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EAST LONGMEADOW PUBLIC SCHOOLS |
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2006 - 2007 DISTRICT CURRICULUM GUIDES |
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Language Arts - Grade 4 |
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Myth: Characters/Events/Greek/Roman
The learner will be able to
gain knowledge of culturally significant characters and events in Greek, Roman, and Norse mythology and other classic literature.
| Strand |
Scope |
Source |
| Mythology |
Master |
MA: Curriculum Framework, 2001, Grade 4, 16.6 |
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Genre: Differentiate/Strategies/Reading
The learner will be able to
use knowledge of genres as reading and writing strategies.
| Strand |
Scope |
Source |
| Genre |
Master |
MA: Curriculum Framework, 2001, Grade 4, 10.2 |
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Genre: Myths/Narratives/Literature
The learner will be able to
recognize, examine, and use knowledge of themes, structure, and elements of myths, traditional narratives, and classical literature and offer textual evidence to support understanding.
| Strand |
Scope |
Source |
| Genre |
Master |
MA: Curriculum Framework, 2001, Grade 4, 16 |
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Drama: Theme/Structure/Elements
The learner will be able to
recognize, analyze, and use knowledge of themes, structure, and elements of drama and offer textual evidence to support understanding.
| Strand |
Scope |
Source |
| Drama |
Master |
MA: Curriculum Framework, 2001, Grade 4, 17 |
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Myth: Phenomena/Recognize/Origin
The learner will be able to
recognize phenomena explained in origin myths.
| Strand |
Scope |
Source |
| Mythology |
Master |
MA: Curriculum Framework, 2001, Grade 4, 16.4 |
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Classic Literature: Character Types
The learner will be able to
recognize the adventures or exploits of certain character types in classic literature.
| Strand |
Scope |
Source |
| Classic Literature |
Master |
MA: Curriculum Framework, 2001, Grade 4, 16.5 |
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Poetry: Speaker/Identify
The learner will be able to
use a poem's details to identify the probable speaker.
| Strand |
Scope |
Source |
| Poetry: Author/Speaker |
Master |
MA: Curriculum Framework, 2001, Grade 4, 8.13 |
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Poetry: Theme/Identify
The learner will be able to
identify the theme of a given poem.
| Strand |
Scope |
Source |
| Poetry: Story Elements |
Master |
MA: Curriculum Framework, 2001, Grade 4, 14 |
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Poetry: Theme/Apply
The learner will be able to
apply knowledge of theme in a poem.
| Strand |
Scope |
Source |
| Poetry: Story Elements |
Master |
MA: Curriculum Framework, 2001, Grade 4, 14 |
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Characteristics: Knowledge/Use
The learner will be able to
use his/her knowledge of the characteristics for a variety of different texts.
| Strand |
Scope |
Source |
| Genre: Characteristics |
Master |
MA: Curriculum Framework, 2001, Grade 4, 10 |
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Analyze: Characteristics
The learner will be able to
analyze key characteristics of a variety of genres.
| Strand |
Scope |
Source |
| Genre: Analyze |
Master |
MA: Curriculum Framework, 2001, Grade 4, 10 |
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Elements: Analyze
The learner will be able to
analyze the poetic elements within a poem.
| Strand |
Scope |
Source |
| Poetry: Elements |
Master |
MA: Curriculum Framework, 2001, Grade 4, 14 |
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Analyze: Theme
The learner will be able to
analyze the theme in a poem.
| Strand |
Scope |
Source |
| Poetry: Analyze Story Elements |
Master |
MA: Curriculum Framework, 2001, Grade 4, 14 |
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Drama: Plot/Character/Scripts/Read
The learner will be able to
recognize and analyze elements of plot and character as presented through dialogue in scripts that are read, viewed, written, or performed.
| Strand |
Scope |
Source |
| Drama |
Master |
MA: Curriculum Framework, 2001, Grade 4, 17.2 |
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Drama: Readings/Recitations/Performances
The learner will be able to
plan and present dramatic readings, recitations, and performances that show appropriate consideration of audience and purpose.
| Strand |
Scope |
Source |
| Drama |
Master |
MA: Curriculum Framework, 2001, Grade 4, 18 |
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Genre: Imaginative/Read
The learner will be able to
read imaginative materials.
| Strand |
Scope |
Source |
| Genre |
Master |
MA: Curriculum Framework, 2001, Grade 4, 7.9 |
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Nonfiction: Purpose/Structure/Elements
The learner will be able to
recognize, analyze, and apply knowledge of purpose, structure, and elements of nonfiction or informational materials and provide evidence from the text to support their comprehension.
| Strand |
Scope |
Source |
| Nonfiction |
Master |
MA: Curriculum Framework, 2001, Grade 4, 13 |
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Word Choice: Senses/Imagery/Mood
The learner will be able to
recognize and examine how author's word choice appeals to the senses, creates imagery, suggests mood, and sets tone and provide textual evidence to support understanding.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
MA: Curriculum Framework, 2001, Grade 4, 15 |
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Author: Experiences/Real-Life
The learner will be able to
identify similarities and differences in characters or events in a literary work and the real-life experiences in an author's life.
| Strand |
Scope |
Source |
| Author |
Master |
MA: Curriculum Framework, 2001, Grade 4, 9.3 |
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Expository: Various Purposes
The learner will be able to
read expository text for a variety of purposes.
| Strand |
Scope |
Source |
| Expository |
Master |
MA: Curriculum Framework, 2001, Grade 4, 7.9 |
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Fiction: Fact/Difference
The learner will be able to
explain the difference between fact and fiction.
| Strand |
Scope |
Source |
| Fiction |
Master |
MA: Curriculum Framework, 2001, Grade 4, 8.17, 13.11 |
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Folk Tale: Dialect/Identify
The learner will be able to
identify dialect in dialogue within American folk tales.
