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Language Arts Curriculum Framework: Sample Curriculum Model,Grade 4.Arkansas State Dept. of Education, Little Rock.1998-00-0050p.

For full text:http://arkedu.state.ar.us/curriculum/benchmarks.html.Legal/Legislative/Regulatory Materials (090)MF01/PCO2 Plus Postage.Communication Skills; *Curriculum Development; Decoding(Reading); *Grade 4; Intermediate Grades; *Language Arts;*Listening Comprehension; Reading Comprehension; ReadingFluency; Reading Improvement; *Reading Strategies; SpeechSkills; Student Evaluation; Teaching Methods; WritingImprovement; *Writing Strategies*Arkansas; Graphic Organizers; Literary Response;Phonological Awareness; Print Awareness

Based on the 1998 Arkansas State Language Arts Framework,this sample curriculum model for grade four language arts is divided intosections focusing on writing; listening, speaking, and viewing; and reading.Each section lists standards; benchmarks; assessments; andstrategies/activities. The reading section itself is divided into printawareness; phonological awareness/decoding/vocabulary; comprehension;fluency; and literary response. Writing standards include moving from visualand spoken experiences to written language through positive modeling. Anexample of a writing benchmark has students recording reactions to personaland school-related experiences using a self-selected mode. A suggestedwriting strategy uses modeled writing to show students how to record visualand spoken experiences using brainstorming and graphic organizers. A standardfor listening, speaking, and viewing focuses on listening for a variety ofpurposes, such as enjoyment, information, and details. A correspondingbenchmark has students state their purpose for listening. Providingopportunities for students to listen for a variety of purposes is a listeningstrategy. Reading standards include expanding vocabulary through reading. Abenchmark for this standard is for students to use knowledge of multi-meaningwords to comprehend text. An example of a reading strategy engages studentsin a study of words systematically across content areas and through currentevents. Assessments for the three areas include teacher made tests andsamples of student writing. (PM)

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SAMPLE CURRICULUM MODEL

GRADE 4

based on the 1998 Arkansas State Language Arts FrameworkArkansas Department of Education, 1998

3

Grade Level 4WRITINGStandard 1.0 Benchmarks Assessments Strategies/Activities

5LE W. 1.1. Students will record Samples of Use modeled writing to show

Move from visual reactions to personal and student writing students how to record visual and

and spoken school-related Analysis of spoken experiences using

experiences to experiences using a self- journal entries brainstorming and graphic

written language selected mode. Portfolio organizers.

through positive Checklist Have students record class

modeling. Students will use authors'style and craft as modelsfor their own writing.

and individual observations andexperiences including contentarea activities (e.g. scienceexperiments).

Have students complete anewstelling planning sheet beforeorally sharing an experience.

Provide opportunities forstudents to create their own textinnovations.

Compose "Daily News" inwhich the teacher or studentswrite about current events.Sentences are read aloud, revisedand edited by the group usingteacher guidance.

Examine the style and craftof an author. Record some of thecommon features found in thewriting that make it successful.Demonstrate how to incorporatethe features into own writingusing the overhead projector.Allow students to practice writingusing the style.

4

Grade Level 4WRITING

Standard 1.0 Benchmarks Assessments Strategies/Activities

5LE W.1.2 Students will write an Samples of Lead students in anUnderstand the informational selection of student writing examination of the structure ofrelationship at least three paragraphs Analysis of narrative and expositorybetween letters on one topic using three journal entries (informational) text in publishedand words, words sources of information. Statewide test materials and encourage studentsand sentences,sentences and Students will write

Teacher madetests

to use these as models.Model or "think aloud" the

paragraphs, and paragraphs that have process for gatheringparagraphs and topic sentences with some information, organizing andwhole pieces. supporting details and

concluding sentences.

writing a selection of threeparagraphs.

Students will organizeparagraphs logically toform a cohesive text.

Introduce an organizationalpattern.

Students will writenarratives that includewell-developed storyelements, have arecognizable beginning,middle and end and arewritten in chronologicalorder.

Students will useappropriate format inwriting (e.g., margins,titles, indentations).

5

Grade Level 4WRITING


5LE W.1.3. Students will compose Samples of After mapping the storyFollow patternsfrom predictablebooks, poems and

innovative text followingthe structure of a poem,play, story or expository

student writingPortfolioChecklist

Egyptian Cinderella (Clima, 1989),have students use the story mapas an organizer for writing their

stories. (informational) text. Analysis of log/journal entries

Teacher madetests

own versions of Cinderella.Compose ABC books based on

a content area unit of study (e.g.an ABC book of simple machines).

Examine informational booksfor the five expository textstructures: description,sequence, comparison, cause andeffect, problem-solution. Putstudents in five groups and askeach group to visually organizetheir assigned text on anappropriate graphic organizer.Ask each group to locate otherexamples of their assigned textstructure to share with the class.Have students compose aselection based on their assignedorganizational structure.

6


5LE W.1.4.Use individual andcollectivestrategies forfinding anddeveloping ideasabout which towrite.

Students will generateideas and plans for writingby using availableresources for topics andvocabulary (e.g.brainstorming,experiences, referencematerials, books, charts,issues).

Students will selectrelevant information froma variety of sourcesbefore writing.

Students will transferinformation from readingto writing (e.g. from notesto report).

Samples ofstudent writingincludingbrainstorming listsor similar ideabanks, prewritinggraphic organizersand drafts

PortfolioChecklist

Model strategies forgathering and organizing ideas forwriting: drawing, talking, reading,clustering, role-playing,quickwriting.

In a unit of study, displaybooks about the unit and havestudents browse through thebooks to brainstorm all of thetopics about which they couldwrite.

Model for students how touse the 5W's and 1H (Who? DidWhat? When? Where? How?) toorganize and develop ideas forwriting. Ask them to use themodel to write a biography.

Model for students how touse the appropriate graphicorganizer based on the type ofwriting they have chosen to do(e.g. story pyramid).

5LE W.1.5.

Write fromexperiences andthoughts.

Students will writepersonal narratives of atleast three paragraphs onincidents that relateideas, observations and/ormemories and provideinsight into why theincident is memorable.

Students will write dailyin a personal journal.

Samples ofstudent writing

Analysis ofjournal entries

Statewide test

A teacher can use a "thinkaloud" to model writing anautobiography from a semanticmap. Have students use the samestrategy to write ownautobiographies.

Students keep journals torecord events, personal storiesand ideas.

Use a book, such as TheTenth Good Thing about Barney(Virost, 1971) as an example of astory written as a personalnarrative.

7


5LE W.1.6. Students will record their Analysis of Model the ways students canWrite in one or own knowledge or opinion journal/learning record their knowledge of a topicmore subject areas of a subject in various log entries such as two-column notes, graphicdaily. ways, such as learning Portfolio organizers and summaries.

logs, response journals,summaries, graphic


Have students record theirunderstanding of a topic in

organizers, note taking. including graphicorganizers

learning logs.Have the students write their

understanding of a process orprocedure such as a scienceexperiment.

SLE W.1.7. Students will respond to Samples of Provide students with theRecognize and multicultural themes and student writing opportunity to hear or readexpress cultural literature through writing Analysis of log/ multicultural literature anddiversity in writing. which reflects insight into reading response respond to it in writing. For

cultural diversity. journal entries example, after reading, TheStatewide testPortfolio

Rough-Face Girl (Martin, 1992),The Egyptian Cinderella (Climo,1989), Yeh-Shen (Louie, 1982),and Mufaro's Beautiful Daughters(Steptoe, 1987), have thestudents complete a grid withstory elements listed as thecategories. Have studentscomplete the grid using aCinderella character fromanother culture and use theinformation to write ownCinderella story.

