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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 presentatio | |