| Strand |
Scope |
Source |
| Folk Tale |
Master |
MA: Curriculum Framework, 2001, Grade 4, 6.2 |
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Genre: Various Forms/Differentiate
The learner will be able to
differentiate between forms of a variety of genres.
| Strand |
Scope |
Source |
| Genre |
Master |
MA: Curriculum Framework, 2001, Grade 4, 10.2 |
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Imagery: Poetry/Sensory/Examine
The learner will be able to
examine poetry for the purpose of identifying the use of sensory imagery.
| Strand |
Scope |
Source |
| Poetry: Imagery |
Master |
MA: Curriculum Framework, 2001, Grade 4, 14.2 |
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Poetry: Repetition/Identify/Examine
The learner will be able to
examine poetry for the purpose of identifying the application of repetition.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
MA: Curriculum Framework, 2001, Grade 4, 14.2 |
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Poetry: Similes/Recognize
The learner will be able to
recognize that a poem may contain similes.
| Strand |
Scope |
Source |
| Poetry: Figurative Language |
Master |
MA: Curriculum Framework, 2001, Grade 4, 14.2 |
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Poetry: Structure/Analyze
The learner will be able to
analyze structural elements of poems.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
MA: Curriculum Framework, 2001, Grade 4, 14 |
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Poetry: Structure/Apply
The learner will be able to
apply knowledge of structural elements of poems.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
MA: Curriculum Framework, 2001, Grade 4, 14 |
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Poetry: Structure/Identify
The learner will be able to
identify the structure of poetry.
| Strand |
Scope |
Source |
| Poetry |
Master |
MA: Curriculum Framework, 2001, Grade 4, 14 |
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Rhyme: Scheme/Identify
The learner will be able to
identify the rhyme scheme of a poem.
| Strand |
Scope |
Source |
| Poetry: Rhythm/Rhyme |
Master |
MA: Curriculum Framework, 2001, Grade 4, 14.2 |
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Rhythm: Recognize
The learner will be able to
recognize rhythm in a poem.
| Strand |
Scope |
Source |
| Poetry: Rhythm/Rhyme |
Master |
MA: Curriculum Framework, 2001, Grade 4, 14.2 |
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Characteristics: Identify
The learner will be able to
identify key characteristics of genres.
| Strand |
Scope |
Source |
| Genre: Characteristics |
Master |
MA: Curriculum Framework, 2001, Grade 4, 10 |
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Elements: Identify
The learner will be able to
identify poetic elements.
| Strand |
Scope |
Source |
| Poetry: Elements |
Master |
MA: Curriculum Framework, 2001, Grade 4, 14 |
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Elements: Knowledge/Apply
The learner will be able to
apply knowledge of poetic elements.
| Strand |
Scope |
Source |
| Poetry: Elements |
Master |
MA: Curriculum Framework, 2001, Grade 4, 14 |
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Critical Thinking: Personal Standards
The learner will be able to
develop and explain personal standards or assessments of quality, display them in the classroom, and present them to family members.
| Strand |
Scope |
Source |
| Comprehension: Critical Thinking |
Master |
MA: Curriculum Framework, 2001, Grade 4, 25.2 |
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Expression: Standard English/Grammar
The learner will be able to
examine the role of Standard English grammar and usage and identify how its vocabulary has developed and been influenced by other languages.
| Strand |
Scope |
Source |
| Language Expression |
Master |
MA: Curriculum Framework, 2001, Grade 4, 5 |
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Adverb: Regular/Identify
The learner will be able to
identify regular forms of adverbs.
| Strand |
Scope |
Source |
| Adverb |
Master |
MA: Curriculum Framework, 2001, Grade 4, 5.6 |
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Usage: Write/Correct
The learner will be able to
write with correct usage.
| Strand |
Scope |
Source |
| Usage |
Master |
MA: Curriculum Framework, 2001, Grade 4, 22.4 |
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Formal/Informal: Describe/Role
The learner will be able to
describe the role of Standard English in informal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
MA: Curriculum Framework, 2001, Grade 4, 6 |
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Formal/Informal: Describe/Role
The learner will be able to
describe the role of Standard English in formal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
MA: Curriculum Framework, 2001, Grade 4, 6 |
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Formal/Informal: Analyze/Role/Informal
The learner will be able to
analyze the role of Standard English in informal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
MA: Curriculum Framework, 2001, Grade 4, 6 |
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Formal/Informal: Analyze/Role/Formal
The learner will be able to
analyze the role of Standard English in formal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
MA: Curriculum Framework, 2001, Grade 4, 6 |
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Idiom: Identify
The learner will be able to
identify and understand grade specific idioms.
| Strand |
Scope |
Source |
| Idiom |
Master |
MA: Curriculum Framework, 2001, Grade 4, 4.11 |
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Adjective: Recognize
The learner will be able to
recognize adjectives.
| Strand |
Scope |
Source |
| Adjective |
Master |
MA: Curriculum Framework, 2001, Grade 4, 5.6 |
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Conventions: Standard English
The learner will be able to
demonstrate appropriate use of Standard English in writing.
| Strand |
Scope |
Source |
| Language Conventions |
Master |
MA: Curriculum Framework, 2001, Grade 4, 22 |
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Noun: Identify
The learner will be able to
identify nouns.
| Strand |
Scope |
Source |
| Noun |
Master |
MA: Curriculum Framework, 2001, Grade 4, 5.6 |
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Predicate/Subject: Relationship/Identify
The learner will be able to
identify the subject-predicate relationship in a sentence.
