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Guardian Angels School |
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Guardian Angles Language Arts |
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Language Arts - Grade 4 |
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Short Story: Construct Meaning
The learner will be able to
construct meaning from a short story by interpreting details, the title, character motives and feelings, and by predicting outcomes.
| Strand |
Scope |
Source |
| Story/Short Story |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade.; MI: Educational Assessment Program (MEAP), 1994, Fourth Grade tested in week 7 of next year |
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Short Story: Analyzing
The learner will be able to
analyze a short story for details, emotions, and events, and predict the outcomes of the story.
| Strand |
Scope |
Source |
| Story/Short Story |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade.; MI: Educational Assessment Program (MEAP), 1994, Fourth Grade tested in week 7 of next year |
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Genre/Cultures: Selecting Literature
The learner will be able to
independently select books from a variety of genres (biographies, nonfiction, fiction, diaries, and journals) and from multiple cultures.
| Strand |
Scope |
Source |
| Genre |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Author: Comparing/Contrasting
The learner will be able to
compare and contrast the themes, points of view, and styles of two authors.
| Strand |
Scope |
Source |
| Author |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Informational: Synthesize
The learner will be able to
synthesize information from three entries from one or more reference books.
| Strand |
Scope |
Source |
| Informational Text |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Author Intention
The learner will be able to
identify the author's purpose in a given passage.
| Strand |
Scope |
Source |
| Author: Intentions |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Short Story: Analyze
The learner will be able to
analyze short stories.
| Strand |
Scope |
Source |
| Story/Short Story |
Introduce |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 11, Reading: Analysis and Generalization tested in week 7 of next year. |
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Short Story: Character/Analyze
The learner will be able to
analyze a character depicted in a short story.
| Strand |
Scope |
Source |
| Story/Short Story |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Narrative Patterns: Recognize
The learner will be able to
recognize narrative patterns.
| Strand |
Scope |
Source |
| Narrative |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Genre: Identify
The learner will be able to
identify the genre of a given passage.
| Strand |
Scope |
Source |
| Genre |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Simile: Recognize
The learner will be able to
show an understanding of similes by reading sentences and choosing the best similes for the underlined words or phrases.
| Strand |
Scope |
Source |
| Metaphor/Simile |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Metaphor: Interpret
The learner will be able to
interpret metaphors and show an understanding of how they are used in comparisons.
| Strand |
Scope |
Source |
| Metaphor/Simile |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Usage: Demonstrate/Standard
The learner will be able to
demonstrate standard language usage.
| Strand |
Scope |
Source |
| Usage |
Develop |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 11, Language: Usage and Expression tested in week 7 of next year. |
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Edit: Context
The learner will be able to
edit a series of sentences for double negatives, verb forms, subject-verb agreement, redundancies, and clarity.
| Strand |
Scope |
Source |
| Sentence Structure: Edit |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Mechanics: Conventions
The learner will be able to
understand and apply English language conventions in the following areas: punctuation (commas, periods, quotation marks) and usage (pronouns, singular and plural nouns, subject/verb agreement, verb tenses, singular possessives).
| Strand |
Scope |
Source |
| Mechanics |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Capitalization: City/State
The learner will be able to
capitalize cities and states.
| Strand |
Scope |
Source |
| Capitalization: Proper Nouns |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Comma: Understand
The learner will be able to
edit sentences for the correct use of commas and show an understanding of how commas alter meaning.
| Strand |
Scope |
Source |
| Comma |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Punctuation: Identify Correct
The learner will be able to
identify the correct punctuation.
| Strand |
Scope |
Source |
| Punctuation |
Master |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 11, Language: Punctuation tested in week 7 of next year. |
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Capitalization: Use Correctly
The learner will be able to
use capitalization correctly.
| Strand |
Scope |
Source |
| Capitalization: Applications |
Master |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 11, Language: Capitalization tested in week 7 of next year. |
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Title: Capitalize
The learner will be able to
capitalize a title.
| Strand |
Scope |
Source |
| Capitalization: Title |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Response: Story/Analyze/Discuss
The learner will be able to
analyze a story and discuss story elements after hearing it read aloud. This includes identifying the main idea, events, sequence, and details of the story.