Have students constructstories on book formrepresentative of the culturethey are studying (e.g. Africanscrolls, Native American hides,Japanese Haiku books, etc.).

8


5LE W.1.8. Students will respond to Observation Discuss with the class howRespond the writing of others by Checklist to use a rubric to assess writingappropriately to providing feedback on the in the areas of clarity, logicalthe writing of clarity, coherence, logical order, elaboration and support ofothers, order, elaboration and

support of ideas.

Students will identify themost effective featuresof a piece of writing usingcriteria generated by theteacher or class (e.g.dialog, descriptivelanguage, structure).

ideas.

Model how to provideconstructive feedback using therevision checklist for group orpeer revision conferences.

Have a revision board (ofstudents) responsible forreviewing a writer's rough draftand making suggestions forpossible revisions.

Students will criticallyreview a collection ofauthor's works forstrengths and weaknesses.

Discuss a collection of worksby an author such as to determinestrengths and weaknesses.

SLE W.1.9. Students will revise Samples of Discuss how well-developedUse the responsesof others to review

drafts for coherence,style, content and logical

student writingwith revision

content, coherence, descriptivelanguage and personal style are

writing for clarity,style and content,

support of ideas based onpeer responses andteacher conference.

checklist anddrafts attached

ChecklistObservationPerformance

achieved in writing. Discussionmay focus on organization, leads,word choice, voice, sequence,dialogue, theme and otherelements of writing.

Portfolio Model adding, deleting andaltering as a messy but necessarypart of revision.

Have students conferencewith peers and/or teacher anduse information from conferenceto revise rough drafts usingadditions, substitutions, deletionsand moves as needed.

9


5LE W.1.10. Students will access Samples of Ask students to read,Acquire information for writing student writings listen to or view informationinformation withthe use ofcomputers andother availabletechnology togather, write and

from available technology,such as computersoftware, CD-ROM,videos.

Students will use available

ObservationChecklistPerformancePortfolio

about topics. They may usebooks, slides, filmstrips, videos,CD-ROM5, laser discs, theInternet, etc., to take notes andsummarize. Using these notes,the students will create research

revise texts. technology for aspects ofwriting, such as creating,revising, editing andpublishing.

Students will experimentwith the word processingand publishing program tovary the style or formatof the written product.

projects, such as models, scienceor social studies displays,dioramas, etc.

Encourage students toexperiment with the wordprocessing and publishingprograms.

Provide students with theopportunity to use availabletechnology for writing.

Have students interview aperson in relation to a topic being

discussed, record the interviewand then write a summary fromthe recording.

1 0


5LE W.1.11. Students will select an Samples of Use "think clouds" toWrite in a variety appropriate mode of student writing model the processes required forof modes, such as writing to suit purpose and Analysis of any writing students are expectedjournals, stories,poems, letters,interviews and

audience.

Students will demonstrate

journal entriesPortfoliosChecklist

to do.Provide time everyday

for students to writenotes. success in writing in a wide Performance independently.

variety of modes (e.g. Statewide test Read The Jolly Postman5LE W.1.12. narrative texts, plays, Teacher made (Ahlberg, 1986) to introduce aWrite for a varietyof audiences, suchas peers, parents,teachers and

research reports,expository texts, poetry,essays, editorials).

test variety of forms ofcorrespondence.

Provide opportunities forstudents to write in a variety of

community.

5LE W.1.13.

Students will write todefine, clarify and developideas and express

modes in response to literature,thematic units, content area units,current issues. For example:

Write for a varietyof purposes, such asto persuade, toenjoy, to entertain,to inform, torecord, to respondto reading and tosolve problems.

creativity. --to influence (argue, request,persuade) such as inpersuasive essays,

--to inform (explain, describe,narrate) such as researchreports,

--to entertain such as in plays,stories, poetry, Readers'Theater,

--to organize prior knowledgeabout a topic using a graphicorganizer, etc.,

--to form questions forresearch and investigation, e.g.a science fair project,

--to correspond such as letters,invitations, thank you notes

--to summarize and organizeideas gained from multi. lesources in ways such asconceptual maps, timelines,

--to take simple notes fromsources such as speaker,books, and media.

ii


5LE W.1.14

Develop a collectionof writings.

Students will select piecesof writing to publish orsave and explain thereasons for the selections.

PortfolioChecklist

Discuss with students thepurpose and contents of a writingportfolio.

Allow students to choose andthe pieces of writing they place intheir portfolios and have themjustify their selections.

Provide time everyday forself-selected writing.

5LE W.2.1.

Writeindependently onself-selectedtopics.

Students will revise,refine and/or completewritten pieces to afinished product.

Students will write forenjoyment and toaccomplish tasks,

Students will experimentwith calligraphy, graphicsand different formats.

Students will manipulatelanguage for fun (e.g. punsor symbolic characters).


Analysis oflog/journal entries

PortfolioProject

Provide time everyday forstudents to write on self-selectedtopics.

Provide a writing center whichcontains resource materials(picture files, media, etc.) andreference materials (dictionary,thesaurus, magazines) to whichstudents can refer for ideas andfor assistance in writing.

5LE W.2.2.Organizeinformationaccording tocriteria forimportance andimpact rather thanaccording toavailability.

Students will use specificinformation from graphicorganizers (e.g.proposition-support,locating-informationchart, story graph,outline) to write an essayindependently,

Students will developdrafts by categorizingideas, organizing theminto paragraphs andblending paragraphs intolarger units of text.

Samples ofstudent writingwith graphicorganizers anddraft attached

Statewide testTeacher made

tests

Model use of graphicorganizers to plan writing.

Have students choose graphicorganizers which best suit thetype of writing they will be doing.

Use a story element grid toanalyze several versions ofCinderella, e.g.Yeh-Shen (Louie,1982), The Rough-Face Girl(Martin, 1992), Mufaro'sBeautiful Daughers (Climo, 1989),The Egyptian Cinderella (Climo,1989). Have students use thegrid as a model for developingtheir own Cinderella stories.

12

Grade Level 4

WRITINGStandard 2.0 Benchmarks Assessments Strategies/Activities

5LE W.2.3. Students will problem- Performance Have students develop

Work in solve in cooperative Project round robin stories where onecooperative groups groups to write Checklist student begins the story andto produce awritten product.

correspondence, drama,responses to literature,original stories, researchpapers.


every student contributes untilthe story is completed.

Divide students intoliterature focus groups (groups of5-6) to read and study booksrelated to a central theme suchas Native American myths orfocused on a particular authorsuch as Judy Blume, BeverlyCleary, Chris Van Allsburg, EloiseGreenfield or others. Havestudents present a response totheir reading in a collaborativeproduction, such as a play,Readers' Theater, researchreport, their own version of thestory, etc.

13


5LE W.2.4. Students will determine Student self Have students completeMonitor progress their own growth in -evaluation individual checklists to monitorof self and others, writing by comparing

portfolio entries overPortfolioTeacher made

their behaviors, contributions andactions on given group and

SLE W.2.5. time and using results to tests individual activities.Accept set goals in writing. Checklist Have students developresponsibility for Statewide test goals for writing using owncompleting writing Analysis of portfolio entries.tasks. log/journal entries

Teacher-student conference

Explain the purposeand content of a writing portfolio,including how to record onchecklists.

Have students maintain achecklist of the types of writingthey are doing.

bisplay a writing processchart on which students movetheir name cards as they progressthrough each stage of writing.When they get to the end, theyshare their finished pieces in theAuthor's Chair.

Establish a processfor conferencing with students toallow them to explain theprogress they are making inwriting.

Give essay questions oncontent area tests and requirethem to be completed within aspecified amount of time.