| Strand |
Scope |
Source |
| Predicate/Subject |
Master |
MA: Curriculum Framework, 2001, Grade 4, 5.4 |
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Sentence Structure: Recognize
The learner will be able to
recognize correct sentence structure.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
MA: Curriculum Framework, 2001, Grade 4, 5.7 |
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Sentence Structure: Use
The learner will be able to
use correct sentence structure.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
MA: Curriculum Framework, 2001, Grade 4, 22.4 |
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Verb: Identify
The learner will be able to
identify verbs.
| Strand |
Scope |
Source |
| Verb |
Master |
MA: Curriculum Framework, 2001, Grade 4, 5.6 |
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Usage: Identify/Standard
The learner will be able to
identify standard language usage.
| Strand |
Scope |
Source |
| Usage |
Master |
MA: Curriculum Framework, 2001, Grade 4, 5.7 |
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Media: Conventions/Elements/Techniques
The learner will be able to
recognize, analyze, and use knowledge of the conventions, elements, and techniques of film, radio, video, television, multimedia productions, the Internet, and emergent technologies, and produce evidence from the works to support his or her understanding.
| Strand |
Scope |
Source |
| Media |
Master |
MA: Curriculum Framework, 2001, Grade 4, 26 |
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Media Production: Plan/Create/Idea
The learner will be able to
plan and create media productions with a controlling idea, detail, and consideration of audience, purpose, and medium.
| Strand |
Scope |
Source |
| Media Production |
Master |
MA: Curriculum Framework, 2001, Grade 4, 27 |
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Film: Print/Compare/Characters/Plot
The learner will be able to
compare the portrayal of characters, plot, and setting in a story's print version and film version.
| Strand |
Scope |
Source |
| Film |
Master |
MA: Curriculum Framework, 2001, Grade 4, 26.2 |
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Advertisement: Language/Formal/Informal
The learner will be able to
recognize formal and informal language in advertisements read, heard, and/or seen.
| Strand |
Scope |
Source |
| Advertisement |
Master |
MA: Curriculum Framework, 2001, Grade 4, 6.3 |
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Media Production: Presentation/Generate
The learner will be able to
select and use available technology to generate presentations.
| Strand |
Scope |
Source |
| Media Production |
Master |
MA: Curriculum Framework, 2001, Grade 4, 27.2 |
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Structure: Recognize/Analyze/Apply
The learner will be able to
recognize, analyze, and apply his/her knowledge of the structure and elements in fictional material and support his/her answers with evidence from the text.
| Strand |
Scope |
Source |
| Structure |
Master |
MA: Curriculum Framework, 2001, Grade 4, 12 |
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Reading Aloud: Imaginative/Literary
The learner will be able to
read aloud imaginative/literary and information/expository materials with fluency, accuracy, and comprehension, using suitable timing, change in voice, and expression.
| Strand |
Scope |
Source |
| Reading Aloud |
Master |
MA: Curriculum Framework, 2001, Grade 4, 7.10 |
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Cause/Effect: Distinguish
The learner will be able to
distinguish between cause and effect in reading materials.
| Strand |
Scope |
Source |
| Cause/Effect |
Master |
MA: Curriculum Framework, 2001, Grade 4, 8.16, 13.10 |
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Main Idea: Identify
The learner will be able to
identify main ideas from reading passages.
| Strand |
Scope |
Source |
| Main Idea |
Master |
MA: Curriculum Framework, 2001, Grade 4, 8 |
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Summarize: Main Ideas
The learner will be able to
summarize main ideas.
| Strand |
Scope |
Source |
| Summary |
Master |
MA: Curriculum Framework, 2001, Grade 4, 8.18, 13.12 |
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Summary: Evidence/Supporting Details
The learner will be able to
use evidence from text to summarize supporting details.
| Strand |
Scope |
Source |
| Summary |
Master |
MA: Curriculum Framework, 2001, Grade 4, 8.18, 13.12 |
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Theme: Identify/Support From Text
The learner will be able to
identify themes as they occur in literature and give supporting evidence from the text.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Framework, 2001, Grade 4, 11 |
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Theme: Apply/Support From Text
The learner will be able to
apply themes as they occur in literature and give supporting evidence from the text.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Framework, 2001, Grade 4, 11 |
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Story: Elements/Identify
The learner will be able to
identify story elements, such as setting, plot, and characters.
| Strand |
Scope |
Source |
| Story Elements |
Master |
MA: Curriculum Framework, 2001, Grade 4, 12.2 |
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Figurative Language: Identify
The learner will be able to
identify figurative language in reading materials.
| Strand |
Scope |
Source |
| Figurative Language |
Master |
MA: Curriculum Framework, 2001, Grade 4, 8.12 |
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Figurative Language: Understand
The learner will be able to
identify and understand figurative language in reading materials.
| Strand |
Scope |
Source |
| Figurative Language |
Master |
MA: Curriculum Framework, 2001, Grade 4, 4.11 |
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Compare: Direct/Identify Words
The learner will be able to
identify words involving direct comparisons.
| Strand |
Scope |
Source |
| Compare/Contrast |
Master |
MA: Curriculum Framework, 2001, Grade 4, 15.2 |
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Purposes: Answer Questions
The learner will be able to
read to locate information necessary to answer a question.
| Strand |
Scope |
Source |
| Reading Purposes |
Master |
MA: Curriculum Framework, 2001, Grade 4, 24 |
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Interpretation: Facts/Main Ideas/Apply
The learner will be able to
apply facts and main ideas as the basis for interpretation.
| Strand |
Scope |
Source |
| Interpretation |
Master |
MA: Curriculum Framework, 2001, Grade 4, 8 |
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Support: Structure/Poem
The learner will be able to
use examples from the text to support his/her understanding of structure in a poem.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Framework, 2001, Grade 4, 14 |
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Support: Elements/Poem
The learner will be able to
use examples from the text to support his/her understanding of the elements of a poem.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Framework, 2001, Grade 4, 14 |
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Support: Theme/Poem
The learner will be able to
use examples from the text to support his/her understanding of the theme of a poem.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Framework, 2001, Grade 4, 14 |
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Foreshadowing: Identifying
The learner will be able to
identify foreshadowing within the context of a reading selection.
