4

Document Sample
4 Powered By Docstoc
					                                     FAIRMONT SCHOOL DISTRICT #89

                                              READING CURRICULUM
                                                                4

Core Belief Statement: We believe that literacy is essential for successful, independent 21st century learners.
Our goal is to create competent readers who comprehend at grade level and who read for information and
enjoyment. Literacy instruction is provided in a balanced literacy framework which values the individual
ability of each student. Writing, listening and speaking skills are a vital part of this instruction. Our students
will employ technology capably and strategically to enhance their learning.

READING STANDARDS FOR LITERATURE

KEY IDEAS & DETAILS
          1.   Use details and examples from the text to support its main ideas—both those that are stated directly and
               those that are suggested.
          2.   Use details from the text to determine the theme of story, genre, drama or poem; summarize the text.
          3.   Use specific details in a text to describe the character, setting or event in a story or drama. (e.g., a character’s
               thoughts, words, or actions)
CRAFT AND STRUCTURE
     1.   Analyze the meaning of words and phrases as they are used in text, including significant characters found in
          mythology (e.g., Herculean).
     2.   Explain major differences between poems, drama, and prose. Understand and refer the elements of poems (e.g.,
          verse, rhythm, meter) and drama (e.g., casts of characters, setting descriptions, dialogue, stage directions) when
          writing or speaking about a text.
     3.   Compare and contrast the narrator’s point of view from different stories and be able to differentiate between first
          and third person narrations.
     4.   Determine the meaning of figurative language such as metaphors, similes and etc.
     5.   Determine and Distinguishes between cause and effect and fact an opinion in literary text
     6.   Makes inferences in literary texts
INTEGRATION OF KNOWLEDGE AND IDEAS
     1.   Compare and contrast similar themes and topics and patterns of events in stories, myths, and traditional literature
          from different cultures.

RANGE OF READING AND LEVEL OF TEXT COMPLEXITY
1.   You will read and understand grade-level appropriate literary texts by the end of grade 4.




READING STANDARDS FOR INFORMATIONAL TEXT

KEY IDEAS & DETAILS
          1.   Use details and examples from the text when explaining what the text says explicitly and when drawing
               inferences.
          2.   Determine the main idea of a text and explain how it is supported by key details; summarize the text.
          3.   Explain events, procedures, ideas or concepts in a historical, scientific, or technical text.
CRAFT AND STRUCTURE
          1.   Determine the meaning of 4th grade content area specific words or phrases in a specific subject area
          2.   Describe the structure of events, ideas, concepts, or information in a text.
          3.   Compare and contrast at a firsthand and secondhand account for the same event or topic; describe the
               difference in focus and the information provided.
          4.   Determine and Distinguishes between cause and effect and fact an opinion in informational text
          5.   Identify and utilize informational text structure (alphabetical order, glossaries, bibliographies)
INTEGRATION OF KNOWLEDGE AND IDEAS
          1.   Explain text using information presented visually, orally, quantitatively or interactive elements on Web pages
          2.   Explain how an author uses reasons and evidence to support particular points in a text.

RANGE OF READING AND LEVEL OF TEXT COMPLEXITY
1.   You will read and understand grade-level appropriate informational texts by the end of grade 4.


READING STANDARDS FOR FOUNDATIONAL SKILLS

PHONICS AND WORD RECOGNITION

          1.   Know and apply grade-level phonics and word analysis skills in decoding words.
          2.   Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology
               (prefixes, suffixes) to read accurately unfamiliar multisyllabic words in and out of context.
          3.   Identifies alliteration in literary text
FLUENCY
     1.   Read and sufficient accuracy and fluency to support comprehension.
     2.   Read on-level text with purpose and understanding
     3.   Read on-level prose and poetry orally with accuracy, appropriate rate and expression
     4.   Use context to confirm or self-correct word recognition and understanding, rereading as necessary.



LANGUAGE

KNOWLEDGE OF LANGUAGE
          1.   Use knowledge of language and its conventions when writing, speaking, reading, or listening.
          2.   Choose words and phrases to convey ideas precisely.*
          3.   Choose punctuation for effect.*
          4.   Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where
               informal English is appropriate (e.g., small-group discussion).
 VOCABULARY ACQUISITION AND USE
          1.   Determine or clarify the meaning of unknown and multiple-meaning words, phrases, and content based on
               the 4th grade level, choosing from a range of strategies(e.g. context clues)
          2.   Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word
          3.   Consult reference materials, both print and digital, to find pronunciation and meaning of key words and
               phrases.
          4.   Demonstrate understanding of figurative language, word relationships, and nuances in word meanings(e.g.
               similes, metaphors, idioms, adages, proverbs)
          5.   Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
          6.   Recognize and explain the meaning of common idioms, adages, and proverbs.
          7.   Demonstrate understanding of words by relating them to their antonyms and synonyms.
          8.   Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases,
               including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and
               that are basic to a particular.

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:2
posted:11/19/2011
language:English
pages:3