14

Grade Level 4

WRITINGStandard 2.0 Benchmarks Assessments Strategies/Activities

5LE W.2.6.Edit writing fordevelopmentallyappropriatespelling, usage,mechanics,

grammar,vocabulary,handwriting andcontent accuracy.

Students will write legibly inmanuscript or cursive as isappropriate.

Students will write withaccurate spelling in finaldrafts.

Students will write incomplete sentences, varyingthe types such as compoundand complex.

Students will use checklistsand rubrics for teacher-directed, peer or self-editing.

Students will capitalize andpunctuate correctly includinguse of possessives, commasin a series, commas in directaddress and sentencepunctuation.

Students will employstandard English usage inwriting for audiences,including subject-verbagreement, pronounreferents and parts ofspeech.

Students will use regular andirregular plurals correctly.

Students will use adjectives(comparative and superlative)and adverbs appropriately tomake writing vivid or precise.

Students will useprepositional phrases toelaborate written ideas.

Students will useconjunctions to connect ideasmeaningfully.

Students will write withincreasing accuracy usingobjective case pronouns.

Samples ofstudent writingwith drafts andediting checklist

Statewide testChecklistTeacher made

tests

Model use of editing andrevising checklists.

Conduct mini-lessons onrevision strategies, such asexpanding sentences.

Use teacher-studentconferences to discuss editingand revision strategies.

Have students concentrate onone skill at a time.

Have students read theirwork aloud to hear mistakes.

Provide opportunities forstudents to engage in peer orself-editing.

Delete all of one particularpart of speech in a piece of textand ask students to replace thewords without seeing the text.

Use punctuation clozeactivities to reinforcepunctuation skills.

Use books to illustratelanguage conventions andstructure. For example, use thebook A River Ran Wild (Cherry,1992) to illustrate the use ofcomplex sentences and the use ofcommas in a series.

15


5LE W.2.7. Students will contribute Samples of Provide time everyday forPublish writing in a written work to the student writing self-selected writing.variety of ways,such as class

literate environment ofthe classroom/school.

PerformanceExhibition

Teach students to use writingprocess to develop final drafts

anthologies, publicreadings,newsletters,newspapers,

bulletin board,sharing with othersand books.

Students will frequentlyrefine selected pieces to"publish" for general andspecific audiences.

Project that are grammatically correct,use standardized spelling and areready for publishing.

Submit student work tocompanies that publish studentwriting (e.g. Willowisp Press®).

Write poems, stories, plays,Readers' Theater and presentthem at school assemblies.

Host a young authors' fair toshowcase the writing of students.

Post students' work on wallsthroughout the school.

16

Grade Level 4LISTENING, SPEAKING, VIEWINGStandard 1.0 Benchmarks Assessments Strategies/Activities

5LE LSV.1.1. Students will state Teacher- Provide opportunities severalListen for a variety purpose for listening, such student interview times a day for students to listenof purposes, such as to gain information, to Statewide test for a variety of purposes. Have

as enjoyment,information and

solve problems, to enjoy. ObservationTeacher made

them listen to fiction books, suchas Abel's Island (Steig, 1976) for

details. tests entertainment; listen tonewspaper articles to beinformed; listen to instruction forschoolwork for details.

Before reading a storyexplain to students the purposefor listening and have studentsexplain the listening strategiesthey will use. For example askstudents to listen as Juman'i(Van Allsburg, 1981) is read tofind out what caused animals toappear in Peter and Judy's house.

SLE LSV.1.2. Students will show Observation Read the book, Lily'sListen selectivelyand attentively to a

respect for a speakerthrough demonstration of

Teacher madetest

Purple Plastic Purse (Henkes,1996). Discuss with the students

variety of active listening behaviors how Lily's excitement to sharespeakers. which may include: smiling,

making eye contact, givingattention, sitting still,facing speaker, takingturns to speak, askingquestions, providingnonverbal support, notetaking.

her new things got her intotrouble. Brainstorm the behaviorsof active listener.

Role play effective andineffective listening behaviors.

Provide opportunities forstudents to speak and for visitorsto speak to the class.

Have students do a quickwriteafter listening to a speaker.

17


SLE LSV.1.4. Students will listen to Observation Read to students everyday toListen to improve proficient, fluent models Samples of model fluent reading.reading, oral and of oral reading, including student writing Involve students in Reader'swritten selections from classic and Performance Theater by orchestrating simpleperformance. contemporary works. Analysis of

log/journal entriesclass poems and stories.

Read an excerpt from a5LE LSV.1.19. Students will demonstrate book or a short story and haveConfirm the ability to listen by: students pretend they areunderstanding by --discussing the topic assigned the job of beingparaphrasing ideas. when finished listening,

--discussing significantevents in a story,

--exhibiting the abilityto select appropriateinformation fromlistening toinformation related toa central theme,

--developing criteria forevaluating informationwhen listening andviewing,

--incorporating newvocabulary and ideasinto their own speech,

--generating ideas forwriting,

--taking notes andwriting summaries.

television reporters. Give them afixed amount of time (2-3minutes) to quickwrite a summaryand have them share theirsummaries in small groups.

Have students maintain a pagein their journals for recordingideas for writing as they areprompted by classroomexperiences.

18

Grade Level 4

LISTENING, SPEAKING, VIEWINGStandard 1.0 Benchmarks Assessments Strategies/Activities

5LE LSV.1.5.

Develop strategiessuch as askingrelevant questions,taking notes andmaking predictionsfor understandingwhat is heard.

Students will use avariety of strategies tounderstand what is heard,such as:

--react, speculate,interpret and raisequestions in response towhat is heard,

--connect their ownpersonal experiences,information, insight andideas with those beingshared,

--form mental pictures ordraw sketches of whatis being shared,

--take notes, outline ormap the informationbeing shared.

ObservationStatewide testTeacher made

testsAnalysis of

log/journal entries

Have one student readwhile the other student drawspictures or takes notes aboutwhat he/she hears. Then bothreread the text to checkaccuracy.

Model quickwriting andquickdrawing and give studentsopportunity to practice on easytexts.

Model self-questioning. Thenhave the students listen to aselection being read and developquestions to ask the teacherabout the content after theselection is read.

Model how to do two-columnnotes.

SLE L5V.1.6.Listen to followdirectionssequentially.

Students will listen tounderstand, organize andremember directions fordoing tasks andassignments.


testsDemonstration

Model and have the studentsapply the following techniques forlistening to follow directions:listen carefully for each step inthe directions. Listen for theorder of the steps. Listen forkey words. Picture each step as itis read.

Have students repeatdirections for assignments ortasks to a partner.

SLE LSV.1.7.

Respond to artisticperformances bothverbal and musical.

Students will evaluate aperformance on the basisof predeterminedcriteria.

Student'swritten evaluation

ObservationSamples of

student writingPerformancePortfolio

Provide opportunitiesfor students to experience verbaland musical performances.

Discuss proper responses toartistic performances.

Before a performance,brainstorm with students thecriteria for a quality performance.

Review the performance usingthe predetermined criteria.

Have students share theiropinions of the performanceorally or in writing.

19


5LE LSV.1.8. Students will participate Observation Provide opportunities forShare ideas in in formal and informal Performance students to share thoughts anddiscussions,conversation andpresentation.

5LE L5V.1.10.

discussions aboutexperiences, observations,thoughts and ideas, issues,state and national events.

ChecklistAnalysis of

journal/learning logentries

ideas.

Role play appropriateconversational behavior.

Encourage students to bringnews articles from home to share.

Contribute to classand small groupdiscussions.

Ask questions which elicitmore than a yes or no responsefrom students.

5LE LSV.1.25.Discuss currentevents,

Participate indiscussions and model goodquestioning and questionresponding.

Encourage students to formtheir own questions fordiscussion.

Call on individual studentsto talk instead of waiting forvolunteers.