| Strand |
Scope |
Source |
| Foreshadowing |
Master |
MA: Curriculum Framework, 2001, Grade 4, 8.11 |
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Foreshadowing: Importance/Demonstrate
The learner will be able to
demonstrate the importance of foreshadowing in reading selections.
| Strand |
Scope |
Source |
| Foreshadowing |
Master |
MA: Curriculum Framework, 2001, Grade 4, 8.11 |
|
Questions: Information/Locate/Answer
The learner will be able to
locate facts in the text to answer questions.
| Strand |
Scope |
Source |
| Questions |
Master |
MA: Curriculum Framework, 2001, Grade 4, 8.15, 13.9 |
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Evaluate: Information/Relevance
The learner will be able to
evaluate information to determine its relevance.
| Strand |
Scope |
Source |
| Evaluating |
Master |
MA: Curriculum Framework, 2001, Grade 4, 24.2 |
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Evaluating: Value/Informational
The learner will be able to
evaluate text for informational value.
| Strand |
Scope |
Source |
| Evaluating |
Master |
MA: Curriculum Framework, 2001, Grade 4, 24 |
|
Evaluating: Setting/Characters/Events
The learner will be able to
evaluate setting, characters, and events from a text and support them with evidence from the text.
| Strand |
Scope |
Source |
| Evaluating |
Master |
MA: Curriculum Framework, 2001, Grade 4, 8.14 |
|
Analyzing: Value/Informational
The learner will be able to
analyze text for informational value.
| Strand |
Scope |
Source |
| Analyzing |
Master |
MA: Curriculum Framework, 2001, Grade 4, 24 |
|
Analyze: Reading Selections
The learner will be able to
analyze character in reading selections.
| Strand |
Scope |
Source |
| Character: Analyze |
Master |
MA: Curriculum Framework, 2001, Grade 4, 12.2 |
|
Analyze: Plot Development/Reading
The learner will be able to
analyze plot development in a reading selection.
| Strand |
Scope |
Source |
| Plot: Analyze |
Master |
MA: Curriculum Framework, 2001, Grade 4, 12.2 |
|
Analyze: Reading Materials
The learner will be able to
analyze setting in reading materials.
| Strand |
Scope |
Source |
| Setting: Analyze |
Master |
MA: Curriculum Framework, 2001, Grade 4, 12.2 |
|
Analyze: Support
The learner will be able to
analyze themes as they occur in literature and give supporting evidence from the text.
| Strand |
Scope |
Source |
| Themes: Analyze |
Master |
MA: Curriculum Framework, 2001, Grade 4, 11 |
|
Culture: Lessons/Recognize/Folktales
The learner will be able to
recognize themes as lessons in folktales, fables, and Greek myths.
| Strand |
Scope |
Source |
| Themes: Culture |
Master |
MA: Curriculum Framework, 2001, Grade 4, 11.2 |
|
Emergent Reading: Nature/Comprehend
The learner will be able to
comprehend the nature of written English.
| Strand |
Scope |
Source |
| Emergent Reading |
Master |
MA: Curriculum Framework, 2001, Grade 4, 7 |
|
Letter: Relationship/Letter/Sound/Oral
The learner will be able to
comprehend the relationship of letters and spelling patterns to the sounds of oral language.
| Strand |
Scope |
Source |
| Emergent Reading: Letter |
Master |
MA: Curriculum Framework, 2001, Grade 4, 7 |
|
Purposes: Information
The learner will be able to
read a variety of informational sources.
| Strand |
Scope |
Source |
| Reading Purposes |
Master |
MA: Curriculum Framework, 2001, Grade 4, 7.9 |
|
Strategies: Connect/Contemporary
The learner will be able to
strengthen his or her understanding of literary or non-literary works by connecting it to its contemporary or historical context.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 4, 9 |
|
Variety of Sources: Reading Selections
The learner will be able to
read a wide variety of literary selections.
| Strand |
Scope |
Source |
| Source |
Master |
MA: Curriculum Framework, 2001, Grade 4, 7.9 |
|
Describe: Senses/Recognize/Literature
The learner will be able to
recognize words appealing to the senses in literature.
| Strand |
Scope |
Source |
| Emergent Reading: Word |
Master |
MA: Curriculum Framework, 2001, Grade 4, 15.2 |
|
Emergent Reading: Language/Playful
The learner will be able to
recognize playful language.
| Strand |
Scope |
Source |
| Emergent Reading |
Master |
MA: Curriculum Framework, 2001, Grade 4, 4.12 |
|
Emergent Reading: Relationship/Decode
The learner will be able to
use knowledge of letter/sound relationships to decode words in context.
| Strand |
Scope |
Source |
| Emergent Reading |
Master |
MA: Curriculum Framework, 2001, Grade 4, 7.8 |
|
Fact/Opinion
The learner will be able to
distinguish between fact and opinion.
| Strand |
Scope |
Source |
| Fact/Opinion |
Master |
MA: Curriculum Framework, 2001, Grade 4, 8.17, 13.11 |
|
Fact: Reading Material/Identify
The learner will be able to
identify basic facts in what he/she has read.
| Strand |
Scope |
Source |
| Fact |
Master |
MA: Curriculum Framework, 2001, Grade 4, 8 |
|
Imagery: Sensory Imagery/Recognize
The learner will be able to
recognize sensory imagery.
| Strand |
Scope |
Source |
| Imagery |
Master |
MA: Curriculum Framework, 2001, Grade 4, 8.12 |
|
Narrator: Identify
The learner will be able to
identify the narrator of a story.
