring Information from FLDOE....................................................................................... 38
Additional Literature (by writing process topic, by grade level) ....................................................................................... 39
2011 FCAT 2.0 Reading Grade 4.......................................................................................................................................... 56
FLORIDA COMPREHENSIVE ASSESSMENT TEST® DESIGN SUMMARY ................................................................ 57
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Curriculum Guide for Language Arts
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Mission Statement Engage students in authentic literacy tasks maximizing student achievement by aligning grade-level benchmarks to appropriate
instructional practices, materials, resources, and pacing.
Suggestions for Implementing Curriculum Guides The role of the teacher is to:
Teach students the Next Generation Standards as dictated by state law for their grade level,
Implement the OCSD Comprehensive Balanced Literacy Model,
Enhance the curriculum by using resources and instructional technology, and
Differentiate instruction as needs are identified by assessments/progress monitoring.
In addition, teachers should:
Collaborate with the reading leadership team to maximize school resources and expertise,
Document questions and suggestions for improvement of the Curriculum Guide,
Stay abreast of the Florida Department of Education website and Just Read, Florida!, and
Provide students the opportunity to assess on-line textbooks.
Florida Department of Education Website
Next Generation Sunshine State Standards:
http://www.floridastandards.org/homepage/index.aspx
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Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 4
OCSD Curriculum and Pacing Guide ∞ Overview
This document provides a language arts curriculum and pacing guide. It is designed to help teachers to efficiently pace the delivery of quality
instruction for each nine-week period.
Purpose:
This guide was created by a team of grade-level teachers to correlate to the Next Generation Standards with the goal of providing teachers ready
access to resources for teaching those new standards and a pace for accomplishing benchmark mastery.
Description:
The OCSD Language Arts Curriculum Guide specifies the language arts content to be covered within each nine-week instructional period. Their
guide identifies Next Generation Standards (NGS) Benchmarks. Furthermore, it allows teachers to input information specific to their students or
school needs.
Column One – Benchmark/Text Alignment
Lists the specific Benchmark by number and states the Benchmark
Column Two – Focus Skill
Generally based on the sequence of instruction as presented in the textbook adoption
Column Three – Progress Monitoring / Assessment
Provides teachers with myriad of assessment and monitory resources available
Column Four – Literacy Connection/Vocabulary/Reading
Suggests instructional activities, including media (DVD/Video/CD), websites, and student involvement tasks
Column Five – Open: Specific to Teacher/Grade/Subject/School
Serves as a placeholder for teachers to add information that is specific to their school’s or student’s needs
NOTE:
Addendums to this curriculum guide, as well as additional information/forms will be posted at
http://www.okaloosaschools.com/OkaloosaSchools/SchoolDistrict/CurriculumInstruction/CurriculumGuides/tabid/378/Default.aspx.
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Curriculum Guide for Language Arts
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Incorporate Civics/Social Studies into Language Arts (state mandate)
Benchmark / Description Suggested Resources
SS.4.C.2.1 Discuss public issues in Florida that impact the daily lives of citizens.
Newspapers in Education
United Streaming
Brain Pop
MMH Time for Kids
MMH Leveled Readers
Florida History SS Text: How the US Government Works
Strawberry GiRL. (trade book)
SS.4.C.2.2 Identify ways citizens work together to influence government and help solve community and state problems.
MMH Basal Text: Unit 3: Roadrunner’s Dance and My Brother Martin
MMH Time for Kids
MMH Leveled Readers
United Streaming
Brain Pop
Florida History SS Text
SS.4.C.2.3
Explain the importance of public service, voting, and volunteerism.
MMH Basal Text: Unit 3: Kid Reporter’s at Work and My Brother Martin
MMH Time for Kids
MMH Leveled Readers
United Streaming
Brain Pop
Florida History SS Text
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Curriculum Guide for Language Arts
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Language Arts Curriculum Guide
Quarter 1
Benchmark Focus Skill Progress Monitoring and
Assessment Schedule Additional Reading and Resources
Open: Specific to teacher, grade,
subject, school
LA.4.1.4.1 Recognize Spelling patterns/ CCS.4.RFS.3 – know and apply grade-level phonics and word analysis skills in decoding words LA.4.1.4.2 Use structural analysis/ CCS.4.RFS.3 – know and apply grade-level phonics and word analysis skills in decoding words LA.4.1.5.1 Read grade level text/ CCS.4.RL.10 – By the end of the year, read and comprehend literature, including stories, dramas, and poetry in the grades 4-5 complexity band proficiently, with scaffolding as needed at the high end of the range LA.4.1.5.2 Adjust reading rate/ CCS.4.RFS.4 – Read with sufficient accuracy and fluency to support comprehension LA.4.1.6.1 Introduce and use vocabulary/ CCS.4.RL.4 – Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters
Vocabulary:
context clues
new vocabulary
multiple meaning words
reference usage metaphors
Comprehension:
Make inferences and analyzing
Problem and solution
Main idea and detail
Summarize
Plot development
Making connections
Chronological order
Grammar:
Sentences
Subjects and Predicates
Compound Sentences
Complex Sentences
Spelling:
Words with short vowels
Long a
Long e
Long i
DEA
DRA2 Assessment
MMH Selection Tests
Weekly Assessment
Fluency Assessment
Running Records
Unit Assessment
Benchmark Assessment
ELL Practice and
Assessment
STAR
Accelerated Reading
Cold Reads
Triumphs
McMillan/McGraw Hill basal
selections, Unit 1 MMH reading leveled readers Harcourt science leveled
readers
MMH Time for Kids United Streaminig (DEA
videos)
BrainPop www.Brainpop.com User: Okaloosa Password: Okaloosa
Computer Literacy Lessons Station activities Accelerated Reading Teacher Selected: Read Alouds
Shared reading Poetry Reader’s Theater Paired Reading Timed Reading Student-selected texts Wordly Wise 3000, Hodkinson and Adams (word work support) Melissa Forney’s writing resources Just Write by Kathryn Robinson Mad Libs (word work support)
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Curriculum Guide for Language Arts
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LA.4.1.6.2 Listen to, read, and discuss challenging text/ CCS.4.SL.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly LA.4.1.6.3 Use Context clues to determine meanings of unfamiliar words/ CCS.4.L.4a – Use context (e.g. definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase LA.4.1.6.4 Categorize new vocabulary/ CCS.4.RFS.3 – Know and apply grade-level phonics and word analysis skills in decoding words LA. 4.1.6.5 Relate new vocabulary to familiar words/ CCS.4.L.4c – Consult reference materials both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases LA.4.1.6.6 Identify shades meaning CCS.4.L.5c – Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms)
Six Traits http://www.internet4classrooms.com/lang_elem_index.htm http://www.homeworkspot.com/elementary/language www.readwritethink.org http://www.kidsolr.com/language_arts/index.html www.readingrockets.org www.spellingcity.com
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Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts – Quarter 1 Page 8
LA.4.1.6.9 Determine the correct meaning of multiple meaning words in context/ CCS.4.L.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies LA.4.1.6.10 Determine meanings of words using reference materials/ CCS.4.L – Consult reference materials both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases LA.4.1.7.1 Identify the purpose of text features. CSS.4.RIT.7- Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. LA.4.1.7.3 Determine main idea, supporting details, implied message, inferences, chronological order of events, summarizing and paraphrasing. CSS. 4.RIT.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.
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Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts – Quarter 1 Page 9
LA.4.1.7.6 Identify themes or topics in fiction and nonfiction texts CCS.4.RL.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. LA.4.1.7.8 Self-monitoring by using strategies such as rereading, questioning, and clarifying other resources CCS.4.RFS.4c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. LA.4.2.1.1 Read and distinguish among the genres and sub-genres of fiction, nonfiction, poetry, drama, and media; CCS.4.RL.9. Compare and contrast the treatment of similar themes and topics in stories, myths, and traditional literature from different cultures. LA.4.2.1.2 Identify plot structure exposition, setting, character development, problem resolution, and theme in a variety of fiction. CCS.4.RL.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions. LA.4.2.1.5 Making connections as we reflect on various literary selections
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Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts – Quarter 1 Page 10
CCS.4.RL.7. 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. LA.4.2.1.7 Identify and explain the author’s use of descriptive language and examine how it is used to describe people, feelings, and objects CCS.4.L.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. LA.4.2.1.9 Select a balance of age and ability appropriate fiction materials to read/ CCS.4.RL.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry in the grades 4-5 complexity band proficiently, with scaffolding as needed at the high end of the range LA.4.2.2.1 Locate, explain, and use information from text features/ CCS.4.RIT.7- Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
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Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts – Quarter 1 Page 11
LA.4.2.2.3 Organize information, main ideas through charting, mapping, or summarizing. CSS.4.RIT.2. Determine the main idea of a text and explain how it is supported by the key details; summarize the text. LA.4.2.2.5 Select a balance of age and ability appropriate nonfiction materials to read CCS.4.RFS.4a. Read grade level text with purpose and understanding LA.4.3.1.1 Generate ideas from multiple sources. CCS.4.W.4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience. LA.4.3.1.2 Determining purpose and intended audience of a writing piece. CCS.4.W.4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience. LA.4.3.1.3 Organize ideas using strategies and tools to make a plan for writing that addresses main idea and logical sequence.CCS.4. W.4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience.