Allow students to share insmall groups and have smallgroups share with large group.

5LE LSV.1.9. Students will recognize Observation Establish the "norms"Respond the right of others to Checklist for discussion with the class.appropriately to express opposing Analysis Post a chart of the norms in thethe thoughts andideas of others.

views/opinions.

Students will avoid theuse of "put-downs" toothers who disagree.

Students will providesupportive verbal andnonverbal cues toparticipants in a discussionto encourage an exchangeof ideas.

of journal entries classroom for periodic review andrefer to them as needed. Havestudents role play appropriateconversational/social behavior.

Have students record theirresponses to a discussion in theirjournals and then share.


5LE LSV.1.12.

Give reasons forsupport of opinionsexpressed.

Students will supportspoken ideas and opinionswith evidence, examplesand elaboration.

ObservationPerformanceAnalysis of

log/journal entries

Model for students howto share an opinion with evidence,examples and elaboration whichsupport that opinion.

Use questioning to elicitelaboration of a student's ideasor opinions.

SLE LSV.1.13.

Tell and retellstories fromwriting, reading andpictures.

Students will select astory to retell to the classin a formal storytellingformat, incorporating useof descriptive language,elements of a story anduse of the voice as adevice for creatinginterest and mood.

Retelling rubricObservationPerformanceTeacher made

tests

Model the retelling process.Invite a storyteller to the

class to tell stories and talk aboutthe art of storytelling. Havestudents select a story forretelling in a formal storytellingsetting.

Provide daily time forReader's Chair in which a fewstudents get to do book talks.

Host retelling "parties"every couple of weeks in whichstudents form groups of three orfour and everyone shares theirbooks/stories and refreshments.

Have students write text fora wordless picture book such asGood boa, Carl (Day,1997).

SLE LSV.1.14.

Participate incollaborativespeaking activities,such as choralreadings, plays andreciting poems.

Students will participatein a variety ofcollaborative speakingactivities, such as sharinga completed project,dramatic productions,book talks, Readers'Theater.

ObservationPerformanceDemonstrationChecklist

Divide students intocooperative groups to research atopic and develop a commercial toadvertise their topic (pictures,props, travel brochure, etc.).Videotape the presentation of thecommercial.

Have students present a play.Have students present a

Readers' Theater.

Grade Level 4


5LE LSV.1.15.

Initiate andparticipate inconversationsabout reading.

Students will respondcritically to fiction andnonfiction literature andauthors and discuss themwith others in the samemanner.

ObservationChecklistPerformance

Conduct formal andinformal discussions withstudents about books they arereading.

Teachers shouldenthusiastically share books theyare reading with their students.

Divide students intosmall literature focus groupsbased on interests-- a small groupof students silently read thesame book and then discuss whatthey have read with their group.

Provide time everydayfor a few students to conductbook talks (Reader's Chair).

SLE LSV.1.16.

Read orally withmeaning and

expression.

Students will read orallyfrom familiar text withfluency (accuracy,expression, appropriatephrasing and attention topunctuation).

Students will read gradelevel materials aloud usingeffective pace, volume,pitch and tone for theaudience and setting.

Oral readingrecords

ChecklistObservationPerformance

Provide opportunities forstudents to reread with others inactivities such as small groupreading, choral reading, Readers'Theater, literature circles.

Read to students everydayto model fluent reading.

Provide opportunities forstudents to read to others (e.g.to younger students).

Provide a microphone andamplifier for students to practiceoral reading in the form of publicreadings.

SLE LSV.1.17

Explain directionsfor a particularpurpose.

Students will give precisedirections and instructionsfor more complexactivities and tasks.

PerformanceDemonstrationProject

Play games which requirestudents to give directions to theclass.

Have students repeatdirections for assignments ortasks to a partner.

Have students "teachthe class" by giving instructionsfor tasks or procedures (e.g.explaining a math procedure,playing a game).

22


5LE LSV. 1.18. Students will respond Performance Role-play how to introduceMake and respond appropriately and Observation an older person to a youngerto introductions. courteously when being

introduced.

Students will make properintroductions at theappropriate time, usingguidelines which mayinclude the following:

Checklist person.Whenever the occasion

arises, allow students to makeintroductions.

--looking at the peoplethey are introducing;

--saying each person'sname clearly;

--telling somethinginteresting about eachperson;

--saying the olderperson's name firstwhen introducing anolder person to ayounger person.

SLE LSV.1.20. Students will utilize Observation Provide opportunities forCollaborate with problem-solving Checklist students to organize teamothers to solve strategies. Project learning with each memberand resolveproblems.

Performance accepting a role, such asrecorder, reader, timer,proofreader, messenger, etc.

a. 3

Grade Level 4


5LE LSV. 1.21. Students will use videos,. Oral Have students read,Use technology toenhance and

pictures, recordings,computers, overhead

presentation rubricObservation

listen to, or view informationabout topics they are researching.

evaluate oralperformances andpresentations.

projectors to enhance andcritique presentations andperformances.

ChecklistPerformanceDemonstration

They may use books, slides,filmstrips, videos, CD-ROMS,laser discs, the Internet, etc., totake notes and summarize. Havestudents use their notes tocreate research projects, such asmodels, science or social studiesdisplays, dioramas, etc., to usewith an oral presentation.

Allow students to use anoverhead projector to makepresentations.

Videotape students'presentations for them to reviewand self-assess using oralpresentation rubric.

Show a video clip of a soon-to-be-released movie or TV show.Discuss the elements that wentinto the ad and analyze whetheror not the "teaser" promotedinterest. Have students create"teasers" for books they haveread.

24


5LE LSV.1.23. Students will take turns Observation Model appropriateParticipate in respectfully when Checklist behavior of the listener anddiscussion byalternating the

speaking and listening. Performance speaker. (See LSV.1.2., L5V.1.26-31.)

roles of speaker Students will ask and Have students role playand listener. answer relevant questions

and make contributions insmall or large groupdiscussions.

Students will providesupportive verbal andnonverbal cues toparticipants in a discussionto encourage an exchangeof ideas.

appropriate listening and speakingbehaviors.

Provide opportunities forstudents to participate in formaland informal speaking/listeningactivities.

Allow students to discusssubject area learning activitieswhile in progress.

Students will demonstrateeffective communicationskills that reflect suchdemands as interviewing,reporting, requesting andproviding information.


5LE LSV.1.24. Students will create an Oral Model appropriate andPresent work individual or collaborative presentation inappropriate oral presentationcompleted in project using research rubric skills.subject areas to materials and media Performance Have students reenact a scenelarge and small related to other Observation in history, such as the landing ofgroups in and out ofthe classroom for

disciplines. Exhibition Christopher Columbus to present toother classes.

discussion. Students will demonstrateappropriate stagepresence (e.g. posture,appearance, gestures,facial expressions, eyecontact).

Have students one region of theUnited States and make a salt mapof that region. Have them write abrief description of the region anddraw or collect pictures toillustrate the description. Set upas display for school.

Host a "young authors' fair" toshowcase the written work ofstudents.

Have students take turnsaround a small circle to present andtalk about an item of work andguide sharing through questioningand feedback. Invite otherstudents in the circle to respond toor question each speaker. Havethem then present their work tothe whole class or in a schoolassembly.

26

Grade Level 4LISTENING, SPEAKING, VIEWING


5LE LSV.1.11. Students will adapt Observation Discuss with studentsSpeak in complete spoken language, such as Oral appropriate speech and mannerssentences. word choice, diction and presentation rubric when making oral presentations

5LE LSV.1.26.

usage to the audience,purpose and occasion.