| Strand |
Scope |
Source |
| Story Elements: Narrator |
Master |
MA: Curriculum Framework, 2001, Grade 4, 8.13 |
|
Organization: Structure/Identify
The learner will be able to
identify organizational structure.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Framework, 2001, Grade 4, 13.8 |
|
Strategies: Features/Identify
The learner will be able to
identify text features.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 4, 13.6 |
|
Strategies: Features/Use/Find
The learner will be able to
use text features to find information in text.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 4, 13.6 |
|
Strategies: Vocabulary/Using
The learner will be able to
use vocabulary to understand what is read.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 4, 4 |
|
Vocal Characteristic: Use Appropriate
The learner will be able to
effectively employ vocal characteristics appropriate for the presentation.
| Strand |
Scope |
Source |
| Vocal Characteristic |
Master |
MA: Curriculum Framework, 2001, Grade 4, 18.2 |
|
Strategies: Language/Persuade/Explain
The learner will be able to
adjust language to persuade, to explain, or to find information.
| Strand |
Scope |
Source |
| Speaking Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 4, 3.3 |
|
Diction: Use
The learner will be able to
use diction appropriately and effectively.
| Strand |
Scope |
Source |
| Diction |
Master |
MA: Curriculum Framework, 2001, Grade 4, 18.2 |
|
Questions: Generate
The learner will be able to
generate questions for an interview.
| Strand |
Scope |
Source |
| Interview: Questions |
Master |
MA: Curriculum Framework, 2001, Grade 4, 2.2 |
|
Support: Work/Film/Organized/Detail
The learner will be able to
communicate an opinion of a literary work or film in an organized manner, with supporting detail.
| Strand |
Scope |
Source |
| Opinion: Support |
Master |
MA: Curriculum Framework, 2001, Grade 4, 3.6 |
|
Enunciate: Appropriate
The learner will be able to
use appropriate enunciation when giving oral presentations.
| Strand |
Scope |
Source |
| Pronunciation: Enunciate |
Master |
MA: Curriculum Framework, 2001, Grade 4, 3.4 |
|
Formal/Informal: Situation
The learner will be able to
use appropriate formal/informal language for a given situation.
| Strand |
Scope |
Source |
| Communication: Formal/Informal |
Master |
MA: Curriculum Framework, 2001, Grade 4, 6 |
|
Formal: Audience/Purpose/Create/Deliver
The learner will be able to
create and deliver formal presentations appropriate to specific audiences and purposes.
| Strand |
Scope |
Source |
| Communication: Formal |
Master |
MA: Curriculum Framework, 2001, Grade 4, 3 |
|
Formal: Recitation/Plan
The learner will be able to
plan an effective recitation.
| Strand |
Scope |
Source |
| Communication: Formal |
Master |
MA: Curriculum Framework, 2001, Grade 4, 18.2 |
|
General: Interests/Experiences
The learner will be able to
deliver presentations about his/her personal interests and experiences.
| Strand |
Scope |
Source |
| Presentation: General |
Master |
MA: Curriculum Framework, 2001, Grade 4, 3.4 |
|
Strategies: Questions/Ideas/Information
The learner will be able to
ask questions, listen to others' ideas, and contribute his or her own ideas or information in group discussions or interviews as a way of acquiring new knowledge.
| Strand |
Scope |
Source |
| Speaking Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 4, 2 |
|
Discussion: Formal/Large Group
The learner will be able to
follow guidelines for formal discussions in large groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Framework, 2001, Grade 4, 1 |
|
Discussion: Formal/Small Group
The learner will be able to
follow guidelines for formal discussions in small groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Framework, 2001, Grade 4, 1 |
|
Discussion: Informal/Large Group
The learner will be able to
follow guidelines for informal discussions in large groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Framework, 2001, Grade 4, 1 |
|
Discussion: Informal/Small Group
The learner will be able to
follow guidelines for informal discussions in small groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Framework, 2001, Grade 4, 1 |
|
Discussion: Knowledge/Topic/Project
The learner will be able to
provide knowledge in a class discussion as a way of developing a topic for a class project.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Framework, 2001, Grade 4, 2.2 |
|
Discussion: Role/Small Group
The learner will be able to
participate in his/her assigned role during a small group discussion.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Framework, 2001, Grade 4, 1.2 |
|
Discussion: Rules
The learner will be able to
apply knowledge of agreed upon rules in various discussion formats.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Framework, 2001, Grade 4, 1.2 |
|
Evaluator: Presentations/Teacher Aid
The learner will be able to
evaluate oral presentations using teacher generated criteria.
| Strand |
Scope |
Source |
| Evaluator |
Master |
MA: Curriculum Framework, 2001, Grade 4, 18.2 |
|
Evaluator: Teacher/Criteria
The learner will be able to
use teacher-established criteria in preparation for an oral presentation.
| Strand |
Scope |
Source |
| Evaluator |
Master |
MA: Curriculum Framework, 2001, Grade 4, 3.7 |
|
Eye Contact: Oral Presentation/Use
The learner will be able to
use eye contact when giving oral presentations.
| Strand |
Scope |
Source |
| Communication: Eye Contact |
Master |
MA: Curriculum Framework, 2001, Grade 4, 3.4 |
|
Formal: Recitation
The learner will be able to
deliver an effective recitation.
| Strand |
Scope |
Source |
| Communication: Formal |
Master |
MA: Curriculum Framework, 2001, Grade 4, 18.2 |
|
General: Information/Consideration
The learner will be able to
give a presentation with appropriate consideration to the information being conveyed.
| Strand |
Scope |
Source |
| Presentation: General |
Master |
MA: Curriculum Framework, 2001, Grade 4, 3 |
|
Informal: Ideas/Express
The learner will be able to
express ideas in an organized manner during an informal presentation.