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Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts – Quarter 1 Page 12
LA.4.3.2.1 Use a prewriting plan to focus on main idea and supporting details that shows understanding of facts and/or opinions. CCS.4.W.6. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. LA.4.3.2.2 Organize information into logical sequence and combining/deleting sentences. CCS.4.W.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. LA.4.3.3.1 Evaluating draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation. CCS.4.W.6. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. LA.4.3.3.2 Creating clarity by deleting extraneous information and organizing and connecting related ideas. CCS.4.W.5 – With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
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Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts – Quarter 1 Page 13
LA.4.3.3.3 Creating precision and interest by expressing ideas vividly through varied language. Modify word choices using resources and reference materials. CCS.4.L.3a – Choose words and phrases to convey ideas precisely. LA.4.3.3.4 Applying appropriate tools or strategies to refine draft. CCS.4.W.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single setting. LA.4.3.4.1 Use spelling rules, patterns, and generalizations and use a dictionary, thesaurus, or other resources necessary. CCS.4.L.4c – Consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. LA.4.3.4.2 Use capitalization when writing proper nouns CCS.4.L.2a – Use correct capitalization. LA.4.3.4.3 Use correct punctuation
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Curriculum Guide for Language Arts
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including end punctuation, apostrophes, commas, colons, quotation marks in dialogue, and apostrophes in singular possessives. CCS.4.L.2 (a-c) – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. LA4.3.4.4 Use present and past tense verb tense, noun/pronoun agreement CCS.4. L.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LA.4.3.4.5 Use subject/verb and noun/pronoun agreement in simple and compound sentences. CCS.4.L.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LA.4.3.4.6 Use end punctuation correctly. CCS.4.L.3b – Choose punctuation for effect. LA.4.3.5.1 Prepare writing using technology appropriate to audience. CCS.4.W.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts – Quarter 1 Page 15
in a single setting LA.4.3.5.3 Share writing with intended audience. CCS.4.W.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. LA 4.4.1.1 The student will write narratives based on real or imagined ideas events, or observations that include characters, setting, plot, sensory details, a logical sequence of events. CCS.4.W.3 (a-e) – Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. LA.4.4.1.2 The student will write a variety of expressive forms that employ figurative language. CCS.4.L.5 (a-c) – Demonstrate and understanding of figurative language, word relationships, and nuances in word meanings. LA.4.4.2.1 The student will write in a variety of informational/ expository forms. CCS.4.W.2 (a-e) – Write informative/explanatory text to examine a topic and convey ideas and information clearly.
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts – Quarter 1 Page 16
LA.4.4.2.2 The student will record information, notes, list, charts, map labels, legends, as related to a topic. CCS.4.RIT.7 – Interpret information presented visually, orally, or quantitatively (e.g. in charts, graphs, diagrams, timelines, animations, or interactive elements on web pages) and explain how the information contributes to an understanding of the text in which it appears. LA.4.4.2.4 Students will write a variety of communications (letters, invitations, etc.) with a cleaRL.y stated purpose that include the date, proper salutation, body, closing, and signature. CCS.4.W.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. LA.4.5.1.1 Students will demonstrate legible cursive writing skills. LA.4.5.2.1 Listen to information presented orally and show an understanding of key points. CCS.4.SL. 2 – Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts – Quarter 1 Page 17
LA.4.5.2.3 Listen attentively and take notes as needed. CCS.4.SL. 2 – Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. LA.4.5.2.4 Ask questions of speakers, using appropriate tone and eye contact. CCS.4.SL.1c – Pose and respond 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. LA.4.6.1.1 Students will read informational text features to organize information for different purposes. CCS.4.RIt.7 – Interpret information presented visually, orally, or quantitatively (e.g. in charts, graphs, diagrams, timelines, animations, or interactive elements on web pages) and explain how the information contributes to an understanding of the text in which it appears. LA.4.6.4.1 Use appropriate technologies to enhance communication. CCS.4.W.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to
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Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts – Quarter 1 Page 18
interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single setting. LA.4.6.4.2 Determine and use appropriate digital tools for publishing. CCS.4.W.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single setting.
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts – Quarter 2 Page 19
Quarter 2
Quarter 1 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.
Benchmark Focus Skill Progress Monitoring and Assessment Schedule
Additional Reading and Resources Open: Specific to teacher,
grade, subject, school
LA.4.1.6.7 Use meaning of familiar base words and affixes to determine meanings of unfamiliar complex words CCS.4. RFS.3a – Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g. roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. LA.4.1.6.8 Use knowledge antonyms, synonyms, homophones and homographs, to determine meaning of words CCS.4 L.5c – Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). LA.4.1.7.2 Identify author’s purpose and how an author’s perspective influences text CCS.4.RIT.8 – Explain how an author uses reasons and evidence to support particular points in a text. LA.4.1.7.4 Identify cause and effect in a text CCS.4.RIT.5 – Describe the overall structure (e.g. chronology,
Vocabulary:
context clues
new vocabulary multiple
meaning words
idioms
reference usage
prefixes and suffixes
Comprehension:
Make Inferences and Analyze
Author’s Purpose Compare
Characters, Identify theme
Making Connections
Facts and details
Cause and effect
Compare types of text
Author’s theme
Main idea and details from
nonfiction
Grammar:
Common and proper nouns
Singular and plural nouns
Synonyms
Irregular and plural nouns
Apostrophes
Possessives
Action verbs
DEA
MMH Selection Tests
Weekly Assessment
Fluency Assessment
Running Records
Unit Assessment
Benchmark Assessment
ELL Practice and Assessment
STAR
Accelerated Reading
Cold Reads
McMillan/McGraw Hill basal
selections, Unit 1 MMH reading leveled readers Harcourt science leveled
readers
MMH Time for Kids United Streaming BrainPop
www.Brainpop.com Computer Literacy Lessons Station activities Accelerated Reading
Teacher Selected: Read Alouds
Shared reading Poetry Reader’s Theater Paired Reading Timed Reading Student-selected text Wordly Wise 3000, Hodkinson and Adams (word work support) Words Their Way Bear Making Big Words Patricia M. Cunningham and Dorothy P. Hall Melissa Forney’s writing resources Just Write by Kathryn Robinson
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts – Quarter 2 Page 20
comparison, cause/effect, problem/solution) of events, ideas, concepts, or informational text or part of a text. LA.4.2.1.4 Identify author’s theme and use details from the text to explain how the author developed that theme. CCS.4.RL.2 – Determine a theme of a story, drama, or poem from details in the text; summarize the text LA.4.2.2.2 Use information to support main idea and details from non-fiction . CCS.4.RIT.2 – Determine the main idea of a text and explain how it is supported by key details; summarize the text. LA.4.2.2.4 Identify and explain the function and characteristics of different types of text CCS.4. RL.5 – Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g. verse, rhythm, meter) and drama (e.g. casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. LA.4.3.2.3 Creating interesting leads through the use of quotations, questions, or descriptions CCS.4. W.2b – Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Spelling:
Words with -ch and -tch
words with digraphs
complex consonant clusters
r controlled vowels silent
letters
Mad Libs (word work support) Appropriate internet sources/sites Encyclopedias Library books Beacon Lesson Plans.com
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts – Quarter 2 Page 21
LA.4.3.5.2 Use elements of spacing and design to enhance the appearance of document and add graphics where appropriate. CCS.4. W.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single setting. LA.4.4.2.3 Students will write informational/expository essays that contain introductory, body, and concluding paragraphs. CCS.4. W.2 (a-e) – Write informative/explanatory text to examine a topic and convey ideas and information clearly. LA.4.4.2.5 Write simple directions to familiar locations using cardinal directions, landmarks, and distances and create accompanying map. LA.4.5.2.2 The students will plan, organize, and give an oral presentation. Use appropriate eye, body, and voice movements for the topic audience and occasion CCS.4. SL.4 – Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
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Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts – Quarter 2 Page 22
LA. 4.5.2.5 The student will make formal and informal oral presentations for a variety of purposes. Use appropriate eye, body, and voice movements for the topic audience and occasion. CCS.4.SL.6 – Differentiate between contexts that call for formal English (e.g. presenting ideas) and situations where informal discourse is appropriate (e.g. small group discussion); use formal English when appropriate to task and situation. LA 4.6.2.1 The student will select a topic for inquiry and refine a predetermined search plan. CCS.4.W.7 – Conduct short research projects that build knowledge through investigation of different aspects of a topic. LA.4.6.2.2 The student will apply evaluative criteria for selecting and using a variety of appropriate resources, gather and record information, noting the differences between opinions and fact. CCS.4.W.8 – Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. LA.4.6.2.3 Communicate information in a report that includes main idea relevant details with visual support. CCS.4. W.2a – Introduce a topic clearly and group related information in paragraphs and
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Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts – Quarter 2 Page 23
sections; include formatting (e.g. headings), illustrations, and multi-media when useful to aiding comprehension. LA.4 6.2.4 The student will avoid plagiarism when creating reports by using basic bibliographic data and present quotes using ethical practices CCS.4.W.8 – Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. LA.4.6.3.1 The student will examine how ideas are presented in a variety of print and non-print media and recognize differences between logical reasoning and propaganda. CCS.4.SL.2 – Paraphrase portions of a text read aloud or information presented and diverse media and formats, including visually, quantitatively, and orally. LA.4.6.3.2 The student will recognize and produce media messages for a specific purpose. CCS.4.W.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single setting.
