FOURTH GRADE READING - DOC - DOC

					                           FOURTH GRADE READING
                               1ST SIX WEEKS

Assessments

At the beginning of the first six weeks, teachers will assess reading level using
the STAR. To use the STAR, a student should be on a solid 2 nd grade reading
level. If a student is more than .5 below grade level, the Scott Foresman Informal
Reading Inventory (IRI) should be used for assessment. These assessments will
be recorded on the K-12 Language Arts Record Card. For a more detailed
assessment when there are questions about these scores, the teacher may ask
the school’s reading specialist to do a Qualitative Reading Inventory (QRI).

To be considered on grade level, students should be finishing the Scott
Foresman 3.2 Reading Basal or other 3rd grade children’s literature OR reading
in the Scott Foresman 4.1 basal or other 4th grade student literature.

Reading/Literature (50%)

Literature Content – included as teacher deems appropriate

Fiction (30%)
Nonfiction (50%) – Related to subject matter in core areas and includes
                   Biographies and historical fiction
Poetry (20%)

The students will read silently and independently during SSR time 30 minutes a
day.

Benchmark Reading Skills Standards of Learning
            (check off skills as taught – underline indicates DOE Blueprint emphasis)

_____ 4.3      Read fiction and nonfiction with fluency and accuracy

_____ 4.3 a Use context to clarify meanings of unfamiliar words

_____ 4.4      Read and demonstrate comprehension of fiction

_____ 4.4 a Explain author’s purpose

_____ 4.4 b Describe how choice of language, setting, and information
            contribute to the author’s purpose

_____ 4.4 e Describe the relationship between text and previously read
            materials



                                                                                        1
_____ 4.5      Read and demonstrate comprehension of nonfiction

_____ 4.5 a Use text organizers, such as type, headings, and graphics, to
            predict and categorize information

_____ 4.5 i    Identify new information gained from reading


Benchmark Reading Research Standards of Learning
            (check off skills as taught – underline indicates DOE Blueprint emphasis)

_____ 4.3 d Use word-reference materials, including glossary, dictionary, and
            thesaurus

_____ 4.6      Demonstrate comprehension of information resources to research
               a topic

_____ 4.6 a Construct questions about a topic

_____ 4.6 b Collect information, using the resources of the media center,
            including online, print, and media resources

_____ 4.6 c Evaluate and synthesize information



Recording Reading Levels on Report Cards for the 1st Six Weeks

Below Grade Level

      -Reading in Level 3.1

On Grade Level

      -Reading in Level 4.1

Above Grade Level

      -Reading in Level 5.1




                                                                                        2
                            PACING GUIDE – READING

SOL 4.3         The student will read fiction and nonfiction with fluency and
                accuracy.

                a. Use context to clarify meanings of unfamiliar words.
                d. Use word-reference materials, including the glossary,
                   dictionary, and thesaurus.

Resources, Materials, and Activities

        Scott Foresman Reading Basal 4, Seeing Is Believing

                “Visit with Grandpa” – pages 22-40

                “Yingtao’s New Friend” – pages 70-91

                “Train to Somewhere” – pages 46-67

                “Family Pictures” – pages 94-109

        Scott Foresman Student Practice Book 4
                -Dictionary Skills – pages 45-46
                -Synonyms/Antonyms – page 45

        Scott Foresman Teacher Resource Book 4

        World of Language 4
                -Dictionary Skills – pages 436-439
                -Synonyms/Antonyms – pages 226-227, 334

        Writer’s Express Handbook
                 -Building Vocabulary Skills – pages 288-305
                 -Dictionary Skills – pages 288-305
                 -Synonyms/Antonyms – pages 290-293

        Everyday Spelling 4 – Teacher’s Edition pages 45-46

        DOE Curriculum Framework Essential Knowledge - Grade 4

        Standards of Learning Enhanced Scope and Sequence Plus
               -pages 108-109 Word Analysis and Spelling
               -page 135       Timed Repeated Readings
               -pages 235-236 Gathering Word Meanings
               -pages 237-239 One Word, Many Meanings

        Classroom sets of dictionaries and thesauruses

Assessments

        Scott Foresman Benchmark Test Unit 1

        Scott Foresman Selection Test for each story



                                                                                3
        STAR Reading Assessment



SOL 4.4         The student will read and demonstrate comprehension
                of fiction.

                a. Explain the author’s purpose.
                b. Describe how choice of language, setting, and information
                   contributes to the author’s purpose.
                e. Describe the relationship between text and previously read
                   materials.