| Strand |
Scope |
Source |
| Communication: Informal |
Master |
MA: Curriculum Framework, 2001, Grade 4, 3.5 |
|
Pace: Appropriate/Content
The learner will be able to
apply pacing that is appropriate to the content of an oral presentation.
| Strand |
Scope |
Source |
| Vocal Characteristic: Pace |
Master |
MA: Curriculum Framework, 2001, Grade 4, 3.4 |
|
Volume: Appropriate
The learner will be able to
use appropriate volume when giving oral presentations.
| Strand |
Scope |
Source |
| Vocal Characteristic: Volume |
Master |
MA: Curriculum Framework, 2001, Grade 4, 3.4 |
|
Strategies: Monitor/Letter Sounds
The learner will be able to
apply knowledge of letter sounds, word parts, word segmentation, and syllabication to monitor spelling.
| Strand |
Scope |
Source |
| Spelling Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 4, 22.5 |
|
Homophone: Commonly Used/Spell
The learner will be able to
correctly spell commonly used homophones.
| Strand |
Scope |
Source |
| Homophone |
Master |
MA: Curriculum Framework, 2001, Grade 4, 22.6 |
|
Strategies: Segmentation/Use
The learner will be able to
use word segmentation to spell correctly.
| Strand |
Scope |
Source |
| Spelling Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 4, 22.5 |
|
Strategies: Syllabication
The learner will be able to
apply rules of syllabication to help spell words correctly.
| Strand |
Scope |
Source |
| Spelling Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 4, 22.5 |
|
Emergent Spelling: Letter/Sound
The learner will be able to
spell words using letter-sound relationships.
| Strand |
Scope |
Source |
| Emergent Spelling |
Master |
MA: Curriculum Framework, 2001, Grade 4, 22.5 |
|
Strategies: Word Parts
The learner will be able to
use knowledge of similar word parts to spell words correctly.
| Strand |
Scope |
Source |
| Spelling Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 4, 22.5 |
|
|
Study and Research Skills
|
|
|
Research Skills: Multi-Step Search
The learner will be able to
plan and conduct multi-step information searches.
| Strand |
Scope |
Source |
| Research Skills |
Master |
MA: Curriculum Framework, 2001, Grade 4, 24.2 |
|
Dictionary: Entry/Meaning
The learner will be able to
identify the meaning of a word based on the dictionary entry.
| Strand |
Scope |
Source |
| Dictionary |
Master |
MA: Curriculum Framework, 2001, Grade 4, 4.15 |
|
Sources: Locate
The learner will be able to
locate appropriate sources of information.
| Strand |
Scope |
Source |
| Reference |
Master |
MA: Curriculum Framework, 2001, Grade 4, 24.2 |
|
Sources: Reference/Communicate
The learner will be able to
use a variety of reference sources to communicate information.
| Strand |
Scope |
Source |
| Reference |
Master |
MA: Curriculum Framework, 2001, Grade 4, 24.2 |
|
Organization: Structure/Use
The learner will be able to
use various organizational structures.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Framework, 2001, Grade 4, 13.8 |
|
Thesaurus: Alternative Words/Meanings
The learner will be able to
recognize alternative word choices and meanings through the use of a thesaurus.
| Strand |
Scope |
Source |
| Thesaurus |
Master |
MA: Curriculum Framework, 2001, Grade 4, 4.15 |
|
Research Project: Information/Express
The learner will be able to
express information relevant to a defined need.
| Strand |
Scope |
Source |
| Research Project |
Master |
MA: Curriculum Framework, 2001, Grade 4, 24.2 |
|
Research Skills: Information/Interpret
The learner will be able to
interpret information from various sources.
| Strand |
Scope |
Source |
| Research Skills |
Master |
MA: Curriculum Framework, 2001, Grade 4, 24.2 |
|
Process: Steps/Identify
The learner will be able to
identify the steps in the research process.
| Strand |
Scope |
Source |
| Research Skills: Processes |
Master |
MA: Curriculum Framework, 2001, Grade 4, 24.2 |
|
Process: Research/Conduct
The learner will be able to
conduct all aspects of the research process.
| Strand |
Scope |
Source |
| Research Skills: Processes |
Master |
MA: Curriculum Framework, 2001, Grade 4, 24.2 |
|
Questions: Open-Ended/Create
The learner will be able to
create open-ended research questions.
| Strand |
Scope |
Source |
| Research Skills: Questions |
Master |
MA: Curriculum Framework, 2001, Grade 4, 24.2 |
|
Evaluate: Project/Completed
The learner will be able to
evaluate one's own completed research project.
| Strand |
Scope |
Source |
| Research Skills: Evaluate |
Master |
MA: Curriculum Framework, 2001, Grade 4, 24.2 |
|
Organizing Information: Using
The learner will be able to
obtain and use information from a variety of sources for different purposes.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Framework, 2001, Grade 4, 24, 24.2 |
|
Graphical Format: Information/Recognize
The learner will be able to
recognize graphical information that enhances text.
| Strand |
Scope |
Source |
| Graphical Format |
Master |
MA: Curriculum Framework, 2001, Grade 4, 13.7 |
|
Graphical Formats: Locate Information
The learner will be able to
use graphical features to locate information.
| Strand |
Scope |
Source |
| Graphical Format |
Master |
MA: Curriculum Framework, 2001, Grade 4, 13.7 |
|
Base Word: Greek/Latin/Recognize
The learner will be able to
recognize and use common Greek and Latin roots to determine word meaning.
| Strand |
Scope |
Source |
| Base/Root Word |
Master |
MA: Curriculum Framework, 2001, Grade 4, 4.10 |
|
Foreign Words: English/Assimilated
The learner will be able to
recognize foreign words or word parts that have been assimilated into English.