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Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts – Quarter 3 Page 24
Quarter 3 (Sequence allows for review and standardized testing.)
Quarters 1 and 2 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.
Benchmark Focus Skill Progress Monitoring and
Assessment Schedule Additional Reading and Resources
Open: Specific to teacher, grade,
subject, school
LA.4.1.7.7 Compare and contrast elements in multiple texts. CCS.4.RIT.6 – Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided LA.4.2.1.3 Identify and explain how language choice helps develop mood and meaning in poetry. CCS.4.RL.5 – Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g. verse, rhythm, meter) when writing or speaking about a text. CCS.4.L.5 – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. LA.4.4.3.1 Write persuasive text that establishes controlling idea, supporting arguments with detailed evidence. CCS.4. W.1(a-d) – Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Vocabulary:
context clues,
new vocabulary,
reference usage,
multiple meanings, prefixes,
word parts,
word families,
synonyms,
homographs
Comprehension:
Chronological Order
Summarizing
Author’s Theme
Connect and Compare
Main Idea and details
Figurative language
Cause and effect
Author’s purpose
Line graph
Plot development
Compare story elements
Facts and details
Poetry meter and rhyme
DEA
MMH Selection Tests
Weekly Assessment
Fluency Assessment
Running Records
Unit Assessment
Benchmark Assessment
ELL Practice and
Assessment
STAR
Accelerated Reading
Cold Read
McMillan/McGraw Hill basal
selections, Unit 1 MMH reading leveled readers Harcourt science leveled
readers
MMH Time for Kids MMH Read-Aloud Anthology
with Plays
BrainPop www.Brainpop.com United Streaming Computer Literacy Lessons
Station activities Accelerated Reading
Teacher Selected: Read Alouds Shared reading Poetry
Reader’s Theater Paired Reading Timed Reading Student-selected text Wordly Wise 3000, Hodkinson and Adams (word work support) Melissa Forney’s writing resources Just Write by Kathryn Robinson Mad Libs (word work support)
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Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts – Quarter 3 Page 25
LA.4.4.3.2 Include persuasive techniques such as, word choice, repetition, and emotional appeal. CCS.4.W.1c – Link opinion and reasons using words and phrases (e.g. for instance, in order to, in addition).
Grammar:
Subject/verb agreement
Linking verbs
Irregular verbs
Pronouns and antecedents
Nouns and pronoun agreement,
Subject and object pronouns
Using contractions
Possessive pronouns
Spelling:
Plural endings
Compound words
Inflected endings
Words that change y to i
Words with u
Words /oi/ and /ou/
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts – Quarter 4 Page 26
Quarter 4
Quarters 1, 2 and 3 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.
Benchmark Focus Skill Progress Monitoring and
Assessment Schedule Additional Reading and Resources
Open: Specific to teacher,
grade, subject, school
Vocabulary:
context clue
new vocabulary
reference usage
multiple meanings
synonyms
connotations and denotation
antonyms
suffixes
latin root
inflection ending
Greek roots
Comprehension:
Compare and contrast
Chronological order
Cause and effect
Comparing characters
Essential message/theme
Main idea and details
Author’s purpose
Relevant facts and details
Grammar:
Pronouns
Homophones
Contractions
Possessives
Adjectives
Punctuation
Articles
Using a and an
DEA
MMH Selection Tests
Weekly Assessment
Fluency Assessment
Running Records
Unit Assessment
Benchmark Assessment
ELL Practice and Assessment
STAR
Accelerated Reading
Cold Read
McMillan/McGraw Hill basal selections, Unit 1
MMH reading leveled readers
Harcourt science leveled readers
MMH Time for Kids MMH Read-Aloud Anthology
with Plays BrainPop www.Brainpop.com United Streaming
Computer Literacy Lessons Station activities Accelerated Reading
Teacher Selected: Read Alouds Shared reading
Poetry Reader’s Theater Paired Reading Timed Reading
Student-selected text Wordly Wise 3000, Hodkinson and Adams (word work support) Melissa Forney’s writing resources Just Write by Kathryn Robinson Mad Libs (word work support)
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts – Quarter 4 Page 27
Adjectives that compare
Phrases and interjections
Comparing with more and
most
Comparing with good and bad
Adverbs
Good vs. well
Comparing with adverbs
Negatives
Prepositions
Review using quotations
Capitalization
Spelling:
Patterns
Accented syllables
Homophones
Prefixes
Suffixes
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 28
OCSD’s Elementary Comprehensive Literacy Model Overview
Okaloosa County School District embraces the State’s mandate to include all reading components as outlined in the Florida Reading Formula in
elementary reading instruction across the district. As outlined below, the various components of a comprehensive balanced literacy model are the
essential foundation to high quality reading instruction that includes a balance of reading and writing components addressed on a daily basis.
REV 072011 Key: READING—PA=phonological awareness, PH=phonics, F=fluency, V=vocabulary, C=comprehension
ASSESSMENT—S=screening, D=diagnostic, PM=progress monitoring
Component Description Time
Allocation Frequency of
Use Ideas/Sources for
Implementation
Read Alouds, Interactive Read
Alouds
(PA, PH, F, V, C)
Teachers read aloud to students from a variety of genre often above the
students’ instructional reading level to allow for enhancement of listening and
speaking vocabulary. During this component teachers initially articulate
metacognitive strategies (thought processes) and elements of f luency so students can observe behaviors of an accomplished reader. Over time, students
are invited to participate in the read aloud experience by articulating their
thought processes in understanding the text, discussing text interactions,
reflecting on personal interactions w ith the text, and w riting reflections about the
text. Additionally, specif ic comprehension and vocabulary strategies are modeled by the teacher during reading of the text (i.e. cause-effect,
compare/contrast, etc). In addition to interactive read alouds, teachers should
also spend uninterrupted time reading aloud to their students to model f luent
reading.
15-20 minutes, K-2
20-30 minutes,
3-5
Daily during literacy and content area
blocks
high interest literature
aw ard w inning literature
varied genre (poetry, f iction, non-
fiction, etc.)
author studies
Shared Reading
(PA, PH, F, V, C; D, PM)
Shared Reading is an interactive reading experience that occurs w hen students
join in or share the reading of a big book or other enlarged text w hile guided and
supported by the teacher. It is through shared reading that the students can
observe an eff icient reader’s reading process and use of reading strategies. During shared reading, the teacher demonstrates f luent reading behaviors such
as prosodic elements w hile students enjoy the moderate level of scaffolding to
support their reading process. Access to the text is critical during shared
reading; therefore, all students must have a copy or should be able to view a projected copy of the text. In eaRL.y grades, books are read multiple times
allow ing students to acquire concepts of print, language patterns, and develop
phonological aw areness.
10-15 minutes Daily varied genre to include: poetry,
charts, new spaper or magazine clippings, introductions to novels,
short stories; f iction and non-
fiction selections (w hich can be
displayed by ELMO or LCD
projector)
shared reading selections from
the basal series
big books
Guided Reading
(PH, F, V, C; D, PM)
Guided reading occurs in a small group setting of four to six students w ho are
w orking w ith the teacher to process increasingly challenging texts w ith
understanding and f luency. The teacher selects and introduces instructional
level texts to readers, supports them w hile reading the text, engages the readers
in discussion, and performs a mini-lesson after the reading. During the lesson, the teacher acts as facilitator by asking students to make predictions, posing
questions and confirming comprehension strategy applications, and scaffolding
students to become problem solvers and self -reliant learners. All students read
60 minutes of literacy block
15-25 minutes per group
Daily as a component of the literacy block with
rotation among reading groups
across the week’s time.
instructional leveled reading
material
reading basal materials—leveled books, anthology selections
appropriately leveled trade
books, at teacher’s discretion
novels may be used for literature
circles
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 29
the text during guided reading at their ow n pace – round robin is NOT used as
an instructional strategy during this time. Often after reading a text, the teacher
extends the meaning of the text through w riting, text analysis, or another
learning activity. The lesson may also include w ork w ith w ords based on the specif ic needs of the small group. Teachers should monitor student progress
through anecdotal notes, running records, or f luency checks in order to assure
correct placement in and movement betw een flexible groupings. Needs-based
groups may also be called during this small group time. While students and
teacher are engaged in group w ork, the remainder of students should be engaged in meaningful literacy activities at stations or w ithin the scope of the
Daily Five. These activities should allow students to engage in practice of
recently taught literacy skills.
