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Content Standards |
Assessment |
Instructional Strategies |
Instructional Resources |
READING |
Individual Reading Sample (oral) |
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McDougal-Littel
Spelling
Daily Oral Language (D.O.L.) |
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1.0 |
Word Analysis, Fluency, and Systematic Vocabulary Development
Students understand the basic features of reading. They select
letter patterns and know how to translate them into spoken language
by using phonics, syllabication, and word parts. They apply this
knowledge to achieve fluent oral and silent reading. |
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Decoding and Word Recognition (emphasized) |
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1.1
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Read narrative and expository text aloud with grade- appropriate
fluency and accuracy and with appropriate pacing, intonation, and
expression. (Emphasized) |
Observation, oral reports |
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Scott Foresman Scholastic News |
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Vocabulary and Concept Development |
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1.2 |
Apply knowledge of word origins, derivations, synonyms, antonyms,
and idioms to determine the meaning of words and phrases. (In
context) |
S. News — Test Reading response journals |
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Spelling
Scott Foresman, Reading Series |
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1.3 |
Use knowledge of root words to determine the meaning of unknown
words within a passage. (In context) |
Teacher observations |
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Spelling, Dictionaries
Scott Foresman, Transparencies |
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1.4 |
Know common roots and affixes derived from Greek and Latin and
use this knowledge to analyze the meaning of complex words (e.g.,
international). (In context) |
Teacher observations |
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Houghton-Mifflin, Social Studies Houghton-Mifflin’s Thes. |
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1.5 |
Use a thesaurus to determine related words and concepts. (Introduced)
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Teacher observations |
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1.6 |
Distinguish and interpret words with multiple meanings. (Introduced)
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Worksheet (discussion) — observation |
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Scott Foresman literature units & spelling series |
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2.0 |
Reading Comprehension
Students read and understand grade-level-appropriate material.
They draw upon a variety of comprehension strategies as needed (e.g.,
generating and responding to essential questions, making predictions,
comparing information from several sources). The selections in Recommended
Readings in Literature, Kindergarten Through Grade Eight illustrate
the quality and complexity of the materials to be read by students.
In addition to their regular school reading, students read one-
half million words annually, including a good representation of
grade-level-appropriate narrative and expository text (e.g., classic
and contemporary literature, magazines, newspapers, online information). |
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Structural Features of Informational Materials |
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2.1 |
Identify structural patterns found in informational text (e.g.,
compare and contrast, cause and effect, sequential or chronological
order, proposition and support) to strengthen comprehension. (In
science) |
Worksheets, response journals, short answer questions, discussions,
art projects, teacher observation |
Small whole group reading, Readers’ Theatre, debates, drama,
role play extensions, verbal/written extensions |
Scott Foresman, Literature Units |
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Comprehension and Analysis of Grade-Level-Appropriate Text |
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2.2 |
Use appropriate strategies when reading for different purposes
(e.g., full comprehension, location of information, personal enjoyment.
(Emphasized) |
Teacher observation. Evaluation of notes/written response |
Research reports, social studies study guides, autobiography reports,
graphic depiction of informatic |
Library books
Internet
Social Studies Series
Scott Foresman |
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2.3 |
Make and confirm predictions about text by using prior knowledge
and ideas presented in the text itself, including illustrations,
titles, topic sentences, important words, and foreshadowing clues. |
Teacher observation, worksheets, reaction journals, graphic representations |
Literature/Social Studies reading |
Newspapers
Houghton-Mifflin
Scott Foresman Series
Literature Series |
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2.4 |
Evaluate new information and hypotheses by testing them against
known information and ideas. (KWL and in science) |
Teacher observation, written work |
Literature/Social Studies reading
Prior knowledge and classification of notes
KWL strategies |
Literature Series Literature Studies/research Reports |
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2.5 |
Compare and contrast information on the same topic after reading
several passages or articles. (Introduced) |
Reading reaction — response logs |
Research mission – pros/cons |
Scott Foresman
Venn diagrams/charts
Literature |
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2.6 |
Distinguish between cause and effect and between fact and opinion
in expository text. (Introduced) |
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Discussion/Indiv. worksheets |
IBD Literature
Social Studies |
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2.7 |
Follow multiple-step instructions in a basic technical manual (e.g.,
how to use computer commands or video games). (Technology) |
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Computer lab |
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3.0 |
Literary Response and Analysis