Resources, Materials, and Activities

        Scott Foresman Reading Basal 4, Seeing Is Believing
                -Skill lesson that accompanies “Family Pictures” – pages 92-93
                -Author’s purpose can also be taught with any of the other stories selected for
                 4.3 SOL skills
                -Skill lesson that accompanies “Train to Somewhere” – pages 46-65

        Scott Foresman Teacher’s Edition 4

        Scott Foresman Student Practice Book 4

        DOE Curriculum Framework Essential Knowledge - Grade 4

        Standards of Learning Enhanced Scope and Sequence Plus
               -pages 10-111 Vocabulary and Comprehension of Fiction
               -page 137       SQ3R
               -page 139       DRTA
               -page 140       Think-Pair-Share
               -page 141       Sticky Notes
               -page 142       Think Alouds
               -pages 143-144 QAR
               -pages 145-146 Reciprocal Teaching
               -page 147       Story face
               -pages 148-149 Two Column Notes
               -page 150       Literary Report Card
               -page 151       Question the Author
               -page153        Anticipation Guides
               -page 154       Graphic Organizers
               -page 155       Word Splash
               -page 156       Frayer Model
               -pages 157-158 Semantic Features Analysis
               -page 159       Concept Sorts
               -pages 160-161 Concept Definition Map
               -pages 240-241 Sensory Words
               -pages 242-244 The Predictive Power of Vocabulary

Assessments

        Scott Foresman Benchmark Test Unit 1




                                                                                                  4
        Scott Foresman Selection Test for each story

        STAR Reading Assessment



SOL 4.5         The student will read and demonstrate comprehension of
                nonfiction.

                a. Use text organizers, such as type, headings and graphics, to
                    predict and categorize information.
                i. Identify new information gained from reading.
Resources, Materials, and Activities

        Scott Foresman Reading Basal 4, Seeing Is Believing
                -“Ranching and the Cowboys” – pages 41-43 (goes with “A Visit with Grandpa”)
                -“Painting Mist and Fog” Skill Lesson
                -“Family Pictures” – pages 94-109

        Scott Foresman Teacher’s Edition 4

        Scott Foresman Student Practice Book 4

        Writer’s Express
                 -KWL/DRTA – pages 271-279
                 -Written Responses – pages 334-336

        World of Language 4 – pages 20-23

        DOE Curriculum Framework Essential Knowledge - Grade 4

        Standards of Learning Enhanced Scope and Sequence Plus
               -pages 112-114 Vocabulary and Comprehension of Nonfiction
               -page137        SQ3R
               -page 138       KWL
               -page 139       DRTA
               -page 140       Think-Pair-Share
               -pge141         Sticky Notes
               -page142        Think Alouds
               -pages 143-144 QAR
               -pages 145-146 Reciprocal Teaching
               -pages 148-149 Two Column Notes
               -page 151       Questioning the Author
               -page 152       Selective Underlining
               -page 153       Anticipation Guides
               -page 154       Graphic Organizers
               -page155        Word Splash
               -page 156       Frayer Model
               -pages 157-158 Semantic Feature Analysis
               -page 159       Concept Sorts
               -pages 160-161 Concept Definition Map
               -pages 245-247 Reading With Questions




                                                                                               5
Assessments

        Scott Foresman Benchmark Test Unit 1

        Scott Foresman Selection Tests for each story

        STAR Reading Assessment



SOL 4.6         The student will demonstrate comprehension of information
                resources to research a topic.

                 a. Construct questions about a topic.
                 b. Collect information, using the resources of the media center,
                    including online, print, and media resources.
                 c. Evaluate and synthesize information.