In upper primary and intermediate grades, teachers can use literature circles in lieu of a reading group activity. Literature circles are student-facilitated reading
clubs or meetings w here students have prepared notes prior to gathering to
discuss reactions, interesting vocabulary, and literary elements of the text.
Literature circle attendees may be assigned a role for their preparations, but the
roles should be diminished once the students are comfortable and understand how to do each. Teachers w ill confer w ith groups to assist in targeting
discussion points and w ill take anecdotal notes during this time.
Frequency of group meetings dictated by student needs
with less successful readers meeting
daily with teacher.
Familiar Reading
(PA, PH, F, V, C; PM)
During familiar, or independent, reading time, students re-read materials that have been previously read thus allow ing students to engage in f luent and
expressive reading, practice effective strategies on easy material, become more
know ledgeable about story structure and text features, expand vocabulary
know ledge, and promote independent problem-solving activities. Students should select materials for familiar reading that can be read independently (97%
or higher accuracy level).
20 minutes Daily previously read basal reading selections or leveled readers
Accelerated Reader (AR) selections
trade books
multiple genres of leveled reading selections at
independent reading level
classroom and student-generated stories, books, charts,
and poetry
materials in students’ book boxes
big books
Writing Workshop
(PH, V; D, PM)
Writing w orkshop contains several daily components to include teacher directed mini-lesson, independent w riting time for students, teacher/student conferencing,
and teacher-led small group w ork. Writing w orkshop begins w ith a brief mini-
lesson including explicit instruction for all students in a topic that w ill improve
their w riting process such as know ledge of w riting strategies, author’s craft and
skills, or fundamentals of drafting a text. After the mini-lesson, the students begin w riting independently to apply the focus of the mini-lesson, and then
continue to w ork on self -selected pieces. In order for students to spend quality
time engaged in the w riting process, all students do not need to be in the same
stage of the w riting process at the same time. During independent w riting time, the teacher circulates among students, conferences w ith children to encourage
their w riting process, and collects anecdotal notes regarding student
performance for instructional planning or future conferences. Teachers may
also use time during this w riting period to assemble small groups of students
w ith similar needs to receive explicit instruction and guided practice. Students should be encouraged to utilize the entire w riting process by publishing several
selected w orks throughout the year. At the close of the w riting w orkshop, the
20 to 60 minutes
depending on students’ age
Daily teacher/student generated lists of w riting topics
w riting journals/portfolios
math journals
conferencing—teacher and peer
author’s chair
author’s fair
publishing of w ork
w riting to prompts
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 30
teacher should reserve a few minutes to review the focus of the day’s w riting
lesson, and also to allow selected students to share their w riting progress on
current w riting samples.
Guided Writing
(PA, PH, V; D, PM)
Guided reading and guided w riting are often used in complimentary lessons w ith
younger students to draw attention to concepts of print, high frequency w ords,
and new vocabulary. Through analysis of anecdotal notes, teachers determine
w hen guided w riting activities such as shared w riting, interactive w riting, or
w riting aloud are necessary. These authentic w riting opportunities are meant to instantiate, or deeply embed, the learning that is occurring for students. By
selecting the best instructional method necessary for student scaffolding (w riting
aloud, shared w riting, or interactive w riting), the teacher is able to thoughtfully
meet the needs of her students.
15-20 minutes Frequency determined by the
teacher
student generated topics
teacher generated topics
literature logs
journals/travel logs
assisted w riting responses
reflective journals
Spelling/Word Study
(PH, V; D, PM)
Spelling or w ord study activities are an integral part of the reading and content
area curriculum providing students explicit instruction in orthographic skills such
as examining w ord parts for common vow el patterns, identifying w ord families, identifying Latin or Greek roots, and identifying base w ords in order to utilize this
information to problem-solve w ords encountered in text. Whole and small group
instruction is often encountered in daily lessons thus creating an opportunity for
new learning and guided practice.
20 minutes Daily high frequency or high interest
w ords
spelling w ords from basal series
w ord w all w ords
content area vocabulary
materials to use during lessons:
w hite boards, magnetic letters,
literacy task cards, etc.
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 31
Language Arts K-5 Resources
www.internet4classrooms.com/lang_elem.htm www.findingdulcinea.com/guides/Education?Elementary-School-English.pg_0.html www.homeworkspot.com/elementary/language
www.kidsolr.com/language_arts www.youth.net/cec/ceclang/ceclang-elem.html http://free.ed.gov/subjects.cfm?subject_id=78
www.cloudnet.com/~edrbsass/edeng.htm www.readwritethink.org www.middleweb.com/CurRL.angArt.html
http://k6educators.about.com/od/languageart1/Language_Arts_Lesson_Plans_Reading_Writing_Language_Arts_Lessons.htm http://education.smarttech.com/STE/EN-us/eD+RESOURCE/CLASSROOM+RESOURCES/ELEMENTARY/ENGLISH+AND+LANGUAGE+ARTS
www.pitt.edu/~poole/eledLAKidLit.html www.cln.org/subjects/english.html www.readingrockets.org (also ESL components)
www.forneyeducational.com
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts – Writing Pacing Guide Page 32
Writing Pacing Guide
Quarter 1
Standard Benchmark with Description
Prewriting
The student will use prewriting strategies to generate ideas and formulate a plan.
LA.4.3.1.1 The student will prewrite by generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer,
drawing, writers notebook, group discussion) based upon teacher-directed topics and personal interests.
LA.4.3.1.2 The student will prewrite by determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and
the intended audience of a writing piece.
LA.4.3.1.3 The student will prewrite by organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log) to make a plan for writing that prioritizes ideas and addresses the main idea and logical sequence.
Drafting
The student will write a draft appropriate to the topic, audience, and purpose.
LA.4.3.2.1 The student will draft writing by using a prewriting plan to focus on the main idea with ample development of
supporting details that shows an understanding of facts and/or opinions;
LA.4.3.2.2 The student will draft writing by organizing information into a logical sequence and combining or deleting sentences
to enhance clarity; and
Revising
The student will revise and refine the draft for clarity and effectiveness.
LA.4.3.3.1 The student will revise by evaluating the draft for development of ideas and content, logical organization, voice (e.g.,
formal or informal), point of view, word choice, and sentence variation.
LA.4.3.3.2
The student will revise by creating clarity by deleting extraneous or repetitious information and organizing and
connecting related ideas (e.g., order of importance, chronological order, compare/contrast, repetition of words for
emphasis).
LA.4.3.3.3
The student will revise by creating precision and interest by expressing ideas vividly through varied language
techniques (e.g., imagery, simile, metaphor, sensory language) and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus).
LA.4.3.3.4 The student will revise by applying appropriate tools or strategies to evaluate and refine the draft (e.g., peer review,
checklists, rubrics).
Quarter 1 continued next page
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts – Writing Pacing Guide Page 33
Quarter 1 continued
Editing for Language
Conventions
The student will edit and correct the draft for standard language conventions.
LA.4.3.4.1
The student will edit for correct use of spelling, using spelling rules, orthographic patterns, and generalizations (e.g.,
r-controlled, diphthong, consonant digraphs, vowel digraphs, silent e, plural for words ending in y, doubling final consonant, i before e, irregular plurals, CVC words, CCVC words, CVCC words, affixes) and using a dictionary,
thesaurus, or other resources as necessary.
LA.4.3.4.2 The student will edit for correct use of capitalization for proper nouns, including titles used with someone's name, initials, and words used as names (e.g., Uncle Jim, Mom, Dad, Jr.).
LA.4.3.4.3 The student will edit for correct use of punctuation, including end punctuation, apostrophes, commas, colons,
quotation marks in dialogue, and apostrophes in singular possessives.
LA.4.3.4.4 The student will edit for correct use of present and past verb tense, noun-pronoun agreement, noun-verb agreement, subjective and objective pronouns, demonstrative pronouns and conjunctions.
LA.4.3.4.5 The student will edit for correct use of subject/verb and noun/pronoun agreement in simple and compound
sentences.
LA.4.3.4.6 The student will edit for correct use of end punctuation for declarative, interrogative, imperative, and exclamatory sentences.
Publishing
The student will write a final product for the intended audience.
LA.4.3.5.1 The student will prepare writing using technology in a format appropriate to audience and purpose (e.g., manuscript,
multimedia).
LA.4.3.5.3 The student will share the writing with the intended audience.
Creative
The student develops and demonstrates creative writing.
LA.4.4.1.1 The student will write narratives based on real or imagined ideas, events, or observations that include characters, setting, plot, sensory details, a logical sequence of events, and a context to enable the reader to imagine the
woRL.d of the event or experience.
LA.4.4.1.2
The student will write a variety of expressive forms (e.g., short story, poetry, skit, song lyrics) that employ figurative
language (e.g., simile, metaphor, onomatopoeia, personification), rhythm, dialogue, characterization, plot, and/or appropriate format.
Quarter 1 continued next page
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts – Writing Pacing Guide Page 34
Quarter 1 continued
Informative
The student develops and demonstrates expository writing that provides information related to real -woRL.d tasks.