| Strand |
Scope |
Source |
| Listening Responses |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Discussion: Group/Respond
The learner will be able to
respond to others (in a group discussion) by paraphrasing the comments of others, asking poignant questions, and demonstrating patience while listening.
| Strand |
Scope |
Source |
| Discussion |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Evaluating: Student/Teacher Criteria
The learner will be able to
evaluate the oral presentations given by others on the basis of a set of student/teacher developed criteria (cohesive main idea, consistent organization of supporting ideas, and effective speaking style).
| Strand |
Scope |
Source |
| Presentation: Evaluating |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Advertisement: Describe
The learner will be able to
find and describe information displayed in an advertisement.
| Strand |
Scope |
Source |
| Advertisement |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Print/Nonprint: Techniques
The learner will be able to
use an understanding of media techniques to create, evaluate, and/or discuss print and nonprint materials.
| Strand |
Scope |
Source |
| Media Form: Print/Non-Print |
Introduce |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 6 |
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Predict Outcome
The learner will be able to
analyze how elements of a story are connected, and utilize this analysis to make predictions about how a story might end.
| Strand |
Scope |
Source |
| Predicting |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Interpretation: Variety of Sources
The learner will be able to
interpret a variety of reading materials.
| Strand |
Scope |
Source |
| Interpretation |
Develop |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 11, Reading: Inference and Interpretation tested in week 7 of next year..; National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
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Response Logs
The learner will be able to
keep a reading response log which includes sections for detailing events, and for providing an emotional and/or intellectual reaction to story elements. Such a log should be referred to by the student as a measure of the student's growth as a reader, for topics for group discussions, and as a way to become an engaged reader.
| Strand |
Scope |
Source |
| Reading Responses: Logs |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Response: Activities
The learner will be able to
engage in self-initiated reading response activities such as prewriting on topics (lists, webbing, illustrations, graphs, clusters), maintaining reading response logs, discussing reading materials with peers, and forming questions about reading materials during which the student is able to recall key elements of reading materials, summarize, paraphrase main ideas, generalize about characters, explain how elements of reading materials may be connected, and remain open to the ideas and interpretations of others.
| Strand |
Scope |
Source |
| Reading Responses: Composing |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Analyze: Main Characters
The learner will be able to
analyze main characters by creating story maps which highlight the adventures, personalities, and growth of main characters. Such maps should include quotes from main characters, other characters, and narrators, which substantiate commentary on the main characters.
| Strand |
Scope |
Source |
| Character: Analyze |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Analyze: Characters/Point of View
The learner will be able to
analyze story elements such as characters, point of view, setting, and story line, and discuss how these elements are connected.
| Strand |
Scope |
Source |
| Story Elements: Analyze |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade.; MI: Educational Assessment Program (MEAP), 1994, Fourth Grade tested in week 7 of next year |
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Draw Conclusion: Passage
The learner will be able to
draw logical and supported conclusions from passages.
| Strand |
Scope |
Source |
| Draw Conclusion |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade.; MI: Educational Assessment Program (MEAP), 1994, Fourth Grade tested in week 7 of next year |
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Fact: Understand
The learner will be able to
understand facts in a reading selection.
| Strand |
Scope |
Source |
| Fact/Opinion |
Master |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 11, Reading: Factual Understanding tested in week 7 of next year. |
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Story Elements: Make Inferences
The learner will be able to
make inferences about the elements of a story.
| Strand |
Scope |
Source |
| Story Elements |
Develop |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 11, Reading: Inference and Interpretation tested in week 7 of next year. |
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Figurative Language: Infer Meaning
The learner will be able to
infer meaning from figurative language.
| Strand |
Scope |
Source |
| Figurative Language |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Sequence: Time/Identify
The learner will be able to
identify the time structure of a reading passage.
| Strand |
Scope |
Source |
| Sequence |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Generalization: Passage
The learner will be able to
make a generalization based on passage elements.
| Strand |
Scope |
Source |
| Generalization |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Generalization: Short Stories
The learner will be able to
develop generalizations about short stories.