Students read and respond to a wide variety of significant works
of children’s literature. They distinguish between the structural
features of the text and the literary terms or elements (e.g., theme,
plot, setting, characters). The selections in Recommended Readings
in Literature, Kindergarten Through Grade Eight illustrate the
quality and complexity of the materials to be read by students. |
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Structural Features of Literature |
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3.1 |
Describe the structural differences of various imaginative forms
of literature, including fantasies, fables, myths, legends, and
fairy tales. (Introduced) |
Observation, response journal |
Literature/Genre Studies
Discussion |
Scott Foresman Series |
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Narrative Analysis of Grade-Level-Appropriate Text (Emphasized) |
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3.2 |
2 Identify the main events of the plot, their causes, and the influence
of each event on future actions. (Emphasized) |
Response journal
Worksheets |
Story mapping
Discussions |
Literature |
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3.3 |
Use knowledge of the situation and setting and of a character’s
traits and motivations to determine the causes for that character’s
actions. (Emphasized) |
Response journal
Worksheets |
Character Sketches
Characterizations |
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3.4 |
Compare and contrast tales from different cultures by tracing the
exploits of one character type and develop theories to account for
similar tales in diverse cultures (e.g., trickster tales). (Emphasized)
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Response journal
Worksheets
Class discussions |
Story mapping
Discussions
Character Sketches
Characterizations
Storytelling |
Island of the Blue Dolphins
Visitors |
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3.5 |
Define figurative language (e.g., simile, metaphor, hyperbole,
personification) and identify its use in literary works. (Emphasized)
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Response journal
Worksheets
Writing sample |
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Literature Units Writers’ Express |
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WRITING |
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1.0 |
Writing Strategies
Students write clear and coherent sentences and paragraphs that
develop a central idea. Their writing shows they consider the audience
and purpose. Students progress through the stages of the writing
process (e.g., prewriting, drafting, revising, editing successive
versions). |
Writing samples
Homework journals
Class writing |
Research, mini-lessons, quick writes, modeling, Read Aloud, peer
review |
ETF
Writers’ Express Teacher-developed materials |
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Organization and Focus |
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1.1 |
Select a focus, an organizational structure, and a point of view
based upon purpose, audience, length, and format requirements. |
Letter writing
Summaries
HW Journal “free” writing |
Oral sharing of written writing — peer/teacher response |
ETF
Writers’ Express Teacher-developed materials
Current events |
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1.2
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Create (introduced to) multiple-paragraph compositions: |
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- Provide an introductory paragraph.
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- Establish and support a central idea with a topic sentence at
or near the beginning of the first paragraph.
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Classwork
Homework
Projects |
Expert topic
Writing prompts, responding to Social Studies questions |
Transitions by Reggie Routman
Oh California! |
- Include supporting paragraphs with simple facts, details, and
explanations.
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Science writing — ocean story Typing and rewriting in Computer
Lab |
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- Conclude with a paragraph that summarizes the points.
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Letter writing |
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- Use correct indention.
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1.3 |
Use traditional structures for conveying information (e.g., chronological
order, cause and effect, similarity and difference, and posing and
answering a question). (Introduced) |
Reading Response Logs Science notebooks Assessment in |
Daily Oral Language (D.O.L.) Literature response Descriptive paragraph
for Science |
Fourth grade literature
Zaner-Bloser |
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Penmanship |
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1.4 |
Write fluidly and legibly in cursive or joined italic. |
Handwriting book |
Oceanography research report |
Handwriting book |
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Research and Technology |
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1.5 |
Quote or paraphrase information sources, citing them appropriately. |
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Research reports Country |
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1.6 |
Locate information in reference texts by using organizational features
(e.g., prefaces, appendixes). |
Teacher observation |
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Oceanography Autobiography |
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1.7 |
Use various reference materials (e.g., dictionary, thesaurus, card
catalog, encyclopedia, online information) as an aid to writing. |
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Scholastic News |
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1.8 |
Understand the organization of almanacs, newspapers, and periodicals
and how to use those print materials.) |
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End-of-Year Project Alpha smarts |
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1.9 |
Demonstrate basic keyboarding skills and familiarity with computer
terminology (e.g., cursor, software, memory, disk drive, hard drive).