PerformanceDemonstration

using an oral presentation rubric.Make a presentation to

Speak to a variety Checklist the class and allow them toof audiences in a Students will use critique the presentation usingvariety of places effective oral the rubric.for a variety of communication skills which Provide opportunitiesreasons. may include:

--speaking in completefor students to refine their oralcommunications skills through a

5LE LSV.1.27. thoughts using variety of speaking activitiesEngage the increasingly correct which may include:audience with eyecontact andappropriate verbalcues.

5LE L5V.1.28.Recognize when

audiences do notunderstand themessage and adapt

grammar,--speaking clearlyand effectively withattention to volume,enunciation, tone,rate, expression,

--emphasizing meaningduring speaking bythe use of pauses,gestures, and facial

--speeches,--public readings,--storytelling,--Readers' Theater,--news cast,--talk show,--reciting poetry,--plays,--school announcements.

to a variety audiences which mayspeaking to clarify. expressions, include:

SLE L5V.1.29.Use clear, concise,organized languagewhen speaking.

--focusing discussion ontopic being discussed,

--justifying and providingevidence forexpressed opinions,

--monitoring listener's

--parents,--retirement center,--other classes,--school assemblies,--student body,--civic clubs.

5LE LSV.1.30. response for Have students choose a topicRespond to understanding: in which they are interested andquestions from the questioning, body give a persuasive speech to tryaudience. language, facial

expression,attentiveness,

--using clear andspecific languagewhen responding toquestions from theaudience.

to enlist the support of others.

27


5LE LSV.1.31. Students will evaluate a Oral Brainstorm with students theGive immediate,respectful, detailed

speaker based onpredetermined criteria.

presentation rubricObservation

criteria for a quality oralpresentation. Develop an oral

feedback to a Performance presentation rubric using studentvariety of Students will provide feed Checklist input.speakers. back which is constructive

and based on evidence andRole play giving constructive

feedback using a rubric without5LE LSV1.22Check informationfor accuracy.

explanation. the use of "put-down" or criticalovertones.

Have students complete oralpresentation rubrics for aspeaker and give the rubrics tothe speaker for review.

Discuss a speaker'spresentation in terms of clarityof speech, mannerisms, contentand accuracy of information.

SLE LSV.1.32. Students will accept Oral Role play receivingReceive and use contributions of the group presentation rubric constructive feedback.constructive or teacher and set goals Observation Provide opportunities forfeedback to to improve performance. Performance for students to receiveimprove speakingabilities.

Checklist constructive feedback from oralpresentations, such as speechesor public readings.

Have students use thefeedback to set goals forimproving speaking skills.

28


5LE LSV.1.3. Students will interpret Observation Students will read, listen to,Listen to reinforce important events and Projects or view information about topics.and extend learningthrough the use oftechnology.

ideas gathered from maps,charts, videos, filmstrips.

PerformanceAnalysis of

log/journal entries

They may use books, slides,filmstrips, videos, CD-ROMS,laser discs, the Internet, etc., to

Students will distinguish Demonstration take notes and summarize. Using5LE LSV.1.33. the purpose of various Samples of these notes, the students willMake informed types of media student writing create research projects, such asjudgements about presentations (e.g. to written reports, models, sciencetelevision, radioand filmproductions.

inform, to entertain, topersuade).

Students will compare

or social studies displays,dioramas, etc.

Read books that are the basisof plays, movies, and television

5LE LSV.1.34. written stories with shows, such as Charlotte's WebDemonstrate anawareness of the

filmed versions. (White, 1952). Compare andcontrast the two.

presence of media Students will use Read excerpts from thein daily life.

5LE LSV.1.35.

predetermined criteria toevaluate media forms.

book Television: ElectronicPictures (Gano, 1990). Discussthe impact different types of

Evaluate the role Students will describe television programming has had

media plays infocusing attention

how an illustrator's choiceof style, elements and

students' lives: news, sitcoms,commercials, educational

and forming media help to represent or programs, sports.opinion.

5LE LSV.1.36.

extend text meanings. Show several commercials andhave students critique for qualityand effectiveness.

Judge the extentto which mediaprovides a sourceof entertainmentas well as source ofinformation.

5LE LSV.1.37.Interpret the roleof advertising as apart of media.

Examine children's books forhow the illustrator uses line,shape, color value and texture toconvey meaning, set the mood orcreate a character.

Have students examine adsfrom magazines and newspapersand view television commercials todetermine the elementsadvertisers use to persuade theviewers.

Discuss the effects oflanguage on the behavior ofothers, e.g. the effects ofadvertising or the methods usedto persuade people to watch orlisten to certain television orradio programs.

29

Grade Level 4READING: PRINT AWARENESS

Standard R.1, R.2 Benchmarks Assessments Strategies/Activities

SLE R.1.2. Students will use parts Teacher made Using student texts, point outDemonstrate and of a book to locate tests the various features of text anduse concepts of information, including Observation their functions, such as table ofprint such asdirectionality,spacing,punctuation andconfiguration indevelopmentally

table of contents,chapter titles, guidewords, indices,glossaries, headings,subheadings, bold words.

Statewide testProject

contents, chapter titles, guidewords, indices, illustrations,headings, subheadings, boldwords.

Show students a table ofcontents, graph or diagram from

appropriate ways. Students will interpretand use graphic sourcesof information, includingmaps, charts, graphs,diagrams and timelines.

selected text. Have them predictwhat the content will be from theinformation shown. Provide themwith the text to confirm theirprediction.

Ask students to useinformation from map, diagrams,charts, graphs to write summariesin their learning logs.

30

Grade Level 4

READING: PHONOLOGICAL AWARENESS/DECODING/VOCABULARY


SLE R.1.3. GRAPHOPHONICS, GRAPHOPHONICS, GRAPHOPHONICS, SYNTAX,

Recognize andassociate letters

SYNTAX, SEMANTICS SYNTAX,SEMANTICS

SEMANTICS

and sounds. Students will use Read the story, The Rouh-Face Girl (Martin, 1992). Go backknowledge of word Observation of

SLE R.1.4. structure, such as root students during into text to study root words

Uses phonetic words, inflectional guided reading starting with the word "scarred."

words.

endings, compound words,contractions, morecomplex prefixes and

Oral readingrecords with miscueanalysis

Have students skim the text forwords with affixes and endings,list and categorize them.

SLE R.1.5. suffixes, derivatives of Cloze and Examine the root word in each

Use major cueing words and word origins to modified cloze and how the affix or ending

systems, such asphonetic, syntacticand semantic to

decode and comprehendtext.

activities. Teacher madetests

affects the meaning.Model use of cueing systems

in model reading sessions:

decode and Students will integrate Teacher-student --delete words that require

construct meaning. context clues, picture reading conferences students to use their semanticcues, knowledge of Checklist knowledge to predictsentence structure andgraphophonics to decodeand comprehend text.

Statewide test --delete words that can bepredicted by using knowledge ofsyntax

Students will identifyunknown words incontinuous text byrereading and searchingfor additional cues.

--cross-check prediction bylooking at graphophonics andpictures.

Use brand name phonics tocategorize and classify wordsaccording to particular spellingpatterns. For example, displaythe products such as MountainDew® and Surge®. Identify thespelling patterns such as oun, tain,urge. Use patterns to produceother words.

Do "Make Words" lessons.Read the book Word Wizard(Falwell, 1998) to introduce theactivity. Give students enoughletter cards to make a particularword. Make smaller wordsbuilding to the final word whichshould be composed of allletters.

31

Grade Level 4READING: PHONOLOGICAL AWARENESS/DECODING/VOCABULARY continuedStandard R.1, R.2 Benchmarks Assessments Strategies/Activities

SLE R.1.6. Students will incorporate Teacher made Use a group of related wordsExpand vocabulary words learned from tests from a content area unit of studythrough reading. reading narrative text Samples of and complete a semantic feature

and studying content student writing analysis. For example in a unit onareas into their own Cloze and Native Americans, have thespeaking, reading and modified cloze students list the names of groupswriting activities. passages

Statewide teston a grid and then check thecharacteristics that fit each

Students will useknowledge of multi-meaning words tocomprehend text.

