Subject: Language Arts Greeneville City Schools C



|Subject: Language Arts Greeneville City Schools Curriculum Map Grade Level: 4 |

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Strands

|Aug. |Sept. |Oct. |Nov. |Dec. |Jan. |Feb. |Mar. |Apr. |May | |

Reading Development

|Identify common text features

title page, illustrations (B1), captions (B2), headings (B2), maps/charts, graphics (B2), time line, table of contents (B1), glossary (B2)

• Setting (B1)

• Character (B1)

• Sequence (B2)

• Predictions (B2)

• Making connections (text-to-self, text-to-text, text-to-world)

• Determine importance in text

• Use prefixes, suffixes, and root words to determine word meaning (B1) |Problems and Solution (B2)

• Details

• Main Idea/Theme (B2)

• Paraphrasing

• Dictionary/Glossary (B2)

• Select questions to clarify thinking (B2)

• Skim/Scan Text |Problem and Solution (B2)

• Author’s purpose (B3)

• Fact/Opinion (B2)

• Questioning

• Compare/contrast |Using context clues (B2) (ongoing)

• Visualizing

• Connect to texts (B2) |Plot

|Fact/Fiction (B2)

• Reality/Fantasy (B2)

• Intro to drama (B2)

• Elements of a fairy tale, myth, and fable (B1)

• Analogies (B3) |Use graphic sources (B2)

• Cause and effect (B2)

• Questioning (B2)

• Compare/contrast

• Summarize |Charts and diagrams

• Summarizing

• Draw conclusions (B3)

• Make inferences (B3)

• Poems and drama (B2) |denotation/connotation

• Idioms

• Personification

• Hyperbole |Point of View (1st)

• Mood

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Writing

|Ideas

• Thinking Maps

• Writing Process (pre-writing, drafting) | |Organization

• Paragraph (topic sentence, conclusion, details (B1))

• Transition words (B2)

• Hook

• Ending

• Sequence

• Writing Process (editing, revising, publishing) |Saga

• How-to Paragraph

• Select sources from which to gather information (B3)

• Locate information (B3)

• onomatopoeia |Sentence Fluency

• transition words

• thank-you letters |Word Choice

• Simile/metaphor (B3)

• Thesaurus/dictionary (B2)

• Alliteration |William Steig Author study

• write an autobiography

• Friendly Letter/Envelope |Voice

• I am the Dog, I am the Cat

• Poetry |Conventions

• Review all traits

• Class magazine

• Editing/revising practice | | |

Spelling

|Use conventional spellings in daily assignments (ongoing)

• Use correct spelling in final drafts (ongoing)

• Correctly spell words from science, social studies and math (ongoing)

• Identify and spell root words (ongoing)

• Long and short vowels

|Long and short vowels (continued) |R-controlled vowels

• Contractions (B2)

• Blends and clusters |Plurals

• Inflectional endings

• Schwa endings /el/, /en/, /er/ |Word endings -ing, -ed, -s/-es |Suffixes

• Identify root words

• -tion/-sion |Prefixes

• Identify root words

• Compound words (B2)

• Possessives |Homophones

• Silent letters |Variant Vowels

• Multisyllable words |Multisyllable words

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Grammar

|Identifying complete and incomplete sentences

(1) Identifying kinds of sentences |Subject/predicate

*complete

*simple

*compound |NOUNS

(1) singular/

plural

*identifying

specific plural

endings

(1) common/

proper

(1) articles (a, an, the)

Daily Language Review (ongoing)

|Possessive Nouns

(1)singular/

*plural

(2) their, there, they’re

(2) its, it’s

|PRONOUNS

*singular/plural

*Antecedent recognition

(2) antecedent agreement

(2) subject

*object

*personal

*possessive

*using I and me correctly

*pronoun contractions |VERBS

(1) main/action

*be verbs used as helping verbs

(1) tense (present, past, and future)

(3) subject/verb agreement

|Irregular Verbs

*identify forms

*use correct forms as applies to verb tense

Identify parts of a friendly letter

|(1) identify be verbs used as linking verbs

(present and past tense)

(2) double negatives/

troublesome words

to, too, & two |ADJECTIVES

*describing

*(1) comparing

comparative &

superlative (er/est)

*proper |ADVERBS

*place, time, manner

(2) Degree (positive, comparative, superlative)

(2) Negatives | |

Mechanics

|(1)Punctuation/Capitalization of sentences

Review cursive writing skills through first semester |(1) Run-on sentences

Use of comma to form compound sentences |(1) Capitalizing proper nouns |(1) Capitalizing I,

titles, addresses, initials, & dates

Apostrophe

contractions &

possessives

Abbreviations

punctuation/

capitalization |Comma

*items in a series

*nouns in a direct address

*introductory words

*city/state |(3) Punctuation of direct quotations |Punctuation of a friendly letter

Addressing an envelope | |Capitalization of proper adjectives | | |

Research/Presentation

|Book report presentations |Native American Tribe Web Page Project

(Research paper with two sources)

| | | | | | | | | |

Speaking/Listening

|Book report presentations (ongoing)

• Author’s Chair (ongoing)

• Read Aloud (ongoing) |Native American Culture Skits | |“The Pilgrim’s Arrival” Reader’s Theater | |Play – “Let George Do It” | |John Henry Reader’s Theater | | | |

Related Literature

|“Keepers”

“Children of Clay”

Leveled readers used throughout year |Kaya’s Escape

The Legend of the Bluebonnet

“Sequoyah” |Rikki Tikki Tavi

“Into the Sea”

“Komodo Dragrons”

“The Swimming Hole”

Reader’s Workshop – Making connections/Compare and contrast

(Cinderella stories from different cultures) |“Race to the North Pole”

|Josephina Learns a Lesson |Felicity Learns a Lesson

• William Steig Author Study

• Donovan’s Word Jar

• Reader’s Workshop – Identify types of literarure:

fiction, nonfiction, poetry, drama, fairy tales, folk tales, fables, myths

(Stories about space) |“Coming Home”

“Out of the Blue”

Kid’s Discover: George Washington

“Paul Revere” |“Half-Chicken”

“Liberty”

“John Henry”

“Train to Somewhere” |Sarah, Plain and Tall |“Addie in Charge”

Kirsten Learns a Lesson | |

Field Studies

| | | | |Colonial Day |“Let George Do It” | | | | | |

Technology

|Accelerated Reader

• Publishing Software (Word)

• CCC |FrontPage (web page design) | | | | | | | | | |

Assessment

|Story Comprehension Tests throughout year

Accelerated Reader throughout year

English skills test (book tests & teacher made) throughout the year

Daily classroom performance all year

Daily Language Review/Quizes throughout the year

First Timed Writing |Teacher Conference: Character, setting, sequence (rubric)

English skills test (sentences)

Problem/Solution and Main Idea teacher made test |Teacher-made test: Problem/Solution, main idea, author’s purpose, fact/opinion |Second Timed Writing |Teacher-made test: problem/solution, plot |Teacher-made test:

Myth, Fairy Tale, Fable; Reality/Fantasy; Fact/Opinion |Teacher-made test: Cause/Effect, Inference

Third Timed Writing | | |Teacher-made test: point of view, mood

Local Writing Assessment | |

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