Language Arts Grade 4 - Third nine weeks

Ashdown Public School District
LANGUAGE ARTS, GRADE K

Language Arts - Grade 4 - Third nine weeks

Language Arts

Arkansas' Learning Standards are defined in the Arkansas Curriculum Frameworks, discipline-based documents which clearly describe what students must know and be able to do in the area of Language Arts at three critical levels: grades 4, 8, and 12. The rigorous academic content standards and the student learning expectations within each document provide the focus for instruction for each local school district, without rigidly prescribing every element of the local curriculum. Student demonstration of the standards and learning expectations within the Arkansas Frameworks is the anchor for the entire education system, with instructional programs, state-level assessments, professional development, school improvement planning, teacher/administrator licensure, and accountability sharing the common goal of improved student learning and performance around these standards.

The Language Arts portion of the ACTAAP is based on standards in the Arkansas Language Arts Curriculum Framework.

The Stanford Achievement Test, Ninth Edition (SAT-9) contains six subtests for Language Arts levels Primary 1 through Primary 3. At the higher levels, there are seven subtests.

Informational: Expand Meaning
The learner will be able to expand upon the meaning of informational materials and non-fictional stories read.

Strand	Bloom's	Scope	Hours	Source
Informational Text	Application	Master	3.0	Stanford Achievement Test (SAT-9), Version 9, Intermediate 1 week tested: 5.

Author Intention
The learner will be able to determine authors' intentions by evaluating details included and/or omitted in written works.

Strand	Bloom's	Scope	Hours	Source
Author: Intentions	Knowledge	Master	5.0	Stanford Achievement Test (SAT-9), Version 9, Intermediate 1 week tested: 5.

Functional Text: Inference
The learner will be able to make inferences from functional materials.

Strand	Bloom's	Scope	Hours	Source
Functional Text	Analysis	Master	3.0	Stanford Achievement Test (SAT-9), Version 9, Intermediate 1 week tested: 5.

Draw Conclusion: Stated Information
The learner will be able to draw conclusions from information stated in an orally read passage.

Strand	Bloom's	Scope	Hours	Source
Draw Conclusion	Comprehension	Master	3.0	Stanford Achievement Test (SAT-9), Version 9, Intermediate 1 week tested: 5.

Draw Conclusion: Implicit Information
The learner will be able to draw a conclusion from implicit information in a passage read aloud by the teacher.

Strand	Bloom's	Scope	Hours	Source
Draw Conclusion	Application	Master	3.0	Stanford Achievement Test (SAT-9), Version 9, Intermediate 1 week tested: 5.

Draw Conclusion: Underlying Relationship
The learner will be able to draw a conclusion from underlying relationships.

Strand	Bloom's	Scope	Hours	Source
Draw Conclusion	Evaluation	Master	3.0	Stanford Achievement Test (SAT-9), Version 9, Intermediate 1 week tested: 5.

Draw Conclusion: Support
The learner will be able to evaluate the adequacy of evidence given to support an idea or conclusion in a text.

Strand	Bloom's	Scope	Hours	Source
Draw Conclusion		Master		Stanford Achievement Test (SAT-9), Version 9, Intermediate 1 week tested: 5.

Draw Conclusion: Implicit Information
The learner will be able to draw a conclusion from implicit information found in a reading passage.

Strand	Bloom's	Scope	Hours	Source
Draw Conclusion	Analysis	Master	1.5	Stanford Achievement Test (SAT-9), Version 9, Intermediate 1 week tested: 5.

Predict Outcome: Reading Passage
The learner will be able to predict the outcome of a given reading passage.

Strand	Bloom's	Scope	Hours	Source
Predicting	Application	Master	1.5	Stanford Achievement Test (SAT-9), Version 9, Intermediate 1 week tested: 5.

Inference: Fiction
The learner will be able to infer meaning from fiction and non fiction selections.

Strand	Bloom's	Scope	Hours	Source
Inference	Synthesis	Master	2.0	Stanford Achievement Test (SAT-9), Version 9, Intermediate 1 week tested: 5.

Inference: Extend
The learner will be able to extend inference beyond passage information.