Observation group.Engage students in a study of

words systemically across contentareas and through current events.

Students will useknowledge of synonyms,antonyms and homonymsin reading, writing andspeaking activities.

Have students summarize acontent area text using pre-selected vocabulary words.

Introduce the concept of the"nym" words by reading bookswhich illustrate them. Forexample, read Alexander and the

Students will recognizespecific language formssuch as figurativelanguage, jargon andtechnical language.

Students will use multiplereference aids, includinga thesaurus, a dictionaryand software to clarifymeanings and usage.

Terrible, Horrible, No Good, VeryBad Day (Viorst, 1972) tointroduce synonyms, starting withthe synonyms in the title. Havethe students brainstorm othersynonyms for overused words anddevelop a class chart to whichstudents can refer during readingand writing.

Have students sort acollection of word cards from astory according to such topics asthe story elements, affixes, partsof speech.

Students use vocabulary tomake word chains. For example,egg, tadpole, frog or irritate,bother, aggravate, annoy.

Use word analogies to developnew vocabulary words. Forexample, in the book Strew Nona(de Paola, 1975) use the wordsattention and compliment todevelop other three syllablewords such as detention,retention, contention,department, apartment,deportment.

'1 7Develop word walls for units

of study such as simple machines.

Grade Level 4

READING: COMPREHENSION


SLE R.1.7. Students will monitor Observation Use a book such as TheUnderstand the their own comprehension Teacher-student Rough-Face Girl (Martin, 1992) togoal of reading is and make modifications reading conference "think aloud" self-monitoringto construct when understanding Cloze passages strategies.meaning. breaks down, using Analysis of Conduct "think clouds" in

appropriate fix-up comprehension which the thinking of goodstrategies which may activities such as readers is verbalized:include: self-correct,reread, read on, slowdown at difficult points,self-question, summarize,use reference aids,search for clues,substitute familiarwords.

story mapsOral reading

record with analysisof miscues

Answerquestions about text


testsOral or written

retellings

--ask, "Does this makesense? Does it sound right?",

--adjust reading ratewhen necessary,

--read on or read backto retain meaning,

--predict outcomes,--form mental images.

. Ask students to do oralsummaries: Each student will reada section of a text. Students willsummarize to a partner what hashappened so far in the story.Encourage discussion andsubstantiation.

33

Grade Level 4

READING: COMPREHENSION continuedStandard R.1, R.2 Benchmarks Assessments Strategies/Activities

SLE R.1.8. Students will Observation Invite local writers andUnderstand that demonstrate knowledge Analysis of illustrators to talk with the class.reading is that authors/ reading log/reading Provide professional bookscommunication illustrators are real response journal which profile authors andbetween the people who go through a entries illustrators.author and the process to produce a Display advertising postersreader. book and use different

techniques tocommunicate.

Students will useknowledge of author'spurpose to comprehendtext.

and show videotapes of authorsdiscussing their works.

Divide the class into authorstudy groups and have each groupread and study the life and worksof an author. Have them developa presentation to share what theyhave learned.

Students will infer thestance of an author andidentify how language hasbeen used to convey thatstance.

Have students work inliterature focus groups to studyworks by one author. Allow timefor them to reflect and respondto the author's works. Examinethe author's works from thestyle, content, use of language,theme, etc. Record some of thecommon features and discuss howthe features reflect the author'spurpose or opinions. For example,in examining Lynne Cherry'sbooks, the students will developan understanding of her passionfor environmental issues.

34

Grade Level 4READING: COMPREHENSION (continued)Standard R.1, R.2 Benchmarks Assessments Strategies/Activities

SLE R.1.9. Students will state Observation Plan activities where childrenEstablish purposes purpose for reading, such Teacher made are reading for differentfor reading, such as for enjoyment, to get tests purposes and make them aware ofas enjoying,learning, modeling,

information/to learn, toresearch, to investigate.

PortfolioTeacher-student

the differences in purposes suchas:

sharing,performing,investigating andsolving problems.

conferenceStatewide test

--read newspaper articleto inform,

--read cartoons fromnewspaper to entertain,

--read Junior NationalGeographic to research,

--read a book on scienceexperiments toinvestigate,

--read assignment sheetsto follow instructions.

Teach students SQ3Rtechnique focusing on the self-questioning.

As KWL charts are used,encourage students to use chartsindependently to set purposes forreading.

35

Grade Level 4READING: COMPREHENSION (continued)Standard R.1, R. 2 Benchmarks Assessments Strategies/Activities

SLE R.1.10. Students will use the Oral reading Use "think aloud? to modelUse relationships context of the sentences records with how to clarify confusion inbetween words and in a paragraph to monitor analysis of miscues comprehension using the contextsentences,sentences and

comprehension. Analysis ofcomprehension

of the paragraph and the wholetext.

paragraphs, and Students will use the activities Put sentences fromparagraphs and context of paragraphs in Teacher made paragraphs on sentence strips andwhole pieces to the whole text to test have students rebuild theunderstand text. monitor comprehension. Statewide test


paragraphs in the story focusingon reconstructing the meaning ofthe paragraph.

Have students determine thepart of speech left out of clozepassages.

36

Grade Level 4READING: COMPREHENSION (continuedStandard R.1, R. 2 Benchmarks Assessments Strategies/Activities

SLE R.1.11. Students will evaluate Analysis of Model or "think aloud" theUse prior new information on the pre-reading process good readers use inknowledge to same topic by testing it activities linking text information with ownextend reading against known . Analysis of background knowledge andability and information and ideas. comprehension experiences. For example, use acomprehension. activities KWL chart to record known

Students will discuss an Teacher-made information about Nativealternative reading of a tests Americans before reading a texttext and offer possible Retelling rubric such as Native Americans Told Usreasons why a text may Statewide test So (Berger, 1996). After readingbe interpreteddifferently by differentreaders with differentbackgrounds andexperiences.

Project have the students complete the"L" (What I Have Learned)portion of the chart.

Use anticipation guidesbefore reading expository text.

Students will askquestions and supportanswers by connectingprior knowledge withliteral and inferentialinformation found intext.

Prepare a list of statementsabout the topic considering anymisconceptions students may haveand have students respond tothem (true or false). Discusstheir responses and then go intothe text to confirm or disprovetheir responses.

Students will read andcomprehend text that isabstract and removedfrom personalexperiences.

37

Grade Level 4READING: COMPREHENSION continuedStandard R.1, R. 2 Benchmarks Assessments Strategies/Activities

SLE R.1.12. Students will select and Samples of Model use of strategies andUse specific adjust strategies student writing allow children to apply to astrategies such as according to the . Analysis of variety of literary genre frommakingcomparison,predicting

purposes for reading andthe type of text beingread.

comprehensionactivities, such asstory maps and

diverse cultures. For example,compare the settings in Sarah,Plain and Tall (Mac Lachlan, 1985);

outcomes, drawing Venn diagrams. conclude the identity of the stoneconclusions,identifying the

Students willcomprehend text by

Answerquestions about the

in The Wretched Stone (VanAllsburg, 1991); identify cause-

main ideas and using specific strategies text effect in Voyage of the Frogunderstandingcause and effectto comprehend a

such as analyzing,predicting outcomes,determining important

Teacher madetests

Teacher-student

(Paulsen, 1995).After reading a story, group

students into groups of three andvariety of literary ideas. reading conference have each group write a summary

genre from diversecultures and time Students will determine

Statewide test which includes the beginning,middle and ending of the story.

periods. a text's main ideas andhow those ideas aresupported with details.