LA.4.4.2.1 The student will write in a variety of informational/expository forms (e.g., summaries, procedures, recipes,
instructions, graphs/tables, experiments, rubrics, how-to manuals);
LA.4.4.2.2 The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic,
including visual aids as appropriate;
LA.4.4.2.4 The student will write a variety of communications (e.g., friendly letters, thank-you notes, formal letters, messages, invitations) that have a cleaRL.y stated purpose and that include the date, proper salutation, body, closing and
signature; and
Penmanship The student engages in the writing process and writes to communicate ideas and experiences.
LA.4.5.1.1 The student will demonstrate legible cursive writing skills.
Informational Text
The student comprehends the wide array of informational text that is part of our day to day experiences.
LA.4.6.1.1
The student will read informational text and text features (e.g., format, graphics, legends, illustrations, diagrams) to
organize information for different purposes (e.g., being informed, following multi-step directions, creating a report, conducting interviews, preparing to take a test, performing a task).
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts – Writing Pacing Guide Page 35
Quarter 2
Quarter 1 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.
Drafting The student will write a draft appropriate to the topic, audience, and purpose.
LA.4.3.2.3 The student will draft writing by creating interesting leads through the use of quotations, questions, or descriptions.
Publishing
The student will write a final product for the intended audience.
LA.4.3.5.2 The student will use elements of spacing and design to enhance the appearance of the document and add graphics
where appropriate.
Informative
The student develops and demonstrates expository writing that provides information related to real-woRL.d tasks.
LA.4.4.2.3 the student will write informational/expository essays that contain introductory, body, and concluding paragraphs.
LA.4.4.2.5 The student will write simple directions to familiar locations using cardinal directions, landmarks, and distances, and
create an accompanying map.
Research Process
The student uses a systematic process for the collection, processing, and presentation of information.
LA.4.6.2.3 The student will communicate information in a report that includes main idea(s) and relevant details, with visual
supports.
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts – Writing Pacing Guide Page 36
Quarter 3
Quarters 1 and 2 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.
Persuasive
The student develops and demonstrates persuasive writing that is used for the purpose of influencing the reader. (Address after FCAT Writing)
LA.4.4.3.1 The student will write persuasive text (e.g., essay, written communication) that establish and develop a controlling idea, supporting arguments for the validity of the proposed idea with detailed evidence.
LA.4.4.3.2 The student will include persuasive techniques (e.g., word choice, repetition, emotional appeal).
Technology
The student develops the essential technology skills for using and understanding conventional and current tools, materials and processes. (Address after FCAT Writing)
LA.4.6.4.2 The student will determine and use appropriate digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) for publishing and presenting a topic.
Research Process
The student uses a systematic process for the collection, processing, and presentation of information.
LA.4.6.2.2 The student will apply evaluative criteria (e.g., readability, currency, accuracy) for selecting and using a variety of appropriate resources, gather and record information, noting the difference between opinions and fact.
LA.4.6.2.4 The student will record basic bibliographic data and present quotes using ethical practices (e.g., avoids plagiarism).
Quarter 4
Quarters 1, 2 and 3 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.
Listening and Speaking
The student effectively applies listening and speaking strategies.
LA.4.5.2.3 The student will listen attentively to speakers and takes notes as needed to ensure accuracy of information.
Media Literacy
The student develops and demonstrates an understanding of media literacy as a life skill that is integral to informed decision making.
LA.4.6.3.2 The student will recognize and identify production elements (e.g., graphics, sound effects, music) used to create media messages and create a media message for a specific purpose.
Research Process
The student uses a systematic process for the collection, processing, and presentation of information.
LA.4.6.2.4 The student will record basic bibliographic data and present quotes using ethical practices (e.g., avoids plagiarism).
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 37
*Writing Resources
But How Do You Teach Writing by Barry Lane
Cracking Open the Author’s Craft by L. Laminack
A Writer’s Notebook: Unlocking the Writer Within You by R. Fletcher
A Writer Teaches Writing (revised) by D. Murray
Creating Writers Through 6-Trait Writing Assessment and Instruction by V. Spandel
The Art of Teaching Writing by L. Calkins
Teaching the Youngest Writers by M. Freeman
Writing Through Childhood: Rethinking Process and Product by S. Harwayne
Literacy Work Stations: Making Centers Work by D. Diller
Melissa Forney resources
Six Traits Writing resources
Four Blocks Literacy Model
Teaching Writing Skills with Children’s Literature (Dierking; Maupin House)
Daily 6-Trait Writing by Evan Moor
Take It to Your Seat: Writing Centers by Evan Moor
Writing Makeovers, Creative Teahers press
Nothing Ever happens on 90th Street by Schotter, Scholastiv
If You Were a Writer by Nixon, Aladdin
Show Don’t Tell! Secrets of Writing by Nobisso, Gingerbread house
What Do Author’s Do? By Christelow, Sandpaper
Author: A True Story by Lester, Sandpiper
Live Writing; Writers’ Notebook and others by Ralph Fletcher
*See other resources by cited authors
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 38
Assessment / Curriculum / Monitoring Information from FLDOE
Administer Discovery Education Assessment (DEA) - Predictive Assessment (3-5) Reading vocabulary, application, literary analysis, writing process, writing application/communication, and informational literacy.
Dates: AP 1: August - October AP 2: December - January AP 3: April - May
IF: DEA scale score falls within the Red range by Proficiency by Skill
IF: DEA scale sore falls within the Yellow range by Proficiency by Skill
IF: DEA scale score falls within the Green or Blue range by Proficiency by Skill
THEN: Administer FAIR Reading Comprehension to
determine a lexile level and Lexiled Passages to determine text reading efficiency
Compare results to other assessment data (DRA 2, unit tests, etc)
Further Diagnostic Evaluation: Use DEA Drilldown Report (sorted by teacher, sorted by skill) and FAIR data to determine the level of daily differentiated intervention required for students. Vocabulary knowledge
Comprehension knowledge Text reading efficiency Determine need for more intensity: additional time
smaller group size more targeted instruction Determine progress monitoring steps:
How frequently will progress be checked? What instrument will be used to check? Provide differentiated small group instruction with appropriate level text and supplemental materials. Students not responding and making progress will be further diagnosed and instruction will be modified to be more explicit and in smaller groups. Students not making progress will be served with different materials in subsequent years to accelerate their reading skills. Programs and Materials: Macmillan Treasures or Reading Mastery Plus Macmillan Triumphs Intervention
THEN: Administer FAIR Reading Comprehension to
determine a lexile level and Lexiled Passages to determine text reading efficiency
Compare results to other assessment data (DRA 2, unit tests, etc)
Further Diagnostic Evaluation: Use DEA Drilldown Report (sorted by teacher, sorted by skill) and FAIR data to determine the level of daily differentiated intervention required for students. Vocabulary knowledge
Comprehension knowledge Text reading efficiency Determine need for more intensity: additional time
smaller group size more targeted instruction Determine progress monitoring steps:
How frequently will progress be checked? What instrument will be used to check? Provide differentiated small group instruction with appropriate level text and supplemental materials. Programs and Materials: Macmillan Treasures with differentiated small group instruction Macmillan Triumphs Intervention
THEN: Continue with enhanced instruction that follows a
developmental reading continuum including instruction with higher level comprehension, vocabulary, phonics, and fluency at the word and/or connected text level.
Programs and Materials: Macmillan Treasures Appropriate leveled text and materials for small group
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 39
Additional Literature (by writing process topic, by grade level)
(This list was originally developed by Lucy McCormick Calkins for use with her program “The Art of Writing” and expanded for use by
the Okaloosa County School District.)
