© 2005 by
Queen Bee School District 16
and
Scantron Corporation.
All Rights Reserved.
Made with
Curriculum Designer by
Scantron Corporation
|
|
|
Queen Bee School District 16 |
|
Language Arts, June 2005 |
|
Language Arts - Grade 4 |
|
|
Genre: Identify
The learner will be able to
identify, interpret, read, and understand a variety of literary works, poetry, and informational text.
| Strand |
Bloom's |
Scope |
Activities |
| Genre |
Knowledge |
Reinforce |
Classroom
|
|
Author Intention
The learner will be able to
identify the author's purpose and viewpoint in a given passage.
| Strand |
Bloom's |
Scope |
Activities |
| Author: Intentions |
Analysis |
Reinforce |
Classroom
|
|
Themes
The learner will be able to
identify and explain themes that have been explored in literature from different societies and eras.
| Strand |
Bloom's |
Scope |
Activities |
| World Literature: Theme |
Application |
Introduce |
Classroom
|
|
Literature:Connect
The learner will be able to
relate literary works and their characters, settings and plots to current and historical events, people and perspectives.
| Strand |
Bloom's |
Scope |
Activities |
| Literature |
Synthesis |
Introduce |
Classroom
|
|
Author: Exploring
The learner will be able to
explore and identify books of a favorite author.
| Strand |
Bloom's |
Scope |
Activities |
| Author |
Knowledge |
Reinforce |
Classroom
|
|
Point of View: Determine
The learner will be able to
determine the author's viewpoint and purpose.
| Strand |
Bloom's |
Scope |
Activities |
| Author: Point of View |
Analysis |
Introduce |
Classroom
|
|
Multicultural Literature: Compare
The learner will be able to
compare and contrast literary themes from various cultures and eras.
| Strand |
Bloom's |
Scope |
Activities |
| Multicultural Literature |
Analysis |
Introduce |
Classroom
|
|
Grammar: Grade Level
The learner will be able to
use grade level appropriate grammar in written works.
| Strand |
Bloom's |
Scope |
Activities |
| Grammar |
Application |
Reinforce |
Classroom
|
|
Adjective: Comparative/Superlative
The learner will be able to
identify the correct comparative or superlative adjective for a given sentence.
| Strand |
Bloom's |
Scope |
Activities |
| Adjective |
Comprehension |
Introduce |
Classroom
|
|
Figurative Language
The learner will be able to
define and interpret,and use idioms, similes, and metaphors.
| Strand |
Bloom's |
Scope |
Activities |
| Idiom |
Application |
Reinforce |
Classroom
|
|
Sentence Structure: Construction
The learner will be able to
recognize and construct complete sentences.
| Strand |
Bloom's |
Scope |
Activities |
| Sentence Structure |
Comprehension |
Master |
Classroom
|
|
Fragment/Run-On: Edit
The learner will be able to
identify and edit a series of sentences for fragments or run-ons.
| Strand |
Bloom's |
Scope |
Activities |
| Sentence Structure/Fragment/Run-On |
Application |
Reinforce |
Classroom
|
|
Sentence Combining
The learner will be able to
combine a series of simple sentences into one correct sentence by adding a phrase or clause, compound predicates, compound subjects, or cumulative adjectives.
| Strand |
Bloom's |
Scope |
Activities |
| Sentence Structure/Combine Sentences |
Comprehension |
Master |
Classroom
|
|
Edit: Context
The learner will be able to
edit a series of sentences for errors such as double negatives, verb forms, subject-verb agreement, redundancies, conciseness, and clarity.
| Strand |
Bloom's |
Scope |
Activities |
| Sentence Structure: Edit |
Application |
Master |
Classroom
|
|
Conjunction: Use
The learner will be able to
correctly use conjunctions in a sentence.
| Strand |
Bloom's |
Scope |
Activities |
| Conjunction |
Application |
Reinforce |
Classroom
|
|
Sentence Structure: Variety/Meaning
The learner will be able to
use a variety of sentence structures in written works to convey meaning.
| Strand |
Bloom's |
Scope |
Activities |
| Sentence Structure |
Application |
Reinforce |
Classroom
|
|
Noun: Singular/Plural
The learner will be able to
identify the correct singular or plural form of a noun to fit within the context of a given sentence.
| Strand |
Bloom's |
Scope |
Activities |
| Noun |
Comprehension |
Reinforce |
Classroom
|
|
Pronoun: Case/Identify
The learner will be able to
identify and use the appropriate pronoun, pronoun order,and referent.
| Strand |
Bloom's |
Scope |
Activities |
| Pronoun |
Comprehension |
Reinforce |
Classroom
|
|
Adjective: Appropriate/Identify
The learner will be able to
identify and use appropriate adjectives for a given sentence.