| Strand |
Scope |
Source |
| Vocabulary: Foreign |
Master |
MA: Curriculum Framework, 2001, Grade 4, 5.8 |
|
Reference Sources: Dictionaries
The learner will be able to
expand his/her vocabulary by using a dictionary.
| Strand |
Scope |
Source |
| Vocabulary Strategies: Reference Sources |
Master |
MA: Curriculum Framework, 2001, Grade 4, 21.3 |
|
Synonym: Use
The learner will be able to
use synonyms appropriately.
| Strand |
Scope |
Source |
| Synonym |
Master |
MA: Curriculum Framework, 2001, Grade 4, 4.16 |
|
Antonym: Use
The learner will be able to
use antonyms appropriately.
| Strand |
Scope |
Source |
| Antonym |
Master |
MA: Curriculum Framework, 2001, Grade 4, 4.16 |
|
Context: Word Meaning/Multiple
The learner will be able to
apply context clues to identify the definition of a multiple meaning word.
| Strand |
Scope |
Source |
| Context |
Master |
MA: Curriculum Framework, 2001, Grade 4, 4.14 |
|
Context: Unfamiliar Words
The learner will be able to
use context clues to decide the meaning of unfamiliar words.
| Strand |
Scope |
Source |
| Context |
Master |
MA: Curriculum Framework, 2001, Grade 4, 4.13 |
|
Homophone: Use
The learner will be able to
use homophones appropriately.
| Strand |
Scope |
Source |
| Homophone |
Master |
MA: Curriculum Framework, 2001, Grade 4, 4.16 |
|
Expand: Vocabulary
The learner will be able to
expand his/her vocabulary.
| Strand |
Scope |
Source |
| Vocabulary: Expand/Build |
Master |
MA: Curriculum Framework, 2001, Grade 4, 4 |
|
Vocabulary: Read/Identify/Understand
The learner will be able to
read, identify, and understand grade specific vocabulary words.
| Strand |
Scope |
Source |
| Vocabulary |
Master |
MA: Curriculum Framework, 2001, Grade 4, 4 |
|
Multiple Meaning: Literature/Identify
The learner will be able to
identify words that have multiple meanings in literature.
| Strand |
Scope |
Source |
| Multiple Meaning |
Master |
MA: Curriculum Framework, 2001, Grade 4, 4.14 |
|
Multiple Meaning: Use
The learner will be able to
use multiple meaning words.
| Strand |
Scope |
Source |
| Multiple Meaning |
Master |
MA: Curriculum Framework, 2001, Grade 4, 4.14 |
|
Prefix: Meaning/Identify
The learner will be able to
identify the meaning of common prefixes.
| Strand |
Scope |
Source |
| Prefix |
Master |
MA: Curriculum Framework, 2001, Grade 4, 4.9 |
|
Writing: Use/Expand
The learner will be able to
use an expanded vocabulary when writing.
| Strand |
Scope |
Source |
| Vocabulary: Writing |
Master |
MA: Curriculum Framework, 2001, Grade 4, 4 |
|
Antonym: Identify
The learner will be able to
identify antonyms.
| Strand |
Scope |
Source |
| Antonym |
Master |
MA: Curriculum Framework, 2001, Grade 4, 4.16 |
|
Homophone: Identify
The learner will be able to
identify homophones.
| Strand |
Scope |
Source |
| Homophone |
Master |
MA: Curriculum Framework, 2001, Grade 4, 4.16 |
|
Synonym: Identify
The learner will be able to
identify synonyms.
| Strand |
Scope |
Source |
| Synonym |
Master |
MA: Curriculum Framework, 2001, Grade 4, 4.16 |
|
Revise: Improvement/Demonstrate/Content
The learner will be able to
show improvement in organization, content, paragraph development, level of detail, style, tone, and word choice after revision.
| Strand |
Scope |
Source |
| Revising |
Master |
MA: Curriculum Framework, 2001, Grade 4, 21 |
|
Story Elements: Plot/Character/Setting
The learner will be able to
recognize and analyze plot, character, and setting in one's own works.
| Strand |
Scope |
Source |
| Story Elements |
Master |
MA: Curriculum Framework, 2001, Grade 4, 12.2 |
|
Audience: Variety
The learner will be able to
write for a variety of audiences.
| Strand |
Scope |
Source |
| Audience |
Master |
MA: Curriculum Framework, 2001, Grade 4, 20 |
|
Criteria: Rhetorical/Logical/Stylistic
The learner will be able to
create and use rhetorical, logical, and stylistic criteria for evaluating final versions of his or her compositions or research projects before presenting them to a variety of audiences.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Framework, 2001, Grade 4, 25 |
|
Organization: Structure/Coherence
The learner will be able to
write with an organizing structure that creates coherence.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Framework, 2001, Grade 4, 19 |
|
Organization: Purpose/Support
The learner will be able to
organize information to support his/her purpose in writing.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Framework, 2001, Grade 4, 23 |
|
Response: Interpretation/Example/Defend
The learner will be able to
defend his/her interpretation using sustained examples from literary works.
| Strand |
Scope |
Source |
| Writing Responses |
Master |
MA: Curriculum Framework, 2001, Grade 4, 19.12 |
|
Story Elements: Sequence/Plot/Climax
The learner will be able to
sequence plot events in a story so they lead to a climax.
| Strand |
Scope |
Source |
| Story Elements |
Master |
MA: Curriculum Framework, 2001, Grade 4, 23.3 |
|
Expository: Explanation/Evidence/Support
The learner will be able to
compose an explanation of literary or informational materials using textual evidence as support.
| Strand |
Scope |
Source |
| Expository |
Master |
MA: Curriculum Framework, 2001, Grade 4, 19.12 |
|
Summary: Research/Reference Material
The learner will be able to
summarize information gained from reference material in preparation for a research paper.