Grade 1
The Writing Process: Launching the Writing Workshop
Arthur Writes a Story Marc Brown
The Importank Book Margaret W. Brown
The Letters Are Lost Lisa C. Ernst
My Book By Me Dana M. Rau
My Five Senses Margaret Miller
Would You Rather.. John Burningham
Writing Places Pamela Chanko
A Tree Is Nice Janice May Udry
Honey, I Love Eloise Greenfield
The Writing Process: Memoir/Personal Narrative
A Chair For My Mother Vera B. Williams
Just Us Women Jeannette Caines
Little Nino's Pizzeria Karen Barbour
Night in the Country Cynthia Rylant
Night Shift Daddy Eileen Spinelli
Owl Moon Jane Yolen
Shortcut Donald Crews
When Everybody Wore a Hat William Steig
The Writing Process: Composition: Characters Who Write
Arthur's Pen Pal Lillian Hoban
Author: A True Story Helen Lester
Cherries and Cherry Pitts Vera B. Williams
Dear Juno Soyung Pak
Dear Mr. Blueberry Simon James
From Pictures To Words Janet Stevens
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 40
Harold And The Purple Crayon Crockett Johnson
Mr. Putter & Tabby Write The Book Cynthia Rylant
The Writing Process: Composition: Letter Writing/Diaries/Journals
Click, Clack, Moo: Cows That Doreen Cronin
Dear Peter Rabbit Alma F. Ada
Dear WoRL.d Takayo Nado
Diary of a Wombat Jackie French
Diary of a Worm Doreen Cronin
First Year Letters Julie Danneberg
The Gardener Sarah Stewart
A Letter To Amy Ezra J. Keats
The Writing Process: Nonfiction: Describing a Process
Bread Comes To Life George Levenson
From Flower To Honey Robin Nelson
How a Seed Grows Helene J. Jordan
How To Hide a Crocodile Ruth Heller
Liftoff! Carmen Bredeson
Ten Seeds Ruth Brown
We Need Directions! Sarah De Capua
Flash, Crash, Rumble & Roll Franklyn Branley
The Writing Process: Narrative Procedure
Apple Farmer Annie Monica Wellington
Cassie's Word Quilt Faith Ringgold
Duck in the Truck Jez Alborough
Good-night, Owl Pat Hutchins
How To Talk To Your Dog Jean Craighead George
Jump, Frog, Jump Robert Kalan
Kitten's First Full Moon Kevin Henkes
My Mother's PeaRL.s Catherine M. Fruisen
Building Comprehension Skills: Determining Importance and Summarizing Information
Arthur's Funny Money Lillian Hoban
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 41
The Big, Fat Enormous Lie Marjorie Sharmat
Bringing The Rain To Kapiti Plain Verna Aardema
I Need a Lunch Box Jeannette Caines
The Jacket I Wear In The Snow ShiRL.ey Neitzel
Rabbit and Hare Divide An Apple Harriet Ziefert
Sam and The Lucky Money Karen Chinn
Building Comprehension Skills: Questioning, Predicting, and Inferring
Are You My Mother Philip D. Eastman
Be Brown! Barbara Bottner
Sitting Down To Eat Bill HaRL.ey
Where is the Green Sheep? M. & J. Fox
Who Stole The Cookies? Judith Moffatt
Who Took The Farmer's Hat? Joan Nodset
Something Beautiful Sharon D. Wyeth
Enriching The Reader's Experience: Visualizing
At The Beach Huy Voun Lee
Calabash Cat James Rumford
Doodler Doodling Rita G. Gelman
Fishing in the Air Sharon Creech
I Had A Hippopotamus Hector V. Lee
Mouse Paint Ellen S. Walsh
Sidewalk Circus Paul Fleischman
What I See Holly Keller
Enriching The Reader's Experience: Wordplay and Language Skills
Baby Beluga Ashley Wolff
I Kissed The Baby! Mary Murphy
Pig Pigger Piggest Rick Walton
Sheep Out To Eat Nancy Shaw
So Much Trish Cooke
The Worrywarts Pamela D. Edwards
Clara Caterpillar Pamela D. Edwards
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 42
The Cake That Mack Ate Mary Ann Kovalski
Look I Can Read Susan Hood
Genre Studies: Biographies
Betsy Ross and The Silver Thimble Stephanie Greene
The Boy Who Loved To Draw Barbara Brenner
Dr. Suess Dana M. Rau
Honest Abe Edith Kunhardt
If A Bus Could Talk Faith Ringgold
Johnny Appleseed Patricia Demuth
A Weed Is A Flower Aliki
Home Run Robert BuRL.eigh
George Washington Garnet Jackson
Grade 2
The Writing Process: Launching the Writing Worksho
The Day Eddie Met The Author Louise Borden
How a Book is Made Aliki
How Are You Peeling? Sexton Freymann
Knots On A counting Rope Bill Martin, Jr.
The Stories Julian Tells Ann Cameron
Uptown Bryan Collier
Voices in the Park Anthony Browne
The Writing Process: Memoir/Personal Narrative
David Gets in Trouble David Shannon
Grandma's Records Eric Velasquez
I Love Saturdays Y Domingos Alma Flor Ada
Irene and the Big, Fine Nickel Irene Smalls
Nothing Ever Happens on 90th Street Roni Schotter
Rocks In His Head Carol Hurst
Thomas & the Library Lady Pat Mora
Chicken Sunday Patricia Polacco
The Writing Process-Composition: Characters Who Write
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 43
Aunt Isabel Tells A Good One Kate Duke
Bud Barkin, Private Eye James Howe
Donavan't Word Jam Monalisa DeGross
The Furry News Loreen Leedy
Joody Moody Megan McDonals
Keepers Jeri Watts
Nothing Ever Happens on 90th Street Roni Schotter
The Writing Process-Composition: Letter Writing/Diaries/Journals
The Armadillo From Amarillo Lynne Cherry
The Clue of the Left-handed Envelope George Stanley
Dear Benjamin Banneker Andrea Pinkney
Dear Mrs. Larue: Letters from Obed.School
The Empty Envelope Ron Roy
Grace's Letter to Lincoln Connie Roop
Pink and Say Patricia Polacco
Raising Sweetness Diane Stanley
The Writing Process-Nonfiction: Describing A Process
Basketball in Action John Crossingham
The Emperior Lays an Egg Brenda Guiberson
From Wax to Crayon Michael Forman
Switch On, Switch Off Melvin Berger
What Do You Do When/Wants to Eat You? Steve Jenkins
Where Do Puddles Go? Fay Robinson
Wiggling Worms At Work Wendy Pfeffer
The Writing Process: Narrative Procedure
Highway Builders Georgie Adams
How to Make Marjorie Priceman
Joseph Had A Little Overcoat Simms Taback
The Huckabuck Family and How…. CaRL. Sandburg
Pete's A Pizza William Steig
Stella Louella's Runaway Book Lisa Ernst
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 44
Zoom Istvan Banyai
Three Days on a River Vera Williams
Building Comprehension Skills: Determining Importance and Summarizing Information
An Angel for Solomon Singer Cynthia Rylant
Hey! Get Off Our Train John Burmingham
It Could Still be a Mammal Allan Fowler
The Library Sarah Stewart
Measuring Penny Loreen Leedy
Nobody Owns the Sky Reeve Lindbergh
Smoky Night Eve Bunting
What You Know First Patricia MacLachlan
Building Commprehension Skills: Questioning, Predicting, and Inferring
Cam Jansen and the Chocolate Fudge Mystery David Adler
The Dinosaurs of Waterhouse Hawkins Barbara KeRL.ey
The Enormous Crocodile Roald Dahl
The Other Side Jacqueline Woodson
Trouble On the T-ball Team Eve Bunting
The Truth About the Moon Clayton Bess
Enriching the Reader's Experience: Visualizing
Applelmando's Dreams Patricia Polacco
Flying Over Brooklyn Myron Uhlberg
How I spent My Summer Vacation in the A Mark Teague
Madlenka's Dog Peter Sis
Matthew's Dream Leo Lionni
My Life With the Wave Catherine Cowan
Meanwhile Jules Feiffer
Enriching the Reader's Experience: Wordplay and Language Skills
Eight Ate Marvin Terban
Good Night, Good Knight Shelley Thomas
Let the Fun Begin: Nifty Knock-Knocks… Scott Peterson
Many Lusious Lollipops Ruth Heller
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 45
The War Between the Vowels/Consonants Pricilla Turner
Things that Are Most in the WoRL.d Judi Barrett
Under, Over, By the Clover: What is a Prep Brian Cleary
What Do You Hear When cows Sing: Marco Maestro
Genre Studies: Biographies
A Boy Called Slow Joseph Bruchac
Author: A True Story Helen Lester
Eleanor Barbara Cooney
George Washington's Teeth Deborah Chandra
GiRL. Who Struck Out Babe Ruth Jean Parnell
If I Only Had a Horn: Young Louis Armstrong Roxanne Orgill
Mother To Tigers George Lyon
The Pot the Juan Built Nancy Andrews-Goebel
Grade 3
The Writing Process: Launching the Writing Workshop
The Day Eddie Met The Author Louise Borden
From Idea to Book Pam Marshall
How a Book is Made Aliki
How Are You Peeling? Sexton Freymann
Knots On A counting Rope Bill Martin, Jr.