Students will paraphraseand summarize text torecall, inform andorganize ideas.

Share with the whole group.Read A River Ran Wild

(Cherry, 1992). Have studentsanalyze the story using a storymap and infer the main idea ofthe story using the information onthe map. Have students use themap to write a summary of thestory.

Students will drawinferences, such asconclusions orgeneralizations, andsupport them withevidence from the text

Choose books from differentgenres such as biographies andrealistic fiction which have thesame theme. Guide a discussionof the books by asking thefollowing types of questions:

and their ownexperiences,

--How are thecharacters/peoplealike and different?

Students will findsimilarities anddifferences acrosstexts, such as in scope ororganizations.

Students will distinguishfact and opinion invarious texts.

--How do thestories/situationsdiffer?

--How do thecharacters/peoplerelate to students'personal experiences?

Read books which areconceptually challenging such asThe Sign of the Beaver (Speare,1983) to give students theopportunity to comprehendbeyond their reading level.

38


SLE R.1.13.Understand that textshave differentpurposes (e.g.

Students will identifythe purposes ofdifferent types of text,

Teacher madetests

Statewide test

Use an editorial,encyclopedia article, a fictionbook such as The Rough Face Girl

persuading, informing,entertaining and

such as to inform,influence, express or

Performance (Martin, 1992), a non-fiction booksuch as Native Americans Told Us

instructing). entertain (e.g. editorialto persuade;encyclopedia article toinform; short story toentertain; book onscience experiments toinstruct).

So (Berger, 1996) and a book onscience experiments to leadstudents in an examination ofdifferent types of text and thepurpose of each. Have studentsbring examples of types of textfrom home or the classroom andhave them justify theirclassification.

Every time a text is read,question students about itspurpose.

SLE R.1.14. Students will construct, Teacher made Provide students withUse print for daily display and use various tests assignment sheets for reading.

activities (e.g. forms of functional print Samples of Use word charts as needed to

followingdirections, usingreferences).

to accomplish tasks,including schedules,catalogs, directories,charts, maps, graphs anddirections.

student writingProject

read and write.Use reading and writing

strategies charts as needed toread and write.

Use dictionaries to spell anddefine words.

Provide instructions forequipment use.

39


SLE R.1.15.Demonstrateknowledge ofexpository andnarrative texts.

Students will recognizedistinguishing features offamiliar genres, includingbiographies, historical andrealistic fiction, tall talesand mysteries.

Students will comprehendexpository text using theirknowledge of textstructures, includingproblem/solution,sequential/chronological,comparison andproposition/support.

Teacher madetests

PortfolioStatewide testSamples of

student writing

Discuss the style of varioustypes of narrative texts, such asbiographies, realistic and historicalfiction, showing examples of each.

Maintain a grid in theclassroom to classify books/textsread as a class until studentsbecome familiar with thedifferences.

As the students readexpository text, such as science orsocial studies texts, focus on thelayout and the features ofdifferent text structuresparticularly problem/solution,sequential-chronological,proposition/support.

Introduce expository textstructure using examples fromtrade books. Show the organizationof the text by using a graphicorganizer to record the mostimportant information. Havestudents recreate the same textpattern with a related topic.

For example, read the book TheDinosaur is the Biggest Animal ThatEver Lived and Other Wrong IdeasYou Thought Were True (Simon,1984) to introduceproposition/support text. Use aproposition/support graphicorganizer to organize theinformation and have students writetheir own proposition/supportessays using the book as a model.

Read How We Learned theEarth is Round (Lauber, 1990) toillustrate problem/solution text.Use a problem/solution graphicorganizer to organize the mostimportant information. Havestudents use the graphic organizerto compose problem/solution texton a related topic.

40

Grade Level 4READING: COMPREHENSION continued)Standard R.1, R.2 Benchmarks Assessments Strategies/Activities

SLE R.1.16.Uses strategiesfor visualorganization ofinformation, suchas story maps,semantic mapping,charts, etc.

Students will use variousmaps and diagrams tovisually display structuralpatterns found innarrative and expositorytext.

Analysis ofcomprehensionactivities such asstory maps, Venndiagrams, semanticmaps, etc.


testsSamples of

student writing

After reading a selection,have students complete a graphicorganizer appropriate for thestructure of the text such asstory pyramid, locating-information map, analysis chart,analogy organizer, timeline.

For example, after readingEgyptian Cinderella (Clima, 1989)use 5W's and 1H (Who? DidWhat? When? Where? Why?How?) to visually organizeinformation.

SLE R.2.1. Students will discuss Samples of Use The Rough-Face Girl

Use critical various content area student writing (Martin, 1992) as an introductionthinking and themes using examples Answer to a study of the diversity ofproblem solving from literature and comprehension Native Americans. List categoriesstrategies to other media as questions of information to gather for aintegrate content references. Statewide test study of Native Americans andfrom all subject Teacher made have students research one typematter areas. Students will participate tests including charts, graphs and

in collaborative projectsusing research materialsand media related toother disciplines.

Demonstration illustrations in theirpresentations.

Have students choose oneregion of the United States andmake a salt map of the region.

Students will respondlogically to open-endedquestions that requirecomparison, inference,analysis and evaluation inall areas of thecurriculum.

Have them write a briefdescription of the region anddraw or collect pictures toillustrate the description.

Read A River Ran Wild(Cherry, 1992). Stop reading atthe point of the story whereChief Weeawa speaks to Marionabout the state of the river. Havestudents research water pollutionand suggest ways that the peoplecould clean up the river. Read therest of the story to comparetheir solution with the one in thestory.

41

Grade Level 4READING: COMPREHENSION (continued)

Standard R.1, R. 2 Benchmarks Assessments Strategies/Activities

SLE R.2.2. Students will read a wide Observation Read aloud to the studentsRead for personal variety of fiction and Checklist everyday from literature and realreasons, such asfor enjoyment, for

nonfiction materials forenjoyment and

Analysis ofreading log/reading

world materials (newspapers,brochures, advertisements, prize

information and information which may response journal letters).for inquiry, include:

a variety of historicalfiction about eventsof interest,biographies/auto-biographies of peopleof real interest,realistic fictioninvolving school,families, friendships,informational booksabout interests (suchas how-to books),magazines,

novels,

reference materials.

Demonstration Provide time everyday forindependent reading.

Encourage students to readto answer questions they mayhave.

Use students' interestinventories to guide them towardappropriate reading materials.

Group students intoliterature focus groups based oninterest.

Group students into researchgroups based on interest.

Read short sections in booksto pique students' interest inreading them.

Share excitement of ownpersonal reading interests withstudents.

42

Grade Level 4

READING: FLUENCY


SLE R.1.17.Read

independently andwith others daily

Students will self-selectmaterials on independentreading level based onpersonal interests by

Analysis ofreading log/readingresponse journalentries

. Allocate time each day(approximately 40-45 minutes)for self-selected reading.

Provide opportunities for(e.g. sustained relying on knowledge of Observation students to read with others suchsilent reading,shared reading,partner reading).

authors and differenttypes of text and byestimating textdifficulty.

Students will read classicand contemporary workssuch as biographies,historical fiction,informational texts andpoetry.

Checklist as small group reading, choralreading, literature focus groups,author studies.

Pair students with youngerstudents, such as first graders,to be reading partners.

SLE R.2.3. Students will read and Oral reading Provide opportunity forDemonstrate comprehend most records with miscue students to meet the same wordsfluency and materials silently, but analysis in different contexts to helpcomprehension in when oral reading is Observation build their bank of familiar, highboth silent and appropriate, will read Teacher made frequency words.oral reading. with fluency (accuracy,

expression, appropriatephasing and attention topunctuation).

testsStatewide test

Provide familiar books thatstudents can read during self-selected reading time.

