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