PHILOSOPHY GRADES K-5
PHILOSOPHY GRADES 3-5
The Language Arts curriculum fosters a child centered learning environment that allows students to use knowledge and methods of reading, writing, speaking and listening. Its primary goal is to address the developmental nature of each learner, promote critical thinking skills, foster communication and make connections across the curriculum while infusing real life applications to develop students who are lifelong learners. We believe that the building blocks of a successful student are: critical thinking skills, writing, reading, cultural appreciation, and the ability to evaluate information. The district offers courses that provide the student with a variety of activities that will enable him/her to understand and appreciate Language Arts as a part of the overall human experience. Our goal is for students to develop skills as careful readers, insightful writers and eloquent speakers.
DEPARTMENT OBJECTIVES:
The learner will be able to:
• Use a variety of skills and strategies to read and interpret various kinds/types of texts (non-fiction and fiction).
• Communicate effectively using multiple forms: speaking – writing for a variety of purposes and audiences.
• Use listening strategies to understand, respond, and apply information from various sources in different situations.
• Draw upon and apply strategies to become independent and persistent learners.
Plumsted Township School District
Grade 4-Language Arts Curriculum
Plumsted Township School District
Mission Statement
The educational program of the New Egypt Schools shall foster high expectations, in academics and behavior, giving attention to all students’ individual needs. Children will be provided a variety of activities and experiences that allow them to mature into lifelong learners, who are critical thinkers, and who cooperate with others as they grow and learn in our democratic society.
Plumsted Township Board of Education
Mrs. Joanne Barlow, President
Mr. Lawrence Downs, Vice President
Mr. Harry Miller
Mr. Anthony O’Donnell
Mrs. Sandra Soles
District Administration
Dr. Robert Smith, Superintendent
Frank Gripp, Business Administrator
Elizabeth Panella, Principal New Egypt High School
John Blair, Assistant Principal New Egypt High School
Andrea Raniero, Principal New Egypt Middle School
Tom Farrell, Assistant Principal New Egypt Middle School
Bob Burkhardt, Principal New Egypt Elementary School
Toni Ferry, Principal New Egypt Primary School
Colleen Davidson, Director of Curriculum & Instruction
Richard Carroll, Supervisor of Athletics
Jodie Greene, Coordinator of Special Services
Scope
3.1 Reading
A. Concepts About Print
B. Phonological Awareness
C. Decoding and Word Recognition
D. Fluency
E. Reading Strategies (before, during, and after reading)
F. Vocabulary and Concept Development
G. Comprehension Skills and Response to Text
H. Inquiry and Research
3.2 Writing
A. Writing as a Process
B. Writing as a Product
C. Mechanics, Spelling, and Handwriting
D. Writing Forms, Audiences, and Purposes
3.3 Speaking
A. Discussion
B. Questioning (Inquiry) and Contributing
C. Word Choice
D. Oral Presentation
3.4 Listening
A. Active Listening
B. Listening Comprehension
3.5 Viewing and Media Literacy
A. Constructing Meaning
B. Visual and Verbal Messages
C. Living with Media
|Unit Topic: Reading |
|Topic/Essential Question |
|What are the most important concepts to be learned during this unit? |
|Topic/Essential Question |
|What are the most important concepts to be learned during this unit? |
|Topic/Essential Question |
|What are the most important concepts to be learned during this unit? |
|Topic/Essential Question |
|What are the most important concepts to be learned during this unit? |
|Topic/Essential Question |
|What are the most important concepts to be learned during this unit? |
|Topic/Essential Question |
|What are the most important concepts to be learned during this unit? |
|Topic/Essential Question |
|What are the most important concepts to be learned during this unit? |
|Topic/Essential Question |
|What are the most important concepts to be learned during this unit? |
|Topic/Essential Question |
|What are the most important concepts to be learned during this unit? |
|Topic/Essential Question |
|What are the most important concepts to be learned during this unit? |
|Topic/Essential Question |
|What are the most important concepts to be learned during this unit? |
|Topic/Essential Question |
|What are the most important concepts to be learned during this unit? |
|Topic/Essential Question |
|What are the most important concepts to be learned during this unit? |
|Topic/Essential Question |
|What are the most important concepts to be learned during this unit? |
|Topic/Essential Question |
|What are the most important concepts to be learned during this unit? |
|Topic/Essential Question |
|What are the most important concepts to be learned during this unit? |
|Topic/Essential Question |
|What are the most important concepts to be learned during this unit? |
|Topic/Essential Question |
|What are the most important concepts to be learned during this unit? |
Topic/Essential Question
What are the most important concepts to be learned during this unit? |Objectives
What will students know and be able to do? |Core Activities
What Activities Will help them learn or know?
|Differentiated Activities
How will you modify activities for those who need enrichment and those who need modifications. |Assessment
How will you know they have learned it? |Technology Literacy
What technology skills are being introduced, developed, mastered? |NJCCS (CPI’s) | |Visual and Verbal Messages
Essential Question:
• How can viewers be aware of visual messages and their effect on others?
|The Learner Will:
• Understand that creators of both print media and electronic media have a purpose and target audience for their work
• Explore and interpret various messages found in advertisements and other texts
• Discuss the emotional impact of photos and how they aid understanding
• Compare and contrast media sources, such as film and book versions of a story
|Have students locate advertisements from magazines and newspapers. Have them discuss the manufacturers purpose and what audience they are trying to reach.
• Create an ad promoting New Jersey’s agriculture.
• Create an ad to sell their own product or invention.
• After reading a novel and watching a movie of the book, Compare/Contrast print and film version. | |Presentation of Invention |Videotape Commercial for Invention
• Internet to research various inventions
|3.5 B | |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.