The Stories Julian Tells Ann Cameron
Uptown Bryan Collier
Voices in the Park Anthony Browne
The Writing Process: Memoir/Personal Narrative
David Gets in Trouble David Shannon
Grandma's Records Eric Velasquez
Today Was A Terrible Day Patricia Giff
Irene and the Big, Fine Nickel Irene Smalls
Nothing Ever Happens on 90th Street Roni Schotter
Rocks In His Head Carol Hurst
Thomas & the Library Lady Pat Mora
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 46
Chicken Sunday Patricia Polacco
The Writing Process-Composition: Characters Who Write
Aunt Isabel Tells A Good One Kate Duke
Bud Barkin, Private Eye James Howe
Donavan't Word Jam Monalisa DeGross
The Furry News Loreen Leedy
Joody Moody Megan McDonals
Keepers Jeri Watts
Nothing Ever Happens on 90th Street Roni Schotter
Saguaro Moon: A DesertJournal Kristin Pratt-Serafini
Some Good News Cynthia Rylant
The Writing Process-Composition: Letter Writing/Diaries/Journals
The Armadillo From Amarillo Lynne Cherry
The Clue of the Left-handed Envelope George Stanley
Dear Benjamin Banneker Andrea Pinkney
Dear Mrs. Larue: Letters from Obed.School Mark Teague
The Empty Envelope Ron Roy
Grace's Letter to Lincoln Connie Roop
Pink and Say Patricia Polacco
Raising Sweetness Diane Stanley
The Writing Process-Nonfiction: Describing A Process
Basketball in Action John Crossingham
Digging Up Dinosaurs Aliki
The Emperior Lays an Egg Brenda Guiberson
From Wax to Crayon Michael Forman
Switch On, Switch Off Melvin Berger
What Do You Do When/Wants to Eat You? Steve Jenkins
Where Do Puddles Go? Fay Robinson
Wiggling Worms At Work Wendy Pfeffer
The Writing Process: Narrative Procedure
Highway Builders Georgie Adams
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 47
How to Make Marjorie Priceman
Joseph Had A Little Overcoat Simms Taback
Pete's A Pizza William Steig
Stella Louella's Runaway Book Lisa Ernst
Zoom Istvan Banyai
Three Days on a River Vera Williams
Building Comprehension Skills: Determining Importance and Summarizing Information
An Angel for Solomon Singer Cynthia Rylant
Hey! Get Off Our Train John Burmingham
It Could Still be a Mammal Allan Fowler
The Library Sarah Stewart
Measuring Penny Loreen Leedy
Nobody Owns the Sky Reeve Lindbergh
Smoky Night Eve Bunting
What You Know First Patricia MacLachlan
Building Commprehension Skills: Questioning, Predicting, and Inferring
Cam Jansen and the Chocolate Fudge Mystery David Adler
Clever Beatrice Margaret Willey
The Dinosaurs of Waterhouse Hawkins Barbara KeRL.ey
The Enormous Crocodile Roald Dahl
The Teacher's Secret Life Stephen Krensky
The Other Side Jacqueline Woodson
Trouble On the T-ball Team Eve Bunting
The Truth About the Moon Clayton Bess
What Will the Weather Be? Lynda DeWitt
Enriching the Reader's Experience: Visualizing
Applelmando's Dreams Patricia Polacco
Dinner at Aunt Connie's House Faith Ringgold
Flying Over Brooklyn Myron Uhlberg
Gila Monsters Meet You At the Airport M. Weinman Sharmat
How I spent My Summer Vacation in the A Mark Teague
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 48
Madlenka's Dog Peter Sis
Matthew's Dream Leo Lionni
My Life With the Wave Catherine Cowan
Meanwhile Jules Feiffer
The Legend of the Indian Paintbrush Tomie dePaula
Enriching the Reader's Experience: Wordplay and Language Skills
Eight Ate Marvin Terban
Good Night, Good Knight Shelley Thomas
Let the Fun Begin: Nifty Knock-Knocks… Scott Peterson
Many Lusious Lollipops Ruth Heller
The War Between the Vowels/Consonants Pricilla Turner
Things that Are Most in the WoRL.d Judi Barrett
Under, Over, By the Clover: What is a Prep Brian Cleary
What Do You Hear When cows Sing: Marco Maestro
Genre Studies: Biographies
A Boy Called Slow Joseph Bruchac
Author: A True Story Helen Lester
Eleanor Barbara Cooney
George Washington's Teeth Deborah Chandra
GiRL. Who Struck Out Babe Ruth Jean Parnell
If I Only Had a Horn: Young Louis Armstrong Roxanne Orgill
Mother To Tigers George Lyon
The Pot the Juan Built Nancy Andrews-goebel
The Story of Ruby Bridges Robert Coles
Grade 4
The Writing Process: Launching the Writing Workshop
CDB! William Steig
Daydreamers Tom Feelings
Fantastic! Wow! And Unreal! Ruth Heller
How Writers Work Ralph Fletcher
Live Writing Ralph Fletcher
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 49
The Making of a Writer Joan Lowery Nixon
The School Story Andrew Clements
You Have To Write Janet S. Wong
The Writing Process: Memoir/Personal Narrative
A GiRL. From Yamhill BeveRL.y Cleary
Homesick, My Own Story Jean Fritz
Knots in My Yo-yo String Jerry Spinelli
Leon's Story Leon Tillage
Looking Back Lois Lowry
My Brother Martin Christing King Farris
Through My Eyes Ruby Bridges
When I Was Your Age Amy EhRL.ich
The Writing Process: Composition: Characters Who Write
Absent Author Ron Roy
Jazmin's Notebook Nikki Grimes
Love That Dog Sharon Creech
Pedro's Journal Pam Conrad
Tales From The House of Bunnicula James Howe
The School Story Andrew Clements
The Color of My Words Lynn Joseph
Trial By Journal Kate Klise
The Writing Process: Composition: Letter Writing/Diaries/ Journals
Dame ShiRL.ey and The Gold Rush John Holder
Dear Little Wolf Ian Whybrow
Little Wolf's Handy Book of Poems Ian Whybrow
Love, Ruby Lavender Deborah Wiles
P.S. Longer Letter Later P. Danzinger
Tooth and Claw Ted Lewin
Watching Desert Wildlife Jim Arnosky
The Writing Process: Nonfiction: Describing a Process
How Baseball Works Keltie Thomas
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 50
Grow It Again Elizabeth Macleod
How To Make A Million Rowland Morgan
How To Talk To Your Cat Jean Craighead George
Make Amazing Toy and Game Amy Pinchuk
Picture This: How Pictures Work Molly Bang
The Wildlife Detectives Donna M. Jackson
The Writing of The Star Spangled Scott Ingram
The Writing Process: Narrative Procedure
And Then What Happened, Paul Revere Jean Fritz
The Chocolate Touch Patrick S. Catling
How To Build a Time Machine Hazel Richardson
How To Eat Fried Worms Thomas Rockwell
Lost! A Story in String Paul Fleischman
Maniac Magee Jerry Spinelli
Revolting Recipes Roald Dahl
Sarah, Plain and Tall Patricia MacLachan
Building Comprehension Skills: Determining Importance and Summarizing Information
Black Potatoes Susan C. Bartoletti
Earth To Matthew Paula Danzinger
Getting Near To Baby Audrey Couloumbis
Global Warming Laurence Pringle
A Journey Into a Lake Rebecca L. Johnson
Richard Wright and The Library Card William Miller
Sun and Spoon Kevin Henkes
The Three Questions Jon J. Muth
Building Comprehension Skills: Questioning, Predicting, and Inferring
Encyclopedia Brown Solves Them All Donald J. Sobol
Farewell, My Lunchbag Bruce Hale
Freedom Crossing Margaret Clark
Frindle Andrew Clements
How Come The Best Clues Linda Bailey
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 51
Maniac Magee Jerrry Spinelli
A Place Called Ugly Avi
Sammy Keyes and the Hotel Thief Wendelin Van Draanen
Enriching The Reader's Experience: Visualizing
Castles Philip Steele
ChaRL.ie and The Chocolate Factory Roald Dahl
The Daydreamer Ian McEwan
Everglades Jean Craighead George
Lizard Music Daniel Pinkwater
Night of the Gargoyles Eve Bunting
7 Sector 7 David Wiesner
Weslandia Paul Fleischman
Enriching The Reader's Experience: Wordplay and Language Skills
The Circus of Words Richard Lederer
Guppies in Tuxedos Marvin Terban
Go Hang a Salami! Jon Agee
Jokelopedia, The Biggest, Best Ilana Weitzman
Kids Write Right Jan Venolia
Pun and Games Richard Lederer
Who Ordered the Jumbo Shrimp? Jon Agee
Your Foot's on My Feet Marvin Terban
Genre Studies: Biographies
We'll Never Forget You, Roberto Trudie Engel
Handel, Who Knew What M.T. Anderson
Lives of The Musician Jean Craighead George
This Land is My Land George Littlehead
Walt Whitman Barbara KeRL.ey
Malcolm X Walter Dean Myers
We'll Race You, Henry Barbara Mitchell
Only Passing Through Anne Rockwell
The Tarantula In My Purse Jean Craighead George
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 52
Grade 5
The Writing Process: Launching the Writing Workshop
CDB! William Steig
Daydreamers Tom Feelings
Fantastic! Wow! And Unreal! Ruth Heller
How Writers Work Ralph Fletcher
Live Writing Ralph Fletcher
The Making of a Writer Joan Lowery Nixon
The School Story Andrew Clements
You Have To Write Janet S. Wong
The Writing Process: Memoir/Personal Narrative
A GiRL. From Yamhill BeveRL.y Cleary
Homesick, My Own Story Jean Fritz
Knots in My Yo-yo String Jerry Spinelli
Leon's Story Leon Tillage
Looking Back Lois Lowry
My Brother Martin Christing King Farris
Through My Eyes Ruby Bridges
When I Was Your Age Amy EhRL.ich
The Writing Process: Composition: Characters Who Write
It Came From Beneath The Bed James Howe
Jazmin's Notebook Nikki Grimes