Strand	Bloom's	Scope	Hours	Source
Inference	Synthesis	Master	2.0	Stanford Achievement Test (SAT-9), Version 9, Intermediate 1 week tested: 5.

Motive: Infer/Short Passage
The learner will be able to infer character motive from a short passage.

Strand	Bloom's	Scope	Hours	Source
Character: Motive	Analysis	Master	0.5	Stanford Achievement Test (SAT-9), Version 9, Intermediate 1 week tested: 5.

Study and Research Skills

Outline: Main Topic
The learner will be able to identify the main topic of a given outline.

Strand	Bloom's	Scope	Hours	Source
Outline	Knowledge	Master	1.0	Stanford Achievement Test (SAT-9), Version 9, Intermediate 1 week tested: 5.

Organizing Information: Importance
The learner will be able to organize information using the criteria of importance,and /or impact rather than by availability(power).

Strand	Bloom's	Scope	Hours	Source
Organization	Application	Master	1.5	AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.2.2 week tested: 22.

Skim: Identify
The learner will be able to identify what it means to skim a text.

Strand	Bloom's	Scope	Hours	Source
Skim	Comprehension	Master	1.0	Stanford Achievement Test (SAT-9), Version 9, Intermediate 1 week tested: 5.

This unit includes studying and applying knowledge of word structure (bases and affixes), concrete analogies, synonyms, antonyms, and syllables. It also includes applying knowledge of connotation, denotation and words with multiple levels of meaning.

Context: Word Meaning
The learner will be able to infer word meaning from context.

Strand	Bloom's	Scope	Hours	Source
Context	Analysis	Master	5.0	Stanford Achievement Test (SAT-9), Version 9, Intermediate 1 week tested: 5.

STRAND 1: WRITING

CONTENT STANDARD 1:

Students will employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

GRADES K-4 (Student learning expectations:)

W.1.1. Move from visual and spoken experiences to written language through positive modeling.
W.1.2 Understand the relationship between letters and words, words and sentences, sentences and paragraphs, and paragraphs and whole pieces.
W.1.3. Follow patterns from predictable books, poems and stories.
W.1.4. Use individual and collective strategies for finding and developing ideas about which to write.
W.1.5. Write from experiences and thoughts.
W.1.6. Write in one or more subject areas daily.
W.1.7. Recognize and express cultural diversity in writing.
W.1.8. Respond appropriately to the writing of others.
W.1.9. Use the responses of others to review writing for clarity, style and content.
W.1.10. Acquire information with the use of computers and other available technology to gather, write and revise texts.
W.1.11. Write in a variety of modes, such as journals, stories, poems, letters, interviews and notes.
W.1.12. Write for a variety of audiences, such as peers, parents, teachers and community.
W.1.13. Write for a variety of purposes, such as to persuade, to enjoy, to entertain, to inform, to record, to respond to reading and to solve problems.
W.1.14. Develop a collection of writings.

CONTENT STANDARD:

Students will apply knowledge of language structure and language conventions (e.g., spelling and punctuation) to print and nonprint texts.

GRADES K-4 (Student learning expectations:)

W.2.1. Write independently on self-selected topics.
W.2.2. Organize information according to criteria for importance and impact rather than according to availability.
W.2.3. Work in cooperative groups to produce a written product.
W.2.4. Monitor progress of self and others.
W.2.5. Accept responsibility for completing writing tasks.
W.2.6. Edit writing for developmentally appropriate spelling, usage, mechanics, grammar, vocabulary, handwriting and content accuracy.
W.2.7. Publish writing in a variety of ways, such as class anthologies, public readings, newsletters, newspapers, bulletin boards, sharing with others and books.

This unit focuses on each stage of the writing process: prewriting, writing, revising, and publishing. It includes skills covering a variety of organizational formats and purposes for writing (communicating ideas, opinions, and feelings, clarifying thoughts, and solving problems). Some example writing formats are: expository, narrative, poetry, and drama.

Paragraph: Supporting Sentence
The learner will be able to identify sentences that best develop a given topic sentence.

Strand	Bloom's	Scope	Hours	Source
Paragraph Content	Application	Master	1.5	Stanford Achievement Test (SAT-9), Version 9, Intermediate 1 week tested: 5.