Resources, Materials, and Activities

        Review dictionary and introduce thesaurus

        Classroom sets of dictionaries and thesauruses

        DOE Curriculum Framework Essential Knowledge – Grade 4

        Standards of Learning Enhanced Scope and Sequence Plus
               -pages 112-114 Vocabulary and Comprehension of Nonfiction
               -pages 145-146 Reciprocal Teaching
               -pages 248-250 The About/Point Note Taking Guide

Assessments

        Student demonstration




                                                                                    6
                        FOURTH GRADE WORD STUDY
                              1ST SIX WEEKS


Word Study Content - 20%

Assess spelling using the Ganske Developmental Spelling Assessment found in
Word Journeys. Record this score on the K-12 Language Arts Record Card.
Teachers should develop appropriate lists and activities for student word study.

Reminders:

      Students should use studied within word spelling correctly in writing.

      Students should sort contrasting previous patterns with new patterns.

      Students should spell high-frequency words correctly.

      Written work should also reflect mastery of previously studied spelling
             patterns.


Benchmark Word Study Standards of Learning
            (check off skills as taught – underline indicates DOE Blueprint emphasis)


_____ 4.3      Read fiction and nonfiction with fluency and accuracy

_____ 4.3 c Use knowledge of synonyms and antonyms




                                                                                        7
                           PACING GUIDE – WORD STUDY


SOL 4.3          The student will read fiction and nonfiction with fluency and
                 accuracy.

                 c. Use knowledge of synonyms and antonyms.

Resources, Materials, and Activities

        Rockingham County Public Schools Word Study Guide

        Everyday Spelling Grade 4

        Writer’s Express

        Word Journeys

        Words Their Way

        All Sorts of Sorts I and II

        Weekly Practice Activities

        Trial Tests

        Final Tests

        Application in Writing

        DOE Curriculum Framework Essential Knowledge - Grade 4

        Standards of Learning Enhanced Scope and Sequence Plus
               -pages 108-109 Word Analysis and Spelling
               -pages 235-236 Gathering Word Meanings
               -pages 237-239 One Word, Many Meanings

Assessments

        Ganske Spelling Inventory

        Weekly Spelling Test

        Student Practice Activities




                                                                                 8
                           FOURTH GRADE WRITING
                               1ST SIX WEEKS


At the beginning of the six weeks, teachers will assess student writing by having
each student compose a writing sample. Teachers will domain score the sample
and include it in the John Collins Writing Folder. This score should be recorded
on the K-12 Language Arts Record Card.

Writing Content – 30%

      -Writes daily in a journal or content-related log (Types I, II, III)
      -Write a personal narrative (Portfolio – Types IV, V)

Teachers must have students write four personal narratives and four
explanations for the Portfolio. The modes may be scattered throughout the year
in a different format. Teachers may refer to Writer’s Express for FCAs and
format.


Benchmark Writing Process/Editing Skills Standards of Learning
           (check off skills as taught – underline indicates DOL Blueprints emphasis)

_____ 4.7      Write effective narratives, poems, and explanations

_____ 4.7 a Focus on one aspect of a topic

_____ 4.7 b Develop a plan for writing

_____ 4.7 c Organize writing to convey a central idea

_____ 4.7 e Utilize elements of style, including word choice and sentence
            variation

_____ 4.7 g Use available technology

_____4.8       Edit writing for correct grammar, capitalization, spelling,
               punctuation, and sentence structure

_____ 4.8 a Use subject-verb agreement

_____ 4.8 d Use noun-pronoun agreement




                                                                                        9
Fourth Grade Handwriting Benchmarks

_____ Write legibly in cursive

_____ Form letters correctly in cursive




                                          10
                            PACING GUIDE – WRITING


SOL 4.7         The student will write effective narratives, poems, and
                explanations.

                 a. Focus on one aspect of a topic.
                 b. Develop a plan for writing.
                 c. Organize writing to convey a central idea.
                 e. Utilize elements of style, including word choice and
                    sentence variation.
                 g. Use available technology.