Love That Dog Sharon Creech
Pedro's Journal Pam Conrad
The School Story Andrew Clements
The Color of My Words Lynn Joseph
The Absent Author Ron Roy
Just Justice Karen Hesse
The Writing Process: Composition: Letter Writing/Diaries/Journals
Dame ShiRL.ey and The Gold Rush John Holder
Dear Little Wolf Ian Whybrow
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 53
Harriet The Spy Louise Fitzhugh
Love, Ruby Lavender Deborah Wiles
P.S. Longer Letter Later P. Danzinger
Tooth and Claw Ted Lewin
Dear Napoleon Elvira Woodruff
Watching Desert Wildlife Jim Arnosky
The Writing Process: Nonfiction: Describing a Process
How Baseball Works Keltie Thomas
Grow It Again Elizabeth Macleod
How To Make A Million Rowland Morgan
How To Talk To Your Cat Jean Craighead George
Make Amazing Toy and Game Amy Pinchuk
Picture This: How Pictures Work Molly Bang
The Wildlife Detectives Donna M. Jackson
The Writing of The Star Spangled Scott Ingram
The Writing Process: Narrative Procedure
And Then What Happened, Paul Revere Jean Fritz
How To Build a Time Machine Hazel Richardson
How To Eat Fried Worms Thomas Rockwell
Lost! A Story in String Paul Fleischman
Maniac Magee Jerry Spinelli
Revolting Recipes Roald Dahl
Sarah, Plain and Tall Patricia MacLachan
Building Comprehension Skills: Determining Importance and Summarizing Information
Black Potatoes Susan C. Bartoletti
Earth To Matthew Paula Danzinger
Getting Near To Baby Audrey Couloumbis
Global Warming Laurence Pringle
A Journey Into a Lake Rebecca L. Johnson
Richard Wright and The Library Card William Miller
Sun and Spoon Kevin Henkes
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 54
The Three Questions Jon J. Muth
When The Circus Came To Town Laurence Yep
Building Comprehension Skills: Questioning, Predicting, and Inferring
Encyclopedia Brown Solves Them All Donald J. Sobol
Farewell, My Lunchbag Bruce Hale
Freedom Crossing Margaret Clark
Frindle Andrew Clements
How Come The Best Clues Linda Bailey
Maniac Magee Jerrry Spinelli
A Place Called Ugly Avi
Sammy Keyes and the Hotel Thief Wendelin Van Draanen
Enriching The Reader's Experience: Visualizing
Castles Philip Steele
ChaRL.ie and The Chocolate Factory Roald Dahl
The Daydreamer Ian McEwan
Everglades Jean Craighead George
Lizard Music Daniel Pinkwater
Night of the Gargoyles Eve Bunting
7 Sector 7 David Wiesner
Picture of Hollis Woods Patricia Giffy
Enriching The Reader's Experience: Wordplay and Language Skills
The Circus of Words Richard Lederer
Guppies in Tuxedos Marvin Terban
Go Hang a Salami! Jon Agee
Jokelopedia, The Biggest, Best Ilana Weitzman
Kids Write Right Jan Venolia
Pun and Games Richard Lederer
Who Ordered the Jumbo Shrimp? Jon Agee
Your Foot's on My Feet Marvin Terban
Genre Studies: Biographies
We'll Never Forget You, Roberto Trudie Engel
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 55
Handel, Who Knew What M.T. Anderson
Lives of The Musician Jean Craighead George
This Land is My Land George Littlehead
Walt Whitman Barbara KeRL.ey
Malcolm X Walter Dean Myers
The Tarantula In My Purse Jean Craighead George
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 56
2011 FCAT 2.0 Reading Grade 4
NGSSS Benchmark Content Focus Number of Points Possible
Reporting Category 1. Vocabulary
LA.4.1.6.3 Context clues 3
LA.4.1.6.7 Base words 1
LA.4.1.6.8 Antonyms; Synonyms 3
Reporting Category Point Total 7
Reporting Category 2. Reading Application
LA.4.1.7.2 Author's perspective; Author's purpose 3
LA.4.1.7.3 Chronological order; Main idea; Relevant details 7
LA.4.1.7.4 Cause and effect 7
LA.4.1.7.7 Compare 2
Reporting Category Point Total 19
Reporting Category 3. Literary Analysis: Fiction and Nonfiction
LA.4.2.1.2 Character point of view; Plot development; Problem/resolution 6
LA.4.2.1.7 Descriptive language; Figurative language 3
LA.4.2.2.1 Text features 2
Reporting Category Point Total 11
Reporting Category 4. Informational Text/Research Process
LA.4.6.1.1 Locate, interpret, organize information 8
Reporting Category Point Total 8
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 57
Excerpts from:
FLORIDA COMPREHENSIVE ASSESSMENT TEST® DESIGN SUMMARY
III. Content Categories
Tables 2–6 present the content categories for FCAT Science and Writing, FCAT 2.0 Reading and Mathematics, and the Algebra 1 EOC Assess ment, along with
the approximate percentage of raw-score points that will be derived from each content category.
Table 3: FCAT 2.0 Reading
Grade Vocabulary Reading Application Literary Analysis Fiction/Nonfiction
Informational Text/Research Process
3–5 15-25% 25-35% 25-35% 15-25%
Table 6: FCAT Writing The writing assessment is administered to students in grades 4, 8, and 10. It provides one prompt for each grade to which students are expected to draft a response according to a specific purpose (mode). The student response should integrate the writing elements of focus, organization, support, and conventions. The possible modes of writing used at each grade are presented in the table below.
Grade Narrative
Writing to tell a story
Expository
Writing to explain
Persuasive
Writing to convince
4 NA
IV. Reading Passages
Proposed reading passages are reviewed by Florida educators for quality and grade-level appropriateness. Criteria for this review can be found in the FCAT 2.0
Reading Test Item Specifications. A review is also conducted by a committee of Florida citizens to ensure the passages are free of bias or cultural insensitivity.
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 58
Table 7: Lengths of Reading Passages
Grade
Number of Words per Passage
Range Average
3 100–700 500
4 100–900 500
5 200–1000 600
Table 8: Reading Passage Types and Percentage of Test
Literary passages provide entertainment or inspiration and include fiction, nonfiction, poetry, and drama.
Informational passages are subject-matter centered and the language may be used to solve problems, raise questions, provide information, or present new
ideas. The context of these passages includes everyday life outside of the classroom.
Grade Literary Text Informational Text
3 60% 40%
4 50% 50%
5 50% 50%
V. Cognitive Complexity
FCAT, FCAT 2.0, and EOC assessment items are classified using a model with origins in the works of Dr. Norman Webb1 on depth of knowledge and the cognitive
classification system used for the National Assessment of Educational Progress (NAEP). With this system, items are classified on the cognitive demand inherent in
the test item, not on assumptions about the student’s approach to the item.
Low-complexity items rely heavily on recall and recognition. Moderate-complexity items require more flexible thinking and may require informal reasoning or
problem solving. High-complexity items are written to elicit analysis and abstract reasoning. Tables 9-11 present the range for the percentage of raw-score points
by cognitive complexity level on each FCAT, FCAT 2.0, and EOC assessment.
1
Webb, Norman L. and others. “Webb Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of
Wisconsin-Madison. 2 Feb. 2006. http://www.wcer.wisc.edu/WAT/index.aspx.
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 59
Table 10: Percentage of Points by Cognitive Complexity Level for FCAT 2.0 Reading
Grades Low Moderate High
3 25–35 50–70 5–15
4 20–30 50–70 10–20
5-7 15–25 50–70 15–25
VI. Test Length and Item/Prompt Types
Table 12: Duration of Test
The table below displays the number of minutes allowed for the 2011 regular test takers. With the exception of FCAT Writing, and FCAT Reading and Mathematics
Retakes, which must be taken in one day, all tests are administered in two sessions.
Grade Reading Mathematics Science Writing
3 120 140 NA NA
4 120 140 NA 45
5 120 140 110 NA
6 120 140 NA NA
Table 13: Length of Tests
This table provides an approximate range for the number of items on each test.
Grade Reading Mathematics Science Writing
3 50–55 50–55 NA NA
4 50–55 50–55 NA 1 prompt
5 50–55 50–55 60–65 NA
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fourth Grade Language Arts Page 60
Table 13: Length of Tests
This table provides an approximate range for the number of items on each test.
Grade Reading Mathematics Science Writing
3 50–55 50–55 NA NA
4 50–55 50–55 NA 1 prompt
5 50–55 50–55 60–65 NA
Table 14: Item Types and Numbers
This table gives ranges for the approximate number of items by item type.
FCAT/FCAT 2.0/EOC Test Design Summary © 2010 Florida Department of Education
Grade Reading Mathematics Science Writing
3 50–55 MC 50–55 MC NA NA
4 50–55 MC 35–40 MC 10–15 GR
NA 1 prompt
5 50–55 MC 35–40 MC 10–15 GR
60–65 MC NA
Retake 55-60 MC 30-35 MC 20-25 GR
NA NA
Key
GR – Gridded-Response
MC – Multiple-Choice
FR – Fill-in Response