| Strand |
Bloom's |
Scope |
Activities |
| Adjective |
Comprehension |
Reinforce |
Classroom
|
|
Verb Tense: Complete Sentence/Forms
The learner will be able to
identify and use the correct verb tense (including past, present, plural, and/or future forms) for a given sentence.
| Strand |
Bloom's |
Scope |
Activities |
| Verb Tense |
Comprehension |
Reinforce |
Classroom
|
|
Paragraph: Indent
The learner will be able to
indent a paragraph.
| Strand |
Bloom's |
Scope |
Activities |
| Paragraph Structure |
Comprehension |
Reinforce |
Classroom
|
|
Adverb: Choose Word/Phrase
The learner will be able to
choose the word or phrase with the correct adjectives and adverbs (including positive, comparative, and superlative forms) that best completes the sentence.
| Strand |
Bloom's |
Scope |
Activities |
| Adverb |
Comprehension |
Master |
Classroom
|
|
Sentence Structure: Variety/Cohesion
The learner will be able to
use a variety of sentence structures to create cohesion in written works.
| Strand |
Bloom's |
Scope |
Activities |
| Sentence Structure |
Application |
Reinforce |
Classroom
|
|
Indefinite Article: Precede Noun
The learner will be able to
identify the correct indefinite article to precede a noun in a given sentence.
| Strand |
Bloom's |
Scope |
Activities |
| Article |
Comprehension |
Introduce |
Classroom
|
|
Subject-Verb: Complete/Edit Sentence
The learner will be able to
complete and/or edit a given sentence with the correct singular or plural form of the given verb.
| Strand |
Bloom's |
Scope |
Activities |
| Subject-Verb Agreement |
Application |
Reinforce |
Classroom
|
|
Noun: Plural/Possessive/Determine
The learner will be able to
determine the correct form of a plural, possessive, or plural possessive noun for a sentence.
| Strand |
Bloom's |
Scope |
Activities |
| Noun |
Comprehension |
Introduce |
Classroom
|
|
Sentence Structure: Transitions/Identify
The learner will be able to
identify the transition words that best complete the logical progression of ideas.
| Strand |
Bloom's |
Scope |
Activities |
| Sentence Structure |
Comprehension |
Introduce |
Classroom
|
|
Preposition
The learner will be able to
use prepositions appropriately in their writing.
| Strand |
Bloom's |
Scope |
Activities |
| Preposition/Conjunction |
Application |
Introduce |
Classroom
|
|
Capitalization: Rules
The learner will be able to
capitalize the beginning of a sentence, the word "I", proper adjectives, proper nouns, initials, titles, the first word in a direct quote, and salutation and closing of a letter.
| Strand |
Bloom's |
Scope |
Activities |
| Capitalization: Conventions |
Knowledge |
Master |
Classroom
|
|
Punctuation: Use
The learner will be able to
use periods (in abbreviations, initials and at the end of sentences), question marks, exclamation marks, commas (in letter openings/closings, dates, between cities and states, and with direct quotes), and apostrophes (possessives and contractions).
| Strand |
Bloom's |
Scope |
Activities |
| Punctuation |
Comprehension |
Reinforce |
Classroom
|
|
Endmark: Sentence/Period/Use
The learner will be able to
correctly use a period, question mark,and exclamation point at the end of a sentence.
| Strand |
Bloom's |
Scope |
Activities |
| Endmark |
Comprehension |
Reinforce |
Classroom
|
|
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 |
Bloom's |
Scope |
Activities |
| Comma |
Application |
Introduce |
Classroom
|
|
Quotation Mark: Dialogue
The learner will be able to
use quotation marks in a written dialogue.
| Strand |
Bloom's |
Scope |
Activities |
| Quotation Mark |
Application |
Introduce |
Classroom
|
|
Comma: Series/Items/Identify
The learner will be able to
identify the correct use of a comma with items in a series,city and state, dates,salutation and closing in a letter.
| Strand |
Bloom's |
Scope |
Activities |
| Comma |
Comprehension |
Master |
Classroom
|
|
Contraction: Apostrophes
The learner will be able to
show an understanding of the use of apostrophes in contractions and appositives.
| Strand |
Bloom's |
Scope |
Activities |
| Contraction |
Comprehension |
Reinforce |
Classroom
|
|
Capitalization: Languages/Cultures
The learner will be able to
correctly capitalize languages and cultures.
| Strand |
Bloom's |
Scope |
Activities |
| Capitalization: Proper Nouns |
Knowledge |
Introduce |
Classroom
|
|
Contraction: Use
The learner will be able to
use contractions to construct clear and meaningful sentences.