| Strand |
Scope |
Source |
| Generalization |
Develop |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 11, Reading: Analysis and Generalization tested in week 7 of next year. |
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Persuasion: Devices/Utilize
The learner will be able to
communicate a point of view utilizing persuasive devices (powerful examples, language, tone of voice, and sequencing events), and body language.
| Strand |
Scope |
Source |
| Persuasion |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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General: Guidelines/Follow
The learner will be able to
orally present a report, speech, poem, or story which follows the guidelines set by the class/teacher for an appropriate presentation.
| Strand |
Scope |
Source |
| Presentation: General |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Group: Member/Participate
The learner will be able to
participate as an active member of a group preparing a presentation. The presentation should be appropriate for its purpose, the audience, and topic, and should incorporate audio/visual aids.
| Strand |
Scope |
Source |
| Presentation: Group |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Story: Retell/Summarize
The learner will be able to
orally retell or summarize a story.
| Strand |
Scope |
Source |
| Story |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Edit: Contextual
The learner will be able to
edit for correct spelling by transferring a knowledge of prefixes, suffixes, and their definitions to the spelling of words.
| Strand |
Scope |
Source |
| Editing |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Homophones
The learner will be able to
review sentences for the appropriate use and correct spelling of homophones.
| Strand |
Scope |
Source |
| Homophone |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Strategies
The learner will be able to
develop a study method for learning how to spell new words (such as keeping a log of words misspelled frequently).
| Strand |
Scope |
Source |
| Spelling Strategies |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Root Words: Building
The learner will be able to
correctly spell words where an affix may or may not change the spelling of the root word.
| Strand |
Scope |
Source |
| Affix |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Spelling
The learner will be able to
choose a word that best completes a sentence and is spelled correctly.
| Strand |
Scope |
Source |
| Complete Sentence |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Irregular Words
The learner will be able to
correctly write words with irregular spelling.
| Strand |
Scope |
Source |
| Irregular Word |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Spelling: Applications
The learner will be able to
spell words correctly.
| Strand |
Scope |
Source |
| Spelling Applications |
Develop |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 11, Language: Spelling tested in week 7 of next year. |
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Suffix: Spell
The learner will be able to
correctly spell words which have a suffix.
| Strand |
Scope |
Source |
| Suffix |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Study and Research Skills
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Research Project: Management
The learner will be able to
work in a group and/or alone to decide on a research topic, develop a plan of action for completing the research, create a timeline for the project that includes each step of the research and presentation process, utilize resources such as encyclopedias, dictionaries, film, tape, experts, and technology, formulate a thesis statement, outline details, and prepare a presentation.
| Strand |
Scope |
Source |
| Research Project |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Research Skills: Evaluating Resources
The learner will be able to
evaluate the usefulness of a resource book (to a given research project) by quickly skimming, reading a chapter title, index, title page, table of contents, glossary, paragraph headings, and visual aids.
| Strand |
Scope |
Source |
| Resource: Evaluating |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Dictionary: Identify/Locate Information
The learner will be able to
identify the kinds of information a dictionary contains and locate information in a dictionary.
| Strand |
Scope |
Source |
| Dictionary |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Outline: Titles
The learner will be able to
use organizational skills to complete an outline and choose the most appropriate title for a given outline.
| Strand |
Scope |
Source |
| Outline |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Encyclopedia: Locate Information
The learner will be able to
locate information in an encyclopedia.
| Strand |
Scope |
Source |
| Encyclopedia |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Diagrams: Keys
The learner will be able to
use a diagram and its accompanying keys.
| Strand |
Scope |
Source |
| Diagram |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Analogy
The learner will be able to
generate analogies which encompass the multiple levels of meaning and connotations of words.
| Strand |
Scope |
Source |
| Analogy |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Context: Analysis
The learner will be able to
draw logical conclusions about the meaning of words when they are presented within the context of a passage and utilize structural clues (affixes, base words, comparatives, superlatives, irregular verbs, pronouns and their referents, synonyms, and antonyms) to define unknown words.
| Strand |
Scope |
Source |
| Context |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Writing: Poems
The learner will be able to
demonstrate a large vocabulary and the ability to use multiple-meaning words precisely by writing cinquains, haikus, diamantes, and acrostics.