| Strand |
Scope |
Source |
| Summary |
Master |
MA: Curriculum Framework, 2001, Grade 4, 19.11 |
|
Purposes: Language/Choose
The learner will be able to
choose language that is appropriate for the intended purpose.
| Strand |
Scope |
Source |
| Writing Purposes |
Master |
MA: Curriculum Framework, 2001, Grade 4, 20.2 |
|
Revise: English Conventions
The learner will be able to
apply knowledge of Standard English language conventions to revise written works.
| Strand |
Scope |
Source |
| Revising: Language Conventions |
Master |
MA: Curriculum Framework, 2001, Grade 4, 22 |
|
Detail: Details/Add/Delete
The learner will be able to
add or delete details from a draft.
| Strand |
Scope |
Source |
| Revising: Content/Detail |
Master |
MA: Curriculum Framework, 2001, Grade 4, 21.2 |
|
Detail: Sufficient/Developed/Use
The learner will be able to
use sufficient, developed supporting details.
| Strand |
Scope |
Source |
| Support: Detail |
Master |
MA: Curriculum Framework, 2001, Grade 4, 19 |
|
Edit: Usage/Mechanics
The learner will be able to
edit written works for usage and mechanics.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
MA: Curriculum Framework, 2001, Grade 4, 22.4 |
|
Purposes: Variety
The learner will be able to
write for a variety of purposes.
| Strand |
Scope |
Source |
| Writing Purposes |
Master |
MA: Curriculum Framework, 2001, Grade 4, 20 |
|
Audience: Language
The learner will be able to
use language appropriate for a given audience.
| Strand |
Scope |
Source |
| Audience |
Master |
MA: Curriculum Framework, 2001, Grade 4, 20.2 |
|
Cursive: Space Evenly
The learner will be able to
write cursive letters and space them evenly.
| Strand |
Scope |
Source |
| Print/Cursive |
Master |
MA: Curriculum Framework, 2001, Grade 4, 22.3 |
|
Cursive: Space Words
The learner will be able to
space words correctly when writing in cursive.
| Strand |
Scope |
Source |
| Print/Cursive |
Master |
MA: Curriculum Framework, 2001, Grade 4, 22.3 |
|
Edit: Sentence Structure
The learner will be able to
edit for correct sentence structure.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
MA: Curriculum Framework, 2001, Grade 4, 22.4 |
|
Edit: Standard English Conventions
The learner will be able to
apply knowledge of Standard English language conventions to edit written works.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
MA: Curriculum Framework, 2001, Grade 4, 22 |
|
Focus: Event
The learner will be able to
focus on one event when writing about personal experiences.
| Strand |
Scope |
Source |
| Clarity/Focus |
Master |
MA: Curriculum Framework, 2001, Grade 4, 19.13 |
|
Handwriting: Legibly/Cursive
The learner will be able to
write legibly in cursive.
| Strand |
Scope |
Source |
| Print/Cursive |
Master |
MA: Curriculum Framework, 2001, Grade 4, 22.3 |
|
Poetry: Details/Sensory
The learner will be able to
write poetry using sensory details.
| Strand |
Scope |
Source |
| Poetry |
Master |
MA: Curriculum Framework, 2001, Grade 4, 19.10 |
|
Sentence: Main Idea/Focus
The learner will be able to
create sentences focusing clearly on a main idea.
| Strand |
Scope |
Source |
| Emergent Writing: Sentence |
Master |
MA: Curriculum Framework, 2001, Grade 4, 19 |
|
Detail: Personal Experience/Use
The learner will be able to
use supporting details when writing about a personal experience.
| Strand |
Scope |
Source |
| Support: Detail |
Master |
MA: Curriculum Framework, 2001, Grade 4, 19.13 |
|
Organization: Ideas/Logical/Personal
The learner will be able to
organize ideas in a logical manner when writing about a personal experience.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Framework, 2001, Grade 4, 23.5 |
|
Organization: Ideas/Responding
The learner will be able to
organize ideas for responding to reading materials.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Framework, 2001, Grade 4, 23.4 |
|
Story Elements: Beginning/Middle/End
The learner will be able to
write a story which contains a beginning, middle and end.
| Strand |
Scope |
Source |
| Story Elements |
Master |
MA: Curriculum Framework, 2001, Grade 4, 19.9 |
|
Story Elements: Setting
The learner will be able to
create and describe a setting when writing a story.
| Strand |
Scope |
Source |
| Story Elements |
Master |
MA: Curriculum Framework, 2001, Grade 4, 19.9 |
|
Mechanics: Identify
The learner will be able to
identify the correct use of mechanics.
| Strand |
Scope |
Source |
| Mechanics |
Master |
MA: Curriculum Framework, 2001, Grade 4, 5.7 |
|
Mechanics: Use Correct
The learner will be able to
write using correct mechanics.
| Strand |
Scope |
Source |
| Mechanics |
Master |
MA: Curriculum Framework, 2001, Grade 4, 22.4 |
|
Critical Listening: Direct Comparison
The learner will be able to
identify words involving direct comparisons in oral language.
| Strand |
Scope |
Source |
| Critical Listening |
Master |
MA: Curriculum Framework, 2001, Grade 4, 15.2 |
|
Critical Listening: Senses/Recognize
The learner will be able to
recognize words appealing to the senses in oral language.
| Strand |
Scope |
Source |
| Critical Listening |
Master |
MA: Curriculum Framework, 2001, Grade 4, 15.2 |
|
Compare/Contrast: Book/Film
The learner will be able to
compare and contrast book and film versions of a story.
| Strand |
Scope |
Source |
| Compare/Contrast |
Master |
MA: Curriculum Framework, 2001, Grade 4, 26.2 |
|
|