Resources, Materials, and Activities

        5 Minute Free Write each day

        Writer’s Express - pages 138-143

        World of Language 4 – pages 32-39

        Scott Foresman Reading Basal 4, Seeing Is Believing
                Teacher’s Edition pages 383-384 (index)

        Developing An Effective Writing Program in the Elementary Grades

        DOE Curriculum Framework Essential Knowledge 4

        Standards of learning Enhanced Scope and Sequence Plus
               -pages 287-288 Composing and Written Expression
               -pages 305-306 Posting the Writing Process
               -page 307       More Than a Word
               -page 309-310 Brainstorming Topics for Writing
               -page 311       Creating a Prewriting Web
               -page 312       Quick Writes
               -page 313       Visualization
               -page 315       Revision with a Target
               -pages 316-317 Magnifying or Shrinking a Topic
               -page 318       Using Strong Action Words to Spark Interest
               -pages 319-321 Description Words
               -page 322       Overused Words
               -page 323       Transitions
               -page 324       Combining Sentences
               -page 325       Creating a Strong Lead
               -page 326       Avoiding a Crash Landing
               -pages 356-358 Planning a Procedural Explanation
               -pages 359-361 Variety and Rhythm

Assessments

        Daily Oral Language Weekly Paragraph



                                                                             11
        FCA mastery on Type IV papers

        Domain scored papers

        Writer’s Express Skillsbook

        Cornerstone Language lessons


SOL 4.8         The student will edit writing for correct grammar,
                capitalization, spelling, punctuation, and sentence structure.

                a. Use subject-verb agreement.
                d. Use noun-pronoun agreement.
Resources, Materials, and Activities

        Daily Oral Language transparencies

        Subject-Verb Agreement
                World of Language pages 164-165
                Writer’s Express pages 116, 143

        I/Me Use
               World of Language pages 30-31 and 120-121
               Writer’s Express pages 421-424

        Noun/Pronoun Agreement
               World of Language pages 114-119 and 150-151
               Writer’s Express pages 117 and 421
               Writer’s Express Skillsbook page 141

        DOE Curriculum Framework Essential Knowledge 4

        Standards of Learning Enhanced Scope ad Sequence Plus
               -pages 289-290 Usage and Mechanics
               -page 312       Quick Writes
               -page 316       Magnifying or Shrinking a Topic
               -page 322       Overused Words
               -page 323       Transitions
               -page 324       Combining Sentences
               -pages 365-366 Their? There? They’re?

Assessments

        Daily Oral Language Weekly Paragraph

        FCA mastery on Type IV papers

        Domain scored papers

        Writer’s Express Skillsbook

        Cornerstone Language lessons




                                                                                 12
                 FOURTH GRADE ORAL LANGUAGE
                         1ST SIX WEEKS


Benchmark Oral Language Standards of Learning
                             (check off skills as taught)


_____ 4.1   Use effective oral communication skills in a variety of settings

_____ 4.1 b Contribute to group discussions

_____ 4.1 c Seek ideas and opinions of others

_____ 4.1 d Use evidence to support opinions

_____ 4.1 e Use grammatically correct language and specific vocabulary
            to communicate ideas




                                                                               13
                     PACING GUIDE – ORAL LANGUAGE


SOL 4.1         The student will use effective oral communication skills in a
                variety of settings.

                b.   Contribute to group instructions.
                c.   Seek ideas and opinions of others.
                d.   Use evidence to support opinions
                e.   Use grammatically correct language and specific vocabulary to
                     communicate ideas.

Resources, Materials, and Activities

        Group discussions

        Reading Group discussions

        Writer’s Express – pages 360-365

        World of Language – page 487

        DOE Curriculum Framework Essential Knowledge 4

        Standards of Learning Enhanced Scope and Sequence Plus
               -pages 17-18    Discussion
               -pages 45-47    Some Say Yes…Some Say No
               -pages 48-50    Draw What You Hear

Assessments

        Student-Teacher Observations

        Assessment Rubrics




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