| Strand |
Scope |
Source |
| Vocabulary: Writing |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Sentence Completion
The learner will be able to
identify the vocabulary word that best completes a given sentence as read aloud by the teacher.
| Strand |
Scope |
Source |
| Complete Sentence |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Relationship
The learner will be able to
determine the meaning of a word through its relationship to another word.
| Strand |
Scope |
Source |
| Word Relationships |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Context: Technical
The learner will be able to
determine the meaning of unfamiliar technical terms by analyzing the context (a paragraph or more) in which the words are used.
| Strand |
Scope |
Source |
| Context |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Vocabulary: Apply
The learner will be able to
apply an understanding of vocabulary words.
| Strand |
Scope |
Source |
| Vocabulary |
Master |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 11, Reading: Vocabulary tested in week 7 of next year. |
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Essay: Thematic
The learner will be able to
write a response to a literary topic which includes a clear thesis statement, an effective introduction, paragraphs which provide supporting details, elaboration, and examples, and a strong conclusion which ties the ideas and concepts presented in the essay together. The essay should follow a logical and consistent organizational pattern, utilize punctuation, grammar, literary devices, rich word choices, and a variety of sentence constructions to add emphasis and strength to key points, and reflect a style and voice appropriate for a given audience, purpose, and subject matter.
| Strand |
Scope |
Source |
| Essay/Composition |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Edit: Usage/Mechanics
The learner will be able to
edit final drafts of writing for correct use of the following conventions: pronouns, singular or plural nouns, subject-verb agreement, singular possessives, punctuation, and spelling.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Edit: Language Conventions
The learner will be able to
proofread sentences for punctuation errors and complete sentences using correct punctuation and capitalization.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Revise: Content
The learner will be able to
revise writing in terms of content, style, voice, selection and sequence of ideas, and sentence structure (declarative, interrogatory, imperative, exclamatory). The student should show a willingness to be flexible, open to changes in drafts, and should view writing as a continuous process.
| Strand |
Scope |
Source |
| Revising: Content |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Topic Sentence: Create/Edit
The learner will be able to
create and edit a topic sentence which develops the topic of a given paragraph.
| Strand |
Scope |
Source |
| Paragraph Content: Topic Sentence |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Collection: Compile
The learner will be able to
compile a portfolio of writing samples which includes writing from different content areas, short stories, reports, and poems with drafts from each stage of the writing process. The portfolio should also include an explanation of why the pieces were selected, a self-evaluation of progress made in writing, and a judgment statement on whether goals set by teacher and/or student were met.
| Strand |
Scope |
Source |
| Portfolios: Collection |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Writing as a Process: Expository
The learner will be able to
demonstrate the writing process (prewriting, drafting, revising, rewriting, editing, publishing) to create an expository piece.
| Strand |
Scope |
Source |
| Writing as a Process |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Narrative: Events/Sequence
The learner will be able to
write a narrative which describes events in sequential order.
| Strand |
Scope |
Source |
| Narrative |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Research Paper: Development
The learner will be able to
understand the development of a research paper.
| Strand |
Scope |
Source |
| Research Paper |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Descriptive: Object/Idea
The learner will be able to
write to describe the qualities of an object or an idea.
| Strand |
Scope |
Source |
| Descriptive |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Main Idea/Supporting Details
The learner will be able to
write a composition which includes a main idea and supporting details.
| Strand |
Scope |
Source |
| Main Idea |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Edit: Paragraph Coherence
The learner will be able to
edit a paragraph for cohesiveness, theme, and sequence of ideas.
| Strand |
Scope |
Source |
| Editing: Content |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Cursive: Letters
The learner will be able to
form cursive letters.
| Strand |
Scope |
Source |
| Print/Cursive |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Conventions: Spacing Between Words
The learner will be able to
include a space between written words.
| Strand |
Scope |
Source |
| Emergent Writing: Conventions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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Style: Selecting
The learner will be able to
choose an appropriate writing style (expository, persuasive, narrative, or expressive) for a given purpose.
| Strand |
Scope |
Source |
| Style |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fourth Grade |
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