(In technology) |
Technology Lab |
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Evaluation and Revision |
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1.10 |
Edit and revise selected drafts to improve coherence and progression
by adding, deleting, consolidating, and rearranging text. |
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Daily Oral Language (D.O.L.) |
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2.0 |
Writing Applications (Genres and Their Characteristics)
Students write compositions that describe and explain familiar objects,
events, and experiences. Student writing demonstrates a command
of standard American English and the drafting, research, and organizational
strategies outlined in Writing Standard 1.0.
Using the writing strategies of grade four outlined in Writing
Standard 1.0, students: |
Writing Samples
Journals — conferences |
Homework journals |
Spelling
Word of the Day |
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2.1 |
Write narratives: |
Science homework
Description of experiments; Blind walk; Listening to sounds; Explanation
of activity
Writing sample |
“Magnify the Moment” |
Resources — ETF Curriculum |
- Relate ideas, observations, or recollections of an event or
experience. (In Science)
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“Show Don’t Tell” |
Language activities and Scott Foresman,
Literature Units |
- Provide a context to enable the reader to imagine the world
of the event or experience.
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- Use concrete sensory details.
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- Provide insight into why the selected event or experience is
memorable.
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2.2 |
Write responses to literature:
- Demonstrate an understanding of the literary work.
- Support judgments through references to both the text and prior
knowledge.
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Response journals |
Notes and quotes
Literature Logs
Character Sketches |
Language activities and Scott Foresman, Literature Units |
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2.3 |
Write information reports:
- Frame a central question about an issue or situation.
- Include facts and details for focus.
- Draw from more than one source of information (e.g., speakers,
books, newspapers, other media sources).
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Oceanography Research
Autobiographics
Multi-cultural reports |
KWL note taking |
Language activities and Scott Foresman, Literature Units |
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2.4 |
Write summaries that contain the main ideas of the reading selection
and the most significant details. |
Response journal |
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Scott Foresman |
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WRITTEN AND ORAL ENGLISH
LANGUAGE CONVENTIONS
The standards for written and oral English language
conventions have been placed between those for writing and for listening
and speaking because these conventions are essential to both sets
of skills. |
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1.0 |
Written and Oral English Language Conventions
Students write and speak with a command of standard English
conventions appropriate to this grade level. |
Observation, worksheets, personal writing, Homework Journal |
Guided practice
Morning message
Whole class lessons/practice
Independent practice |
Writers’ Repress D.O.L
Journal/notebooks |
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Sentence Structure |
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1.1 |
Use simple and compound sentences in writing and speaking. |
Observation, worksheets, personal writing, H.W. journal |
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1.2 |
Combine short, related sentences with appositives, participial
phrases, adjectives, adverbs, and prepositional phrases. |
Observation, worksheets, personal writing, H.W. journal |
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Ruth Heller’s Grammar Series
Writers’ Express |
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Grammar |
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1.3 |
Identify and use regular and irregular verbs, adverbs, prepositions,
and coordinating conjunctions in writing and speaking. |
Observation, worksheets, personal writing, H.W. journal |
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Sourcebook — Mini-Lessons |
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Punctuation |
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1.4 |
Use parentheses, commas in direct quotations, and apostrophes in
the possessive case of nouns and in contractions. |
Observation, worksheets, personal writing, H.W. journal |
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Ruth Heller’s Grammar Series
Writers’ Express |
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1.5 |
Use underlining, quotation marks, or italics to identify titles
of documents. |
Observation, worksheets, personal writing, H.W. journal |
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Sourcebook — Mini-Lessons |
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Capitalization |
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1.6 |
Capitalize names of magazines, newspapers, works of art, musical
compositions, organizations, and the first word in quotations when
appropriate. |
Observation, worksheets, personal writing, H.W. journal |
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D.O.L. MacDougal-Littel — Spelling |
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Spelling |
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1.7 |
Spell correctly roots, inflections, suffixes and prefixes, and
syllable constructions. |
Observation, worksheets, personal writing, H.W. journal |
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LISTENING AND SPEAKING |
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1.0 |
Listening and Speaking Strategies