| Strand |
Bloom's |
Scope |
Activities |
| Contraction |
Application |
Master |
Classroom
|
|
Story Elements
The learner will be able to
identify the setting, draw conclusions, recall sequence of events,analyze characters, recall details, understand the main idea, and predict outcomes in an orally read passage.
| Strand |
Bloom's |
Scope |
Activities |
| Character |
Analysis |
Reinforce |
Classroom
|
|
Directions: Follow
The learner will be able to
listen to and follow oral directions.
| Strand |
Bloom's |
Scope |
Activities |
| Directions |
Comprehension |
Reinforce |
Classroom
|
|
Behaviors: Attentively/Eye Contact
The learner will be able to
listen to a speaker attentively, including making eye contact with the speaker and demonstrating other appropriate listening behaviors.
| Strand |
Bloom's |
Scope |
Activities |
| Listening Behaviors |
Application |
Reinforce |
Classroom
|
|
Discussion:Group/Respond
The learner will be able to
respond to others and demonstrate comprehension by paraphrasing the comments of others, asking poignant questions, summarizing,and interpreting an oral presentation.
| Strand |
Bloom's |
Scope |
Activities |
| Discussion |
Comprehension |
Introduce |
Classroom
|
|
Detail: Relevant/Irrelevant/Distinguish
The learner will be able to
distinguish between relevant and irrelevant details in an orally read passage.
| Strand |
Bloom's |
Scope |
Activities |
| Detail |
Evaluation |
Reinforce |
Classroom
|
|
Questions: Clarify/Analyze/Synthesize
The learner will be able to
formulate questions which require a speaker to clarify meaning, analyze, and synthesize information.
| Strand |
Bloom's |
Scope |
Activities |
| Questions |
Analysis, Synthesis |
Reinforce |
Classroom
|
|
Story: Variety/Listen
The learner will be able to
listen to orally read stories or selections from a variety of sources.
| Strand |
Bloom's |
Scope |
Activities |
| Story |
Comprehension |
Reinforce |
Classroom
|
|
Passage Elements
The learner will be able to
identify the setting, draw conclusions, recall sequence of events,analyze characters, recall details, understand the main idea,make inferences, and predict outcomes in an orally read passage.
| Strand |
Bloom's |
Scope |
Activities |
| Character |
Analysis |
Master |
Classroom
|
|
Listening Strategies: Barriers
The learner will be able to
identify and manage barriers to listening(e.g noise, distractions).
| Strand |
Bloom's |
Scope |
Activities |
| Listening Strategies |
Comprehension |
Introduce |
Classroom
|
|
Discussion: Group/Respond
The learner will be able to
respond to others and demonstrate comprehension by paraphrasing the comments of others, asking poignant questions, summarizing,and interpreting an oral presentation.
| Strand |
Bloom's |
Scope |
Activities |
| Discussion |
|
Master |
Classroom
|
|
Different Sources
The learner will be able to
find information for a variety of purposes using different media.
| Strand |
Bloom's |
Scope |
Activities |
| Advertisement |
Knowledge |
Master |
Classroom
|
|
Illustrator: Identify
The learner will be able to
identify the works of a favorite illustrator.
| Strand |
Bloom's |
Scope |
Activities |
| Illustrator |
Comprehension |
Reinforce |
Classroom
|
|
Multimedia: Incorporate/Presentation
The learner will be able to
with teacher assistance incorporate multimedia tools (computers, drawings, videotapes, and dramatizations) into a presentation.
| Strand |
Bloom's |
Scope |
Activities |
| Media Aids: Multimedia |
Knowledge |
Introduce |
Classroom
|
|
Analyze: Characters in a Movie
The learner will be able to
analyze movies and videos.
| Strand |
Bloom's |
Scope |
Activities |
| Film: Analyze |
Analysis |
Introduce |
Classroom
|
|
Newspaper/Magazine: Organization
The learner will be able to
identify the organization of a newspaper, magazine, and periodical.
| Strand |
Bloom's |
Scope |
Activities |
| Newspaper Sections |
Comprehension |
Introduce |
Classroom
|
|
Strategy
The learner will be able to
will be able to engage in before, during and after reading activities to establish a purpose for reading; survey materials; ask questions; make predictions; connect, clarify, and extend ideas.
| Strand |
Bloom's |
Scope |
Activities |
| Reading Strategies |
Evaluation |
Reinforce |
Classroom
|
|
Fluency: Grade Level/Appropriate
The learner will be able to
read aloud fluently texts appropriate to his/her grade level.