Provide opportunities forstudents to reread with others,such as small group reading,choral reading, Reader's Theater.

43

Grade Level 4

READING: FLUENCY (continued)


SLE R.2.4. Students will locate and Observation Teach children about theSelect appropriate use important areas of Analysis of organization and procedures ofreading material the library/media center. reading log entries the library.from library media Checklist Have students completecenters and other Students will evaluate interest inventories.sources. text for appropriateness

(e.g. current, relates topurpose for reading,relates to interest, etc.).

Students will chooseappropriate readingmaterial from a varietyof sources (e.g. home,community library,classroom, bookstore).

. Assist students in judging theappropriateness of thereadability level of a book.

Allow students to sharereading materials they havebrought from home.

44

Grade Level 4READING: LITERARY RESPONSE (continued)


SLE R.1.18. Students will offer Oral Post a list of books by genresRead, listen and observations, make presentations that students would enjoy readingrespond to avariety of literary

connections, react,speculate, interpret and


and are available in the classroom.Divide students into

genres from raise questions in tests literature focus groups based ondiverse cultures. response to text. Analysis of

learning log/readingone type of literature. Make agrid to compare the books based

SLE R.2.5. Students will interpret response journal the structure of the text. BringRespond to reading text ideas through varied entries the focus groups togetherin a variety of means, such as journal Performance occasionally to chart informationways (e.g. writing,retelling, art,drama).

writing, discussion,enactment, media,


Portfolio

and discuss likenesses anddifferences in books.

In using chapter books, assignStudents will supportinterpretations orconclusions withexamples drawn fromtext and their ownexperiences.

Projects one group of students for eachchapter to prepare a project andpresent their chapter to theentire group. The group as awhole can present the entire bookto another class.

Students will relate thelife experiences,language, customs andculture of characters intext to their ownexperiences,

Have students create a bookjacket, a diorama or poster whichshows the most interesting partof the book.

For informational texts, havestudents write and present amonologue from the perspectiveof one element of the study (e.g.a drop of blood going through thebody, Paul Revere warning aboutthe British).

Interpret what has beenread through poetry. Makedifferent kinds of books tosummarize and interpret what hasbeen read--big books, ABC books,pop-up books,

45

Grade Level 4READING: LITERACY RESPONSE (continued)Standard R.1, R.2 Benchmarks Assessments Strategies/Activities

SLE R.1.19. Students will Analysis of Focus "read clouds" on theRead more than demonstrate knowledge reading log entries works of a single author.one work by a of the content, style and Checklist Encourage students to focussingle author. theme of the works of an

author.Project on the works of a single author

during independent reading time.Have students work in

literature focus groups to studythe works of an author, such asByrd Baylor, Lynne Cherry orPatricia Mac Lachlan or MildredTaylor. Have each group read andstudy the life of their author andhave them examine the author'sworks from the style, content, useof language, theme, etc. of thestories. Record some of thecommon features and discuss howthe features reflect the author'spurpose or opinions. Have themdevelop a presentation to sharewhat they have learned with theclass.

46

Grade Level 4Standard R.1 R.2 Benchmarks Assessments Strategies/Activities

SLE R.1.20. Students will monitor Analysis of the Explain the purpose andUse strategiessuch as keeping

their progress in readingthrough maintaining a

reading log/readingresponse journal

content of a reading portfolio,including how to record on

reading logs,conferences with

reading portfolio whichmay contain the

entriesRecord of

checklists.Provide opportunity for

teacher, anddiscussions with

following: a reading log,reading response journal,

formal and informalbook talks

children to keep reading logs torecord the following:

other readers formonitoring

reading goals checklist,record of conferences

(Reader's Chair)Student self-

--list of books read,--comments on

progress inreading.

with teacher, record ofconversations with peers

evaluation,questionnaires and

particular authors,--responses to a

about books, responsesto reading, self-evaluations, readingassessments.

checklistsTeacher-student

reading conferencePortfolioProject

particular text,--summaries of books,--book reviews,--comments on

personal readingstrategies,

--plans for furtherreading.Establish a process

for conferencing with students toexplain the progress they aremaking toward their reading goals.

47

Grade Level 4READING: LITERARY RESPONSE continued


SLE R.1.21.Experiment withcreative andplayful language,such as textinnovations, choralreading, etc.

Student's writings willshow evidence oftransfer of literarylanguage from reading towriting.

Students will use rhythm,

ObservationSamples of

student writingPerformanceAnalysis of

learning log/journalentries

Show a video clip of a soon-to-be-released movie or TV show.Discuss the elements that wentinto the ad and analyze whetheror not the "teaser" promotedinterest. Have students create"teasers" for books they have

sound devices andfigurative language inoral and written work.

Portfolio read.Select particular characters

from the story and infer whatthese characters might say afterthe story.

Read In a Pickle and OtherFunny Idioms (Terban, 1983).List expressions such as "hotwater" on the board. Havestudents choose one to illustrate.

Involve students in Reader'sTheater by orchestrating simpleclass poems and stories.

SLE R.1.22. Students will use Performance Provide students with theUse technological available technology to Portfolio opportunity to use computers foraides (e.g. conduct research about Observation playing word games, working on

database, spread- an assigned or self- comprehension skills, doing

sheet, desktoppublishing) tosupport growth inreading.

selected topic research and all aspects of thewriting process.. Ask students to select onecontent area topic, one author, orone genre and develop a researchunit using available technologyincluding computers, overheadprojectors, video recordersand/or cassette recorder.

48

Grade Level 4READING: LITERARY RESPONSE continued)Standard R.1, R.2 Benchmarks Assessments Strategies/Activities

SLE R.2.6. Students will write in Samples of Lead students in anUse reading to different genres using a student writing examination of texts illustrating aenhance variety of authors' works Teacher made story element, text structure orwriting. as models.

Students will apply newvocabulary and conceptsfrom reading to writing.

testsStatewide test

type of genre. Ask questions thatfocus attention on the writingstyles, characters, use ofconventions, literary devices,setting, development of plot intext. For example, have studentsread "Little Eight John"(Hamilton, 1985). Visuallyorganize the story using a causeand effect graphic organizer.Lead students to a discussion ofhow the author used cause andeffect to build the character ofLittle Eight John. Have studentsuse the organizer to write theirown events or the oppositeversion of the story.

Read the opening paragraphsof quality literature and discusshow various authors were able tocommand the reader's attention.Chart the favorite openingsentences and encourage studentsto use them in their writing.

SLE R.2.7. Students will use multiple Teacher made Lead students in anSelect appropriate resources, including tests examination of various kinds ofresource material print, (e.g. reference Samples of sources of information includingfrom a variety of materials), electronic student writing print, technology and people andsources (e.g. texts and experts to Observation discuss their usefulness aslibrary media locate information which Checklist resource material.centers,community andhome).

addresses specificquestions.

Project Require students to completea research report in which theyreference at least four differentsources of information.

49

Grade Level 4READING: LITERARY RESPONSE continuedStandard R.1, R.2 Benchmarks Assessments Strategies/Activities

SLE R.2.8. Students will participate Record of Participate in students'Initiate and in whole group and small formal and informal discussions about books and model

participate in group, formal and conversations about good questioning and goodconversations informal conversations books question responding without beingabout reading. about literature. Observation intrusive.

. Analysis of Divide students into smallStudents will reading log/reading literature focus groups based onrecommend books and response journal interests and allow them timeauthors to their friends entries everyday to discuss the booksand teacher. Performance they are reading.

Provide time everyday forstudents to sit in the Reader'sChair and conduct book talks.

Have students engage ingrand conversations about booksthey have read.

50

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