Students listen critically and respond appropriately to oral
communication. They speak in a manner that guides the listener to
understand important ideas by using proper phrasing, pitch, and
modulation. |
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“Autobiography” report Literature/Social Studies presentations
Reading Along
Class Meeting
“Convince Me” |
Literature Sets
Extension activities
Scott Foresman |
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Comprehension |
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1.1 |
Ask thoughtful questions and respond to relevant questions with
appropriate elaboration in oral settings. |
Teacher observation, questioning
Writing/Reading response journals |
Literature discussions (“Post Its”) Note-taking from
video |
Literature
The Hundred Penny Box |
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1.2 |
Summarize major ideas and supporting evidence presented in spoken
messages and formal presentations. |
Teacher observation, questioning
Writing/Reading response journals
Notebooks |
Mini-lessons |
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1.3 |
Identify how language usages (e.g., sayings, expressions) reflect
regions and cultures. |
Teacher observation |
“Convince me”
“Sandwich-lesson” |
Scott Foresman Series
(Lon Popo) |
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1.4 |
Give precise directions and instructions. |
Teacher observation |
“Convince me”
“Sandwich-lesson” |
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Organization and Delivery of Oral Communication |
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1.5 |
Present effective introductions and conclusions that guide and
inform the listener’s understanding of important ideas and
evidence. |
(Overt communication “thumbs up”) |
“Convince me”
“Sandwich-lesson” |
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1.6 |
Use traditional structures for conveying information (e.g., cause
and effect, similarity and difference, and posing and answering
a question). |
Classroom observation |
Discussions of Literature and Social Studies |
Scott Foresman, Literature Units |
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1.7 |
Emphasize points in ways that help the listener or viewer to follow
important ideas and concepts. |
Classroom observation |
Book Club — "Post-It" Points, presentations, book report |
Houghton-Mifflin, Oh CA!
IBD report |
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1.8 |
Use details, examples, anecdotes, or experiences to explain or
clarify information. |
Classroom observation |
Classroom discussions |
IBD report |
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1.9 |
Use volume, pitch, phrasing, pace, modulation, and gestures appropriately
to enhance meaning. |
Classroom observation |
Read aloud, Drama, Readers’ Theatre |
Literature, Oh CA!, plays |
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Analysis and Evaluation of Oral and Media Communications |
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1.10 |
Evaluate the role of the media in focusing attention on events
and in forming opinions on issues. |
Classroom observation |
Current events, debates |
Newspapers
Scholastic News |
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2.0
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Speaking Applications (Genres and Their Characteristics)
Students deliver brief recitations and oral presentations about
familiar experiences or interests that are organized around a coherent
thesis statement. Student speaking demonstrates a command of standard
American English and the organizational and delivery strategies
outlined in Listening and Speaking Standard 1.0.
Using the speaking strategies of grade four outlined in Listening
and Speaking Standard 1.0, students: |
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2.1
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Make narrative presentations: |
Observations based on class/teacher developed rubrics (formal/informal |
Presentations |
Literature Units Autobiographics |
- Relate ideas, observations, or recollections about an event
or experience.
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"Hot Seat"
Book/Literature projects |
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- Provide a context that enables the listener to imagine the circumstances
of the event or experience.
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Simulations — pioneers’ gold rush Trading |
Oh California! |
- Provide insight into why the selected event or experience is
memorable.
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Oral presentations of autobiographical incidents — “Hot
seat” |
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2.2
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Make informational presentations: |
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Individual/group project presentations |
Oh California!
Literature |
- Frame a key question.
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Math strategy
Sharing |
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- Include facts and details that help listeners to focus.
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“Convince Me!”
“End of the Year” |
Ocean animals
Research report |
- Incorporate more than one source of information (e.g., speakers,
books, newspapers, television or radio reports).
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Personal project |
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2.3 |
Deliver oral summaries of articles and books that contain the main
ideas of the event or article and the most significant details. |
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Story mapping, summarizing books — book commercials |
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2.4 |
Recite brief poems (i.e., two or three stanzas), soliloquies, or
dramatic dialogues, using clear diction, tempo, volume, and phrasing. |
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Class meeting |
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