| Strand |
Bloom's |
Scope |
Activities |
| Reading Aloud: Fluency |
Application |
Reinforce |
Classroom
|
|
Comprehension: Story Elements
The learner will be able to
demonstrate comprehension by articulating how story elements (characters, setting, problem, resolution, events, and illustrations) relate to each other, comparing and contrasting story elements, formulating questions about story elements, and relating to the challenges of favorite characters.
| Strand |
Bloom's |
Scope |
Activities |
| Story Elements |
Comprehension |
Reinforce |
Classroom
|
|
Independence
The learner will be able to
set, monitor, and accomplish quantitative (books per month) and qualitative (fiction, nonfiction) reading goals and demonstrate comprehension.
| Strand |
Bloom's |
Scope |
Activities |
| Abstract Elements |
Evaluation |
Reinforce |
Classroom
|
|
Strategies: Self-Checking
The learner will be able to
develop methods for self-checking comprehension (rereading, self-questioning, skimming, responding in writing, summarizing, listing events in sequential order, separating causes/effects and facts/opinions, and thinking about the logical next steps, words, events of a story).
| Strand |
Bloom's |
Scope |
Activities |
| Reading Strategies |
Application |
Reinforce |
Classroom
|
|
Construct Meaning: Strategies
The learner will be able to
utilize the following context and content strategies for constructing meaning from reading materials: using prior knowledge to understand what is read, recognizing familiar words, interpreting punctuation, syntax, and sentence structure as clues to how sentences should be read, and sounding out words.
| Strand |
Bloom's |
Scope |
Activities |
| Constructing Meaning: Strategies |
Application |
Reinforce |
Classroom
|
|
Response: Activities
The learner will be able to
engage in self-initiated active reading 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, and make generalizations.
| Strand |
Bloom's |
Scope |
Activities |
| Reading Responses: Composing |
|
Master |
Classroom
|
|
Detail: Identify
The learner will be able to
identify details from reading passages.
| Strand |
Bloom's |
Scope |
Activities |
| Detail |
Knowledge |
Reinforce |
Classroom
|
|
Figurative Language: Infer Meaning
The learner will be able to
infer meaning from figurative language.
| Strand |
Bloom's |
Scope |
Activities |
| Figurative Language |
Comprehension |
Reinforce |
Classroom
|
|
Structure: Identify/Nonfiction
The learner will be able to
identify the structure of nonfictional material to improve comprehension.
| Strand |
Bloom's |
Scope |
Activities |
| Structure |
Knowledge |
Master |
Classroom
|
|
Strategies: Apply
The learner will be able to
apply reading strategies to monitor comprehension.
| Strand |
Bloom's |
Scope |
Activities |
| Reading Strategies |
Application |
Reinforce |
Classroom
|
|
Literary Device: Techniques/Meaning
The learner will be able to
understand that literary techniques are used to relate meaning.
| Strand |
Bloom's |
Scope |
Activities |
| Literary Device |
Comprehension |
Introduce |
Classroom
|
|
Strategies: Vocabulary/Using
The learner will be able to
use vocabulary strategies to understand what is read.
| Strand |
Bloom's |
Scope |
Activities |
| Reading Strategies |
Comprehension |
Reinforce |
Classroom
|
|
Fluency: Correct Mistakes
The learner will be able to
recognize and correct his/her own reading mistakes in silent and oral reading.
| Strand |
Bloom's |
Scope |
Activities |
| Emergent Reading |
Application |
Reinforce |
Classroom
|
|
Compare: Similar/Different Texts
The learner will be able to
recognize the similarities and differences between two texts.
| Strand |
Bloom's |
Scope |
Activities |
| Compare/Contrast |
Analysis |
Reinforce |
Classroom
|
|
Theme: Identify
The learner will be able to
identify the theme of a single or multiple reading passage(s).
| Strand |
Bloom's |
Scope |
Activities |
| Themes |
Application |
Reinforce |
Classroom
|
|
Reading Behaviors: Attention Span
The learner will be able to
read or explore books for extended periods of time.
| Strand |
Bloom's |
Scope |
Activities |
| Reading Behaviors: Silent/Sustained |
Comprehension |
Reinforce |
Classroom
|
|
Fact/Opinion
The learner will be able to
distinguish between fact and opinion.
| Strand |
Bloom's |
Scope |
Activities |
| Fact/Opinion |
Comprehension |
Introduce |
Classroom
|
|
Strategy:Predict Outcome:
The learner will be able to
predict the outcome based on relating new information to prior knowledge.
| Strand |
Bloom's |
Scope |
Activities |
| Predicting |
Application |
Reinforce |
Classroom
|
|
|
